Eat Your Heart Out
From Pblwiki
Summary
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Project Title: Eat Your Heart Out Teacher(s): Ms. Adams and Ms. Profit School / Academy: Lincoln High School for Public Safety Grade Level(s): 11&12 Grades Core Subject(s): American History Career Technical Education (CTE) Class(es): Business and Computer Applications |
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Project Theme
In three or four sentences, summarize the theme and the ‘big ideas’ of this project.
Due to the mass production of food (which has included using dangerous chemicals, growth hormones, and the genetic modification of food) we are now ingesting food products that lack the rich nutrients necessary to maintain a healthy life. We will study how world and US policy has effected the quality and quantity of our food products, and how these products affect our productivity. We will also study what we can do to lead healthier lives within an ordinary budget.
Using an additional three of four sentences, summarize how the project is linked to the theme of your school or the CTE class represented.
The theme of our school is public safety. The food we consume has a direct effect on our personal health and productivity. The US is the most obese country in the world and keeps getting bigger. The toxins in the food have been linked to a plethora of mental and physical illness. It is therefore imperative that we are proactive in educating the community and ourselves so that we can make more educated food choices in the future.
The Project
In three or four sentences, describe product being produced or the problem being solved.
Multimedia Presentation – 3 Parts
1. Food Journal
2. Research Book / Pamphlet
3. Visual Presentation
-interview clips, photos, etc…
-compiled data, charts and graphs
The Question
Why are teachers provided different food choices than students?
The Culminating Event/Public Exhibition
In three or four sentences, describe the high stakes, significant event that will showcase the project and give your students the opportunity to demonstrate their in-depth learning to an outside the classroom audience.
At the end of the year, industry participants, community leaders, parents, teachers, administrators and other students will be invited to an open house. The participating students will showcase their finished projects during this event. Each of their presentations will take a position on the food crisis in America and try to persuade the audience to agree with their findings.
Beyond the Classroom
List, by name, the connections to the workplace included in this project. (e.g., college, university, community based organization, civic group, company, local government agency or department)
Companies:
Jaclyn Bowen
General Manager
Quality Assurance International
Organic Food Certification
Western Region Federal Trade Commission 10877 Wilshire Blvd., Suite 700 Los Angeles, California 90024
National Organic Program Barbara Robinson, Acting Director Deputy Administrator USDA-AMS-TMP mail: NOPAQSS@usda.gov
Community Based Organization: The Willow Glen Farm & Education Center San Diego Roots Sustainable Food Project PO Box 33285, San Diego, California 92163
Local Restaurant: The Linkery Jay or Michael 3794 30th St At North Park Way in North Park San Diego CA USA 619 255 8778
School: Morse High School 6905 Skyline Dr San Diego, CA 92114 (619) 262-0763 Bridgett MacConel In charge of garden
Project Driving Question
The number one complaint at Lincoln High is the cafeteria food. Why is it that the teachers' cafeteria offers a completely different lunch menu than the students' menu?
Project Subquestions
How can we lead healthy lives, being conscience of what we put in our bodies, without spending all our money at expensive organic food retailers?
How are government regulations affecting food availability, cost, and quality?
How do pesticides and other high-risk food handling processes affect the quality of our food?
How do global events affect the food we buy at the store?
Where do we find quality food that is cost effective for our budgets?
Content Standards
Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.
Core Subject Content Standards
For each core subject, identify three or four content standards that students will learn and that will be assessed during this project. Identify how each standard will be assessed.
11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
This will be demonstrated by completing a research paper on how US policy affects food availability and quality.
12.2 Students analyze the elements of America’s market economy in a global setting. This will be demonstrated by completing graphs and charts that analyze the effect of US agricultural policy on the global economy.
12.6 Students analyze issues of international trade and explain how the U.S. Economy affects, and is affected by, economic forces beyond the United States borders. This will be demonstrated by completing graphs and charts that analyze the effect of global policies on US agricultural policies.
CTE Standards or Frameworks
For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed.
3.0 Career Planning and Management
Students understand how to make effective decisions, use career information, and manage personal career plans. This will be assessed by the work rubric that they complete after each project.
4.0 Technology
Students know how to use contemporary and emerging technological resources in diverse and changing personal, community and workplace environments. This will be demonstrated by students using field studies, interviews, experiments, online resources and creative critical research strategies to deliver multimedia presentations selecting an appropriate medium for each element of the presentation.
9.0 Leadership and Teamwork
Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution. This will by assessed by the team work rubric that they compete after each project.
The SCANS List
The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed. (Refer to Project Based Learning Handbook, p. 26)
We will be able to work on teams. We will demonstrate that we can teach others, serve costumers, lead, negotiate, and work well with people from culturally diverse backgrounds by completing a peer assessment rubric after all major assignments.
We will acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information by organizing that information into charts, graphs, and spreadsheets.
We will use creative thinking skills to imagine freely, combine idea or information in new ways, make connections between seemingly unrelated ideas, and reshape goals in ways that reveal new possibilities by creating multimedia presentations that challenge the popular ideas on health and nutrition.
Project Design
Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.
Authenticity
Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project?
Everyday people are trying to make healthy food choices for their families but are either uneducated or bound to a limited budget to make the right choices.
How do you know the problem or question has meaning to your students?
Our students are constantly complaining about the quality of food in our school, but then make similar food choices outside of school. This project will serve as a navigation tool to help them make better informed decisions about their food choices.
Who might be an appropriate real world outside the classroom audience for the students’ work?
An appropriate audience for our students’ work would be anyone in the community starting with family and friends to the public in general. We all consume food, our purchasing habits help to shape supply and demand, and our voting practice helps to put policies in place that shape the world market.
Academic Rigor
What is the central problem or question addressed by the project?
Our students will research how well we manage our agricultural resources with emphasis on conventional verses organic foods. How can we lead healthy lives, being conscience of what we put in our bodies, without exhausting our food budget at expensive organic food retailers?
What knowledge areas and enduring understandings will it address?
The students will have a fundamental understanding of supply and demand. They will be able to identify how government policies and procedures shape the economy.
What habits of mind will students develop?
Students will learn to gather data through all senses, using their creativity, imagination, and innovation. They will learn to take responsible risks by being good problem solvers and clearly evaluating situations. They will learn to laugh at themselves because laughter is the universal medicine. They will utilize these skills and become life long learners.
Applied Learning
What will the students do to apply the knowledge they are learning to a complex problem?
They will develop a multimedia presentation to convince school and community leaders do adopt healthier practices on campus and in their lives.
Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop?
The following competencies will be taught during the project: public speaking, planning and making over oral presentations, report writing, expository writing, summarizing, outlining, using graphics, technical literacy, word processing, teamwork, conflict resolution, goal setting, categorizing and analyzing, evaluating evidence or claims, brainstorming, organizing, synthesizing, and clarifying information.
Which self-management skills does the project require students to use?
The self-management skills exercised during this project are time management, task management, resource management, self-evaluation, and feedback.
Active Exploration
What outside the classroom field-based activities does the project require students to conduct?
Students will participate in field trips to the Farmer's Market in Hillcrest, The Willow Glen Farm & Education Center San Diego Roots Sustainable Food Project PO Box 33285, San Diego, California 92163, a restaurant called The Linkery, Jay or Michael 3794 30th St At North Park Way in North Park San Diego CA USA 619 255 8778, Scripps Mercy Hospital Chula Vista, Dr. N. Harrison, Morse High School 6905 Skyline Dr San Diego, CA 92114 (619) 262-0763 Bridgett MacConel In charge of the organic garden.
Which methods and sources of information are students expected to use in their investigations?
During field trips students will conduct interviews, gather information, data and images. In the classroom students will incorporate research materials and further explore subject topics utilizing Internet research.
Adult Connections
Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice?
Students will have the opportunity to communicate either in person or through email with Jaclyn Bowen, General Manager Quality Assurance International Organic Food Certification.
Will the project offer students the opportunity to observe work alongside adults during at least one visit to a work-site with relevance to the project?
Students will be able to observe and study organic implementation of organic food growing at The Willow Glen Farm & Education Center San Diego Roots Sustainable Food.
Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project?
Students will be able to contact Jaclyn Bowen, General Manager and Susan McCarthy, Manager of Administration Quality Assurance International Organic Food Certification, with industry standard questions.
Assessment Practices
Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained?
By the end of the project students will have created a multi media presentation inclusive of handouts, a brochure on their food recommendations, a conventional verses organic food, a PowerPoint presentation, a visual presentation (interview clips, photos, and a research book compiling data, charts and graphs.
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?
Students will receive feedback throughout the project process through individual assessment, peer to peer evaluation and meeting project due dates.
Are student involved in reviewing or helping establish the project criteria?
During classroom meetings students are encouraged to actively evaluate project development and give input on establishing the project criteria.
What are the criteria for measuring desired student outcomes?
Students will have turn to in an updated food journal with a designed cover page. Each journal will accurately show the students eating trends throughout the project. The pamphlet will be a compilation of all of the research data they have accumulated throughout the project. It should be accurate and organized, and contain all of their graphs, charts, and spreadsheets. The power point presentations will utilize basic design principles to persuade their audience to adopt that groups health recommendations.
Plan the Assessment: Step 1
Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)
Early in the Project:
PRODUCT: Students will create a Graph or Spreadsheet on the data collected from the research on cafeteria food provided for Lincoln staff vs. Lincoln students.
During the Project:
PRODUCT: Create a Power Point that shows how World and US politics have affected food production.
End of the Project:
PRODUCT: Create a multimedia presentation that addresses the problem of living a healthy life in today’s society, while still being frugal.
Plan the Assessment: Step 2
State the criteria for exemplary performances for each product being produced. If using a Rubric, provide link. (Refer to Project Based Learning Handbook, pp. 51-57, 61)
Product:
Graph or Spreadsheet
Criteria:
Students will use correct formulas or settings, and have accurate information.
Product:
Power Point Presentation
Criteria:
Students will have no spelling or grammar errors, and utilizes basic design principles.
Product:
Multimedia Presentation
This will include a food journal, a pamphlet, and power point presentation.
Criteria:
Students will have turn to in an updated food journal with a designed cover page. Each journal will accurately show the students eating trends throughout the project.
The pamphlet will be a compilation of all of the research data they have accumulated throughout the project. It should be accurate and organized, and contain all of their graphs, charts, and spreadsheets.
The power point presentations will utilize basic design principles to persuade their audience to adopt that groups health recommendations.
Map the Project: Part 1
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: Graph or Spreadsheet | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Excel | ✔ | ||
| Research Skills | ✔ | ✔ | |
| Interview Skills | ✔ | ||
| Know Graphs and Charts | ✔ | ||
Map the Project text: (Refer to Project Based Learning Handbook, pp. 83, 84)
Map the Project: Part 2
Insert (link) a PowerPoint that shows the timeline for this project. Include activities, resources, and milestones. Create no more than one slide per week. (Refer to Project Based Learning Handbook, p. 86)
Critical Friends
The critical friends protocol provided us with valuable input from the audience we are going to address. The students seemed genuinely interested in the project and made several recommendations we are going to incorporate in to our project such as viewing certain project related videos, shelf-life testing and food journaling.
Differentiated Instruction
The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles:
Steps necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles:
• Model each step
• Utilize instructional aides and tutoring
• Additional teacher support can be scheduled after school
• Create heterogeneous groups
• Communicate with support teachers
• Present information in a variety of ways
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project?
Students will complete an individual written reflection on the process of completing the project.
Students will present their multi-media projects community members, parents, students, and staff at the end of the year.
Students will evaluate group and individual contributions.
Students and teachers will participate in an open discussion to reflect on the success of the overall project.
2008 Summer Institute Photos
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
Our project has not begun yet. We anticipate the students refusing to eat healthy food and the cost of purchasing the food to be our biggest problems.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
We hope to use motivation speakers to help encourage the students to want to fully participate in the project. We also hope to receive some funding from the school to help cover most of the project cost.
3. What revisions have you made to the project since the Summer Institute?
We have not made any revisions yet.
4. Summer Institute participants: What is it like working with your PBL team?
All of the participants are supportive and eager to work on this project.
4. Solo participants: How have you made any of your campus colleagues aware of the project?
N/A
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
No
6. What has been the students’ response to the project?
N/A
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
