Stephanie Copeland Lesson Plan Heres to Healthy Eating (On-campus)

Step 1: Describe the intended audience for your nutrition lesson. Include demographics (life stage/age, ethnicity, socioeconomic status, etc): The intended audience for my nutrition lesson is current college students who live on campus. The 1-3 major health conditions, food-related problems, concerns, and/or interests for my audience are: Some of the major health conditions, food-related problems, concerns, and/or interests for my audience are that they are not eating healthy (high calorie foods with a lot of saturated fat), stress, and sleep. The major issue I will address in my nutrition education lesson is: The major issue I will address in my nutrition education lesson is healthy eating habits for college students on campus. State the behavior or action goal for your program. Identify 1-3. The behavior or action goals for my program are to increase the fruit and vegetable intake, decrease the intake of unhealthy calorie dense foods, and increase education of healthy foods and preparation on-campus and off-campus.

Step 2: 1. How does the life stage of your audience impact their eating and activity patterns? The life stage of the audience influences their eating and activity patterns because they are often consumed in their studies in school or their social life which may cause stress-induced eating1. College students on campus also are usually on a tight budget. When the college students are with their peers eating, the peers often affect what food choices they may choose to consume at that time2. 2. What is the living situation like for most of your audience? The living situation for most of my audience would be that they are on a tight budget and they are busy a lot with classes, work, and social life. Many college students on campus also have no cars and have meal plans. 3. How does their lifestyle (work, family, recreation, social obligations) influence their ability to make healthy food and activity choices? A college students lifestyle on campus may influence their ability to make healthy food and activity choices because they are often busy with work, internships, class, clubs, meetings and the like, and cannot seem to find the time to cook and grab easy foods. Students with meal plans may be influenced by the people they are with and may choose unhealthy choices or are too tempted by the unhealthy choices to eat the healthier options.

4. Do their religious beliefs influence their eating and activity patterns? Not many college students on campus are influenced by religious beliefs, which affect their eating and activity patterns.

5. What existing individual behaviors, community practices, and/or environmental factors support your goal behaviors for your nutrition lesson? Some existing individual behaviors, community practices, and/or environmental factors that support my goal behaviors for my nutrition lesson are that there are plenty of resources on campus that support healthy eating and exercise. For example, there are dieticians on campus that students can go talk to, and a brand new cafeteria, which has healthy food options like soups and a salad bar.

I asked a friend open ended questions about her thoughts and feelings of eating healthier on campus and she believes that eating healthier (more fruit and vegetables and less high calorie, high sodium, high fat foods) will help individuals to lose weight, increase energy levels and also increase immunity. The perceived risk or sense of concern was obesity and being overweight as well as diabetes and high blood pressure. Some of the barriers that she thinks prevents college students on campus from eating healthy foods are mostly the lack of knowledge about the foods and cost. She also mentioned that college students also might not know different ways to prepare certain foods so they avoid them. References 1. Gower B, Hand C, Crooks Z. The Relationship Between Stress and Eating in CollegeAged Students Available at: http://www.kon.org/urc/v7/crooks.html. Accessed December 6, 2013 2. College News Website. Peer pressure can influence food choices at restaurants http://news.aces.illinois.edu/news/peer-pressure-can-influence-food-choices-restaurants. Accessed November 30, 2013.

Step 3 and 4: Part 1: Continuing with your chosen audience/setting from Step 1 and 2, choose your personal philosophy of nutrition education and choose the components of your nutrition lesson. Answer the following questions to help you determine this information. See pages 217-218 in your textbook for examples of answers to these questions. 1. Describe your philosophy of nutrition education for your lesson plan (so it is specific to the group you are working with) based on Brickmans Model of Helping listed on page 205. The philosophy of nutrition education for my lesson plan based on Brickmans Model of Helping is that as college students who live on campus they have the ability to make their own choices; however may be limited to what they can purchase at the supermarket due to limited finances, lack of knowledge and limited access if they do not own a car. The philosophy of nutrition that will be used is the compensatory model. 2. List the general components of your lesson. For instance, you could plan a group discussion component, a lecture component and/or a food demonstration component. The general components that will be included in the lesson will be group discussion component, lecture component and a food demonstration component.

Part 2: Determine the objectives for your nutrition lesson. Create at least 2 and up to 5, depending on the length of time you plan to educate. Denote which learning domain the objective addresses - cognitive, affective or psychomotor domain. See page 235 in textbook for examples.

Objective #1: Increase awareness of the importance of eating fruits and vegetables. Domain: Affective Domain

Objective #2: Increase awareness of how to eat healthier while on-campus. Domain: Cognitive Domain

Objective #3: Demonstrate how to make easy, healthy meals that are affordable. Domain: Psychomotor Domain

Step 5 Part 1 Directions: Choose the title, program goal behaviors and specific activities of your nutrition lesson. Fill in the following components and use the guide on pages 261-263 and 289291. 1. Title of Lesson Plan: Heres to Eating Healthy (On-Campus) 2. Program Goal Behaviors: Students will increase their intake of fruits and vegetables and also gain knowledge of healthful ways to eat on-campus. 3. Identify the potential mediator of behavior change that you are addressing with each of your objectives (from step 3 and 4), the educational activity, learning experience, content or message you will use to facilitate accomplishing that objective and where the activity falls in the sequence of events of instruction. See the example below.
Behavior Mediator Perceived Risks Educational Objective Increase knowledge of risks associated with unhealthy/chaotic eating Identify barriers of healthful ways/places to eat on campus or in the residence halls. Improve knowledge of preparation of more healthful foods. Learning Domain (from step 4) Cognitive Activity/strategy/experience Event of Instruction (pg 256) Interactive discussion/lecture Provide stimulus of risks that are elevated and new material when diets are high fat, high sodium.

Decrease perception of barriers

Cognitive and Affective

Group brainstorms barriers to healthy eating on campus and come up with ways to eat healthier.

Provide Guidance

Enhance selfefficacy

Knowledge

There will be a lecture component of ways to consume healthier diets while living on campus. Groups will find healthful recipes and share them with others.

Lecture

Part 2: Write a narrative based on your chart above that you could use to actually present your lesson. State an outline and the materials needed. Write out the procedure as a sequence of topics and activities covered. You can write out verbatim what you would say or give a description of what will be covered. Include the amount of time you plan to spend on each component. Make sure you cover every step in the sequence of learning. See page 263 and 291 of textbook for a detailed example.

1. Overview/Outline - Introduction Overview of healthful eating for college students who live on campus. - 24-hour recall - Difficulty with healthy eating on-campus - Improving healthy eating on-campus/chaotic eating - Importance of snacking (healthfully) - Overview of dining places on-campus - Easy recipes for on-campus living - Goal-setting for healthier eating 2. Materials Computers, Campus map and nutritional information from eateries on campus. 3. Procedure of lesson with time allotment - Introduction (10 minutes) o Individuals will split up into pairs and talk about a time when they felt good about what they were eating and why and also a time when they did not and why. Ask questions such as: What did these normally consist of?, Where they healthy meals?, Why did you choose these meals over non-healthy meals, if they were healthier than normal? and vice-versa. - Why eat healthy? (10 minutes) o Overview of risks that are caused by unhealthy dieting behaviors and chaotic eating. Cover the prevalence of Type II Diabetes Mellitus and other common diseases, and stress associated with unhealthy eating habits. Discussion about knowing individuals with diseases related to unhealthy eating (diabetes, heart disease, etc). - 24-hour recall (5 minutes) o Individuals will fill-out a 24-hour recall worksheet and answer questions about why they chose the foods they did and how the choices could have been improved based on previous knowledge. - Difficulty with eating healthy on-campus (5 minutes) o Individuals will split into groups of 3 or 4. Groups will brainstorm why it is difficult to maintain a healthy diet while living on-campus. - Improving healthy eating while on-campus (5 minutes) o Brainstorm in groups, based on the perceived barriers to consuming healthy diets on-campus, how can we improve our diets. Overview of chaotic eating. Ask, what is chaotic eating and why do we do it? How can we improve these habits The group will then share their answers with the class. - Importance of healthy snacking (3 minutes)

o Why do we believe snacking is important?, What are some good choices for snacking foods? Overview of dining on-campus (10 minutes) o Pass out campus maps and nutrition facts sheets to participants. Ask groups to identify the dining places they normally choose to eat at. Ask them why they choose these places and what they normally order. Ask them to calculate how many calories, sodium and saturated fat they consume in one sitting with the foods they claim to eat while at the normal dining spot. How could they choose healthier? Easy healthy recipes for on-campus living (10 minutes) o Each group will find a computer to sit at and find 2 different recipes: one recipe for students who do not have a kitchen, and one for students who do. Each recipe will be shared. Goal-setting for healthier eating (5 minutes) o Discuss the difficulties that were mentioned about the barriers to healthy eating and ask each person to develop an action plan for themselves to improve his or her diet. Since most college students do not have much time between classes and/or work, how can we still maintain a healthy diet?

Step 6 Designing an evaluation Part 1 Directions: Identify the indicators of achievement for your selected goal behaviors, objectives, and mediators. Use the chart below to guide you. Fill in the information for mediators and objectives from what you created in previous steps. See page 340 in your textbook for more examples.
Mediator Outcomes Self-efficacy Educational Objective Demonstrate increased selfefficacy in eating a healthier diet Demonstrate knowledge and understanding of why it is important to choose healthier while on-campus State intention to eat less fatty and high sodium foods Indicator of Achievement Improved scores on instrument measuring selfefficacy about choosing healthier choices. Improved scores on instrument measuring understanding of health related problems and diet Improved scores on the intention to follow goals set for themselves Measurement/Instrument Scale with responses of 1 to 5 on how confident a learner feels about making healthier choices Scale from 1-5 on eating or not eating enough healthy foods (fruits and vegetables) in relation to saturated fats and high sodium foods. Scale from 1-5 on the intention to add more fruits and vegetables as well as less saturated fats and sodium.

Perceived risks

Goal intention

Part 2 Directions: Create a simple assessment tool you could use as your evaluation based on what you stated above. Include at least 5 questions and use one of the systems given in chapter 14 (pages 326-329, paying attention to tables 14-1 and 14-2 for ideas). Make sure your type of question and way they are worded are appropriate for your age group and audience. Consider using pictures if that would help your audience. This does not need to be a fancy document. The most important part is the content of the questions. See figure 14-5 on page 335 as an example of an evaluation.

Food Behaviors
1. I will eat more fruits and/or vegetables? 2. I will choose to drink less soft drinks? 3. I feel that I am able to make healthier choices while on-campus. 4. I feel more capable of preparing healthy snacks and/or meals. 5. I am able to identify risks associated with chaotic eating. A. Never B. About once a month B. About once a month B. Sometimes C. Once a week D. Every day

A. Never A. Never

C. Once a week C. Most of the time

D. Every day D. Always

A. Never

B. Sometimes

C. Most of the time

D. Always

A. Never

B. Sometimes

C. Most of the time

D. Always