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Print Version    

Review of:

Show Me Nutrition curriculum - 5nd grade


Image courtesy of:
University of Missouri Extension
Producer:University of Missouri Extension
Date Produced:January 2006
Format(s):
  • CD-ROM
  • Curriculum
  • Newsletter
Audience(s):
  • Early Childhood (2-5 yrs)
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
Topic(s):
  • General Nutrition
  • Physical Activity
  • Meal Planning
  • MyPlate/DGA Training
  • Healthy Eating Tips
  • Food Safety
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Calories
  • Vitamins and Minerals
  • Body image, media literacy, TV watching
Description:The Show-Me-Nutrition curriculum reinforces behaviors that support a healthy weight for kids such as being more physically active, spending less time watching TV, playing computer and video games, eating a healthy breakfast, eating more fruits and vegetables, drinking less soda and sweetened fruit drinks. The complete curriculum has guides for preschool through 8th grade.
Cost:Print copy and CD-ROM - $50; CD-ROM only - $30; quantity discounts available by calling (800) 292 - 0969
Free?No
Ordering Info:By phone call (800) 292 - 0969. By mail, send check or money order to: MU Extension Publications, 2800 Maguire Blvd, Columbia, MO 65211. Online at http://extension.missouri.edu/explore/showmenutrition


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material based substantially on MyPlate or 2010 Dietary Guidelines for Americans.

Comments:
The 11-lesson curriculum covers each of the MyPyramid food groups, incorporates the key messages for these food groups, and includes the importance of physical activity plus food safety. Oils are not discussed as a wedge on MyPyramid or distinguished from other fats. For example, nuts and seeds are referred to as high-fat foods without clarification on the type of fat.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

Comments:
The lesson on using food labels is packed with information. In order for educators to cover these essential topics with the detail needed, they would need plenty of time. This reviewer recommends that educators split this lesson into multiple lessons.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.
E. Accuracy
Information contains minor inaccuracies.

Comments:
The "Go lean with protein" lesson includes the outdated concept of "complete proteins", encouraging students to combine dried beans and peas and nuts with grain foods. Some foods are referred to as "good" sources of iron even though these foods do not meet the definition of "good" source (at least 10% Daily Value per serving.) For example, the Spin Game states that raisins, prunes and dried apricots are good sources of iron even though a 1/4 cup serving of each contains less than 1 gram of iron according to the USDA nutrient database.
F. Learner Background
Material assumes that reader has some background information.

Comments:
The background information that the curriculum assumes that the reader has is information that children this age are expected to know such as familiarity with foods and basic math skills when looking at labels.
G. Learning Objectives
Learning objectives identifiable and met.
H. Learning Activities, Projects, or Interactive Learning Tools
Material includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the reader.

Comments:
Example of stimulating and interesting learning experiences are the simple science experiments that are included in the family newsletters, a neighborhood fitness assessment activity and a fast food comparison activity.
I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. Company name may be mentioned but product name is not contained in text or illustrations.

Comments:
Several brand names are mentioned but the curriculum does not appear to be promoting these products.
J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.
Material includes five or more of the above.

Comments:
Evaluation is not included with the curriculum but the authors indicate that the state FNEP office will furnish evaluation instructions and tools annually. This reviewer assumes that the tools are for Missouri-FNEP use but might be available to other states upon.
K. Recipes (if included)
Overall, recipes are compatible with the Dietary Guidelines for Americans.
L. Recipes (if included)
Recipes do not include any nutrient analysis.
M. Instructional Resources
Instructor resources included with suggestions for enhancing the teaching process. Suggestions for follow-up learning activities/discussion questions included.
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
Not applicable.
B. Multi-cultural Representation
Not applicable.
C. Different lifestyles and food patterns
Material reflects, but does not emphasize, a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

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.
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
Paper weight used is heavy enough so that print from one side cannot be seen on the other side. Text is written in a font size that is easy to read, and the main body is not written in capital letters.
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:
Authors indicate that the lessons and accompanying materials were determined to be at the following reading levels: Flesch-Kincaid Grade Level 6.0; and Flesch Reading Ease 73.4.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
The authors used creative ways to explain concepts that might be difficult for children this age to understand. Examples included: using a pie chart to visually show % Daily Value; using a game, "I want to be a Bone Bank Millionaire", to reinforce the importance of consuming plenty of calcium; and using the analogy of programming a VCR to help students understand how genetic programming works.
B. Points that Could Be Improved:
The curriculum has a heavy focus on nutrients, and the importance of healthy eating and physical activity to prevent chronic disease. This reviewer would prefer more focus on consuming food because food provides more than nutrients (social aspects, pleasure.) Children this age might be more motivated to make healthy food and physical activity choices if there was more emphasis on issues that are of particular interest to them such as appearance (clear skin, shiny hair) and abilities (have energy, do their best at sports or in school). The curriculum did not include discussion of the differences between fats (oils vs. solid fats),and naturally occurring sugars and added sugars.
C. General Comments
Educators could make the minor changes needed, such as omitting the discussion on complementary proteins, and still use this curriculum.
D. Overall Summary
This is a comprehensive curriculum that could be used in classrooms or after school settings.


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.

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