The public engagement activity consisted of a 3 day intervention process over a duration of 3 weeks, with a group of 12 school children between the ages of 7-10 from Roll’s Crescent Primary School. They regularly visit the Brooke’s building at the Birley Campus of Manchester Metropolitan University for sessions run by Mick Chesterman and Juliette Wilson-Thomas. We were invited to participate and run an introduction session of 10- minutes and 2 sessions of 90-minutes. The interventions involved the distribution of food frequency diaries (FFD) to the children to measure how much sugar they were having each day for 7 days. FFD included questions about what cereal, fruits, chocolate bars, sweets, biscuits and sugar sweetened beverages (SSB) they
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We began the session by collecting the FFD in and handing out little prizes for completing them: a pen, a notepad and coloured stickers. We then handed out a 5 minute questionnaire to record their initial knowledge of sugar. The questionnaire included questions such as “What is sugar”, “What is added sugar”, and a question where they had to circle the food or drink item out of a slice of cake, a can of coke, a Mars bar and an apple with the most sugar in (See Appendix for initial knowledge questionnaire). Once they all completed this we collected them in and started the next activity: an icebreaker where the children were split into groups and asked to write a little story about food using their new notepads. The story could be anything regarding food, its creation, the life of a piece of food etc. After 15 minutes we asked each group to read out their story to the rest of the class. We then began the main intervention regarding sugar. This started with a 15 minute presentation including the production of sugar cubes, what free and natural sugars mean, the dangers of free sugars, how much sugar 7-10 year olds are allowed and examples of sugar swaps that can be made – for example, swapping orange juice for an orange. Next, we split the class into the same groups for the “Sugar Cube Challenge”. This lasted around 20 minutes. The children were given 5 different …show more content…
The session began with a friendly and informal interview of the children about their potential sugar swaps during the last two weeks. The children were then asked to decide between two FFD that we completed which was a good or a bad example to follow. The Day 3 intervention consisted of two activities. The first one was a quiz to remind the class what was previously discussed. The activity was given the appealing title “ Sugar Quiz Show” to catch the children attention and interest (Appendix). The children were asked to choose a team name with something related to sugar. They were divided into three groups: Rainbow Fruits, Cookie Monsters and Anti Bad Sugar. The quiz included 10 questions about the different names of sugar, its production, the meaning of free sugar, and the number of sugar cubes present in some examples of food and beverage. The children were provided with a green and red card for the true or false answer respectively. The winning team received a scented pencil as a prize. The second activity of the day was the drawing of a poster, or a leaflet or a sugar buster logo, following the instruction provided, to encourage and continue the sugar awareness. The most consistent and powerful in term of communication poster was awarded again with a prize. During the intervention, the second FFD were collected and we decided after a comparison with the first one
We began the session by collecting the FFD in and handing out little prizes for completing them: a pen, a notepad and coloured stickers. We then handed out a 5 minute questionnaire to record their initial knowledge of sugar. The questionnaire included questions such as “What is sugar”, “What is added sugar”, and a question where they had to circle the food or drink item out of a slice of cake, a can of coke, a Mars bar and an apple with the most sugar in (See Appendix for initial knowledge questionnaire). Once they all completed this we collected them in and started the next activity: an icebreaker where the children were split into groups and asked to write a little story about food using their new notepads. The story could be anything regarding food, its creation, the life of a piece of food etc. After 15 minutes we asked each group to read out their story to the rest of the class. We then began the main intervention regarding sugar. This started with a 15 minute presentation including the production of sugar cubes, what free and natural sugars mean, the dangers of free sugars, how much sugar 7-10 year olds are allowed and examples of sugar swaps that can be made – for example, swapping orange juice for an orange. Next, we split the class into the same groups for the “Sugar Cube Challenge”. This lasted around 20 minutes. The children were given 5 different …show more content…
The session began with a friendly and informal interview of the children about their potential sugar swaps during the last two weeks. The children were then asked to decide between two FFD that we completed which was a good or a bad example to follow. The Day 3 intervention consisted of two activities. The first one was a quiz to remind the class what was previously discussed. The activity was given the appealing title “ Sugar Quiz Show” to catch the children attention and interest (Appendix). The children were asked to choose a team name with something related to sugar. They were divided into three groups: Rainbow Fruits, Cookie Monsters and Anti Bad Sugar. The quiz included 10 questions about the different names of sugar, its production, the meaning of free sugar, and the number of sugar cubes present in some examples of food and beverage. The children were provided with a green and red card for the true or false answer respectively. The winning team received a scented pencil as a prize. The second activity of the day was the drawing of a poster, or a leaflet or a sugar buster logo, following the instruction provided, to encourage and continue the sugar awareness. The most consistent and powerful in term of communication poster was awarded again with a prize. During the intervention, the second FFD were collected and we decided after a comparison with the first one