|
Content knowledge
|
Students will be able to analyze the old food pyramid, the revised food pyramid, and MyPlate to determine how each framework supports balanced eating and where each has strengths or limitations. - analyze
|
- I can describe what the old food pyramid, the revised food pyramid, and MyPlate each recommend for balanced eating and compare their basic categories (like food groups or serving ideas)
- I can identify at least one strength and one limitation for each model using examples from class notes or sources I was given.
|
- I can analyze how each model supports balanced eating by comparing what it emphasizes, how it organizes food groups, and how those differences could affect choices
- I can provide specific examples from at least two referenced sources (class readings/videos or notes) to explain one strength and one limitation for each model.
|
- I can evaluate which model(s) best support balanced eating by analyzing the reasoning behind their recommendations and how well the evidence fits real food decisions
- I can compare strengths and limitations across all three frameworks and justify my comparisons with multiple, accurately referenced details from authoritative sources.
|
- I can synthesize findings across the old food pyramid, the revised food pyramid, and MyPlate to make a well-supported analysis of how each framework would guide daily balanced eating for different people or situations
- I can explain nuanced tradeoffs (strengths vs
- limitations) and connect those conclusions to my own food journal observations and interview perspectives using credible, cited evidence.
|
|
Skill
|
Students will be able to evaluate authoritative nutrition sources and family interview evidence for credibility, usefulness, and relevance to the question of which food guide nutritionists should recommend. - evaluate
|
- I can identify which nutrition sources (and family interview details) are likely trustworthy by checking who wrote them, where they were published, and whether the information matches the class question about which food guide nutritionists should recommend.
|
- I can evaluate how useful and relevant a source is to my research question by summarizing key points accurately, noting what the source helps answer, and recording any gaps or missing context that would limit its usefulness.
|
- I can compare multiple sources by judging credibility, explaining why specific evidence supports or weakens a claim, and pointing out strengths and limitations of both nutrition texts and family interview evidence for the debate topic.
|
- I can synthesize authoritative nutrition evidence with family interview perspectives by selecting the most relevant, strongest details, explaining the credibility and limitations of each piece of evidence, and integrating them into my reasoning with clear, accurate citations.
|
|
Skill
|
Students will be able to construct and defend a precise claim about which food guide should be followed by nutritionists using relevant evidence, counterclaims, and warrants. - construct and defend
|
- I can write a precise claim about which food guide nutritionists should follow and explain it in my debate notes using simple, relevant evidence from at least one source or my family interview.
|
- I can distinguish my claim from an opposing claim and organize my reasons so they connect to my evidence in a clear claim–reason–evidence structure in my debate notes.
|
- I can strengthen my argument by using multiple authoritative sources and one personal/interview detail, and I can address a counterclaim by explaining its strength and limitation before returning to my claim.
|
- I can defend my precise claim with a well-reasoned argument that includes a clear warrant (why my evidence supports my claim), evaluates the usefulness of evidence, and effectively refutes counterclaims in my debate notes and discussion.
|