Abstract: . . .  social responsibility. Students in service-learning projects learn self- esteem and confidence. This is true for students of different ages, cultural backgrounds, and income levels. This toolkit is intended to help schools implement service-learning projects that promote healthy eating and physical activity. Two initiatives, “NOUN – It’s What You Eat” and “Adverb – It’s How . . .
. . .  Page 33 Page 2 PI-4006 OPINION QUESTIONS (CONTINUED) For each statement below, please tell us if you feel that the statement is VERY TRUE for you, SORTOF TRUE for you, NOT VERY TRUE, or NOT TRUE AT ALL. There are no right or wrong answers. We just want to know how you think or feel. Very True Sort of True Not Very True  . . .
. . .  end of the project. Retain one copy. Return original to: WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION DIVISION FOR LIBRARIES, TECHNOLOGY, AND COMMUNITY LEARNING ATTN: Julie Allington, Nutrition Education Consultant P.O. BOX 7841 MADISON, WI 53707-7841 NOUN – It’s What You Eat and ADVERB It’s How You Eat and Play Initiatives Your First Name Middle Initial . . .
. . .  of True Not Very True Not True at All 19. I am able to talk with people I don’t know about issues I think are important. 20. I know that eating fruits and vegetables, dairy . . .
. . .  ? ? ? Service Plan The students promoted the “Turn off the TV –Turn on Life – Get Moving” initiative. They tracked physical activity, learned about healthy eating, and created a fitness video on proper use of the weight room equipment. This fall, the students hosted a health fair targeting exercise, weight issues, nutrition , and general health. The fair involved businesses . . .
. . .  service-learning)? Include specific learning objectives, curricula, and/or academic standards that your project addressed. G. What means did you use to determine and measure what the youth volunteers learned through this project? H. How did you incorporate youth into the planning process (selecting the project, developing the action plan, etc.)? I. How did you incorporate youth into the project implementation . . .
. . .  (selecting the project, developing the action plan, etc.)? I. How did you incorporate youth into the project implementation (e.g. recruiting volunteers, media outreach, etc.)? J. Describe how the service-learning project improved the eating behaviors and/or physical activity of children and/or youth. (Projects may also secondarily impact behavior change of other age groups.) K. How did pre- and post-assessments . . .
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