# Rubric: Healthy Eating and Active Living Model or Report

## Task

Students present a labelled model or report on healthy eating and active living.

## Curriculum Alignment

Students investigate physical activity and relate it to personal experience ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4275)).

Students examine internal and external factors that influence food choices and decisions ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4383)).

## Rubric

| Criterion | Beginning | Developing | Proficient | Exemplary |
|---|---|---|---|---|
| **Understanding of Physical Activity** | Names one type of physical activity with minimal detail. | Describes a physical activity and identifies one factor that influences it ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4277), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4279)). | Describes a physical activity and identifies two or more factors that influence it, such as peers, family, or enjoyment ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4277), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4279)). | Explains how multiple factors influence personal physical activity choices and connects to personal experience ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4275), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4277), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4278)). |
| **Knowledge of Healthy Eating** | Names one food or mentions hunger without detail. | Identifies some foods and discusses one aspect of food choices, such as preferences or hunger cues ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4385), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4387)). | Identifies a variety of foods, discusses hunger and thirst cues, and explains one way food connects to culture or family ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4385), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4389), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4397), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4399)). | Explains how internal cues (hunger, thirst) and external factors (culture, preferences, guidelines) influence food choices ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4383), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4385), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4389), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4397)). |
| **Use of Labels and Organization** | Few or unclear labels; work is disorganized. | Some labels present; work shows basic organization. | Clear, accurate labels on most parts; work is organized and easy to follow. | All parts are labelled clearly; work is well organized and visually easy to understand. |
| **Communication** | Difficult to understand; incomplete sentences or drawings. | Mostly clear; some sentences or drawings lack detail. | Clear and complete; sentences and drawings show understanding. | Very clear and detailed; effectively communicates ideas through words and visuals. |

## Scoring

Add the level achieved in each criterion. A student working at Proficient in all four criteria earns a total of 12 points. Use this scale:

- 4 to 6 points: Beginning
- 7 to 10 points: Developing
- 11 to 14 points: Proficient
- 15 to 16 points: Exemplary

## Notes for the Teacher

- **Observe personal connection.** Look for students who link physical activity or food to their own lives ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4275), [Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4383)). A student who says "I like soccer because my friends play" shows understanding of factors that influence choices.

- **Accept multiple formats.** A model can be a drawing with labels, a poster, a three-dimensional creation, or a written report. The criterion is whether labels are clear and the content shows understanding, not the medium chosen.

- **Check for factors, not lists.** A student naming "peers, family, culture" without explanation is developing. A student who says "I do gymnastics with my sister, so family helps me stay active" is proficient ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4277), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4279)).

- **Hunger and thirst cues matter.** Many Grade 2 students do not yet recognize their own body's signals ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4385), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4386)). Accept simple language: "My tummy rumbles when I am hungry" or "My mouth feels dry when I need water."

---
*AILI marking guide · language en · model claude-haiku-4-5-20251001 · generated 2026-09-17 · id fb1037b4-695c-4588-9fe7-337d002156fb*

### Sources

- node:n1: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4275)
- node:n2: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4383)
- node:n3: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4277)
- node:n4: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4279)
- node:n5: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4278)
- node:n6: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4281)
- node:n7: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4283)
- node:n8: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4282)
- node:n9: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4285)
- node:n10: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4287)
- node:n11: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4286)
- node:n12: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4289)
- node:n13: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4291)
- node:n14: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4290)
- node:n15: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4293)
- node:n16: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4295)
- node:n17: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4294)
- node:n18: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4297)
- node:n19: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4299)
- node:n20: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan. › What makes physical activity meaningful? › Students investigate physical activity and relate it to personal experience. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4298)
- node:n21: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4385)
- node:n22: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4387)
- node:n23: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4386)
- node:n24: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4389)
- node:n25: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4391)
- node:n26: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4390)
- node:n27: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4393)
- node:n28: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4395)
- node:n29: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4394)
- node:n30: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4397)
- node:n31: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4399)
- node:n32: Physical Education, Health and Wellness › Physical Education and Wellness (K–6) › Grade 2 › Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition and healt… › How can food impact well-being? › Students examine internal and external factors that influence food choices and decisions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/4398)