# Rubric 06: Feed the Class

**Project:** `Project 06 - Feed the Class.md`
**Unit:** Unit 6, From Farm to Table (Food Systems and Production)
**Total:** 20 points (five criteria, 1 to 4 each). Labs and projects category (40 percent).
**Not this rubric:** the cook day lab score is taken separately on `Rubric 01 - Lab Rubric.md` (three objectives plus the safety and sanitation row, 16 points), which is the lab rubric used for every lab in this course. Do not write a new lab rubric for this project.

Station: ______ Dish: ____________________ Date scored: __________

## Self-assessment (the team fills this row first, before the teacher scores)

| Criterion | Our score (1 to 4) | One sentence of evidence, naming a page, a block, or a number |
|---|---|---|
| 1. The scaling math and the yield | | |
| 2. The cost and the shopping list against the budget | | |
| 3. The flowchart and the station card | | |
| 4. The cook day: safety, teamwork, and the clean check | | |
| 5. The reflection | | |

## Teacher rubric

| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| **1. The scaling math and the yield** (FSP 1. d); Std 3 PI C; CDOS 3a Basic Skills; National FCS 8.5.3) | The scale factor is wrong or missing, or three or more ingredient lines were not multiplied, or the yield check was not done, or the plan feeds fewer than 28 | The scale factor is right and most lines are multiplied, but one or two lines are wrong, or a line was rounded down instead of up, or cups and ounces were mixed on one line, or the yield check says a number but does not compare it to 30 | The scale factor is computed from the two numbers and shown. Every ingredient is multiplied correctly. Every line is rounded up to a package the store actually sells, with the package size named. Every cup-to-ounce conversion is right. The yield check names the number of portions the plan makes and states that it clears 30 | Everything in Meets, and the team caught and fixed at least one unit trap on its own (weight ounces read as fluid ounces, a 32 ounce box covering a 3 cup requirement), and the yield check states the spare portions and where they will go if nobody needs them |
| **2. The cost and the shopping list against the budget** (FSP 5. a), 5. c); N&W 3. a); FCL 4. c), 4. g), 4. i); Std 3 PI B; National FCS 2.1.3) | The costing sheet has lines with no size, no unit price, or no cost, or the running total does not add up, or the station is over $20.00 after the revision, or the swap log is blank, or the station's lines are missing from the class consolidated list | Every line is priced and the total is at or under $20.00, but two or three lines are missing a unit price, or the running total was written only at the end, or the swap log names a swap with no dollar amount, or a duplicate item was left on two lines of the class list | Every line has a brand, a size, a price from this week's circular, a unit price, a line cost, and a running total written after each line. The station total is at or under $20.00. The swap log names each swap, the dollar amount saved, and what it cost in quality. The station's lines appear once each on the class consolidated list, initialed, sorted by store section, with a swap named or "no cheaper option found" | Everything in Meets, and the team documented a swap that saved at least $1.00 on the class order with both unit prices shown, and came in at least $1.00 under the station budget with a stated reason for the remainder (a spare package for cook day), and caught at least one duplicate or missing item during the Lesson 6.15 read-aloud before the teacher did |
| **3. The flowchart and the station card** (FSP 5. d), 1. a), 1. c); CIR 3. e), 3. f); CDOS 3a Managing Information; National FCS 2.1.1, 8.4.3) | Blocks are empty, or roles are not named, or the critical path is not identified, or the station card has fewer than eight steps, or the card has no allergen box, or no "done looks like" checks | Every block has something in it but one or two blocks have no role named, or the critical path is circled but is not actually the bottleneck, or the station card's steps bundle more than one action into a numbered step, or the "done looks like" checks are vague ("it looks good") | All eight five-minute blocks are filled from setup to clean up, with a role named on every line and no student with an empty block. The critical path is circled and is the real bottleneck, with the earliest start block named and the slip answer given as a time. The station card has ingredients, ten numbered steps with one action each, three safety reminders plus one specific to this dish, a filled allergen box, and four concrete "done looks like" checks. The paired station read it and its one question was answered on the card | Everything in Meets, and the paired station could run the card with no questions on the first read, and the team wrote the "what to do if this goes wrong" line on at least two steps, and the flowchart names the block where the team will help another station once its own work is done |
| **4. The cook day: safety, teamwork, and the clean check** (FSP 1. a), 1. c), 1. e); FSP 2. e); N&W 1. g); HSW 4. c), 4. e); Std 1 PI B; National FCS 14.3.3, 14.4.1, 14.4.2, 8.2.7) | A safety stop was needed from the teacher, or a student opened the oven or handled a colander of boiling water, or the allergen box was not read before service, or the dish was not served, or the station did not pass the check by the bell, or more than two students had no job | The dish was served and the station was cleaned, but the team needed one safety reminder, or the allergen box was read late, or the plates went down after minute 29, or one or two roles did not do their job, or the station needed a second walk to pass the check | The team ran its own pre-flight, did the six-step sanitation routine without a reminder, kept every safety rule, called the teacher for the oven and the drain at the minute the grid said, reheated any pre-cooked meat to 165 F, read the allergen box to the class before the first plate, served the class before serving itself, had plates down by minute 29, and passed the station check on the first walk. Every role did its job on both cook days, cooking or prepping and serving | Everything in Meets, and the station served at or before its planned minute, and the Station Manager called the critical path at minute 10 and the team's own shortcut without being prompted, and the station finished early and helped another station without leaving its own work undone |
| **5. The reflection** (FSP 5. d); SUS 1. e); CDOS 3a Interpersonal Skills; National FCS 8.5.13) | Fewer than three of the four questions answered, or the cost numbers are missing, or the change named is one word, or no evidence from the team's own papers | All four questions answered, but question 3 gives only one of the two cost numbers or no difference, or the change named is general ("work faster," "be more organized") with no block, line, or step attached | All four questions answered with evidence from the team's own documents. Question 1 quotes the plan. Question 2 names what actually happened with a time from the actual-times column. Question 3 gives the planned cost per person, the actual cost per person from the receipt, the difference, and one reason for it. Question 4 names one change and points to a specific block on the flowchart, a line on the shopping list, or a step on the station card | Everything in Meets, and question 3 states the difference as a percent of the plan or names the two receipt lines that account for most of it, and question 4 says what would break somewhere else if the change were made, and the team's self-assessment scores match the teacher's within one point on every criterion |

**Total: ______ / 20**

Notes for the team (what to keep, what to change if you ever run this again):

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## How to use this rubric

- Hand it out with `Project 06 - Feed the Class.md` in Lesson 6.12, day one of the project. Teams plan against it. Nothing on it should be a surprise on day eight.
- Score criteria 1 and 2 from the signed papers, not the drafts: the scaling table and yield check signed at the end of Lesson 6.13 Day 1, and the costing sheet signed at the end of Lesson 6.13 Day 2 plus the station's initialed rows on the approved consolidated list from Lesson 6.15. The revision counts; a team that came in over and fixed it correctly scores at Meets, not below.
- Score criterion 3 from the poster and the station card as they stood at the end of Lesson 6.14, plus the paired station's one question and whether it got answered. Do not penalize a picture flowchart card; it counts as a real card if a substitute could follow it.
- Score criterion 4 live on cook day, on the same clipboard as `Rubric 01 - Lab Rubric.md`, across both days of Lesson 6.16 plus the service in Lesson 6.17. A team where half the students cooked on Day 1 and half on Day 2 is scored on both days together, not on the cooking day alone; the prep and service work counts as fully as the cooking.
- A safety violation on cook day is an individual zero for that day's participation under the grading plan, is handled as a conversation and a redo of the clean phase rather than a lecture, and caps the team at Approaching on criterion 4 for that day. One student's violation does not lower a teammate's Rubric 01 score, which is individual.
- Score criterion 5 from the reflection sheet collected at the end of Lesson 6.17. The Meets bar is a named block, line, or step. Ask the pushing question once during the lesson ("Which block? Which minute? Who?") so the writing has a chance to clear the bar.
- The team fills the self-assessment row before the teacher scores. A team whose self-scores match the teacher's within one point on every criterion earns the Exceeds on criterion 5 if the rest of that row is met; honest self-assessment is part of the work.
- Every descriptor is written as what the team actually did. If a team's work does not match any box, pick the closest and write why on the notes line.
- Return the scored rubric at the start of Lesson 6.18 Day 2, before the review game and the test. Students copy their five numbers into the FACS folder that stays in the room.
- A student absent on a cook day is scored on criteria 1, 2, 3, and 5 with the team and on criterion 4 from the written lab alternative (a step-by-step analysis of their own station card), per the grading plan. Nobody loses project points for being sick.
- A late folder is accepted with a one-level drop on one criterion, never a zero.