The 5 Healthy Food Groups
Assessment Plan
Pre-assessment
Prior to the LE, the students complete a worksheet identifying foods from each of the five
healthy food groups. Students identify a food that belongs to the grain, vegetable, fruit, protein,
and dairy food group by circling or pointing to the food when provided with three choices
(Appendix E).
Pre-Assessment: Food Identification
The five question pre-assessment asks students to circle a food that belongs to a specified food
group. Due to the nature of the students' disabilities, students receive assistance on the
worksheet. The aide in the classroom working with the student communicates the amount of
assistance needed for the student to fully complete the assessment. The aide writes the level of
assistance provided as well as verbally expresses how much prompting was required. The
students are assessed based on upon the level of adult assistance.
- Distinguished Students – Students who scored 5 out of 5 questions correct with no more than 2 verbal prompts for each question = 80-100%
- Proficient Students – Students who scored 5 out of 5 questions correct with more than two verbal prompts and some touch prompting for each question = 60-80%
- Developing Students – Students who scored 5 out of 5 questions correct with hand over hand assistance for each question = 40-60%
Level |
Number of Students |
% of Students |
Distinguished |
1 |
20% |
Proficient |
2 |
40% |
Developing |
2 |
40% |
Post-Assessment: My Healthy Food Plate
Students will receive an individual baggy of one food from each of the five healthy food groups. With an adult, the students will identify the food and the food group the food belongs to and glue the food onto the correct section of the plate. The students are assessed based on the level of adult assistance.
Level |
Number of Students |
% of Students |
Distinguished |
4 |
80% |
Proficient |
1 |
20% |
Developing |
0 |
0% |
Formative
A checklist is implemented during the lesson to assess student understanding of the concepts.
After the book Eating Well by Melanie Mitchell is read, students identify healthy foods when
given a food and place the foods on the correct section of the food plate. The assessment for this
portion of the lesson consists of observing the students place the foods on the correct color
section of the whole group plate graphic organizer, as well as the level of assistance required to
do so (independently, with some verbal and touch prompting, or hand over hand assistance). The
checklist identifies students who can place the food on the correct section of the food plate
graphic organizer independently or with limited prompting. (Fruit = red, vegetable = green,
grains = orange, protein = purple, dairy = blue). By observing which color the students place
their chosen food informally assesses students' learning. An example of the large food plate
graphic organizer created by the students is found in Appendix G. An example of a checklist is
found in Appendix F.
Summative
The My Healthy Plate assignment is the summative assessment. Students look through a variety
of foods from the five different food groups and place the appropriate foods on the correct
section of their plate. The plate assignment is scored using the My Healthy Plate Rubric (pg. 8).
The rubric assesses the students' ability to identify healthy foods that help our bodies grow and
promote healthy choices, as well as placing the foods in their correct food group categories. The
level of assistance is weighted the highest on the rubric to measure the students' ability to
complete the task as independent as possible. Neatness and completeness is weighted only 0.5 as
it is not the main objective of the lesson. The main objective that the rubric assesses is aligned to
the New York State Science Performance Indicator MST4.E.LE.5.3a. The main skill identified
in the rubric that is aligned to the NYS Science Performance Indicator is to identify factors that
promote good health in humans. By students identifying healthy food choices and placing them
on the correct food group category, they are displaying how to promote healthy eating choices
and incorporate each of the essential food groups in their diets. The rubric can also be modified
to be used as an assessment for other lessons in the nutrition unit. Students may be expected to
provide more descriptions or more writing and drawing if used in higher grades. Students also
play a role in the assessment process by using a checklist to check whether they have glued on
five foods from five different food groups. Students will make a check mark next to each food
group, in order for the students to assess their work (Appendix I).
Teacher Rubric
4 |
3 |
2 |
1 |
|
Level of Assistance (Weight: 5) |
Learner received no more than two verbal prompts to complete the food plate. | Learner received more than two verbal prompts to complete the food plate. | Learner received more than two verbal prompts and some touch prompting to complete the food plate. | Learner received hand over hand assistance to complete the food plate. |
Accuracy of food chosen for the fruit section of the plate. (Weight: 1) |
A fruit is glued on the red section of the plate conveying the learner’s understanding of the fruit food group. | A fruit is glued on the red section of the plate; however, learner needed assistance identifying the food as a fruit. | A food in the fruit group is glued on the incorrect section of the plate. | There is no fruit glued on the plate. |
Accuracy of food chosen for the vegetable section of the plate. (Weight: 1) |
A vegetable is glued on the green section of the plate conveying the learner’s understanding of the vegetable food group. | A vegetable is glued on the correct section of the plate; however, learner needed assistance identifying the food as a vegetable. | A food in the vegetable group is glued on the incorrect section of the plate. | There is no vegetable glued on the plate. |
Accuracy of food chosen for the grain section of the plate. (Weight: 1) |
A food from the grains group is glued on the orange section of the plate conveying the leaner’s understanding of the grains food group. | A grain is glued on the orange section of the plate; however, learner needed assistance identifying the food as a grain. | A food in the grains group is glued on the incorrect section of the plate. | There is no food from the grains group glued on the plate. |
Accuracy of food chosen for the protein section of the plate. (Weight: 1) |
A food from the protein food group is glued on the purple section of the plate conveying the learner’s understanding of the proteins group. | A food from the protein food group is glued on the purple section of the plate; however, learner needed assistance identifying the food as a protein. | A food in the protein group is glued on the incorrect section of the plate. | There is no food from the protein group glued on the plate. |
Accuracy of food chosen for the dairy section of the plate. (Weight: 1) |
A food of dairy or milk food group is glued on the blue section of the plate conveying the learner’s understanding of the dairy food group. | A food from the dairy food group is glued on the blue section of the plate; however, learner needed assistance identifying the food as a dairy product. | A food in the dairy group is glued on the incorrect section of the plate. | There is no food from the dairy group glued on the plate. |
Neatness and Completeness |
All five foods are glued on the plate and placed so that each food fits into each section. | All five foods are glued on the plate while some foods are placed a little outside of the sections. | Most of the foods are glued with some placed outside of the sections. | The plate is missing more than two foods out of the five food groups on the plate. |
Total Points = 42
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