Eduardo, a new assistant, was asked by his head teacher to develop a “ healthy eating helps us grow” lesson. Although eager to b
e given this assignment, Eduardo was apprehensive about planning activities that 4-year olds would enjoy. He arrived early that morning and set up a grocery store for dramatic play, books about food for the children to read, and magazine pictures of foods for the children to sort into the MyPlate food categories. The children played “ grocery shopping” for a while, looked at several of the books, but weren’t interested in the sorting activity. 1. Were the activities Eduardo planned, appropriate for 4-year olds?
2. How effective was this lesson for teaching children about healthy eating habits?
3. What are some realistic learning objectives that Eduardo might have established in preparation for this lesson?
4. How would Eduardo assess what the children had actually learned from these activities?
It appears Eduardo was very enthusiastic to take up and organize this assignment which is clearly seen as he arrived early in the morning for set up of what he had decided about the activities.
Except for books about the food to read for children of age group 4 years. The rest of the activities were perfectly planned. As reading and understanding about what to eat to grow good is to early for the children belonging to the age group of 4 years.
As read, the lesson seemed to be quite effective as children played grocery shopping for a while, while they were made to understand grocery shopping.
MyPlate food categories is a really good idea for the kids to understand what should their food plate contain to eat, which is healthy and helps them to grow.
He could have helped children to understand by getting a few grocery items, fresh fruits, vegetables, and milk and could have made posters or images of kids of their age group looking healthy and strong and enjoying playing, studying and many more such activities which kids of that age group do.
This presentation with real food items and pictorial representation of what happens when you eat healthy food would have made a positive impact on them and they would have understood much better.
Eduardo can assess, by maintaining a follow up for kids.
C You want to have evidence supporting the effectiveness of the supplement.
A large following doesn’t mean the person or group is not faking. The cost doesn’t determine effectiveness. And just because steps are easy to follow, it doesn’t change the fact that the supplement might not work.
The vomiting might probably be because of irritation (some ingredients that he isn't comparable with) or food poisoning which could be a result of contamination. Whatsoever the case might be, handling of the ice cream might be posed with hazardous which are physical, chemical, allergens and microbiological hazards, the likelihood of the microbiological hazards is higher and the commonest in such a situation.
One teaspoon is equivalent to 4.92892 milliliters which is very close to 5 milliliter. So the steps in looking for the milligrams contained, first divide the 325 milligrams to the 1 teaspoon then multiplying it to 1 teaspoon divided by 5 milliliters then multiplying that to the 0.4 milliliter of potassium iodide.
Milligrams contained = (325 mg / 1 tsp) x (1 tsp / 5 mL) x 0.4 mL = 26 milligrams.
