Name: Miranda Fillips

Section: RDG 351-030

Textbook Evaluation Checklist

Part I: Publication Information 1. Title of textbook: Nutrition & Wellness 2. Author, authors, or editors and qualifications: Roberta Larson Duyff 3. Publisher: McGraw Hill Glencoe 4. Copyright Date: 2004 5. How many total pages are in this text? 576 6. Are there any concerns about the size of this text? Why or why not? No, the size of the text is not too big so its easy to carry and it isnt too small which would lead you to believe its not worth reading. I feel that the size of the book fits the readability well. Part II: Readability 1. Intended grade level of textbook: 9th-12th grade, Secondary level 2. Readability of textbook: 3rd grade 3. What readability formula did you use and why? I used the Raygor Readability formula because this is the only formula I am comfortable with thus far and I like the way it is set up. I like being able to see on the chart exactly which level the book is at. 4. Any concerns about readability results: I am glad to see the book isnt beyond the high school level but am a little concerned that it may not be challenging enough for the high school level. Although I have this concern, I would rather have this issue than for the book to be too hard to understand and keep me from getting through to my students with the text. Part III: Format 1. Evaluate the following for ease of use and compatibility with grade level TEKS: a. Table of Contents: I feel that the table of contents is very easy to read and comprehend. The contents are separated by units, then title of the unit and then by page numbers with exactly what are on the page. It is very easy to use and find what you need. b. Index: The index is also wonderful because it is plenty long with just about every word you would need to look up what you wanted to find. The words are separated by letters and the text is big enough to read as well. c. Glossary: The glossary is no different from the contents and index in that it is very easy to read and follow. The text is a little larger than the index which gives ease of reading and makes the student feel as if its not too hard and they dont get overwhelmed looking for what they need. Each word has the chapter number in 1

parenthesis behind it as well which helps guide the student to read more about the vocabulary word. 2. Is the information in this text in a logical order? Why or why not? Give specific example. I think the text is in logical order because it starts out discussing wellness and what it is then goes no to discuss nutrition and what that is as well. Continuing on, the book talks about enjoying food, different cultures food, and keeps going in that order. The book ends with lifelong nutrition which discusses eating for pregnancy, nutrition for infants, healthy eating for children, etc. The very last chapter discusses eating disorders, food and medications, as well as nutrition and illness. I feel this is a good way to end the book because not everyone has to deal with these problems, so it wouldnt be logical to start the book with this information, but it is important so it is good to end on this topic, as well as the lifelong nutrition chapter. 3. Evaluate the tables/graphs/illustrations. Are they easy to read and appropriate? Why or why not? Give specific example. I like the Nutritive Value chart in the back of the book because it separates the foods by grains/meats/vegetables/sugars/poultry, etc. It lists the approximate measurement, calories, protein, fat, etc. and is easy to follow and obtain information quickly. Other charts in the book are the same way. Another table I like a lot is the Herb & Spice guide. It lists the spice/herb, the forms available and what it tastes good with. (I kind of want to copy pages out of this book for a reference at my own home!) 4. Are the pictures in color and appropriate for content? Why or why not? Give example. The entire book is in color which is great because it makes you want to read the book, which would not be the case if it was in black and white only. Every photo in the book has to do with someone cooking, grocery shopping, being active, or portrays where food came from in the beginning stages. All content is relevant to the topics and goes along with the information well. One page in the book talks about shopping for groceries and checking for coldness and hardness, etc. The photo on that page shows a boy outside the super market putting his ice cream into an ice chest in his car. I feel that this photo goes well with the information on the page. 5. Do the illustrations show variety of people in terms of diversity (ethnic, gender, handicapping condition, etc.)? Give specific example. I was excited to see how much diversity this book included. I saw photos of African Americans, Caucasians, Hispanics, Handicapped, Older people, and young children. I am pleased with the books diversity and feel as if my classroom would be as well.

Part III: Organization 1. How do the authors introduce vocabulary? Is this appropriate? Why or why not? Give specific example. In the beginning of each chapter, there is a box that says Look for these terms. It lists important vocabulary words and also bolds the terms within the text. I like this style because it helps student immediately know what words are most important and helps the students find them easily. 2. Is the writing clear and easy to follow or inconsiderate? Give example. The writing is very easy to follow and is considerate and applies to all students. The authors use examples of friends speaking to each other about the food making their mouth water and then goes on to discuss why their mouth feels like this when seeing food. The information the authors discuss is relevant to everyday life and I feel students can easily relate. 3. Do the authors tie new knowledge to students prior knowledge? Give specific example. As I stated in the previous example, one student in the book says, Just looking at that food makes my mouth water! I hope it tastes as incredible as it looks! The aroma makes me hungry! The next section states, The way your senses respond to food does perk up your appetite. Your appetite, a psychological desire to eat, can be stimulated by the sight or aroma of food as well as its tastes. This is a great example of tying in new knowledge to prior knowledge by sharing an example of craving a food then explaining why you crave that food. 4. Are there differentiation strategies? For example, are there a variety of strategies/activities available to differentiate instruction for diverse student groups, i.e. G/T, ELL, At-risk? Give specific example? I do not see strategies for G/T, ELL, At-risk students. I do see lots of hands on activities to go along with what is being taught, but none specifically apply to those types of learners, sadly. 5. Are there TAKS content objectives? Give example. On the Assessment Strategies teacher reference page it discusses the strategies of multiple choice, written essays, restricted response, case analysis, and problem solving exercises just to name a few. I feel that these strategies will be helpful to the students in the TAKS testing environment. 6. Is the material available in multiple languages? Give specific examples of language and activity. No, the material is not available in multiple languages. The text is only in English.

7. Is there technology integration for students? Are there multiple resources including interdisciplinary integration to enhance and expand skills development? Give specific example. The book comes with a CD to help students by providing lesson plans and a test generator to prepare students for tests and give extra help. 8. Are there multiple opportunities for students to become motivated and engaged in learning? For example, manipulatives, project-centered, cross-curricular, etc.? Give specific example. There are many ways for students to become engaged in what they are learning. One such activity tells students to use empty food containers to show how you would store, label, and rotate various types of food, including leftovers. 9. Does the text have summaries at the end of the chapters? Give an example. Yes, at the end of every chapter the text reviews what was learned and there are even more activities to get the student engaged and learning. There is critical thinking, communication, and management questions as well as a section for understanding key ideas and applying what was learned in real life. 10.Are there stated objectives at the beginning of the chapters? Yes, at the beginning of each chapter there are at least three objectives at the beginning of the chapter beside the vocabulary words. 11.Are there questions at the beginning of the chapters? Yes, at the beginning of the chapter there is a Do you know section which is located above the vocabulary words and to the right of the objectives section. 12.Are there words in italics or bold-face words? The vocabulary words are in bold and there are also italicized words which help explain things in a way the student can understand. 13.Are there questions at the end of the chapters? Yes, at the review section of the end of the chapter there is a section titled, Understanding key ideas which asks questions about what the student learned in the chapter. Part IV: Reflection What is your over-all impression of this textbook for use in your classroom? Support your opinion with facts and examples from the evaluation form. I think I would really enjoy this textbook in my classroom. I like the fact that it separates chapters very well such as there being one chapter about pizza. I know that students can get overwhelmed by having lots of chapters but when the chapters arent very long it encourages them to want to read it more and actually understand what they are reading. There are examples in the text everywhere you look, such as preparation methods, side dishes for certain main meals and examples of what kind of foods go together. There are chapters discussing the importance of not only eating well but staying 4

active and ways to stay active, when to play it safe and rest instead of being active, never running alone, etc. My favorite thing about this book is how well it can be applied to the students life. It is sometimes hard for me to comprehend things so having examples in the text is very important to me. At the beginning of each chapter it makes it very clear what you are about to learn about. From the objectives, vocabulary, did you know, and the imagine that boxesthese things prepare the students for the material ahead and helps me as the teacher have more examples to teach from. The activities on the side of the pages for teachers to have students do are very helpful. Even on the second page of the chapter it tells the teacher to have the students record their actions for a week such as physical activity and to evaluate it when a week had passed to see how and where they can improve to be more active. Another great example from the text is the Check This Out! box. The particular box on page 25 discusses stress and great stress busters. At the bottom of the box it says, Its Your Turn! and asks the students to think about ways in which they can apply the above stress busters to their life when they are in that situation. In the main text of the chapter, the information is easy to read and teach. The Wellness & Food chapter has a section in the text titled, Steps to Wellness and this specific content goes step by step with seven steps total and helps the student know exactly what can be done to achieve their wellness goals. On the teacher note on the side it says, Critical Thinking: Think of a recent decision. Explain how you made it. Apply the seven-step process. Compare the differences, if any, in the final decision. I like this because the seven step process not only applies to what is being taught in the chapter but can be applied to just about any decision in everyday life as well. Part V: Alternative Text 1. Choose one chapter from your textbook. Read it carefully. 2. Find 10 alternative resources to supplement the information in the chapter you chose. 3. Create an annotated bibliography of your 10 alternative sources using APA format. Annotation should include 2 -3 sentences summarizing the resource. 4. Be sure to look at APA before you list your 10 alternative resources here. Chapter 25 discusses Meat, Poultry, and Fish. 1. www.pinterest.com : This website would be wonderful for helping find recipes and advice on cooking. Every time you turn around someone has posted a recipe they want to try and a lot of times it is something considered healthy. For example, on my pinteret site, I have a Recipes board. On this board I post recipes I want to try and later when I have no idea what to make for dinner, I go to my recipes board, look around at what Ive posted and compare the ingredients list to what I have at my home. I have tried several recipes I have found through other peoples posts and have enjoyed just about all of them! This site is 5

helpful because you can type in anything in the search bar and it will lead you somewhere, which will also lead you other places. Its a great way to find ideas and healthy alternatives. 2. http://startcooking.com/blog/271/Marinating-101--An-Introduction-to-Marinating-Beef-Chicken-and-Fish : This website teaches people how to marinate beef, chicken and fish. I find this to be very helpful because sometimes we know how to cook the meat but dont necessarily know how to season it to taste good. There is a link to the right on the website that has podcasts for people who want to listen to the information and maybe dont have time to sit and read for long periods of time to obtain the information they need. The website also has many other cooking tips that include videos so you better understand what youre learning as well. I would definitely use this in the classroom if I needed assistance teaching how to cook something in particular The website also has resources such as metric conversions. 3. http://nutritiondata.self.com/?mbid=selftext : This website called, Self Nutrition Data gives information on Diet and weight loss, Diabetes, Heart health, and eating healthy in general. I feel these things are important to know about because as you grow older, foods affect your body and health more and if you arent aware of the things certain foods can cause, you could end up in a very bad situation and possibly lose your life from not eating right. On this website, for example on the heart health section, there are common questions such as How many calories do I need? Whats a heart healthy diet? How can Nutrition Data be personalized for your goals? There are also tools to help you such as, 5 ways to cut back on your salt intake, tips for lowering triglycerides, ways to promote healthy cholesterol levels, etc. You can track what you eat each day, set up a daily needs calculator and many other helpful tools. I would use this in my classroom to have each student set up an account with their preferences and daily needs and show me how they are working to be better and healthier eaters.