The document provides requirements and rubrics for students to design a 2-3 day healthy eating menu plan for a teenager based on their age, gender, activity level, and foods available in their school cafeteria. The plan must include breakfast, lunch, dinner, and 2 snacks per day listing details of meals including serving sizes. Using the food pyramid as a guide, students must show the recommended amounts from each food group. The menu should include a variety of colorful, appealing, and healthy options avoiding high fat or sugar items. Students will be assessed on their knowledge of healthy choices, explanation of serving sizes and food groups, creating a balanced menu according to food pyramid guidelines, and consideration of other diet choices.

1. Healthy Eating Menu Plan – ISM Cafeteria
Designa 2/3 day healthy eating menu for a teenageryour age, gender and activity level (30 -60
minutes a day). Use food/meals only found in the ISM cafeteria.
Requirements
● The plan must include a breakfast, lunch, dinner and 2 snacks per day.
● List details of what a meal contains including serving sizes (Chicken teriyaki -3 oz
chicken, 1 cup mixed vegetables, 1 cup of rice)
● Use the Food pyramid as a guide for age, gender and activity level (30 -60 minutes a day)
and show the correct recommended amount from each group for you on the menu also.
(Grains – 8oz, dairy – 3cups, fruit – 2 cups etc...)
● Use a wide variety of foods. (Different meals everyday)
● List healthy options not high fat or high sugar items.
● Colorful /appealing for your teenage audience.
● Good use of IT skills.
** 2 class periods will be given to complete this task. Remember to check out all the options available
in the cafeteria in the morning, snack time and lunch time.
Healthy Eating Menu Rubric

2. Standard 3 Students will understand that practicing health-enhancing behaviors can avoid or
reduce health risks.
STUDENT ASSESSMENT (HIGHLIGHT THE RUBRIC)
Achievement Criteria
Exemplary
7 6
Proficient
6 5 4
Developing
4 3 2
Emerging
1
Knowledge and
Understanding
(Healthy choices)
M.W3.1 demonstrate
healthy practices and
behaviors that will maintain
or improve the health of
self and others
6. The student correctly
identified excellent
healthy foods choices
for every meal and
snack with a great
variety in colors and
foods.
7. The student correctly
identified good healthy
foods choices for most
of the meals with good
variety in colors and
foods.
8. The student correctly
identified some healthy
foods choices for 3 or
more meals and some
variety in colors and
foods.
The student did not
correctly identify any
healthy foods choices
for any meal or snack.
Transferof Knowledge
(Explanation /
Interpretation)
M.W3.2 demonstrate
behaviors that avoid or
reduce health risks to self
and others
The student accurately
described all the serving
sizes and correct food
groups.
The student created an
extremely well balanced
menu plan according to
their recommended My
Pyramid information.
The student described a
good amount of correct
serving sizes and correct
food groups.
The student created a
good well-balanced
menu plan according to
their recommended My
Pyramid information.
The student described
some correct serving
sizes and correct food
groups.
The student created a
somewhat well balanced
menu plan according to
their recommended My
Pyramid information.
Student did not
describe the serving
sizes or correct food
groups.
The student did not
create a well-balanced
menu plan according
to their recommended
My Pyramid
information.
Transferof Knowledge
(Variety of choices)
The student was open to
other diet choices by
showing a wide range of
food types (ie.
vegetarianism, food
restrictions, religion)
The student was open to
other diet choices by
showing at least three
examples of different
food types (ie.
vegetarianism, food
restrictions, religion)
The student was open to
other diet choices by
showing at least two
food types (ie.
vegetarianism, food
restrictions, religion)
The student was not
open to other diet
choices.
STUDENT REFLECTION
1. What are you most “proud of” in doing this taskand why?
2. What were your strengths in your learning habits (organization & engagement) in this task?
3. What aspects ofthe task did you find most challenging? How did you overcome these challenges?
4. How has this task improve your understanding ofnutrition? Do you think it will change your healthy/unhealthy eating
habits?
TEACHER ASSESSMENT
Achievement Level
Exemplary
7 6
Proficient
6 5 4
Developing
4 3 2
Emerging
1

3. Knowledge and
Understanding
(Healthy choices)
M.W3.1 demonstrate
healthy practices and
behaviors that will
maintain or improve
the health of self and
others
The student correctly
identified excellent
healthy foods choices
for every meal and
snack with a great
variety in colors and
foods.
9. The student correctly
identified good
healthy foods choices
for most of the meals
with good variety in
colors and foods.
10. The student correctly
identified some
healthy foods choices
for 3 or more meals
and some variety in
colors and foods.
The student did not
correctly identify
any healthy foods
choices for any
meal or snack.
Transfer of
Knowledge
(Explanation /
Interpretation)
M.W3.2 demonstrate
behaviors that avoid
or reduce health risks
to self and others
The student accurately
described all the
serving sizes and
correct food groups.
The student created an
extremely well
balanced menu plan
according to their
recommended My
Pyramid information.
The student described
a good amount of
correct serving sizes
and correct food
groups.
The student created a
good well-balanced
menu plan according
to their recommended
My Pyramid
information.
The student
described some
correct serving sizes
and correct food
groups.
The student created a
somewhat well
balanced menu plan
according to their
recommended My
Pyramid information.
Student did not
describe the serving
sizes or correct
food groups.
The student did not
create a well-
balanced menu plan
according to their
recommended My
Pyramid
information.
Transfer of
Knowledge
(Variety of choices)
The student was open
to otherdiet choices by
showing a wide range
of food types (ie.
vegetarianism, food
restrictions, religion)
The student was open
to otherdiet choices
by showing at least
three examples of
different food types
(ie. vegetarianism,
food restrictions,
religion)
The student was open
to otherdiet choices
by showing at least
two food types (ie.
vegetarianism, food
restrictions, religion)
The student was
not open to other
diet choices.
TEACHER COMMENTS