Investigation

Exceeds
Students conduct a clear and
concise analysis of the percent of
people that live below poverty line.
Students research on nutritional
importance has at least 3 valid
resources.
Students research on the percent
of students that qualify for free and
reduced lunch is valid and clearly
lists the qualifications that one must
meet to receive free and reduced
lunch.
Students write a concise and
coherent argument of the effects of
poor nutrition on academic
performance.

Preparation/Pl
anning

Students clearly communicate

where/how they are going to get
the food to prepare, and cooking
utensils.
Students clearly show how they
calculate the cost of the food and
materials. As well as how they will
obtain the funds for these items.
Students demonstrate the
permission they obtained from the
school to use the kitchen facility.
Students clearly communicate
whom and where they are going to
serve.
Students clearly show the recipes
they chose and thoroughly explain
the nutritional values.
Students clearly measure, and
modify recipes based on the
serving sizes as well as clearly
demonstrate they understand
kitchen safety, and food handling
processes.

Action

Students keep documentation and

get signatures that they met once a
week in the school kitchen where
they cooked a meal that will be
given to community members in
need for the duration of this unit.

Reflection

Students keep a well organized

scientific notebook that they update
after each time they work on this
project and implement cornel notes
to reflect on their academic
learning for the day as well as the
community service aspect of the
project.

Demonstration

Students create a well structured

outline to report what they did each
week for their service learning
project and clearly communicate
the impact their project is having on
their community.

Meets
Students conduct a concise
analysis of the percent of
people that live below poverty
line.
Students research on
nutritional importance has 2
valid resources.
Students research on the
percent of students that qualify
for free and reduced lunch is
valid and lists the qualifications
that one must meet to receive
free and reduced lunch.
Students write a concise
argument of the effects of poor
nutrition on academic
performance.
Students communicate
where/how they are going to
get the food to prepare, and
cooking utensils.
Students show how they
calculate the cost of the food
and materials. As well as how
they will obtain the funds for
these items.
Students explain how they
obtained permission from the
school to use the kitchen
facility.
Students communicate whom
and where they are going to
serve.
Students show the recipes
they chose and the nutritional
values.
Students measure, and modify
recipes based on the serving
sizes as well as demonstrate
they understand kitchen safety,
and food handling processes.
Students keep documentation
and get signatures of most
their visits to the school
kitchen where they cooked a
meal that will be given to
community members in need
for the duration of this unit.
Students keep a scientific
notebook that they update
after each time they work on
this project and implement
cornel notes to reflect on their
academic learning for most of
the days as well as the
community service aspect of
the project.
Students create an outline to
report what they did each
week for their service learning
project and communicate the
impact their project is having
on their community.

Approaching
Students conduct an analysis of
the percent of people that live
below poverty line.
Students research on nutritional
importance has 1 valid
resource.
Students research on the
percent of students that qualify
for free and reduced lunch is
valid but they do list the
qualifications that one must
meet to receive free and
reduced lunch.
Students write an argument of
the effects of poor nutrition on
academic performance.
Students unclearly
communicate where/how they
are going to get the food to
prepare, and cooking utensils.
Students show how they
calculate the cost of the food
and materials but do not explain
how they will obtain the funds
for these items.
Students do not explain how
they obtained permission from
the school to use the kitchen
facility.
Students communicate whom
but not where they are going to
serve.
Students show the recipes they
chose but not the nutritional
values.
Students measure, but do not
modify recipes based on the
serving sizes and do not
demonstrate they understand
kitchen safety, and food
handling processes.
Students keep documentation
but do not get signatures of
their visits to the school kitchen
where they cooked a meal that
will be given to community
members in need for the
duration of this unit.
Students keep an unorganized
scientific notebook that they
update after each time they
work on this project and
implement cornel notes to
reflect on their academic
learning for some of the days as
well as the community service
aspect of the project.
Students create an outline to
report what they did each week
for their service learning project
but do not communicate the
impact their project is having on
their community.