Assessment of the Unit
This unit involves ten learning tasks that are designed to scaffold the two-part rich task of the Healthy Eating Campaign and New Healthy Canteen Menu design. The learning tasks progress from low- to high- order thinking.
Various methods of assessment are used under the "For Learning", "Of Learning", and "As Learning" models.
The learning tasks are assessed formatively by teachers and through students' own reflection.
The rich task is assessed summatively by the teacher, and students partake in peer-assessment.
The Class Blog is an integral part of this unit that fosters metacognition within students and provides data to inform teaching.
Various methods of assessment are used under the "For Learning", "Of Learning", and "As Learning" models.
The learning tasks are assessed formatively by teachers and through students' own reflection.
The rich task is assessed summatively by the teacher, and students partake in peer-assessment.
The Class Blog is an integral part of this unit that fosters metacognition within students and provides data to inform teaching.
Desired Results/ Objectives
At the conclusion of the unit, students will understand;
1. What healthy food is, and where it comes from.
2. What constitutes a balanced diet, why we need one, and the implications of unhealthy eating.
3. Healthy food incorporates ingredients and dishes from all cultures, as reflected in school life.
4. The importance of a healthy canteen menu.
5. What they can do to make their school healthier.
6. How they can action and share ideas to get the whole school and wider community involved.
7. How they can use acquired data (survey) to go about inciting change.
8. How their newly acquired knowledge can inform others (campaign).
10. How their newly acquired knowledge can guide their future choices in life.
1. What healthy food is, and where it comes from.
2. What constitutes a balanced diet, why we need one, and the implications of unhealthy eating.
3. Healthy food incorporates ingredients and dishes from all cultures, as reflected in school life.
4. The importance of a healthy canteen menu.
5. What they can do to make their school healthier.
6. How they can action and share ideas to get the whole school and wider community involved.
7. How they can use acquired data (survey) to go about inciting change.
8. How their newly acquired knowledge can inform others (campaign).
10. How their newly acquired knowledge can guide their future choices in life.
Formative Assessment
The 10 Learning Tasks can be formatively assessed through the Beginning/ Consolidating/ Advanced checklist as seen below.
Students also self-assess by marking and revisiting a What-I-Know line throughout the unit.
iquestformative.pdf | |
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The class blog serves as a method of formative assessment under the "For Learning" and "As Learning" models. Teachers are encouraged to use student reflections to scaffold learning in the classroom.
Students also self-assess by marking and revisiting a What-I-Know line throughout the unit.
Students also self-assess by marking and revisiting a What-I-Know line throughout the unit.
Summative Assessment
This IQuest uses the "As Learning" and "Of Learning" methods of summative assessment. The rubric found below is a teacher tool for assessing groups' contribution to the Healthy Eating Campaign.
The students' "New Healthy Canteen Menus" are anonymously peer-assessed. See the student rubric below.
HEALTHY CANTEEN MENU- PEER ASSESSMENT