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Print Version    

Review of:

Using MyPlate in Your Life- Teens

Producer:University of Florida Family, Youth and Community Sciences
Date Produced:2011
Format(s):
  • Fact Sheet
  • Brochure
Audience(s):
  • Middle School (9-12 yrs)
  • Young Adults (19-30 yrs)
  • General Consumer
Topic(s):
  • MyPlate/DGA Training
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Calories
Description:Using MyPlate in Your Life Teens was developed to help you build an eating plan that works for you. You will find the right amount of foods to eat to meet your calorie needs and promote a healthy weight. Your eating plan also will give you the nutrients you need for good health and fitness!
Language:English
Cost:Available online.
Free?Yes
Ordering Info:Available online.
Web Site:http://fycs.ifas.ufl.edu/Extension/HNFS/MyPlate/MyPlate/Using_MyPlate_in_your_life_Teens_FINAL.pdf


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material based substantially on MyPlate or 2010 Dietary Guidelines for Americans.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

Comments:
This worksheet is appropriate for the intended group, teens.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.

Comments:
Appropriate for teens and easy to read for them.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material does not assume that reader has background information.
G. Learning Objectives
Learning objectives identifiable and met.

Comments:
The learning objectives are stated in the text box on the first page of the document.
H. Learning Activities, Projects, or Interactive Learning Tools
Material mentions appropriate learning activities, questions, projects, and/or suggestions for further action for which the reader can follow through, but does not include them in the materials.

Comments:
Teens should be able to walk through the process without any difficulty.
I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.
J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.
Not applicable.
K. Recipes (if included)
L. Recipes (if included)
M. Instructional Resources
Instructor resources not needed for this material.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Diversity
A. Role Models
Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.
B. Multi-cultural Representation
Racial, ethnic, and religious groups are represented in a factual manner showing a variety of roles, occupations, and values.

Comments:
Although the graphics used are appropriate, the picture on page 2 is a bit blurry when printed. I am unsure of the ethnicity of the person in the graphic.
C. Different lifestyles and food patterns
Material emphasizes a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Comments:
Food choices listed show geographic diversity.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.

Comments:
Well written for teen target group.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.
D. Supportive Illustrations
All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.
E. Layout and Design
Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.
F. Visual Quality

Comments:
N/A- due to the fact that people must print on their own paper.
G. Headings/Cueing Devices
Clear headings are provided for each topic area. Cueing devices (shading, boxes, arrows, etc.) are used to direct attention to key points.
H. Approximate Reading Level
Reading level is at 6th, 7th or 8th grade level.

Comments:
Reading level is appropriate for the intended audience.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Well written and useful for the target group- teens. The worksheet is simple and easy to follow.
B. Points that Could Be Improved:
The graphic on page 2 could be more clear.
C. General Comments
The worksheet is well done.
D. Overall Summary
The worksheet would be appropriate and useful for the target audience.


Reviewer Rating
Any opinions expressed about any resource in this web site (either expressly or implied) are solely and completely the responsibility of the reviewer and do not necessarily represent the views or opinions of the Society for Nutrition Education and Behavior.

Highly Recommended

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