Name: Amanda Tome

FINAL ASSIGNMENT:
ORAL PRESENTATION & NUTRITION LESSON PLANS
BROCHURE & DISPLAY BOARD

Final Assignment: This Final Oral Presentation & Nutrition Lesson Plan
consists of each student planning one 20-minute formal lesson. Choose one of the
lessons from your group to present to the class. All lesson plans should be detailed
enough that you can show the lesson plan to another person and s/he
would be able to complete the lesson. Each group will have 20 minutes to present
their lesson and 5 minutes for questions.

Include in this assignment:

 Part 1 - Lesson Plan Overview – Title, goals and targeted behavior. One for each
lesson.
 Part 2 - Lesson Plan Matrix – one for each lesson.
 Part 3 - Overview of content, materials, procedures or detailed lesson plan. One
for each lesson.
 Part 4 – Brochure and Display Board. Each created for final lesson plan.
 Part 5 - Evaluation plan – complete the chart and the evaluation tool. One for
each lesson.
 Part 6 – Conduct one of the lessons plans in class.
 Part 7 – List of student responsibilities. One per person.
 You must use peer-reviewed, reliable nutrition references/resources for this
project. Include a reference list with citations using APA, 6th Ed. Style. 9-12 (~ 3
per student) reliable references must be used. These references can be repeated
from the video demonstration project.

Part 1: Lesson Plan Overview

Topic: Nutrition/Physical Activity on the Go

Audience: Families with children in K-5
Location: Elementary school (grades K-5) on a Saturday morning for parents &
children

1. Title of session: Healthy Snacks on the Go

2. Lesson goal and or targeted behavior:

Goal: Parents & children will increase consumption of nutritious snacks and decrease
consumption of energy dense and nutrient deficient snacks

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 Part 2: Lesson Plan Matrix
Mediator Specific Educational Objectives Learning Practical Educational Activities, Learning Events of
of Behavior At the end of the lesson, learner Domain/level Experiences, Messages or Content Instruction*
Change will be able to: Cognitive
(Theory-based domain,
strategies) knowledge level
Introduction Demonstration: Show a few common snacks A
and the amount of sugar in the food
Perceived Evaluate own risk of eating Affective - 1. 24 hour food recall A/S
Susceptibility unhealthy food Valuing 2. circle foods & beverages perceived as
unhealthy
Perceived State 3 reasons why it is Cognitive – Power point presentation with scientific based S
Benefits important to eat nutritious knowledge facts for healthy eating
foods (fruits, vegetables, whole
grains, lean protein & low fat
milk/dairy)
Perceived Describe ways in which Cognitive - Group brainstorming (Write on whiteboard or G
Barriers nutritious snacks can be quick Comprehension type on blank power word document)
and easy to eat 1. Possible barriers/obstacles
2. Ways to overcome barriers & make food
preparation easier & quicker
Self-efficacy Demonstrate an understanding Psychomotor – Demonstration: G
of how to prepare and package Observation & 1. Show ideas for nutritious snacks via Power
nutritious snacks imitation Point Presentation: vegetable sticks with
hummus or guacamole, string cheese &
fruit, peanut butter & apple or banana,
whole-wheat crackers and peanut butter
2. Show useful travel containers & kitchen
tools
3. Have 1-2 volunteers help cut veggies & apple
wedges
Summary/Goal State a goal intention or method Cognitive - Have participant write down at least 1 goal C
Setting: to substitute nutritious snacks Evaluation intention or method to substitute nutritious
for less nutritious ones snacks for less nutritious ones.
*Label each activity as to whether it will be used to (A) gain attention, (S) present stimulus or new material, (G) provide guidance and practice, or
(C) apply and close the session.

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Part 3: Overview/Procedure
SEE TEXTBOOK PAGE 291-292 FOR A SAMPLE

Individual lesson title: Healthy Snacks on the Go

1. Overview of Content (20 minutes per lesson)

A. Introduction: gain attention & overview
B. 24 hour food recall
C. Power point presentation on benefits of healthy eating
D. Group brainstorming on possible barriers & ways to overcome barriers
E. Power Point Presentation: Show 5-10 healthy snack ideas
F. Demonstration: have 1-2 volunteers help cut veggies & fruit and package
items
G. Goal Setting & Summary

2. Materials
A. 3-4 snacks & sugar equivalents: soda, cookies, fruit snacks & granola bar
B. Pens & crayons or colored pencils for food recall & goal setting
C. Guided Food Recall Worksheet
D. Goal/Contract Sheet
E. Tip Sheet
F. Computer for power point presentation
G. White board & markers
H. Power Point Presentation for Benefits & Healthy Snacks
I. Food for Demonstration: apple, cauliflower, carrots & cucumber
J. Storage containers (baggies, plastic containers, freezable containers, ice pack)
K. Kitchen tools (cutting board, knife, peeler apple corer/wedger)

3. Procedure or Detailed Lesson Plan

Note: have participants pick up food recall sheets paper and pens upon arrival
A. Introduction: gain attention & overview (2 minutes)
Introduce myself: name, credentials and reason they are attending the
workshop. Hold up 4 different common snack foods and ask how many
people eat this food or feed it to their children. Then hold up the sugar
equivalency of the food. Ex. fruit snacks, cookies, granola bar & soda. Pass
around the sugar equivalents to the participants.
B. 24 hour food recall (3 minutes)
Have participants briefly recall and write down the food that they have
consumed in the past 24 hours and circle those foods that they believe are
unhealthy. Ask participants if they are surprised by the amount of unhealthy
snacks that was consumed?
C. Power point presentation on benefits of healthy eating (2 minutes)
Show a brief Power Point presentation that shows the benefits of healthy
eating: 1 slide focusing on parents: have energy, better performance in
school, better athletic performance & reduce risk of obesity/chronic diseases
and 1 slide focusing on children: look good, build muscles & grow long hair &
nails

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D. Group brainstorming on possible barriers & ways to overcome
barriers (5 minutes)
Ask participants for reasons why they do not choose healthy snacks? Ask
participants if they can think of ways/methods that would make them more
likely to consume healthy snacks? Record the ideas on a white board.
E. Demonstration or Power Point Presentation: Show 5-10 healthy
snack ideas (2 minutes)
Show participants 5-10 healthy snacks that can travel easily via a Power Point
presentation: apples/banana and nut butter, whole wheat crackers and nut
butter, veggie sticks and hummus/guacamole, string cheese and fruit,
nuts/trail mix, sterilized milk container, popcorn, roasted edamame or
chickpeas & yogurt (frozen) with fruit & granola.
F. Demonstration: have 1-2 volunteers help cut veggies & fruit and
package items (5 minutes)
Have 1-2 volunteers help cut veggies into veggie sticks, cut apples into apple
wedges, package dips into small containers
During demonstration, mention other tips: keep fruit bowl visible; carry a
non-perishable snack in purse/book bag/car to curb unanticipated hunger;
keep non nutritious snacks out of sight & out of reach, have kids help prepare
snacks & the importance of role modeling
Have child of volunteer build veggie monster while parent is cutting fruits &
vegetables.
Have the Power Point presentation with healthy snack ideas and tips
continuously loop in background during the volunteer Demonstration.
G. Goal Setting & Summary (1 minute)
Remind participants of how easy it is to prepare healthy snacks and of the
benefits of healthy eating.
Hand out goal/contract sheets and tip sheets.
Have the participants write down at least 1 goal intention or 1 way that they
could substitute a nutritious snack for a non-nutritious snack. Suggest
participants review their food recall sheet for an idea of a snack substitution
that they could make as a goal.

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 Part 5: Evaluation Plan for Individual
Specific Educational
Objectives
At the end of the lesson,
learner will be able to:
(Perceived Risk): Evaluate
own risk of eating unhealthy
food
(Perceived Benefits): State 3
reasons why it is important to
eat nutritious foods (Fruits,
vegetables, whole grains, lean
protein & low-fat dairy)
(Perceived Barriers): Describe
2 ways in which nutritious
snacks can be quick and easy
to eat
(Self-Efficacy): Demonstrate
an understanding of how to
prepare and package
nutritious snacks
Create an evaluation tool (questionnaire, quiz, activity) that you will give participants at the conclusion
of your lessons.
Learning Experiences, Indicator of achievement
Messages or Content How will you know that
your audience has achieved
objective?
Guided 24 hour food 85% of participants will be
recall & circle foods & able to analyze and evaluate
beverages perceived as their own diet
unhealthy
Power Point presentation 85% of participants will be
targeted to both parents able to correctly identify 3
and children stating reasons why it is important
benefits of nutritious to eat nutritious foods
eating
Group Brainstorming for 85% of participants will be
possible barriers and able to describe a possible
ways to overcome solution to a perceived
barriers barrier and will feel
confident that they can
overcome those barriers
Power Point presentation 85% of participants will feel
showing healthy snacks & confident that they can
Demonstration showing prepare and store nutritious
how to prepare & store snacks.
snacks
Measures/Instruments
(Short-term) Survey using likert scale:
How well do you believe that you nourish
your body? 1 (not well) -5 (very well) and
How would you rate your eating habits? 1
(very unhealthy) to 5 (very healthy)
(Short-term) Survey question: Please list
3 benefits to eating nutritious foods such
as fruits, vegetables, whole grains, lean
protein and low-fat dairy.
(Short-term) Survey: What barriers will
make it difficult for you to prepare
nutritious snacks? List ways that you
could overcome those barriers?
How confident do you feel that you could
overcome those barriers? 1 (not
confident) to 5 (very confident)
(Short-term) Survey using likert scale:
How confident do you feel that you can
prepare and package nutritious snacks? 1
(not confident) to 5 (very confident)
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Part 7

Briefly describe your responsibilities as a member of your group.

What did you do and how did you contribute to the project.

I created this lesson plan that was chosen by our group for the group
presentation. We worked together to decide what particular items we would use
for the demonstrations. I created the Power Point presentation, the evaluation
tool and the goal/contract magnets. We attended group meetings and
practiced/rehearsed the lesson plan together. I also rehearsed the components of
the lesson plan that I would lead/present. I also created a script based on our
rehearsals and emailed a copy to my group members and acted as a task manager
to keep our group on track and focused on the project at hand.

I will be bringing the kitchen tools and equipment as well as the pens, markers
etc. that we will use during the demonstration. Lastly, I printed out the final
presentation lesson plan to be turned into Prof. Barr.

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References:

Blake, J., Munoz, K., & Volpe, S. (2010). Nutrition From Science to You. San Francisco,
California: Pearson Learning Solutions.

Brown, J. (2014). Nutrition Through the Lifecycle (5th ed.). Mason, Ohio: Cengage
Learning.

Contento, I. (2011). Nutrition Education: Linking Research, Theory and Practice (2nd
ed.). Burlington, Massachusetts: Jones & Bartlett Learning.

Dietz, W. (1998). Health Consequences of Obesity in Youth: Childhood Predictors of

Adult Disease. Pediatrics, 101, 518-525.
http://pediatrics/aapublications.org/content/101/supplement_2/518.full.html

Food & Drug Administration (FDA) Retrieved from: http://www.fda.gov.

Hutton, L. (2013). Are We Too Sweet? Our Kids Addiction to Sugar. Family Education.
Retrieved from http://life.familyeducation.com/nutritional-
information/obesity/64270.html

Mayo Clinic. Retrieved from http://www.mayoclinic.org/

Newacheck, P., & Taylor, W. (1992). Childhood Chronic Illness: Prevalence, Severity,
and Impact. American Journal of Public Health, 82 (3), 364-371.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1694379/

Torpy, J. (2010). Chronic Diseases of Children. Journal of the American Medical

Association, 303(7), 682. Doi: 10.1001/jama.303.7.682

U.S. Department of Agriculture. Choose My Plate. Retrieved from

www.choosemyplate.gov.

Vereecken, C., Legiest, E., De Bourdeaudhuij, I., & Maes, L. (2009). Associations
between general parenting styles and specific food-related parenting practices
and children's food consumption. American Journal Of Health Promotion,
23(4), 233-240. doi:10.4278/ajhp.07061355

Ward, B., & Schiller, J. (2010). Prevalence of Multiple Chronic Conditions Among US
Adults: Estimates From the National Health Interview Survey, 2010. Preventing Chronic
Disease, 10. Doi: http://dx.doi.org/10.5888/pcd10.120203

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 NTD 320
Final Project Rubrics

Oral Presentation Rubric

Criteria Points Points
Possible Earned
PRESENTING/COMMUNICATION SKILLS
Well-rehearsed, subtle use of notes/eye contact 5
Effective introduction/conclusion 5
Appropriate transitions/sequence of material/ delineation of 5
main points
Voice clarity, engagement, energy, gestures, appropriate 5
language
Posture, professional appearance 5
Time allocation maintained (20 minutes) 5
TOTAL 30

Lesson Plan Evaluation Rubric

Criteria Points Points
Possible Earned
Quality of title and lesson goal/targeted behavior (part 1) 5

Lesson Plan Matrix (part 2) 15

Overview/detailed lesson plan procedures (part 3) 20

Evaluation plan (part 5) 10

Quality of slides, props, materials, handouts, etc. 15

Content appropriate for audience 5

Included correct type and number of references in APA style
TOTAL 70

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Display Board & Brochure Rubric

Criteria Excellent Satisfactory Below Score

3 points 2 points Satisfactory
1 point
Research of the Topic is well Topic is researched, Topic is not fully
topic researched using however, some of the researched and
peer-reviewed material is not peer- material is not peer-
materials reviewed reviewed
Use of basics of References are cited References are cited, References are not
evidence based and clearly evidence however, some are all cited; evidence
nutrition based not evidence based based nutrition not
evident
Nutrition message Appropriate Nutrition message ok Not a good, well
nutrition message but not strong for researched message
for target audience; this audience; some
well researched evidence of research
Outline focuses on Outline clearly Outline states Outline vague, not
nutritional message states the message, message, however, detailed
well written, not detailed
sufficiently detailed
Design & layout Appropriate for Appropriate for Inappropriate
target audience, target audience, design for target
layout easy to follow however, layout not audience, layout not
clear clear
Graphics, color Graphics support Some graphics good, Graphics do not
message, color satisfactory color support message
appropriate
Main ideas Clearly presented Presented but one or Main ideas unclear
two points unclear
Defined theme Clearly defined Theme somewhat Unclear theme
theme defined throughout
Cultural sensitivity Material is culturally Material is somewhat Material is not
sensitive for the culturally sensitive culturally sensitive
target audience for the target
audience
Overall Excellent Presentation of Presentation is not
presentation of presentation of material is adequate well prepared
material material
Possible total =
30 points