ECUR 325 Assignment 1 Assessment Piece

Maddy Humbert

Health Science 20 Nutrition: Meal Planning Final Project

Part 1: Canadian Food Guide Meal plan

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You are to plan a 3-day meal plan for yourself following the Canadian Food Guide:

It must:
 include 3 meals and 1 or 2 snacks each day
 meet the daily minimum serving requirements for Canada’s Food Guide
 have between 2000 and 2500 calories

You must have each day on a separate page. At the end of each day, you need to have a summary
of how many servings you have of each of the food groups and you must have a summary of
how many calories your complete day had.

Example

Breakfast
Food # servings food group calories
Toast 2 pieces Grain Products 60 cal
Milk 1 cup Milk Products 102cal
Banana. 1 Vegetable and Fruits 105 cal
Peanut Butter 2 Tbsp Meats and Alternatives 190 cal
TOTAL 457 cal

Go to Calorie Control Council – Calorie Calculator to find required calorie and fat information:
https://caloriecontrol.org/healthy-weight-tool-kit/food-calorie-calculator/

The Canadian government website has some great resources to look at for this assignment:
https://www.canada.ca/en/health-canada/services/canada-food-guides.html

Part 2: Around the World food guide

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You are to plan a 3-day meal plan for yourself following the recommendations from a different
countries food guide.

It must:

 include 3 meals and 1 or 2 snacks each day

 meet the daily minimum serving requirements from your country of choice
 have between 2000 and 2500 calories
As the same with part A you must have each day on a separate page. At the end of each day, you
need to have a summary of how many servings you have of each of the food groups and you
must have a summary of how many calories your complete day had.

Reflection for this assignment:

This is a summative assessment piece for a grade 11 Health Science 20 class. This

assignment will be a summative assessment of students understanding of outcome HS20-NU2.

This outcome is to “analyze dietary choices based on personal and cultural beliefs and scientific

understanding of nutrition”. The two indicators that were most present were the following:

 Examine how the dietary recommendations in Eating Well with Canada's Food Guide

and Eating Well with Canada's Food Guide – First Nations, Inuit and Metis compare with

recommendations in food guides from other countries.

 Design a healthful diet based on personal lifestyle choices.

At the start of the unit students will be informed of the final project. They will have a lesson

that explains different countries approach to a food guide so they will be given different ideas

come time for the final project. The students will be told they need to have their country of

choice for the final project chosen before their first work period. I will check with students

before the assigned work period to make sure students have chosen a country and are prepared to

work during the assigned time, this will be in the form of an exit slip. I will also formatively

assess during the work periods to make sure that students are understanding the requirements of

the project.

I chose to do a final project versus a test in order for students to have more choice within

demonstrating their own understanding of content. This will also be a way for them to have

flexibility in illustrating their understanding of nutrition and its relation to their overall health.
This is an opportunity for the students to investigate the difference in food guides from different

countries. Students were given the freedom to choose what country they want to complete a meal

plan for part 2 of the assignment, this was a strategy to motivate students and give them freedom

to research something that interests them. This assignment relates to a real world problem and

the understanding from this project will help students be lifelong learners in regard to nutrition.

This is also an opportunity to incorporate multiculturalism within the classroom and an

opportunity to research different cultures.

In my assessment piece, I will co-create the rubric with the students following handing

out the final project. During class time, we as a class will determine what aspects need to be

included in the final write up in order to receive a certain mark within the rubric. I will ask

students what they think is important for this assignment and write this on the board for them.

We will pick the best four criteria and then fill in the appropriate information for the rubric.

There will be 4 headings for the rubric which are Highly Proficient (4) Proficient (3) Growing

(2) and needs improvement (1) for each criterion. Each criterion will have indicators

demonstrating what work would result in which category. With four criteria areas and a possible

for 4 marks per criteria Part A will be out of 16 and Part B will be out of 16 for a total value of

32. Students will be given two work periods to research and complete this final project. Students

will also self-assess their own work using the co-constructed rubric once they have handed in

their final project. Allowing the students to be a part of the rubric making process as well as

allowing the students to self-assess their work will be an assessment AS learning opportunity.

During the students work period I will formatively assess that students are understanding the

assignment and are reaching the outcome goal.

 The overall mark will be reflective of my grade in collaboration with the student’s

assessment. If my assessment of the students is very different from their own a conversation will

be had between myself and the student in order to reiterate the rubric criteria and why the student

received the mark they did. The student will fill out their rubric the day the assignment is due. I

will also fill out the rubric and give feedback about what the student did well and what areas of

the assignment that could use improvement. If a student does not demonstrate an understanding

of the content with their final project they will be given the opportunity to make the

improvements using the feedback they received. I as the teacher will meet with them individually

in order for the student to understand the written feedback that they received in addition to the

rubric. Students will also be given the opportunity to make improvements to their assignment in

order to illustrate they have demonstrated a deeper level of understanding.

The prior lessons of teachings on the Canadian Food Guide and other countries food

guides will give students knowledge they need to for this assignment. Students will have already

made a food journal prior to the final assessment piece, this will give them the knowledge to

calculate total number of calories and determine if they are currently meeting the Canadian Food

Guide requirements. My professional learning goals are as follows:

7. I set and use goals for enhancing my professional development- a goal of mine for this

assignment was to create an assessment piece that was more creative than having a unit test. I

wanted students to be able to have flexibility in demonstrating their learning.

8. My portfolio reflects growth in my planning- For this assignment I had to determine what

lessons I would have to teach in order for students to be prepared for their final assessment for

the unit.
9. My professionalism is evident in my in-class activities for ECUR 325- I am engaged in class

and ask questions in order to make sure I am understanding expectations within the class.

Differentiation and adaptation

-For EAL students I will make sure that throughout the class they have been given guided notes.

They will be encouraged to use the internet as a way to help translate difficult English words so

they are able to express their thoughts. If they are in a class where they have an EAL teacher I

will also encourage them to work with that EAL teacher on this assessment.

-For individuals with learning disabilities they will have their assessment piece adapted so that

they have to make a 2-day meal plan instead of 3-day meal plan. This will help them be able to

finish the project in the allotted amount of time in class. They will still be able to demonstrate

their understanding of content with the reduced course work.

-If students are struggling with concepts I will help guide them through an example of a sample

day from a country they won’t be using. I will also give students two days after the work period

to hand in the assignment, this way struggling learners may come to me outside of class time to

understand concepts. If they are still struggling with content it could be possible to determine

together a way for the student to demonstrate they have learnt the outcome.

-For students that are excelling in this class I will encourage them to pick a country that we have

not already discussed in classes previously. This will challenge them to research further and

work on their researching skills.

References

Health Science 20. (n.d) Retrieved from https://www.edonline.sk.ca/webapps/moe-curriculum-

BBLEARN/CurriculumOutcomeContent?id=74&oc=75513