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General Information

Civic Objective#: 46 Program Year: 2020-2021
Civic Objective: Access resources for nutrition education and information related to the purchase and preparation of healthy foods.
TOPSpro Form #: 466C AAP #: 46.6
Assessment Type: Written

Level Range

From: Beginning Low To: Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1 *Identify a healthy diet as recommended by USDA (e.g. myplate.gov).
2 *Identify the relationship between nutrition and good health.
3 *Identify and locate sources of low-cost healthy food in the community such as (e.g. discount markets, local food banks, etc.).
9 Contact a local agency (e.g. school, market, restaurant, etc.) to make a suggestion, request or complaint regarding a nutrition-related issue.

Additional Assessment Plan Tasks

Task: 1

Description: Compare Food Prices

Given ads from 3 different healthy food resources (food bank, farmers’ market, ethnic market, supermarket, community garden) student will compare prices for at least 5 different fruits and/or vegetables.

Student will:
1. Identify 5 produce items and the store where student can find each produce item for the cheapest price.
2. Identify the 1 store student would shop to find the most economical produce overall.

Points Possible:6Level:Beginning Low - Beginning High
Scoring Rubric Points
Content
Response is correct and comprehensible. 1
Response is incorrect or incomprehensible or there is no response. 0

Task: 2

Description: Analyze Eating Habits
Given the USDA recommendations for a healthy diet and a short level-appropriate case study or picture prompt, student will list 6 unhealthy eating habits/food choices (BL=3, BH=4, IL=5, IH-A=6) of the family in the case study and make recommendations for changes the family can make.

Example (IH-A): I recommend this family change their eating habits in these ways:
Eat fruit instead of chocolate chip cookies for breakfast.
Example (BH-IL): They eat cookies for breakfast. They should eat fruit.
Example (BL): Don’t eat cookies. Eat fruit.

Points Possible:12Level:Beginning Low - Advanced
Scoring Rubric Points
Content
Statement is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 2
Statement is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference. 1
Statement is inappropriate, incomprehensible, or incorrect, or there is no statement. 0

Task: 3

Description: Write a Letter to a Local Agency
Student will complete an authentic writing task such as student will write an email or a letter to a local agency (e.g., school, market, restaurant, etc.) delineating student’s suggestions, requests or complaints about a nutrition related issue. The student will communicate 5 pieces of information such as:
1. Praise or complain about one aspect of a current program at an agency.
2. Offer a positive change to be made.
3. State why this change is important.
4. Give at least two supporting details for suggested change.
5. Conclude with a persuasive statement.

Points Possible:20Level:Intermediate Low - Advanced
Scoring Rubric Points
Content
Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s). 14
Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s). 12
Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s). 10
Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in a paragraph(s). 8
Nothing written or content is incomprehensible or inappropriate. 0
Grammar, Structure and Mechanics
Almost no errors in grammar, structure, spelling, capitalization, or punctuation. 4
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader. 3
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning. 2
Errors make the writing difficult to understand even with inference. 0
Format, Neatness and Legibility
Letter: Uses standard letter format including 4 items: an appropriate date, salutation, closing, and the writer’s signature. May also include sender’s and recipient’s addresses. Writing is neat and legible. —OR— Email: —Uses standard email format including 4 items: an appropriate subject, salutation, closing, writer's contact information such as name, address, email address and phone number.
OR
Article: Has a title, and uses appropriate indentations, etc. Writing is neat and legible.
2
Letter: Uses letter format including 3 items such as a date, salutation, and the writer’s signature. Writing is legible but may not be neat. —OR— Email: —Uses standard email format including 3 items: an appropriate subject, salutation, and writer's contact information such as name, address, email address and phone number.
OR
Article: Uses appropriate indentations. May be legible but not neat.
1
Letter: Not in letter format, or writing is neither legible nor neat.—OR— Email: Not in standard email format.
OR
Article: Does not have a title, does not use appropriate indentations, etc., and/or writing is neither legible nor neat.
0

Rating Scale

Total Points Possible: 32
Advanced: 28
Intermediate High: 24
Intermediate Low: 20
Beginning High: 10
Beginning Low: 6
View Civic Obj & AAP List