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Ready to Administer Performance Assessment Nutrition Unit Developing a Nutritional Plan and Presentation Grade 4 Designed by Cathy Boerner

For Alverno College LTM632

Overview: Nutrition is one the key components of health education in fourth grade. The students have been doing a unit on nutrition for the last six weeks. They have participated in and explored a variety of activities geared towards demonstrating assessable performance tasks. Performance tasks demonstrated throughout the lessons of this unit are aligned to the Wisconsin Core Standards in nutrition. Students have been studying and asking questions considered essential to the understanding of nutrition. Formative Assessment: Food Log and Nutritional Plan For Self On-Going and Mid-unit Writing Assessment Summative Assessment: Creating a Nutritional Plan For Your Client End of Unit Oral and Visual Performance Assessment Assessment Outcomes The outcomes I have identified for this assessment fulfill some aspects of the statewide standards for fourth grade nutrition. The students will be able to: Critical Thinking and Reasoning C.4.6 Demonstrate how to use food labels to select a healthy food or snack Healthy Behavior D.4.1 Understand the concept of variety, and identify that eating a variety of foods is important to health D.4.3 Identify sources of fat, sugar, salt, fiber, protein, and calcium in the diet Diversity E.4.1 Understand that people eat many

different foods as part of a healthy diet Prerequisite of Assessment The outcomes of this performance assessment are explicitly connected to prior outcomes (state standards) achieved in earlier grades and earlier health units within my classroom. The students are able to:
A.4.1 Identify why people need to eat different kinds of foods A.4.2 Identify feeling hungry vs. feeling full/ satisfied A.4.3 Identify the benefits of relationship between physical activity (using energy) and the need for food and water; state that people need to eat food to have energy and grow A.4.4 Match food groups to their primary contribution for a healthy body, realizing that some foods are better fuel than others (nutrient density) F.4.2 Describe different kinds of food (by physical and sensory characteristics shape, taste, color, texture, etc) F.4.3 Categorize foods by source (plant, animal), including processed foods F.4.4 Identify the basic food groups, and give examples from each group for meals and snacks

Prior Learning Experiences Specific to Ability and Skill (prior assessment outcomes) Students were involved in a six-week unit plan exploring various elements of nutrition. Throughout this unit, students performances have been assessed on the completion of journal entries (food logs), demonstrations of various performance tasks, quizzes for content knowledge, and ongoing participation and questioning. Methods of assessment

were chosen based on how closely they aligned with the expected outcomes of each particular learning goal of nutrition. The students have been self-assessing and peer assessing throughout the unit. The purpose is to provide an opportunity for students to feel individually accountable for their outcomes. I have assessed students for individual levels of progress and growth. The following is an explanation of the kinds of learning experiences my students engaged in to bring them to the level of ability and skill needed to perform the outcomes of this Ready To Administer Performance Assessment (adapted from Blooms Taxonomy): 1. Remembering and Understanding Students have watched videos and engaged in learning experiences including field trips, in-class activities, in-class tasks and take-home tasks focused on mastery of knowledge. Learning experiences engaged learners in a variety of current nation-wide and statewide topics and local nutritional projects advocating nutritional awareness across schools, communities, and families. Tasks were assigned to develop learners ability to determine what is a healthy body. Tasks were assigned for achieving knowledge mastery of the essential elements of nutrition include but are not limited to: The five basic food groups Dietary standards for Americans MyPyramid Classifying foods by source (meat,

dairy, grain) Nutritional facts, definitions, and tips (daily value (DV), calories, essential vitamins, nutrient density) 2. Literacy Learning experiences have integrated tasks for achieving health literacy in alignment with Wisconsin State Core Standards for English Language Arts (ELA). Health Literacy can be defined as: The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. http://ne.dpi.wi.gov/files/ne/pdf/nestanda rds.pdf 3. Analyzing and Evaluating Nutritional experiences engaging students in analyzing different diets around the world and assessing their impact on health and longevity, and evaluating how different cultures have developed different ways to achieve a balanced and healthy diet. Learning experiences engaged students in discussions designed to analyze common misunderstandings and misinformation acquired by our environment and surroundings and evaluate predictions and possible solutions to repair these misunderstandings. Students engaged in learning experiences designed to explore the question Why do we need to make

healthy choices? Topics included but were not limited to survival, wellness, disease prevention, cultural, and ethical factors). Students visited community outreach facilities to explore local food options, food availability, and making the most nutritious choices. 4. Understanding, Applying, Analyzing, Creating, and Evaluating Students logged their daily food intake for one week. They reflected on the choices they made and what variables contributed to these choices (examples include availability, affordability, taste preference). Upon completion of students one-week food log, students created a set of individual goals to improve the nutritious outcome of their daily food choices. Students then logged another week of daily food intake and reflected on whether or not they met their goals, explaining how and stating reasons for why or why not individual goals were met. Overview of Assessment Setting: Each student is going to create a nutritional plan for someone else. They will be acting as nutritionists helping a client find nutritious and satisfying foods that are realistically available to the client. Each student is individually going to prepare a presentation to occur the last two days of the unit. Each student will present his or her nutritional plan. The principal and various educators will be invited to attend. Students will be chosen randomly to take their turn to present. Students were given a set list of directions and criteria for the project two weeks in advance. Each student will be

using a list of criteria for the successful creation of his or her nutritional plan. A list of criteria for both the nutritional plan and the presentation is provided at the end of this packet. Peer Feedback Each student will be giving feedback for two presenters. Choices of peer feedback are made prior to presentations. While each student presents his or her project, the class will be given the checklist of criteria for presentations and each student is expected to note each time they hear the presenter covering something in the criteria. The checklist will have a blank spot at the end for each student to add his or her own comments, encouraging POSITIVE and CONSTRUCTIVE feedback. Each student will submit his or her checklist to me at the end of each days presentations. Student Self-Assessment Each student will be asked to assess his or her nutritional plan and presentation, using the list of criteria given for both parts of assessment. As stated previously, this list of criteria was provided for students when the presentation was assigned. Note: The results of final presentations will also help the teacher to gauge his or her own performance and will determine what areas he or she needs to change for future classes, as providing evidence of which areas of the unit were the strongest.

The Ready to Administer Performance Assessment: Introduction Congratulations! You have shown that you understand more about nutrition than ever! Through your logs and personal nutrition plan you have shown you understand what it takes to practice good nutrition for yourself. You have been able to reflect and decide that there are areas where you would like to improve and you have been able to discover new ways to bring more nutritious foods into your daily eating. Now that I know you are able to model nutritious eating and you understand how food plays a huge role in your life and the lives of others, I want to see if you can help someone else be more nutritious! Heres the Setting You are a nutritionist and you are taking your client on a trip to the grocery store to locate and choose the most optimal food items that meet the following requirements: They are nutritious, they follow the nutritional guidelines for health, and they are appropriate choices (affordable, authentic, realistic, and observe food preferences and/or restrictions) for the particular client. Your finished nutritional plan will be for one days worth of meals for your client. You will be creating an oral and visual presentation to show your clients nutritional plan to your fourth grade class. Important Guidelines!

The time for presentations will occur over the course of two consecutive days. Students will be chosen randomly to present their project. 1. You will be expected to be ready to present your nutritional plan on the first day of presentations. 2. You are to decide who your client will be. Your client can be a real person in your life or you can create an imaginary client. You are going include a oneparagraph description of your clients nutritional needs, preferences, and/or restrictions. For example, your client might be allergic to peanuts, she/he might need lots of calcium in her/his diet, or maybe she/he hates vegetables! (Remember, vegetables are an important part of a nutritious food plan so you will need to creatively come up with ways to satisfy your client while also ensuring she/he has enough serving of vegetables per day). 3. Your nutritional plan needs to follow the list of guidelines I have given you today. You will know your nutritional plan is successful when you can check off everything on the list I have provided you. 4. You will finish your nutritional plan one week before the final presentation. You are handing in a draft of your nutritional plan for me to review so I can give you feedback that will prepare you for your final presentation. 5. You can present your nutritional plan in whatever method you choose, as long as it appropriately allows you to demonstrate your understanding of nutrition by meeting all of the criteria on the checklist I have given you. I

encourage you to be creative and have fun! *Some possible ideas for presenting: Poster Board Exhibit Television Broadcast/ Video Monologue/ One-Person Play Power point Artwork Dramatic Performance Interactive activity *You may come up with your own presentation idea as long as it covers the directions and criteria. I will need to approve the idea beforehand. 6. With your presentation you will need to provide a list of any resources you used to create your project. 7. On the day you present, you will be reflecting on your performance as soon as all the presenters for the day have taken their turn. I will be giving you a sheet with questions to guide your reflections. Important Dates and Times! Your first nutritional plan draft is to be turned in __________ (one week from today). Everything (your final nutritional plan and presentation) will be finished and ready__________ (two weeks from this handout). I will check-in with you _________ (one week from today). This is the same day you will be handing in your first nutritional plan draft. On this day you will know how you are going to present your nutritional plan.

Everyday from now on I will be checking-in with you during our nutrition period. This is a time I encourage you to ask me any questions so I can assist you. Everyday you and your class will have time to work on your nutritional plans and presentations. Use this table as a review. Nutrition and Food Facts
Average Daily Serving Guidelines Vegetables: 2 cups Fruits: 1 cups Grains: 5 ounces Protein: 5 ounces Dairy: 3 cups Examples of one Serving Size 1 slice whole-grain bread: a floppy disk 1/2 cup cooked rice, pasta, or cereal: a computer mouse 1/2 cup raw or cooked vegetables (a variety of colors): an ice-cream scooper 1 cup leafy vegetables (lettuce, spinach): a baseball 1/2 cup legumes: a lightbulb 3/4 cup fruit juice: a 6 oz. juice can 1/2 cup fruit (chopped, fresh, or canned): a woman's fist 1 cup whole milk: an 8 oz. yogurt container (after age 3, skim milk) 1 1/2 oz. sliced cheese (natural) or 2 oz. (processed): 3 dominoes 2 tbsp. peanut butter: ping-pong ball 2-3 oz. cooked lean meat or skinless poultry: a deck of cards 2-3 oz. fish: a checkbook 1/2 cup cooked dried beans: lightbulb 1 medium-sized egg
(guidelines adapted from Wisconsin Department of Instruction: Nutritious, Delicious WISCONSIN Lesson Plans) (serving sizes adapted from http://www.nickjr.com/kids-health/)

The above criteria will be used for teacher and student assessment and feedback.

Criteria for Nutritional Plan Nutritional plan provides client with healthy meal choices for one full day of eating Includes a clear and to-the-point description of clients nutritional needs, preferences, and restrictions Accurately demonstrates how to use food labels to select items for client Thoughtfully includes a variety of healthful options for the client Accurately identifies sources of fat, sugar, fiber, protein, and calcium in clients meal plan Nutritional plan supports a thoughtful understanding that people eat many different foods as part of a healthy diet

Criteria for Presentation The intent of the presentation is established; the audience is given a reason to listen Evidence of a prepared organizational strategy Audio/visual aids are appropriate and support speakers nutritional plan Eye contact and facial expressions support the purpose Speakers information is presented in a clear, effective and creative manner

Student Reflection Form for Nutritional Plan Directions: Circle yes or no for each statement.


1. My nutritional plan provides client with healthy meal choices for one full day of eating. yes no Why or why not? Please explain.

2. My nutritional plan includes clear and to-the-point descriptions of my clients nutritional needs, preferences, and restrictions. yes no Why or why not? Please explain.

3. My plan shows that I know how I can use food labels and was able to do so to select items for my client. yes no Why or why not? Please explain.

4. I thoughtfully included a variety of healthful options for my client. yes no Why or why not? Please explain.

5. I accurately identified the sources of fat, sugar, fiber, protein, and calcium in my clients meal plan. yes no Why or why not? Please explain.

6. My nutritional plan shows that I understand that people eat many different foods as part of a healthy diet. yes no Why or why not? Please explain.

If you answered no to any of the statements, what would you change or add to your nutritional plan to change your answer to a yes?

Do you think your nutritional plan is successful? Why?

Peer Feedback Form


Directions: Make a checkmark next to each statement every time you hear or see something that supports the statement.

1. Descriptions of nutritional needs, preferences, and restrictions of the client

2. Important and correct information that I think is interesting

3. Organization and preparation

4. Audio and/or visual parts of the presentation support the nutritional plan

5. Eye contact and facial expressions support the presentation

6. I clearly understand the information.

7. Information is presented in a creative way.

8. Give at least two pieces of positive AND constructive feedback: (Why was this part of the presentation good? Do you have any suggestions for how to make it even better? Support your reasons).

Self-Reflection Form for Presentation:


Directions: circle yes or no for each statement.

1. The nutritional needs, preferences, and restrictions of my client were clearly described. yes no Why or why not? Please explain.

2. I gave important and correct information that was interesting to the audience. yes no Why or why not? Please explain.

3. My presentation was organized and prepared. yes no Why or why not? Please explain.

4. My audio and/or visual parts of the presentation supported my nutritional plan. yes no Why or why not? Please explain.

5. I gave eye contact and facial expressions that supported the presentation. yes no Why or why not? Please explain.

6. My information was presented in a creative way. yes no Why or why not? Please explain.

7. If you answered no to any of the statements, what would you change about your presentation to make your answer(s) a yes?

8. Describe two parts of your presentation that were successful. Justify your answer. (Why were these parts of the presentation successful? Support your reasons).