|JKL Bahweting Middle School||
Matrix 3: Performance Assessment
"One enslaved African told a free black in Charleston about the food eaten on the slave ship that brought him to America, "We had nothing to eat but yams, which were thrown amongst us at random - and of those we had scarcely enough to support life. More than a third of us died on the passage, and when we arrived at Charleston, I was not able to stand."
Based on this information, infer a diagnosis of the slave’s physical condition upon reaching America. Apply your knowledge of organic compounds and the foods in which they are found to the causes of common diseases among slaves.
GRADE 7 SUMMATIVE ASSESSMENTS
Matrix 1: Waves and Energy
Matrix 2: Physical and Chemical Properties and Changes in Matter
Matrix 3: Structures and Processes of Living Things
Matrix 4: Fluid Earth Systems and Human Activities
Matrix 3: Formative Assessments
Use the nutrient content of foods most often eaten at the time of the
transatlantic slave trade to create.
Working in a small group, graph the amount of energy in
kilojoules, protein, carbohydrates, fats and fiber each food has per 100g.
• Which food gives the most energy per 100g?
• Which food has the least protein per 100g?
• Which food has the least carbohydrate per 100g?
• Which food has the most fat per 100g?
• For the foods that give most energy, what is the main source of that energy –
protein, carbohydrate or fat?
Use the tables that give the RDA for calories and seven other main nutrients: protein, carbohydrate, sugars, fat, saturates (saturated fat), fibre and salt, for women, men and children to answer the following questions.
If an enslaved African was given approximately 200g of salt fish and 750g of corn
a day, how much energy would they get?
What would be missing in their diet?
How much breadfruit would you need to eat to get your GDA of carbohydrates
for a day?
How much protein would this give you?