Build A Protective

Layer With High Fiber

Foods
Raven Ulieme
NTFS 4535
Nutrition Education Campaign
 Target Audience
• Younger and Middle-aged Adults
• Young adults: 18-35 years old
• Middle-aged adults: 36-55 years old
• Audience Characteristics For Planning
• Acknowledge and relate to everyone's needs and concerns
• Consider everyone’s prior experience and knowledge on adequate fiber intake
• Personalize the education to everyone’s current health profile
• Provide ways for everyone to practice knowledge and skills
 Broad Goal

• To build skills in younger and middle-aged adults on

how to incorporate high fibrous foods in the diet
 Lesson Plan- Introduction
• 1. Funny video on fiber to loosen up the class and create a safe and fun environment
• https://youtu.be/VC6hGxFcsC0
• Brief (1:19 minute video)
• 2. After video participants will be put into groups
• 5 minutes on introductions: Name, Birthplace, Occupation, and Reason for taking class
• 5 minutes to make a poster on prior knowledge on benefits of fiber
• Pre-willingness to change assessment handed out to complete after each group finish
• Come back together as a class to discuss the benefits and examples of high fiber foods (10 minutes
max)
 Lesson Plan- Learning Activity #1
• Interactive Scenarios: Utilize PowerPoint slides to show brief descriptions of
real-life scenarios that could influence an individual’s food choices (i.e.
reasonings for poor dietary intake or in this case consumption of low fiber
foods)- approximately 40 minutes max
• Scenario topics: work schedule, children, college life, family upbringing, lack of
nutritional knowledge, financial capabilities, and unwillingness to change
• Such scenarios are used to reflect situations in the participants’ lives
• Participants will be asked to point out concerns in each scenario and examples of
changes that could be made for the person in the scenario
 Lesson Plan- Learning Activity #1 cont.

Example Scenario: I would read the scenario aloud

Jane is in her junior year
of college as a biology • Participant interaction:
student. To graduate on • What are some concerns you notice
time, she is taking 7
in Jane’s diet?
classes and works a part
time job to make ends • If you were Jane’s friend and she
meet. She doesn’t have time cook, so she opts for asked for advice on how to improve
take-out 5 days out the week for lunch and dinner. her diet, what would you suggest?
She also brings snacks like Oreos or chips to class
and usually drinks 2 energy drinks daily.
 Lesson Plan- Learning Activity #2
• 10-minute break before activity #2- Post willingness to change assessment will be
handed out during this time
• Guest speaker: Registered Dietitian will present a 20-minute demonstration on 3
ways to incorporate high fiber foods in the diet, how to properly read a nutrition
label, and how much the participants need daily
• Fruit & vegetable smoothie to make in the mornings (esp. for those who do not consume
vegetables) – samples with recipe handouts [5 minutes]
• Vegetable stir-fry rice and chicken using brown rice- samples with recipe handout [7
minutes]
• Providing tips on getting fiber while eating out (i.e. choosing fresh fruit or burgers with
whole grain bun) [3 minutes]
 Lesson Plan- Learning Activity #2
• RD will see what participants already know about the nutrition label and
go over each part [4 minutes]
• RD will explain the daily requirements (men: 38 grams/day and women:
25 grams/day) and emphasize simplicity of meeting such needs through
what was demonstrated [1 minute]
 Lesson Plan-Closure
• A fiber quiz will be handed out after the demonstration (on the benefits of fiber
and which foods listed are high fiber foods)
• A recap PowerPoint slide will be used to summarize the class
• Benefits reiterated
• Comparison of low fiber and high fiber foods
• Each participant will share with the class one way they will incorporate fiber into their diet
• Take home handouts: high fiber foods vs low fiber foods, MyPlate grain group,
and 15 ways to include more fiber in the diet