Learning Plan

Assessment

Sample Learning Plan

Topic Paper Rubric

CATEGORY	8- Exemplary	6 – Very Good	4 - Mediocre	1 – Needs Attention	Score
Need Statement	The need statement provides a clear, strong statement of the author's position on the topic and articulates the need with data and commentary.	The need statement provides a clear statement, supported with evidence, of why the topic is important and needs to be addressed.	A need statement is present, but it does not make a clear or convincing point describing the need to address the issue.	There is no position or need statement.
Support for Position	Includes 4 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Closing statement	The conclusion is strong and leaves the reader solidly understanding the need and writer's position. Effective restatement of the needs statement begins the closing statement.	The concluding arguments are valid and recognizable. The need is restated within the first two sentences of the closing statement.	The need and rationale is restated within the closing statement, but not near the beginning.	There is no conclusion - the paper just ends.
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed and there is some varied sentence structure in the essay.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.

Name of Activity: Influences on Food Choices

Time: 50 Minutes

Ages/Grade: 9-12

Risk Behavior/Health Topic: Nutrition and Healthy Eating

Objective(s)/Student Outcome :

1. The student will be able to identify two types of media that influence the way they

choose to eat after doing the activity in class.

Ready (materials needed for the activity):

Poster Board

Markers

Crayons

Tape

Scissors

Set (preparation):

Students first need to be able to identify internal and external factors that contribut e to our

behavior. Explain to students that both of these factors contribute to what we choose to eat. How

do family and friends affect what we eat? What is your favorite food? Why? Do you have certain

holiday traditions that involve eating? Ask students t o brainstorm ways in which television,

radio, movies, internet, and other media affect what we eat. Write some responses up on the

board. Fact: Food Producers spend billions of dollars on advertising a year. Think about fast food

chains like Taco Bell (the $5 buck box), Arby's, Wendy's, McDonalds.

Go (facilitating the activity):

1. Divide the class into groups of 3 or 5. Give each a poster board and supplies to create.

2. Groups are to create a television food commercial for a food that exists or a food that

your group makes up. Write or draw your commercial on the poster board.

3. Students are to use whatever means they can to convince other classmates to buy or

try their products.

4. Present the posters or commercials to the class. Ask students which one was most

convincing to them and why.

Checking for Understanding

 In what way does family, friends, and tradition influence the way we eat? Give an

example.

 What is an internal factor that contributes to the way we eat? What is an external factor?

Name of Activity: Sugar for Breakfast

Time: 30 Minutes

Ages/Grade: 6-12

Risk Behavior/Health Topic: Nutrition and Healthy Eating

Objective(s)/Student Outcome :

1. The student will be able to identify two breakfast items that contain “hidden calories”

and excessive amounts of sugar based on the activity done in class.

Ready (materials needed for the activity):

3 or 4 Boxes of Popular Breakfast Cereal

2 Cereal Bowls

1 Big Bowl

Measuring Cups

Bag of Refined Sugar

Set (preparation):

Before initiating the activity students need to know different food groups (carbohydrates,

calories, sugars, and fats) and should be familiar with serving sizes. Explain to students what

“hidden calories” are and the where excess sugar tends to go in the body. Hidden calories are

extra calories that are consumed and not planned, or any food that we eat in excess that has no

real nutrition value. The body needs some sugar. Natural sugars are the best for the body and

these can be found in fruits, vegetables, and milk. Refined sugar that we consume in excess tends

to be turned into fat. Extra fat tends to stick around the abdominal region, the gluteus region ,

hips, etc.

Go (facilitating the activity):

1. Measure out one serving of a popular cereal in a regular cereal bowl. (3/4 cup)

2. Ask for a volunteer who has had cereal for breakfast that morning. If nobody ate cereal

then just ask for a volunteer. Ask the student to pour the amount of cereal they would

typically eat into the empty cereal bowl. (student will usually pour 2 to 4 times the

serving size.)

3. As a class estimate the number of calories. Then, measure the cereal the student poured

and calculate the actual number of calories they consume.

4. Measure out the amount of refined sugar that the student would have consumed in the

large bowl. This shows how much extra sugar and hidden calories that we consume in the

morning from our favorite cereal.

Checking for Understanding