The Food Pyramid and How It Affects Daily Eating
Assessment Plan
Diagnostic Assessment
Prior to implementing the Learning Experience, students are given the opportunity to go to the computer lab and print pictures of food products from each of the food groups. The students can use any pictures to show their interpretation of a good meal including all of the food groups. This is used as a pretest and enables me to determine what the students’ prior knowledge on the food pyramid entails. It will be graded based on the “My Healthy Meal” rubric.
Formative Asessment
As a formative assessment, the students are given twenty different pictures of food on magnetic paper. The students must place each item of food under the correct food group. This is done as a class and helps me determine if the students retained the information about the contents of each of the food groups.
Summative Assessment
As a summative assessment, the students redo the diagnostic assessment. We return to the computer lab and the students print off pictures of food. Students are able to choose their own food pictures. Once the pictures are printed, the students will cut the pictures out and glue them to their paper plate. They will then be expected to add the title, the name of the meal, their name, and the labels of the food. The students make a “Healthy Meal” that includes all six of the food groups, the food labeled with its name, the title of the project, and the name of the meal. The rubric for this assessment, “My Healthy Meal Rubric”. There is also a child friendly version of the rubric . The students will be completing the child friendly checklist to check their work.
Relation to the Standards
The scoring rubric is directly aligned to the New York State Standards and Performance Indicators. It is aligned with the New York State Family and Consumer Sciences Standard One: Personal Health and Fitness. In this standard, it states that students will have the necessary knowledge and skills to maintain personal health. A main aspect of personal health is a healthy diet. Through this learning experience, the students learned about the different types of foods and how they should be proportioned in a person’s diet. They learned how to create a well-balanced meal based on the amount of servings a person should eat each day from the different food groups. The performance indicator states “Understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation.” This is exactly what the students’ objectives and the rubric are based upon. The students learn about nutritious food and why it is important, as well as how to make simple nutritious food choices and assist with basic food preparation. In addition, the scoring rubric is a large part of the other semester grades. The unit has many different activities that are incorporated in math, reading, writing, and science. The food pyramid unit accounts for approximately one third of the students’ grades for the marking period. This unit was a two week long unit that also incorporated a field trip. A lot of time and energy is spent to meet the objectives and for the students to enjoy learning about the food groups. The summative assessment which is graded with the “My Healthy Meal” rubric consists of about fifty percent of the students’ science grade. Although there are other topics taught in science during this marking period, this unit, which has several assessments, is the bulk of grades.
The students were given a pre-assessment in order to determine the students’ prior knowledge on the food groups. Ten out of the eleven students scored a 9 or below based on the “My Healthy Meal” Rubric. The students included only one or two of the different food groups. Labels were not included nor were the proper title and the name of the meal. One student scored in the proficient range based on the rubric. This student included three of the food groups as well as their name, the title, and the name of the meal. Prior to instruction, it was apparent that the students did not have much background knowledge about the food groups.
Following instruction on the food groups, majority of the students scored at the distinguished level. Eight out of the eleven students scored on the distinguished level based on the “My Healthy Meal” rubric. However, two students scored proficient. One of the students scored a 15/20 because they were missing the name of the meal, they only incorporated five groups, they had one spelling error and one food was labeled wrong. The other student who scored proficient scored a 12/20. This was because he did not put the title on the project, he had only three food groups incorporated, his name was difficult to read, and two of the foods were mislabeled. The one student who scored developing was due to laziness. He did not want to do the project and made that clear from the beginning. He received a score of 8/20. He was missing the name of the meal as well as the title, he only had two food groups incorporated, there were spelling errors, pictures on top of each other, and he did not label the food at all.
Overall, it was proven that my instruction had a positive effect on the students. While comparing the two sets of data, zero students scored at the distinguished level prior to instruction while in contrast, eight students scored at the distinguished level after instruction. Students scoring at the proficient level remained almost the same however, the amount of students who scored at the developing level decreased dramatically. Only one student scored at the developing level after instruction compared to the ten prior to instruction. Based on the provided instruction and the data results, it is obvious that the students successfully met the objective of learning about the six food groups.
Teacher Rubric
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Attribute |
Healthy- 4 |
Almost There- 3 |
Slightly Unhealthy- 2 |
Unhealthy- 1 |
Name and Title
Maximum of 4 |
Student wrote name on the project as well as a title that incorporates what meal the food is for. |
Student wrote their name as well as the title but is missing the name of the meal. |
Student is missing name or title incorporating the name of the meal. |
Student is missing both their name as well as the title of the project incorporating the meal. |
Accuracy
Maximum of 8 |
Student has all six of the different food groups incorporated (grains, dairy, proteins, fruits, vegetables, and sweets/oils). |
Student has four or five food groups incorporated. |
Student has two or three food groups incorporated. |
Student has only one food group incorporated. |
Neatness
Maximum of 4 |
The project is easy to read, there are no spelling errors, and the different items of food are neatly placed on the plate |
The project is either a little difficult to read, has a spelling error, or two items of food are on top of each other. |
The project has two of the following: a little difficult to read, has a spelling error or two, or the items of food are on top of each other. |
The project has several negative qualities such as: difficult to read, has multiple spelling errors, and the food is on top of each other. |
Labels
Maximum of 4 |
All of the food on the plate is labeled with the correct name. |
One item is not labeled or labeled incorrectly. |
Two items are labeled incorrectly or not labeled on the plate. |
Three or more items are labeled incorrectly or are not labeled. |
Comments:
Score: /20
Student-Friendly Healthy Meal Rubric
My Healthy Meal Checklist |
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Directions: Check whether you believe you had a happy or sad experience |
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I wrote my name on the paper and the title of my project. |
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My project is easy to read, there are no spelling mistakes, and the food is neatly put on the plate.
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All of the food on my plate is labeled with the food’s correct name.
hamburger |
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Total: |
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I have all six of the food groups in my meal (dairy, protein, sweets/oils, fruits and vegetables).
Student-Friendly Create Your Own Snack Rubric
Create Your Own Snack Checklist |
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Directions: Circle whether you believe you had a happy or sad experience. |
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Happy Sad |
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Helpfulness: |
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Attitude:
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Directions: |
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Total: |
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I had a positive attitude.
