Performance Activity

Food Groups
Materials: Station 1
Consumable
none
Nonconsumable
illustrations of three different breakfasts
64 Food Group charts

Materials: Station 2
Consumable
none
Nonconsumable
illustrations of three different lunches

Materials: Station 3
Consumable
none
Nonconsumable
U.S.D.A. Food Guide Pyramid

Additional materials to set up the Stations

none
© Scott Foresman 3
How to Set Up
Station 1
illustrations of three different breakfasts
64 Food Group charts
Materials
Preparation
1. Prepare enough Food Group charts so that each student can take one
from Station 1.
2. Use illustrations of breakfasts from magazines, advertising, or food
containers.
3. Label one breakfast illustration “A,” one “B,” and one “C.”
4. Keep track of the food groups shown in the illustrations to use as a
reference when judging students’ data.
Helpful Information
• For more interesting results, choose breakfasts with a limited variety of
food groups (sweet roll and coffee; cereal, orange juice, and milk;
bagel).
• You may want to alert students on how to tally foods and servings
shown in the illustrations.
Setup

© Scott Foresman 3

Be sure that the materials are set up like this before you leave this station.
 Performance Activity

How to Set Up
Station 2
Materials
illustrations of three different lunches
Preparation
1. Use illustrations of lunches from magazines, advertising, or food
containers.
2. Label one lunch illustration “D,” one “E,” and one “F.”
3. Keep track of the food groups shown in the illustrations to use as a
reference when judging students’ data.
Helpful Information
• For more interesting results, choose lunches with a limited variety of
food groups (French fries and cola; tuna salad sandwich, apple, and
milk; peanut butter sandwich, candy bar, and ice cream).
Setup
© Scott Foresman 3

Be sure that the materials are set up like this before you leave this station.
How to Set Up
Station 3
Materials
U.S.D.A. Food Guide Pyramid
Preparation
1. Keep track of the food groups shown in the breakfast and lunch
illustrations to use as a reference when judging students’ data.
Setup

Be sure that the materials are set up like this before you leave this station.
© Scott Foresman 3
 Performance Activity

Evaluation Guide
Station 1
Purpose
To evaluate a student’s ability to accurately identify and record food
groups from a sample meal.
Criteria
3 points = Student accurately identifies and records the food groups
present in all three breakfast illustrations.
2 points = Student accurately identifies and records the food groups
present in at least one of the breakfast illustrations.
1 point = Student does not identify food groups present in illustrations.

Station 2
Purpose
To evaluate a student’s ability to accurately identify which sample meal
offers the greatest variety of food groups.
Criteria
3 points = Student accurately identifies and records the food groups
present in all three lunch illustrations and determines which
one offers the greatest variety of food groups.
2 points = Student accurately identifies and records the food groups
present in the lunch illustrations, but does not identify which
one offers the greatest variety.
1 point = Student does not identify food groups present in illustrations.

Station 3
Purpose
To evaluate a student’s ability to compare sample meals and determine
what food groups are needed to have a complete and balanced diet.
© Scott Foresman 3

Criteria
3 points = Student identifies all of the missing food groups.
2 points = Student identifies one or two of the missing food groups.
1 point = Student does not recognize which food groups are missing.
Data Analysis
Purpose
To evaluate a student’s ability to use data and charts to suggest foods to
fulfill daily requirements.

Criteria
3 points = Student offers accurate suggestions to fulfill all daily
requirements.
2 points = Student offers accurate suggestions to fulfill some daily
requirements.
1 point = Student does not suggest foods to fulfill requirements.

Performance Activity Scoring Guide

Points % equivalent
12 100
11 92
10 83
9 75
8 67
7 58
6 50
5 42
4 33
3 25
2 16
1 8
© Scott Foresman 3
 Name ______________________ Date __________ Performance Activity

Imagine that you are part of the Nutrition Department of your school. Your
assignment is to evaluate some common breakfasts and lunches and
design a dinner that would complete a student’s daily nutritional needs.

My Data Collection
Station 1
Use the card at the station to correctly set up the equipment.
Breakfast
Look at the breakfast selections. Decide which food groups the breakfasts
contain.
• Record your observations in the Food Group chart and then take your
chart to the next station.

Station 2
Use the card at the station to correctly set up the equipment.
Lunch
Look at the lunch selections. Decide which food groups the lunches
contain.
• Record your observations in the Food Group chart and then take your
chart to the next station.
• Which lunch offers the greatest variety of food groups?
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© Scott Foresman 3

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Station 3
Use the card at the station to correctly set up the equipment.
Exhibit 3
The Food Guide Pyramid shows about how many servings of each food
group are needed each day for a complete and balanced diet. Use the
data you collected from Station 1 and Station 2 to answer the following
question.
• Which food groups need to be included in dinner to make a complete
and balanced diet?
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My Data Analysis
Now you have examined which food groups are contained in several
different breakfasts and lunches. Use your data and what you know about
healthful food choices to answer the following question.
• What foods would you suggest for dinner to make a complete and
balanced diet?
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© Scott Foresman 3