The document outlines the steps for designing a comprehensive nutrition education program targeting city dwellers in Dallas, Texas, primarily focusing on students and the working class. It identifies critical health issues related to overweight, including physical inactivity and unhealthy dietary practices, while emphasizing the importance of education in promoting healthy lifestyle changes. Additionally, the document outlines key behavioral goals and mediators for changing eating and activity behaviors to prevent non-communicable diseases associated with obesity.

1. For this assignment you will complete the next three steps in the
design of your comprehensive nutrition education program:
Selecting Theory, Stating Objectives, and Designing Activities.
You will complete Step 3, 4, and 5A-5C using the worksheets
provided. Be certain that you have completed all of the
information fields on the worksheets including the reference
section.
I have done the first one which is 1 and 2. I'll give u the first
one that have already been done so u can see what have to be
done to the next 3, 4, and 5A-5C using the worksheet below.
Here is the first one i did..so u can feed of that...
Nutrition education program on management of overweight
among the city dwellers in Dallas Texas
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age,
subgroup, ethnicity) and the location of the site.
The audience of this program would compromise of city
dwellers from Dallas city in Texas. For conveniences, the
program would target mainly the schools and key organizations
situated in the city. This is because it is possible to reach more
people when the program is administered through institutions.
Despite the fact that the program is designed for every city
dweller, the students and the working class would be the major
target because they constitute the most.

2. Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research.
What does scientific research
suggest as the major health issues for this audience?
Policy.
What do governmental guidelines recommend as priority health
issues?
Scientifically, the target group for this program has been found
to be vulnerable to many non-communicable diseases associated
with overweight such as diabetes, hypertension and
cardiovascular diseases. This is because they tend to eat junked
and processed food and exercise less, which makes them
increase in weight beyond the expected target. The scientific
research shows that if students and middle class individuals are
not educated on how to live a healthy lifestyle, then the chances
of them becoming obese at later stages are high. Consequently,
students and the middle class are the key targets that need
nutrition education that would help them adopt a healthy
lifestyle.

3. +
Government has been striving to encourage the city dwellers to
remain physically active and to avoid consumption of processed
and high-caloric food. The government has banned consumption
of some drinks which are known to increase the weight faster.
+
+
Audience.
What are specific health issues and needs related to the
intended audience (from objective and subjective data)?
Organization.
What does the organization and/or funding source state as key
health priorities to address?
There are two specific health issues and needs related to the
intended audience. The first issue is that the intended audiences
are physically inactive yet it is expected to be the most
physically active groups. The second issue is that the intended
audience are considered to be the major consumers of fast
foods, which are high caloric and predispose one to
overweight

4. +
Some of the key health priorities to address the issues include
nutrition education and sensitization of the targeted audience on
how to adopt a healthy lifestyle. Another priority is to facilitate
physical activity by encouraging the use of bicycle and building
the walking lanes alongside the roads to encourage city dwellers
to engage themselves in physical activity through walking.
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
Determine one or two priority health issues for the program to
address.
From the issues you identified, prioritize based on greatest
need, whether education can help, the importance to the
audience, and importance to the organization.
The major priority health issues that would be address is the
high level of physical inactivity among the city dwellers. The
other health issue that would be addressed in the unhealthy
dietary lifestyle adopted by most of the city dwellers. Education
is considered the major intervention measures that can help
change such behaviors for good. Achieving the set goals would
ensure that the audiences are not predisposed to overweight and

5. related non-communicable diseases. The organization would
also ensure that the population is healthy and hence would save
the cost of managing non-communicable diseases.
Step 1B: Contributing behaviors or practices
Identify the behaviors or practices that contribute to the priority
health issues.
Nutrition
research literature
Monitoring data
or consumer surveys
Information from
intended audience
Sources indicate that poor dietary practices adopted by most of
the students and working class population are major
contributory factors to overweight and obesity. Existing
literature also indicates that lack of enough physical activities
leads to the accumulation of fats, which therefore encourage
overweight and obesity (Pinto 1995).

6. +
Monitoring data concurs with the hypotheses in the documented
literature sources. This is because the data reveals that the
working-class have no time to balance their diet and hence opt
to fast and processed foods. Monitoring data also indicate that
the students and working class are used to using vehicles
instead of walking even when they are going for short distances.
This encourages physical inactivity.

7. +
Significant percentage of the intended audience admits that they
consume fast food as the major food because of its tasty and
accessibility. They also admit that the often walk less and
instead use vehicles and at the same time, most of them
indicated that they watch videos most often.
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
List the top behaviors or practices that contribute to the priority
health issues. Then rate each issue on importance, modifiability,
feasibility, and desirability.
Behavior/practice
Importance for health issue
Modifiable*

8. Feasible
Desirable to audience
1.
Eating of fast food
9
8
8
8
2.
Watching Television
7
9
8
9
3.
Using vehicle
8
8
8
8
4.
Drinking alcohol
7
9
9
8
5.
Consuming soft drinks
8
9
9

9. 8
*Consider complexity, relative advantage, compatibility, and
observability of behavior.
Step 1C: Behavioral goals
Choose one or a few behavioral goals from the list above to be
the focus of your program.
State the selected behavioral goals and provide justification for
the selection of your focus behaviors or community practices.
One of the behaviors that would be a target for the program is
to increase the level of physical activity among the city
dwellers. The nutrition education would sensitize the audience
about the need for high level of physical activity. It will inform
them why low level of physical activity is harmful to their
health (Keating, Guan, Castro Pinero , Bridges 2005). Some of
the selected behavioral goals that would be expected include
high utilization of pedestrian paths or lanes, use of bicycles
instead of cars, reduction in the time taken watching Television,
utilization of recreation facilities such as fields in activities
such as running, playing football and any kind of exercise
(Centers for Disease Control and Prevention 1997).
Another behavior that would be a target for program is healthy
dietary practices. Some of the selected behavioral goals that
would be expected include decrease in consumption of fast
food, refined foods, soft and alcoholic drinks and increase in
consumption of vegetables, fruits, whole meals such as brown
bread and whole cereals.
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals

10. References
Keating XD, Guan J, Castro Pinero J, Bridges, DM. A meta-
analysis of college students’ physical activity behaviors.
J Am Coll Health
2005; 54(2):116-125.
Pinto B.M. (1995). A stages of change approach to
understanding college students’ physical activity
. J Am Coll Health
1995; 44(1):27-31.
Centers for Disease Control and Prevention (1997). Update:
Prevalence of overweight among children, adolescents, and
adults-United States, 1988-1994.
MMWR Morb Mortal Wkly Rep
1997; 46:199-202.
Step 2 Worksheets
Identify personal and environmental mediators of change
In Step 2, you will find out as much as possible about why
audience members make the food and activity choices they do as
well as what might motivate, facilitate, and support them to take
on the goal behaviors. Theory provides you with the framework
to ask the questions and organize the answers.
At the end of the Step 2 worksheets, you should have the
following products for Steps 2A, 2B, 2C, 2D, and 2E:
Step 2A: Description of the sociocultural environment in
which your audience lives.
Step 2B: List of current behaviors, practices, policies, and
environmental factors that are
assets
for the audience’s achievement of the program goal behaviors.
Step 2C: List of thoughts, feelings, and skills that are rooted

11. in theory that potentially mediate the audience’s motivation for
and ability to achieve the program’s goal behaviors or
community practices.
Step 2D: List of potential actions for the program to take to
provide environment and policy supports for the audience’s
achievement of the program goal behaviors.
Step 2E: Description of audience characteristics and list of
resource considerations that will help you plan the practical
aspects of your program.
Use these worksheets as guides to help you identify the personal
mediators and environmental determinants of change
. Cite information sources in the text and add references to the
bibliography at the end of the step. Electronic versions
of these worksheets are available at
http://nutrition.jbpub.com/education/2e/. If you are unable to
access the worksheet
s
electronically, you can write onto this blank worksheet or create
a text document that uses the same flow of in
formation.
Step 2A: Audience’s sociocultural environment
Describe the social and cultural environment of the audience
with respect to your goal behaviors. Consider the following
questions:
What is their life stage (e.g., teen, senior, mother), and how
does this stage influence their
eating and activity patterns? What is their living situation, and
how does this influence their eating and activity pa
tterns?
What are the cultural beliefs that influence their eating and
activity patterns? How does their lifestyle (e.g., work, fa
mily, recreation, social obligations) influence their ability to
make healthy food and activity choices? How do their religious

12. beliefs influence their eating and activity patterns?
As stated, the audience for the program would comprise of
young adults, which constitute high school and college students
and those working in the companies within the Dallas City. This
is a group of population that is vulnerable to the overweight
because they are in stage where they have freedom to do many
things. Their stage influences their eating and activity patterns
in many ways. Firstly, they are in a stage where parties are
valued so much and hence they are bound to eat and drink
unhealthy food. Most of them also live independently and hence
they have no parental guidance and ends up eating carelessly
(Torres, and Nowson 2007). Culture also has major influence on
their behaviors. Most of them believe that getting fatter is a
sign of health and wealth and hence are tempted to increase
weights. Their lifestyle, as stated, tends to predispose them to
unhealthy eating because they like parties so much.
Step 2 Worksheets
Identify personal and environmental mediators of change
Step 2B: Individual and community assets
Identify existing behaviors, practices, environmental factors,
and policies that support your goal behaviors.
Individual behaviors and community practices that support your
program’s behavioral goals
Environmental factors and policies that support your program’s
behavioral goals
Currently, the existing individual behaviors in the Dallas city

13. include the physical activity behaviors such as walking to
schools and work, increase in consumption of vegetables as
evidenced by the market analysis of the trend in vegetable
consumption. Community practices supporting the behavioral
goals include formation of sport tournament on weekends and
also garden farming (Centers for Disease Control and
Prevention 1997).
+
Some of the environmental factors include the construction of
walk streets and improving security along the streets that enable
people to walk even in the night
Step 2C: Potential personal mediators
Find out about your audience’s thoughts and feelings related to
the motivational mediators listed below from psychosocial
theories.
Potential motivating mediators from theory
Audience’s thoughts and feelings in relation to each mediator,
specific to achieving your goal behaviors
Perceived risk or sense of concern
The audience overlook the perceive risk and instead value the
pleasurable lifestyle characterized by eating of sugary food,
parties and watching of movies.

14. Perceived benefits
(i.e., positive outcome expectations)
Few of the audience believe that adopting healthy dietary and
physical activity lifestyle is associated with positive outcomes
Perceived barriers
(i.e., negative outcome expectations)
The main barriers is the peer influence, which force youths to
indulge themselves in parties where refined foods, soft drinks
and alcohol are major menu
Affective attitudes
(i.e., feelings about the behavior)
As stated, most of the youth have a notion that there is still
time to change and hence does not have strong feeling that they
should change the behavior now. They consider the current
behavior as relevant to their ages
Perceived behavioral control/self-efficacy
Social norms
(i.e., what others think participants should do)
Others especially the older population think that the
participants should adopt healthy lifestyles
Descriptive norms
(i.e., beliefs of others about the behavior)
There are varied beliefs. Older population, which is mostly
affected, believe that the younger population should start
adopting the healthy behaviors at early age
Other
Step 2 Worksheets
Identify personal and environmental mediators of change
Find out about your audience’s knowledge, skills, and other
factors from theory listed below.

15. Facilitating mediators from theory
Audience’s knowledge and skills in relation to each mediator,
specific to achieving your goal behaviors
Food and nutrition knowledge
Audience have average food and nutrition knowledge
Food and nutrition skills related to the targeted behavior
Audience have difficulty in coming up with meal plan that
comprise of more vegetables, fibers and less refined food
Critical thinking skills
Audience are average in critical thinking skills
Self-efficacy
The audience are average in self-efficacy
Goal setting
(making action plans)
Audience are poor in making action plan
Self-assessment/self-monitoring skills
Audience are average in self-monitoring skills
Reinforcements
There are limited reinforcement available
Others
Step 2D: Environmental/policy supports
Find out how you could change the environmental and policy
supports listed below to facilitate your intended audience in
performing your goal behaviors.
Environmental and policy supports
How each environmental and policy support could be changed,
specific to achieving your goal behaviors
Decision makers’ awareness and motivation
Educate them on the best choices concerning dietary practices

16. and physical
Social environment
(e.g., family, networks, support)
Encourage students to pass the message to their families by
rewarding them depending on how well the change their dietary
habits
Food environment
(e.g., availability, accessibility)
Propose to the government to ban soft drinks and some highly
caloric food in the city. Organize the program to promote the
supply of fruits and vegetables in the city
Built environment
(e.g., walkable streets, parks)
Support the development and utilization of walkable streets and
parks and discourage the use of vehicles
Organizational food policy
Amend the food policy to ban the production and consumption
of certain food such as soft drinks
Information environment
(e.g., media watched/read, setting)
Discourage the watching of television and facilitate the
increase in health programs
Policy activities at the community and national levels
Step 2 Worksheets
Identify personal and environmental mediators of change

17. Step 2E: Audience and resources
Add details about your audience that are important for
delivering your program.
Audience trait
Description
Educational level or schooling
High level of education
Physical and cognitive developmental level and ability
(children only)
N/A
Literacy and numeracy skills
Good
Preferred learning style
Learner-based
Special needs
Few have special needs such as learning disabilities but this
would be gathered for accordingly
Emotional needs
Relatively stable emotionally
Social needs
High
Describe the resources available for your program.
Program resources
Available resources
Time
The program would be conducted for 3 months
Space
Involved institutions would offer space for carrying out the
program
Equipment
Major equipment available PowerPoint projectors and laptops
General administrative support
The administrators would be expected to offer space and allow

18. the program to be conducted in their institutions. The
administrators would also help in
Step 2 Worksheets
Identify personal and environmental mediators of change
References
Torres S. J., Nowson C. A. (2007). Relationship between
stress, eating behavior, and obesity.
Nutrition
2007; 23:887-894.
Centers for Disease Control and Prevention (1997). Update:
Prevalence of overweight among children, adolescents, and
adults-United States, 1988-1994.
MMWR Morb Mortal Wkly Rep
1997; 46:199-202.
Step 1 Worksheets
Analyze issues and needs to state program behavioral goals
Before you design any nutrition education intervention, whether
it is a few sessions or a larger program with several

19. components, it is important to determine your intervention focus
and identify your intended primary audience. When those have
been determined, you will need detailed information on the
behaviors and practices that contribute to the issue or problem
you have selected as your intervention focus. Step 1 worksheets
will help you conduct assessments to obtain the information you
will need.
Think of yourself as a detective as you work through these
worksheets. You are trying to find out as much as you can to
determine which core behaviors or behavioral goals will be the
targets for your educational sessions.
The information you collect may be quite extensive, depending
on the scope and duration of your intervention, and will vary by
category.
Cite information sources (e.g., journal article, government
report, observation, interview) used in the worksheet in a
bibliography at the end of this step.
At the end of the Step 1 worksheets, you should have products
for Steps 1A, 1B, and 1C as follows:
Step 1A: Health issues or needs (one or two) and primary
intended audience for the nutrition education intervention.
Examples are “overweight in teenagers” or “low rates of
breastfeeding in a low-income audience.”
Step 1B: High-priority behaviors contributing to the selected
issues. A set of one to a few nutrition-related behaviors or
community practices that contribute to the health issue(s) that
you identified.
Step 1C: Statement of the program’s behavioral or action
goals. The behavioral or action goals describe the purpose or
behavioral outcomes for the program in terms of behaviors or
community practices.
Use these worksheets as guides to help you identify program
behavioral goals. Cite information sources in the text and add
references to the bibliography at the end of the step. Electronic
versions of these worksheets are available
at http://nutrition.jbpub.com/education/2e. If you are unable to

20. access the worksheets electronically, you can write onto this
blank worksheet or create a text document that uses the same
flow of information.
Step 1A: Issues and intended audience
Describe the demographics of your audience (e.g., age,
subgroup, ethnicity) and the location of the site.
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
Analyze the priority health issues for your audience.
Research.
What does scientific research
suggest as the major health issues for this audience?
Policy.
What do governmental guidelines recommend as priority health
issues?

22. +
+
+
Audience.
What are specific health issues and needs related to the
intended audience (from objective and subjective data)?
Organization.
What does the organization and/or funding source state as key
health priorities to address?

23. +
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
Determine one or two priority health issues for the program to
address.
From the issues you identified, prioritize based on greatest
need, whether education can help, the importance to the
audience, and importance to the organization.

24. Step 1B: Contributing behaviors or practices
Identify the behaviors or practices that contribute to the priority
health issues.
Nutrition
research literature
Monitoring data
or consumer surveys
Information from
intended audience

25. +

26. +
Step 1 Worksheets Analyze
issues and needs to state program behavioral goals
List the top behaviors or practices that contribute to the priority
health issues. Then rate each issue on importance, modifiability,
feasibility, and desirability.
Behavior/practice
Importance for health issue
Modifiable*
Feasible

27. Desirable to audience
1.
2.
3.
4.
5.
*Consider complexity, relative advantage, compatibility, and
observability of behavior.
Step 1C: Behavioral goals
Choose one or a few behavioral goals from the list above to be
the focus of your program.
State the selected behavioral goals and provide justification for
the selection of your focus behaviors or community practices.

28. Step 1 Worksheets Analyze
issues and needs to state program behavioral goals

29. References
Step 2 Worksheets
Identify personal and environmental mediators of change
In Step 2, you will find out as much as possible about why
audience members make the food and activity choices they do as
well as what might motivate, facilitate, and support them to take
on the goal behaviors. Theory provides you with the framework
to ask the questions and organize the answers.
At the end of the Step 2 worksheets, you should have the
following products for Steps 2A, 2B, 2C, 2D, and 2E:
Step 2A: Description of the sociocultural environment in
which your audience lives.
Step 2B: List of current behaviors, practices, policies, and
environmental factors that are
assets
for the audience’s achievement of the program goal behaviors.
Step 2C: List of thoughts, feelings, and skills that are rooted
in theory that potentially mediate the audience’s motivation for
and ability to achieve the program’s goal behaviors or
community practices.
Step 2D: List of potential actions for the program to take to
provide environment and policy supports for the audience’s
achievement of the program goal behaviors.
Step 2E: Description of audience characteristics and list of
resource considerations that will help you plan the practical
aspects of your program.
Use these worksheets as guides to help you identify the personal
mediators and environmental determinants of change
. Cite information sources in the text and add references to the
bibliography at the end of the step. Electronic versions

30. of these worksheets are available at
http://nutrition.jbpub.com/education/2e/. If you are unable to
access the worksheet
s
electronically, you can write onto this blank worksheet or create
a text document that uses the same flow of in
formation.
Step 2A: Audience’s sociocultural environment
Describe the social and cultural environment of the audience
with respect to your goal behaviors. Consider the following
questions:
What is their life stage (e.g., teen, senior, mother), and how
does this stage influence their
eating and activity patterns? What is their living situation, and
how does this influence their eating and activity pa
tterns?
What are the cultural beliefs that influence their eating and
activity patterns? How does their lifestyle (e.g., work, fa
mily, recreation, social obligations) influence their ability to
make healthy food and activity choices? How do their religious
beliefs influence their eating and activity patterns?

31. Step 2 Worksheets
Identify personal and environmental mediators of change
Step 2B: Individual and community assets
Identify existing behaviors, practices, environmental factors,
and policies that support your goal behaviors.
Individual behaviors and community practices that support your
program’s behavioral goals
Environmental factors and policies that support your program’s
behavioral goals

32. +
Step 2C: Potential personal mediators
Find out about your audience’s thoughts and feelings related to
the motivational mediators listed below from psychosocial
theories.
Potential motivating mediators from theory
Audience’s thoughts and feelings in relation to each mediator,
specific to achieving your goal behaviors

33. Perceived risk or sense of concern
Perceived benefits
(i.e., positive outcome expectations)
Perceived barriers
(i.e., negative outcome expectations)
Affective attitudes
(i.e., feelings about the behavior)
Perceived behavioral control/self-efficacy
Social norms
(i.e., what others think participants should do)
Descriptive norms
(i.e., beliefs of others about the behavior)
Other
Step 2 Worksheets
Identify personal and environmental mediators of change
Find out about your audience’s knowledge, skills, and other
factors from theory listed below.
Facilitating mediators from theory
Audience’s knowledge and skills in relation to each mediator,
specific to achieving your goal behaviors
Food and nutrition knowledge
Food and nutrition skills related to the targeted behavior
Critical thinking skills

34. Self-efficacy
Goal setting
(making action plans)
Self-assessment/self-monitoring skills
Reinforcements
Others
Step 2D: Environmental/policy supports
Find out how you could change the environmental and policy
supports listed below to facilitate your intended audience in
performing your goal behaviors.
Environmental and policy supports
How each environmental and policy support could be changed,
specific to achieving your goal behaviors
Decision makers’ awareness and motivation
Social environment
(e.g., family, networks, support)
Food environment
(e.g., availability, accessibility)
Built environment
(e.g., walkable streets, parks)

35. Organizational food policy
Information environment
(e.g., media watched/read, setting)
Policy activities at the community and national levels
Step 2 Worksheets
Identify personal and environmental mediators of change
Step 2E: Audience and resources
Add details about your audience that are important for
delivering your program.
Audience trait
Description
Educational level or schooling
Physical and cognitive developmental level and ability
(children only)
Literacy and numeracy skills
Preferred learning style
Special needs
Emotional needs
Social needs

36. Describe the resources available for your program.
Program resources
Available resources
Time
Space
Equipment
General administrative support
Step 2 Worksheets
Identify personal and environmental mediators of change
References
Step 3
Worksheets
Selecting theory and philosophy
In Step 3, you lay out the theoretical and philosophical basis for
your nutrition education program. Additionally, you identify the
components that will make up your program.
At the end of the Step 3 worksheets, you should have the
following products:
Step 3A: Program theoretical model
Step 3B: Statement of personal philosophy of nutrition
education
Step 3C: Statement of personal perspective on nutrition

37. content and issues
Step 3D: List of program components
Use the provided worksheets as a guide to help you select your
theory model and describe your program’s philoso
phy. Electronic versions of these worksheets are available at
http://nutrition.jbpub.com/education/2e/. If you are unable to
access the worksheets electronically, you can write onto this
blank worksheet or create a text document that uses the same
flow of information.
Step 3A: Theoretical model for program
State the theoretical model you will be using for your program.
Then draw a diagram of the model you selected, including the
mediators you will address and how they relate to one another
and your target behavior.
Use the data you included in Steps 2C and 2D to guide your
theory model selection.
Step 3B: Philosophy of nutrition education
Describe your philosophy of nutrition education.

38. Step 3
Worksheets
Selecting theory and philosophy
Step 3C: Perspectives on nutrition content and issues
Provide your perspective on nutrition content and issues
relevant to your program goals.
Step 3D: Program components
List and/or diagram the components that will make up your
program.

39. Step 4 Worksheets Translating
behavioral theory into education and support objectives
In Step 4, you translate behavioral theory into the program
objectives that you need to guide the design of educational
experiences and environmental-policy support activities. These
objectives are directed at potential mediators of change.
At the end of the Step 4 worksheets, you will have the following
product:
Step 4: Several sets of objectives for your program that cut
across all components.
Use the provided worksheets as a guide to help you write
educational and support objectives rooted in your theory model
from Step 3. Electronic versions of these worksheets are
available at http://nutrition.jbpub.com/education/2e. If you are
unable to access the worksheet electronically, you can write
onto this blank worksheet or create a text document that uses
the same flow of information.
Step 4: Nutrition education program objectives for all
components
Determine the nutrition education program objectives that will
cut across all program components to achieve the program

40. behavioral goals for each of the three categories below.
Motivational objectives
Action objectives
Environmental-policy support objectives

41. Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators
In Step 5, you use your theoretical model, philosophy of
nutrition education, and nutrition education program o
bjectives to
create (1) educational plans for the individual-level components
and (2) environmental supports plans for environmental
/ policy components.
These pages of the Step 5 worksheets are devoted to designing
educational plans for activities directed at individuals, referred
to here as the individual-level components. Generally, the
primary individual-level component consists of one or more
group sessions. (You can also use these worksheets to design
other individual-level components, such as newsletters and
media-related activities.)
You should have
one
educational plan for
each
group session you design (or newsletter or other component
directed at individuals).
At the end of the Step 5 worksheets for the individual-level
components, you will have the following products:
Step 5A: General educational objectives for each session or
series of sessions directed at the same behavioral goal
Step 5B: An overall design plan for the session in the form

42. of a matrix that links mediators, objectives, and activities
Step 5C: A narrative educational plan that translates the
matrix into a form ready for teaching or presenting
Use these worksheets as an organizational guide to help you
design your educational plan and translate theory mediators into
educational activities. Electronic versions of these worksheets
are available at http://nutrition.jbpub.com/education/2e. If you
are unable to access the worksheets electronically, you can
write
onto this blank worksheet or create a text document that uses
the same flow of information.
Step 5A: General educational objectives
Educational plan title:
_____________________________________________________
_________________
Program goal behaviors:
_____________________________________________________
_________________
Write the general educational objectives.
Mediator (from Step 3)
General educational objectives

43. Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators
Step 5B: Designing the educational plan: matrix format
Design your educational (or lesson) plan in matrix format.
Write specific objectives for the mediators in your theory model
(Step 3). Identify the learning domain and level for each
objective. Then write the theory-based strategy you will employ
to address the mediator and create educational activities that
will be meaningful, interesting, and appropriate for your
audience and will operationalize strategy.
Sequence your educational activities based on the events of
instruction.
After you have completed creating activities for each of the
mediators in your theory model, go back through the design
matrix and carefully identify each of the strategies/activities as
to where it should fall in a sequence suitable for implementing
with your audience. Label each activity as to whether it will be
used to (A) gain attention, (S) present stimulus or new material,
(G) provide guidance and practice, or (C) apply and close the
session. These are referred to as the “Events of Instruction” or
“EoI.”
Carefully re-order the matrix.
If the mediators and the related activities you have created are
not at first listed in your matrix in the properly sequenced order
(i.e., gain attention to apply and close), then carefully re-order
the matrix so all
activities as well as mediators and objectives are in the proper
sequenced order ready to use to create your edu
cational plan or teaching plan.
Mediator
(from Step 3)

44. Specific educational objectives*
Learning domain/level*
Theory-based strategy** and
educational activities, experiences, and/or content
Eol

45. *C = cognitive domain; A = affective domain; P = psychomotor
domain.
Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators
Step 5C: Educational plan
Write a narrative educational plan, based on your design matrix,
that you will actually use to deliver your
session.
Think of a catchy title that will be meaningful to your
audience. Make sure that activities are sequenced ba
sed on order of instruction. For each educational activity create
a heading with a title and the mediator(s) addressed. Then write
a detailed procedure for the activity. It is customary to place an
overview or outline of activities and a materials list at the
beginning of the teaching plan.
Overview of
Content
Materials

46. Procedure
Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators
In Step 5, you use your theoretical model, philosophy of
nutrition education, and nutrition education program objective
s to
create (1) educational plans for the individual-level components
and (2) environmental support plans for environmental
/ policy components.
These pages of the Step 5 worksheets are devoted to designing
educational plans for activities directed at individuals, referred
to here as the individual-level components. Generally, the
primary individual-level component consists of one or more
group sessions. (You can also use these worksheets to design
other individual-level components, such as newsletters and
media-related activities.)
You should have
one
educational plan for
each
group session you design (or newsletter or other component
directed at individuals).
At the end of the Step 5 worksheets for the individual-level
components, you will have the following products:
Step 5A: General educational objectives for each session or
series of sessions directed at the same behavioral goal
Step 5B: An overall design plan for the session in the form
of a matrix that links mediators, objectives, and activities
Step 5C: A narrative educational plan that translates the
matrix into a form ready for teaching or presenting
Use these worksheets as an organizational guide to help you
design your educational plan and translate theory mediators into

47. educational activities. Electronic versions of these worksheets
are available at http://nutrition.jbpub.com/education/2e/. If you
are unable to access the worksheets electronically, you can
write onto this blank worksheet or create a text document that
uses the same flow of information.
Step 5A: General educational objectives
Educational plan title:
_____________________________________________________
_________________
Program goal behaviors:
_____________________________________________________
_________________
Write the general educational objectives.
Mediator (from Step 3)
General educational objectives
Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators

48. Step 5B: Designing the educational plan: matrix format
Design your educational (or lesson) plan in matrix format.
Write specific objectives for the mediators in your theory model
(Step 3). Identify the learning domain and level for each
objective. Then, write the theory-based strategy you will
employ to address the mediator and create educational activities
that will be meaningful, interesting, and appropriate for your
audience and will operationalize strategy.
Sequence your educational activities based on the events of
instruction.
After you have completed creating activities for each of the
mediators in your theory model, go back through the design
matrix and carefully identify each of the strategies/activities as
to where it should fall in a sequence suitable for implementing
with your audience. Label each activity as to whether it will be
used to (A) gain attention, (S) present stimulus or new material,
(G) provide guidance and practice, or (C) apply and close the
session. These are referred to as the “Events of Instruction” or
“EoI.”
Carefully re-order the matrix.
If the mediators and the related activities you have created are
not at first listed in your matrix in the properly sequenced order
(i.e., gain attention to apply and close), then carefully re-order
the matrix so all activities as well as mediators and objectives
are in the proper sequenced order ready to use to create your
educational plan or teaching plan.
Mediator
(from Step 3)
Specific educational objectives*
Learning domain/level
Theory-based strategy** and
educational activities, experiences, and/or content

49. Eol

50. *C = cognitive domain; A = affective domain; P = psychomotor
domain.
Step 5 Worksheets for Individual-Level
Components Designing activities for
mediators
Step 5C: Educational plan
Write a narrative educational plan, based on your design matrix,
that you will actually use to deliver your session.
Think of a catchy title that will be meaningful to your
audience. Make sure that activities are sequenced based on
order of instruction. For each educational activity create a
heading with a title and the mediator(s) addressed. Then write a
detailed procedure for the activity. It is customary to place an
overview or outline of activities and a materials list at the
beginning of the teaching plan.
Overview of Content
Materials
Procedure