Food and Nutrition Competency Rubrics

Food and Nutrition Competency Rubrics
Competency 1: Students will understand that multiple factors influence nutrition and wellness
practices.
State guidelines:
Know how to analyze personal likes and dislikes. (NUT 3.1)
Understand family, peer, and cultural influences on food choices. (NUT 32, 3.3, 3.4)
Understand how mood and emotion affect food choices. (NUT 3.6)
4 exceeding
3 meeting expectations
expectations
Draw conclusions
in addition to a 3:
about the origins of
Connect your
your and your familys
food
food preferences.
preferences and
Assess emotional
the influences
eating and
on them with
investigate methods
your peers.
to resist it.
Determine how
Explain the various
food traditions
representative dishes
migrate and
and flavors of the
blend together
regions of the United
in this country.
States in terms of
natural and social
influences.
Notes:
2 approaching
expectations
Summarize your
and your familys
food preferences,
and compare the
influences on your
familys diet.
Identify patterns
of eating based on
emotions.
Relate cultural,
religious, and
geographical
influences to a
countrys national
dish.
1 beginning skills
List your food
preferences.
List factors
that influence
what people
eat.
Name the
national dish
of 2 countries.
Competency 2: Students will demonstrate the knowledge and skills needed to meet the nutritional
needs of individuals and families.
State guidelines:
Know the benefits of healthy eating (NUT 1.1)
Know how to assess personal nutritional needs (NUT 1.6)
Know strategies for overcoming barriers to healthful eating (NUT 1.7)
Know how to analyze nutrition labels (NUT 2.1)
Know the Dietary Guidelines for Americans (NUT 2.3)
Know how to balance food intake with physical activity (NUT 4.1)
4 exceeding expectations
in addition to a 3
Develop a plan to
overcome barriers to
healthy eating and
get your current diet
into a healthy
pattern, in order to
meet
recommendations.
Construct the meal
plan for one week
for yourself and
your family,
including your
familys preferences.
Notes:
2 approaching
Identify patterns in expectations
Keep track of
your diet to
determine which
your diet for
nutritional
seven days
categories meet or
and report on
miss personal
your calorie
recommendations.
and other
Investigate the
nutrient intake
and exercise.
functions of the six
Name the
nutrients,
Compare the effects
functions of
the six
of nutrient
nutrients.
deficiencies and
Construct a
excesses.
Construct a
personalized,
nutritionallypersonalized,
balanced meal
nutritionallyplan for
balanced meal plan
yourself for 5
for yourself for
days.
seven days.
Compare the
Critique the
nutritional
nutritional content of
content of two
three similar foods
similar foods
using their nutrition
using their
labels.
nutrition labels.
1 beginning skills
Keep track of
your diet and
exercise for 5
days.
Name the six
nutrients and
which foods
are good
sources of
them.
Construct a
personalized,
nutritionallybalanced meal
plan for 1
day.
List
information
found on a
nutrition label.
Competency 3: Students will demonstrate the knowledge and skills needed to promote food safety and
sanitation practices
State guidelines:
Know the importance of cleanliness. (NUT 5.1)
Know how to prepare, serve, and store food safely. (NUT 5.2)
Know reasons for food safety. (NUT 5.3)
4 exceeding
expectations
In addition to 3
Critique
professional and
home food
preparation
areas based on
local food safety
and sanitation
guidelines.
Notes:
Determine
whether a food is
potentially
hazardous.
Explain and
demonstrate
how to prevent
foodborne
illnesses.
Demonstrate
independently
the proper way to
use the
equipment in (1).
2 approaching
1 beginning skills
expectations
List potentially
Summarize the
hazardous foods.
six
List common
characteristics of
foodborne
potentially
illnesses.
hazardous foods.
Identify the proper
Identify
way to use kitchen
patterns in
equipment
foodborne
including:
illnesses from
o Knives
the foods that
o Stove
cause them.
o Oven
Demonstrate,
o Hand tools
with assistance,
o Small
the proper way to
equipment
use the
o Cleaning
equipment in (1).
supplies
Competency 4: Students will understand that science and technology influence the development,
production, and consumption of foods and related issues
State guidelines:
Know how marketing, packaging, and advertising influence food choices. (NUT 3.5)
Know threats to community health. (CEH 1.5)
Know global influences on health (CEH 2.5)
Know effects of the environment on the food chain. (CEH 2.6)
4 exceeding
expectations
In addition to 3
Apply concepts
of advances in
technology, food
additives,
marketing
techniques, and
altered food to
a persuasive
letter to a
legislator.
Notes:
Predict the next
evolution of food
and food
production tools
using recent
scientific and
technological
developments.
Compare
commercial and
homemade bread.
Design packaging
for your own snack
food using
marketing
techniques.
Argue one side of
the altered foods
issue using
evidence.
2 approaching
expectations
Summarize the
evolution of a
food or piece of
food production
tool.
Explain the
functions of food
additives.
Compare what
the consumer
expects from
food packaging
with the legal
definitions of the
words used on
the packaging.
Summarize the
arguments for
and against
altered foods.
1 beginning skills
List advancements
in science and
technology that
have contributed to
food production,
development, and
consumption.
List natural and
artificial ingredients
used as food
additives.
List deceptive
packaging words
and techniques.
Define terms
including GMO,
selective breeding,
subsidy, lobbyist,
monoculture, and
organic.
Competency 5: Students will demonstrate the knowledge and skills to acquire, handle and use food to
meet nutrition standards for individuals and families.
State guidelines:
Monitor recipe/formula proportions and modifications for food production. (FCS 9.3.5)
Critique the selection of foods to promote a healthy lifestyle. (FCS 9.3.6)
Prepare food for presentation and assessment. (FCS 9.5.3)
Maintain test kitchen and related equipment and supplies. (FCS 9.5.4)
Conduct sensory evaluations of food products. (FCS 9.5.6)
Demonstrate selecting, using, and maintaining food production equipment. (FCS 8.3)
Demonstrate commercial preparation for all menu categories to produce a variety of food products.
(FCS 8.5)
4 exceeds expectations
In addition to 3
Develop and
prepare your own
recipe, presenting
it in an
aesthetically
pleasing manner.
Notes:
3 meets expectations
2 approaching
1 beginning skills
Modify the yield of expectations
Identify parts of
Modify a recipe to
a recipe based on
a recipe
amount of
alter the yield and
Prepare a recipe
ingredients
prepare it.
that has been
available and
Prepare a recipe
selected for you
prepare it.
that has been
with assistance.
Select your own
selected for you
Identify the six
recipe and
independently.
tastes.
prepare it with
Recognize the six
Participate in
assistance.
tastes in foods
food tastings.
Plan and prepare
that are tasted in
Identify
a recipe that
class.
components of
illustrates one or
Contribute to food
food
more tastes or
tasting
presentation.
flavor profiles.
discussions.
Reflect on food
Compare food
tasting activities.
styling techniques.
Prepare
aesthetically
pleasing food
items.

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