21st Century Assessment

Health Education, Grade 7, “Personal Food Choices” 

Assignment Description: Due Date: TBD

In this unit you will be exploring personal food choices while learning about nutrition. You will complete a series of activities as listed below. 

  1. Tracking Personal Food Consumption: 
    1. Over the course of 7 days, record your daily food intake. During this process, record every food and drink consumed. This can be done using a journal/notebook, phone, laptop, etc. See example below.
  1. Determine how and where to access healthy eating information.
    1. Where are you getting your food information from? How do you know if it is reliable? Is it easily accessible?
    2. Explore and collect online resources that discuss healthy eating and/or nutritional values. Create an “Online Resource” such as a Google Slide Presentation to share among the class.
  1. Examine the consequences of/of not evaluating information about healthy eating.
    1. Why are there nutrition labels on food? Who benefits from nutrition labels?
    2. Explore positive and negative consequences of not paying attention to important food information.
  1. Apply guidelines for healthy eating as presented in Canada’s Food Guide
    1. Use Canada’s Food Guide to outline the guidelines for a healthy diet and healthy eating habits.  What do you notice about the diet? What is included? What is missing?
  1. Analyze food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products. 
    1. What do food labels tell us? Explain how you learned about food labels and how to use them for making healthy choices with food. 
  1. Prepare a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) using a variety of given family food budgets and/or situations.
    1. Explore menu planning for both small and large families with small and large budgets.

In groups of two, research personal food choices by following the guidelines below. One of you is the interviewer while the other is the interviewee. Record your interview for CTV News at 6 and upload to YouTube.

Use the following resources to collect information for your interview:

Formative assessment tool:

Once per day, once a week (therefore one meeting per week per student group of 2-3), the teacher meets with a different student group (approximately 5-10 minutes) for a one on one discussion in order to monitor progress, ask questions, follow up, gain insight, explore together, give direction, provide support, or research additional information together, and review their food diaries (as seen below).

Summative assessment tool (rubric):

Student Group Members Names:

_____________________________
_____________________________
_____________________________

Date: ____________________

CategoryBeginning(1)Progressing (2)Meeting (3)Exceeding (4)
Connection to how and where to access healthy eating information. USC 7.5 a.Has not demonstrated how/ where to access healthy eating information. Hardly demonstrated how/where to access healthy eating information.Made several references of how/ where to access healthy eating information.Consistently and independently referenced where to access healthy eating information.
Connection to examining the consequences of/of not evaluating information about healthy eating. USC 7.5 c.Has not demonstrated the consequences of not evaluating information about healthy eating.Hardly examined the consequences of/of not evaluating information about healthy eating.Made several references examining the consequences of/of not evaluating information about healthy eating.Consistently and independently examined the consequences of/of not evaluating information about healthy eating.
Connection to how to apply guidelines for healthy eating as presented in Canada’s Food Guide. USC 7.5 e.Has not demonstrated how to apply guidelines for healthy eating as presented in Canada’s Food Guide.Hardly applied guidelines for healthy eating as presented in Canada’s Food Guide.Made several references on appling guidelines for healthy eating as presented in Canada’s Food Guide.Consistently and independently made references on appling guidelines for healthy eating as presented in Canada’s Food Guide.
Connection to tracking and analyzing personal food consumption for one week (based on Canada’s Food Guide). USC 7.5 f.Did not track and analyze personal food consumption for one week (based on Canada’s Food Guide). Attempt to track and analyze personal food consumption for one week (based on Canada’s Food Guide) displayed poor performance; missing information/ gaps.Attempt to track and analyze personal food consumption for one week (based on Canada’s Food Guide) displayed concerted effort; no missing information.Attempt to track and analyze personal food consumption for one week (based on Canada’s Food Guide) exceeded expectations. Detailed documentation. Co
Connection to analyzing food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products. USC 7.5 gNo attempt to analyze food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products.Occasionally analyzed food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products.Frequently analyzed food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products.Consistently and independently analyzed food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products.
Connection to preparing a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) using a variety of given family food budgets and/or situations. USC 7.5 h.No attempt was made to prepare a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide).Attempted to prepare a family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) but using a variety of given family food budgets and/or situations was missing. Less than three-day meal plan.Prepared a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) using a variety of given family food budgets and/or situations.Exceeded a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) using a variety of given family food budgets and/or situations.
Select and use the appropriate strategies to communicate meaning before (e.g., planning and organizing ideas to fit format), during (e.g. using transition words), and after (e.g., revising to eliminate unnecessary repetition) speaking, writing, and other representing activities. CC7.3 b.No attempt for considerations displaying qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).Weak attempt of considerations displaying qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose)Several considerations displaying qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).Very strong considerations displaying qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).

Total of 28 possible marks

Teacher’s notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Peer assessment tool:

The purpose of this peer assessment is to help us practice critically analyzing peer work. Practicing this will help us become experts in group participation and fairness. You will receive 5 marks based on the depth and effort you exhibited. 

Name:
Participation (10)    10 marks         Yes  7 marks     Mostly   5 marks    Somewhat  2 marks      No
Participated in meaningful ways in the interview collaboration (as indicated by peers)   Group members were very flexible with planning, added their own creative influences, did well with problem solving and was able to collaborate effectively and efficiently.Group members showed flexibility with planning, added their own creative influences, did well with problem solving and was able to collaborate effectively and efficiently.Group members scarcely contributed, and were somewhat flexible. Needs improvements with organization and planning.  Little communication skills shownGroup members struggled to contribute to the creation.  Struggled with collaboration and flexibility.  

Self assessment tool: 

Student’s Name: ____________________________________________ Date:______________________

Areas for Improvement:OutcomesCriteria for Performance: Meets or Exceeds Expectations:
Did I determine how and where to access healthy eating information?
Did I examine the consequences of/of not evaluating information about healthy eating?
Did I apply guidelines for healthy eating as presented in Canada’s Food Guide?
Did I track and analyze personal food consumption for one week, based on Canada’s Food Guide?
Did I analyze food labels for personal food choices for sodium, sugar, fat, and calorie content among similar products?
Did I prepare a three-day family food menu by applying nutritional knowledge to make nutritious selections (based on Canada’s Food Guide) using a variety of given family food budgets and/or situations?
Proposed mark out of 10.                  /10

Our assignment, Personal Food Choices, aligns with 21st century competencies, multimodalities, and is authentic. This project-based group assignment allows students to be flexible, creative, problem solve, collaborate, requires interpersonal skills such as organizing, and offers a real-life scenario. Real world learning, such as this assignment, present excellent learning opportunities for students because they are able to “demonstrate a richer level of understanding and application of process and learning skills in a broader context than traditional testing would allow” (Luongo- Orlando, K. pg. 8).

21st century competencies mean student performance requires critical thinking, innovation, problem solving, communication, collaboration, and creativity. These are important competencies given the increasingly competitive global marketplace. These competencies are more than skills or knowledge, “[I]t involves the ability to meet complex demands” (Ontario, pg. 9). Our assignment, Personal Food Choices, meets the criteria for 21st century competencies because students use the teacher’s given framework to create a personalized presentation through a Q&A format, creating a YouTube video, while exploring and learning through their own research and data collection. The students are asked to collaborate with peers and research topics while they evaluate and make informed decisions to form a judgement “using a variety of tools and resources” (Ontario, pg. 12). They do this first by tracking and analyzing their food consumption for one week and then they are to determine how and where to access healthy eating information. Through a collaborative effort they examine and apply Canada’s Food Guide guidelines to make necessary adjustments to their food consumption. Through group communication they discuss and document the consequences of/ of not evaluating information about healthy eating. Then in a creative way, the student group’s create a script (interview/ interviewee format) and YouTube video discussing nutrition and personal eating choices that can include handouts (such as pamphlets) for community nutritionists/ dieticians. This process requires teamwork, perseverance, and organization and “employers are increasingly valuing “soft” skills” (Ontario, pg. 10). The group may discover multiple solutions to making adjustments to their food consumption and this can lead to creative solutions with no known answer. This is what 21st century competency learning is all about!

Multimodalities mean the inclusion of being flexible, multi-skilled, undertaking a range of tasks, using new technologies, and the ability to apply knowledge in different and new contexts. Life now is a “life of change and diversity” (Kalantzis, Cope, & Harvey, pg. 19) therefore the old way of passively learning off by heart is no longer applicable. Personal Food Choices supports students using technology to research food choices, how and where to access healthy eating information, consequences of healthy eating, and to track their food intake. Furthermore, they are required to use technology to create a Q&A YouTube video using any program such as PowerPoint, Google Slides, Prezi, Zoom, iMovie, etc. As students research and acquire more knowledge in their project they will be learning how to be flexible and multi-skilled in order to apply their new found information applicable to their life. “Students are more engaged, intrinsically motivated to learn, and more successful when they can connect what they are learning to situations they care about” (Ontario, pg. 34). Deeper and more meaningful learning will occur.

Authenticity means real world learning is incorporated using real-life situations; the final product can include a portfolio, exhibition, performance, an experiment, presentation, YouTube video, and so forth. The Personal Food Choices project immerses students into their real-life eating habits where they monitor, apply food guidelines, and then examine consequences. Our project is also authentic because the students are to produce a three-day menu using a variety of budgets and situations. Authentic learning shifts from ‘getting the grade’ to promoting “new learning and to measure more accurately the skills required for success in the twenty-first century” (Kalantzis, Cope, & Harvey, pg. 16). Successful learners embody planning and completing projects and group work while embracing real-world scenarios all the while building a portfolio.

In conclusion, the group project we’ve assigned the grade 7 health class incorporates 21st century competencies, multimodalities, and is authentic. We believe this assignment is engaging, allows for creativity, flexibility, and meets curriculum outcomes and indicators. As teacher’s, we are open to student ideas if they would like to take the project in a slightly different direction, and to be multi-modal and authentic, we hope this occurs. Personal Food Choices will aid students in deeper learning by developing many desirable (and hirable) 21st century competencies. 

References

Kalantzis, M. (2010). Assessing MULTILITERACIES and the NEW BASICS.PDF. Retrieved April 15, 2021.

Ontario, 21St century competencies: Foundation document for discussion. (2016). Retrieved April 15, 2021.

Luongo-Orlando, K. (2003). Luongo-Orlando.pdf. Retrieved April 15, 2021.

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