Running Head: Design a Project/Rubric 1

Design a Project/Rubric

Juan Hurd

May 15, 2020

MAT 670

National University
NUTRITION LABELS PROJECT 2

Nutrition Labels Project

This unit teaches high school students how to read a nutrition label and will be able to assess the food’s

nutritional value and determine whether the item is considered a healthy or unhealthy food (Read the Food Label,

2019). The unit begins scaffolding and introducing students to the USDA’s recommended daily allowances for each

food group, vitamins, and nutrients, followed by learning and understanding a nutrition label, and concluding with

food analysis based on the contents of the food label. This project teaches the fundamentals of food health while

developing the skills needed to interpret and analyze a food label for a healthy lifestyle.

Students will begin by recalling basic food groups, followed by an introduction and practice accessing the

USDA’s resources to build familiarity with different food groups and what essential nutrients are found in each. Once

students have a firm understanding and are familiar with where to access this information, students will then learn how

to read a nutrition label. Students will learn what is contained on the label as well as what may require calculations in

order to understand and be able to fully assess the food’s nutritional value, then build skills through multiple practices.

Upon gaining a firm understanding of the food groups, recommended daily allowances, and reading food

labels, students will begin applying their knowledge to food labels found on their favorite foods ranging from snacks

to meals. This will provide students with the ability to apply what they have learned to assessing their own food

choices and then allow them time to assess their eating habits. At the conclusion of the unit, students will create a meal

plan for themselves or a loved one and present it to the class, along with their supporting rationale and data to support

their decisions.

Standards

This unit will incorporate the following Essential Health Concepts:

Essential Health Concepts

• Standard 1: Essential Concepts

o 1.6.N Analyze the caloric and nutritional value of foods and beverages.

o 1.14.N Identify ways to increase daily physical activity.

• Standards 2: Analyzing Influences

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o 2.2.N Evaluate internal and external influences on food choices.

• Standard 6: Goal Setting

o 6.1.N Make a personal plan for improving one’s nutrition and incorporating physical activity into daily

routines.

• Standard 7: Practicing Health-Enhancing Behaviors

Overview

In this plan, students will be learning about the USDA’s recommended daily allowances and utilizing

nutrition labels to assess the overall health benefit or detriment each food item has, and will be able to create a meal

plan that will work towards a healthy lifestyle. Verbs and ideas below reflect the content of Taxonomy Tree: (A

Bloom’s Revised Taxonomy Graphic,2019,).

• Remembering: First, students will begin with Bloom’s Remembering stage of learning by recalling the food

groups they learned as a child, then become familiar with the recommended daily allowances for nutrients

and vitamins. This will incorporate students defining, describing and memorizing some of the nutritional

vitamins and nutrients and how they are used by the body and identifying healthy requirements and

unhealthy limits. Students will also be introduced to food labels and the background and laws that

implemented a nationwide requirement on all food packaging where students will be able to recognize,

locate, and find food labels on any product for sale for consumption.

• Understanding: Once students have learned the food groups and recommended daily allowances

(Recommended Daily Intake-Men and Women), students will progress to level two of Bloom’s Taxonomy by

understanding why the indicators for each food and content area are set at the limits or minimums they are at

as determined by the USDA. Students will convert the data listed on a food label to indicate the daily

allowance from the serving size as well as how to calculate the percentage of calories that comes from fat.

This will provide students with enough information to conclude whether a food is deemed healthy or

unhealthy.

• Applying: Once the students demonstrate a firm understanding and proficient application of their knowledge,

the project will progress to the third level of Bloom’s, which is applying the knowledge and skills they have

learned to a food label they personally selected and a food they consume regularly. This project requires
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students to execute what they have learned and utilize the knowledge and skills to interpreting the food

label brought from home. This not only reinforces the concepts learned, but also increases engagement since

the learning is now being applied to a food item they have a personal connection with.

• Analyzing: Students will progress through Bloom’s progression of learning mastery by analyzing the food

labels and distinguish whether a food item is considered healthy or not, while providing supporting rationale

to support their findings. They will be required to identify the specific component/ingredient/or lack of

essential nutrients or vitamins to justify their response.

• Evaluating: Upon determining whether the food label is healthy or not, students will progress to Bloom’s

fifth stage of learning by evaluating the food to determine just how healthy a food item is and how frequently

or seldom they should consume it to maintain good health. To do this, students will calculate, assess, then

come to judgement as to whether they would recommend consumption of the food and its frequency for

consumption. Students will also present their findings to the class, which will provide an opportunity to

defend their findings.

• Creating: Finally, students will create a proposed menu plan for a chosen audience that provides a well-

rounded meal plan that incorporates a higher percentage of healthy and nutritious foods and reduced

unhealthy foods. This meal plan will be presented at the conclusion of the unit for the entire class to provide

opportunities for high levels of engagement while incorporating use of technology.

Assessment Plan

Students will be evaluated throughout the unit based on the rubric below. Passing score will be 50 out of

80 (62%) to demonstrate adequate levels of participation, presentation skills, data analysis, and overall engagement

with the lesson.

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Approaching Meets or Exceed

Activity Below Expectations
Expectations Expectations
0-10 points 10-15 points 16-20 points
The student adequately The student adequately
The student has The student did not
developed a digital developed a digital
developed a digital develop a digital
presentation and used at presentation and used at
presentation using presentation or used less
least half of their three-quarters of their
graphics, text, than half of their
presentation using the presentation using the _____/20 pts
animations, headings, presentation with graphics,
required graphics, text, required graphics, text,
and visuals for a text, animations, headings,
animations, headings, or animations, headings, or
visually appealing or visuals for a visually
visuals for a visually visuals for a visually
display. appealing display.
appealing display. appealing display.

The student provided The student provided a The student provided a The student provided a
a detailed 7-day meal meal plan for less than 7 meal plan for 7 days, but detailed meal plan for at
_____/20 pts
plan and supported it days and/or lacked lacked sufficient rationale least 7 days and provided
with rationale. sufficient rationale or detail or detail. sufficient rationale.

The student provided

The student provided The student provided little
analysis and data to or no analysis or data to
support the meal plan. support the meal plan
The student demonstrated
The student’s
little to no preparation in
presentation is
the presentation and/or had
engaging to the
no engagement from the
audience.
audience.
analysis or data but it did
The student provided
not support the meal plan,
adequate analysis and data _____/20 pts
or the student provided
to support the meal plan.
weak analysis or data to
support the meal plan.
The student demonstrated The student demonstrated
some preparation in the adequate preparation in the
_____/20 pts
presentation with some presentation and had the
audience engagement. audience highly engaged.

Teacher Comments/
_____/80 pts
Recommendations
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References

A Taxonomy Tree: A Bloom’s Revised Taxonomy Graphic. (2019, September 11). Retrieved

from: https://www.teachthought.com/critical-thinking/taxonomy-tree-blooms-revised-

taxonomy-graphic/

1. Read the Food Label. (n.d). Retrieved from

http://choosemyplate.gov/eathealthy/budget-food-label

2. Recommended Daily Intake-Men and Women. (n.d). Retrieved from

http://blog.internationaldrugmart.com/recommended-daily-intake-rda-men-and-women/