September 21, 18. If adaptations were made or activity was not done, please describe what was changed and why. Please be as specific as possible.

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Food Smarts Workshop: Kids 6 week, 60 minutes Week 5 Best Practices for Healthy Living 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. Topic 1 Yes No Comments and/or Changes Rethink Your Drink Students predict and discover the amount of sugar in soft drinks. Show the students one teaspoon of sugar or one sugar cube. Ask students how many teaspoons they think are in one can of soda. Write their guesses on the board. Work together to calculate the teaspoons in each soft drink shown. Use workbook p. 42 Check the number of servings per container. Will you drink more than one? For each serving, do the math: grams of sugar/4 = teaspoons of sugar. For example: 40g sugar/4 = 10 teaspoons sugar. How many teaspoons of sugar are in each serving? In each bottle or can? If using sugar cubes, stack the sugar cubes for each drink shown. Share Disturbing Fact: If you had a Big Gulp every day for a month, you would be drinking the equivalent of 10 lbs. of sugar per month. Extension: Repeat activity for fat: 9 tsp. of lard/crisco to show the amount of fat in a typical Big Mac. Discussion: Discuss with the students their thoughts on seeing the graphic visualization.

2 Ask the students to come up with some alternatives to eating junk food or drinking soda. (What foods are sweet and yummy but not full of added sugars?) Use workbook p. 43 to have a facilitated discussion. Adapting for Younger Kids: Display several examples of soft drinks, including juice drink, chocolate milk, or sweetened tea if possible, with sugar content for each container pre-measured for kids to see. Alternatively, label each with the total teaspoons of sugar and have kids help you count out the total teaspoons of granulated sugar as you measure. As an extension, provide each child with a cup containing a few orange slices (skin on). Have kids squeeze the slices into their cup to see how much juice is contained. How many slices/whole oranges do they think it would take to fill up the whole cup with juice? If possible, calculate it out! (An 8 oz. cup requires 3-6 whole oranges.) Help them see that it takes a lot of fruit to make juice way more than one person would usually sit and eat. Time Goal: 15 minutes Topic 2 Yes No Comments and/or Changes ** Pick one of the following activities** Anatomy of a Grocery Store Option One Creating a Grocery Store Map Using the blank paper on workbook p.48, markers and magazines, have students label the different parts of the grocery store and paste pictures of appropriate foods on their map. The main idea with this activity is that student are aware of where the whole foods are (usually on the perimeter) and where the processed foods are (usually on the aisles.) This activity is appropriate when there isn t enough space or there are too many students to do Option two. Knowledge of the local grocery stores is important here try to visit the store most of the participants frequent. Option two Creating a Grocery Store in the Classroom This option works well if you have a limited number of students and dedicated space for class with chairs and tables that can be moved

3 around. Set up the classroom to be a grocery store and lay out ingredients used in the weekly recipe and/or food cards. Take the students on a tour of the grocery store, highlighting the perimeter vs. the aisles. Have them shop for their recipe. Introduce some of the tricks of the grocer detailed on the next page. This is a difficult activity to attempt with a large number of students or if you have a limited amount of space. Discussion questions (for whole group or in pairs): Where are the healthiest foods located? Around the perimeter of the store: dairy, produce and fresh meat. The processed foods located in the aisles are often filled with sugar, fat, and preservatives. Are products displayed at the ends of aisles on sale? Not usually and they re often products that don t match the products in the aisles. They re often designed to be bought on impulse. Is there usually a difference in price between name brand and generic products? What about quality? Generic products are usually cheaper, although always watch for sales. Quality if often the same, but exceptions apply. Why are candy and magazines always near the register? Impulse purchases High margin items Where are most expensive products located on the shelves? What about cereals marketed to kids? Most expensive products are located at eyelevel, cheaper products are higher and lower Kids cereals are the most expensive at kids eye-level When should you put refrigerated and frozen foods in your cart? Why? Frozen and refrigerated goods should be placed in the cart at the end of your shopping trip, so as to limit the amount of time they are out of the refrigerator or freezer.

4 Creating a Meal Plan & Grocery List Students combine budgeting, meal planning, and grocery shopping. Students connect food prices, location, and advertising strategies. Students create a SMART goal relating to shopping or planning. On a piece of paper, have students write down everything they need to buy to feed their family for a week. Estimate how much this would cost. Which are the most expensive items? Which items are must-haves? Which items could be substituted for less expensive items? Which items are the most/least nutritious? What kinds of things do you have to think about in order to make this list? Next question: how does planning meals in advance save money and time? ingredients (esp. produce items) can be used in multiple recipes, which eliminates waste food purchased is consumed during the week last minute shopping at higher priced convenience stores is eliminated less time and energy is spent wondering what s for dinner! Kids can help with the planning, making them more likely to eat the meals that are prepared Using the worksheet on p. 50, plan two dinners for your family. Then, create a grocery list from those dishes. Try to reuse ingredients whenever possible or consider items you already have on hand. Food Advertisements Students can define the parts of an advertisement. Students can name at least two advertising strategies. Students can analyze several examples of food advertisements. As a class, consider the ad on workbook p. 51 and have a facilitated discussion using the questions. In small groups, answer the questions about the laminated food ads given to each group. Time Goal: 15 minutes

5 Recipe Demonstration or Activity Yes No Comments and/or Changes Use directions from Incorporating Recipes into your Workshop to select and prepare recipe. Use Food Demonstration Planning Template to prepare for cooking or food demonstration. Ask closing question: What is your favorite way to get exercise? Time Goal: 30 minutes Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies -Optional: Used additional handouts from list on p. 38. Write title in comment section. 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 did you have? 3. What timing issues did you face? 4. Other (Please add any other remarks or feedback you have) Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.