A project done for Methods of Nutrition Education

1. Nutrition Education Field Experience “Fun with Fruits & Vegetables” By: Jennifer Wyckoff

3. This group of students attends class in the morning from 8am to 11:30am

5. Background Information from Sponsor Basic information about nutrition has been taught to the students: Why food is important for the body Good personal hygiene habits before handling foods Cultural and holiday importance of food Food allergies are extremely important: 9 students in the AM class with mild peanut allergies 2 students in the AM class with celiac disease 1 student in the PM class with life-threatening peanut allergy that may cause an anaphylaxis reaction

6. Lesson PlanLearning Objectives & Goal Students will be able to differentiate fruits from vegetables. Students will gain knowledge of the healthy benefits that this food group provides. Students will prepare a healthy snack using fruits and vegetables. Goal: The goal of this lesson is to present the basic education on fruits and vegetables. Differences and similarities between fruits and vegetables will be demonstrated along with the benefits. To reinforce the lesson, a book will be read that supports the fruit and vegetable theme, followed by the students making applesauce as a healthy snack.

7. Lesson PlanKey Vocabulary Fruit: A plant that is usually grown on trees or on shrubs, has a sweet taste, and contains seeds. Vegetable: A plant that is grown from the ground, sometimes leafy, and does not contain seeds.

8. Lesson PlanOutline Introduction: Instructor will greet class and introduce self. Instructor will explain learning objectives. Instructor will ask pre-assessment questions. Basic Nutrition Lesson: A basic lesson will be given on what fruits and vegetables are. How fruits and vegetables are produced/grown The differences between fruits and vegetables The similarities between fruits and vegetables Benefits that this food group provides for people

10. Lesson PlanEvaluation A Bingo game will serve as a fun evaluation concept after the lesson The instructor will hand out Bingo cards to all the students with various markers. The instructor will then show a flashcard and describe a food. The students will have to identify what the food is and place a marker on that spot. First to get four in a row wins. Post-assessment questions will be asked after snack time “What did we learn today?” “What are some differences between fruits and vegetables?” “Why are fruits and vegetables important to eat?”

11. Literature McAleese JD, Rankin LL. Garden-Based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents. JADA. 2007; 107: 662-665 Lakkakula AP, Zanovec M, Silverman L, Murphy E, Tuuri G. Black children with high preferences for fruits and vegetables are at less risk of being at risk of overweight or overweight. JADA. 2008; 108: 1912-1915 Benjamin S, Haines J, Ball SC, Ward DS. Improving Nutrition and Physical activity in childcare: What parents recommend. JADA. 2008; 108: 1907-1909 Disogra L, Glanz K. The 5 A Day Virtual Classroom: An on-line strategy to promote healthful eating. JADA. 2000; 100: 349-352

12. Literature Review Improving Nutrition & Physical Activity in Child Care: What Parents Recommend A large percentage of children are spending time in out-of-home child care centers, which makes these centers a target for nutritional and physical activity education. In 2006, 20 surveys were mailed to 94 child-care center directors to send to parents of the children in their care. Questions were based on meals, snacks, and physical activity at that specific child-care center. Overall, parents rated meals and snacks as “good”, with very few categorizing meals and snacks as “poor”. Physical Activity was rated most as “excellent” and “good” with very few ratings of “poor”. Suggestions for improving snacks and meals were mostly themed on including more fruits and vegetables and providing a greater variety of food. Suggestions for physical activity included “more structure and instructor-led activities such as stretching, dancing, and physical challenges.” Source: J Am Diet Assoc. 2008; 108: 1907-1909

13. Literature Review The 5 A Day Virtual Classroom: An Online Strategy to Promote Healthful Eating Internet-based program that encouraged children to make their own policies on healthy eating. Questions like “If you were President Clinton, how would you get kids across the country to eat 5 A Day?” were asked to get feedback and ideas from children. 2,600 children responded saying “rewarding children for eating fruits and vegetables will want them to eat more” A large amount of children said celebrities would have a large affect on promoting healthy eating. Source: J Am Diet Assoc. 2000; 100: 349-352

14. Literature Review Garden-Based Nutrition Education Affects Fruit and Vegetable Consumption in Sixth-Grade Adolescents The concept of this study was to determine if garden-based activities influences adolescents’ fruits and vegetable consumption. 122 6th grade students in southern Idaho participated in the study. One group participated in classroom activities from a nutrition program workbook. Another group worked on garden-based activities, such as weeding, watering, and harvesting. Results showed that participants of the garden-based activities ate more fruits and vegetables than before the start of the program. Source: J Am Diet Assoc. JADA. 2007; 107: 662-665

15. Literature Review Black Children with High Preferences for Fruits and Vegetables are at Less Risk of Being at Risk of Overweight or Overweight The concept of this study was to determine the relationship between children’s preferences for fruits and vegetables and their weight status. Fourth and fifth grade children participated in a 2 year intervention program called Smart Bodies. Which Increased nutrition knowledge and willingness to consume fruits and vegetables. All the children took surveys about fruits and vegetables they like, and fruits and vegetables they are familiar with. Researchers found that children with lower preferences for fruits and vegetables are at greater risk of being overweight Source: J Am Diet Assoc. 2008; 108: 1912-1915