Welcome & Introduction 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 8 Lesson 7: It s a Changing World: Current Health Issues for Teens Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start End 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 6: Ask if anyone prepared the Try-it-at-home recipe from Lesson 6. Have a discussion about the recipe: o Was it easy to prepare? o Do they have suggestions for making the recipe better? o Did they serve it to other family members? o Did anyone try any of the fitness activities at home? Did friends or family members join them? Distribute Fast food review handout and have students work in pairs to act out the two scenarios. When finished, ask pairs to share scenarios. Core Activity Yes No Comments and/or Changes Vegetarian diets Note that vegetarian eating styles have been around since the beginning of recorded history. The number of people in the US who consider themselves vegetarians has increased in recent years.

2 Surveys show that 4% of adults considered themselves vegetarians in 1960 and now, 7% of adults consider themselves vegetarians. People choose vegetarian diets for many reasons. What do you think some of the reasons are? Make a list on the board including: health concerns, cost, environmental concerns, animal rights concerns, and religious beliefs. Ask students what they think being a vegetarian means and make notes of their comments on the board. Tell them that in general, being a vegetarian means eating no meat, poultry or fish. Instead, the diet is made up from plant sources of food like grains, beans, nuts, vegetables and fruits. There is more than one way to be a vegetarian. Different types of vegetarian eating are based on the foods a person does or does not eat. Write these terms on the board: o Semi-vegetarian o Lacto-ovo- vegetarian o Lacto-vegetarian o Vegan Distribute Are vegetarian diets a good choices for teens? handout and use it to help the class write a definition for each of the terms. Tell students there are several key nutrients that vegetarian teens need to consider. Have students use handout to tell you what these nutrients are. Discuss iron, calcium, protein, zinc, and vitamins D and B12 Distribute Planning for vegetarian eating with the food groups. Tell students that with a little planning, a vegetarian diet can provide all the nutrients necessary for growth and development. The keys to healthy vegetarian eating are planning and variety. A vegetarian diet is not simply dropping meat from your diet.

3 Let s use the handout to help us plan healthy vegetarian meals and snacks for a day. Planning vegetarian eating with the Food Groups Divide class into groups of 3-4 and give each group a copy of the handout. Each group should plan a day s worth of lacto-vegetarian meals and snacks to meet the Food Groups guidelines. Be sure students know this refers to someone who eats dairy products but no meat, poultry, fish or eggs. They should plan: breakfast, lunch, dinner and two snacks. Students should use the information on the back of the handout to help decide what foods to include. Note, that the handout Are vegetarian diets good choices for teens? may also be helpful. Come back together and have groups share their menus. Ask each group: Did you have difficulty planning lactovegetarian meals? If so, what were some of the problems? How did you solve the problem? Have students use MyPlate as they plan meals and snacks. Tell students, MyPlate is a reminder of how we can make a healthy plate minutes Core Activity Yes No Comments and/or Changes Fit in fitness Remind students that each time you visit you ll help them find new ways to fit fitness into their days by doing the activities on the handout. Tell them it s important to get 60 minutes or more (up to several hours) of physical activity each day. Do 2-3 activities from Physical activities for school and home handout.

4 Comprehension check Yes No Comments and/or Changes Review of Lesson 1-6: Tell students as a review of all the lessons you will play Choices and challenges Jeopardy. Divide class into small groups and assign one of the topics. Give groups 5 index cards and one envelope. Have each group write five Jeopardy-style questions using notes and handouts. When done, lead the class in a game of Jeopardy using the questions students created. It s not necessary to keep score, just make sure the correct answers are mentioned. While students are playing, serve a healthy snack. If directed by your supervisor, conduct approved youth post-test. Food Tasting Activity Yes No Comments and/or Changes Have a healthy snack Try this healthy snack with students: Fruity soda and pretzels. Have students wash their hands and surfaces used for food before tasting. Distribute Celebrate good health handout. This handout has four recipes that are fun to prepare for friends or family. ** Put ingredients or alternate recipe used in comments section. Additional Activity (Optional) Yes No Comments and/or Changes Vegetarian debate (20-25 min) Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies

5 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.