In recent years, many schools have taken up food gardening. This is a welcome trend, but it has had to be conducted as an extracurricular activity, often with the help of, or run by, parents and grandparents. Growing vegetables and fruit, if it is to be done well, is a complex activity. The potential good outcomes for health, learning, and…

This article introduces readers to the GoNoodle platform for incorporating physical activity throughout the school day, and describes how one of the features, Ultimate Champ Training, can be used to teach health concepts in the elementary school classroom.

A nutrition education program for grades K through 6 in Arizona is described, and essential elements of the program are given. Children learn about foods and the role of nutrients in health through gardening. (MT)

Described is a device designed to assess food intake which consists of a card display of 40 foods and pictorial representation of a day with which students indicate their typical food patterns. Results from a field test with upper elementary students (N=532) proved favorable. (DC)

Describes an innovative gardening/nutrition education program in Tucson, Arizona, public elementary schools--Meals for Millions "Sow and Grow"--where children in kindergarten to sixth grade invest time and "tender loving cultivation" into their own school vegetable gardens and learn to like foods--zucchini--that are good for…

Prader-Willi Syndrome, also called "the eating disease", is a low-incidence handicap which cannot be diagnosed in infancy. Most adults reported in the literature are institutionalized and profoundly retarded. A study of the diagnosis and intervention of two Prader-Willi Syndrome children is presented. (Author/JKS)

This research project tested the effects of two behavior modification programs, one emphasizing self-control and one traditional nutrition education, on the snacking habits of 91 fourth grade students. The project's methodology is discussed. (JL)

This document consists of the four issues of a newsletter published during 1998. The newsletter discusses topics pertinent to school food service and providing nutrition for elementary school students. The February/March issue discusses exemptions under the Competitive Foods Regulation, celebrating cultural diversity in cafeteria menus, and…

Presents a nutrient density-nutrition education program that was developed and evaluated for students K-6. The program is designed to be integrated into existing curricula. Nutrient density, which compares the nutrients in food with its caloric content, serves as the conceptual framework of the program. (Author/MA)

Reports the development of two nutrition behavior scales (for grades 2-3 and grades 4-6) given to 3,107 students from 129 schools nationwide. Results indicated significant nutrition knowledge gaps among students and identified several groups with excess knowledge gaps. The instrument appeared appropriate for most of the U.S. population. (SM)

Presents guidelines to help parents and teachers promote good nutrition in their children. The article describes ways one Colorado school revised its nutrition policy to help the teachers work in the area of nutrition. A list of home activities for parents to support good eating habits is offered. (SM)

This paper describes a two-year project designed to test the effectiveness of a family-based health behavior change intervention in 206 Anglo or Mexican-American families. Methodology and results to date are presented. (MT)

Concepts, such as nutrition density, that teachers need to understand to teach children good nutrition are explained. Teachers can use food diaries, protein picture charts, and class discussions about health problems related to excessive sugar and fats to instill healthy eating habits in their students. (PP)

Summarizes activities and materials for a two-week nutrition education program designed to foster food choice skills. Results of classroom field testing are also reported. (SK)

Reviews instruments used in conjunction with comprehensive programs to study children's dietary knowledge, skills, and attitudes. The instruments take about 20-45 minutes to complete and are easy for teachers or staff to administer and score, so respondent and staff burden are low compared to use of dietary methodologies. (SM)