Teacher Model and Academic Outcomes for the Eat Book Project

Eat 1- What makes a healthy diet
UNISTRUCTURAL ·         Name the 7 food groups ·         Identify food as our energy source.	MULTISTRUCTURAL ·         Recognise that a balanced diet includes 7 components which do not have to be in equal amounts ·         Describe the role of each food group in the diet ·         Name the food tests and positive results for Starch, glucose, fats, Vitamin C and Protein. ·         Name some examples of sources from each of the food groups
RELATIONAL ·         Describe the proportions of each food group in the diet ·         Define and explain recommended daily amount. ·         Simply describe the health implications of eating too much or too little.	EXTENDED ABSTRACT ·         Explain the concept of energy balance and identify the links between the regulation of food intake, energy imbalance and health ·         Evaluate “meals” to how well they meet the criteria of a balanced diet? ·

Eat 2- What role do different nutrients have?
UNISTRUCTURAL ·          Name a range of different nutrients. (Including  examples of vitamins and minerals and the other major food groups) ·         Define a Nutrient ·         Define a symptom	MULTISTRUCTURAL ·         Give examples of where/how the nutrients are used including for main food groups and examples of minerals and vitamins. ·         Define nutrient deficiency ·
RELATIONAL ·         provide an overview of nutrient sources in the diet ·         Analyse the impact on nutrient levels when food is cooked. ·         Describe the symptoms of deficiency  of a nutrient	EXTENDED ABSTRACT ·         recommendations for the general population and apply them to evaluate the adequacy of diets; ·         Discuss how nutritional requirements of humans differ with age, amount of exercise, for food intolerance, ethical choices. ·         Identify correlations in nutrient levels and disease prevalence. ·         Analyse data about foods identifying important nutrients and their health benefits.

Eat 3- How is food digested and absorbed
UNISTRUCTURAL ·         Define Digestion ·         Define an enzyme ·         Describe digestion as the breaking down of food ·	MULTISTRUCTURAL ·         Describe how food travels around the body ( in simple terms re. the blood ·         Name three types of enzyme ·
RELATIONAL ·         Explain why digestion is needed re. size of molecules / absorption ·         Link enzyme type to food group and products of digestion ·         Link enzyme type to food group and products of digestion ·         Define digestion referring to molecule size and absorption ·         Identify the location of where different enzymes work ·         Define enzymes as specific	EXTENDED ABSTRACT ·         Use idea of diffusion to explain how food molecules are absorbed ·         Name the molecules that are produced by digestion for Carbohydrates, Proteins and Lipids ·         Use model to explain how enzymes break down food molecules ·         Link where the enzymes work to their optimal conditions ·         Explain why enzymes are specific

Eat4 – Digestive system
UNISTRUCTURAL Define the role of the digestive system Match scientific names with digestive organs on a simple diagram ·         Define a gland	MULTISTRUCTURAL Name and identify the organs Identify where digestion ends and absorption takes place Name the glands in the digestive system
RELATIONAL Sequence the organs in the digestive system Describe the process in each of the organs Describe the adaptions of each of the organs.	EXTENDED ABSTRACT Explain how adaptations for surface area and diffusion are

Eat 5- How can we trust the data on Food labels? How do Scientists Evaluate the quality of data?
UNISTRUCTURAL ·         Define Accurate ·         Define precise ·         Define repeatable ·         Define valid ·	MULTISTRUCTURAL ·         Measure to  1dp ·         Say why fair test is important ·         Simply compare calculated data and the
RELATIONAL ·         Explain why Repeat until 3 similar numbers ·         Calculate error bars? ·	EXTENDED ABSTRACT ·

Eat6 Drawing a graph.
UNISTRUCTURAL •             Axis  are titled and labelled with the correct units (Define) •             Plots are accurate and made with a  small symbol (x) (Procedure) •             Axis drawn along lines and with a ruler, neat and careful drawing	MULTISTRUCTURAL ·       A title links independent and dependent variable (Combine) ·       Average data is plotted only (Algorithm) ·       Scales are consistent and large (algorithm) ·       Independent variable on the x axis dependent upon the y axis the two axis intersect at point called the origin with coordinates (0,0)
RELATIONAL ·       Data placed into graphs to search for patterns, seen as part of process and Tables used to compare individual data (Classify) ·       Line of Best fit drawn to represent the pattern – not dot to dot(Relate/ Analyse)	EXTENDED ABSTRACT ·       Lines of best accurate and represents the data (Evaluate) ·       Anomalies identified and not used in plotting (Evaluate) ·       Lines are extrapolated following the established patterns (Create) Curved lines of best fit are smooth

Eat 7  Writing like a scientist – drawing a conclusion To be co-constructed from an exemplar
Below Standard	Working Towards Standard	AT Standard	Above Standard
·         The instructions are jumbled ·         Many Steps are missing ·         No title ·         No attempt at highlighting order. ·         No attempt to write in the third person. ·         Many sentences include words like I, we, our etc . ·         Some keywords are spelled incorrectly.	•             The instructions are mostly  in chronological order. •             Most  relevant steps are described. •             A title is given but may not be useful. •             Bullet points, numbers  are used to show the order. •             Some of the sentence are clear •             Some instructions are written in the third person. •   Useful detail is missing Some spelling errors .	·         The instructions are in chronological order. ·         All relevant steps are described. ·         A clear title indicates what the instructions are about. ·         Bullet points, number s or connectives are used to show the order. ·         Short clear sentences are used. ·         Written in the third person ·         Sentence in it. start with a verb. ·         Each sentence has a subject. ·         Specific helpful detail is included. ·         No spelling errors.

Eat8-  Correlations and Causation
UNISTRUCTURAL Define  a cause and effect relationship Define a correlation	MULTISTRUCTURAL Give examples of cause and effect Give examples of correlation
RELATIONAL Distinguish between causation and correlation?	EXTENDED ABSTRACT Identify a correlation in nutrient intake and disease occurance?

Eat 9- Calculating energy in food
UNISTRUCTURAL  Name the units that energy in food are measured in.	MULTISTRUCTURAL Describe a simple method of how to compare energy in food Identify the independent variable Identify the dependent variable
RELATIONAL Compare data referring to units inferring energy in each food type Name and control variables (Fair test)	EXTENDED ABSTRACT Calculate using the formula the energy in food

Eat 10  Science Skill – Acting Ethically- Co-construct an agreement.

Example ·         http://www.onlineethics.org/cms/9659.aspx ·         Journalists have limited time so don’t consult more than one source of info ·         Newspapers wil sensationalise articles to sell newspapers- we don’t have to!

Eat 11 Verbal Presentations- co-constructed

Example ·         What do we learn from the Humanities one? ·         Making eye contact with the audience ·         Loud and clear ·         Emphasis on keywords and important points ·         Not reading from notes ·         Speech flows ·         All words pronounced correctly ·         Confident body language ·         Keeping to time ·         Telling the audience what you’re going to the tell me ·         Telling the audience what you have told tell