Topic: Nutrition/Diet, Academic Performance, Obesity
Target Population: Middle Childhood
Sector: School-Based
This program is for students who are in 3rd through 5th grade.
Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate, a school-based program, uses food to teach math and science skills to youth.
In one quasi-experimental study among 4th-grade students, the intervention group had a significant increase in nutritional knowledge from pretest to posttest compared to the control group. In a second quasi-experimental study, 3rd-grade students' nutritional intake was measured before and after the program. This study found no significant differences between intervention and control groups in macronutrients, specific nutrients, or food groups.
FoodMASTER Intermediate is an experiential and computer-based program that intends to teach youth about math and science through food and nutrition-based content. The program consists of 10 chapters that cover the following:
Each topic area includes hands-on and virtual lessons and take-home activities that youth can complete with their families. Activities can be adapted to fit a variety of classroom environments, and computer-aided learning materials can be self-directed by students. In addition, curricula are available for middle school, high school, and higher education.
Administrative locations for this program have included Ohio University from 1999-2005, East Carolina University from 2006-2018, and Northern Illinois University from 2018-current.
Classroom teachers facilitate this program. For more information on professional development and programming, please contact Northern Illinois University, NIU STEAM Team by email niusteam@niu.edu, or use details in the Contact section below.
Considerations for implementing this program include acquiring buy-in from school administrators and teachers; securing parental permission; encouraging teachers to read through the activities ahead of time to decide if a teacher-directed, small group, or individual format would work best for their students; finding time in an existing curriculum to deliver lessons; recruiting adult volunteers to be classroom supervisors during activities, if appropriate; providing students with access to computers; obtaining equipment, supplies, and foods needed for activities; understanding that activities may need to be modified to accommodate food allergies or intolerances; and ensuring the program is delivered with fidelity.
The Clearinghouse can help address these considerations. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
If you are interested in implementing FoodMASTER Intermediate, the Clearinghouse is interested in helping you!
Please call 1-877-382-9185 or email Clearinghouse@psu.edu
There are 10 chapters, and each chapter includes a brief introduction, 1 to 3 hands-on lessons, 1 to 3 computer-aided lessons, and proficiency questions. Time to complete chapter lessons and activities will vary.
The curriculum is free to download from https://foodmaster.org/grade-3-5-downloads/; however, equipment, supplies, and food will need to be purchased or obtained. The program developers estimate that equipment costs will be at least $500 at start-up, but most of the materials can be reused each year.
To move FoodMASTER Intermediate to the Promising category on the Clearinghouse Continuum of Evidence, at least one evaluation should be performed demonstrating positive effects lasting at least six months from program completion.
The Clearinghouse can help you develop an evaluation plan to ensure the program components are meeting your goals. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
Contact the Clearinghouse with any questions regarding this program.
Phone: 1-877-382-9185 Email: Clearinghouse@psu.edu
You may also contact Dr. Melani Duffrin by email mduffrin@niu.edu or contact FoodMASTER by visiting https://foodmaster.org/contact/
https://foodmaster.org/grade-3-5/#.WfO-vmhSy71 and Carraway-Stage, Hovland, Showers, Diaz, and Duffrin (2015)
Carraway-Stage, V., Hovland, J., Showers, C., Díaz, S., & Duffrin, M. W. (2015). Food-based science curriculum yields gains in nutrition knowledge. The Journal of School Health, 85(4), 231-240. https://doi.org/10.1111/josh.12243
Hovland, J. A., McLeod, S. M., Duffrin, M. W., Johanson, G., & Berryman, D. E. (2010). School-based screening of the dietary intakes of third graders in rural Appalachian Ohio. The Journal of School Health, 80(11), 536-543. https://doi.org/10.1111/j.1746-1561.2010.00539.x
Carraway-Stage, V., Bala, S., White, M. L., Roseno, A., & Duffrin, M. W. (2014). FoodMASTER middle grades: Development and pilot evaluation of an integrative food-based science curriculum. Journal of Nutrition Education and Behavior, 46(4), S144-S144. https://doi.org/10.1016/j.jneb.2014.04.124
Carraway-Stage, V., Roseno, A., Hodges, C. D., Hovland, J., Diaz, S., & Duffrin, M. W. (2016). Implementation of a food-based science curriculum improves fourth-grade educators' self-efficacy for teaching nutrition. American Journal of Health Education, 47(3), 155-162. https://doi.org/10.1080/19325037.2016.1157534
Duffrin, M. W., Cuson, D., & Phillips, S. K. (2005). Using food to boost math and science skills. Journal of Family and Consumer Sciences, 97(1), 64.
Duffrin, M. W., Cuson, D. N., Phillips, S., & Graham, A. S. (2005). Developing food products and enthusiastic learners. Journal of Nutrition Education and Behavior, 37(1), 45-45. https://doi.org/10.1016/S1499-4046(06)60260-1
Duffrin, M. W., Hovland, J., Carraway-Stage, V., McLeod, S., Duffrin, C., Phillips, S., … Berryman, D. (2010). Using food as a tool to teach science to 3 grade students in Appalachian Ohio. Journal of Food Science Education, 9(2), 41-46.
Hovland, J. A., Carraway-Stage, V. G., Cela, A., Collins, C., Diaz, S. R., Collins, A., & Duffrin, M. W. (2013). Food-based curriculum increases 4th graders multidisciplinary science knowledge. Journal of Food Science, 12(4), 81-86.
Hoy, K. I., Dunn, C., Stage, V. C., & Duffin, M. W. (2017). Classroom characteristics and their association with nutrition education program outcomes: A multi-level analysis of FoodMASTER Intermediate. Journal of Nutrition Education and Behavior, 49(7), S24-S25. https://doi.org/10.1016/j.jneb.2017.05.292
Rivera, D., Duffrin, M., & Phillips, S. (2009). Improving elementary school students' learning outcomes using food-based mentorship programs. Journal of Teaching in Travel & Tourism, 9(3-4), 144-158. https://doi.org/10.1080/15313220903379174
Roseno, A., Carraway-Stage, V. G., & Duffrin, M. W. (2011). FoodMASTER: Utilizing hands-on, food-based lessons to introduce new foods in the preschool classroom. Journal of the American Dietetic Association, 111(9), A52-A52. https://doi.org/10.1016/j.jada.2011.06.184
Roseno, A. T., Carraway-Stage, V. G., Hoerdeman, C., Díaz, S. R., Geist, E., & Duffrin, M. W. (2015). Applying mathematical concepts with hands-on, food-based science curriculum. School Science and Mathematics, 115(1), 14-21. https://doi.org/10.1111/ssm.12097
Roseno, A., Duffrin, M., & Stage, V. (2017). Process evaluation of FoodMASTER middle grades: An integrative approach to nutritional education in the science classroom. Health Behavior & Policy Review, 4(5), 491-502.
Stage, V. C., Kolasa, K. M., Díaz, S. R., & Duffrin, M. W. (2018). Exploring the associations among nutrition, science, and mathematics knowledge for an integrative, food-based curriculum. Journal of School Health, 88(1), 15-22. https://doi.org/10.1111/josh.12576
Sykes, S. G., DeChabert-Rois, J., Rivera, D., Wall-Bassett, E., Carraway-Stage, V., & Duffrin, M. (2013). FoodMASTER summer science camp experience impacts participants’ attitudes towards nutrition and cooking. Journal of the Academy of Nutrition and Dietetics, 113(9), A79-A79. https://doi.org/10.1016/j.jand.2013.06.276
