If adaptations were made or activity was not done, please describe what was changed and why. Please be as specific as possible.

Transcription

1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition Grade 6 Lesson 1: Make Your Calories Count 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. Completed Welcome & Introduction Yes No Comments and/or Changes Welcome participants: Introduce yourself and your program. Tell students you will be visiting their classroom regularly to talk about the special nutrient needs of teens. If directed by your supervisor, conduct approved youth pre-test. Tell students: Calories are a way to measure the energy from food. We burn calories to keep our bodies functioning and moving. Each of us has a certain amount of calories that is just right for us. The amount of calories we need depends on our age, gender and level of physical activity. To keep our weight at a healthy level, the calories we take in should equal the calories we burn. If we take in more calories than we use, we may gain more weight than is healthy for us. If we burn more calories that we take in, we will lose weight. Time: Not Specified Core Activity Yes No Comments and/or Changes What s My Calorie Target Distribute What s my calorie target? Chart A and MyPlate Wheels. Explain how to use MyPlate Wheel to find out how many servings of each food group students need daily. Point out that there are different sides for males and females and that we all need different amounts of

2 Completed food based on how old you are and your activity level. Explain what each activity level means. Direct students to find out what they need and record this on their What s My Target worksheets. Encourage students to hang completed worksheets on their refrigerators to remind them to eat healthy foods each day. Reflection question How will you change the way you eat after learning about the amounts of food you need a day? Time: minutes Core Activity Yes No Comments and/or Changes Say to Students: We need to know our calorie target, but it s just as important to choose our calories wisely. Ask, can anyone give any tips about how to choose calories wisely? Fresh foods with little to no processing give us lots of nutrients without a lot of calories because there are little or no added fats or sugars. These are foods that should make up the majority of our daily diet. Go through each food group and name some of these foods for each food group: o Grains: whole-grain breads and cereals o Vegetables: any fresh, frozen or canned vegetable without added fat. o Fruits: any fresh, frozen, canned or dried without added sugar. o Dairy: skim or low-fat milk, cheese or yogurt. o Protein Foods: extra lean ground beef, lean cuts of meat, poultry with skin removed. Discuss how processed foods have solid fats and sugar added that provide nutrients but also a lot of calories. Say, we can get a few of these foods into our meals and snacks if we make sure to get plenty of physical activity each day. Go through each food group again and mention some of these foods:

3 o Grains: biscuits, sweetened cereal, cake, donuts, cookies, sweet rolls, pastries o Vegetables: French fries, onion rings o Fruits: fruits in heavy syrup or with sugar added o Dairy: whole milk, sweetened yogurt, cheese sauce, ice cream o Protein Foods: Sausage, fried chicken with skin, bologna, hot dogs Lead a discussion about fats: Fat is not considered a food group. Why? Discus that fat is needed in the diet and explain important functions (storing energy, insulation, protecting organs, carrying vitamins). Discuss how too much fat and the wrong kind of fat can be bad for health. Point out that too much can cause weight gain and block blood vessels. Highlight that to be healthy, we need to limit how much fat we eat and choose the types of fat wisely. Ask, can anyone name foods that are made of fat? Point out that foods such as candy, soda, punch, and syrup are not in the Food Groups, Why? Explain that these foods don t help the body stay healthy and they contain a lot of sugar and calories with very few nutrients. We should limit how much and how often we eat these foods. Build a Strong Base Divide students into five groups and distribute index cards. Have students write down a fresh or minimally prepared food that does not contain added solid fat or sugars on one side of an index card. On the other side, write a version of that food processed with added fats or sugars. Draw a chart on the board have groups place index cards in the correct columns. Discuss the results. Completed Time: minutes Comprehension Check Yes No Comments and/or Changes As a review, distribute Food Groups meals and snacks work sheet.

4 Completed Have students plan one day s meals and two snacks for themselves based on their recommended amount of food from each food group. Show Myplate and state that MyPlate is a reminder of how we can make a healthy plate. We can take the information from MyPlate and use it to choose foods to plan a healthy plate. Distribute Youth MyPlate handout and ask students how their meal and snack choices fit into MyPlate. Time: Not Specified Physical Activity (anytime) Yes No Comments and/or Changes Take 5 for Fitness Take a break to do 2-3 of the fitness activities from the list. **State which activities were completed in the comment section. Time: 5 minutes Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 1 Time: Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? Commented [KD1]: Include this? The curriculum information says to include a few of these activities at each lesson but does not refer to it in all of the lesson outlines. 2. What challenges did you have?

5 3. What timing issues did you face? 4. Other (Please add any other remarks or feedback you have) Please contact Maggie Grate at or at if you have any questions about the completion of this form.