Running head: SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

PPE 310: Health Literacy for Schools

Sugar and its Effect on Physical Activity Signature Assignment
Megan McGary and MaryAnn Puccio
11/22/15
PPE 310 # 79594
Professor Jessica Skipper

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

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Introduction
Elementary school aged children should only have 12 grams of sugar a day (3 teaspoons)
(Fram, Ritchie, Rosen, & Frongillo, 2015). There is 14 grams of sugar alone in a 4.23 ounce
Apple Juice Juicy Juice Drink that a lot of kids have to drink at lunch time (Juicy Juice, 2015). In
taking high amounts of sugar can be not only detrimental to kids health, but it also causes them
to be less active. Sugar does not give children the energy they need to stay active throughout the
day like healthy proteins, fruits, and vegetables do. In fact, studies have shown there is a direct
correlation between low physical activity rates and high sugar intake in children (Fram, Ritchie,
Rosen, & Frongillo, 2015). This can lead to many health problems such as obesity and diabetes.
Literature Review
The journal article, Child Experience of Food Insecurity Is Associated with Child Diet
and Physical Activity by Fram, Ritchie, Rosen, & Frongillo discusses how low food security
has a negative effect on children when it comes to their diets and physical activity. It is said that
children whose families did not have the money to afford food such as fresh produce and
vegetables would just eat unhealthy foods with high sugar and fat levels (Fram, Ritchie, Rosen,
& Frongillo, 2015). The high amounts of sugar the children are eating are causing them to have
no energy for physical activity. The journal discussed this as an effect on the children who were
only fed sugary food because their parents could not afford healthier food options (Fram, Ritchie,
Rosen, & Frongillo, 2015). When children did not exercise they began to become overweight
which also caused them to eat an even poorer diet and continue to feel low about their food
security.

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3
Another journal article titled, Sugar Intake, Soft Drink Consumption, and Body Weight
among British Children by Gibson states that it is commonly known that soft drinks are loaded
with sugar and chemicals that could lead to overweightness. In an investigation done by Gibson
and Neate (2007), they looked into the associations between body mass index and the intake of
non-milk extrinsic sugars (NMES) and caloric soft drinks. The investigation used weighed 7-day
food records, nutrient intakes, BMI measurements, and 7-day physical activity diaries from the
UK National Dietary and Nutritional Survey of Young People. The study showed that overweight
was positively associated with energy intake and sedentary activity and inversely associated with
moderate and vigorous activity. The study also showed that high fat and protein intake was
positively associated with overweight. These data are not consistent with any specific role for
NMES or caloric soft drinks in obesity among British children and adolescents, but point instead
to a general role of overeating and physical inactivity.
Leech, McNaughton, and Timperio discuss in the article, The Clustering of Diet,
Physical Activity and Sedentary Behavior in Children and Adolescents that diet, physical
activity, and sedentary behavior are important, yet modifiable, determinants of obesity (Leech,
McNaughton, & Timperio, 2014). The article reviews various studies to identify patterns of diet,
physical activity, and sedentary behavior among children or adolescents and their associations
with socio-demographic indicators, and overweight and obesity. The conclusions that the article
outlined was that physical activity, diet, and sedentary behaviors varied according to age, gender,
and socio-economic status. The tendency for older children/adolescents (particularly females) to
comprise clusters of low physical activity was the most common finding of the studies.

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

4
In the journal article, Influence of Sugar, Snacks, and Fast Food Intake on Childhood
Obesity Treatment by Trier, it talks about how the increased consumption of sweetened
beverages has previously been linked to the degree of childhood obesity (Trier, 2015). The aim
of the study in this article was to assess whether the intake of sweetened beverages, candy,
snacks, or fast food in a multidisciplinary childhood obesity treatment program was associated
with the degree of obesity or change during treatment (Trier, 2015). During treatments, children
were assessed weekly on their consumption of sweetened beverages and on frequency of intake
of candy, snacks, and fast food (Trier, 2015). The children were additionally assessed in BMI
SDS were assessed (Trier, 2015). This study included 1349 overweight and obese children
enrolled in treatment at The Children's Obesity Clinic (Trier, 2015). The study showed that the
intake of sweetened beverages, candy, snacks, or fast food when entering a childhood obesity
treatment program did not associate with the degree of obesity at baseline or the change in BMI
SDS during treatment (Trier, 2015).
Lastly, Waxman (2006) discusses how sugar consumption has a direct relation with noncommunicable diseases in his journal article The WHO Global Strategy on Diet, Physical
Activity and Health. Consumption of free sugars has increased over the past thirty years and
this is causing people to change their dietary habits (Waxman, 2006). With all of this sugar
intake, people are becoming obese and this is affecting how much physical activity they are
getting. This could later develop into cardiovascular disease, diabetes or even cancer if
something is not done about it. These diseases account for sixty percent of the total mortality
worldwide. This is most seen in middle income countries and the most popular diseases are heart
diseases, stroke, and cancer (Waxman, 2006).

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

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Synthesis of Information
One of the reasons that children are in taking so much sugar now-a-days is because their
families cannot afford good, nutritional food. Since foods high in sugar tend to be cheaper for
families to purchase, that is usually what children have for dinner. Most children realize this
when they go shopping with their parents and this causes child food insecurity. Both food
insecurity and lack of physical activity are related to higher body mass indexes (Fram, Ritchie,
Rosen, & Frongillo, 2015). Foods with higher sugar cause children to feel sluggish and not
wanting to be active after eating. Food insecurity also causes children to be worried that they
might not get more than one meal a day which causes stress. Kids who fear when their next meal
is coming often over eat energy-dense foods when they are available to soothe their stress (Fram,
Ritchie, Rosen, & Frongillo, 2015). Some San Diego schools conducted a research project that
related children food insecurity to the levels of sugar intake. The study found that students who
had food insecurity on average ate eight more grams of sugar a day and had seventeen less
minutes of physical activity than a student with no food insecurity (Fram, Ritchie, Rosen, &
Frongillo, 2015). This can be caused by the food making the children feel sluggish or it could
also have to do with children with low food security having depression which leads to eating
sugary foods and less physical activity as well.
In an investigation done by Gibson and Neate (2007), their study showed that being
overweight was positively associated with energy intake and sedentary activity and inversely
associated with moderate and vigorous activity. That means that eating sugary foods and
participating in less physical activity are leading to overweight-ness. As previously stated, eating
sugary foods can make children feel sluggish and could even lead to depression, which in turn

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

6
leads to eating sugary foods, bringing whole process full cycle. Another study done by Leech,
McNaughton, and Timperio (2014) also found that low physical activity was associated with
high sugar diets. This trend conveys that people that tend to eat sugar diets also tend to have low
physical activity rates, which both lead to weight gain and possible obesity.
Sugar consumption has recently become a central issue with the growing of noncommunicable diseases (Waxman, 2006). Some of these diseases include diabetes and obesity;
however the risk factors for these diseases are nothing new to the community. The pressure on
policymakers to fix this rising issue is becoming a lot to handle (Waxman, 2006). The fact that
sugar consumption is a factor that leads to diseases like diabetes and obesity in also reflected In
Triers article (2015). The article states that increased consumption of sweetened beverages has
previously been linked to the degree of childhood obesity (Trier, 2015). Altogether, the five the
articles flowed upon the same lines and came to the same conclusion: overweightness and
childhood obesity are directly linked to high sugar consumption and low activity rates.
Practical Implications
There are many practical implications that can be put into place when it comes to helping
students learn about sugar and the affects it has on their physical activity. The best one is to
create a plan to encourage students to eat healthier and be more active during the school day. The
plan interweaves marketing, funding, admin, committee, student engagement, and scheduling.
The plan will be called Be Healthy, Be Active.
Be Healthy, Be Active will start small in the classroom. Before implementing the Be
Healthy, Be Active program, the teacher will set the stage by choosing one day of the week,

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

7
using a class period to educate his or her students on the dangers of what in-taking too much
sugar does to your body. The teacher will explain that it makes you feel sluggish and not as
active. On average, students studies show that students who consume more sugar get seventeen
less minutes of physical activity a day (Fram, Ritchie, Rosen, & Frongillo, 2015). If students are
educated on this then they will be more likely to want to eat healthier and exercise more. As the
teacher teaches these lessons throughout the weeks they will begin Be Healthy, Be Active. The
program will incorporate a ten minute break each day in class. During this break students will be
allowed to eat a healthy snack. If they do not bring a healthy snack, they can purchase them from
the Be Healthy, Be Active program. The types of food that will be offered will include apples,
bananas, carrots, whole wheat granola bars, etc. Then after having seven minutes to eat their
snack, the students will be able to run a lap around the field for the last three minutes. For the
students who dont want to run as much, they will get the option to run to the fence and back.
After having these breaks for the first month, the teacher will get the students excited
about implementing this within the whole school. Students will market Be Healthy, Be Active,
their healthy food and more physical activity by creating posters talking about the importance of
eating less sugar and staying active. They will also create a video for the morning
announcements during one of their health periods for the week that discusses how the healthy
snacks are going to be offered in the cafeteria for purchase and how students should take a few
minutes of their daily break time to do something active, like running a lap. They will also write
letters home to their parents asking them to please volunteer to run the booth during lunch and
they will also talk to the PTA committee at their school to see if they would be willing to
volunteer.

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

8
Once the students recruit parent volunteers, the volunteers will help get funding for the
program. The parents and teachers will help the students fundraise by organizing a school wide
jog-a-thon. Students will have their family and friends pledge an amount of money for each lap
they do. They will make the community aware of this fundraiser by sending out a newsletter to
the whole school. Then the funding they receive from the jog-a-thon will go towards purchasing
healthy snacks and a health curriculum that would be taught in every grade level to increase
awareness of why its important to eat healthy foods and be active.
After Be Healthy, Be Active has been used at the school for one full semester, Be
Healthy, Be Active will be implemented district wide, for all schools, all grade levels. Studies
have shown that both physical inactivity and modern eating patterns act synergistically (Gibson
and Neate, 2007). Making it a district wide program would help raise awareness of healthy
eating habits and increase physical activity rates in students throughout all schools in the district.
At a district Teacher Collaboration Time (TCT), a committee of representatives will present
information about Be Healthy, Be Active to administration. The committee will be made up of a
teacher from each grade level at the school where Be Healthy, Be Active is already being put into
practice. With more schools participating and therefore more classes participating, more money
will be raised district wide that can be put towards the health curriculum.
The calendar for this project is as follows:
Month One (just the teachers class)

Monday

Tuesday

Wednesday

Thursday

Friday

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

9
Teacher teaches

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

health lesson.
10 minute break
Teacher teaches
health lesson.
10 minute break
Teacher teaches
health lesson.
10 minute break
Teacher teaches
health lesson.
10 minute break

Month Two (whole grade level participates)

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher teaches

10 minute break

10 minute break

10 minute break

10 minute break

health lesson.

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

10
10 minute break
Teacher teaches

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

health lesson.
10 minute break
This week
students will
begin
brainstorming
ideas for
marketing and
how to get parent
volunteers
Teacher teaches
health lesson.
10 minute break
This week
students will
begin making
posters, videos,
and anything

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

11
they come up to
promote Be
Healthy, Be
Active.
Teacher teaches

10 minute break

10 minute break

10 minute break

10 minute break

health lesson.
10 minute break
This week
students will post
posters around
school and talk
to parent
volunteers about
starting selling
healthy snacks at
lunch the next
week.

Month Three (Be Healthy, Be Active will be taken on by the teachers who want to)

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

12
Monday

Tuesday

Wednesday

Thursday

Friday

Teacher teaches

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

10 minute break

health lesson.
10 minute break
Send out forms
about the jog-athon.
Teacher teaches
health lesson.
10 minute break
Teacher teaches
health lesson.
Jog-a-thon
10 minute break
Teacher teaches
health lesson.

10 minute break

10 minute break
Teacher and
parent volunteers

10 minute break
talk at the district
office about
getting this

10 minute break

10 minute break

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

13
program
implemented
district wide.

Conclusion
Overall, sugar consumption is becoming a big issue in todays society. More and more
students are not able to get the nutrition they need in order to stay healthy. Sugary foods are
making them not as active as students who eat more healthy foods, which leads to obesity. If
something is not done in the schools to fix this growing problem, then more cases of diabetes and
obesity will begin popping up then there already is. By implementing Be Healthy, Be Active
students have a higher chance of staying healthy and not having the health risk that go along with
high amounts of sugar in their diets. They will also be more active because they will be eating
healthier as well. Adopting a health curriculum and having healthier foods for the students to eat
is a step in the right direction. If each school had a program like Be Healthy, Be Active, there
would definitely be a positive change in children sugar intake and physical activity.

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References
Fram, M., Ritchie, L., Rosen, N., & Frongillo, E. (2015). Child Experience of Food Insecurity Is
Associated with Child Diet and Physical Activity. Journal of Nutrition, 145(3), 499-504.
doi:10.3945/jn.114.194365. Retrieved from
http://jn.nutrition.org.ezproxy1.lib.asu.edu/content/145/3/499.full
Gibson, S. (2007). Sugar intake, soft drink consumption, and body weight among British
children: Further analysis of National Diet and Nutrition Survey data with adjustment for
under-reporting and physical activity. International journal of food sciences and
nutrition, 58 (6). Retrieved from http://pl8cg5fc8w.search.serialssolutions.com/?
ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journ
al&rft.genre=article&rft.atitle=Sugar+intake
%2C+soft+drink+consumption+and+body+weight+among+British+children
%3A+Further+analysis+of+National+Diet+and+Nutrition+Survey+data+with+adjustmen
t+for+underreporting+and+physical+activity&rft.jtitle=International+Journal+of+Food+Sciences+an
d+Nutrition&rft.au=Gibson%2C+Sigrid&rft.au=Neate
%2C+Deborah&rft.date=2007&rft.pub=Informa+UK+Ltd&rft.issn=09637486&rft.eissn=14653478&rft.volume=58&rft.issue=6&rft.spage=445&rft.epage=460&rft_id=info:doi/10.10
80%2F09637480701288363&rft.externalDocID=10_1080_09637480701288363&param
dict=en-US

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Juicy Juice. (2015). The Apple Juice of our Eye. Retrieved from
http://juicyjuice.com/products/juicy-juice-fruit-juice/apple
Leech, R., McNaughton, S., & Timperio, A (2014). The clustering of diet, physical activity and
sedentary behavior in children and adolescents: a review. International Journal of
Behavioral Nutrition and Physical Activity, 11. Retrieved from
http://www.ijbnpa.org/content/11/1/4
Trier, C. (2015). Influence of sugar, snacks, and fast food intake on childhood obesity treatment.
Appetite, 89 (0195-6663). Retrieved from http://pl8cg5fc8w.search.serialssolutions.com/?
ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journ
al&rft.genre=article&rft.atitle=Influence+of+sugar%2C+snacks
%2C+and+fast+food+intake+on+childhood+obesity+treatment&rft.jtitle=Appetite&rft.a
u=Trier%2C+C&rft.au=Fonvig%2C+C.E&rft.au=B%C3%B8js%C3%B8e
%2C+C&rft.au=Mollerup%2C+P.M&rft.date=2015-06-01&rft.issn=01956663&rft.eissn=10958304&rft.volume=89&rft.spage=308&rft_id=info:doi/10.1016%2Fj.appet.2014.12.026&
rft.externalDBID=n
%2Fa&rft.externalDocID=10_1016_j_appet_2014_12_026&paramdict=en-US
Waxman, A. (2006). The WHO global strategy on diet, physical activity and health: The
controversy on sugar. Development,47(2), 75-82. Retrieved from
http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/216913945?accountid=4485

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Criteria with
Professional Standards
Referenced
Outline
Outline Turned
In(Already submitted
for points)

Introduction
Introduction to the
topic and overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline with

at least 5 original
peer reviewed
references written
in APA format is
submitted.

Brief outline with

some references but
not 5 original peer
reviewed references
written in APA
format are submitted.

Brief outline with

one or no references
submitted.

No outline was
submitted.

Introduction is
fully developed
with all topics
introduced.

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

Introduction is
addressed adequately.

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.

1. Literature review
may address major
issues, but issues
may not be supported
with expert
knowledge.

1. Literature review
does not address the
major issues in the
area; the level of
support for the issues
is not adequate.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.

5 x 2=10 points

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.
3. Description of
important studies
establishes context for
the reader.
4. Includes more than
5 informative
references.
5 x 3=15 points

Synthesis of
Information
Synthesis of
Information (what did
the articles collectively
say about the topic?
Which authors had
similar and different
findings?)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S

4
Highly Proficient
(93 96%)

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

2. Good use of
references, but
additional references
may have
strengthened the
paper.

2. Includes 3
references.

2. Includes less than

2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles
3. Demonstrate
thoroughly how your
research and the data
collected supports

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by topic.
2. Described similar
or differing themes
throughout the
articles which were
not detailed
3. Somewhat
emonstrated how

The literature review

is a mixed set of
ideas without a
particular focus.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however
they were not
detailed

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

18
8

your stance on why

your healthy and
active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.

your research and the

data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

5 x 3=15 points
Practical Implications
and Technology
infusion
Practical Implications
(Discuss how the
findings can or will
later be applied to
your teaching setting)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

3. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

30 Points
1. Practical
implications of your
event details including
your teaching level
and in a particular
setting are discussed
thoroughly. A
minimum of 6 topics
are applied.
2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to
involve the entire
school in the event

1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are
missing.

1. Pratical
implications are
discussed but not at a
particularly level or
in a particular setting
and many details of
your event are
missing.
2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.
4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event

1. Practical
implications are not
thoroughly discussed
and only a few
details of the event
are present

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or
fewer components of
a comprehensive
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
6. Contained little
detail on a special
event that promotes a
healthy and active
school environment
7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

19
7. Specific target
grade level was
somewhat identified
and was appropriate
for students of that
age

8. An approved
technology platform
was used to enhance
your signature

9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment

5 x 6=30 points

10 Points
Major issues support
and establish
conclusions.

9. Contained little
discussion on how to
involve the entire
school in the event

8. Contained some
discussion on how to
involve the entire
school in the event

assignment

Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating instructor
comments from the
outline

appropriate for
students of that age

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

Detailed draft of all

sections of the paper
with appropriate
content, headers,
writing style, a choice
of technology to
embed the assignment
and references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or refernces
in APA 6.0 style.

Missing sections or
paper has regular
errors across content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Incomplete (missing
half of the
requirements) or
completely missing
paper.

Integration of
instructor comments
from first draft

All comments from

instructor integrated
into final version. All
were highlighted in
yellow

Most comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Some comments
from instructor
integrated into final
version. Most were
highlighted in yellow

Very few comments

from instructor
integrated into final
version. Most were
highlighted in yellow

No comments from
instructor integrated
into final version.
The changes were not
highlighted

Writing and
referencing style

1. Cover page
included, proper
spelling and grammar,
all references in APA
6.0 style. Paper was
appropriate length (at
least 5 pages)

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too

short for the topic (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

5 x 2=10 points

10 Points

2. The file document

name contains
Lastname.firstname.as
signment#.course#
3. This rubric was
added to the last page
of the document
submitted
4. All sentences are
clear and well
developed

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

SUGAR AND ITS EFFECT ON PHYSICAL ACTIVITY

20
5. Proposals and
events are appropriate
length with standard
margins, font, and size
of text

5. Most sentences are

clear and well
developed

5. Many sentences
are not clear and
underdeveloped

6. Proposals and
events are mostly
appropriate length
with standard
margins, font, and
size of text

6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text