Stage 2: Student Assessment

Task description:
Performance Tasks:
At the end of the term
At the end of the term for the Healthy Breakfast Day in school students are to take the role of a chef and work in groups of 6 to create a healthy
recipe for breakfast using ingredients from at least three different food groups, keeping in mind the recommended serves. Students are to
individually write the recipe. Students are to make a list of the ingredients calculating the amount needed for 100 people. They will be going to
the local grocery store for excursion to do the shopping for their dish. The recipe should not involve cooking on stove or oven. Microwave,
toaster, sandwich presser or other equipment is fine to use for preparing the dish.
They are to display their recipe on the poster and justify why it is healthy, explaining its nutritional value and serve size.
Students posters will be displayed and they are to explain to the parents, other students and teachers the nutritional value of their menu and why
it is healthy on the breakfast day. Students are to include at least one modification for a specific dietary condition or religious consideration e.g.
vegan, allergy, halal etc. In addition students are to prepare one of the dishes from their menu for the parents, teachers and classmates.

Criteria for evaluating performance task

Students will be assessed on the following criteria
Recipe meets Australian Health guidelines in terms of including food from at least three different food groups.
Recipe includes at least one dietary modification
Complete justification of it being healthy with reference to food groups and nutritional value.
Proper procedure writing
 Starting with verbs
Steps described clearly and in sequence
Correct spelling and grammar conventions.

Assessment recording template:

Rubric for performance task
Feedback
Students were provided oral feedback and support all through the unit in the form of questioning, probing, prompting and cueing. Students were
also given written feedback on various occasions to guide and improve work such as the draft of skit/play, procedure writing and poem.

Self-assessment
Student analyse their recipe to match with the food group and check for nutritional value.
Use Self and peer assessment form to assess their and others recipe

Differentiation
Students can record or draw their recipe.
Work in groups with a buddy speaking the same language.

Resources
Ingredients for different recipe
Art materials colour pencils, paper
Cutlery and equipment for serving and preparing food based on students recipe.

Other evidences
Diagnostic tests
1. Journal entry (lesson 1) KWL chart.
2. Classify food into different food groups 'What's on your plate?'.
3. Quiz on 'nutritional knowledge' (lesson 8).

Formative
Informal checks for understanding (not scored) Formal (scored)

Concept map (lesson 4) Students construct a concept map on food group showing the name Checklist for the art poster on

importance and food belonging to each group in their journal. health problem that could arise

Worksheet showing combination of servings from different food to meet the standard dietary as a result of poor nutrition and

requirements of a particular food group. KWL chart (lesson 5). explain how this could be avoided

Students modified meal plan based on recommended dietary requirement (lesson 6). (lesson 11).

Multiple choice test on nutrition and nutrition pop quiz answers in the journal (lesson 7) Marking rubric and the peer

Interactive quiz on digestive system (lesson 8). assessment sheet on short ski or
play (lesson 15)
Interactive heart quiz on names and functions of different parts of heart and students notes in
the journal while watching the video (lesson 10).
Exit slip write two things that students learnt about unhealthy food and digestive system
 (lesson 9).
Students poem on healthy eating using rhyming words (lesson 12).
Students work on constructing simple sentences using the idioms related to food.
Draft of the play (lesson 14)
Health-and-Nutrition-Survey sheet (lesson 17)
Informal checks for understanding - Oral questions, observations and informal dialogues were
used all through the unit
Draft of procedure writing (lesson 18).
Reflection recording on see-saw (lesson 20)

Self Assessment
Self-assess their and family members diet using the 'U R what U eat' chart and healthy eating quiz (lesson 2).
Journal entry - developing goals for healthy eating habits and the action they are going to take (lesson 3).
Checklist for the poster on health problem (lesson 11)

Assessment recording templates:

Checklist for art
Rubrics for play and performance task
Portfolio including students journal for recording and reporting student progress
See-saw online tool for audio and video recording.