Nutrition & Health 4/30/2018 2

Table of Contents

Analysis -------------------------------------------------------------------------------------------------- pg 3

Instructional Design ------------------------------------------------------------------------------------- pg 4

Lesson Format --------------------------------------------------------------------------------------- pg 6

Media Design (Visual) ----------------------------------------------------------------------------- pg 8

Media Design (Report) ----------------------------------------------------------------------------- pg 9

Formative Evaluation (content) ------------------------------------------------------------------ pg 10

Formative Evaluation (presentation) ------------------------------------------------------------- pg 11

Formative Evaluation (practice activity) ------------------------------------------------------- pg 12

Implementation ---------------------------------------------------------------------------------------- pg 13

Appendices --------------------------------------------------------------------------------------------------- pg 14
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Analysis

Index
A lot of people just assume they have adequate knowledge of nutritional facts, labels, and
assume they’re eating healthy enough. However, there is a lot of general knowledge that is easily looked
over. It’s important to understand these basic facts and have the basic abilities to read nutrition labels
to live a healthy life. The face to face lecture and information that follows will help the audience become
more aware of their nutritional intakes and what is required normally by the body.

Audience Analysis
There are many people that don’t have the information presented within this topic, so the
lesson is suitable for all ages. Although it goes over the simplistic needs of the human body it is quickly
followed in succession by information that is slightly more complex. English of course was chosen by
default not only because of a language barrier but also because nutritional labels could differ
somewhere else in the world. The steps and notes within the project itself are easy to understand, but if
attention is directed elsewhere the information could be confusing. The subjects should be at least
somewhat interested, so the information should be presented in a matter that is semi-entertaining.

Learning Context Analysis

Basic understandings of nutritional information, such as the food pyramid, would be beneficial
to the overall intake of knowledge from the project. The instructor would most certainly have to have
advanced knowledge regarding the topic because the visual itself is very confusing if not shown
correctly. The PowerPoint guides the instruction, but because the information does not simply present
itself like in most cases the lecturer would have to know the slideshow extensively. Common
requirements for the presentation being carried out correctly would be a computer that is PowerPoint
and USB capable. The learners would most certainly have to be in the general area and preferably
without computer capabilities, for that would draw attention away from the lecture.

Design Context Analysis

The lecturer only needs access to the PowerPoint and possibly a laser point to more clearly
enhance the information being delivered. The SME not only needs knowledge to explain the nutritional
facts to the audience, but he or she must also have the full understanding of the visual aid. The visual aid
does not have normal information, but rather images and formulas that need to be broken down and
easily explained. The only software that is needed for the presentation would be PowerPoint, which was
used in the creation of the practice activity. The creation of the content should take quite a lot of time
(5-6 hours at least) to not misinform the audience with unjustified information.
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Instructional Design

Objectives
1. With now advanced knowledge of nutrition, the user will be able to potentially make a
healthier choice during their future shopping.
2. When remembering back on how to read nutrition labels, the learner will be able to
understand how much sodium is in different packages of macaroni and know which one
to not buy.
3. After listening to the presentation, the listeners will be able to tell an old nutritional
label apart from one of the newer one’s with 100% accuracy.

Prerequisite Knowledge
The learner needs to have basic understanding of what nutrition is and general knowledge of
what the body needs, such as information regarding the food pyramid. Also, the learner will need to
already know a small amount of nutritional labels.

Scope Map
Practice
Title Review
Activity

Explaining
Organizer
Labels

Explaining
Pyramid
Calories

Scope Description
The scope map is based upon the actual presentation itself in terms of colors and fluidity. To
start with the presenter will explain the scope map to help the audience take in information more
effectively and to help he/she get into the flow of presenting. The food pyramid is talked about secondly
to remind the audience the basics from childhood. Then the practice activity is carried out at the same
time as the labels and calories are explained. The practice activity will be carried out seemingly
throughout the entire presentation almost. At the end of the presentation there will be a review section
to remind the audience of the information that has just been discussed.

Sequencing
The sequencing method used for this presentation and the understanding of the visual would be
mostly aligned with chronological order. The information breaks into the re-understanding of nutritional
information and then carries its weight into more complex topics such as actually understanding
nutritional labels. By the end of the presentation the learner should have a more complete
understanding of what is typically needed by the body in the average amount as well as how to compare
Nutrition & Health 4/30/2018 5

different foods within the store itself. The future understanding of the information is very beneficial and
putting it into use is relatively easy.

Motivation
The lesson starts with remining the audience of what a lot of people are taught growing up,
which is the basic nutritional knowledge of foods. The visual itself, along with some directed speech,
should help keep the audience’s attention. The presentation itself also revolves around a topic that can
be very agitating so some individuals because it seemingly forces somebody’s ideals onto another. That
method alone can make the audience more aware of the presentation and almost want to pay
attention. By helping explain some of the more detailed facts and how it can be used in the future other
audience members might take an interest as well. By the end of the presentation and the supporting
practice activity that is carried throughout the lecture the audience should have a more general
understanding than at the start.
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Lesson Format

Focus Learners
In the first few slides of the presentation the goal would be to open the audience’s minds and
remind them of the basic understanding of nutritional knowledge already possessed. The first slide
introduces the topic and gathers attention by reminding the learners that some people could get
annoyed with the topic also. Such an opening will incite the learners to pay more attention before
explaining the advanced organizer.

Stimulate Recall of Prior Learning

It is important to address that the audience of course already has basic knowledge of nutrition.
Eating is something one must do to sustain life and most individuals eat or shop for food on the daily
basis at least 2 or 3 times. Showing the food pyramid on the third slide really helps involve the audience
and familiarize them with something very familiar. However, that leads into the introduction of the food
label, which is also familiar. The new information is then explained as a broadened topic.

Give Advanced Organizer

The advanced organizer appears on the second slide and contains enough information on the
layout of the visual so that the learners will be able to understand how the visual is going to be synched
with the lecture. Although very simplistic it shows how the practice activity will be involved in the rest of
the presentation and can better help the learner prepare.

Practice
Title Review
Activity

Explaining
Organizer
Labels

Explaining
Pyramid
Calories

The very familiar food pyramid will be shown to remind the audience of their prior understanding of
nutritional knowledge and bodily intakes. Then the practice activity will be delivered while the
explanation of labels and calories is being carried out. The review at the end of the presentation will
synch all the knowledge that has been delivered and enforce future use.

Present Content
The content will be presented orally and with the visual aid to help stimulate the audience’s
attention and better explain the labels. Without the visual aid the knowledge could not be presented
correctly because most of the lesson comes from explaining and comparing nutritional intakes/labels.
The PowerPoint will be administered via classroom projector and displayed for all learners. The
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presentation will also mention the audience’s prior knowledge of nutritional information and explain
how listening will adhere to future uses.

Provide & Evaluate Practice

To practice the information within the practice activity the most simplistic method is used. The
audience’s opinions are asked for each time a comparison comes on the screen, and again the poll is
taken after an explanation of the nutritional labels. This will incite the audience to more carefully choose
the products they see as beneficial and question their future use. At the end of the presentation those
that participated the most are thanked.

Enhance Retention and Transfer

The learners will use this information most definitely in the future to better guess at what
certain foods and drinks can actually benefit them. Most individuals have less than ideal knowledge of
nutrition and needs a helping hand. The presentation will enhance the audience’s prior understanding of
nutritional aspects and help picture a more complete outlook of the body and its needs. The main point
of retention and information transfer will be during the final slide or the review slide.
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Media Design – PowerPoint Slides

Content
The visual aid itself revolves around a traditional healthy content delivery type of color scheme.
Normally one assumes “eating your green” and “drinking lots of water” to be healthy, and the visual
layout of the PowerPoint reflects that. The blue gradient mixes well with the already vivid green and
yellow while the black text stands out. This deliverable contains a visual best fit to the topic and to give
the audience a general understanding that the knowledge is meant to be healthy.

Layout
The headings for the presentation are located traditionally at the top, like in the visual aid.
There is a green bar to surround the heading and make it seem separate from the existing material while
also consistently matching with the bottom bar. These two bars seem to highlight the important
information and provide some framework. The images themselves had to be enlarged to outrageous
proportions so that one may read the label in totality.

Color
The colors must reflect the traditional outlook of eating healthy while making the content
appear clean and visually appealing. The green and yellow contrast well and the 2 bars draw attention to
the center of the presentation. Within the center there is a calm gradient border that seems to shift
hues from green to the sliver of yellow on the second bar. This background seems to fit the presentation
while applying a gentler and streamline feel than a solid color.

Typography
The headings including the title page are a consistent 54 size font and are bold to highlight the
information being delivered upon that slide. The actual information never goes above size 32, and a
Calibri (Body) font is used upon every slide as well. The words themselves were kept at a minimum to
not confuse the audience except for one slide containing explained formulas.

Graphics
The graphics were place very normally and naturally upon the page because they had to be
enlarged to extreme proportions for viewing. Adding visual effects to the pictures did not seem ideal
because they were already enlarged so much that it might seem distracting. The images were also
cropped as much as they could be to ensure adequate information was delivered to the audience.
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Media Design – Report

Content
This deliverable contains the background thoughts that coincide with why the report is laid out
in such a matter for the reader. Also, it shows why some seemingly unneeded or random
effects/changes were made to the report.

Layout
The layout of the report is very simple to improve to no distract the viewer with strange effects
and dividers. For example, extensive thought was put into practice to make the top and bottom squares
like in the visual aid. However, these shapes drew away from the actual information being presented
and seemed to make topics end when they were really continued upon the next page. Viewability and
alignment were also taken into consideration while the titles and sub titles are clearly distinct due to
size. The title of the report, date, and page number all occur within the heading.

Color
The coloring of the report reflects that of the visual aid to a certain amount. The background
was almost changed to a light gradient blue, as seen on the visual. However, a neutral white color
seemed fine with the plain black text and the green headers for a simplistic nature.

Typography
Just like within the visual aid the font style was set to Calibri (body) to ensure a sense of
consistency between files. The titles were set to a Heading 1 and the sub titles were set to a Heading 2
to ensure that there is a difference seen. Also, all titles and headings were bolded to ensure they were
very different from the text.

Graphics
The graphics within the report were very simple as to just note the different layouts on both the
visual aid the report. No style was used on these pictures, but alignment was taken into account for
better viewability.
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Formative Evaluation – Completed Content

Overview
The martials tested consisted of the content itself and how it would be arranged to the
audience. The visual is supposed to support the presenter and the audience with examples, pictures,
and a framework. The content in question did not support the arguments that were to be made and
there was a serious assurance that the material could be presented effectively only given a few slides
with actual words.

Expert Reviewer
The SME used for the content review was previously used in other reports and had a great deal
of knowledge regarding nutrition. Being of the age of 25 and having already gone into the field of
kinesiology the SME had adequate knowledge to provide the lecturer with how they would have done
the framework themselves. This knowledge was extremely useful, and he also added his opinion upon a
certain scheme of colors.

User 1
The first casual user for this content review was of the age 18, male, and had an Asian ethnicity.
His major revolved around business and his physical nature was that of very slim with seemingly no
knowledge of how to eat healthy. He believed that any knowledge exemplified was adequate to most
learners and was happy that I involved a single picture of the food pyramid to remind learners of their
past use of nutrition.

User 2
The second casual user found the lack of words to be more of an acceptable layout for a visual
aid and greatly supported just the act of memorization in correspondence to the images shown. He was
of the age of 22, had just above average knowledge of nutrition, and was trying to diet himself. He
suggested adding in fast food examples, because that is his main source of food supply on most
occasions.

Findings & Changes

The content originally shown was almost embarrassing when shown so there had to be multiple
changes. The SME helped greatly with the start of the presentation and rearranged some of the later
framework as well. Beforehand the visual aid contained just facts and now the audience can relate very
closely to the information presented.

Findings Resulting Changes

Re-arranging framework Included information regarding the food pyramid
and a slide detailing how the body takes in
nutrition/amounts.
Happy with lack of words Removed a few of the extended words while
keeping some aspects of formulas.
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Relate fast food Made sure to include content about fast food and
nutritional labels even in restaurants.

Formative Evaluation – Presentation Slides Mockup

Overview
After the content review took place the newly updated presentation slides were looked upon by
a SME and 2 random users. The slides were not exactly finished but there was most certainly a central
theme and idea that backed the supplied information. The PowerPoint seemed a little bland and some
opinions needed to be gathered before the final version.

Expert Reviewer
The SME was of the age of 16 and she had extensive knowledge of nutritional aspects, for she
was going into the field of physical training. She also has maintained a job at the local gym for some time
and was happy to help. Most of her help revolved around trying to go into detail about what calories
were, carbohydrates, sodium, and cholesterol was. However, an important note that she made was
looking at the different section of nutritional labels and trying to figure out the pro’s and con’s of each
meal.

User 1
The second user talked about how they were changing the whole nutritional label and the visual
aid was going to be pointless. He was a very pessimistic male of the age of 22 and had very little actual
nutritional background. Being slightly overweight he relies heavily on Walmart for food consumption
rather than fast-food and “hasn’t actually counted calories ever”. After some research is was
determined that his information regarding the change of labels in Mississippi was correct.

User 2
User 2 was another student at MSU and was female with very little nutritional background. It
should be noted that she was quite tall, 5’11’’, and seemed to be in rather good shape. The only aspect
of nutrition that she was aware of was that people have an average amount of calories spent per day
and an intake per day. She suggested to try to explain that to the audience. She was also a big fan of
PowerPoint in general and helped make the blue gradient background that faded to a yellow.

Findings & Changes

Findings
Explain the parts of a nutritional label better
New labels coming out in Mississippi
Should add information about intake and
expense of calories
Resulting Changes
Added a divided nutritional label picture for an
adequate explanation of pro’s and con’s
Added an explanation and example at the end of
the presentation for the new labels.
Formulas and a gradient background were added
to the presentation
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Formative Evaluation – Practice Activity

Overview
The trending style of practice activities is to pass around a practice sheet that seemed almost as
busy work. For the current practice activity, the audience is supposed to get involved within the learning
and extend their own opinions during the presentation. This can be a very hard method because
audience members are afraid to get embarrassed at times or are uncaring. However, the idea seemed
very attractive to the users tested.

Expert Reviewer
The SME used during the practice activity phase was a big fan of letting the audience decide
amongst themselves what would be a good choice to show that the learners would have to make these
choices for the rest of their lives. The SME was of an older age, at least in the 30’s, and had extensive
knowledge with shopping, for she was a past worker within Kroger surprisingly enough. She
recommended different types of ground beef to be compared to each other.

User 1
User 1 was a big fan of canned drinks, but he had a problem develop due to them in life.
Apparently, the intake of so much added ingredients has had a negative effect on his body throughout
the years. Being a close relative of only the age of 27 soft drink choices were very recommended to
include within the presentation. He still had very little actual knowledge of nutrition but was just “told
by a doctor” that if he ever wanted to stop coughing that he would need to stop drinking sodas.

User 2
The second random user was a big fan of frozen dinners of all sorts. Although they could not be
called an expert on nutrition they could be called an expert on choosing brands. Being of the age of 19
and a student at MSU, the male football player recommended that I add Stouffers and other popular
labels to the list. He found it incredibly fitting to compare frozen dinners in order to find out which of
them were ok to eat in large amounts.

Findings & Changes

Findings
Decided to go with asking the audience and
comparing ground beef
Recommended that sodas be added for a
comparison and additional ingredients be
highlighted to a degree
Add frozen dinners to the presentation and talk
about sodium intakes
Resulting Changes
Asking the audience was set in stone and ground
beef was added to the presentation visual
Labels were enhanced to show the terrible added
ingredients and soda was added for an example
and paired with ginger ale as a comparison.
Added mac and cheese frozen dinner
comparisons and made sure to explain what
frozen dinners usually have within them.
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Implementation

Instruction Materials Needed

The only instructional materials required to teach the lesson involved having the visual aid itself
and a large enough audience to participate for the practice activity. Also, a certain level of enthusiasm
would be needed to provoke the audience into answering efficiently.

Equipment Needed
The instructor only needs the visual aid for references throughout the presentation, however, a
laser pointer would prove to be very useful for sectioning information when explaining nutritional
labels. Also, the USB capable computer and attached projector is essential to show the audience the
visual aid because no handouts were used.

Environmental Requirements
The lesson or lecture needs to take place within the classroom and with a full audience to better
the chances of students responding for the practice activity. It would also help if there were no
distracting noises or computers during the presentation because one can easily get lost due to not
paying attention.