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Tredyffrin/Easttown School District Conestoga High School
Family and Consumer Sciences Foods Lab Alternative Assignment
Alternative Assignment for Food Preparation Lab
How can I make up a food preparation lab?
Foods selected for preparation in lab support the lesson objectives by enabling the student to:
acquire critical knowledge about lesson objectives;
develop problem-solving proficiency relating to lesson objectives;
use self-directed learning strategies; and
use team participation skills.
Directions for Food Lab Assignment (Lab Make-Up)
In an effort to replicate the scholarship of the food preparation lab, the student will write a five paragraph essay
analyzing and critiquing an article about food, food safety, and/or nutrition that relates to the purpose of the
missed lab. The student may choose the article; if the student has difficulty in finding an article, one may be
provided by the teacher. Please use the accompanying “Five Paragraph Essay Format” and “Rubric for
Alternative Food Lab Assignment” as a guide for writing your essay.
Reliable Sources for Information
Nutrition.gov
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1
USDA Food and Nutrition Information Center:
http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1&tax_subject=246
Harvard School of Public Health
http://www.hsph.harvard.edu/nutritionsource/nutrition-news/
International Food Information Council Foundation
http://www.foodinsight.org/Hot-Topics.aspx
Food Safety.gov
http://www.foodsafety.gov/news/index.html
American Dietetic Association
http://www.eatright.org/public/
Write a five-paragraph essay about a food/nutrition-related current event. Include the following:
Section 1
Current event topic
Title of Article you are reviewing
The source of your current event article
A summary of the content of the article.
Section 2: Reaction
Take a position on the issue: what do you think and feel about the issue?
How does this event affect you and/or your peers?
How can/cannot this issue be resolved?
Five sentence minimum
Section 3: Teen and World Impact
How does/doesn’t this event impact your peers?
How does/doesn’t this event impact the world?
Three sentence minimum
Tredyffrin/Easttown School District Conestoga High School
Family and Consumer Sciences Foods Lab Alternative Assignment
The Five Paragraph Essay Format
The first paragraph:
1. Begins with a topic sentence that introduces a general theme.
2. Follows the topic sentence with sentences that narrow the focus of the theme, so that it is less
general.
3. Introduces the author of the text you are writing about.
4. Introduces the title of that text.
5. Narrows the discussion of the topic by identifying an issue or problem.
6. Finishes by making a debatable claim – a thesis statement – which is defined as a debatable
point/claim.
Body paragraphs:
1. Begin with topic sentences that clearly relate to the topic, or issue, or problem that was
identified in the introductory paragraph.
2. Sentences that elaborate on the issue or problem discussed in the introductory paragraph,
and also demonstrate a clear connection to the thesis statement. A sentence or sentences
that make a claim about the topic, issue, problem.
3. A quote from the text you are analyzing that supports your claim.
4. Your interpretation of that quote, which explains how you arrived at your conclusion, and
demonstrates a clear connection to the thesis statement.
Body paragraphs employ the One, Two, Three Rule, which is:
1. Make a debatable claim.
2. Support the claim with a quote.
3. Explain the connection between your claim and the quote, which means you make an
intellectual conclusion.
Concluding paragraph:
1. Begins with a topic sentence that clearly relates to the topic, or issue, or problem that was
identified in the introductory paragraph.
2. Sentences that make connections with, or revisit, points from your introductory paragraph and
your body paragraphs. These points now serve to close your argument.
3. A synthesis of these points that clearly demonstrates the focus of your thesis statement.
4. A final comment or intellectual conclusion that points out the larger significance of your
argument.
Things to avoid:
Do not use contractions.
Do not engage in personal stories, meaning stories of your own life experiences, or the
experiences of friends, family, and so on.
Do not begin sentences with conjunctions: but, and, or, nor, for, so, yet.
Avoid any form of direct address to the reader, such as "think about the fact that . . ."
Avoid too casual of a prose style, such as sentences that begin with words like "well, sure,
now, yes, no."
Tredyffrin/Easttown School District Conestoga High School Name ____________________________________________
Family and Consumer Sciences Foods Lab Alternative Assignment Date ______ Cycle Day ___ Period ____ Score _____ / 20
Alterative Assignment for: ____________________________
Rubric for Foods Lab Alternative Assignment
Category Exemplary Advanced Basic Needs Improvement
Analysis demonstrates a clear Analysis demonstrates an Analysis demonstrates a Analysis demonstrates little
Analysis and and accurate understanding of understanding of the issue. superficial understanding of understanding of the issue.
Connections the scope and implications of Employs factual, relevant, and the issue. Fails to use information in the
10 points the issue. accurate information in the Employs general information in development of a position.
Employs extensive factual, development of a position the development of a position
relevant, and accurate Bases conclusions with little or
information in the development Bases conclusions on Bases conclusions on no examination of information.
of a position examination of the evidence. examination of information. Fails to make text-text, text-
Bases conclusions on a Insightfully makes text-text, Attempts to make appropriate self, and text-course
thorough examination of the text-self, or text-course text-text, text-course connections.
evidence. connections. connections, but lacks
sufficient detail to establish a
Insightfully makes multiple full connection.
text-text, text-self, and text-
course connections.
Information from news article Information from news article Summary is unclear or Too much information is
Article is summarized clearly. is summarized clearly. incomplete. copied from the article and/or
Content Essay uses the five-paragraph Essay does not use the five- There is a need for more important details are omitted.
6 points essay format. paragraph format supporting details. Details or summary is
confusing.
Writer demonstrates an Writer shows reasonable Errors in spelling, punctuation, Errors in spelling, punctuation,
Conventions outstanding grasp of standard control over a limited range of usage and grammar, usage and grammar,
3 points writing conventions and uses standard writing conventions; capitalization and capitalization and
conventions effectively to errors sometimes distract and paragraphing, repeatedly paragraphing, repeatedly
enhance readability. impair readability. distract the reader and make distract the reader and make
Writer makes little or no errors Writer makes very few errors the text difficult to read. the text very difficult to read.
in grammar/spelling. in grammar/spelling. Writer makes some major Writer makes many errors in
Every paragraph contains Most sentences are well- errors in grammar or spelling. grammar/spelling.
sentences that are well- constructed with varied Some sentences may not be Sentences lack structure and
constructed with varied beginnings. well-constructed. appear incomplete/ confusing.
beginnings. Vocabulary is appropriate. Similar words are used too
Vocabulary is rich and often.
appropriate.
Article title, source, and Article title, source, and Article title, source, and Article title, source, and
Article reference information is reference information is reference information is reference information is
1 points complete. complete. incomplete. incomplete.
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