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Chapter 19 : Nutrition Education: Rationale, Concepts, and Lessons
1. Families should be discouraged from having lunch with their children at school because this will distract children from
eating well.
a. True
b. False
2. Foods high in sugar and/or fat should be reserved for special classroom celebrations such as on holidays and
birthdays.
a. True
b. False
3. The teacher must never leave the room during a nutrition activity that involves food or utensils that might harm a
child.
a. True
b. False
4. Foods that have been used in a nutrition activity should not be eaten because they may have been contaminated
during the lesson.
a. True
b. False
5. Children who dislike vegetables may be more willing to taste them if they have been involved in the preparation.
a. True
b. False
6. Foods used in nutrition activities should be nutrient-dense.
a. True
b. False
7. It is not advisable to have families participate in children’s nutrition education activities because most parents do not
know enough about appropriate educational instruction to be helpful.
a. True
b. False
8. Preschool-age children should be able to identify and label a wide variety of foods and correctly sort them according
to the MyPlate model.
a. True
b. False
9. Food-related learning activities should help children to understand that nutrients in food are necessary for growth and
health, and that food should be enjoyed.
a. True
b. False
10. Television plays a limited role in shaping young children's food preferences and eating behaviors.
a. True
b. False
11. The theoretical framework upon which nutrition education is based includes all the following major concepts
EXCEPT:
a. Nutrition is about how the body uses food.
b. Food is composed of nutrients required for health.
c. All persons need the same nutrients throughout life.
d. The way food is handled has little effect on its nutrients.
12. Television:
a. is a reliable source of nutrition information
b. promotes healthy food choices
c. serves as a major source of nutrition information for many children and families
d. has a sound educational objective in mind when planning program and commercial content
13. When food is used in a learning experience, the end product should be:
a. edible and eaten by the children when the lesson is finished
b. displayed in a prominent place for families to see
c. thrown away at the end of the day
d. stored and served later in the week
14. Topics selected for nutrition learning activities should be based on:
a. children’s developmental abilities and interests
b. food that is nutrient-dense
c. safety awareness
d. all answers are correct
15. A desirable and measurable learning objective for a preschool nutrition activity is to:
a. know the nutrient strengths of food
b. classify foods according to their appropriate food group
c. taste a food they have helped to prepare
d. be able to clean up when the project is complete
16. Which of the following learning objectives is not measurable?
a. Children will taste the salad.
b. Children will like the salad.
c. Children can explain why it is important to eat fresh vegetables.
d. Children can name at least two of the vegetables used in the salad.
17. An effective food-based learning experience for children would be:
a. baking brownies on Monday for Thursday's snack
b. cutting up vegetables for soup that will be served for today's lunch
c. stringing cereal to make necklaces that children can wear
d. creating a vegetable mural from magazine pictures
18. An activity that primarily emphasizes children’s sensorimotor development is:
a. growing plants in the classroom
b. spreading and cutting peanut butter sandwiches
c. a tasting party focused on dairy foods
d. a field trip to a local fruit orchard
19. The major responsibility for planning and executing a nutrition education program belongs to the:
a. family b. cook
c. teacher d. director
20. Nutrition projects can be used to promote children's learning in other developmental areas, including:
a. language
b. sensorimotor
c. social and emotional
d. all of the choices are correct
21. Nutrition activities that would also promote children’s motor skill development include all of the following except:
a. peeling and slicing bananas for a fruit salad
b. measuring ingredients for a recipe
c. reading a rhyming story about foods
d. washing the fruit to use for making banana bread
22. A safety consideration that is fundamental to any successful nutrition learning activity is:
a. allowing children to cook independently
b. preplanning all steps of the activity
c. encouraging children to taste food from the mixing bowl before serving
d. providing boxes for children to stand on while cooking
23. Before planning a food-related learning experience, it is most important to check on the children’s:
a. health status
b. food allergies
c. food likes and dislikes
d. motor skills
24. One of the most important food safety practices is:
a. washing hands well before and after handling food
b. keeping all foods wrapped up securely
c. not allowing children to touch fresh fruit until it is washed
d. requiring children to wear aprons to avoid contamination from personal clothing
25. Which of the following activities would be most effective for reinforcing the importance of eating a variety of foods
each day?
a. setting up a grocery store with food props for dramatic play
b. having children sort food pictures into their correct food groups
c. holding a “new” fruit sampling party at snack time
d. having children draw pictures of healthy foods
26. Nutrition resource information and materials should be accurate, appropriate for the purpose and age of children, and
_____________-free.
27. The outcomes of a nutrition education activity should be in order to determine if it was
effective.
28. Chopping, stirring, and squeezing are examples of activities that incorporate
____________________ coordination.
29. Teachers and children should before and after cooking
projects to prevent food-borne illnesses.
30. Children must be instructed to always when eating to
decrease the risk of choking.
31. Briefly discuss several ways that families can be involved in their children’s nutritional education experiences.
32. Describe the four basic nutrition education concepts that should guide the development of children's learning
experiences.
33. For each of the following curriculum areas, describe a food-related educational activity that would also promote
learning in these areas:
a. language development
b. cognitive development
c. sensorimotor development
d. social/emotional development
34. Why should children be taught to eat a variety of foods every day?
35. Discuss how to evaluate the quality of nutrition information available in books, newsletters, newspapers, magazines,
on television, or on the Internet.
36. Discuss why pasta necklaces or finger painting with chocolate pudding are not appropriate nutrition education
activities.
37. Children form their basic food preferences and dietary habits during the early years. Identify and discuss factors that
may contribute to, and influence, their ideas about food. What can families do to promote healthy eating behaviors?
