Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
By the end of the Building a Healthy Diet unit, a student should be able to:
Five science criteria plus separately reported integration (Page 3).
Plan a meal and back it with real nutrition-label data.
The student defends an evidence-based meal plan aloud (Page 4).
Labels read, the plan, and the evidence kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both plan the meal and defend it with label data. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Reading a label | ||
| Serving size | portion on the label | Every number is per serving — scale it to what you actually eat |
| % Daily Value | %DV | How much one serving adds to a day; roughly 5% is low, 20% is high |
| Added sugar | sugars added in processing | Listed apart from natural sugars; check the grams per serving |
| Planning & claims | ||
| Ingredient list | order-by-weight list | Listed most-to-least by weight; the first items dominate the food |
| Plate model | balanced-plate guideline | An evidence-based way to balance a meal, not a fad diet |
| Balanced meal | variety across food groups | Balance across groups over the day, not one “perfect” food |
| “Detox” cleanse | cleanse; flush | A marketing myth — the liver and kidneys already clear toxins |
| Fad diet | trend diet | Follows a trend, not evidence; rarely holds up to the data |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Label literacy (serving size, % daily value, added sugar) | Reads a nutrition label as a single number and misses serving size entirely. | Finds the numbers on the label but cannot say what serving size or % daily value means. | Reads a nutrition label fluently — scaling by serving size, interpreting % daily value, and spotting added sugar. |
| Reading an ingredient list | Ignores the ingredient list or thinks a long list always means “bad.” | Reads the list but cannot use the order to judge what a food mostly is. | Reads an ingredient list critically, using the order-by-weight rule to tell what a food is mostly made of. |
| Evidence-based meal planning | Plans meals by copying a fad diet rather than any evidence. | Uses a plate model loosely but cannot justify the balance with evidence. | Plans balanced meals with a plate or guideline model and defends the choices with evidence — not a calorie-cutting diet. |
| Debunking “detox” | Accepts that a “detox” cleanse rids the body of toxins. | Doubts detox claims but cannot explain what actually clears toxins. | Explains that the liver and kidneys already remove toxins, and shows why “detox” cleanses are a marketing myth. |
| Anchor lab (meal-planning & label-analysis project) | Skips the project or plans meals without reading a single label. | Completes the project but cannot back the plan with label data. | Completes the meal-planning & label-analysis project, reading real labels and defending an evidence-based plan. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is evidence behind the plan: not just naming the plate model, but defending a real meal with label data. Listen for “I scaled it to the serving size on the label.”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Label literacy (serving size, % daily value, added sugar) | Dev / Prof / Mast | |
| 2 | Reading an ingredient list | Dev / Prof / Mast | |
| 3 | Evidence-based meal planning | Dev / Prof / Mast | |
| 4 | Debunking “detox” | Dev / Prof / Mast | |
| 5 | Anchor lab (meal-planning & label-analysis project) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.