Running head: NUTRITION CURRICULUM

PPE 310: Health Literacy for Schools

Nutrition Curriculum
Signature Assignment Outline
Nicole Nieto and Tori Olson
Course # 81359 Sierra Vista
Dr. Hesse

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Introduction
Teaching children about nutrition and its importance at a young age allows them to
develop healthy decision-making skills. Sometimes students are not faced with the healthiest
options and educating them on how to make healthy choices will provide them with the
knowledge of the amount of fruits, vegetables, dairy, grain, and protein needed. In addition,
nutrition education emphasizes the added health benefits that will stay with them throughout
their lifetime. The nutrition curriculum created will encompass these fundamental components
through engaging and meaningful lessons that connect to students daily lives.
Review of Current Literature
Asfour, L., Natale, R., Uhlhorn, S., Arheart, K. L., Haney, K., & Messiah, S. E. (2015).
Ethnicity, Household Food Security, and Nutrition and Activity Patterns in Families With
Preschool Children. Journal of Nutrition Education and Behavior, 1-9.
doi:10.1016/j.jneb.2015.07.003
The study examined how food security, nutritional intake, sedentary behavior, body mass
index (BMI), and ethnic group were factors in a preschoolers healthy lifestyle. 28 subsidized
preschoolers ages 2-5 in a childcare center in Miami-Dade County, FL were evaluated. The
children came from various backgrounds, 15% Cuban, 42% non-Cuban Hispanics, 13% Haitian,
19% non-Hispanic White/Black. To determine the childs family food security, a 5 question
survey by the Center for Disease Control was given to answer if they have money to buy meals,
balance meals, if they skip meals due to money, eat less than they feel they should, or ever go
hungry. A checklist from Healthy Kids was given to report the childs eating and activity habits,
how much fried, fast food, and soda is consumed. Another checklist from Healthy Kids was
given to report how often and how much time the child spends watching TV, playing video

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games, is on the computer, and other sedentary behaviors. The child was also given an
assessment of their body composition that showed their BMI as well as other health measures.
The results found that there was a significant differences in food security by ethnicity. With
greater food security, Haitians stated that they had greater consumption of fruits and vegetables
and sedentary behaviors, while Cubans and non-Hispanic Whites consumed less unhealthy foods.
Caton, S. J., Blundell, P., Ahern, S. M., Nekitsing, C., Olsen, A., Mller, P., Hetherington, M. M.
(2014). Learning to Eat Vegetables in Early Life: The Role of Timing, Age and
Individual Eating Traits. PLoS ONE. doi:10.1371/journal.pone.0097609
The study investigated how individual characteristics of students directly affected the
acceptance and effectiveness of repeated exposure in vegetable intake. Childrens consumption
of vegetables is below the recommended level. The 5-month study created a vegetable exposure
experience to increase the levels by using 403 preschoolers from the UK, Denmark, and France.
The children were exposed to artichoke puree in different groups: repeated exposure, flavor
learning (artichoke puree with sugar), and flavor learning (artichoke puree with energy added).
The effectiveness was then assessed by offering 200g of basic artichoke at the end of the
experience. The results concluded that younger children were less fussy and enjoyed more food
after repeated exposure of a specific vegetable. It is reported that the age of the child is the key to
introducing different vegetables. Children have specific food preferences at a young age and are
often fixed into adulthood. In order to increase vegetable consumption, children need to be
exposed in an early age to have positive attitudes towards vegetables.
Heim, S., Stang, J., & Ireland, M. (2009). A Garden Pilot Project Enhances Fruit and Vegetable
Consumption among Children. Journal of the American Dietetic Association, 12201226.
doi:10.1016/j.jada.2009.04.009

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A garden-based 12-week nutrition education program was created for fourth and sixth
grade students in a summer camp to improve their fruit and vegetable intake using hands-on
investigations and activities. The children were exposed to different elements of gardening and
eating different types of fruits and vegetables two times a week for twenty or thirty minutes.
They learned to weed, harvest, and observe their garden, the origin of food, different parts of the
plant, and nutrient needs of humans. They participated in taste experiences of items from local
farmers markets of 16 different fruits and vegetables they probably havent been exposed to
previously. The children then learned to prepare healthy snacks from the items they grew in their
garden and received recipes and family newsletters to promote healthy eating and vegetable
consumption at home. After the study, results showed that the children enjoyed their experience
with hands-on activities, made real-life connections, were more likely to eat more fruits and
vegetables at home, and overall increased their amount of fruit and vegetable consumption.
Williams, P. A. (2014). Nutrition-Education Program Improves Preschoolers' At-Home Diet: A
Group Randomized Trial. Journal of the Academy of Nutrition and Dietetics, 10011008.
doi:10.1016/j.jand.2014.01.015
In the U.S, 60% of children ages 3-5 are in a child care program. The study of New
Yorks Eat Well Play Hard in Care Settings conducted by registered dietitian nutritionists showed
that 24 centers of low-income preschoolers diets were impacted at home when they were in a
child-care center. The program provided 30-minute nutrition education to the students for a
period of 6-10 weeks where they were trying a variety of different healthy foods and also
provided the teachers and parents on how to include nutrition education in the classroom and at
home. After the program, researchers found children who were provided nutrition education in a
child center program were 39% more likely to make healthier choices than children who did not

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receive the education. Overall, their vegetable and dairy intake improved while their fruit
consumption stayed the same due to meeting the requirements at home previously.
Witt, K. E., & Dunn, C. (2012). Increasing Fruit and Vegetable Consumption among
Preschoolers: Evaluation of Color Me Healthy. Journal of Nutrition Education and
Behavior, 107-113. doi:10.1016/j.jneb.2011.01.002
263 preschool children in 17 different childcare centers participated in the Color Me
Healthy program for six weeks. The program was designed to see if the preschoolers
consumption of fruits and vegetables increased by using colors, music, exploration, and the
senses to teach about healthy eating practices and emphasize physical activity. They focused on
different fruits and vegetables of color, participated in taste tests, role played making healthy
choices, and received take home activities that went along with the lessons. The children were
randomly assigned to 1 of 2 conditions. 165 of the students in 10 childcare centers received the
program and 98 students in 7 centers did not receive the program. 1 cup of mixed fruit including
grapes, pineapple, cantaloupe, and strawberries were distributed two days out of the week to the
students 1 week before, 1 week after, and then 3 months after the program. 1 cup of mixed
vegetables including cherry tomatoes, celery sticks, broccoli, and carrots were distributed two
days out of the week to the students 1 week before, 1 week after, and then 3 months after the
program to determine effectiveness. The results found that there was a 28% increase in
consumption of fruits and vegetables to the students that participated in the program than those
who did not.
School Context
Foothills Head Start Preschool is in the Roosevelt School District. Its a public, Title 1
school located in a suburban apartment complex, which use to be a community center building.

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All students receive free breakfast, lunch, and snack. Students enrolled are between the ages of 3
and 4, but must turn 4 within the school year if they are 3 when they are enrolled. In order for
families to be eligible for enrollment, they must meet a certain low-income amount. The morning
and afternoon classes have 17 students, a total of 34 in all. About 70% of the students are ELLs
where Spanish is their first language, with the exception of one student whose first language is
Korean. The rest of the student body is English speaking and one student is African American.
Synthesis of Current Literature
All literature shows that nutrition makes an impact on childrens lives and can continue to
impact them into adulthood. A proper diet can help children both academically and socially by
having greater self-esteem. The articles that have been reviewed point out two major ideas: why
intervention is important and how teaching nutrition in school can effect nutritious decisions at
home.
Fitness and nutrition are vital to a persons life if they want to be healthy and happy. In
the particular article, Learning to Eat Vegetables in Early Life, it is easy to see how important an
early impact is for young children to make healthy decisions for their future. Children are
especially vulnerable to new information and presenting them with the opportunities to try new
and nutritious food over and over again will help them to develop a taste for these nutritious
foods. Food preferences of young children can be modified, but as they get older the preferences
become more and more fixed. This is specifically a problem in the school context of the low
income Foothills Head Start because of their food insecurity. Families with food security can
offer their children nutritious foods such as fruits and vegetables more frequently than those
families with food insecurities. The family context of Foothills Head Start shows that many
families are in need and are more susceptible to food insecurities. This may cause them to have

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less exposure to nutritious foods, leading them to develop aversions for nutritious foods.
Repeated early exposure to nutritious foods increases a childs likelihood of developing a greater
fondness for nutritious foods that will stay with them for a lifetime.
The bright side to this sad truth is that the research from the articles shows that schools
can have a large impact on children by providing them with ways to make healthy choices that
can carry over into their home life. Nutrition education helps students make connections to their
own life experiences and lifelong knowledge of how to maintain a healthy lifestyle, and thats
what we hope we can provide for them through this curriculum that has been created.
Practical Implications
The preschool nutrition curriculum has been named Food for Thought. With this
curriculum there are many practical implications that can be included. The implications that will
be included are: proposals to administration, parent workshops, community involvement,
classroom lessons, marketing to schools and districts, and funding opportunities.
Proposals to Administration
One of the most important parts of implementing this nutrition curriculum school wide is
to get the administration and other colleagues on board. Collaboratively working together is an
essential part in ensuring that everyone is promoting the healthy eating habits the children should
receive and demonstrate the importance and concern of the well being of the children. When the
classroom is providing nutritional knowledge and healthy choices to students, but the school
lunch program or other administration does not fall within the guidelines of nutritional value,
there is not any consistency within the effort to change childrens eating habits. In order to
provide other personnel of the school with the information of the curriculum being taught in the
classroom and to provide them with useful adjustments to make throughout the school is to invite

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them to a staff workshop where they will be provided t-shirts of the new curriculum logo to
support around the school and encourage children to be mindfully healthy. See Appendix B for a
sample t-shirt design. At this workshop, participants will gain the knowledge the students will be
receiving, how to promote nutrition effectively, what the desired vision for the school will be,
and the policies that will be implemented. They will also get a chance to form a school health
committee where people can collaboratively share ideas and resources throughout the school to
assure success.
Parent Workshops
The other most influential factors in promoting healthy nutrition in childrens lives are the
parents. In an average week, children eat an evening meal, as well as all weekend meals with
their parents (Pangrazi 2009)." If children are receiving proper nutrition at school but not at
home, the effort to maintain a healthy lifestyle will be unattainable. Parents should be actively
involved in the curriculum by being provided with information of nutrition, how to make
modifications in the home, the benefits of eating healthy and the risk factors of leading an
unhealthy lifestyle, as well as opportunities to be involved in the school health program. Sending
home nutritional newsletters will provide the parents with healthy meal planning ideas and
information regarding weight and nutrition. The newsletters will contain tips for choosing foods
at the grocery store, dining out, and for cooking quick, nourishing meals at home. See Appendix
C for a sample of a newsletter provided to the families.
Family and Community Involvement
In order to involve families and to build a community within the nutrition curriculum,
having a school or classroom garden provides children with the excitement about watching
natural healthy foods grow and they will be more likely to consume more fruits and vegetables.

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Not only will children get to experience the process of gardening, but receive the hands-on
experience to personally connect to the concepts being taught. Several studies have
demonstrated an increase in childrens fruit and vegetable intake, willingness to taste, and
preference for fruits and vegetables after participation in garden-based nutrition programs,
(Heim, 2009). This idea, taken from the Delicious and Nutritious Garden 12-week YMCA
summer camp program, has children participate in a variety of healthy intervention activities
twice a week for 30 minutes. They learn to weed, observe, and harvest their garden, the origin of
food, plant parts, nutrient needs of humans and plants, and goal-setting. Each week children taste
a local fruit and/or vegetable from the farmers market. In addition, the children create healthy
snacks from the fruits and vegetables that they grow in their garden and receive a cookbook of
recipes from fruits and vegetables they tasted and prepared. This is a great way to promote the
inclusion of nutritious foods into the curriculum and for students to connect with the concepts in
an exciting way.
Teaching Health and Fitness Curriculum in Classroom
Teaching health and nutrition curriculum in classroom is very important especially for
young children. Young children are more open to new ideas and are more easily swayed into way
of thinking when they are younger. If we can reach them with accurate nutritional information
we can make a greater impact than if we tried to teach them at an older age. An early childhood
health and fitness curriculum should be an integral part of all learning. Unhealthy eating habits
have contributed to the obesity epidemic in the United States: about one-third of U.S. adults
(33.8%) are obese and approximately 17% (or 12.5 million) of children and adolescents aged 2
19 years are obese (President's Council on Fitness, Sports & Nutrition). We can change young

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childrens lives and prevent these unhealthy statistics by providing them with meaningful and
accurate lessons on health and nutrition.
Marketing at the School and District Level
It is important to educate children of the importance of nutrition, but to do so you need
the backing of the school as well as the district to implement a nutrition curriculum. To get
people involved on the school and district level marketing is needed to promote why Food for
Thoughts is important for the students in the classrooms. Marketing can be done in many ways.
For a curriculum, a simple curriculum map can be published and handed out to important
stakeholders of the school and the district so they can see what Food for Thoughts is all about.
With a curriculum map it will be easy to see how information will be relayed to students in a
friendly and accurate manner. Along with a nutrition map t-shirts can be created with the logo to
peak interest. If people see the Food for Thought logo they may wonder about it and want to be a
part of the idea. Most importantly talking to the school or district nutritionist about what the
program is all about will get their backing of the program and they can be a strong support to
stakeholders at higher levels. See Appendix A for a sample of what a logo in the school would
look like.
Funding
To get a program like Food for Thought running smoothly you need a strong backing
from many people, but you also need financial support. There are many programs that provide
grants for teachers who implement healthy and nutritious ideas into their classrooms. One
popular grant that provides money for nutrition curriculums that are implemented in early
childhood settings is Smart from the Start Grant. Applying for grants will especially needed in
the Roosevelt Early Childhood setting because they are all title one and in great need of funding.

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The need for nutrition education is there and the money to do so should to be there as well it is
up to teachers to apply for these grants and make a huge difference in childrens lives through
health education, proposals to administration, parent workshops, family and community
involvement, marketing at the district and school level as well.
Conclusion

Early childhood nutrition experiences have many benefits that will last a lifetime. Setting
the stage early for children to make healthy choices will help them make healthy choices in the
future. This creates success for them in school and in life as a whole. Proper nutrition creates a
healthy future, improves self-esteem, and aides in mental functions as well. Getting families and
schools to work together to help our young children to be healthy is critical to a healthy and
bright future for everyone. A preschool nutrition curriculum that can be implemented in the
classroom will be a great way for young children to get a head start. The curriculum will get
parents, teachers, and students involved in making healthy choices and create happy and healthy
students. In one year, the Food for Thought curriculum materials will be completed. It will have
lesson plans, a curriculum map, posters, and other materials needed to fully implement into the
classroom. Three years from now, the curriculum would be implemented in the classroom and
observed to see if any changes or modifications need to be made. After five years, the curriculum
should be taught in every classroom in the Roosevelt School District. Other districts will be
reached out to with the success and benefits the curriculum has provided in hopes that they will
be influenced to incorporate it as well.

References

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12

Asfour, L., Natale, R., Uhlhorn, S., Arheart, K. L., Haney, K., & Messiah, S. E. (2015).
Ethnicity, Household Food Security, and Nutrition and Activity Patterns in Families With
Preschool Children. Journal of Nutrition Education and Behavior, 1-9.
doi:10.1016/j.jneb.2015.07.003
Caton, S. J., Blundell, P., Ahern, S. M., Nekitsing, C., Olsen, A., Mller, P., . . . Hetherington,
M. M. (2014). Learning to Eat Vegetables in Early Life: The Role of Timing, Age and
Individual Eating Traits. PLoS ONE. doi:10.1371/journal.pone.0097609
Department of Education website. Retrieved 2015 from: http://www.azed.gov
Heim, S., Stang, J., & Ireland, M. (2009). A Garden Pilot Project Enhances Fruit and Vegetable
Consumption among Children. Journal of the American Dietetic Association, 12201226.
doi:10.1016/j.jada.2009.04.009
Pangrazi, R. (2009). Promoting Physical Activity & Health in the Classroom. San Francisco, CA:
Pearson Education.
President's Council on Fitness, Sports & Nutrition. (n.d.). Why Is It Important? Retrieved from
President's Council on Fitness, Sports & Nutrition: http://www.fitness.gov/eathealthy/why-is-it-important/
Williams, P. A. (2014). Nutrition-Education Program Improves Preschoolers' At-Home Diet: A
Group Randomized Trial. Journal of the Academy of Nutrition and Dietetics, 10011008.
doi:10.1016/j.jand.2014.01.015
Witt, K. E., & Dunn, C. (2012). Increasing Fruit and Vegetable Consumption among
Preschoolers: Evaluation of Color Me Healthy. Journal of Nutrition Education and
Behavior, 107-113. doi:10.1016/j.jneb.2011.01.002
APPENDIX A

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Food For
Thought

APPENDIX B

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http://www.customink.com

APPENDIX C

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Rubric for Signature Assignment

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Criteria with
Professional
Standards
Referenced
Outline

5
Exemplary
(97 100%)

Outline Turned
In(Already
submitted for
points)

Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted with
a technology
choice selected
to embed the
assignment.

16
4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in
APA format
are submitted.

Brief outline
No outline
with one or no was
references
submitted.
submitted.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well,
somewhat
organized and
created a plan
for the paper

Introduction
is addressed
adequately.

Introduction is
omitted or
was
disorganized
and did not
create a plan
for the paper.

1. Literature
review
addresses
major issues
in the area.

1. Literature
review may
address major
issues, but
issues may

1. Literature
review does
not address
the major
issues in the

1. Literature
review does
not have the
depth of
knowledge

10 Points

5 x 2=10
points
Introduction

10 Points

Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully
developed,
well organized,
introduces all
topics, created
a plan for the
paper and
invites the
reader to read
further.

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research

5 x 2=10
points

15 Points
1. Literature
review
highlights
major issues in
the area.

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articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

17
2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

not be
supported
with expert
knowledge.
2. Good use
of references,
but additional
references
may have
strengthened
the paper.

area; the level

of support for
the issues is
not adequate.
2. Includes 3
references.

appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes
throughout the
articles
3. Demonstrate
thoroughly
how your
research and
the data
collected
supports your
stance on why
your healthy

Studies
covering the
same topic
are
summarized
and
integrated
level work.

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes
throughout
the articles
which were
not detailed
3. Somewhat
emonstrated
how your
research and
the data
collected
supports your

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed
3. Did not
demonstrate
how your

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18

and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

5 x 3=15
points

Practical
Implications and
Technology
infusion
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

30 Points

1. Practical
implications of
your event
details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on
how each of
the 6
program/comp
onents that are

1. Pratical
implications
are
discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

1. Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details
of your event
are missing.
2. Contained
at least 4-5
components
of a
comprehensiv
e school
program;
however,
some of the
needed detail

1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little
discussion on
which
programs/com
ponents are

NUTRITION CURRICULUM
in place are
organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade
level was
identified and
was
appropriate for
students of that
age

19
is missing.
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of
a special
event that
promotes a
healthy and
active school
environment
6. Contained
some
discussion on
a specific
health
behavior

currently in
place
4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little
discussion on
a specific
health
behavior
highlighted by
the special
event

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20

7. Contained
discussion on
how to involve
the entire
school in the
event

highlighted by
the event

8. Specific
target grade
level was not
identified
and/or not
appropriate
for students of
that age

7. Specific
target grade
level was
somewhat
identified and
was
appropriate
for students of
that age

8. Embeding
Technology as
a platform to
enhance your
proposal was
used with an
approved
application
from your
instructor

9. Contained
little
discussion on
how to
involve the
entire school
in the event

8. Contained
some
discussion on
how to
involve the
entire school
in the event

5 x 6=30
points

9. Technology
infusion was
not used.

9. Technology
infusion was
used but it did
not enhance
the proposal
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made
integrating
instructor
comments from
the outline

10 Points
Major issues
support and
establish
conclusions.

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

Detailed
draft of ALL
sections
with some
errors in
content
covered,

Detailed draft
of MOST
sections with
some errors in
content
covered,
headings,

Missing
sections or
paper has
regular errors
across content
covered,
headings,

Incomplete
(missing half
of the
requirements)
or completely
missing paper.

5 x 2=10
points

10 Points
Detailed draft
of all sections
of the paper
with
appropriate
content,
headers,

NUTRITION CURRICULUM

21

writing style, a
choice of
technology to
embed the
assignment and
references in
APA 6.0 style.

headings,
writing style
and/or
refernces in
APA 6.0
style.

writing style
and/or
refernces in
APA 6.0 style.

writing style
and/or
refernces in
APA 6.0 style.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version.
All were
highlighted in
yellow

Some
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

No comments
from
instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow
1. Cover
page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style.

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of
the document
4. This rubric
submitted
was added but
not at the end
4. All
of the

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#
4. This rubric
was not added
to the
document

NUTRITION CURRICULUM
sentences are
clear and well
developed
5. Proposals
and events are
appropriate
length with
standard
margins, font,
and size of text

22
document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

submitted
5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of
text