“Hello, my name is…”
Every nutrient has a story; it just needs to be told. Using the nutrient you have
drawn, create a short story from the nutrient’s perspective starting with the phrase “Hello,
my name is…” To ensure that your nutrient is fully represented, answer the following
questions in your story.
Character Traits
1. What is the nutrient’s purpose? What does it do for a living? (functions in the
body)
2. Where does the nutrient originate? (food sources)
3. Is the nutrient part of a team? (Is it a subcategory of a main nutrient, or is it part of
a subcategory? If so provide additional information to explain it’s place)
4. When the nutrient is under appreciated, what happens? (if you don’t get enough)
5. If the nutrient is too high in demand, what happens? (if you get too much)
Your nutrient has a long history, so you need plenty of room to spell it all out. Your
story should meet the following technical criteria.
1. One typed page – 14 point Times New Roman font – single spaced (do not adjust
the margins on you document)
2. Your story should be grammatically accurate. Sentence structure, spelling and
word usage should be double checked. (example – “you” not “u”)
3. Your nutrient’s story should have a clear beginning, middle and end.
Criteria
2
3
Points
4
Reader has difficulty
Student presents
Sequence of information is
following work
information in logical
Organization
difficult to follow.
because student jumps
sequence which
around.
reader can follow.
Student is
Student does not have
uncomfortable with Student is at ease with
grasp of information;
Character Traits content and is able to content, but fails to
Content Knowledge
student cannot answer
demonstrate basic
elaborate.
questions about subject.
concepts.
Story has no more
Work has four or more
Story has three
than two misspellings
Grammar and
spelling errors and/or
misspellings and/or
and/or grammatical
Spelling
grammatical errors.
grammatical errors.
errors.
Student does not
Student somewhat Student demonstrates
demonstrate proper
demonstrates proper
proper classroom
Time Management/
classroom behavior and is classroom behavior but behavior but is not
Classroom
not using class time
is not using class time
using class time
Behavior
appropriately
appropriately
appropriately
5
Information in
logical, interesting
sequence which
reader can follow.
____
Student demonstrates
full knowledge (more
than required).
____
Story has no
misspellings or
grammatical errors.
____
Student demonstrated
good time
management skills
and appropriate
classroom behavior
____