CHAPTER 19: NUTRITION EDUCATION:
RATIONALE, CONCEPTS, AND LESSONS
Answers to Review Questions
ANSWERS TO CHAPTER REVIEW
A. By Yourself
1. Children typically model their eating preferences and behaviors after those of their family,
teachers, and peers. Television and other media forms also exert a significant influence on
2. Families help to shape children’s ideas about food through their own eating habits, the foods
made available and served, and informal comments made about food. Teachers and
3. Teachers are responsible for planning and executing the nutrition education program. By
4. Nutrition education activities should be designed to present children with basic nutrition
concepts that are appropriate for their age, developmental abilities, and personal needs and
5. Food is to be eaten –when food is used for art projects it is essentially wasted. This practice
B. As a Group
1. Nutrition education activities can reinforce children’s development in the areas of: language
(describing qualities, naming foods); cognitive (counting, measuring, problem-solving);
2. Topics selected for nutrition learning experiences should be part of a long-term plan that
gradually increases children’s basic skills and understanding about foods, nutrients, a healthy
3. Several ways that families can be involved in children’s nutrition education experiences
4. Children form many of their lifelong habits and basic ideas about food and physical activity
5. Safety issues that must be considered when planning a classroom nutrition activity include:
checking for food allergies and cultural preferences; avoiding foods that pose a choking
ANSWERS TO CASE STUDY
1. No, you are not qualified to give this type of advice and should refrain from doing so to
2. It would be important for you to learn more about herbal supplements before responding to
(2015); or, a local pharmacist or a pharmacy school. Extensive information is also available
ADDITIONAL QUESTIONS FOR DISCUSSION
1. Discuss the types of foods that are typically advertised on television. What can be said about
their quality in terms of nutrient density or caloric density? What food group is represented
least often? What factors determine why certain foods are promoted in commercial
advertising while others are not?
2. Discuss the advantages and/or disadvantages of involving families in children’s nutrition
education projects.
3. How can nutrition education activities foster children’s learning in other content areas such
as art, music, reading readiness, number concepts, or science?
6. What safety precautions must be considered when planning and conducting a cooking
activity that involves the children making/baking pumpkin bread?
7. Where can teachers find nutrition education information and materials to use in the
classroom? What criteria can teachers use to determine if the information is accurate and
reliable?
ADDITIONAL APPLICATION ACTIVITIES
The following exercises are designed for instructors to assign as individual or group projects.
1. Locate five nutrition lesson plans posted one of the searchable teacher-oriented websites.
2. Observe a kindergarten or preschool classroom during lunchtime. Randomly select 5 children
and record: 1) if they tasted the fruits and/or vegetables served and, 2) if they ate all of the fruit
and/or vegetables on their plate. Next, design a lesson to teach children about the benefits of
3. Arrange to spend several hours with the nutrition educator at your local WIC (Special
Supplemental Nutrition Program for Women, Infants, and Children) office. What aspects of
nutrition education were commonly addressed with clients? What questions or concerns about
children’s nutrition did clients ask about most often? What can you take away from this
experience and use when planning nutrition education for children and their families?
4. Conduct a search to learn about organic foods and the pros and cons of choosing them over
mainstream products. Visit a local grocery store and identify 10 food items, such as cereals,