Welcome & Introduction Yes No Comments and/or Changes

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 7 Lesson 7: It s a Changing World: Current Health Issues for Teens Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Introduction Yes No Comments and/or Changes Welcome participants: Introduce yourself and your program. Review of lesson 6: Ask if anyone prepared the Try-it-at-home recipe from Lesson 6. Have a discussion about the recipe: o Was it easy to prepare? o Do they have suggestions for making the recipe better? o Did they serve it to other family members? o Did anyone try any of the fitness activities at home? Did friends or family members join them? Distribute Grandma s fried chicken handout and have students work with partner to make the recipe healthier. When they re finished, come back together and ask what changes they made. Make sure these healthy changes are mentioned: o Remove skin from chicken o Cut amount of salt o Use garlic powder instead of garlic salt o Use nonfat milk instead of whole milk o Instead of frying, bake chicken in the oven Time: Not Specified Core Activity Yes No Comments and/or Changes Factors influencing hunger

2 Tell students that today s topic is world hunger and together we will explore some of the causes of hunger. We ll also talk about some things we can do to make a difference. Read (or have student read) What is hunger? Ask students if they think there really is enough food to feed everyone in the world. Then review these facts: o Most of us assume that food scarcity is a major cause of world hunger. o According to the United Nations, the world produces enough grain to give every person on the planet 2,700 calories every day, if it were equally distributed. o This does not even take into account other sources of calories, like fish, beans, fruit and vegetables. o Most adults need between 2,000 and 2,700 calories a day. o Often hunger exists alongside abundance. Countries where people suffer from severe hunger often produce enough food. o An example is Somalia, a country we often associate with famine. In 1991, Somalia exported more than twice as much food as it imported. o War and natural disasters can decrease availability of food, but food may still be available to those who can afford it, even during famines. o In the United States in 2010, despite an abundance of food supply, it is estimated that 49 million Americans lived in food insecure households; 16 millions of these were children. Ask students: If the world produces enough food, why do you think there is so much hunger? Note responses on the board. Discuss these facts with students:

3 o A small minority of people control most of the world s farmland. o In developing countries, governments use the best land to grow cash crops that can be exported to make money, such as coffee, sugar, tea, cotton and tobacco. Only a small percent of land is used to grow local food supplies for the population. o More than half the grain grown worldwide and half the fish caught are fed to livestock. How do our food choices affect this fact? o In many countries, war destroys crops and other food supplies. Food aid from other countries may be held back to starve people as a weapon of war. o Poverty, which is on the rise around the world, is a major cause of hunger. The causes of poverty include unemployment, low wages, unequal distribution of resources, lack of medical care, no political power, discrimination and destruction of the environment. o Lack of awareness of the problem it s our responsibility to become aware so we can help make a difference. Root cause of hunger Divide class into small groups and give each group a country card. Explain what the child mortality rate listed on the card means (see below). Give groups 20 minutes to read and discuss the facts on their cards and answer the three questions. Encourage students to discuss the facts that prevent people from getting food. For example: o How does civil war create hunger? o How do cash crops keep people within the country hungry? After 20 minutes, come back together and have each group present to the class to

4 explain some of the root causes of hunger in their country. Make a list titled, Root causes of hunger on the board. After presentations, ask the class if many of the causes they found are the same worldwide? Child mortality rate: How hunger is measured Explain that scientists measure the severity of hunger in a country by keeping count of how many children die before their fifth birthday. Children who die so young are usually suffering from malnutrition. A country s Child Mortality Rate represents the number of children younger than 5 years of age who die out of every 1,000 children born in the country. If 25 out of 1,000 children die before the age of 5, that country has a Child Mortality Rate of 25. A rate of 25 or above tells us that country has a widespread hunger problem where young children cannot get the nutrients they need to stay alive. Reflection question What is something you could do in your town/city to help end hunger? Tell students: It s difficult to study a subject like hunger because it may make us feel guilty or think that nothing can be done because the problem is so large. But all of us can make a difference; in fact, just being aware is a good start. Read the True stories about what young people have done to make a difference. Ask, what are some actions we can take to help with hunger? Make a list on the board and use some of the following to help start the discussion if necessary: o Write letters to members of Congress asking what they plan to do about issues related to hunger and poverty.

5 o Conduct a local food drive to help a food pantry. o Teach a class to younger children about hunger. o Make friends and relatives aware of the problems of hunger and poverty. o Volunteer to fill Buddy Packs. o Write an article about hunger for the school newspaper. Time: minutes Core Activity Fit in fitness Remind students that each time you visit you ll help them find new ways to fit fitness into their days by doing the activities on the handout. Tell them it s important to get 60 minutes or more (up to several hours) of physical activity each day. Do 2-3 activities from Physical activities for school and home handout. Time: Not Specified Comprehension check Yes No Comments and/or Changes Review of Lesson 1-6: Tell students as a review of all the lessons you will play Choices and challenges Jeopardy. Divide class into small groups and assign one of the topics. Give groups 5 index cards and one envelope. Have each group write five Jeopardy-style questions using notes and handouts. When done, lead the class in a game of Jeopardy using the questions students created. It s not necessary to keep score, just make sure the correct answers are mentioned. While students are playing, serve a healthy snack. Time: Not Specified Food Tasting Activity Yes No Comments and/or Changes Have a healthy snack Try this healthy snack with students: Fruity soda and pretzels.

6 Have students wash their hands and surfaces used for food before tasting. Distribute Celebrate good health handout. This handout has four recipes that are fun to prepare for friends or family. ** Put ingredients or alternate recipe used in comments section. Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? 2. What challenges were noted? 3. What timing issues were noticed? 4. Other remarks and feedback: Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.