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 4 Lesson 7: Healthy Choices Eating Out 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 6: Have students get out Wake up your brain with breakfast handouts. Discuss answers and find out if anyone tried something new for breakfast since last lesson. Time: Not Specified Balancing meals and snacks Explain to students: Balance is important when planning meals and snacks. Meals and snacks that include foods from most of all five food groups are not only healthy, they re balanced. Balance is also important when you are doing physical activity. Read instructions from Balance teacher reference. Balance instructions Part one Start with your hands to your side. Bend your left knee so that your foot is no longer on the ground. Hold for 10 seconds.

2 While holding the left knee off the floor, bend your upper body forward until it is parallel to the ground (your face should point toward the floor). If you loose your balance, hold on to your desk for support. Hold this position for 10 seconds. Repeat with your right leg. Part two Stand up straight and grab your left foot. Position it on the inside of your right inner thigh. Hold the position for 10 seconds. While holding the position, put your hands together and raise them above your head. Hold for 10 seconds. Repeat with right leg. Time: 3-5 minutes After activity: Remind students to record their time on their MyActivity Log handout. Consider asking the teacher to follow up with students to record their activities. Ask students and explain: Ask students to name the type of activity (flexibility and strength). Was it hard to keep their balance during the activity? Explain that it s difficult to keep your balance if you don t have both legs on the floor and both arms by your sides. Refer to Youth MyPlate handout and say: Balance is important when it comes to meals and snacks, too! The meals and snacks we eat during the day can become unbalanced if we don t include foods from all five food groups. Point to MyPlate poster and tell students: eating a well balanced meal is important to be sure you get all the nutrients your body needs. A Balanced Menu Have students work in pairs and choose a sample menu from the basket.

3 Ask students to write the names of the food groups on the back of the sample menu. Next to each food group, ask them to write the foods from the sample menu that fit in the group. Explain that combination foods fit into more than one food group. Write several examples on the board. After students have placed foods in the correct food groups, have them use their handouts to make sure each menu contains a food from each of the five food groups. They can add, delete or change foods to balance their meals. Tell students: Coke doesn t fit into any of the food groups. It is high in sugar (about 10 teaspoons in 12 oz. bottle or 16 teaspoons in a 20 oz. bottle) and calories and low in nutrients. It is OK to have a soft drink once in a while, but choose milk or water most of the time. Time: minutes Eating right when eating out Ask students: Do you think it s important to think about the Food Groups when we choose food at restaurants? How can the Food Groups help us make healthy choices when we re eating out? Tell students when we eat out, it s also important to choose foods that are low in fat, sugar and salt. Sometimes foods high in fat, sugar and salt even cost more than healthier foods. Compare the cost activity Have students work in pairs and give each pair several food advertisements. Have pairs compare the cost of a food high in fat, sugar and salt to a healthier food that is high in nutrients. Examples: compare the cost of potato chips to carrots or high-sugar cereal to a lowsugar like whole-wheat flakes.

4 Ask students to report what they find. Reflection question Were you surprised by what you learned in class today? Time: minutes Food Tasting Activity (any order) Yes No Comments and/or Changes Design your own trail mix Have students design their own individual trail mix by selecting several of the ingredients on the recipe. Wash hand and sanitize surfaces used for food. After washing hands, have students use ¼- cup measuring cups to mix their trail mix in a self-closing bag. Have a sharing session where the students tell what ingredients they used to make trail mix. Encourage them to give their individual recipes names. ** Put ingredients or alternate recipe used in the comment section. Time: minutes Comprehension check: Choose the best snack for you Give teams of students the pairs of cards listed. Have them give reasons for the choice they think is healthiest. Each team should report to the class. Card pairs: Baby carrots and chocolate candy bar Soft drink and fat-free milk Banana and granola bar Strawberries and potato chips Baked potato and French-fried potatoes Bagel and cookies Pizza and turkey sandwich Cheeseburger and roast beef Make these important points: A food is considered high or a good source of a nutrient if it has 20% or more of that nutrient. If it has 5% or less, it is

5 considered a low or poor source of that nutrient. Remember that one food doesn t give us all the nutrients we need, so what is missing from one food we may get from another healthy food choice. The protein bars on some cards may be very high, but most of us get enough protein each day. Reflection question What different food choices will you make based on what you learned? Time: minutes Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 7 Time: Not Specified 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? 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.