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Food pyramid resource packet for elementary school teachers
GEM No. 246
Food Pyramid Resource Packet for Elementary School Teachers
Grace A. Falciglia, Ed.D., R.D. * Lauren Niemes, M.Ed., R.D. Philippa A. Norton, M.Ed., R.D. Program in Nutrition, University if Cincinnati, P.O. Box 210022, Cincinnati, OH 45221-0022; Tel: (513) 5563845; Fax: (513)556-2483.
r- Weight Ma-iAtenance f~r'1 the School-Aged Child i
!".
".~.. ".~~;~~: l. .
*Author for correspondence In 1991, a report of the Food and Nutrition Board, National Academy of Sciences proposed specific recommendations for incorporating nutrition education into all levels of schooling. 1 This report identified the need for updated nutrition education materials that can be integrated into existing school curricula and acknowledged the importance of teacher preparation for increasing the effectiveness of nutritlOn education. Based on these recommendations, the Food and Nutrition Program of the University of Cmcinnati provided elementary school teachers with updated resources to support inclusion of nutrition into the school curnculum. The objectives of this program were to develop nutrition resource packets containing accurate nutritlOn infonnation and classroom learning activities and to introduce the packets at in-service wOl:kshops for elementary school teachers' ·and pre-service seminars for student teachers. 2 FOOD PYRAMID RESOURCE PACKET The Food Pyramid packet was one of three nutrition resource packets we developed. A packet overview described the contents and established continuity with the other two packets, entItled "Food Skills for Today's Young Consumer" and "Weight Maintenance Issues for the School-Aged Child." The Food Pyramid packet contained background infonnatlOn for teachers on the Food Guide Pyramid and Dietary GUIdelines for Americans, a list of additional resources, and classroom learning activities. The background infor-
ThIS project was supported by the NutrItIOn EducatIOn and Trammg Program, State of OhlO, De-
partment of EducatIOn.
Figure 1. packets.
The three nutntion resource
mation included selected readings and publications from nonprofit organizations. We screened materials produced by pnvate mdustries for "fit" with the packet overview and the criteria we had formulated for development of the learning activities: acceptable materials were included in the packet. Additional resources included the names of selected agencies and suggested readmgs to provide further infonnation and activities related to the packet's contents. Two levels oflearning activity were developed: beginning level activities for younger children (grades 1 through 3) and advanced level activities for children in upper elementary grades (grades 4 through 6). Each learning activity included all of the materials the teacher needed to complete the activity with the class. "Hands-on" participatory activities were used as much as possible. Ideas for follow-up activities encouraged children to share the mformation they had learned in the classroom with their familIes. Although learning activities were designed as discrete umts, they were sequenced to allow progression from one activity to the next.
JOURNAL OF NUTRITION EDUCATION
27:107B, 1995
Concepts introduced in the Food Pyramid packet were reinforced in the other two packets. The Food PyramId packet focused on using the Food Guide PyramId to choose a healthful diet and the learning activities emphasized the importance of eating a varIety of foods. Through the learning activitIes, children were encouraged to select foods that they enjoy from each of the food groups In the pyramid. For example, one of the activities developed for lower elementary grades, "Using the Food Guide Pyramid to Choose a Healthy Diet," introduced the concept that a mInimum number of servings should be eaten from each food group daily, and that the recommended number of servings IS different for each group. A template of the food groups in the pyramid, four sets of food pictures, and a "word scramble" exercise were included. Teachers were instructed to copy the template onto card-weight paper and cut It into indIvidual food groups. Children worked together to assemble the food groups into a pyramid and place the pictures of food In the appropriate groups. When completed correctly, the number of pictures in each group represented the minimum number of servings recommended from that group for children. The "word scramble" contained 21 foods, and children were instructed to find and circle each one before writing the names in the correct group on an outline of the food pyramid. When they were completed correctly, the number of foods in each group represented the minimum number of daily servings recommended from that group. TEACHER IN-SERVICE WORKSHOPS AND PRESERVICE SEMINARS A teacher in-service workshop was conducted at the University ofCincinnati in the sprIng of1993, and all public school teachers in the CIty were invited to attend on a voluntary basis. Fifteen teachers attended the workshop, which involved mtroducing nutrition resource packets and demonstrating the learning activities. Approximately 200 teachers in 10 schools received the packets during staff meetings at the schools. One hundred fifteen student
teachers were introduced to the nutrition resource packets by participating in pre-service seminars related to health and elementary education. Three hundred more packets were distributed at a state nutrition education conference for teachers in March 1994.
RESULTS OF EVALUATION During a follow-up evaluation, teachers were asked to rate the nutrition resource packets for their organizatlOn, design, usefulness of background information and additional resource sec-
tions, suitability of learning actiVIties for elementary school children, and feasibility of incorporating learning activities in the classroom. Sixty-four teachers returned the evaluation forms and 75% or more respondents rated the packets as excellent in each area. The majority of respondents also indIcated that the presentation of the packets dunng a workshop/seminar was the preferred format for delivery of nutrition education materials. Teachers saId that they found the packet contents easy to integrate into existmg curricula and reported that chIldren enjoyed the participatory activities.
NOTE AND REFERENCE 1. Food and Nutrition Board, Institute of Medicine. Improving America's diet and health - from recommendations to action. Washington, DC: National Academy Press, 1991. 2. Copies of the three nutrition resource packets are available at a cost of $30.00 from the Program in Nutntion, University of Cincinnati, Cincinnati, OH 452210022.
Food Pyramid Resource Packet for Elementary School Teachers
Grace A. Falciglia, Ed.D., R.D. * Lauren Niemes, M.Ed., R.D. Philippa A. Norton, M.Ed., R.D. Program in Nutrition, University if Cincinnati, P.O. Box 210022, Cincinnati, OH 45221-0022; Tel: (513) 5563845; Fax: (513)556-2483.
r- Weight Ma-iAtenance f~r'1 the School-Aged Child i
!".
".~.. ".~~;~~: l. .
*Author for correspondence In 1991, a report of the Food and Nutrition Board, National Academy of Sciences proposed specific recommendations for incorporating nutrition education into all levels of schooling. 1 This report identified the need for updated nutrition education materials that can be integrated into existing school curricula and acknowledged the importance of teacher preparation for increasing the effectiveness of nutritlOn education. Based on these recommendations, the Food and Nutrition Program of the University of Cmcinnati provided elementary school teachers with updated resources to support inclusion of nutrition into the school curnculum. The objectives of this program were to develop nutrition resource packets containing accurate nutritlOn infonnation and classroom learning activities and to introduce the packets at in-service wOl:kshops for elementary school teachers' ·and pre-service seminars for student teachers. 2 FOOD PYRAMID RESOURCE PACKET The Food Pyramid packet was one of three nutrition resource packets we developed. A packet overview described the contents and established continuity with the other two packets, entItled "Food Skills for Today's Young Consumer" and "Weight Maintenance Issues for the School-Aged Child." The Food Pyramid packet contained background infonnatlOn for teachers on the Food Guide Pyramid and Dietary GUIdelines for Americans, a list of additional resources, and classroom learning activities. The background infor-
ThIS project was supported by the NutrItIOn EducatIOn and Trammg Program, State of OhlO, De-
partment of EducatIOn.
Figure 1. packets.
The three nutntion resource
mation included selected readings and publications from nonprofit organizations. We screened materials produced by pnvate mdustries for "fit" with the packet overview and the criteria we had formulated for development of the learning activities: acceptable materials were included in the packet. Additional resources included the names of selected agencies and suggested readmgs to provide further infonnation and activities related to the packet's contents. Two levels oflearning activity were developed: beginning level activities for younger children (grades 1 through 3) and advanced level activities for children in upper elementary grades (grades 4 through 6). Each learning activity included all of the materials the teacher needed to complete the activity with the class. "Hands-on" participatory activities were used as much as possible. Ideas for follow-up activities encouraged children to share the mformation they had learned in the classroom with their familIes. Although learning activities were designed as discrete umts, they were sequenced to allow progression from one activity to the next.
JOURNAL OF NUTRITION EDUCATION
27:107B, 1995
Concepts introduced in the Food Pyramid packet were reinforced in the other two packets. The Food PyramId packet focused on using the Food Guide PyramId to choose a healthful diet and the learning activities emphasized the importance of eating a varIety of foods. Through the learning activitIes, children were encouraged to select foods that they enjoy from each of the food groups In the pyramid. For example, one of the activities developed for lower elementary grades, "Using the Food Guide Pyramid to Choose a Healthy Diet," introduced the concept that a mInimum number of servings should be eaten from each food group daily, and that the recommended number of servings IS different for each group. A template of the food groups in the pyramid, four sets of food pictures, and a "word scramble" exercise were included. Teachers were instructed to copy the template onto card-weight paper and cut It into indIvidual food groups. Children worked together to assemble the food groups into a pyramid and place the pictures of food In the appropriate groups. When completed correctly, the number of pictures in each group represented the minimum number of servings recommended from that group for children. The "word scramble" contained 21 foods, and children were instructed to find and circle each one before writing the names in the correct group on an outline of the food pyramid. When they were completed correctly, the number of foods in each group represented the minimum number of daily servings recommended from that group. TEACHER IN-SERVICE WORKSHOPS AND PRESERVICE SEMINARS A teacher in-service workshop was conducted at the University ofCincinnati in the sprIng of1993, and all public school teachers in the CIty were invited to attend on a voluntary basis. Fifteen teachers attended the workshop, which involved mtroducing nutrition resource packets and demonstrating the learning activities. Approximately 200 teachers in 10 schools received the packets during staff meetings at the schools. One hundred fifteen student
teachers were introduced to the nutrition resource packets by participating in pre-service seminars related to health and elementary education. Three hundred more packets were distributed at a state nutrition education conference for teachers in March 1994.
RESULTS OF EVALUATION During a follow-up evaluation, teachers were asked to rate the nutrition resource packets for their organizatlOn, design, usefulness of background information and additional resource sec-
tions, suitability of learning actiVIties for elementary school children, and feasibility of incorporating learning activities in the classroom. Sixty-four teachers returned the evaluation forms and 75% or more respondents rated the packets as excellent in each area. The majority of respondents also indIcated that the presentation of the packets dunng a workshop/seminar was the preferred format for delivery of nutrition education materials. Teachers saId that they found the packet contents easy to integrate into existmg curricula and reported that chIldren enjoyed the participatory activities.
NOTE AND REFERENCE 1. Food and Nutrition Board, Institute of Medicine. Improving America's diet and health - from recommendations to action. Washington, DC: National Academy Press, 1991. 2. Copies of the three nutrition resource packets are available at a cost of $30.00 from the Program in Nutntion, University of Cincinnati, Cincinnati, OH 452210022.