Narrative in Instructional Design

Nutriikids Handbook

Cover Page

Concept Overview

The Nutriikids Handbook is a comprehensive educational resource designed to teach elementary school children about nutrition and healthy eating habits. It combines practical activities, such as gardening and cooking, with theoretical knowledge to provide a holistic approach to nutrition education.

Target Audience

7~9 years old Elementary school children

Tools

Adobe Photoshop,
Procreate,
Figma

Learning Goals & Objectives

To understand the value of a healthy dietary pattern and the importance of different food groups (fruits, vegetables, proteins, grains, and dairy)
To gain knowledge about the essential nutrients found in various foods and their impact on health
To learn how to analyze food labels and make informed choices about packaged foods
To comprehend the effects of different cooking and food processing techniques on nutritional content
To develop the ability to plan and prepare balanced meals
To encourage self-reflection on personal eating habits through the use of food diaries
To foster an appreciation for diverse food cultures and promote cultural awareness

Content

Activity Materials: The guidebook includes materials for interactive learning activities, such as gardening and cooking, to help students apply their knowledge in practical ways.

Collaboration: It emphasizes collaboration in the classroom and cafeteria, promoting teamwork and community building.

Comprehensive Resource: The guidebook serves as a complete resource for nutritional education, including lesson plans, guides to school cafeteria meals, information about the school's vegetable garden, food diaries, and nutritional trackers.


Font choices, Color board, Logo design, and Mascot design


Cover Page


Curriculum Plan & Manual Catalog


Field Trip


Food Diary

Theories / Principles

Narrative Theory: The guidebook uses storytelling to make nutritional concepts relatable and engaging. By presenting information in a narrative format, it helps children connect with the material on a personal level.
Coherence Principle: The guidebook focuses on presenting only essential information, avoiding extraneous details that might distract from the learning objectives.
Signaling Principle: Important concepts and information are highlighted through the use of visual cues, such as icons or color coding, to guide the learner's attention.
Spatial Contiguity Principle: Related text and images are placed close together to facilitate easier understanding and retention of information.
Multimedia Principle: The guidebook combines text and visuals to enhance the learning experience, making it more effective than using just one mode of communication.

Reference

American Psychological Association. (2010). The impact of food advertising on childhood obesity. Retrieved from https://www.apa.org/topics/obesity/food-advertising-children Retrieved from https://www.apa.org/topics/obesity/food-advertising-children

Ansorge, R., Gatta, F., & Gopal, A. (2024, February 16). Piaget Stages of Development. WebMD. https://www.webmd.com/children/piaget-stages-of-development

Arthur, S., Mitchell, A. E., & Morawska, A. (2023). Parent-reported barriers to establishing a healthy diet with young children in Australia. Child: Care, Health and Development, 49(4), 669-678. https://doi.org/10.1111/cch.13081

Banfield, E. C., Liu, Y., Davis, J. S., Chang, S., & Frazier-Wood, A. C. (2016). Poor Adherence to US Dietary Guidelines for children and adolescents in the National Health and Nutrition Examination Survey population. Journal of the Academy of Nutrition and Dietetics, 116(1), 21–27. https://doi.org/10.1016/j.jand.2015.08.010

Barr, E. (2020). Extrinsic & Intrinsic Motivation Examples - What’s the Difference? SpriggHR. https://sprigghr.com/blog/hr-professionals/extrinsic-intrinsic-motivation-examples-whats-the-difference/

Beckwith, S., Cooper, M., Goesch, H., & MacKinnon, G. (2016). Nutrition education in America’s schools: A policy brief. An act to improve the health of America’s youth through nutrition education in schools (H.R. 3800). Retrieved from https://www.nutritioneducation.org/policy-brief.pdf

Better Health Channel. (n.d.). Food processing and nutrition. Retrieved from https://www.betterhealth.vic.gov.au/health/healthyliving/food-processing-and-nutrition

Bower, N. M. (2013). Adventure, play, peace: Insights and activities for social-emotional learning and community building with young children. Wood N Barnes Publishing.

Centers for Disease Control and Prevention. (n.d.). School nutrition education resource list for busy teachers, principals, and school staff. Retrieved February 21, 2024, from https://www.cdc.gov/healthyschools/nutrition/pdf/308155-A_FS_SchoolNutritionEd-508.pdf

Centre for Health Protection, Department of Health, Hong Kong SAR Government. (n.d.). Frequently asked questions on infection control related to COVID-19. Retrieved from https://www.chp.gov.hk/en/static/100022.html

Chouinard, M. M. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72(1), vii-ix, 1-112; discussion 113-26.

Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving birth through 8. NAEYC.

Council on School Health, Committee on Nutrition. (2015). Snacks, Sweetened Beverages, Added Sugars, and Schools. Pediatrics, 135(3), 575–583.Dietary Guidelines Advisory Committee. Scientific Report of the 2015 Dietary Guidelines Advisory Committee: Advisory Report to the Secretary Health and Human Services and the Secretary of Agriculture. Washington, DC: US Department of Health and Human Services; 2015.

Dirksen, J. (2016). Who are your learners? In Design for How People Learn (2nd ed., pp. 27–58).

New Riders.EL Education Inc. (2014). Characteristics of primary learners. Retrieved from https://eleducation.org/resources/characteristics-of-primary-learners

EL Education Inc. (2022). Characteristics of elementary learners. Retrieved from https://eleducation.org/resources/characteristics-of-elementary-learners

Erikson, E. H. (1959). Identity and the life cycle. International Universities Press.Follong BM, Verdonschot A, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T. Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools. Nutrition Research Reviews. 2022;35(2):181-196. doi:10.1017/S0954422421000111

Gavaravarapu S. M. (2019). Nutrition communication - Rhetoric & reality. The Indian journal of medical research, 149(3), 333–344. https://doi.org/10.4103/ijmr.IJMR_1772_18Gonya, J. Early childhood building blocks: Turning curiosity into scientific inquiry. Resources for early childhood, an online resource for Ohio educators. Retrieved from http://rec.ohiorc.org/orc_documents/orc/recv2/briefs/pdf/0008.pdf

Gutkowska, K., Hamułka, J., & Czarniecka-Skubina, E. (2023, November 9). The attitudes of 7–9 year old primary school students towards Food and Nutrition: Insights from qualitative FGI research-the junior-edu-żywienie (JEŻ) project. MDPI. https://www.mdpi.com/2072-6643/15/22/4732

Harvard T.H. Chan School of Public Health. (2023, February 6). Healthy Eating Plate vs. USDA’s Myplate. Healthy Eating Plate vs. USDA’s MyPlate. https://www.hsph.harvard.edu/nutritionsource/healthy-eating-plate-vs-usda-myplate/#:~:text=MyPlate%20is%20silent%20on%20fat,and%20worsens%20blood%20cholesterol%20profiles.

Howard, S. (2006). What is Waldorf Early Childhood Education? Gateways, Fall/Winter. Waldorf Early Childhood Education Association.Hursti, U.-K. K. (1999). Factors influencing children’s Food Choice. Annals of medicine. https://pubmed.ncbi.nlm.nih.gov/28850280/

Inclusive Design Principles. (n.d.). Inclusive Design Principles. Retrieved from https://inclusivedesignprinciples.org/Institute of Medicine. (2007). Nutrition Standards for Foods in Schools: Leading the Way Toward Healthier Youth. Washington, DC: The National Academies Press

Kumanyika, S. K., & Morssink, C. B. (1997). Cultural appropriateness of weight management programs. In S. Dalton, Overweight and weight management: The health professional’s guide to understanding and practice (pp. 69–106).

Aspen Publishers. Liem, D. G., & Russell, C. G. (2019). The Influence of Taste Liking on the Consumption of Nutrient Rich and Nutrient Poor Foods. Frontiers in nutrition, 6, 174. https://doi.org/10.3389/fnut.2019.00174Michael SL, Jones SE, Merlo CL, et al. Dietary and Physical Activity Behaviors in 2021 and Changes from 2019 to 2021 Among High School Students — Youth Risk Behavior Survey, United States, 2021. MMWR Suppl 2023;72(Suppl-1):75–83. DOI: http://dx.doi.org/10.15585/mmwr.su7201a9

Mulders, M. (2020, November 25). A Guide to Positive Reinforcement in UX Design. Design & UX. SitePoint. https://www.sitepoint.com/a-guide-to-positive-reinforcement-in-ux-design/

Nguyen, B., & Murimi, M. W. (2017). An after-school cultural and age-sensitive nutrition education intervention for elementary schoolchildren. Journal of Nutrition Education and Behavior, 49(10), 877–8802.

Peralta, L. R., Werkhoven, T., Cotton, W. G., & Dudley, D. A. (2020). Professional development for elementary school teachers in nutrition education: A content synthesis of 23 initiatives. Health Behavior and Policy Review, 7(5), 374-396. https://doi.org/10.14485/HBPR.7.5.1

Perera, T., Frei, S., Frei, B., Wong, S. S., & Bobe, G. (2015). Improving nutrition education in U.S. elementary schools: Challenges and opportunities. Journal of Education and Practice, 6(30), 41-50.

Rosenkranz, R., Warner, N., Yarrow, L., & Rosenkranz, S. (2021). Use of Food Rewards in Education: Time to De-implement this Practice? Journal of Child Nutrition and Management, Fall 2021(2). https://schoolnutrition.org/wp-content/uploads/2022/06/Use-of-Food-Rewards-in-Education-Time-to-De-Implement-this-Practice-Fall2021.pdf

Silva, P., Araújo, R., Lopes, F., & Ray, S. (2023). Nutrition and Food Literacy: Framing the Challenges to Health Communication. Nutrients, 15(22), 4708. https://doi.org/10.3390/nu15224708

Smith, R., Kelly, B., Yeatman, H., & Boyland, E. (2019). Food Marketing Influences Children's Attitudes, Preferences and Consumption: A Systematic Critical Review. Nutrients, 11(4), 875. https://doi.org/10.3390/nu11040875

Stevens, E. (2022, June 22). 7 fundamental UX design principles all designers should know. UX Design Institute. https://www.uxdesigninstitute.com/blog/ux-design-principles/U.S. Department of Agriculture & U.S. Department of Health and Human

Services. (2020). Dietary Guidelines for Americans, 2020-2025. https://www.dietaryguidelines.gov/sites/default/files/2021-03/Dietary_Guidelines_for_Americans-2020-2025.pdf

U.S. Department of Agriculture & U.S. Department of Health and Human Services. (2018). Dietary Guidelines for Americans: Infographic. MyPlate. Retrieved from https://myplate-prod.azureedge.us/sites/default/files/2020-12/DGA%20Infographic%282018%29.pdf

Ziso, D., Chun, O. K., & Puglisi, M. J. (2022). Increasing Access to Healthy Foods through Improving Food Environment: A Review of Mixed Methods Intervention Studies with Residents of Low-Income Communities. Nutrients, 14(11), 2278. https://doi.org/10.3390/nu14112278

New York, NY

Zyla Cheng 2024