Running Head: Make Your Plate MyPlate

Paper Prototype for: Make Your Plate MyPlate Jason Thorne Purdue University EDCI 569 June 2, 2013

Make Your Plate MyPlate

Table of Contents Context and Learning Objectives E-Learning Content Assessments Site Map Storyboard Self-Evaluation using Merrills 5 Star Instructional Design Rating References pg. 3-6 pg. 6-16 pg. 16-19 pg. 20 pg. 21-25 pg. 26-29 pg. 30

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Background The United States Department of Agriculture (USDA) has recently created a nutrition and health guideline called MyPlate. MyPlate replace the food pyramid that was used for a long time to promote healthy eating. MyPlate has a design similar to a dinner plate that is split into four categories: vegetables, fruits, grains, and protein. Plus it has a dairy category above the plate. The USDA has a focused effort on the areas it thinks are most important. Those areas have a simple message that is easy to remember. This e-learning project will focus on remembering those messages and how to use those messages in making your own plate. Target Audience A key goal for the USDA is educating young people so they develop healthy eating habits. By reaching them at a young age they will form habits of eating appropriate portions and choosing nutritious food. My target audience will be 2nd and 3rd graders. The 2nd and 3rd graders in this lesson will have an expected age range of seven to nine years old. A survey of the students before this lesson is created could determine their knowledge of healthy foods, choices in meals, and influence on shopping. The results of the survey will show that they will have some influence on the meals. When they are at the grocery store with their parents they may have some input into what the upcoming weeks meals are. They will also have some choices the amount they eat for breakfast, lunch, and dinner. Intended Instruction The purpose of this instruction is to provide the students with the ability to make smart decisions when eating. The USDA wants people to choose healthy food options. Choosing healthy options reduces obesity and weight related diseases such as heart disease. Targeting

Make Your Plate MyPlate

young learners and encouraging them to develop healthy eating habits at a young age will increase their chances of eating healthy as they get older. The focus of the instruction will be on the choices they can make starting today and why those choices are important. If the learners have few choices over their eating options then this lesson will not be very useful. The lesson will cover the basics of the My Plate guidelines and provide tips on how they can make healthy eating decisions. The focus will be on the decisions that they get to make in order to help keep their interest. This lesson wont talk about how to buy groceries or how to go on a diet because those arent decisions they make. I specifically want to cover four areas that I think will benefit the targeted learners the most. When they are done with this lesson I would like them to be able to answer the following questions. The following list has been revised. How much fruit and vegetables they should eat a day. What are the food groups? What should I eat less of? What healthy foods they could try. What portion size should I eat? How much should I be active?

Learning Environment This lesson will take place at home or the local library, where ever the student has access to a computer and internet outside of school. If this is not possible, the teacher will have to find a solution such as the student completing the lesson in the classroom. Students and their parents will be asked to complete this assignment as homework. The parent will be asked to sit with the student as they complete the assignment, it is hoped that the assignment sparks a positive conversation between the child and parents.

Make Your Plate MyPlate

The lesson will be a standalone self-paced course that they will be able to complete in one sitting. They will be developing the skills to put together their own healthy meal as well as analyze foods for their nutritional value. The e-learning lesson will be in one program. That way the student can open one page, learn the content, and complete the assessment without having to go anywhere else. I think this is important for the age group Im targeting because I dont want the steps to complete the assignment more difficult than the actual assignment. The content of this lesson will be hosted by two characters, Max and Munch. Max is a boy of similar age to the students and Munch is his Dog. Max and Munch will take the learners on an adventure to learn about MyPlate. The tone will be conversational as the character will have a speech bubble next to them as they discuss the content on each slide. The Max and Munch characters will soften the facts and will help immerse the learners in the lesson. This should help the facts to be put in context, and the learners can see the new information applied. Learning Objectives using Magers Method Given an empty plate students will be able to draw identify a diagram to show appropriate ratio of food groups portion of fruits and vegetables on a plate. Given a list of options students will be able to recognize food choices with the importance of eating less sodium. Given measurements options students will be able to explain indicate the amount of fruit they should eat for their age. Given a list of options students will be able to identify the five areas of MyPlate. Asked to choose a drink option students will be able to specify water as a good choice. Asked to identify different sources for protein students will be able to specify five healthy options.

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Given a list of activities students will be able to outline a plan to be active for 60 minutes a day. Given a menu students will be able to identify the foods they should only eat occasionally. Content Key for location of content For the Introduction, Directions, and 4 Units in MyPlate plus the Quiz see the format below. Title of page o Content on Page

For the rest of the content see the format below. Unit o Title of page Introduction o A Max & Munch adventure. o Today we are going to learn about eating healthy. The U.S. Department of Agriculture who oversees how food is grown and raised has created guidelines for how to eat healthy. They recently came out with MyPlate to help you remember how to choose your food. o MyPlate consists of five food groups. With Max and Munch you are going to learn what those food groups are and how to make smart choices when eating. This lesson will give you many tips that you can start doing immediately. o Lets first learn how to navigate this website. Click the next arrow to continue. Directions Content on Page

Make Your Plate MyPlate

o Max and Munch will guide you through this lesson. o This lesson has 4 units and 1 quiz. You can complete the 4 units in whatever order you want. After you complete them, take the quiz. Your answers will automatically be submitted to your instructor. o The controls to move through the website will be located at the bottom right of the screen. To move on to the next part click Next. If you need to review a page you already visited click Back. The Main Menu button will take you to the main menu. o Sometimes you will be asked a question. The questions may be multiple choice or fill in the blank. For multiple choice questions choose the answer and then select Next. For fill in the blank questions, click the cursor in the blank space and type in the answer. When you are done typing, select next. o Important: you must complete the quiz in one sitting. Your work will not be saved. Set aside about one hour to complete this lesson. o Enjoy. 4 Units in MyPlate plus the Quiz. o Choose what adventure you want to go on first with Max and Munch! o Look at MyPlate! (active button) o How much on MyPlate? (active button) o What should be less on MyPlate? (active button) o Be Active! (active button) o Quiz Only take after completing all of the units (active button) o Additional Resources

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Look at MyPlate! o Identify the five food groups (Max asks the question) Think of all the foods you eat. How could you break those into five categories? (5 blanks for them to guess) After you guess, click on Munch to get the answers. The USDA breaks them into Fruits, Vegetables, Grains, Protein, and Dairy. o Introduction to MyPlate Logo (Max says) Here is the shape of MyPlate.

(Munch says) Notice that two of the pie shaped pieces are bigger than the other two. o Label MyPlate This is MyPlate with color and labels.

(Munch asks) Which of pie shaped pieces are larger? (2 blank spaces followed by a button called Answer)

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The vegetables and grain are larger portions compared to fruits and protein. (displays when the Answer button in clicked.)

o Eating in balance (Max states) As you make your plate consider how MyPlate has half the plate set aside for fruits and vegetables. Try making your plate half fruits and vegetables. (Munch replies) Have fun creating MyPlate by choosing foods that have bold colors. Choose dark green vegetables like broccoli. Choose a red fruit like strawberries. Choose a brown grain like whole wheat pasta. You can my MyPlate look like artwork. o Why eat from each section of the MyPlate? (Max, with photo on skateboard) Being healthy is cool, keep a balanced diet. When you are making your plate, choose appropriate portions from each group. A balanced diet is a key to good health. (Munch) All the food groups have delicious choices. Try new foods and you will find new foods to add to your MyPlate How much on MyPlate? o Choosing a portion size (Max) By making changes to the amount you eat you can improve your health. Avoid getting that overeating feeling. You can do this by using a smaller plate. You can also read the nutrition label to see what the portion size is.

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(Munch) Children age 7-9 usually need about 2,000 calories a day. You can determine this yourself by counting your calories and monitoring your body weight. If your weight goes up you are eating too many calories. If your weight stays the same then you are eating the correct amount. If your weight goes down you are eating below your needed calories.

(Max) Im between 7 and 9, I probably need about 2,000 calories a day. (Munch) Lets look at the individual groups and how much you should eat.

o Fruit and Vegetables On a 2,000 calorie diet 2 cups should be vegetables and 2 cups should be fruit. (Max) Choose vegetables that are low in sodium and choose fruit that has no sugar added. Fruit ideas: Apples, oranges, grapes, berries, bananas, watermelon Vegetable ideas: carrots, broccoli, bell peppers, corn, potatoes, spinach. 2 cups of vegetables a day. 2 cups of fruit a day. (off to the side in a highlight bubble) o Question What kind of fruit have you ate today? (Blank for answer) What kind of vegetables have you ate today? (Blank for answer)

o How much grain and protein should you eat (provide examples)

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On a 2,000 calorie diet you should eat 6 ounces of grains and 5.5 ounces of Protein.

(Munch says) Make at least half of your grains whole grains and eat various types of protein.

Grain ideas: Whole wheat bread, brown rice, popcorn, pasta Protein can be from animals or plants. Protein from animals: low fat poultry, fish, lean beef or pork. Protein from plants: beans, peas, nuts, seeds.

6 ounces of grain a day. 5.5 ounces of protein a day. (facts repeated in a highlight bubble)

o Question What kind of grain have you ate today? (blank for answer) What kind of protein have you ate today? (blank for answer)

o How much dairy should you eat (provide examples) On a 2,000 calorie diet you should eat 2 cups of dairy. (Max says) Drink fat-free or low fat milk to get the same calcium but less fat than whole milk. Dairy ideas: low fat yogurt, cheese, milk. 2 cups of dairy a day (in a highlight bubble)

o Question What kind of dairy have you ate today?

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(blank for answer)

What should be less on MyPlate? o Eat less unhealthy food (Munch) It is okay to enjoy foods that have a lot of sugar, fat, or calories. It is important to eat them sparingly though. Treats shouldnt be an everyday food. Only have a treat on special occasions. (Max) When you are interested in eating something sweet choose something that is naturally sweet like fruit. A frozen 100% juice bar, fruit salad, or yogurt with fruit on top are both sweet and are healthy options. o Question What do you like for a healthy treat? (blank for answer)

o Reducing sodium (Munch) Sodium is another term used for salt. Reducing the amount of salt you eat a day is a great way to eat healthier. Eating too much salt often leads to high blood pressure. (Max) You can ask Mom and Dad to eat at home to reduce the amount of salt you eat. Restaurants serve food that is usually high in salt. Some restaurants can reduce the salt if you ask. Fried food often has a lot of salt in it. o Avoiding Fat

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(Munch) Reducing the amount of fat you eat can keep you from becoming overweight.

(Max) Less than 15% of your calories each day should be fat and sugar. In a 2,000 calorie diet that is only 300 calories!

Lets look at this label for cheese flavored crackers. How many calories from fat does this nutrition label have?

(blank for answer)

o Reducing sugar

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(Munch) Treats usually have higher amounts of sugar. Sometimes there is a lot of sugar in food you wouldnt expect like cereal. Look at the amount of sugar in your cereal and choose a cereal that has less sugar.

Eating too much sugar leads to obesity related diseases like diabetes. (Max) Remember, substitute sugary treats for naturally occurring sweet food like fruit. It gives you the sweet taste you want without all the calories and sugar.

o Choosing a drink (Munch) Soda and sports drinks often contain sugar and are high in calories. Avoid soda and sports drinks to reduce the amount of sugar, you may be surprised at how much they contain. (Max) Choose water when you are thirsty. You could also drink milk or 100% juice. Choosing milk or soymilk is a good way to get your dairy. Be Active o How to be active (Munch) Max, you might be surprised to learn that activity can come in many shapes and forms. Activity can include chores, be with family members, or with a team. Water can be lightly flavored by adding fruit to it like lemons or oranges. Do you regularly drink water now? Yes/No (with radial buttons next the two possible answers.)

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Chores like taking care of the year or sweeping inside the house are good activities to stay healthy.

(Max) That is surprising! My parents would appreciate it too. My favorite is when family and friends are active together. Going for a walk or a hike is a great way to share time together.

Joining a team provides a great opportunity to be active and learn new skills. Sport teams like soccer or volleyball help build coordination, balance, and endurance.

o Question Whats your favorite activity? (Blank for answer)

o How long should you be active? (Munch) Adults should be active for 2 hours a week, children should be active for 60 minutes a day. To help you achieve your daily activity, set a specific time to be active. (Max) By planning your activity you are more likely to accomplish it. Tracking your activity can show you how successful you have been. Plan activities that will take at least 10 minutes to complete o Activity today (Max and Munch) What are you going to do today to be active for 60 minutes? (5 blanks for possible answers.)

Additional Resources

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o Resources for MyPlate Click on the title you are interested in to get more information. More information on MyPlate (http://www.choosemyplate.gov/) Blast Off! MyPlate video game (http://www.fns.usda.gov/multimedia/Games/Blastoff/BlastOff_Game.htm l) Track your diet and physical activity (https://www.supertracker.usda.gov/default.aspx)

Assessments For the formative assessment students will be provided with questions in the units to provoke thought. The answers that the student provides will be sent to the instructor. The instructor can evaluate the answers and see if any follow up is necessary. The formative questions are worked into the content and provide an opportunity to see how the knowledge they are learning is directly applied to their life. The summative assessment will test the students knowledge that was just acquired in this e-learning unit. It will evaluate their comprehension of what they just reviewed and provide the instructor an opportunity to grade their work. A multiple choice or choose from a list quiz will be given at the end of the unit. It will cover the seven most important ideas of the lesson. Summative Assessment 1. Objective: Given an empty plate students will be able to identify a diagram to show appropriate portion of fruits and vegetables in a plate.

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a. Question: Which of the 4 plates is MyPlate? 2. Objective: Given a list of options students will be able to recognize the importance of eating less sodium. a. Question: What food item has less salt? i. French Fries ii. Potato Chips iii. Lightly buttered baked potato <= Correct 3. Objective: Given a list of options students will be able to identify the five areas of MyPlate. a. Question: What are the five food groups in MyPlate? Carbs Fruits <= Correct Meats Vegetables <= Correct Water Proteins <= Correct Dairy <= Correct Salts Grains <= Correct Corns

4. Objective: Asked to choose a drink option students will be able to specify water as a good choice. a. Question: When you are thirsty, what should you drink?

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i. Soda ii. Sports drink like Gatorade iii. Water <= Correct 5. Objective: Asked to identify different sources for protein students will be able to specify five healthy options. a. Question: Put a check next to 5 healthy protein sources. Lean beef < Carrots Fried Chicken Grilled low fat chicken < Beans < Nuts < Cake Bacon Lean hamburger < Bread

6. Objective: Given a list of activities students will be able to outline a plan to be active for 60 minutes a day. The following question will be graded on the total time equaling 60 minutes rather than the activity they choose. a. Question: Write down at least 3 physical activities and the time you would do them to add up to 60 minutes. i. Activity__________________ - Time_______ ii. Activity__________________ - Time_______ iii. Activity__________________ - Time_______ iv. Activity__________________ - Time_______ v. Activity__________________ - Time_______ i. Total Time _____

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7. Objective: Given a menu students will be able to identify the foods they should only eat occasionally. a. Question: What foods should you only eat occasionally? Broccoli Fast food hamburger < Blueberries Cookies < Plain popcorn Sweet Potato French fries < Yogurt Tuna Whole grain cereal

8. Completion page a. Congratulations on the successful completion of MyPlate! b. Your Score on the quiz was _______% c. (Munch) Great Job! When you eat think MyPlate!

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Site map Introduction

Directions

Main Menu

Look at MyPlate!

How much on MyPlate?

What should be less on MyPlate

Be Active

Quiz

Additional Resources

Identify the 5 food groups

Choosing portion size

Eat less unhealthy food

How to be active

Question 1

MyPlate logo

Fruit and vegetables

Question

Question

Question 2

Label MyPlate

Question

Reducing Sodium

How long to be active

Question 3

Balance in Logo

Grain and Protein

Avoiding Fat

Activity today

Question 4

Why eat from each section?

Question

Reducing Sugar

Question 5

Dairy

Choosing a drink

Question 6

Question

Question 7

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Storyboard

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Self Evaluation using merrills 5 Star Instructional Design Rating Stage PROBLEM Is the courseware presented in the context of real world problems? Criteria Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course? Explanation The goal of the lesson is presented in the beginning - how to eat a healthy meal using MyPlate.

The lesson asks questions that engage the learner on a task level but also asks questions at the operation level. The questions that are in the operation level are Are students engaged at more about highlighting what the learner the problem or task level should be paying attention to. The task level not just the operation or questions are reinforcing what actions the action levels? learner can take when they leave this lesson. Does the courseware involve a progression of problems rather than a single problem? The lesson asks the big question, how can you eat healthy but then breaks it down into smaller parts. These smaller parts provide scaffolding for the learners to understand the big picture.

RATING FOR PROBLEM STAGE: Gold ACTIVATION Does the courseware attempt to activate relevant prior knowledge or experience? Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge? Does the courseware provide relevant experience that can be used as a foundation for the new knowledge? If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill. The topic of this lesson, eating, is relevant to all students. They have heard about unhealthy food verse good for you food. What this lesson does is show how to make healthy meal choices. It does this by showing the learner the decisions they need to make on what to eat or not to eat. The challenge I struggled with is how to take an event that happens every day several times a day, eating, and teach it online. I see this as something that would be easier to do in person in a kitchen where you work with the learner to create meals. The direction I choose to go was reinforcing a few common messages so that when the learner goes to the kitchen they think about those messages and apply them to their food choices.

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Stage

Criteria

Explanation

RATING FOR ACTIVATION STAGE: Silver DEMONSTRATION Are the demonstrations (examples) consistent with the content being taught? Are the demonstrations (examples) consistent with the content being taught? Examples and nonexamples for concepts? Demonstrations for procedures? Visualizations for processes? Modeling for behavior? Are at least some of the following learner guidance techniques employed? Learners are directed to relevant information? Multiple representations are used for the demonstrations? Multiple demonstrations are explicitly compared? Is media relevant to the content and used to enhance learning? The demonstrations used in this lesson focus on the portions and ratios of the types of foods they should eat. There is also an opportunity for students to demonstrate how they can create an activity schedule to be active. These demonstrations help visualize the concepts but they dont model the behavior directly. Seeing colored areas on a plate is not the same as seeing actual food on the plate. The learners could have some confusion when they put this lesson into practice in the real world. I tried to prevent this confusion by asking formative questions of what they have ate that day in the different food groups. This may help them make the connection between real life and this e-learning. Portion size is represented in more than one way to help with this confusion. It is shown to the relative size it takes up on a plate as well as in measured amounts like cups and ounces. The media used in the learning are graphics. The graphics will be used to show the learner visually. Graphics will also be used to communicate a story so that the content becomes more than just facts; it will help create a context.

RATING FOR DEMONSTRATION STAGE: Silver

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Stage APPLICATION Are the application (practice) and the posttest consistent with the stated or implied objectives?

Criteria Are the application (practice) and the posttest consistent with the stated or implied objectives? Information-about practice requires learners to recall or recognize information. Parts-of practice requires the learners to locate, name, and/or describe each part. Kinds-of practice requires learners to identify new examples of each kind. How-to practice requires learners to do the procedure. What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence. Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

Explanation The formative assessment during the lesson and the summative assessment at the end are in line with the objectives. Most of the assessments are asking the learner to apply or recall the new information. A few of the assessments are asking for the learner to identify and locate information. The learner is not asked to use their new knowledge in the form of a problem. The skills they learn and take to the kitchen and dining room table will not be measured in this assessment and are outside the scope of the lesson. The summative questions they will answer will provide them with feedback. They will be provided with a grade at the end of the unit. Formative questions during the unit will not be graded because there is no one right answer. The instructor will be given the answers and if they see any odd answers they can then address them with the student. The level of coaching throughout the lesson is pretty consistent; it does not diminish as the coaching progresses. The context of the content and activities is provided. If the learner is having trouble answering a question they will have a back button to go back and review.

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Stage

Criteria In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

Explanation

RATING FOR APPLICATION STAGE: Silver INTEGRATION Does the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life? Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill? The course does not provide a measureable way for learners to demonstrate their new knowledge. The knowledge they gain can immediately be applied to their eating decisions. The course offers minimal opportunities for learners to discuss their knowledge. It does however provide them many ways to apply their knowledge.

Does the courseware provide an opportunity for learners to reflect-on, There are a few questions that are fill in discuss, and defend their the blanks and allow the learner more new knowledge or skill? opportunity to reflect. Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill? RATING FOR INTEGRATION STAGE: Silver

The course does not provide an opportunity for learners to explore new ways to use their knowledge. After completing the class they learners will have limitless ways to explore their new knowledge.

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References Mini Poster (2011). U.S. Department of Agriculture: Center for Nutrition Policy and Promotion. Document: CNPP-25 Retrieved from: http://www.choosemyplate.gov/downloads/mini_poster_English_final.pdf Eat Smart to Play Hard (2012). U.S. Department of Agriculture: Food and Nutrition Service. Document: FNS-448. Retrieved from: http://www.fns.usda.gov/tn/Resources/eatsmartposter.pdf 10 Tips Nutrition Education Series (2011-2013). U.S. Department of Agriculture: Center for Nutrition Policy and Promotion. Retrieved from: http://www.choosemyplate.gov/healthy-eating-tips/ten-tips.html MyPlate graphics used with permission for the USDA. Retrieved from:
http://www.choosemyplate.gov/print-materials-ordering/graphic-resources.html

Max and Munch characters used with permission from the Purdue University Exhibit Design Center.