Lesson Yes No Comments and/or Changes

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 6 Lesson 5: Be a Smart Shopper Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Introduction Yes No Comments and/or Changes Welcome participants: Introduce yourself and your program. Review of lesson 4: Have students refer to How active are you? handout and discuss with a partner what they found out while tracking this week. Sample questions partners may ask: o Were you surprised at how much (or how little) you exercised? o Did you get 60 minutes or more of physical activity most days? o What were some of the activities you listed? o What are some ideas you had for increasing your activity level on days when you were not very active? o Did keeping a chart of activities help you to be more (or less) active than usual? Have pairs report back to the class. Lesson Yes No Comments and/or Changes Tell Students: In lesson 2 many of you said that you prepare some of their own meals and

2 snacks, shop for family food, or eat out on their own. This lesson will focus on gaining stills to select foods to keep you healthy, active and looking your best. Food decisions: How we choose what we eat Ask, what are your reasons for choosing the foods you eat? Refer to Food decisions: How we choose our food to help lead the discussion. Tell students, reasons are not good or bad, but many of them are very powerful. Ask, what do you think are some of the most powerful reasons? Core Activity Using food labels to find power nutrient-rich foods Ask, do you remember the three power nutrients for teens? Discuss the how the food labels can help find foods that are high in these nutrients. Point out that most packaged foods have nutrition information and that the Nutrition Facts panel helps us know what if the food has a nutrient. Discuss which nutrients are required on the food label and what Percent Daily Value means. Folic acid, a B vitamin, is not required on food label, but you will see it on foods that contain a significant amount. Note folic acid is also called folate or folacin. Distribute Nutrition facts panel handout and the Pie chart handout. Ask students: Can you find calcium, iron and folic acid on the Nutrition Facts Panel? Guess what food this label this food is from. What Percent Daily Value is for folic acid? (have students fill in 50% of pie chart)

3 Tell students: The whole pie represents their daily need for folic acid. The part they colored is about how much they would get from once serving of this particular food. So, this food is a very good source of folic acid. Time: Power Nutrient Scavenger Hunt Distribute Power nutrient scavenger hunt worksheet and give students 5-10 minutes to find food labels. As a class discuss the student s findings by asking: What foods did you find that are good sources of calcium (or iron, or folic acid)? What foods did you find that are not good sources of nutrients? Do you eat any of the food sources regularly? Remind students: Only packaged foods contain nutrition labeling. Look at lesson 2 handout Power nutrients for teens to help remember what other foods are good sources of these nutrients. Have students practice by using the worksheet to give some examples of foods that don t have nutrition labels but are good sources of these nutrients. Reflection question How will the information from today influence the foods you eat? Time: minutes Physical Activity Yes No Comments and/or Changes Take 5 for Fitness Take a break to do 2-3 of the fitness activities from the list. Or, watch and do the Aerobic Activity section of Movin and Groovin video. **State which activities were completed in the comment section. Time: 5 minutes

4 Food Tasting Activity Yes No Comments and/or Changes Be a Power Muncher Distribute Munch mix try-at-home recipe. Utilize proper food handling safety. Ensure students and helpers wash hands prior to touching food. Have students prepare recipe (save food packages) and serve class. ** Put ingredients or alternate recipe used in comments section. Ask students to look at Nutrition Facts panel on all packages. Ask, do any of the foods used to make Munch mix contain calcium, iron or folic acid? Distribute copies of Make room for snacks handout to take home. Alternative to tasting If unable to do tasting, have students look at the Nutrition Facts panels on the ingredients for Munch mix. Ask, do any of the foods used to make Munch mix contain calcium, iron or folic acid? Distribute copies of the Munch mix try-athome recipe. Time: minutes Comprehension Check Yes No Comments and/or Changes Review of Lesson 5: Have students use their Power nutrients for teens handout from Lesson 2. Plan a breakfast, lunch and dinner they would enjoy eating. Each meal should contain a source of calcium, iron and folic acid. Have students turn in menus. Note: teacher will look over them before the next lesson and give them suggestions for improving their menus.

5 Closing Yes No Comments and/or Changes -Tell students you will give their menus back next week with suggestions -Pass out Family Newsletter: Lesson 5 Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Additional Activities (Optional) Yes No Comments and/or Changes Can you guess? (15-20 min) Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? 2. What challenges were noted? 3. What timing issues were noticed? 4. Other remarks and feedback: Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.