A Healthier World a Better You
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Project Instructional Plan for 6100 ID&T

Project Instructional Plan for 6100 ID&T

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A Healthier World a Better You Presentation Transcript

  • 1. A Healthier World A Better You
  • 2. Designing Effective Instruction
    Walden University
    6100 Dr. Michael Burke
    Natural Design Solutions
    April, 2010
  • 3. Group Project Leaders
    ADDIE
    Analysis-Connie Jefferies
    Design-Tim Owens
    Development-Tonya Williams
    Implementation-Amanda Turner
    Evaluation-Maureen Gorman
  • 4. Purpose and Context
  • 5. Purpose
    The purpose of this module is to promote healthy eating and living habits by allowing information to be presented in a multimedia fashion.
    To apply the principles of ADDIE while we design the a module of colorful facts and information that may be retrieved, reflected on, and applied to daily understanding of healthy living practices.
  • 6. Purpose and Context
    To educate our communities on the value of making nutritional and lifestyle choices for our youth.
    To educate through instruction how to make choices while analyzing food and recording input through counting calories, fats, proteins and other essential ingredients.
    To educate through exploration of the food pyramid and personal reflection.
    To consider the factors that are important to healthy living.
    To consider the consequences of unhealthy choices and the absence of daily physical matched activity.
  • 7. Contextual Analysis
    Orienting Context
    The present level of understanding each learner has about nutrition and physical fitness.
    Design will begin with the learner and end with the learner.
    Mindful consideration is needed for each person. Awareness of abilities, disabilities, and attitudes is essential.
    Socioeconomic factors are to be considered.
    Take note of any modifications required.
  • 8. Environmental Context
    The environment will consist of a classroom with 15-20 desks.
    One or more computers to explore hyperlinks for instruction.
    Possible instruction with home school or self-paced learning experience.
    In the community at events such as Jump Rope for Heart, Start!, Get Moving!
    At home at the dinner table or at family meetings.
  • 9. Transfer Analysis
    With the information provided anyone can transfer these ideas to a healthy plan of living.
    With this module children along with their families can use the internet to further explore the topic of nutrition.
    They will also analyze food for essential elements and know how to keep a food journal while referring to food labels to count calories.
    Choose the right foods to eat and participate in a daily routine of exercise.
  • 10. Task Analysis
    I .Food Group Pyramid
    Identify Vocabulary
    Analyze the food pyramid
    Apply understanding to menu planning
    Formulate principal and rules
    Communicate tips and serving rules
    ll. Nutrition Labels
    Serving Size Carbohydrates Vitamins
    Calories Dietary Fiber Iron
    Fat and Calories Sugars
    Saturated Protein
    Unsaturated Cholesterol
    Fat from Calories Sodium
  • 11. Task Analysis cont
    Physical Activity
    Vocabulary-heart rate, movement
    Principals and rules
    If I complete the recommended amount of physical activity, then I will achieve health goals.
    Procedures
    Games and activities with active movements
    Interpersonal in groups or individual activities.
  • 12. Hyperlinks
    http://americanheart.org/
    http://www.mypyramid.gov/
    http://www.livepositively.com/pdf/howsweetis
    http://teamnutrition.usda.gov/resources/mpk_worksheet.pdf
    http://www.surveymonkey.com/QuestionBuilde
  • 13. Introduction
  • 14. Goals
    Upon completion of this instructional unit participants will be able to:
    Explain the difference between nutritious and non-nutritious foods using the food pyramid.
    Recognize the difference between healthy and unhealthy lifestyles.
    Explain factors to consider with examples of current health epidemics.
  • 15. Instructional Goals
    Effectively explain nutrition and lifestyles
    Demonstrate the difference between nutritional and non-nutritional foods.
    Identify current factors and identify epidemic diseases that require nutritious intervention.
    Define steps to making healthier food and lifestyle choice.
    Categorize healthy and unhealthy foods.
    Plan a nutritious menu.
    Participate in an individual or group series of physical activities.
    Name healthy substitution for overused ingredients.
    Analyze and apply knowledge to a self-care plan.
  • 16. Analysis
  • 17. Analysis
    Project Description
    In this project we will address an existing issue many families in America are dealing with and that is childhood nutrition.
    First lady Michelle Obama has expanded this subject by starting a campaign to end childhood obesity.
    Childhood nutrition is a major component of healthy living which needs constant evaluation. In creating this project we hope to expand the learners knowledge of nutrition, instill a greater understanding of personal management relating to eating choices and participation in regular physical activity.
    The theme of this project is “A Healthier World a Better You”
  • 18. Needs Analysis
    What is the problem we are asked to solve?
    We want children to make better nutritional choices with the food they eat at home, at school, and on the go.
    We will educate the learner but the end results will be whether choices are made by each person, family, or school. The target ages are between 3-14 years but the lessons and information within this module can be applied at any age.
    We also plan to initiate thoughts about regular physical activity with suggestions for various simple practices with movement that can be enjoyable. Walking, playing, dancing, running and participating in sports are some examples of ways to stimulate the metabolism and burn energy.
    We want to motivate anyone who views this module to learn about using the computer to plan meals and acquire information about the food groups and healthy living. The information provide can reach any person by use of a computer. If not at home, or school this information can be viewed at any local public library.
  • 19. Questions
    What can children do to learn more about nutritious eating?
    What children can benefit from this project?
    What choices are available and can be made for a regular exercise routine?
    How does a child read the food pyramid and apply it to everyday eating habits?
    When using the computer, how can the learner acquire information to plan a healthy meal?
    Who are we targeting and in what context will the learning take place?
  • 20. Design
  • 21. Design Phase
    In the design phase we want to begin with a pretest that is brief and gives us an idea of the learner. This will be a short survey from an online survey.
    Using behavior objectives as a starting point considering cognitive, psychomotor and affective domains.
    Then we want to state our objectives after a brief discussion and review of previous concepts.
    With careful consideration apply strategies that use facts, concepts, attitudes, principals, rules while guiding procedures of each learner.
  • 22. Design Phase
    Using these sequential steps a better understanding of nutritional choice will develop with continued exploration.
    Introduce the food pyramid and thoroughly examine each group using colors orange, green, red, blue, purple and yellow as a visual aide.
    Have the children keep a food log or journal of what they eat.
    Introduce http://www.myfoodpyramid.gov and demonstrate how to login, how to navigate the different topics. Locate Foodapedia on this same sight and allow time for discovery.
  • 23. Emergent technologies
    Wetpaint (wiki)
    Youtube (video)
    MyFoodPyramid.gov (Content, applications),
    Slide share (Power Point viewing)
    Computer generated worksheets
    Walden Group Discussion Forum
    Microsoft Office
    Power Point
    Personal Computers
    Select web based information sights
  • 24. MyPyramid Organization
    One size does not fit all-personalized menu planning
    Inside the PyramidFood groups, healthy eating tips, and more
    Know Your Farmer, Know Your Food Nutrition from farm to table
    MyFoodapediaQuick access to food info – food groups, calories & comparisons
    MyPyramid Menu PlannerPlan menus to reach your personal goals
    MyPyramid for Kids and  PreschoolersGet your child's Plan today
    MyPyramid for MomsStart out right as a new mom or mom-to-be
    MyPyramid TrackerGet feedback on your food & physical activity
    Let's Move! The First Lady's Campaign to Raise Healthier Kids
     
    Look up a food   new
    See what's available
    Get a personalized Plan
    Learn healthy eating tips
    Get weight loss information
    Learn about food groups
    Plan a healthy menu
    Analyze my diet
    Listen to podcasts  ²
    Print MyPyramid materials
    Ask a question
    First Lady Michelle Obama launches...   
    Offer raisins or other dried fruits instead of candy.
    Follow MyPyramid on
     
     
    Inside the Pyramid8 
    Interactive ToolsApps for Healthy Kids ßNEWMyFoodapedia        ßNEWMyPyramid PlanMyPyramid Menu PlannerMyPyramid TrackerChild Cost Calculator
    MultimediaAudio PodcastsPublic Service Announcements  (PSAs)MyPyramid Animation
    Specific AudiencesPreschoolers (2-5yrs)Kids (6-11yrs)Pregnant & BreastfeedingGeneral Population
    Steps to a Healthier WeightWhat is a Healthier Weight?What should you eat?How much should you eat?
    For Professional UseEarn CPE CreditsDevelopment of MyPyramidWIC Fact SheetsRate What YOU AteMyPyramid Print MaterialsßNEW
    Dietary Guidelines for  AmericansAbout the Dietary GuidelinesCurrent Dietary GuidelinesPrevious Dietary Guidelines
    Partnering with MyPyramidPartnering with MyPyramidMyPyramid PartnersMyPyramid e-PostAction Kit
    Navigating the SiteHomeAbout UsNews & MediaSite HelpContact UsGot a Question?En Español
    Related LinksPrint Materials 
     
    Grain GroupWhat's in the Grain Group?How much is needed?What counts as an ounce?Health benefits & nutrients
    Vegetable GroupWhat's in the Vegetable  Group?How much is needed?What counts as a cup?Health benefits & nutrients
    Fruit GroupWhat's in the Fruit Group?How much is needed?What counts as a cup?Health benefits & nutrients
    Milk Group What's in the Milk Group?How much is needed?What counts as a cup?Health benefits & nutrients
    Meat & Beans GroupWhat's in the Meat & Beans  Group?How much is needed?What counts as an ounce?Nutrients & health implicationsVegetarian choices
    Oils What are "oils"?How are oils different from  solid fats?Why is it important to  consume oils?
    Discretionary CaloriesWhat are "discretionary  calories"?What are "solid fats"?What are "added sugars"?
    Physical Activity What is physical activity?Why is it important?How much is needed?Calories used in physical  activity
    Tips & ResourcesGrainsVegetablesFruitsMilkMeat & BeansIncreasing Physical ActivityInside the Pyramid print  pagesMenusCounting Mixed DishesEating OutVegetarian DietsTen Tips Nutrition Education*See all tips
          
    USDA.gov | CNPP | FOIA | Accessibility Statement | Privacy Policy | Non-Discrimination Statement | Information Quality | USA.gov | White House
     
  • 25. Development
  • 26. Instructional Plan
    Student background will be built through whole group instruction using Power Point and a data projector.
    Students will complete a concept map assessing prior knowledge the attention will be directed to Food Guide Pyramid found on WWW.mypyramid.gov using a data projector.
    Whole group instruction is the best way to introduce the Food Guide Pyramid at this time in the learning process due to the fact that it iso early in the process. While whole group instruction has weaknesses such as passiveness and low individual responsibilities., this type is suited for the beginning of our module.
    Through self-paced learning, students will conduct research using various websites and construct and critique their own daily food journals. Research for our project has a specific goal in mind and we will allow the students to assess their own eating habits and compare and contrast them to eating habits that follow the Food Guide Pyramid.
    Small groups of 2 or 3 will be asked to create a product, detailing healthy and alternative food choices. Products may include a play (readers theater), game board, or a digital media project. Small group learning will have the strongest impact on our students learning during this module.
    Peer teaching is often the best way for student to learn.
    Groups will be self paced, but working together to achieve a goal. However, weaknesses occur is small groups when tasks are not specifically designed for every member of the group.
  • 27. Instructional Plan
    Learning objective #1
    The learner will communicate in writing, a picture of discussion a sample expressing his or her own understanding of healthy nutrition choices.
    Content
    Demonstration (Instructor)
    The student will be introduced to the Food Pyramid and a popular webpage using URL http://www.mypyramid.com
    Demonstrate to the students how to use the sight and determine individual caloric intake along with USDA recommendations.
    Discuss the meaning of the pyramid and demonstrate how to plan or calculate/count calories using the Menu Planning Tab.
    Talk about favorite foods and create a collage with pictures taken from magazines and art materials with the overall label INPUT.
    Demonstrate how to read a product label by using a Powerpoint, overhead & transparency, and varied popular labels that have been saved & placed in an envelope.
    Explain the varied possible ingredients and discuss and rank the important ingredients according to % or numbers while thoroughly guiding comprehension of calories, serving size, fat carbohydrate, protein. Discuss the categories of fat, (saturated, trans, polyunsaturated, and monounsaturated fats), carbohydrates (sugars & dietary fibers) Proteins & Vitamins (Vitamin A, Vitamin C, Calcium, Iron, Thiamin, Riboflavin, Niacin, Folate).
    Create and provide a chart and explain the recommended daily percentage according to a 2000 calorie or less diet.
  • 28. Instructional Plan
    Student participation
    Student Groupings-(Large group with presentations, small groups for categorizing and fish bowl recipe exploration, cooperative groups for projects and art activities, partners for computer practices, individual writing and assignments practices.
    Pretest may be given online or in writing at the choice of the instructor.
    Post-test can be multiple choice, rubric graded writing assignment or question and short answer. Younger students can discuss, draw, write or demonstrate through manipulative practices
    .
    The student will use the computer and internet to locate a nutrition webpage using the URL http://www.mypyramid.com.
    Write and compile a journal using daily food intake and then use the internet to calculate caloric intake, read graphs and use visuals to gain understanding of personal daily eating habits.
    Identify healthy and unhealth food choices recording data on a chart.
    Participate in problem solving using case studies or personal experiences.
    Discuss and question content for known and unknown concepts.
    View pictures or video with the theme of nutrition and health.
    Categorize food pictures, manipulatives, or vocabulary according to the labels of food groups.
    Create an INPUT collage using magazine pictures and art materials.
    Analyze food labels in small groups and discuss food ingredients from various collected labels.
    Watch and participate in a demonstration using fish bowl method and healthy recipe.
    Participate in creative movement exercises and team or noncompetitive sports.
    Pass out jump ropes and encourage individual and group games.
  • 29. Implementation
  • 30. Introduction: Nutrition Module
    As an icebreaker chose students to tell anything they know about the Food Pyramid, and nutrition and collect data for future planning.
    Present the Food Pyramid and have students color the sheet (color coding) to get acquainted with the framework.
    Create a food log for them to record every meal for about a week.
    Continue after gaining learners interest to proceed to a sequential plan of in depth instruction.
  • 31. Background and Goals
    The final course project for this Instructional Design class, we created a module for an instructional need and applied it to the ADDIE Model. Our subject area is childhood nutrition which is an issue in today’s society. Even 1st Lady Michelle Obama started a campaign to combat childhood obesity. With children today , eating health should be a thing of importance with many children being diagnose with a silent disease, diabetes. For many, eating healthy is a thing that is not emphasized and we just want to give some insight in eating nutritiously and implementing the Food Pyramid into our learners” daily life.
    Our main goals are that children will start making healthier food selections when eating and stick to an exercise plan as well.
    We choose as our intended learners, children Pre-K to 14 years as participants in this module. In this unit, the students will learn about the Food Pyramid and the elements of the anatomy along with the food groups associated with it.
  • 32. Introduction: Food Pyramid
    Introduce the anatomy of the pyramid.
    Optional Youtube video. (USDA)Wiki.
    Analyze each component of the pyramid.
    Use color to code the different groups.
    Discuss the varied slogans.
  • 33. Learning Objectives
    Identify the food groups and the foods that are part of the group.
    What is suggested by the USDA as appropriate daily allowances of calories and servings for each group:
    Compare the present food log to an updated log of healthier food choices.
    Identify food groups and how to get the right amount of food from each food group.
    Review MYPYramid.gov for kids to learn how they should eat more from some food groups than other.
    Analyze food choices from fast food restaurants and choosing lower fat alternatives
    Design a plan to help kids see what they like to eat in their daily intake as healthy. Develop a way to motivate the learner to be more health conscious and discuss this with them.
    Implement healthy food in the learning units by asking them to purchase foods to try .
    Evaluate their overall progress and success of this lesson being taught.
  • 34. Instructional Environment
    Delivery
    Classroom environment with desks/tables/seats for approximately 10-15 participant desks
    Computer access for each participant with Internet and E-learning capability
    Bright overhead lighting
    Outlets available for all electrical connections
    5Instructor computer connected to LCD monitor and access to Internet and E-learning capability
    Class whiteboard, whiteboard markers, eraser
    Access to indoor gymnasium or outside recreation area, i.e. playground, park
    Mobile CD Player
    Balls, hula-hoops, jump ropes, parachutes, cones, scarves etc. for physical fitness
    Outdoor activities should only take place in weather permitted by assigned Independent School District. i.e. no rain, sleet, or snow, approximately between 50-100 degree
  • 35. Instructional Environment-Materials
    Equipment and Materials
    Facilitators Guide
    Participants Guide
    Flipchart with Markers (adhesive back flipchart or tape)
    Pencils, Pens, Scissors, crayons and markers
    Whiteboard markers for classroom whiteboard
    Windows XP or 7 computer Internet Explorer, Access to Training Websites, and/or Learning Management System (LMS) with e-learning and Assessment access
    LCD Monitor for Instructor’s computer
    MS PowerPoint-Videos/Lesson Plans
    Participant Tip Sheets: 1
    Tagged Cards: grains, vegetables, fruit, meat and beans, milk and oils
    USDA Print Forms: color sheet, food worksheet, food input charts and food categories sheets
    Individual Participant Food Journals
    Health and Food Magazines
    14 CD’s (Hokey Pokey, Macarena, Charlie Brown, Disco , Hip-Hop, Square dance, Contra dance, Zumba, free expression to music)
    Balls, Jump Ropes, Hula Hoops, Scarves, color cones, parachutes
    Handouts and Media Support
    Handouts: Worksheet 2000, Role Model Tip Sheet, Sodium Tip Sheet, Grains Tip Sheet, Focus on Fruits tip Sheet, Colorful Vegetables Tip sheet, USDA Color Sheet, Food Worksheet, Food Input Chart, Food Categories Worksheet, Food Pyramid
    Media Support: Better Food Pyramid, What to Eat, Nutrition by Natalie; Charlie Grown Dances 2; National Start! Walking Day 2010 PSA with Laila Ali
  • 36. Pre-Assessment Strategies
    Pre-Assessment Survey
    Pre-Assessment Survey
    Students will log on to computers to take a survey assessing their knowledge of
    health and nutrition before unit begins.
    Pre-Assessment Game
    Game found at MyPyramid Website, assessing student knowledge. Students will take before and after unit to compare and contrast their before and after scores.
    Formative Assessment
    Student journaling. Students will keep track of their meals and exercise for one week. They will complete using the MyPyramid matrix for one day.
    Periodic one minute assessments
    Nutrition Explorations
    Summative Assessment
    Reflective writing
    Traditional test on vocabulary and nutrition concepts
  • 37. Overview
    Overview
    The lesson that we have prepared is just a beginning to attempt to inform and persuade adults. children, teachers, and parent to learn about and commit themselves to a way of life that is natural and healthy. That includes making wise choices with food consumption, and having a regular routine of exercise and physical activity. Our target is the person, mostly the child between the ages of 2-14. The materials can be used in groups, in families, between friends or on an individual basis. Whether it is used in the classroom or as an independent study we want to foster awareness with the facts of nutrition. Using information from the YWCA, the American Heart Association, the Coke-a-Cola Company, the United States Agricultural Association, and various celebrities, dieticians and studies a need has been analyzed, and a course of action developed. This problem of eating, overeating, not eating (input) and lack of matched physical activity (output) is here in America in epidemic proportions ‘Each person can benefit from a regular daily analysis of self and reflect on the consequences of not planning healthy living patterns.
    Families feel the pain of loved ones inflicted by diabetes, heart disease, obesity, and cancer which requires rigorous dietary planning. We may even plan and prepare meals for others in our care and want the essential ingredients to mix into our menus. Using the love and appeal of food, pictures, recipes and color will be used to stimulate the sense of taste to the natural choice of food rather that the processed watered down, sugarcoated realities that can be harmful to our bodies. Planning ahead, weighing out options, creating physical movement and exercises, and maximizing energy sources while minimizing fats, sugars, carbohydrates and processed foods all goals to a Healthier World and a Better You”.
  • 38. Sequence of Activities
    Pretest (activity and food inventory)
    Brainstorm and discuss present levels of nutrition/physical activity
    Introduce restructured Food Pyramid-Use Power Point presentation (video on wiki)
    Study session
    Computer sessions
    Guided instruction http://mypyramid.org
    Menu planning
    Wiki videos
    Art activity
    Writing activity and food classification
    Physical Fitness time with movement, team sports or noncompetitive games
  • 39. Step by Step Process
    Administer a pre-assessment of eating habits by journaling, writing or personal survey.
    Discuss ideas about nutrition through recording data on a chart, a chalk talk, or open discussion in full group or small group nutrition circles
    Introduce the restructured pyramid initiated by the USDA and pass out varied pictures of food mounted on tag board. With tag card named grains, vegetables, fruit, meat and beans, milk, and oils have younger children categorize food according to groups.
    View Power Point presentations about Nutrition and ask questions to monitor comprehension of nutrition concepts. Target activities with using the computer to choose and mark photographs with healthy living concepts. Target activities with using the computer to choose and mark photographs with healthy living symbols.
    Pass out index cards with URL http://www.myfoodpyramid.gov and have the student assigned to computers. Demonstrate how to log on and read the homepage. Guide students to the various segments of the webpage and continue to demonstrate how to use appropriate sections.
    Using food journals have the students analyze their own food consumption by using a matrix and following the USDA recommendations.
    Create a collage with magazine pictures, and draw a picture of the food pyramid, a family meal or a school lunch that is an accurate reflection of choosing all groups.
    Culminate nutrition unit by teaching a series of moves to an aerobic routine of dance, exercise and movement to music. Choose one or more as time allows. (Hokey Pokey, Macarena, Charlie Brown, Disco, Hip-Hop, Square dance, Contra dance, Zumba, free expression to music).
    Play a team sport with a running relay, jump ropes, or noncompetitive games.
  • 40. Evaluation
  • 41. Lesson Plans
  • 42. Directions: Indicate which items are healthy by clicking on the picture below.
  • 43.
  • 44. Demonstration/Explanation
    Food Pyramid Video
    http://www.bing.com/videos/watch/video/food-pyramid/50a9f390d3424feee8ab50a9f390d3424feee8ab-1781148418162
  • 45. Preschool
  • 46.
  • 47.
  • 48.
  • 49.
  • 50.
  • 51.
  • 52.
  • 53.
  • 54.
  • 55.
  • 56.
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63. Preschool
  • 64. Pre-k Dance
  • 65. Picture and Word Cards
  • 66. Feel Good About You
  • 67.
  • 68. Recipe for a Healthy Weekend
  • 69. Preschool
  • 70. Preschool
  • 71. Preschool-3
  • 72.
  • 73. Steps to Health Pre-3
    Plan Ahead
    Eat from each food group using all colors.
    Exercise each day.
    Keep a food journal.
    Take time to walk, play and explore the outdoors.
    Limit TV time.
    Go shopping with mom, dad, grandma, grandpa and ask questions.
    Read about food from books and magazines.
  • 74. Weight ManagementTips and Journaling
    Plan Ahead-Use MyPyramid.com and eat from all foods using the suggested daily allowance.
    Take small steps to success that lead to longer strides.
    Exercise each day, break exercise into 15 min. intervals.
    Get plenty of sleep
    Use food journaling
    Shop and eat smart avoiding processed and high fat foods.
    Count calories, fat grams, portions, fibers grams and carbohydradates, and proteins
    Enjoy your food and take time to eat with family and friend. Eat at a table while taking time to chew and digest your food.
    Easy on the sugar. Try using low calories or no calorie sweeteners or drink.
    DRINK PLENTY OF WATER AND STAY HYDRATED.
  • 75. Daily Percentage Values based on 2000 calories diet
  • 76.
  • 77.
  • 78.
  • 79.
  • 80.
  • 81. Steps To a Healthier You
  • 82. http://www.mypyramid.gov
  • 83. Anatomy of MyPyramid
  • 84. Worksheet
  • 85. Energy Balance
  • 86. Energy Balance
  • 87. My Pyramid for Kids
  • 88. Worksheet
  • 89. Food Intake Patterns
  • 90.
  • 91.
  • 92. How Sweet It Is
  • 93. Charts, Tables, Graphs
  • 94. Be a Healthy Role Model
  • 95. 10 tips about vegetables
  • 96. Ten tips about fruits
  • 97. Ten tips about grains
  • 98. Sweet treats ten tips sheet
  • 99. Tips on salt and sodium
  • 100. Sample menu
  • 101. Sample menu
  • 102. Sample menu
  • 103. Statistics
  • 104. A Nation at Risk
  • 105. Epidemic of Excess
  • 106. Nation at Risk
  • 107. Nation at Risk
  • 108. Nation at Risk
  • 109. Nation at Risk
  • 110. A Nation At Risk
  • 111. A Nation At Risk
  • 112. A Nation At Risk
  • 113. A Nation At Risk
  • 114. A Nation At Risk
  • 115. A Nation At Risk
  • 116. A Nation At Risk
  • 117. A Nation At Risk
  • 118.
  • 119.
  • 120.
  • 121.
  • 122.
  • 123. Videos
  • 124. Physical Fitness
    http://www.startwalkingnow.org/#
    http://video.about.com/dance/The-Five-Ballet-Positions.htm
    http://dance.about.com/od/stepsandmoves/ht/Cha_Cha_Slide.htm
  • 125. My Food Pyramid
    http://www.bing.com/videos/watch/video/mypyramid-commercial/a9dba38732410d0e00a4a9dba38732410d0e00a4-17643265078
    93http://www.bing.com/videos/watch/video/mypyramid-
    commercial/a9dba38732410d0e00a4a9dba38732410d0e00a4-1764326507893
  • 126. Links
  • 127. Healthy Links
    http://teamnutrition.usda.gov/resources/mpk_close.pdf
    http://progressosoup.com/healthy-soup.aspx
    http://www.promisedlanddairy.com/index.html
    http://www.righthealth.com/topic/Children_Bmi_Chart
    http://www.liveposiitiveqaguide.pdf
    http://www.mayoc02linic.com/health/sugar-free-schools/MY012
  • 128. Recipes
  • 129. Chef in the Garden
  • 130. Interesting http://www.
    http://www.gotmilk.com/
    http://www.incredibleegg.org/recipes-and-more/recipes
    http://www.childrensrecipes.com/index.
    htm
  • 131. Chef in the Garden Recipe
  • 132. Cooking With Kids
    Smoothie
    Blender or food processor1 cup liquid measuring cup 1/4 teaspoon measuring spoon (optional)4 medium-sized glassesIngredients1 cup nonfat vanilla or plain yogurt or lowfat milk1/4 teaspoon vanilla (optional)2 ice cubesAny fruit that you want to use (fresh or frozen)Directions:Rinse and pull of stems of any fruit that needs such attention.Cut up fruits such as apples, mangos, plums, and pears.Add the rest of the ingredients. Shut lid of blender (or processor) tightly.Put  blender (or processor) in place on stand.Blend for about 30-40 seconds or until smooth and creamy.Pour into glasses and enjoy!  
        Privacy      About Cooking with Kids        Contact         Site Map
  • 133. Cooking with Kids
     
    A great way to get kids to eat their vegetables!
    Fresh Veggie Pizza
    What you need:
    1 ready made pizza crust
    8 oz package cream cheese at room temperature
    1 cup sour cream
    1 envelope powdered Ranch dressing mix
    2 cup raw vegetables, chopped fine ( we use broccoli, cauliflower, carrots, cucumbers and tomatoes)
    What you do:
    Bake the pizza crust, without toppings, at 350 degrees for 5 to 10 minutes, until lightly browned.
    Stir together the cream cheese, sour cream, and dressing mix. Spread this on the crust.
    Top with mixed vegetables.
     
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  • 134. Healthy Substitutions
  • 135. Healthy Ingredient Substitutions
  • 136. Healthy Ingredient Substitutes
  • 137. Healthy Ingredient Substitutions
  • 138. Healthy Ingredient Substitutions
  • 139. Conclusions
  • 140. Physical Fitness
    Charlie Brown
    Shake Your Body
    http://www.bing.com/videos/watch/video/shy-fx-move-your-body/c73ca47dc60b5bcee82cc73ca47dc60b5bcee82c-1422990377075
    http://www.bing.com/videos/watch/video/med-charlie-brown-dance-mov/158e7fc96fc124db607d158e7fc96fc
    124db607d-1693758193719
  • 141. Yoga and Aerobic Dance
    http://www.exercisetv.tv/workout-videos/body-sculpting/beginner-yoga-3933
    http://www.dancexfitness.com/?bid_keyword=dance-dvd
  • 142. References
  • 143. ABC Animation Fruits and Vegetables
    AlysaMalano and Food Safety
    American Heart Association
    American Heart Layla Ali
    Charlie Brown Dance
    Childhood Fitness
    Childhood Nutrition
    Childhood Nutrition-George Miller
    Childhood Nutrition Paula Abdula
    How to Read Food Label
    Food Guide and Harvard
    Michelle Obama and Nutrition
  • 144. MyPyramid.gov
    Nation at Risk
    Sesame Street Health
    YWCA Easter North Carolina
    www.bing.com
    www.youtube.com
    www.mypyramid.gov
  • 145. References
    Coca-Cola Company (2009) The Lowdown on Low Calorie Sweetener Institute for Health and Wellness, Beverage Institute.org
    http://www.thebeverageinstitute.org
    Koch, S., & Johnson, (2009) Cooking Healthy on a Budget Albert Schweitzer Fellows YWCA, Charlotte, NC
    Morrison, Ross, Kemp (2007)Designing Effective Instruction John Wiley & Sons Hoboken, NJ
  • 146. References
    Johnson, R.W Association, (2009) A Nation At Risk American Heart Association, American Stroke Association
    Dallas, Texas
    The American Dietetic Association (ADA) (2004)
    Position Statement on nutritive and non-nutritive sweetener.
    The Food and Drug Administration
    http://fda.gov/flav/features/1999
    The American Heart Association
    www.americanheart.org
    The National Cancer Institute
    http://fda.gov/flac/features
  • 147. References
    The Nemours Foundation/Kids Health.org
    www.kidshealth.org
    The Sesame Workshop (2007) Nemours Health Foundation
    www.sesameworkshop.org/healthyhabits
    The United States Agricultural Department (USDA) Operation Frontline: No Kid Hungry