A Nutritious Field Trip

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GEM NO. 440A riChM(J*AMSStr513doiINAisontioanseamehoantonagrofordefooedimdredeshabhecoleamanuItcaoldOBThkedemonstrate their understanding offooingofPRBeAofGthyriewienbohedefoHrethchcadesugwiureexcoopbetivnew fp atscribeFindDgrFindDidBONUS! Find at least three different dried beans. They give us proteind groups by recording data regard-food items found in various aislesthe supermarket.(like lean meat does)Figure 1. Food discover sheet for grocery store exploration (front).Nutritious Field Tristina Siry, MS*; Jillian Famigliettianhattanville College, Purchase, NYNutr Educ Behav. 2007;39:175-176)ddress for correspondence: Christina Siry,, Manhattanville College, 2900 Purchaseeet, Purchase, NY 10577; Tel: (914) 323-1; E-mail: siryc@mville.edu: 10.1016/j.jneb.2006.11.008TRODUCTIONclass trip to the local grocery storean engaging way to reinforce a unitnutrition as students make connec-ns between a real-life experienced their classroom learning. Re-rch shows that students often re-mber a field trip well into adult-od and even recall specific exhibitsd facts.1,2 Field trips generally bringmind a trip to a museum, zoo, orture center, but a field trip to acery store provides an opportunitystudents to demonstrate their un-rstanding of nutrition science andd choices.Research has shown that nutritionucation programs can effectivelyprove the dietary behavior of chil-n.3,4 Nutrition education in stu-nts elementary school experiencesould focus on lessons that teachout the importance of choosingalthful food. This field trip can bennected to a unit in which studentsrn about food groups and ulti-tely work together to create a list oftritious and healthful meal choices.has been written for grade 3, but itn be adapted to meet the needs ofer students.JECTIVESe main objective of the supermar-t trip is that students will be able topOCEDUREfore the Trippicture book to introduce a studynutrition is Eat Healthy, Feeleat,5 which presents food itemsat are in either the green light,llow light, or red light catego-s. This book provides studentsth an understanding of how differ-t foods they eat can affect theirdies and encourages them to makealthful food choices. If your stu-nts need additional knowledge be-e exploring the grocery store,w to Teach Nutrition to Kids is aource book that provides lessonsat teach about nutrition and foodoices. Out-of-classroom learningn be increased by preparing stu-nts in advance for field trips.1 Onegestion is to provide childrenth the Food Discovery sheet (Fig-1, Figure 2) in the classroom toplain the activities that will occurLets discover someAs you travel through the store, stoeach boxwrite its name and deProduce sectionFind a fresh fruit that you havenever seen before.Did you know that eating a wholefruit is better and more nutritiousthan drinking a fruit juice?Dairy caseFind 3 foods that are lowfat ornonfat.Did you know that calcium helpsbuild strong bones and teeth?the grocery store. By simulatinge visit to the store, you can pro-e students with an understandingthe expectations for the trip.Contact the store in advance. Anager might be able to tell youich times of the day, or days of theek, are most appropriate for a largeup of children to visit. Checkool policies for field trips, as manyools have specific permission slipsrequire a specific ratio of childrenchaperones. Provide permissionps to families, and recruit as manyaperones as necessary. This experi-ce will work best with several adultsguide small groups of childrenrough the aisles. Communicateth adult chaperones before the tripthat you can explain the logistics ofe visit and your expectations. Thismmunication can also provide theportunity to summarize what hasen taught and outline your objec-es for the field trip.oods together!these aisles and nd a food forit in words and drawings.Produce sectiona vegetable that is dark greenand one that is orange.id you know that the darkereen the vegetable, the morenutritious it is for you?Pasta (aisle 4)a pasta that is made of wholegrains.you know that whole grainpasta is a healthy choice?rerosatthvidofmawhwegroschschortoslichentothwisothThBehaonsugstowotiothleathstoreconDihuStanwiinstotothtiodewitostucathIfetacarelsonstustoincoThroobrifood they found on the trip, perhapsthrough a poster or a mini-booklet toshare with others. To extend thelearning further, students can researchhow to cook a new type of food, inwhat part of the world it is eaten, andhow it grows. If your budget permits,choose a variety of unusual fruit for afruit salad that children can enjoy inthe classroom.COWrooexvistoofoothcabufiehethRE1. (aisle 7) Bread (aisle 10)Find one oatmeal and a cerealmade out of rice.Find 2 breads that are whole-grainor whole-wheat.Did you know that oatmeal andrice are grains?Did you know that whole grainbreads provide you with longer-lasting energy than white bread?Meat case Dried fruit (aisle 2)diveFig plorati176 Famiglietti and Siry/A NUTRITIOUS FIELD TRIPe Tripprepared on the day of the trip byving selected in advance the aisleswhich students should focus. Agestion for carrying out the groceryre discovery is to have studentsrk in groups to rotate through sta-ns in different sections of the storeat represent each food they haverned about. Students can moverough these selected parts of there guided by a data sheet to use forording their findings (such as thee in Figure 1 and Figure 2, Foodscovery). This type of scavengernt will add to their exploration.udents will need to have a pencild a board to write on, and adultsll need to know the specific placesthe store where they should bepping. In addition, you may wantinclude some fun facts to engagee children as they stop at each sta-n in the store.Depending on the age of your stu-nts, this learning can be extendedFind a meat that is labeled lean.Did you know meat contains iron,which helps transport oxygenthroughout our body?ure 2. Food discover sheet for grocery store exth specific tasks that directly relateclassroom learning. If you havedied nutritional labels, the studentsn find a type of bread that theyink would be a good dietary choice.you have discussed leafy green veg-bles, students in the vegetable aislen search for the darkest greens andate this information to their les-s. By the end of the visit, eachdent will have explored the groceryre and encountered food productseach food group that will provide antext for healthful food choices.is experience connects their class-m learning to the real world andngs the study of nutrition to life.ck in the Classroomgin summarizing each childs expe-nce by creating a store diagram onart paper with the key aisles listedthat children can add their discov-es. Students can connect the infor-tion they have discovered to theirn lives by visually representing theFind a fruit that looks veryfferent when it is dried fromwhen it is fresh.Did you know fruits andgetables can be fresh, frozen,canned, or dried?on (back).NCLUSIONell-planned trips out of the class-m can be accessible and engagingperiences for learning. A simpleit to the grocery store can be a greatl to teach about food groups andd choices. A students next trip toe supermarket with his or her familyn be a nutritional exploration thatilds on the classroom lessons andld trip and encourages a morealthful diet for the children andeir families.5,6FERENCESFalk J, Dierking L. The Museum Experience.Washington, DC: Whalesback Books; 1992.Pace S, Tesi R. Adults perception of fieldtrips taken within grades K-12: Eight casestudies in the New York metropolitan area.Education. 2004;125:30-40.Powers AR, Struempler BJ, Guarino A,Parmer SM. Effects of a nutrition educationprogram on the dietary behavior and nutri-tion knowledge of second-grade and third-grade students. J Sch Health. 2005;75:129-133.Shannon B, Graves K, Hart M. Food behav-ior of elementary school students after re-ceiving nutrition education. J Am Diet As-soc. 1982;81:428-434.Sears W, Sears M, Kelly CW. Eat Healthy,Feel Great (1st ed.). Singapore: Library ofCongress Cataloguing-in-Publication Data;2002.Evers LC. How to Teach Nutrition to Kids.Ore: 24 Carrot Press; 2003.BaBeriechsoerimaowA Nutritious Field TripINTRODUCTIONOBJECTIVESPROCEDUREBefore the TripThe TripBack in the ClassroomCONCLUSIONREFERENCES