PPZ 30 FAD DIET Research Assignment Mrs. Longval
Fad diets – approaches to weight control that are popular for a short time – come and go but
rarely have any lasting effect.
TASK:
 In groups of 2 - Identify a fad diet or commercial diet program, and describe the details
of how it works (identify foods allowed, number of calories recommended consumed,
special foods beverages, supplements required or recommended, etc).

You may choose how you wish to present your final product – you may choose between
the following choices; typed essay, Power Point presentation, billboard/poster board,
Prezi, website, etc.

All groups will present their final product to our class. Presentation should be no longer
than 4 minutes.
Each final product must evaluate the diet using the following criteria.
1. What does this diet claim to do? What is the method used?
2. Nutritional adequacy - Do you receive all the basic nutrients as outlined in class?
3. What foods can you eat? What foods can’t you eat? Include a breakdown of dietary restrictions (i.e. fats, proteins, carbohydrates/sugars).
4. How does it compare to the Canada’s Food Guide?
5. What are the costs involved?
6. Time involved - one week, one month, one year etc?
7. Are there “Special Foods” / Supplements involved?
8. What is the weight loss promised and long-term success rate?
9. Does the diet promote or recommend exercise? How much?
10. Would you encourage others to use this diet? Why or why not?
**Add any other information you feel is important
Assignment Due & Oral Presentations Begin:
* Wednesday April 29th, Tuesday May 5th 2015
* ALL groups MUST be ready to present on Wednesday April 29th
In Class Work Periods:
Thursday April 22nd, Monday April 27th,
*Tuesday April 28th 2015 ½ period starting at 9am – run & workout 1st 
PPZ 30 FAD DIET Research Assignment Mrs. Longval
FAD Diet Research Assignment
Evaluating Student’s Research and Writing Skills
Content and Resource
Requirement
Organization of Content
Subject Knowledge
Originality &
Data Collection
Presentation
Speaks Clearly
Posture and Eye Contact
Preparedness
Level 1 50-59%
Level 2 60-69%
Level 3 70-79%
Level 4 80- 100%
Assignment seems hurried or unfinished. There
are factual errors, misconceptions and required
information is missing.
Assignment has a focus
and an organizational
structure. There may be
factual errors and some
of the required information is missing.
Evaluator has difficulty
following assignment because information is all
over the place. Some logical sequence of information.
Student is uncomfortable
with the information and
is able to demonstrate
some knowledge and understanding of the content.
Some attempt to gather
relevant data. Assignment seems to be a collection of other people’s
work and ideas.
Assignment is presented
in an accurate and organized manner. There are
no factual errors and all
required information is
included.
Student presents information in logical sequence which evaluator
can follow.
Speaks clearly and distinctly all (100-95%) the
time, but mispronounces
one word.
Stands up straight and
establishes eye contact
with everyone in the
room during the presentation.
Speaks clearly and distinctly most (94-85%) of
the time. Mispronounces
no more than one word.
Sometimes stands up
straight and establishes
eye contact.
Assignment is organized,
and information included
shows notable insight
and critical thinking skills.
More than the required
information is included.
Student presents more
than the required information in a logical, interesting sequence which
evaluator can easily follow.
Student demonstrates a
full range of knowledge
and understanding of the
content. All information
is clear, appropriate and
correct.
Abundant relevant data
collected. Assignment
shows significant evidence of originality. Assignment is fresh and inventive, logical conclusions and sound research.
Often mumbles or can
not be understood OR
mispronounces more
than one word.
Slouches and/or does not
look at people during the
presentation.
Student seems pretty
prepared but might have
needed a couple more
rehearsals on their part
of fad diet presentation.
The student is somewhat
prepared, but it is clear
that rehearsal was lacking on their part of fad
diet presentation.
Evaluator cannot understand assignment. There
is no logical sequence of
information.
Student does not have a
grasp of information; information is confusing,
incorrect or flawed.
Minimal or irrelevant
data. There is no evidence of new thought.
Speaks clearly and distinctly all (100-95%) the
time, and mispronounces
no words.
Stands up straight, looks
relaxed and confident.
Establishes eye contact
with everyone in the
room during the presentation.
Student is completely
prepared and has obviously rehearsed their
part of fad diet presentation.
Student is at ease and
demonstrates a good understanding of the content, but fails to elaborate beyond necessary
requirements.
Adequate and relevant
data collected. Assignment shows some evidence of originality.
Student does not seem at
all prepared to present
their part of fad diet
presentation.