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Division of Nutrition Assistance
Jazzy Food & Nutrition Bulletin Board Ideas - Introduction
Purpose
The goals of Team Nutrition include providing healthful foods in
the National School Lunch and Breakfast Programs and promoting healthful
food choices by students. Using bulletin boards can help to
reinforce these goals. Whether you think of yourself as “creative,”
this book is designed to
- spark the imagination and creativity of cafeteria managers
and teachers;
- give ideas, using inexpensive and innovative materials, to
use to make bulletin boards visually exciting;
- help you to succeed in making bulletin boards that attract
and communicate;
- provide Learning Activities that link the classroom to the
cafeteria.
Importance
Bulletin boards can be major teaching assets in your classroom
or cafeteria. Creating exciting bulletin boards can brighten
up your entire classroom or cafeteria, stimulating students, and
calling attention to topics you want to highlight. Colorful and
creative bulletin boards can provide timely nutrition messages for
all students with minimum effort. Taking time not only to
prepare a quality bulletin board, but also to store it properly
is worthwhile. It then can be used for several years and will
save time for the manager or teacher. A section listing the
major mechanics of creating displays is found under the heading
Bulletin Board Briefs. Topics include how to copy illustrations
with an overhead projector, planning, color, and other related techniques.
Using Bulletin Boards
Bulletin boards are used most effectively as a focus to
- introduce ideas
- reinforce concepts
- maintain interest
Refer to bulletin boards when introducing or discussing a new unit
or new food in the cafeteria. Many students can comprehend a
concept presented visually when they cannot comprehend an abstract
rule. The retention rate of learned concepts is much greater when
students are actively involved in the learning process. This
booklet is designed to provide visual learning aids that incorporate
active involvement by students.
Changing the bulletin boards frequently creates interest and ambiance,
as well as a stimulating atmosphere in the cafeteria or classroom.
Student activities coordinated with a nutrition education bulletin
board tend to stimulate the maximum concept development. A
primary resource for fruitful nutrition learning experiences is
the school cafeteria. A section titled Potential Areas for
Nutrition Education Coordination suggests subject areas from which
learning concepts and objectives may be drawn and activities through
which the school cafeteria can be approached as a learning laboratory.
Each bulletin board has a specific focus, but the theme can be
adapted easily with a change to the title. Included with each
bulletin board creation is a description of the design with directions
and suggested materials. The creations also have Learning Activities
that have been specifically designed for use with the bulletin board
to emphasize the topic.
A Bulletin Board is a Way to
- Get a message across visually
- Add visual interest and color to a setting
- Attract attention to an idea
- Teach
- Reinforce learning
- "Say something important" without being wordy
- Stimulate ideas
- Start people thinking, wondering, questioning
- Introduce a new theme or program, such as fruits and vegetables
or ethnic foods
- Encourage change, such as eating healthfully
- Feature students’ work
- Publicize a class, meeting, etc.
Bulletin Board Briefs
Careful coordination of color, strategy, and interesting techniques
adds immeasurably to the effectiveness of bulletin boards.
Here are some suggestions to make the creation of your bulletin
boards as simple as possible.
1. Color cues
- Brightness attracts attention. Young children enjoy bright
primary colors. In order of brightness, the most visible
colors are yellow, orange, green, and red.
- Warm colors add life. The above colors also are the warm
colors; even green can be considered “warm,” if it is a bright
yellow green or kelly green.
- Colors that contrast add interest and emphasis. For example,
green and red, opposites on the color wheel, add contrast when
used together.
- Colors that contrast with each other (dark and light) can be
effective especially when creating text in an easy-to-read banner.
Generally, use light colors against a dark background, dark colors
against a light background, neutral colors against a colorful
background, and vivid colors against a neutral background.
One of the most effective and versatile background colors is a
pale, sky blue.
- Colors that are themed or connected with a particular subject
are used often together. For example, red and green are
associated with Christmas; pastels are theme colors for Easter.
2. Planning pointers
- Map out a tentative schedule coordinating bulletin boards with
classroom activities.
- Capitalize on subjects of current interest, i.e. football during
the fall or characters associated with special events.
- Whimsical figures and baby animals are especially appealing
to young students.
- Change bulletin boards often to maintain high interest.
Bulletin boards are definite teaching aids; however, they become
ineffective when left in place too long.
- Make bulletin board figures large enough to be seen at a distance
(at least across the classroom).
- Strategically place displays where they will noticed.
- Students can help and learn at the same time by cutting and
coloring the illustrations.
3. Technique tidbits - Sketch out ideas on paper. Place arrangement
on the floor for a preliminary view.
a. Lettering
- Interesting and easy to read, lettering should contribute
to the overall design of the board without being overpowering.
In short, the letters should be large enough to be read easily,
but not so large as to take away from the other elements.
- Keep lettering straight by lightly marking lines in pencil,
or by pinning string to the board as a removable guideline.
- When posting a title or other groups of words, count the
number of letters and spaces. Start posting from the middle
and work to either side. This step will prevent the title
from being lop-sided. Minor adjustments should be made
for titles that have several I’s on one end and large letters
like W’s on the other side.
- Vary lettering materials with string or rope. Use wallpaper,
newspaper, old road maps, vinyl, and fabrics.
- Three-dimensional effects are achieved easily in many bulletin
boards and add a great deal of eye appeal. Backing letters with
a second letter of a different color also gives a three-dimensional
effect. For example, cut out one green B and one black
B. Place the black letter in back of the green one ¼
inch lower and ¼ inch to the left. Do the same
with the other letters.
- The use of standard letters gives bulletin boards a more
professional look and saves your time. Four sizes should
be adequate for any classroom bulletin board. Heavy cardboard
letters are well worth the investment and may be purchased at
book, school supply, or stationery stores. Use letters
that are two to three inches in height for titles.
- Word processing computer programs can be used to generate
letters and words in font sizes of 72 pt. (or about ¾”).
Text art or word art can generate two-inch titles. These
titles can be enlarged. Computer printing provides letters and
words that not only are spaced equally, but also are in
a straight line.
b. Background
- Vary background with fabrics, corrugated paper, wallpaper,
foil, doilies, fishnet, tissue paper, newspaper, burlap, cellophane,
contact paper, shelf paper, and vinyl.
c. Pattern/Design
- Unusual use of texture for figures or dress catches attention.
Young children especially like to “feel” texture. Try
sandpaper, fake fur, aluminum foil, satin, and oilcloth.
Example: fake fur might be used for a reindeer’s head.
- Use a three-dimensional effect with real objects such as
utensils or flaps to lift. Example: make a Jack-in-the-box
using an old slinky for the coiled wire and small springs for
arms. Glue a piece of sponge on the back of an object,
such as Jack’s box, to give a further three-dimensional effect.
- Balls, kites, dolls, ships, jets, and other easily available
toys may be used. Tissue paper, flowers, gathered skirts
for dress, and construction paper books are a few examples.
Many props may be cut from styro-foam. This material is
very light and is easily attached to the board.
d. Construction
- Almost anything that is made with poster paper can be made
with construction paper. However, if you intend to use
a large drawing or prop for many years, it is to your advantage
to make it from poster paper. Poster paper will look more
professional, it will last longer, and the edges won’t curl
during storage.
- Laminating the patterns will make them last longer, enabling
you to use them year after year.
- Many pictures and props are ruined in a few years, having
been stapled so many times. Most of these objects may
be stapled across corners or projections; thus, the ugly holes
are unnecessary.
- Stapling a bulletin board with an open stapler is much quicker
than using pins. The staples are less conspicuous, are
easily removed, and are less inviting to mischievous students.
e. Storage
- Store the items of each bulletin board together in a large
folder. When very large folders are needed, use heavy
brown wrapping paper to make an envelope by folding and then
stapling the sides. Book covers may be stapled and taped
to make a large folder. Label the outside of the folder
for easy reference.
- Before dismantling a bulletin board, sketch it briefly on
the side of the storage envelope or take a picture of the design.
Store one set of photos in a picture file or photo album for
further reference, and list the photos by title. This
sketch or photo will aid the teacher or manager in re-assembling
the bulletin board.
- Another good time saver is to keep the letters of titles
or phrases in order as they are taken off the board. Store
them in a labeled envelope or folder.
- Bulletin boards will be easily accessible if stored on a
shelf or in a closet according to seasonal and unit use.
4. Copying a design with an overhead projector
Almost any illustration can be copied or enlarged if it is small enough
to fit on an overhead projector. The accompanying bulletin board sketches
are drawn for easy duplication or modification to meet individual
class needs. The following simple instructions indicate the
ease of the copying process.
- Use a copy machine to duplicate the bulletin board idea directly
on a transparency; or, if a copier is unavailable, place the transparency
on top of the design and trace.
- Measure the dimensions of the bulletin board.
- Place transparency on overhead projector.
- Project image on a smooth wall, chalkboard, or directly on
the bulletin board. Move the projector backward or forward
to obtain the size that fits the bulletin board.
- Focus to the desired size.
- Tape material (paper, construction paper, poster board, etc.)
to wall where image is focused.
- With a pen, pencil, or marker, draw outlines and desired details
on material, making either a finished product or pattern.
5. Computers
Clip art can be found on the Internet and in many computer programs.
Printing out and coloring certain objects can speed up the creation
of the bulletin board and make for a more professional appearance.
6. Don’t forget - Let students help. They enjoy assisting
with the design and construction of bulletin boards.
- Use your imagination.
- Adapt any board to meet the needs of your particular classroom
or cafeteria.
- Have fun!
Potential Areas for Nutrition Education Coordination
Subject areas and the school cafeteria offer excellent opportunities
for Nutrition Education integration.
1. Subject areas - Suggested ideas for developing concepts
and objectives, which can be related to nutrition education, follow:
a. Art
- Identification of colors
- Combination of various colors
- Demonstrating textures and perspective
b. Language Arts
- Introduction of new words
- Stimulation of creative verbal and written composition and
skills
- Printing or writing of letters and words
- Listening and recalling stories about food
c. Science
- The environment and living things
- Relationship of food to body structure and function
- Rules of sanitation and safety
- Effects of food on the world around us
- Relationship of fitness and health to longevity
d. Mathematics
- Counting or grouping foods in sets
- Identifying foods within a set or group
- Identifying food and non-food items
- Examining nutrient analysis of school meals
- Reading and discussing nutrition facts labels
e. Social Studies
- Jobs associated with food, i.e. milkman, farmer, grocery clerk,
etc.
- Awareness of the need for food throughout the world
- Harvesting and transportation of food
- Cultural heritage and the association with food, foodways
2. The school cafeteria as a learning laboratory
Suggestions for ways to involve the student in
nutrition education experiences are myriad.
- Provide opportunities for students to learn that food service
personnel are their friends.
- Visit the cafeteria during food preparation.
- Set up a cafeteria tour, coordinated by the teacher and manager,
featuring the equipment when it is not in use.
- Arrange with the cafeteria manager for a Parent Day and invite
parents for lunch.
- Invite the cafeteria manager to visit the classroom.
- Invite a celebrity, such as the mayor, to eat school lunch
with the class.
- Encourage the teacher and the manager to plan tasting parties.
- Provide opportunities for children to make rolls and other
food items from foods supplied by the cafeteria.
- Assist children in making table decorations that coordinate
with the bulletin board ideas.
- Ask a group of older students to write a menu using the school
menu planning option.
- Instruct students to write letters to the cafeteria manager.
- Offer a poster contest related to a nutrition concept with
entries posted in the cafeteria and judged by the cafeteria manager
and other school staff.
- Request older students to make colorful graphs depicting the
school menus using nutrient analyses provided by the school food
service supervisor.
- When discussing the Food Guide Pyramid, have students identify
the food groups for the menu items served in school lunch.
- Discuss proper handwashing techniques and the importance of
food safety and sanitation.
- Feature the health benefits of certain foods or food groups.
For example, discuss the benefits of milk and milk products; fruits
and vegetables; foods high in fiber, etc.
- Have students discuss their favorite breakfast foods, develop
menus, and arrange with the cafeteria manager for a day when the
breakfast menu can be served for lunch.
- Compare the price and nutrient content of school lunch and
breakfast menus with fast food restaurant menus.
- Tie in with the promotions of other agencies, events, and organizations
such as the American Heart Association, the American Cancer Society,
5-A-Day, Louisiana School Lunch Week, National School Lunch Week,
and National Nutrition Month®, etc.
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