Assignment Code: DNHE-3/AST-3/TMA-3/23

Course Code: DNHE-3

Assignment Name: Nutrition and Health Education

Year: 2022-2023

Verification Status: Verified by Professor

Maximum Marks: 100

Part A: Descriptive Type Question (60Marks)

Q1. Define community health and community nutrition. Enumerate the different components of community nutrition. (2+4)

Ans) The general health of a group or population residing in a specific geographic area is referred to as community health. It comprises elements like disease prevalence, healthcare accessibility, environmental aspects, and social and environmental determinants of health. Public health education campaigns, vaccination schedules, and disease surveillance are just a few of the initiatives that fall under the umbrella of community health.

On the other side, community nutrition specialises on the nutritional status of a population residing within a certain geographic area. This encompasses the kind and amount of food that residents of the community eat, as well as the accessibility and availability of wholesome food options. Community nutrition also refers to attempts to stop undernourishment and other nutrition-related health issues by implementing initiatives like community gardens, food assistance programmes, and nutrition education. In general, community nutrition works to enhance the nutritional status of people who live in a particular community in order to promote optimal health and wellbeing.

There are several components of community nutrition, including:

1. Assessment: This entails the gathering and analysis of information on the dietary habits and nutritional status of people living in a community, as well as the accessibility and availability of food options.

2. Planning: Community nutritionists can create plans and interventions to address the particular nutritional needs and issues of the community based on the assessment's findings. Creating nutrition education programmes, putting in place food assistance programmes, or collaborating with legislators to increase access to healthy food options are a few examples of how to do this.

3. Implementation: Following the creation of the plans, community nutritionists work to implement them. To implement nutrition programmes or policies, this may entail collaborating with local community organisations, healthcare experts, or governmental organisations.

4. Evaluation: Programs and treatments aimed at improving community nutrition should be routinely assessed to see how well they are working. This entails gathering information and examining results to ascertain whether the programme is accomplishing its stated goals.

Q2. a. How availability and acceptability influence food behavior? Explain. (4)

Ans) Two crucial elements that might affect food behaviour in people and societies are availability and acceptance.

The term "availability" refers to a community's physical and financial access to food sources. People are more likely to consume a specific food item in a community if it is widely accessible and reasonably priced. People are less inclined to eat a certain sort of food if it is hard to get or scarce, on the other hand. People may be more likely to rely on processed or unhealthy foods, which are more easily available, if a community, for instance, has restricted access to fresh fruits and vegetables.

Contrarily, acceptance refers to people's tastes and viewpoints towards various food options. People are more inclined to eat something if it is socially or culturally acceptable or highly valued in the community. On the other hand, if a specific item is disliked or banned in a community, individuals could be less likely to eat it. For instance, if a community has a penchant for spicy meals, its members may be more inclined to eat spicy food and less likely to eat bland or mild food.

These two elements may interact to affect a person's eating habits. People might still eat a certain food, for instance, even if they dislike it, if there aren't many other options available. Similar to the last example, even if a dish is more expensive or challenging to find, people may still seek it out and eat it even though it is not generally accessible.

Q2. b. Enlist different determinants of community health. (2)

Ans) There are numerous determinants of community health, including:

1. Socioeconomic Status: This includes factors such as income, education level, and occupation, which can impact access to healthcare, housing, and other resources that affect health outcomes.

2. Environmental Factors: Community health may be impacted by environmental variables including toxin and pollution exposure, access to green spaces, and air and water quality.

3. Health behaviours: Behaviours such as tobacco and alcohol use, physical activity, and diet can impact the risk of chronic diseases and other health outcomes.

4. Healthcare Access: Community health outcomes may be impacted by access to cheap, high-quality medical care, including preventative care and treatment for acute and chronic diseases.

5. Social Determinants: Community health outcomes can be affected by a variety of social factors, including race, ethnicity, gender, and social support networks.

6. Genetics: Certain medical diseases may emerge due to genetic factors, which may also affect how each person reacts to treatments and preventative measures.

7. Policy and Systems: Access to resources that affect community health outcomes can be impacted by government policies and processes, such as housing and transportation regulations.

8. Culture and traditions: Health behaviours and access to healthcare services can be influenced by cultural and traditional traditions, beliefs, and values.

Q3. a. What do you understand by growth monitoring? Explain how growth monitoring influences child health. (4)

Ans) In order to spot any potential health problems and make sure that new-borns and kids are developing and growing at a healthy rate, growth monitoring is the process of periodically measuring and recording a child's or infant's growth and development through time. At regular intervals, a child's height, weight, and head circumference are measured and documented as part of growth monitoring. In order to chart a child's growth and development over time, these measures are then plotted on growth charts. Healthcare professionals can compare a child's growth to that of their peers using growth charts, which are based on information from healthy children of the same age and sex. Growth monitoring is a crucial tool for spotting potential health issues, like malnutrition, stunting, or overweight and obesity in infants and kids. Other health issues that can be affecting a child's development and growth might also be identified, which is helpful for medical professionals.

Growth monitoring is an important tool for improving child health in several ways:

1. Early Identification of Growth and Developmental Problems: Regular monitoring of a child's growth and development can help identify problems early. This enables healthcare providers to intervene and address any issues before they become more serious.

2. Detection of Malnutrition: Children who are at risk of malnutrition or who are not growing at a healthy rate can be found via growth monitoring. This makes it possible for healthcare professionals to offer the proper interventions, such as nutritional advice, food supplements, or medical care.

3. Monitoring the Effectiveness of Interventions: Healthcare professionals can follow the development of children who are receiving treatments, such as nutritional support or medical care, by using growth monitoring. This enables medical professionals to evaluate the success of these interventions and change them as necessary.

4. Improving Caregiver Awareness and Behavior: Growth monitoring provides an opportunity for healthcare providers to educate caregivers about healthy growth and development and proper childcare practices. This can help improve caregiver knowledge and behavior, leading to improved child health outcomes.

5. Tracking Developmental Progress: Growth monitoring can help identify delays or deviations from typical developmental milestones. This enables healthcare providers to provide appropriate interventions, such as developmental screening or referral to early intervention services.

Q3. b. Justify the statement “Soft diet is similar to the normal diet” by giving appropriate examples. (2)

Ans) A soft diet can contain many of the same foods that are a part of a regular or normal diet, hence the statement "Soft diet is similar to the normal diet" can be justified to some extent. To meet the needs of people with specific medical or dental issues, the preparation and texture of the foods may, however, alter slightly. Lean proteins, whole grains, fruits, and vegetables are just a few of the things that may be found on a soft diet. The meals may, however, be cooked or prepared in a way that makes them simpler to swallow and chew. For instance, vegetables can be cooked until they are soft and easy to chew, and meat can be cooked until it is tender and diced or shredded into little bits.

Additionally, to accommodate those with particular medical or dental concerns, some meals may need to be altered or avoided entirely. People who have dental or oral health difficulties, for instance, may need to avoid meals that are hard, crunchy, or sticky because they could harm their teeth or dental work. People who have digestive problems may need to stay away from spicy or high-fibre foods since they could make their symptoms worse. Overall, a soft diet can provide those with certain medical or dental concerns with a balanced and nutritious diet, even though it may not be exactly the same as a typical or normal diet. Depending on the person's unique needs and medical conditions, different soft diet guidelines may apply; these suggestions should be explored with a healthcare provider or certified dietitian.

Q4. a. Differentiate between infectious and non-infectious diseases by giving appropriate examples.

Ans) Infectious diseases and non-infectious diseases are two broad categories of health conditions that differ in their causes and modes of transmission. Pathogens such as viruses, bacteria, fungi, and parasites are what cause infectious diseases. Through contact with bodily fluids, inhalation of airborne particles, or consumption of tainted food or water, many diseases can pass from one person to another. Here are a few prevalent instances of infectious diseases:

1. Influenza

2. Tuberculosis

3. HIV/AIDS

4. Malaria

On the other hand, non-infectious diseases are not brought on by pathogens and cannot be transferred from one person to another. Instead, they are frequently brought on by a person's lifestyle, genetics, environment, or a mix of these. Non-infectious disease instances that are frequently cited include:

1. Cancer

2. Cardiovascular disease

3. Diabetes

4. Chronic obstructive pulmonary disease (COPD)

5. Autoimmune disorders, such as rheumatoid arthritis and lupus

Q4. b. Write treatment and preventive measures to combat the following:

i. Measles (2)

Ans)

Treatment

Supportive care

Measles does not have a specific antiviral therapy, but supportive care can help manage symptoms and avoid further issues. Rest, water, painkillers, and fever-reducing medications may all be part of this.

Vitamin A supplementation

Vitamin A supplementation has been shown to reduce complications and mortality in children with measles, particularly in areas where malnutrition is common.

Prevention:

Vaccination

The best approach to avoid measles is with the measles vaccine, which is quite effective. The MMR (measles, mumps, and rubella) vaccine, which is advised for all children between the ages of 12 and 15 months, usually includes the vaccine. A booster dose is then administered between the ages of 4 and 6 years.

Herd immunity

Herd immunity, which can stop the spread of the measles and protect people who can't get the vaccine, such infants, pregnant women, and people with certain medical conditions, is created when a sizable fraction of the community is immunised.

ii. Whooping Cough (2+2)

Ans)

Treatment:

Antibiotics: Antibiotics are frequently used to treat pertussis, including azithromycin, clarithromycin, and erythromycin. Early on in the sickness, before coughing fits become severe, is when antibiotics are most beneficial.

Supportive care

Supportive care can aid with symptom relief and help avoid problems. Rest, fluid intake, and fever-reducing drugs may all be part of this.

Prevention

Vaccination

The best way to prevent pertussis is with the pertussis vaccine, which is very effective. Usually administered as part of the DTaP (diphtheria, tetanus, and pertussis) vaccination series, which is advised for all infants at 2, 4, and 6 months of age, with booster shots at 15-18 months and 4-6 years of age, the vaccine protects against pertussis. For adults and teenagers, a booster dose is also advised.

Herd immunity

Herd immunity, which can stop the spread of pertussis and protect those who are unable to receive the vaccine, including infants, is produced when a sizable fraction of the population is immunised.

Q5. a. Define communication and explain its importance to the community. (3)

Ans) The process of communicating information, concepts, and messages between people or organisations is known as communication. Building robust, healthy communities requires effective communication because it fosters understanding, cooperation, and social cohesiveness. Verbal and nonverbal communication, written communication, and computer communication are just a few of the various ways that people can communicate.

Communication is important to the community in several ways:

1. Sharing information: Communication allows individuals and groups to share information, such as news, announcements, and updates, with one another. This helps to keep everyone informed and up to date on important issues that affect the community.

2. Building relationships: Communication is essential in building and maintaining relationships within the community. It allows individuals and groups to connect with one another, build trust, and work together towards common goals.

3. Promoting understanding: Communication can help to promote understanding and respect for diversity within the community. By sharing ideas, perspectives, and experiences, individuals can learn from one another and build a more inclusive and accepting community.

Q5. b. Explain how lecture method is different from discussion method. (3)

Ans) Two popular instructional strategies used in teaching and learning are the lecture method and the discussion strategy. These two approaches are fundamentally different from one another in terms of how knowledge is conveyed and how much interaction there is between the teacher and the pupils. The lecture method is a one-way kind of instruction where the teacher presents knowledge to the class in a planned manner. The pupils act as passive listeners while the teacher serves as the main character in this approach. The content is arranged and controlled by the teacher, who frequently uses visual aids like slideshows or handouts to help students understand. The lecture approach is frequently employed in big lecture halls or for introductory courses since it is effective at delivering a lot of material quickly. The discussion technique, in contrast, is a more participative strategy in which the instructor guides a discussion among the students to encourage critical thinking and a deeper comprehension of the material. In this approach, the instructor serves as a facilitator and promotes the students' active participation. The students are invited to express their views, pose inquiries, and participate in debate or discussion on the subject. The discussion approach is frequently employed in smaller classrooms or for more challenging courses since it promotes critical thinking and active participation among the students.

Q6. a. What do you understand by ‘mass communication’? (2)

Ans) The process of disseminating information to a sizable and diversified audience via a variety of media outlets is referred to as mass communication. It is the dissemination of information to a large audience, frequently via mass media including radio, television, newspapers, magazines, and the internet. Modern civilization depends heavily on mass communication because it makes it possible to disseminate information, news, and entertainment widely and has the power to affect people's attitudes and behaviours.

Governments, companies, and organisations utilise it to spread information, advertise goods and services, and connect with more people. In addition to promoting cultural and social values, mass communication is crucial for raising public knowledge of significant topics such as social, political, and environmental concerns. It is an effective method for influencing people's attitudes and ideas and for forming public opinion.

Q6.b. Discuss role of written media in communication by giving examples of print media. (4)

Ans) Written media, specifically print media, has played a significant role in communication over the years. Print media refers to publications that are physically printed and distributed, such as newspapers, magazines, and books. These publications have been a vital source of information and entertainment for people all over the world, and they continue to be an important medium of communication in today's digital age. Here are a few examples of print media and their role in communication:

Newspapers: As one of the earliest print media, newspapers continue to be a significant source of news and information. They offer a wide variety of editorials, features, and adverts in addition to local, national, and international news to their readers. They are crucial in influencing public opinion and educating people about current affairs.

Magazines: Another form of print media is the magazine, which frequently focuses on particular subjects like fashion, health, sports, or entertainment. They offer in-depth articles, reviews, and features on a range of subjects, and frequently add pictures and drawings to make the reading experience better. Magazines are a crucial platform for advertisers to target niche markets with their goods and services.

Books: Books are a type of long-form print media that can offer in-depth knowledge and information on a range of subjects. They can be fictional or nonfiction, and they're frequently read for learning or personal enrichment. Along with offering amusement and inspiration, books can have an impact on societal attitudes and ideas.

Q7. a. Define teaching aids and explain advantages of using aids in teaching. (4)

Ans) Teachers utilise teaching aids to improve and assist the teaching and learning process. Teaching aids are tools, materials, and resources. They can include visual aids, auditory aids, hands-on materials, and digital resources, and they are intended to enhance pupils in understanding and memory of knowledge. Here are some of the advantages of using teaching aids in teaching:

1. Enhances Understanding: Utilizing instructional tools makes learning more interactive and captivating. They aid in the clarification of difficult concepts and make them simpler for students to comprehend.

2. Increases Retention: Students are better able to remember what they have learnt when teaching aids are used. Particularly effective teaching tools that help pupils remember material longer are visual aids.

3. Encourages Participation: Teaching aids stimulate active participation from students in the educational process. They contribute to making learning more interesting by breaking up the routine of conventional classroom instruction.

Q7. b. Enlist different types of charts. (2)

Ans) Chart used to convey complex data and statistics in an easy-to-understand format. Here are some of the different types of charts commonly used:

1. Bar Chart: A bar chart is a graph that represents data with rectangular bars. The length of the bar represents the value of the data.

2. Line Chart: A line chart is a graph that represents data with a continuous line. It is used to show trends over time.

3. Pie Chart: A pie chart is a graph that represents data in a circular format. The circle is divided into segments, with each segment representing a portion of the data.

4. Scatter Plot: A scatter plot is a graph that uses dots to represent data. It is used to show the relationship between two variables.

Q8. a. Differentiate between traditional approach and modern approaches by giving suitable examples. (3)

Ans) Both the conventional approach and the modern approach are different methods of accomplishing things, and each has distinct qualities of their own. Here are some examples that illustrate how these two strategies differ from one another:

Attitude

While the modern approach is characterised by an inventive, risk-taking mindset, the conventional approach is frequently defined by a conservative, risk-averse attitude.

Example: In the conventional technique, a business could continue with tried-and-true procedures even though they are not very successful or efficient since they are averse to taking chances. In contrast, a modern business may be more open to trying out novel concepts and methods, even if they haven't been tried before, because they are more prepared to take chances in order to succeed.

Technology

The conventional strategy makes use of well-established technology and equipment, in contrast to the modern approach, which strongly emphasises the use of cutting-edge tools and technology.

Example: While a modern farmer would use a tractor and GPS technology to optimise planting and harvesting, a traditional farmer might utilise a horse and plough to till the fields.

Decision-making

A modern farmer would utilise a tractor and GPS technology to optimise planting and harvesting as opposed to a traditional farmer, who might till the fields with a horse and plough.

Example: A small group of executives at the top of the corporation may make crucial choices in a traditional organisation. In contrast, a contemporary organisation might give employees at all levels the authority to make crucial choices that have an impact on their work.

Q8. b. Justify the statement “Puppet shows are an effective communication approach” by giving its importance. (3)

Ans) Puppet shows are a highly effective form of communication that has been used for centuries to engage and entertain audiences of all ages. Here are a few reasons why puppet shows are an effective communication approach:

1. Engaging: Puppet shows are quite captivating and draw the audience's attention. They are an effective tool for presenting stories and can communicate difficult concepts in a light-hearted and enjoyable manner.

2. Memorable: Puppetry enhances the message's retention by giving the audience a visual and tactile experience that lasts long after the performance.

3. Accessible: All ages can enjoy puppet performances, which can be presented in a range of venues like schools, libraries, and community centres. They are a fantastic technique to transmit significant messages to a large audience.

4. Versatile: Puppet shows are a flexible form of communication since they can be tailored to fit a range of topics and messages. They can be used to provide knowledge about culture, health, and other significant subjects.

Q9. a. Describe the principles governing the modern participatory approaches. (3)

Ans) Modern participatory techniques are built on a set of guiding principles that serve as a roadmap for involving individuals and communities in the formulation, planning, and execution of development efforts. The following are some of the fundamental ideas that guide contemporary participatory approaches:

1. Empowerment: Participatory methods aim to empower people and communities by giving them a say in decisions that have an impact on their lives. Building the capacity of individuals and groups to actively participate in the development process is a key component of empowerment.

2. Inclusion: All relevant parties, especially vulnerable and marginalised groups, are intended to be included in the decision-making process via contemporary participatory methodologies. This entails appreciating the various viewpoints, requirements, and objectives of each community member.

3. Ownership: The goal of contemporary participatory techniques is to involve all relevant parties, especially vulnerable and marginalised groups, in the decision-making process. All community members' unique perspectives, needs, and goals must be acknowledged and valued in order to achieve this.

Q9.b. What are educational games? Explain with one example. (3)

Ans) Games that are intended to be both fun and instructional are known as educational games. They are created with the goal of instructing a certain skill or topic while entertaining and involving the player. Both kids and adults can play educational games, which can be made to teach a variety of subjects like arithmetic, science, history, and language. One illustration of an educational game is "Math Blaster," a game made to help kids learn math concepts. In this game, players assume the role of space cadets and journey through space while solving mathematical puzzles. The addition, subtraction, multiplication, and division are just a few of the math principles that are covered in this entertaining yet tough game. The challenges get harder as players advance through the game, allowing them to gradually improve their arithmetic abilities. Learning games like "Math Blaster" can be a very effective technique for engaging students in complex ideas. These games can aid in making learning more pleasurable and accessible for people of all ages by fusing fun and knowledge.

Q10 a. What are the principles behind ‘Woman-to-woman strategy’? Explain. (3)

Ans) The "woman-to-woman strategy" is a community-based approach that aims to improve maternal and child health outcomes by empowering women to become advocates for their own health and the health of their families. The strategy is based on a set of principles that guide the process of engaging women in the community. Here are some of the key principles behind the woman-to-woman strategy:

1. Women's participation: The woman-to-woman method places a high value on women's active involvement in society. In order to do this, women must be included in all facets of the programme, including its development, execution, assessment, and monitoring.

2. Peer education: The approach is founded on the idea of peer education, which entails educating and advocating for mother and child health among women in local communities. They have received training to communicate health education messages and encourage other women in their community to make wise health decisions.

3. Empowerment: The woman-to-woman method strives to enable women to take charge of both their own and their families' health. Building women's capacity to access health information, make educated health decisions, and speak up for their own needs and the needs of their families is a key component of this.

Q10. b. Elaborate on the different steps in the process of Nutrition Education. (3)

Ans) Nutrition education is a process that aims to help individuals and communities develop the knowledge, skills, and attitudes needed to make healthy food choices and maintain a balanced diet. The following are the different steps involved in the process of nutrition education:

1. Assessing needs: The evaluation of the target audience's needs is the first stage in the nutrition education process. Understanding their existing dietary practises, dietary knowledge, and attitudes regarding food and nutrition is necessary for this, as is identifying any gaps in their knowledge or support needs.

2. Setting goals: Setting precise goals for the nutrition education campaign is the next stage after determining the target audience's needs. These objectives ought to be reasonable, quantifiable, and pertinent to the requirements of the intended audience.

3. Developing messages and materials: The next phase is to create the messages and resources that will be utilised to enlighten the target audience about nutrition education. These messages and resources ought to be interesting, appropriate for the target audience's culture, and tailored to meet their requirements and interests.

4. Implementing the program: Implementing the nutrition education programme comes next after the messaging and resources have been created. This could entail giving talks, conducting workshops, giving cooking lessons, or using other strategies like social media, videos, or mobile apps.

Section B – Application Question (AQ) (40 marks)

Q1. Prepare flash cards for any one of the following themes given below (refer unit 10 for guidelines for preparation): (10)

a. Food groups

Ans)

2. Develop two puzzles for school going children on any one of the following themes (refer unit 14): (10)

b. Safe drinking water

Ans)

Word Search

Make a word search puzzle using terms like "clean," "filter," "boiling," "chlorine," "tap," "bottle," "purification," "treatment," "contaminants," "microorganisms," "disinfectant," etc. that are associated with safe drinking water. Ask the kids to locate and circle the puzzle's words.

Crossword

Create a crossword puzzle with clues related to safe drinking water. For example:

Across:

1. A chemical used to kill microorganisms in water.

2. A method of purifying water using a fine mesh

3. A natural source of water found underground.

4. A method of purifying water using chemicals Down:

5. A harmful substance found in water.

6. The process of heating water to kill bacteria and viruses.

7. A device used to remove impurities from water.

8. A type of container used to hold drinking water.

3. a. Prepare a short story related to any of the nutritional deficiency disorder and develop different rod puppets according to your story. (Attach the story and the puppets in the answer sheet) (5+5)

Ans) There once was a young lad named Rohit who lived in a small village hidden in a green valley. In a modest cottage built of mud and straw, Rohit lived with his parents and two brothers. His parents struggled to make ends meet while being farmers.

Rohit enjoyed playing in the fields and explore the adjacent woodlands. He was a curious and daring young man. However, he would frequently become sick and was frequently weak and exhausted. His parents couldn't afford to take him to the doctor and didn't know what was wrong with him.

A team of health professionals visited the village one day to run a health camp. They measured Rohit's height, weight, and a number of other factors, and they discovered that he had a disease caused by nutritional deficiencies. They revealed to Rohit's parents that his frailty and recurrent illnesses were being brought on by the deficiency of critical nutrients in his diet.

Health professionals urged Rohit's parents to provide their son a range of healthy foods, such as fruits, vegetables, grains, and meals high in protein, throughout their diet. They also suggested that the family raise a cow or a goat to acquire a consistent supply of milk and grow their own vegetables.

The advice was taken seriously by Rohit's parents, who began to alter their food and way of life. In addition to purchasing a cow, they started cultivating vegetables on their tiny plot of land. Every morning, they would milk the cow and give Rohit and his brothers the milk.

Rohit's condition slowly but definitely started to get better. He was more energised and didn't get sick as frequently. He was free to play with his companions and roam the woods as he pleased. His parents expressed their gratitude to the medical personnel for guiding them in the right direction to enhance their child's health and wellbeing.

Since that time, Rohit and his family have championed healthy eating and educated others in their village about it. They were resolved to make excellent health a reality for themselves and their community because they understood that it was the key to a happy and meaningful existence.

b. Present your story (question no. 3 a. to children (either in slum or in a school/ playschool /Anganwadi) and record following observations of the children:

Ans) A group of young children who loved to play and study together formerly attended a modest school tucked away in a busy city. Running around the playground, reading books, and discovering their surroundings would fill their days.

Their teacher noted that some of the kids were weak and worn out one day. They regularly got sick, and as a result, they lacked the vitality they formerly did to play and learn. The instructor became aware that the kids had a problem caused by nutritional inadequacy, and she felt that something needed to be done.

She got the kids together and explained the significance of a healthy diet to them. She emphasised that in order for our bodies to be healthy and strong, they require a range of nutrients, and that a deficiency in these nutrients can make us unwell and lethargic.

The teacher chose to use puppets to describe the many kinds of nutritional insufficiency problems since the kids were interested and wanted to learn more. She displayed a puppet that appeared pale and worn out, with drooping eyelids and a sluggish body. She clarified that the puppet was an illustration of iron deficiency and that eating things like spinach, beans, and red meat may help prevent it.

She then displayed a puppet with a large red nose and huge, bulging eyes. She emphasised that eating fruits like oranges and kiwis could help avoid vitamin C deficiency by illustrating it with this puppet.

The educator kept introducing the kids to several puppets that represented additional nutrient deficiency illnesses, such as protein, vitamin D, and iodine deficiencies. She gave the kids tips on how to keep themselves and their families healthy and strong, as well as what foods they may eat to prevent certain disorders.

The puppets and the tales that went with them captured the children's attention. They came to understand that a healthy diet was crucial for their success in life as well as their enjoyment. They returned home that evening vowing to adopt a nutritious diet and feeling more appreciative of the food they had been eating.

The students in the school took up the role as champions for healthy eating after that. They would impart their newfound knowledge to their friends and relatives and ensure that they regularly ate a variety of nutritious foods. They understood that they could accomplish anything they set their minds to by taking good care of their bodies.

a. Record their age, sex, educational qualification and other information relevant to your theme.

Ans)

b. What reactions children have?

Ans) When kids are aware of how various nutrients support a healthy body and even have a significant impact on brain development. They made sure to consume a variety of healthy foods every day and shared what they had learned with their friends and relatives. They understood that if they took good care of their bodies, they could do anything in life.

c. What message they received from the story?

Ans) `The narrative conveys the idea that eating healthful food promotes good health, and the teacher instructs the pupils on how to raise public awareness of nutrition issues and problems.