Health and Nutrition SCIENCE |IMTIAZ NADIR

Need to know Project idea for G9

Everyday, we all make choices on what to eat. What impact do these choices make on your health and in the future?

ObjectivesOver the course of three weeks, the students will have recorded a 7 day food diary or blog and have researched and compared this to Thailand’s RDA (recommended daily allowance) along with the analysis of the data from their food choices to create awareness of the impact of their choices and the dietary roles different types of foods play in our daily lives.

A Driving question Project ideaAre you what you eat?

What impact do these choices make on your health and in the future?

Student Voice and Choice The students can use any

means to record their 7 day food diary, such as daily video blog/written blog or an Excel/spreadsheet report.

Students include their daily choices and identify the nutrients given and what energy they will gain from making these choices.

Are other students making similar choices? Why?

21st Century Skills The students will be put into groups of 4 to collaborate,

communicate and share their thoughts on how they can create awareness of food choices for their younger peers (elementary/kindergarten), parents and teachers.

Students can create a mind map using various online tools such as freemind/xmind etc by looking at these food choices in a new way and how it could affect them in school, daily activities or other physical activities such learning in school or P.E.

Students will have numerous of ways available to create awareness such as making a video commercial, info graphic poster from piktochart (or any other digital tool), comic strip, school radio announcement, skit/play, creating a song or a PowerPoint presentation.

Inquiry and Innovation Refer back to the driving questions; Are you what you eat? What impact do these choices make on your health and in the future?

Do students have any other concerns?Did students discover what could be the long term effects of their choices? For example, diseases or illness related?

Students can reflect/review on existing quick fix/short term diets and question if they are safe? Can they identify benefits of long term and short term diet choices?

Feedback and Revision As students develop their

ideas and projects, students teams can critique each others work referring to the rubric hand-out along with instructor/teacher feedback.

The teacher will observe the work of the groups in order to draw attention to the variety of representations and technologies that students can use. 

The teacher can serve as a resource when students have difficulty with interpretations.

A Publicly presented product In the third week, the students inform the teacher

when/where they would like to present their product. If it’s a video/song they can post this on YouTube with it’s link on the schools Facebook page.

The students can choose the location for where their Comic/strip or poster can be placed around the school e.g. School Canteen, schools newsletter, P.E bulletin board, school bulletin board or school websites, social media etc.

Radio commercial can be aired on the school morning radio. Skit/play or PowerPoint presentation can be performed in

the morning assembly, elementary/kindergarten or to another class.

Reflection and deeper understanding After students make their presentations or

displayed their products, the class will be completing a reflective handout. The students will be reflecting on the quality of the work they completed during the project.

This handout will then be used as the basis for a whole class discussion of the value of the project and how it could be improved. 

It will also give student the opportunity to reflect and examine what they have learnt and what they may still need to learn.

How can students measure/improve their awareness spread? E.g. by social media views/likes, word of mouth, did the school canteen improve their food choices etc.?

ReferencesBuck Institute for Education. (2016). BIE. Retrieved from bie.org: http://wveis.k12.wv.us/teach21/public/project/Guide_print.cfm?upid=3325&tsele1=2&tsele2=108

edutopia. (2014, June 25). 5 Keys to Rigorous Project-Based Learning. Retrieved from edutopia.org: http://www.edutopia.org/video/5-keys-rigorous-project-based-learning

Keystone Insights, Inc, dba Project Foundry. (2016). PBL Lesson Plans. Retrieved from projectfoundry.com: http://www.projectfoundry.com/project-based-learning-lesson-plans/

Larmer, J., & Mergendoller, J. R. (2010, September). Seven Essentials for Project-Based Learning. Retrieved from ascd.org: http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

Mercola, D. (2016, February 22). You Really Are What You Eat. Retrieved from http://articles.mercola.com/: https://www.google.com/search?q=are+you+what+you+eat&espv=2&biw=1280&bih=568&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjc3fb3-dnPAhUPahoKHe0iBpUQ_AUIBygC#imgrc=SyfbYZzeUQdcnM%3A