- Email: [email protected]
Program
RESOURCES Most nutritionists would agree that to have a definite health impact, nutrition education should begin in the classroom. This nutrition education kit, based on the current dietary guidelines, wasdeveloped for teaching home economics students in junior and senior high schools . Each of the seven guidelines has been structured into a specific instructional plan. An initial overview lesson of the Dietary Guidelines is also included along with a final lesson which summarizes the Dietary Guidelines and helps students incorporate the material into their own lives. The accompanying teacher's guide consists of nine lesson plans which are clear and concise. Each lesson format includes classroom objectives, key points, a list of required materials, self-tests, and activity masters. Some lessons may take more time to teach than others, but this depends upon the individual class. The lesson plans are quite creative and should spark interest in the majority of students. For example, the sixth lesson plan, which reviews the guideline "Avoid too much sugar," has the students making orange soda from scratch to reinforce the amount of hidden sugar. The lesson plan on "Eat foods with adequate starch and fiber" teaches the students to modifY a camp menu for complex carbohydrates. This kit is an excellent tool for disseminating these important health promotion guidelines to our student population. In addition to the junior and senior high school target group it was written for, this educational kit would also benefit fifth and sixth graders. I would also like to see these ' .valuable lesson plans adapted to meet the needs of elementary grade levels. In my opinion, this kit would be an asset to all profeSSionals who teach nutrition in grades 5 through 12.
ways. The program emphasizes development of the follOWing health skills: selfassessment, communication, decision making, health advocacy, and self-management. The curriculum focuses on major worldwide health issues, as well as current efforts to improve health, especially for individuals and groups who lack access to fundamental requirements for good health: adequate diets, immunization, safe water, basic sanitation, education, and medical care. Using an interdiSCiplinary approach, the curriculum defines health as a prerequisite for economic and social development, and leads students to the realization that health is influenced by many factors, including food supply, geography, transportation, culture, history, and politics. The module therefore can be integrated into high school classes such as social studies, home economics, geography, and history classes, as well as health education programs. It is recommended for grades 9 and 10, but could be adapted for somewhat older or younger persons, and used in non-school settings, including scouts, 4-H, church, and other community groups. Activities planned for five one-hour sessions include much class participation, brainstorming, use of current newspapers and case studies, small-group problem solving, consensus building, and group planning of an actual project.· Activities seem realistic and significant, supplemented by a list of current teacher and student resource materials, a glossary, and reproducible masters for student handouts. "Health for All" increases awareness of primary health issues and challenges teens to act in realistic ways to improve health for themselves and others.
Lisa B. Stollman, M.A ., R.D., Nutrition Consultant, 10 Coolidge St ., Brookline, MA 02146 .
Ruth McNabb Dow, Ph.D., R.D., C .H.E., Professor, School of Horne Economics, Eastern Illinois University, Charleston, IL 61920 .
CURRICULUM Health for All, Teenage Teaching Modules, 1987. From American Association for World Health, 2001 S. St. NW, Suite 530, Washington, DC 20009, 73 pp. , 3hole punched, unbound, $2. The fortieth anniversary year of the World Health Organization is an appropriate time to focus on "Health for All by the Year 2000. " This well-designed module of a health education curriculum provides the knowledge and skills that high school students need to act for themselves and others in health-enhancing
PROGRAM Learning to Like Me: A health and fit-. ness program for adolescents, Lavsa,P., 1986. From Dairy and Nutrition CouncilMid East, 9370 McKnight Rd., Suite 306, Pittsburgh, PA 15237- 5948, 3-ring binder, $25. This 12- to 14-week health and fitness program for adolescents covers the following topics: • improving food selection • developing an appreciation of moderation and portion control • increasing fitness-related activities
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• setting realistic expectations for personal fitness goals • developing lifetime maintenance skills. The program, which is nicely packaged in a three-ring binder, includes the following sections: "Getting Started," "Focus Sessions," "Supplemental Information, " " Resources," and "Student Materials." "Getting Started" discusses what the program entails, and presents possible funding sources and relevant costs for conducting the program. The "Focus Sessions" are the actual lesson plans; these include many self-assessment activities and cover the basics of good nutrition and exercise. "Supplemental Information" expands on the topics covered in the lessons. The "Resources" section is a bibliography of additional materials to support the program. Included in "Student Materials" are the reprodUcible activities for students. Throughout the program there is a strong emphasis on helping students develop self-esteem. However, while this program is educationally and scientifically sound, I feel that many teenagers may find it boring unless it is taught by a dynamic teacher. Also, it was developed after a needs assessment conducted in 1984, and may need some updating.
Julia Noland Chryst, M.S ., C.H .E ., Coordinator, Missouri Nutrition Education and Training Program, Box 570, Jefferson City, MO 65101 .
CURRICULUM KIT Nutrition for Life, Grades 7 and 8, Bisogni, C., S. Crosiar, T. Farrell, M. Mapes, C . Olson, and P. Thonney, 1987. From Health Research Inc., Health Education Services Division, Box 7126, Albany, NY 12224, 314 pp. , 3-ring binder, 2 audiocassettes, 1 poster, $25. This kit is designed to accompany the
• VOLUME 20 NUMBER 6 1988
ways. The program emphasizes development of the follOWing health skills: selfassessment, communication, decision making, health advocacy, and self-management. The curriculum focuses on major worldwide health issues, as well as current efforts to improve health, especially for individuals and groups who lack access to fundamental requirements for good health: adequate diets, immunization, safe water, basic sanitation, education, and medical care. Using an interdiSCiplinary approach, the curriculum defines health as a prerequisite for economic and social development, and leads students to the realization that health is influenced by many factors, including food supply, geography, transportation, culture, history, and politics. The module therefore can be integrated into high school classes such as social studies, home economics, geography, and history classes, as well as health education programs. It is recommended for grades 9 and 10, but could be adapted for somewhat older or younger persons, and used in non-school settings, including scouts, 4-H, church, and other community groups. Activities planned for five one-hour sessions include much class participation, brainstorming, use of current newspapers and case studies, small-group problem solving, consensus building, and group planning of an actual project.· Activities seem realistic and significant, supplemented by a list of current teacher and student resource materials, a glossary, and reproducible masters for student handouts. "Health for All" increases awareness of primary health issues and challenges teens to act in realistic ways to improve health for themselves and others.
Lisa B. Stollman, M.A ., R.D., Nutrition Consultant, 10 Coolidge St ., Brookline, MA 02146 .
Ruth McNabb Dow, Ph.D., R.D., C .H.E., Professor, School of Horne Economics, Eastern Illinois University, Charleston, IL 61920 .
CURRICULUM Health for All, Teenage Teaching Modules, 1987. From American Association for World Health, 2001 S. St. NW, Suite 530, Washington, DC 20009, 73 pp. , 3hole punched, unbound, $2. The fortieth anniversary year of the World Health Organization is an appropriate time to focus on "Health for All by the Year 2000. " This well-designed module of a health education curriculum provides the knowledge and skills that high school students need to act for themselves and others in health-enhancing
PROGRAM Learning to Like Me: A health and fit-. ness program for adolescents, Lavsa,P., 1986. From Dairy and Nutrition CouncilMid East, 9370 McKnight Rd., Suite 306, Pittsburgh, PA 15237- 5948, 3-ring binder, $25. This 12- to 14-week health and fitness program for adolescents covers the following topics: • improving food selection • developing an appreciation of moderation and portion control • increasing fitness-related activities
352
JOURNAL OF NUTRITION EDUCATION
• setting realistic expectations for personal fitness goals • developing lifetime maintenance skills. The program, which is nicely packaged in a three-ring binder, includes the following sections: "Getting Started," "Focus Sessions," "Supplemental Information, " " Resources," and "Student Materials." "Getting Started" discusses what the program entails, and presents possible funding sources and relevant costs for conducting the program. The "Focus Sessions" are the actual lesson plans; these include many self-assessment activities and cover the basics of good nutrition and exercise. "Supplemental Information" expands on the topics covered in the lessons. The "Resources" section is a bibliography of additional materials to support the program. Included in "Student Materials" are the reprodUcible activities for students. Throughout the program there is a strong emphasis on helping students develop self-esteem. However, while this program is educationally and scientifically sound, I feel that many teenagers may find it boring unless it is taught by a dynamic teacher. Also, it was developed after a needs assessment conducted in 1984, and may need some updating.
Julia Noland Chryst, M.S ., C.H .E ., Coordinator, Missouri Nutrition Education and Training Program, Box 570, Jefferson City, MO 65101 .
CURRICULUM KIT Nutrition for Life, Grades 7 and 8, Bisogni, C., S. Crosiar, T. Farrell, M. Mapes, C . Olson, and P. Thonney, 1987. From Health Research Inc., Health Education Services Division, Box 7126, Albany, NY 12224, 314 pp. , 3-ring binder, 2 audiocassettes, 1 poster, $25. This kit is designed to accompany the
• VOLUME 20 NUMBER 6 1988