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INCREASING the SKILLS DENSITY of
NUTRITION INSTRUCTION
Targeting Student
Behavior
Skills Density Workshop - Objectives
•
The California Health Education Content Standards.
•
Distinguish between low- and high-skills density
nutrition activities.
•
Identify lesson plans with high nutrition skills
density.
•
Access resources with high nutrition skills density
instruction.
•
Reflection.
Answer True or False
1. It is healthy to wear a
seat belt.
2. It is healthy to eat a
nutritious breakfast
every day.
3. It is healthy to brush
and floss your teeth.
4. It is healthy to get 30
minutes of aerobic
exercise at least 3 times
a week.
5. It is healthy to get
adequate sleep.
Quiz 1
Answer True or False
1. I always wear a seat
belt.
2. I regularly eat a
nutritious breakfast.
3. I brush and floss daily.
4. I get 30 minutes of
aerobic exercise at least
3 times a week.
5. I always get adequate
sleep.
Did your results
differ? _________
Quiz 2
Nutrient Density (ND)
Continuum
Low ND
High ND
Low
Nutritional
Value
High
Nutritional
Value

Nutrient Density - the amount
of nutrients (vitamins and
minerals) in a food compared to
its calories.
Low Density
Nutrient Density
High Density
Capri Sun (16 oz.)
Nutrients
Orange Juice (16 oz)
220
Calories
220
Total Fat
60 grams
Sugars
48 grams
Protein
4 grams
Potassium
900 mg (26%)
Vitamin C
120 mcg (200%)
Vitamin A
728 IU (18%)
Folate
120 mcg (30%)
Calcium
52 mg (4%)
Magnesium
54 mg (12%)
Thiamin
0.5 mg (20%)
Vitamin B-6
0.3 mg (8%)
Nutrient Density (ND)
Continuum
Low ND
Low
Nutritional
Value
High ND
High
Nutritional
Value
Nutrient Density (ND)
Continuum
Low ND
High ND
Insert these terms into the
sentence below:




nutritional value
each of the food groups
optimizes student health
high Nutrient Density
Choosing foods that have
_____
from
______increases
_______ (outcome 1),
and
(outcome 2).
Getting the Best Investment
California Health Education
Content Standards
Standard 1: All students will comprehend essential concepts related to enhancing health.
(Essential Health Concepts)
Standard 2: All students will demonstrate the ability to analyze internal and external
influences that affect health. (Analyzing Health Influences)
Standard 3: All students will demonstrate the ability to access and analyze health
information, products, and services. (Accessing Valid Health Information)
Standard 4: All students will demonstrate the ability to use interpersonal communication
skills to enhance health. (Interpersonal Communication)
Standard 5: All students will demonstrate the ability to use decision-making skills to
enhance health. (Decision Making)
Standard 6: All students will demonstrate the ability to use goal-setting skills to enhance
health. (Goal Setting)
Standard 7: All students will demonstrate the ability to practice behaviors that reduce
risk and promote health. (Practicing Health-Enhancing Behaviors)
Standard 8: All students will demonstrate the ability to promote health for personal,
family, and community health. (Health Promotion)
Musical Shares




When the music begins, walk around
the room silently.
When the music stops, find a partner
and share the information that has
been chosen to share.
When the music starts again, leave
your partner and walk around the
room.
When the music stops, find another
partner and share the information that
has been chosen to share.
Nutrition Skills Density (NSD)
Continuum
Low NSD
Low
Instructional
Value
High NSD
High
Instructional
Value
Nutrition Skills Density (NSD)
Continuum
Low NSD
Sample Nutrition
Education Activity 1:

The instructor reads
Everybody Cooks Rice to
the class.
 Students draw
pictures of the
ingredients used in
the rice dishes.
 Students practice
spelling the
ingredients.
High NSD
Nutrition Skills Density (NSD)
Continuum
Low NSD
Sample Nutrition Education
Activity 2:
The instructor reads
Everybody Cooks Rice to
the class.




Students compare how the
rice dishes differ (e.g.,
ingredients, smell, color,
cooking methods, countries
of origin).
Students write a sentence
about how each affects their
choices.
At home the students log the
influences on their afterschool snack choices.
High NSD
Nutrition Skills Density (NSD)
Continuum
Low NSD









High NSD
Set a goal and develop a plan for eating two
or more oranges a week
Sing about oranges
Analyze marketing strategies used in an
orange soda commercial
Draw an orange, label parts
Measure an orange
Compare the nutrient density of orange
juice and orange drink
Learn to and practice peeling an orange
Write a letter to the food service director
advocating for more oranges
Watch a video about oranges
California Health Education
Content Standards
Standard 1: All students will comprehend essential concepts related to enhancing health.
(Essential Health Concepts)
Standard 2: All students will demonstrate the ability to analyze internal and external
influences that affect health. (Analyzing Health Influences)
Standard 3: All students will demonstrate the ability to access and analyze health
information, products, and services. (Accessing Valid Health Information)
Standard 4: All students will demonstrate the ability to use interpersonal communication
skills to enhance health. (Interpersonal Communication)
Standard 5: All students will demonstrate the ability to use decision-making skills to
enhance health. (Decision Making)
Standard 6: All students will demonstrate the ability to use goal-setting skills to enhance
health. (Goal Setting)
Standard 7: All students will demonstrate the ability to practice behaviors that reduce
risk and promote health. (Practicing Health-Enhancing Behaviors)
Standard 8: All students will demonstrate the ability to promote health for personal,
family, and community health. (Health Promotion)
Insert these terms into the
sentence below:




each of the CHECS
instructional value
high Nutrition Skills Density
maximizes student behavioral impact
Choosing instructional activities that have
_____ __from
_____
increases
_(outcome 1),
and
_(outcome 2).
Nutrition Skills Density
Discover Skill Development
in Existing Curricula
Activity




Check the directions for the activity
Decide individually whether the
lesson is low or high Skills Density
Discuss the lesson with your group
Prepare to give a report to the
whole group
CHKRC Web Site
www.californiahealthykids.org
California After School Resource Center (CASRC)
www.californiaafterschool.org
Skills Density Workshop - Objectives
•
The California Health Education Content Standards.
•
Distinguish between low- and high-skills density
nutrition activities.
•
Identify lesson plans with high nutrition skills
density.
•
Access resources with high nutrition skills density
instruction.
•
Reflection.
INCREASING the SKILLS DENSITY of
NUTRITION INSTRUCTION
Targeting Student Behavior
Contact information:
Jacquelyn Russum, MPH, RD
Phone – 510-670-4585 or
Toll Free – 1-888-318-8188
E-mail – jrussum@californiahealthykids.org
This material was funded by USDA’s Food Stamp Program through the Network for a Healthy California. This
institution is an equal opportunity provider and employer. The Food Stamp Program provides nutrition assistance
to people with low income. It can help buy nutritious foods for a better diet. For information on the Food Stamp
Program, call 1-888-328-3483.