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Needs Assessment:
Goal 1: Increase knowledge for college students in UK 101 class about how to
properly read and assess a nutrition label.
Goal 2: Increase knowledge for college students in UK 101 class about how to read
an ingredients list and become mindful that a shorter, simpler list could be more
beneficial to health.
Objective 1: College students in the UK 101 class will be able to choose the
healthier snack based off of a side-by-side nutrition label comparison during the in
class activity.
Objective 2: College students in the UK 101 class will be able to read an ingredients
list and state which compared list sounds more appealing for health after the lesson
is presented.
Materials:
Computer
Power point slides
In class activity sheet with nutrition labels
Pencils or pens
Evaluation sheet
Flash drive
Internet
Activity:
Students will have a side-by-side nutrition label sheet with examples of snacks
offered on campus. The first page of the activity is a picture of a box of chicken
wings and the nutrition label which has more than one serving size in the box. The
first question is how many servings are included in this box of chicken wings? The
second question is how many calories are there per serving? The third question is
how many calories are there in the whole box? The last question is, if you bought
this box on campus, how much of it would you eat in one sitting? The backside of
this activity has pictures of two granola bars and their ingredient list. The question
for this side is, based on the ingredient list, which granola bar do you think is the
healthiest?
Lesson timeline:
1. Plug in flash drive or pull up email with presentation powerpoint before class
time starts.
2. Set up power point slides and pull up first slide with topic title and names.
3. Introduce yourself and state the main topic being discussed.
4. Start the presentation off by asking how many people have meal plans or buy
snacks on campus and do the ice breaker slide and game.
5. State what you want them to get out of the presentation, essentially why you
are up there talking about the topic with demographics and goals.
6. Proceed to next slide to start the presentation details and advance like you are
following the content detail below.
7. Go through step by step procedures on how to read a label with each slide
being a different topic.
8. Once you get to slide number 13, pass out in class activity. Give class about
five to seven minutes to complete.
9. Go over answers to worksheet and give explanations if necessary.
10. Proceed to next slide and sum up take home message in just a minutes time.
11. Proceed to slide 15 to give students extra resource web links for more
information.
12. Open up class for questions, about five to ten minutes.
13. After questions, pass out evaluation sheets.
14. Collect when students are done filling out or until the class ends.
Content outline:
1. Introduction
a.) Hi everyone I am Kelci and this is Darian and we are both seniors in the
dietetic program here at UK. I am applying for internships to hopefully obtain my RD
credential. Darian will start her internship through the coordinated program with the
University of Kentucky in January.
b.) First we are going to play a game, match that nutrition label. How many
calories do you think is in one piece of starbucks pumpkin bread? The answer is 410
calories. How many grams of sugar do you think are in a French toast egg sandwich
from Einsteins? The answer is 27 grams. How many grams of fat do you think is in
the Steak and Shake Patty Melt? The answer is 40 grams.
c.) So some of the reasons why we are here teaching are because of the
demographics towards college students and their eating habits. It has been found
that one half of college aged students had never read or been taught to read
nutritional labels. Building from that statistic, one third of students unsuccessfully
compared labels.
d.) Our goal by the end of this lesson is for you all to increase knowledge
about how to properly read and assess a nutrition label. Also, increase knowledge
on how to read an ingredients list and become mindful that a shorter, simpler list
could be more beneficial to health.
3. Summary/Closure
a.) To sum things up, the take home message for you all is to make mindful
decisions on campus when choosing what to eat. Healthier food options instead of
fast food and calorie dense foods leads to an increase in energy throughout the day,
better sleeping habits, improved focus in class and ultimately will just make you feel
better.
b.) Remember to view the label in sections. This will make you less
information overloaded when choosing food.
c.) I promise the more you practice and use this technique, the easier it gets.
Soon enough it could become part of your daily routine and could be applied to
grocery shopping.
d.) Lastly, listed here on this slide are extra resources to be utilized. This first
link takes you to dining halls and associated nutritional facts to food here on
campus so you can plan ahead where to stop for lunch. The second link provides
information on how much of each of these nutrients you should be consuming per
day. MyPlate is another great source to use with any future nutritional based
questions. We can send these slides to your instructor to place on canvas for your
use.
e.) Any last questions?
4. Evaluation
a.) Now that the presentation has come to an end, we are going to pass out
evaluation sheets with a couple questions on them.
b.) Please answer truthfully. This will help us gage our performance and how
well we could have impacted you all.
c.) It will take just a couple moments and then we will collect them back.
d.) Thank you!
Extra Resources:
Evaluation:
An evaluation sheet will be given at the end of the presentation with at least five
questions assessing their knowledge gained from the presentation and how likely
they are to apply it to everyday life when eating on campus. These questions
include;
References:
Centers for Disease Control and Prevention. Obesity and Overweight. Updated June,
2016. http://www.cdc.gov/nchs/fastats/obesity-overweight.htm. Accessed October
4, 2016.
Misra R. Knowledge, Attitudes, and Labor Use among College Students. Journal of
the American Dietetic Association. 2007;107(12):2130-2134.
U.S. Food and Drug Administration. How to Understand and Use the Nutrition Facts
Label. Updated May 2016.
http://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm27459
3.htm. Accessed October 3, 2016.