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.
Student lessons, data, and public practice answers (not assessment keys): Unit 04 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Audit the supplied record and defend each correction with evidence.
The student defends evidence-based safety/allergen corrections 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 audit the supplied record and defend each correction with evidence. 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.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Foodborne illness | Illness from contaminated food | Can occur when food is undercooked, cross-contaminated, or not chilled properly. |
| Cross-contamination | Germs spread to hands, surfaces, or other foods | Different from allergen cross-contact but both need controls. |
| Allergen cross-contact | Allergen unintentionally gets into another food | Can make food unsafe for someone with an allergy. |
| Undeclared allergen | Allergen not correctly labeled | A serious labeling and safety issue. |
| 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 from evidence, label facts, safety constraints, allergen controls, and context; does not prescribe a personal 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 (food-safety/allergen audit & label analysis) | Skips the supplied food-safety/allergen record or lists corrections without evidence. | Finds some control failures but cannot tie each correction to temperature, label, or cross-contact evidence. | Audits the supplied food-safety/allergen record and defends each correction with evidence; no tasting, cooking, allergen exposure, or food handling is assumed. |
| 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 each correction: not just naming a risk, but tying it to temperature, label, or cross-contact evidence.
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.
Evidence record: Level ____ Case/data ____ Criterion ____ Source/date ____ First attempt ____ Calculation/limits ____ Transfer ____ Educator review ____. Supplied records, source evaluation, and any approved practical are separate; no private health disclosure is required.
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 (food-safety/allergen audit & label analysis) | 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.