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Print Version    

Review of:

The Power of 3: Get Healthy with Whole Grain Foods


Image courtesy of:
University of Minnesota Extension Service
Producer:University of Minnesota Extension Service
Date Produced:February 2006
Format(s):
  • Curriculum
  • Educational Campaign
  • Newsletter
Audience(s):
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
Topic(s):
  • Grains/Whole Grains
Description:Three component, 5 lesson school-based curriculum designed to increase intake of whole grain foods by elementary school children
Cost:Free download
Free?Yes
Web Site:http://www.extension.umn.edu/nutrition/power3.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 is a mix of appropriate and less than appropriate concepts.

Comments:
Too much information in the basic intro...........the school food service component seems too involved for the general teacher/instructor.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material assumes that reader has some background information.
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.
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:
"Popular" product names are listed as food examples which is unfortunately necessary for comparisons.
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.
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
Does not include negative stereotypes but fails to consider role models in nontraditional roles.
B. Multi-cultural Representation
Material does not include any outright negative stereotypes concerning racial, religious, or ethnic groups.
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, but sequence of information may not flow smoothly in all sections.
B. Writing Approach
Material is easy to read but does not personally involve the reader. Limited use of negative wording (e.g., “Don't eat”). 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
Illustrations are related to the material in some way. Most tables and graphs are as simple and easy to read as possible. In most tables and graphs, information is provided in a form requiring no further explanation.
E. Layout and Design
Color, design, and layout of material are adequate but do not stimulate interest.
F. Visual Quality

Comments:
NA
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 or below 5th grade level for low-literacy materials. Assessment method provided.


Web Sites
A. Currentness of Information
Web site information is current; there are no broken hyperlinks.
B. Readability
Text size is adequate for viewing. Good contrast between text and background.
C. Navigation
Navigation through the web site is logical and aided by navigation buttons and a site map or search tool.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Comprehensive review of whole grains and their importance in the healthy American diet. Objectives very clear.
B. Points that Could Be Improved:
Many teachers or parents may be overwhelmed by the amount of material and therefore not bother to use resource. Sometimes difficult to see where lesson plans/objectives could fit EASILY into current curriculum standards.
C. General Comments
There should be a modified version that gets the basic nutrition message out in a more simple manner.
D. Overall Summary
A great resource with LOTS of information


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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