• CD-ROM
• Booklet
• Curriculum
• Web Site

• Upper elementary age children, grades 4-5. Ages 9-11

• General Nutrition
• Physical Activity
• Meal Planning
• Eating Patterns
• Portion Sizes
• Healthy Eating Tips
• Grains/Whole Grains
• Vegetables
• Fruits
• Dairy
• Meat and Beans
• Vitamins and Minerals
• Increased value for building character, leadership, teamwork and self-esteem as part of a plan for overall health. Dealing with food decisions commonly encountered by children of this age.

Content (pertains to all materials)

A. Use of MyPyramid or 2005 Dietary Guidelines for Americans

Material based substantially on MyPyramid or 2005 Dietary Guidelines for Americans.

Comments:

The computer program associated with Nutrition Pathfinders places a tremendous focus on eating the MyPyramid way and obtaining adequate physical activity. This is done via selection of snacks/meals and types of activities the participant must select throughout the 'day' at Camp Eatawella through the use of 'gauges' that indicate how you are doing (e.g., number of servings from each group consumed, number of minutes of activity).

B. Scope

Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

Comments:

The associated materials found in the Teacher's Guide indicate specific National Educational Standards and California Education Standards and the Scope and Sequence charts are outstanding.

C. Purpose

Purpose of material clearly stated in title or introduction.

Comments:

I am particularly fond of the focus on TEAMWORK as well as the focus on healthy eating, physical activity, and hand washing.

D. Organization

Material well-organized and major points presented clearly.

Comments:

Great job.

E. Accuracy

Information is accurate and recommendations current with content of MyPyramid and the 2005 Dietary Guidelines for Americans.

Comments:

The only thing that looked suspicious to me was when I found the banana (for the meal my team and I had selected) in the refrigerator. Why are you storing bananas in the fridge? They turn black and kids won't eat them....I would put them on the shelf with the dry goods.

F. Learner Background

Material assumes that reader has some background information.

Comments:

The material is appropriate for 3-6 grades; you would need to have adequate reading skills and be computer competent. Students definitely need to understand what foods belong in various food groups.

I tend to be impatient on the computer (e.g., if the instructions aren't clear or if the 'next' button doesn't pop up quickly). I had a few issues with the compute program (e.g., how do you know you need to click on the button by the faucet to 'wash your hands'). Overall, however, I think this would be a fine adjunct to a nutrition unit.

G. Learning Objectives

Learning objectives identifiable and met.

Comments:

Excellent. The Dairy Council continues to be in the forefront of curricular materials with regard to including a Scope and Sequence chart and in including appropriate cross-referencing of state and national educational standards.

H. Learning Activities, Projects, or Interactive Learning Tools

Material includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the reader.

Comments:

Nice array of activities for the teachers.

I. Objectivity/Sponsor Bias

Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.

Comments:

Excellent job....I didn't find a single brand.

J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.

Material includes five or more of the above.

Comments:

Outstanding.

K. Recipes (if included)

No recipes are included.

L. Recipes (if included)

No recipes are included.

M. Instructional Resources

Instructor resources included with suggestions for enhancing the teaching process. Suggestions for follow-up learning activities/discussion questions included.

Comments:

Set comes with a Teacher's Guide, a CD, and a student workbook (which must be re-ordered for each class). A website is also available.

N. Credits, References and Resources (Including dates, publisher, etc.)

Current and complete credits, references, and resources listed.

Comments:

There was no literature review or scientific references included in the Teacher's Manual; this curriculum does include websites, phone numbers and addresses for further information.

O. Summary

All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Diversity

A. Role Models

Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.

Comments:

These are cartoon characters with 'flaws' that, if you work as a team, can be overcome (e.g., the girl likes candy, the boy doesn't like peanuts, another girl likes to be by herself). The characters are not super-thin or overweight. They are not really identifiable by race/ethnicity, either. That's the beauty of cartoon characters....and kids in the targeted age group prefer them over 'real' people. One of the purposes of this unit is to establish habits that focus on teamwork.

B. Multi-cultural Representation

Material does not include any outright negative stereotypes concerning racial, religious, or ethnic groups.

Comments:

Limited ethnic foods were included in the lunches/dinners the students selected. You might consider adding a few ethnic foods...

C. Different lifestyles and food patterns

Material reflects, but does not emphasize, a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Comments:

I think, within the space limitations (e.g., how many foods can you include so the students don't get bored??) the curriculum is appropriate.

Print Materials

A. Writing Style

Main ideas are clear and flow smoothly.

Comments:

Great job.

B. Writing Approach

Writing approach is positive and personal. Active voice is used most of the time.

Comments:

C. Vocabulary

Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.

D. Supportive Illustrations

All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.

E. Layout and Design

Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.

F. Visual Quality

Paper weight used is heavy enough so that print from one side cannot be seen on the other side. Text is written in a font size that is easy to read, and the main body is not written in capital letters.

G. Headings/Cueing Devices

Clear headings are provided for each topic area. Cueing devices (shading, boxes, arrows, etc.) are used to direct attention to key points.

H. Approximate Reading Level

Reading level is at or below 5th grade level for low-literacy materials. Assessment method provided.

Audiovisual Materials

A. Concept Presentation

Audio and/or visuals are mutually supportive to presentation of concepts.

B. Pace

Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

Comments:

There were a few times it was unclear to me how to go to the next screen (e.g., I had to add the math, type the figure in the box, and THEN I could move...but I didn't see any instructions that told me that).

C. Auditory Quality

Speaker, voice and music are clear; sound is audible and has good quality.

D. Visual Quality

Visuals are clear and properly framed; graphics and titles are clearly visible; color, lighting, and editing enhance presentation of content.

E. Continuity

Continuity provides cohesiveness and smooth flow. Visuals in logical order. Auditory portion precisely matched with visual portion.

Web Sites

A. Currentness of Information

Web site information is current; there are no broken hyperlinks.

B. Readability

Text size is adequate for viewing. Good contrast between text and background.

C. Navigation

Navigation through the web site is logical and aided by navigation buttons and a site map or search tool.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:

Nutrition Pathfinders includes a computer program and classroom activities to help students learn about: 1) eating the MyPyramid way, 2) getting adequate exercise daily, 3) washing hands, and 4) teamwork. A teacher could use the curriculum independent of the computer program, using the computer program as a supplement for students when they complete class work (e.g., the program can be 'saved').

B. Points that Could Be Improved:

I would like to see a few more instructions with the computer program -- e.g., how to skip the introduction, telling more clearly (e.g., bigger, darker print) when/how to move to the next screen. I would also like to see a few more ethnic foods in the meals.

C. General Comments

Overall I was very impressed with Nutrition Pathfinders. I think you will be too!

D. Overall Summary

Way to go Dairy Council of California! Nutrition Pathfinders is a fun, interesting way for students to learn about the importance of getting adequate exercise, eating healthy, and being a good teammate!

Reviewer Rating

Highly Recommended