Worsham 542 Completed Project

Begin with the End in MindSummarize the theme for this project. Why do this project?

The project theme is creation of student blogs, filled with photos, videos and descriptions of everything my students eat for 7 days and nights. The idea is for the students to learn how to collect then analyze data, then create a plan to make positive changes in their diets. They will be required to create a menu of nutrient rich, lower calorie foods (research) (two days or 8-12 meals). Cook and/or prepare one of these meals at home (under adult supervision) and have that adult take pictures or video of the event. Make sure to take a picture of the final product before eating it! Finally, after reflection, they will write a 200 word summary of what impacted them most during the project. The blog will need the artifacts mentioned above to be displayed online. This project should be done because it could help extend lives and provide better quality of life.

Identify the content standards that students will learn in this project (two to three per subject).

HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.

HE H.S.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

1. Ability to identify healthy food alternatives to what they currently eat.

2. Write out a healthy meal plan for at least 8-12 meals.

3. Identify food eaten and estimate calorie content.

Identify the habits of mind that students will practice in this project (one to two per project).

Remaining Open to Continuous Learning

Putting it All Together

Retrieved from: http://www.chsvt.org/wdp/Habits_of_Mind_Curriculum_VT_WDP.pdf

Does the project meet the criteria for standards-focused PBL? YES

Driving Question:What impact can project based learning about healthy eating have on students after examination and reflection of their own illustrated food journal?

Sub Question:

What makes up a healthy diet?

Could you afford to eat that way from now on?

How are these healthy items prepared?

What are the best fast food alternatives for people on the go?

What are the best resources you can find, that make learning about good nutrition simple?

How many meals per day do you eat? How many snacks?

What time do you stop eating most nights?

What is your exercise routine?

Why is caloric content important to know? Where can it be found? Is high calorie always a bad thing?

What are good fats?

What are nutrients and how are they important?

Where can I find out what the most nutrient rich foods are? Where can I access them?

What is the daily calorie recommendation for you?

How many of your calories are from high sugar drinks?

Identify the characteristics of a quality driving question and explain how your driving question meets those criteria. Explain how an entire unit can be created around your driving question with a subset of additional questions.

A good driving question needs to inspire thoughts, research, an creative narrative about the subject at hand. It should require higher order thinking. This project's driving question will have an in depth artifact full of data that can provide lots of answers. One should enjoy asking questions that can result in positive change.

This project is going to be a replacement for a traditional "Nutrition Unit" for a high school Health course. It will include teacher guidance and explanation, however student internet research will be frequent. Students will spend time learning and practicing the technology skills of research, photo upload and editing, blogging and more. They will also create a menu, as well as cook a meal. This will all result in a blog that show everything eaten for one full week, with description, research on nutrition, reflection, and finally a written impact statement about the whole experience. Every key vocabulary word, state standard, and far more will be addressed during the time it will take to complete this process.

Plan the Assessment

Products will be produced by the students during this project, including: a Menu/Diet Plan (rubric), a Blog, Cooking a Healthy Meal (photo or video evidence) and a 200 word summary of what impacted them most (rubric). The Blog will contain a section for each artifact mentioned above and much more.

Align the products or performances (highlighted) for the project with the outcomes

HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Blog, Menu, Written Impact Statement)

HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. (Blog, Menu, Written Impact Statement)

HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. (Blog, Menu, Written Impact Statement, Cooked Meal)

HE H.S.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. (Checklist Self Assessment, Informal Teacher Observation)

Identify key skills students will learn in this project

1. Ability to identify healthy food alternatives to what they currently eat. (Blog, Menu, Written Impact Statement, Cooked Meal)

2. Write out a healthy meal plan for at least 8-12 meals.

(Menu/Diet Plan Rubric)

3. Identify food eaten and estimate calorie content. (Blog)

Identify the habits of mind that students will practice in this project (one to two per project).

Remaining Open to Continuous Learning (Instructor Modeling)

Putting it All Together (Culminating Blog)

Key Principles for Effective Assessments (from Agenda)

One has aligned the products or performances for the project with the outcomes. (See highlighted Areas)

One is learning what to assess and establishing criteria to assess each product and performance.

Rubrics were created for the project.

Teaching Adjustment

One should try to keep an open mind about the planned assessment instruments for this project. If students bring up good ideas or inconsistencies with the plan, one should try to implement improvements.

Plan & Links to Assessment instruments

The plan is to use a checklist and informal observation early on in the project (formative). The Meal Plan Rubric will also be formative assessment. The summative assessments will be the Blog Rubric and the Impact Statement Rubric.

Map the ProjectWhat 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? Look at one major

product for the project and analyze the tasks necessary to produce a high-quality product.

Product: Menu/Diet Plan

KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED

TAUGHT BEFORE THE PROJECT

TAUGHT DURING THE PROJECT

1. Nutritional Value of different foods x

2. Research x x x

3. Analysis x x

4. Generating decision criteria x x

5. Composition x x

What project tools will you use?

□ Know/need to know lists

□ Daily goal sheet

□ Journals

□ Briefs

□ Task lists

□ Problem logs

□ __Checklist______________________________

□ _Word Processing_______________________________

x _Social Networking__Twitter_____________________________

□ _Rubric_______________________________

□ ________________________________

□ ________________________________

Do the products and tasks give all students the opportunity to demonstrate what they have learned?

One thinks the tasks are varied and give each student a chance to prove they can make good nutritional choices.

List the key dates and important milestones for this project.

See link below

http://tinyurl.com/64ssuav

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?

One still need more scaffolding added to guide the students along the path to completion of the products.

What challenges or problems might arise in this project?

Some of the challenges may include confusion over the finer points of proteins, carbohydrates and fats. Student may have difficulty with technology at some points.

Manage the ProcessList preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.

One will provide ESL students with various types of content (text, video, audio, transparencies, etc.) so that the chances of them linking the concepts to prior knowledge are greater. If possible, another student who speaks both English and the ESL students native language will be allowed to consult with each other as needed.

The most important way to assist students with disabilities is to read their individualized Education Plan. This tells you what they can do and what their current learning goals are. After reading this plan, you can make accommodations for these students that will assist them in successfully achieving the learning goals of the project. Although Para Professional support will

not be available in ones classroom, one does have the option to send students with disabilities to get support in other classrooms.

One also has accessibility resources for students with blindness: http://edtech2.boisestate.edu/worshamj/502/accessibility.html

How will you and your students reflect on and evaluate the project?

Group Observation Checklist, Progress Report Following an Investigation, and an End of Project Self Evaluation

□ Other:

□

What do you expect to learn from this project?

1. Ability to identify healthy food alternatives to what they currently eat. 2. Write out a healthy meal plan for at least 8-12 meals. 3. Identify food eaten and estimate calorie content.

Group Observation Checklist Project: A Week of Eating Group Members: Date:

Observe a group for five to ten minutes. Check the boxes that best describe group member participation.

AllMembers

MostMembers

SomeMembers

FewMembers

NotApplicable

When starting a new task, group members:Agree on an agenda or plan

□ □ □ □ □

Begin work promptly

□ □ □ □ □

Get out project materials

□ □ □ □ □

Figure things out without teacher assistance

□ □ □ □ □

Share responsibilities

□ □ □ □ □

When conducting research, group members:Consult primary sources

□ □ □ □ □

Take notes □ □ □ □ □Have relevant conversations

□ □ □ □ □

Evaluate the significance of new information

□ □ □ □ □

Stay on task □ □ □ □ □When discussing project work, group membersAsk clarifying questions

□ □ □ □ □

Give each other a chance to speak

□ □ □ □ □

Make decisions efficiently

□ □ □ □ □

Record decisions and plans

□ □ □ □ □

Share essential information

□ □ □ □ □

Stay on task □ □ □ □ □

This form was adapted from: http://pbl-online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm

End-of-Project Self-Assessment

Project: A Week of Eating Student: Date:

I completed the following tasks during the project:

As a result, I learned the following:

About the subject matter

 

   About working in a group

 

   About conducting an investigation

 

   About presenting to an audience

 

   About

I learned that my strengths are:

I learned I need to work on:

I would make the following changes if I were to do the project again:

This form was adapted from: http://pbl-online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm

Appendix

1. Entry Scenario:

Project: A Week Of Eating

Students,

For the next three weeks, you will be engaged in an important project that could affect your future. You will start by documenting (for your new blog) everything you eat for 7 days and nights with photos, videos and descriptions(estimated calorie content required). These artifacts are the foundation for the rest of the project, so DO NOT forget to record every aspect of your diet.

Then, you will work through tasks and create products. These tasks will vary and sometimes require teamwork. Technology skills will also be learned and sharpened. You will be required to create a menu(meal plan) of nutrient rich, lower calorie foods (two days or 8-12 meals).

Additionally, you will cook and/or prepare one of these meals at home (under adult supervision) and have that adult take pictures or video of the event. Make sure to take a picture of the final product before eating it!

Finally, after reflection, you will write a 200 word summary of what impacted them most during the project. The blog will need the artifacts mentioned above to be displayed online. This project should be done because it could help extend lives and provide better quality of life.

Products to be graded:

*Menu/Diet Plan

*A Blog (will contain a section for each artifact listed and much more)

* Cooking a Healthy Meal (photo or video evidence)

* 200 word impact summary

2. Rubrics:

3. Social Networking Activity:

Students,

Demonstrate your ability to find the valuable nutritional resources available on the internet. Once you find one, use social networking to share it. This will also allow you to ask for help from others. For this activity, please follow directions carefully. Also sign up for your Blog, by clicking on the link (look for this picture, click and follow directions to get signed up)

Use the social networking sites listed below to your advantage, and help each other by finding and sharing great sources on the internet.

1. Sign up for a Bonzobox.com account. Use this tool to track useful educational websites and much more.

2. Once signed in, move at least 3 websites into your homepage. Use this to keep your research efforts organized!

3. Change your preferences to make your bookmarks public.

4. . Find at least 10 friends (min. 5 classmates, and myself, josh30000@aol.com)

1. Sign up for twitter.com if you don't already have an account.

2. Find at least 10 friends (min. 5 classmates, and myself, josh30000).

3. Search for experts in the nutrition field to follow, and follow at least two.

4. Share helpful resources by tweeting as you find them.