CSEC

ENGLISH SCHOOL-BASED ASSESSMENT 2024

Candidate Name: ASHANKA BELLINGY

Candidate Number: 1500270102

Form/Class: Form 5 Business
Subject: English A
Center Name: Thomas Saunders Secondary School

Center Number: 150027

Topic: Nutrition

Title: OBESITY

Territory: St. Vincent and the Grenadines

Teacher`s Name: Mrs. Tisha Allen-Jack
Date of submission: February 2,2024

Year of Examination: 2024

1
 ACKNOWLEDGEMENTS

This School Based Assessment has been one of the greatest highlights of my secondary
education however it would not have been possible without the assistance of many
important persons I must express my gratitude.

Great thanks to the creator of the Heavens and the Earths; God because without him
nothing is possible.

A special thanks to my mom for the participation in my preparation of the Oral

Presentation.

I Would like to express my sincerest appreciation to my former teacher Mrs. Cecil Bacchus-
Richards for her consistent support and guidance in this endeavour. Thank you I will always
be in debt to you.

A thank you is also expressed to Mrs. Trisha Allen- Jack for her assistance in the finalization
of this project.
This School Based Assessment would not have been accomplished without any of your
supervisions hence; you must be Acknowledged.

2
 TABLE OF CONTENTS
TITLE PAGES
Acknowledgements...........................................................................................2
Table of Contents..............................................................................................3
Plan Of Investigation.........................................................................................4

Three (3) stimuli …......................................................................................5-8

Stimulus One ….................................................................................................5
Stimulus Two ….................................................................................................7
Stimulus Three …...............................................................................................8

Reflections....................................................................................................9-11
Reflection Entry One: Theme…...........................................................................9

Reflection Entry Two: Language …....................................................................10

Reflection Entry Three: Process......…...............................................................11

Group`s Written Report …................................................................................12

Group`s Written Artifacts...........................................................................13-16

Stimulus One ….................................................................................................13
Stimulus Two ….................................................................................................14
Stimulus Three..................................................................................................16

Oral Presentation Outline .................................................................................17

Oral presentation..............................................................................................18
Bibliography.......................................................................................................20

3
 PLAN OF INVESTIGATION

My group chose the theme Nutrition as most of our population seems to be disregarding the
maintenance of health and wellness. I selected the sub-topic Obesity because it is a
significant problem worldwide especially among teenagers and I wish to investigate ways to
prevent Obesity. As a student of English, I expect that my summary and vocabulary writing
skills would be enhanced. To conduct research, I plan to collect one article and two poems
from the internet and from newspapers. My summary skills will be used in writing reflection
one while my vocabulary skills will be used to write my oral presentation.

4
STIMULUS ONE

AN ARTICLE- PREVENTING CHILDHOOD OBESITY

AUTHOR- AUTHOR UNKNOWN
LINK-Preventing Childhood Obesity: 4 Things Families Can Do | DNPAO | CDC
DATE- August 24,2018

Childhood obesity is a complex disease with many contributing factors,

including genetics, eating patterns, physical activity levels, and sleep routines.
Conditions where we live, learn, work, and play can make healthy eating and
getting enough physical activity difficult if these conditions do not support
health.
About 1 in 5 American children has obesity. Compared to children with
healthy weight, children with overweight or obesity are at a higher risk for
asthma, sleep apnea, bone and joint problems, type 2 diabetes, and heart
disease. Adults with obesity have higher risks for stroke, many types of
cancer, premature death, and mental illness, such as clinical depression and
anxiety.

Though there is no one solution to addressing obesity, there are many ways
parents and caregivers can help children have a healthy weight and set up
lifelong healthy habits at home.
Model a Healthy Eating Pattern
Frozen and canned fruits and vegetables are often less expensive than fresh
and still good for you.

Look for low sodium or no salt added vegetables and fruits packed in 100%
fruit juice.

Adopting healthy eating patterns as a family helps children reach and

maintain a healthy weight as they age. Eating a variety of vegetables and
fruits, whole grains, lean protein foods, and low-fat and fat-free dairy
products follows nutrition guidelines and sets your family up for optimal
health.

5
Help your children get the nutrients they need by making half their plate
fruits and vegetables. Help kids rethink their drink by replacing sugary drinks,
such as soda, fruit drinks, and flavored milk, with water, 100% juice, or plain
low-fat milk.
Move More as a Family
Physically active youth have stronger muscles and bones, better
cardiovascular fitness, and lower body fat than those who are inactive.
Children aged 3–5 years should be physically active throughout the day.
Children aged 6–17 years need at least 60 minutes of physical activity every
day.

Help your children move more and meet the Physical Activity Guidelines for
Americans by making it a family affair. Walking the family pet before and after
school, riding bikes, and having races in the yard all count toward physical
activity. Active chores, such as washing the car, vacuuming a room, or raking
leaves, also count.
Set Consistent Sleep Routines
Good sleep helps prevent type 2 diabetes, obesity, injuries, and problems
with attention and behavior. Kids who don’t get enough sleep are at risk for
unhealthy weight gain. Researchers are still trying to learn how sleep is linked
to weight gain. Some reasons might include causing a child to eat more or to
be less physical active because of to lack of energy.

How much sleep do kids need?

Preschoolers need 11–13 hours of sleep per day, including naps. Children 6–
12 years old need 9–12 hours of uninterrupted sleep a night, and youth 13–
18 need 8–10 hours. Sticking to a consistent sleep schedule, including on
weekends, can help children sleep better.
Replace Screen Time with Family Time
In young people, too much screen time can lead to poor sleep, weight gain,
lower grades in school, and poor mental health. Reducing screen time can
free up time for family activities and can remove cues to eat unhealthy food.

Turning screens off an hour before bed and removing screens from children’s
bedrooms can help reduce screen time and improve sleep. The American
Academy of Pediatrics recommends creating a family media plan with
examples of how to reduce screen time.
6
Talk to your child’s healthcare provider if you’re concerned about
potential health risks associated with excess weight. Families can adopt
healthy routines together, but they also need supportive environments.
Learn more about what can be done to make healthy and active living
accessible for everyone.

STIMILUS TWO

A POEM- YOU ARE WHAT YOU EAT SO SAY NO TO JUNK!

POET- SONIA VIJAN

LINK- you are what you eat so say no to junk - Bing images

DATE- OCT 1, 2015

7
STIMULUS THREE

A POEM- SONNET TO OBESITY

POET- POET UNKNOWN
LINK- sonnet to obesity - Bing images
DATE- DEC 7,2011

8
 REFLECTION ENTRY ONE: THEME
Before embarking on my SBA journey, I knew that Obesity refers to the state of
becoming excessively overweight. The first artifact selected is an article titled
“Preventing Childhood Obesity” - Author Unknown. It explains various methods a
9
 family can use in aiding in Obesity prevention and there is no one solution to solving
obesity. It was eye-opening to learn that people with obesity have a greater risk for
diseases like stroke, cancer and mental illness.

The second artifact is a poem titled “You Are What You Eat. So, Say No to Junk!” by
Sonia Vijan. It describes the urges we have for waste food and the negative effects
done to our body. I learnt the various types of food to consume like lentils to control
my weight.

The final artifact is a poem titled Sonnet to Obesity – Poet Unknown. It details the
negative effects of Obesity on our mental health and expresses the power of one’s
strength to overcome the struggles of living with Obesity. I discovered that obese
persons battle with the thought of suicide and the mental trauma they endure.

REFLECTION ENTRY TWO: LANGUAGE

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The article writer informs the readers that obesity prevention can be done with family
assistance. It uses subheadings like “Model a healthy eating pattern; Move more as a family;
Set consistent sleep routines and Replace screen time with family time” to convey step by
step methods families can use to raise healthy, fit children therefore steering them away from
obesity. It is written in formal language.

The first poem explains that our body requires more healthy food than junk food. It uses
rhyme scheme like, “all our energy goes in digesting grease, if we don’t say no to junk, we will
surely become obese! so the reader has a precise comprehension of foods you must eat to
avoid becoming obese. It is written in formal language.

The final poem explains problems obese persons face. It uses rhyme scheme like, “At home
or at school I cannot escape. All the painful comment and the constant hate.” The poet uses
these lines to convey the profound pernicious effect of abuse- that it bombards its victims in
the very places where they should find refuge.

11
REFLECTION ENTRY THREE: PROCESS

Through this SBA, I learnt that the productivity of any group is dependent upon its time
management and communication skills. I discovered the assignment to be challenging as
everyone was not giving their best initially. Moreover, having to tackle multiple SBAs proved
demanding, especially on my time.

Researching this topic has enhanced my summarising and vocabulary skills. Further, it has
enlightened me to the importance of eating a balanced diet and exercising, and their relation
to self-esteem. With this illumination, I intend to educate teens, so they too become aware.
Consequently, they can make better food and fitness choices, which in turn will help to
protect them from falling prey to low self-regard.

A glimpse into the life of bullied teenagers left me astounded and moved to empathy.
Therefore, I am compelled to help teens battle mental trauma. I am resolute to start right in
my circle of classmates.

GROUP WRITTEN REPORT

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For our School Based Assessment, the group studied the topic ‘Nutrition’ because everyone had a
similar interest in the maintenance of health and wellness. This topic was divided into four different
subtopics:

-Obesity- Ashanka Bellingy

-Malnutrition- Caleb Morris

-Allergies- Jevonte Baptiste

-Breastfeeding- Gizaria Charles

The group therefore collected a total of 12 artifacts.

From the twelve, the three artifacts selected were a poem titled, ‘Sonnet to Obesity’ written by an
unknown poet, an article titled, ‘Infant and young child feeding’ written by world health
organisation, and a poem titled, ‘You Are What You Eat. So, Say No to Junk! written by Sonia Vijan.

The poem, Sonnet to Obesity was chosen because it details the effects of obesity by improper
nutrition. We discovered that adolescents may experience mental trauma due to social rejection.
The article was selected because it explains the ultimate effects of malnutrition due to the lack of
nutrients. The poem by Sonia Vijan was selected because it describes reasons why people become
obese. From this, we discovered that nutrition is aided with an equal amount from the food groups.

Information related to this topic was easily obtained as nutrition is vital for a child's development
and many parents share similar concerns, hence materials were widely available.

Our group selected the topic and agreed to have scheduled meetings. These meetings were held on
Fridays at lunch to share our various findings. All discussions were recorded in our English journal
to facilitate the development of individual assessment and the SBA.

From our research we concluded that nutrition plays a crucial role in a person's health. In studying
nutrition, we realized a moment of epiphany regarding the battles people experience with
maintaining healthy nutrition.

Initially, our group struggled with communication and thus, working together. However, with
subsequent meetings, we became more acquainted and at ease. The loss of a member, in the
advances stage of the project, though challenging, cemented our resolve to succeed. Ultimately,
with mutual respect and mastery of the communication barrier, we forged ahead united, and as a
result, achieved success.

STIMULUS ONE

13
A POEM- SONNET TO OBESITY

POET- POET UNKNOWN

LINK- sonnet to obesity - Bing images

DATE- DEC 7,2011

14
STIMULUS TWO

AN ARTICLE- MALNUTRITION

AUTHOR- JOHN CUMMINGS

LINK- Malnutrition - Wikipedia

DATE-JANUARY 9 ,2024

Malnutrition is a category of diseases that includes undernutrition and overnutrition. 13

Undernutrition is a lack of nutrients, which can result in stunted growth, wasting, and
underweight. A surplus of nutrients causes overnutrition, which can result in obesity. In
some developing countries, overnutrition in the form of obesity is beginning to appear
within the same communities as undernutrition. 14 Most clinical studies use the term
malnutrition to refer to undernutrition. However, the use of malnutrition instead of
undernutrition makes it impossible to distinguish between undernutrition and overnutrition,
a less acknowledged form of malnutrition. 1215 Accordingly, a 2019 report by The Lancet
Commission suggested expanding the definition of malnutrition to include all its forms,
including obesity, undernutrition, and other dietary risks. 16 The World Health
Organization17 and The Lancet Commission have also identified the double burden of
malnutrition, which occurs from the coexistence of overnutrition overweight and obesity
alongside undernutrition stunted growth and wasting. 1819 Prevalence It is estimated that
nearly one in three persons globally has at least one form of malnutrition wasting, stunting,
vitamin or mineral deficiency, overweight, obesity, or diet-related noncommunicable
diseases. 20 Undernutrition is more common in developing countries. 21 Stunting is more
prevalent in urban slums than in rural areas. 22 Studies on malnutrition have the population
categorised into different groups including infants, under-five children, children,
adolescents, pregnant women, adults and the elderly population. The use of different
growth references in different studies leads to variances in the undernutrition prevalence
reported in different studies. Some of the growth references used in studies include the
National Center for Health Statistics NCHS growth charts, WHO reference 2007, Centers for
Disease Control and Prevention CDC growth charts, National Health and Nutrition
15
Examination Survey NHANES, WHO reference 1995, Obesity Task Force IOTF criteria and
Indian Academy of Pediatrics IAP growth charts. 23 In children The prevalence of
undernutrition is highest among children under five. 22 In 2020, 149 million children under
five years old were stunted, 45 million were wasted, and 38. 9 million were overweight or
obese. 24 The following year, an estimated 45 of deaths in children were linked to
undernutrition. 245 The prevalence of wasting among children under five in South Asia was
reported to be 16 moderately or severely wasted. 22 In Asia, India has one of the highest
burden of wasting with over 20 wasted children. 25 However, the burden of undernutrition
among under-five children in African countries is much higher. A pooled analysis of the
prevalence of chronic undernutrition among under-five children in East Africa was identified
to be 33. 3. This prevalence of undernutrition among under-five children ranged from 21. 9
in Kenya to 53 in Burundi. In Tanzania, the prevalence of stunting, among children under
five varied from 41 in lowland and 64. 5 in highland areas. Undernutrition by underweight
and wasting was 11. 5 and 2. 5 in lowland and 22. and 1. 4 in the highland areas of Tanzania
respectively. 27 In South Sudan, the prevalence of undernutrition explained by stunting,
underweight and wasting in under-five children were 23. 8, 4. 8 and 2. 3 respectively.
Vitamin A deficiency affects one third of children under age 5 around the world, leading to
670,000 deaths and 500,000 cases of blindness. In adults As of June 2021, 1.9 billion adults
were overweight or obese, and 462 million adults were underweight, Globally, two billion
people had iodine deficiency in 2017. In 2020, 900 million women and children had anomia,
which is often caused by iron deficiency. Certain groups have higher rates of under
nutrition, including elderly people and women in particular while pregnant or breastfeeding
children under five years of age. Under nutrition is an increasing health problem in people
aged over 65 years, even in developed countries, especially among nursing home residents
and in acute care hospitals. In the elderly, under nutrition is more commonly due to
physical, psychological, and social factors, not a lack of food. 34 Age-related reduced dietary
intakes due to chewing and swallowing problems, sensory decline, depression, imbalanced
gut microbiome, poverty and loneliness are major contributors to under nutrition in the
elderly population. Recent increase There has been an increase in world hunger over the
past decade. In 2015, 795 million people about one in ten people on earth had under
nutrition. In 2020, one in nine people in the world of 820 million people worldwide is
hungry. These increases are partially related to the ongoing COVID-19 pandemic, which
continues to highlight the weaknesses of current food and health systems.

16
STIMILUS THREE

A POEM- YOU ARE WHAT YOU EAT SO SAY NO TO JUNK!

POET- SONIA VIJAN

LINK-you are what you eat so say no to junk - Bing images

DATE-OCT 1,2015

17
 ORAL PRESENTATION OUTLINE

We studied the theme of Nutrition, and my sub-topic was Obesity. I gathered information
from Newspapers, on the Internet and in Magazines the language usage of these sources is
formal language. The genre of my presentation is Poetry I used this genre because it is a
creative way of expression and has the ability to touch people minds so they can understand
better. It is an original piece that will assist me in raising awareness to childhood Obesity.
The poem is in standard English and will include rhyme scheme. I hope my presentation will
18
influence young people to eat a balanced diet so they would not become obese but instead
adopt a lifestyle of being healthy and fit.

ORAL PRESENTATION
OBESITY VS MAN

19
These obstacles he face

Cannot be erased

He tried to get rid of me

Yet, he still stuffed his mouth with a different recipe

I know he feels fatter than all of you

Surely, you know it too

How does he proceed

With you judging every bite he eats

“You should stop”

“You are already overweight.”

“You are a disgusting pig.”

“You should starve so you can lose weight.”

It pains me to see his reaction

So, I gave him the option

Yet, he chose the onion

He went to the doctor

Stepping on the scale

Only to be equivalent to a whale

Drinking water and tea

Hoping for me to flee

But nothing worked

I only became a greater problem

Put down the fork

You are at fault

He is in a precarious state

All because I define his weight

He eats a balanced diet, exercise and has parental involvement

Finally, he is saved from my torment

One in three persons are obese

And one third of those are teens

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I am starting to decrease

I may become deceased

He has cut back on the calories

I tried to raise my voice

Tripped up more than twice

But he told me he is not paying the price

He has made a commitment

And follows through to all extent

I am saddened

Childhood Obesity has come to an end

~ASHANKA BELLINGY

BIBLIOGRAPHY

Last Name: Unkown

21
First Name: Unkown

Artifact 1: Article titled ‘Preventing Childhood Obesity’

Date: AUGUST 24, 2018

Link: Preventing Childhood Obesity: 4 Things Families Can Do | DNPAO | CDC

Last Name: Vijan

First Name: Sonia

Artifact 2: Poem titled ‘You Are What You Eat So Say No To Junk!`

Date: OCT 1,2015

Link: you are what you eat so say no to junk - Bing images

Last Name: Unkown

First Name: Unknown

Artifact 3: Poem titled ‘Sonnet to Obesity’

Date: DEC 7, 2011

Link: sonnet to obesity - Bing images

Last Name: Cummings

First Name: John

GROUP REPORT STIMULUS 2: Malnutrition

Date: January 9, 2024

Link:Malnutrition - Wikipedia

Textbook:English Matters Student's Book 1 — Macmillan Education Caribbean (macmillan-

caribbean.com)

22
SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION

AREAS QUESTIONS FOR MARKS

STUDENTS
1 Do/Did you know what you 1
are/were expected to do to
work well in a team?
2 Are you able to focus on 1
what is taking place in your
group?
3 How do/did you feel in the 1
group? I feel self-
confidence, self-esteem
and self-efficacy
4 Do/Did you know how to 1
manage how you behave in
the group?
5 Do/Did you manage your 1
task on time and
thoroughly?
TOTAL MARKS 5 MARKS

23
FEEDBACK REVEIVED TABLE
DATE FEEDBACK
The group was assigned
and told to select a topic
we would like to
investigate
The group was asked to
work on our plan of
investigation
All group members were
asked to select three
artifacts based on their
subtopic.
The group was asked to
complete the individual
reflections
The reflects were asked for
to be corrected
The group was given the
assignment of the Group
written report
The task of the oral
presentation outline was
given
The group was told to
continue working on the
group report
The group was told to work
on oral presentation
The group was told to begin
working on reflection 3 as
we were coming to an end
The group was to continue
working on group report
and reflection 3
The group was receiving
feedback for needed
correction
24
ACTIONS
The group selected the
topic nutrition which was
dived into the subtopics.
The plan of investigation was
completed by all members of the
group
Group members selected
artifacts however some
experienced difficulties and were
asked to redo the assignment
Reflections were completed
however some members were
told to redo the assignment
Most members work was
completed to this point however
some fell back due to repeated
corrections
The group report was partially
completed
This was completed by all
members of the group
The group reports first draft was
completed but not corrected
The oral prestation was draft up
by one member
Members wrote reflection 3 but
it was not corrected
The necessary work was done
The individual corrects was done
by each person indicvidually
 Individual corrections Corrections was done
individually

It was told the oral It was done by one group

presentation can be member as the others still had
corrections
completed by any person
that wishes
There was a change in Teacher along with the loss of a
group member.
We were told work needed The cover page corrects were
to be done on the cover attempted by some members
page
We were told to work on It was assumed some member
oral presentation outline tried corrections while some
attempted the outline
We were asked to submit It was sent by three members to
the soft copy for review misguided communication which
was later corrected
16/01/2024 We were told the noted The correction on group report
corrections are to be done and redone artifact selection was
completed
by the 23rd of January

25
SCORING RUBRIC FOR WITHIN GROUP ACTIVITIES

Facts of Rating scale

progress 0 |1 |2 | 3 | score

1 Communication Plan of work Plan of work All

not known by exist, and members 2
all group most have seen
members members read and
have seen, discussed
read and the plan
discussed it of work

2 Collaboration No awareness
of what
Some
awareness of
Members
seek out 2
members of what and are
the group are members of aware of
doing the group are what all
doing members
of the
group are
doing

3 Reflection Group
members
Group
members
Group
members
Group
members 3
show no engaged in engaged engaged in
evidence of reflection on in reflection
reflecting on work at the reflection on work at
their work end of some on work the end of
of the at the end all the
activities or of most of activities or
sessions the sessions
activities
or
sessions
Interaction There is Members Members Members
4 obvious attempt to are respect and 3
misunderstan resolve issues actively appreciate
ding among and problems creating each other
members. to ensure a interactio and show
Group unable comfortable n with empathy to
to resolve relationship each all members
problems among group other and
displaying
trust and
respect
26
THEME OF RESEARCH
NAME OF STUDENT: CALEB MORIS
SUBTOIC: MALNUTRITION
PIECE 1:AN ARTICLE- MALNUTRITION
PIECE 2: A POEM- MALNUTRITION AND DEHYDRATION
PIECE 3: A POEM- CHILDREN DIE
NAME OF STUDENT: JAVONTE BAPTISTE
SUBTOPIC: ALLERGIES
PIECE 1:
PIECE 2:
PIECE 3:
NAME OF STUDENT: GIZARIA CHARLES
SUBTOPIC: BREAST FEEDING
PIECE 1:
PIECE 2:
PIECE 3:

SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION TWO

AREAS QUESTIONS FOR MARKS

STUDENTS
1 Do/Did you know what you 1
are/were expected to do to
work well in a team?
2 Are you able to focus on 1
what is taking place in your
group?
27
3 How do/did you feel in the 1
group? I feel self-
confidence, self-esteem
and self-efficacy
4 Do/Did you know how to 1
manage how you behave in
the group?
5 Do/Did you manage your 1
task on time and
thoroughly?
TOTAL MARKS 5 MARKS

SCORING RUBRIC FOR WITHIN GROUP ACTIVITIES 2

Facts of Rating scale

progress 0 |1 |2 | 3 |
score

1 Communication Plan of work not

known by all
Plan of work
exist, and
All
members 2
group members most have seen
members read and
have seen, discussed
28
 read and the plan of
discussed it work

2 Collaboration No awareness of
what members of
Some
awareness
Members
seek out 1
the group are of what and are
doing members of aware of
the group what all
are doing members
of the
group are
doing
Reflection Group members Group Group Group
3 show no evidence members members members 3
of reflecting on engaged in engaged in engaged in
their work reflection reflection reflection
on work at on work at on work at
the end of the end of the end of
some of the most of all the
activities or the activities
sessions activities or sessions
or sessions
Interaction There is obvious Members Members Members
4 misunderstanding attempt to are respect 3
among members. resolve actively and
Group unable to issues and creating appreciate
resolve problems problems to interaction each other
ensure a with each and show
comfortable other and empathy
relationship displaying to all
among trust and members
group respect

29