V Page Final Assignment Project Based Learning

8/3/2019 V Page Final Assignment Project Based Learning

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Valerie Page

Title of Unit: Making Healthy Eating Choices

Theme: Committing to make healthy food choices.Grade Level/Student Population Type: 4 – 5 Grade/CTT Class

Number of Sessions: 13 sessions

Overview of the Unit: Through the span of 13 sessions students will understand the origins of healthy food and theneed to make healthy food choices as well as create an environment that promotessustainability and healthy lifestyle choices.

What is the theme of the project?Students will understand the need for making healthy food choices. In learning about foodchoices, students will gain a good understanding of the history of agriculture and thesignificance of the Native Americans “First Foods,” and how it has influenced Americanculture today. Students will also identify with the effects that modernization has had on

agriculture, the complications that unhealthy food choices create in our lives and in turn,pro-active measures that they can take in their homes and communities to support anagriculture movement in their area. This project will show students the positive relationshipbetween the availability of healthier food options and making the decision to choose thosehealthier alternatives. It will also encourage community development, awareness, andsustainability in the sense of recognizing the need to have healthy food choices, workingcollaboratively to bring and keep healthy foods in the community (esp. areas where it islacking).Standards:State the standards to which your theme is aligned (refer to actual sections of realdocuments) Social Studies StandardsStandard 1: History of the United States and New York

Key Idea 1.11. The study of New York State and United States history requires an analysis of thedevelopment of American culture, its diversity and multicultural context, and the wayspeople are unified by many values, practices, and traditions.1a. know the roots of American culture, its development from many traditions and theways people from a variety of groups and backgrounds played a role in creating it.Key Idea 1.33. The study about the major social, political, economic, cultural, and religiousdevelopments in New York State and United States history involves learning about theimportant roles and contributions of individual groups.1.3a. gather and organize information about the important accomplishments of individualand groups, including Native American Indians, living in their neighborhoods andcommunities.

Standard 3: GeographyKey Idea 3.11. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues. Thesesix elements include: the world in spatial terms, places and regions, physical settings(including natural resources), human systems, environment and society, and the use of geography.3.13. investigate how people depend on and modify the physical environment



The Arts StandardsStandard 1: Creating, Performing and Participating in the ArtsVisual Arts2. Students will know and use a variety of visual arts materials, techniques, and processes.Students will know about resources and opportunities for participation in visual arts in thecommunity (exhibitions, libraries, museums, galleries) and use appropriate materials (art

reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts.• develop skills with electronic media as a means of expressing visual ideas (b)Standard 2: Knowing and Using Arts Materials and ResourcesVisual Arts2. Students will know and use a variety of visual arts materials, techniques, and processes.Students will know about resources and opportunities for participation in visual arts in thecommunity (exhibitions, libraries, museums, galleries) and use appropriate materials (artreproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts.

Health, Physical Education, and Family and Consumer Sciences StandardsStandard 1: Personal Health and FitnessStudents will understand human growth and development and recognize the relationshipbetween behaviors and healthy development. They will understand ways to promotehealthy development. They will understand ways to promote health and prevent diseaseand will demonstrate and practice positive health behaviors.•understand how behaviors such as food selection, exercise, and rest affect growth anddevelopment.•recognize influences which affect healthy choices and behaviors•practice and support others in making healthy choices.

Mathematics, Science and Technology StandardsStandard 5: Computer Technology3. Computers, as tools for design, modeling, information processing, communication, andsystem control, have greatly increased human productivity and knowledge.•use the computer as a tool for generating and drawing ideas.

ELA StandardsWriting Standard 6With some guidance and support from adults, use technology, including the Internet, toproduce and publish writing as well as to interact and collaborate with others; demonstratesufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Writing Standard 7Conduct short research projects that use several sources to build knowledge throughinvestigation of different aspects of a topic.Describe the “Learning Product” your students will create and through the creation of whichthey will learn the content and skills you’ve identified as a goal.Students will create a website which gives an overview of each of the elements identified inthe project. The website will be used to share community agricultural resources, local greeninitiatives, contain a blog forum for visitors, a News Room where members of the communitycan post information, and a News Room where students can inform members of theacademia, peers and the community about things going on locally. The website will includea history of the origins of healthy foods along with tips on sustainability. Students willconduct research via online sources and interviews in the community to include in theirproject. Students will learn research, writing and communication skills. Students willdevelop inter and intrapersonal skills through work with group members. Students willdevelop presentation skills through interviews conducted with grocers and members of the



community. Students will strengthen technology skills by using various forms of technologyto produce the final project.What Social Studies content and/or skills will they learn from your project?

a) Social Studies skills learned will consist of acquiring information through reading,studying, and research. Students will also learn organizational and thinking skills.

They will be able to classify, interpret, analyze, summarize, and communication

information learned.b) Social Studies content learned will include:Native Americans “First Foods”European influence on Native American agricultural resourcesNative American agricultural influence on America

Treaty of 1837, 1842 and 1854Influence of modernization (specifically agriculture) in AmericaSignificance of agricultural sustainability

21 Century Skills

a) Interpersonal Skills (Communication Skills, Collaboration Skills, Leadership Skills,Social Skill): Students work individually and in small groups to conduct research,analyze and interpret data, draw inferences, communicate/make suggestions to

peers, solicit information, decide on specific roles within each group and presentinformation coherently.

b) ICT Literacy (Technology Literacy): Students demonstrates positive social and ethicalbehaviors when using technology. Students identify appropriate and inappropriateuse of computers and describe how to work collaboratively with others when usingtechnology at home or in school.

c) Cognitive Skills (Creative Thinking Skills): Students can accurately interpret andcreate simple visuals (e.g. charts, maps, graphs and models) to communicateinformation.Students use computer programs to create graphics.Students participate in a group work to locate and create pictures, clip art, graphs,tables and other appropriate

What Arts content and/or skills will they learn from your project?Students will gain knowledge of the concepts of art and design. Students will develop anawareness of the power of images to strengthen their work and influence their audience.Students will explore different dynamics of creativity by using higher level critical thinkingskills, along with developing and promoting self expression. Students will transferknowledge and make connections between the Arts and other curriculum areas.Furthermore, students will learn how to use traditional media and new technology to createa project that is expressive and illicit feelings to act.

How might you determine if the students learn what you’ve intended them to?Students will receive guided instruction for each unit. Each unit will have a desired outcomeand based on the outcome at hand teacher will use specific rubrics to measure evidence of success.

KWL: At the commencement of each unit students will receive a KWL chart where they willindicate what they Know, Want to Know, and upon completion of the task – what theyLearned.Daily Reflective Log (DRL): Will be used to gauge what student learned and identifyareas of uncertainty/requiring further clarification by listing questions that they have.Community Resource Form: Students will identify agricultural resources available withintheir community.What I Eat – My Choice Form: Students will complete a daily log of the types of foods theyconsume and its nutritional content.Venn Diagram: Students will compare and contrast indigenous foods of the Native people



aka “First Foods” with healthy foods that they consume.Interview Form: Students will interview green grocers and members of the community toget a better understanding of the health state of the local people and the ease/availability of acquiring healthy foods.Group Observation: Teacher will use Group Observation Rubrics to evaluate group work.Collaboration Rubrics: Students will receive a Collaboration Rubrics and complete for

assigned peer.Presentation Rubrics: Students will give an oral presentation of their findings throughtheir interview on make suggestions for improvement.Website Content Rubrics: Teacher will evaluate content created by each group forinclusion in the overall class website.At the end of the project, the class will discuss the project and how Native Americanagricultural lifestyle contributed to their health, how they modeled a healthy eating lifestyle,how modernization has taken away from the agricultural lifestyle, and how this affects ourfood choices as a whole.

The class will also discuss these questions: How did the project go? Did you enjoy doing theproject? Would you like to do another project like this one? Did you enjoy learning this way?NOTE: Teacher will keep a journal of how the project and the activities are going and howthe students are doing throughout the time period of the project. After the projectevaluation, the teacher should compare his or her own journal notes with the comments of the students.

How will technology be used? Will it be used by the teacher; the individual students orstudents work groups, the entire class? (Describe as practical)Internet Usage (Students)

The internet will be used to conduct research, locate appropriate graphics, videos and othermultimedia resources to utilize in the project.(Students and Teacher)View online tutorials about creating, designing, adding content and managing a website.PowerPoint (Students)Group presentation will make use of PowerPoint slides to present content, inclusive of text,graphics, animations and sounds if appropriate.Create poster (collage) of images associated with “Healthy Living”Word Processing (Students) – Microsoft Word will be used for composing, editing, andformatting project material/content.Web Design Page (Students and Teacher) – Instruction on how to design, produce, andlaunch a web page/site. The appropriate use of text, images, digital media and interactiveelements.Assistive Technology (Special Needs Students)Text to Speech Program – converts any text file into an audio file for playback on thecomputer or a personal listening device. This device provides students with disabilities theopportunity to covert text files to audio files. This is a very powerful tool for students withvisual impairments. This helps them hear the text aloud.Dictionary & Spell Corrector – is an interactive speaking dictionary. This device featuresan automatic phonetic spell corrector that corrects misspelled words ie. “jirafe” to “giraffe”.It can assist the special need student with spelling, word identification and readingcomprehension. The individual letters are heard as they are pressed which helps those whopresent with difficulty in spelling, recognizes words the correct spelling of words that they’vespelled phonetically. If the student fails to identify the word, this device will pronounce theword aloud and the student can then select the correct term. Since the special need studentwill have a larger auditory vocabulary as opposed to visual vocabulary, it is easier for thedisabled student to recognize a word after hearing it as oppose to seeing /reading it.



Part II

Flow Chart

Identify strategies to present

information to students. How will

students learn about the history

of healthy foods and its

implication for modern day

society?

Theme – Making Healthy EatingChoices

Product – Community WebsiteObjectives – Students will understand theneed for making healthy food choices. Inlearning about food choices, students will

gain a good understanding of the history of agriculture and the significance of the

Native Americans “First Foods,” and how ithas influenced American culture today.Students will also identify with the effectsthat modernization has had on agriculture,

the complications that unhealthy foodchoices create in our lives and in turn, pro-active measures that they can take in their

homes and communities to support anagriculture movement in their area.

Discuss

procedures fo

collecting data

include in webs

Review tutorials

on creating web

page. Tutorials

will includenformation on

editing, content

nclusion,

ncluding photo

gallery

Community

Interviews, Intern

Research,

Literature

(books/internet

articles)

Gather relevant images from

internet regarding “First Foods”

and compare/contrast with

present day food options.

Create

alternative

collateral, ie. menu

Show students

how to log food

items

consumed and

correctly track

nutritional

values.



Part III

Mock Student Work Sample: https://sites.google.com/site/makinghealthyeatingchoices/

Part IV

Defend your project as Project-Based Learning – give an explanation of why your unit

(project) is PBL (reference the “Elements of Project Based Learning EdSE 604” list we’ve

used during the course (and found on page 8 of our Final Project Overview)

This project provides an excellent forum for students to work independently

and then form small collaborative groups. The beginning of the project is

informational and will be conducted in lecture style to give students an

understanding of what the project will entail and the skills needed to

accomplish each task. The instructor will give an overview of the history of

“First Foods.” This activity requires students to make decisions (i.e. content

for project, individual roles within the groups, etc.) within a select

framework. Students receive guidance and feedback from instructor and

peers however, students are ultimately responsible for accessing and

managing the information they collect. Evaluation in this project is ongoing,whether student’s are reflecting on their methods/procedures

introspectively, or including this information within their daily reflective logs.

Teacher also has a set of specific rubrics to use per activity and will evaluate

student success collaboratively and individually. Students design the

process for reaching a solution and the end result will be a final product. The

final product which is a website must contain artistic creativity and discuss

the subject (ie. history, challenges, solutions, accommodations, resolutions)

in its entirety. The final product will be authentic and presented to a group

of their peers along with administrators and teachers within the school. Afterfine tuning the website students will launch the website making it publicly

accessible.

https://sites.google.com/site/makinghealthyeatingchoices/




backgrounds played a role in creating it.Key Idea 1.33. The study about the major social,political, economic, cultural, and religiousdevelopments in New York State and UnitedStates history involves learning about the

important roles and contributions of individualgroups.1.3a. gather and organize information aboutthe important accomplishments of individual andgroups, including Native American Indians, livingin their neighborhoods and communities.Standard 3: GeographyKey Idea 3.11. Geography can be divided into sixessential elements, which can be used toanalyze important historic, geographic,economic, and environmental questions andissues. These six elements include: the world inspatial terms, places and regions, physicalsettings (including natural resources), humansystems, environment and society, and the useof geography.3.13. investigate how people depend on andmodify the physical environmentELAWriting Standard 7Conduct short research projects that use severalsources to build knowledge throughinvestigation of different aspects of a topic.

Assessment KWL ChartDaily Reflection LogVenn Diagram

Anticipatory Steps - Procedures Teacher asks students “Can anyone tell me whatFirst Foods are”?

Teacher and students engages in open dialogue Teacher asks students to post answers to thequestion on smart board

Teacher uses PowerPoint presentation to openlessonInstruction uses photographic images fromEnduring Seeds…….and snippets from the bookto discuss with students

Teacher uses overhead projector to displayimages

Teacher hands out internet articles – The NativeFishery and Tribes base land management…….

Teacher reads each article to students first timefor listening, second time for comprehension,and students read article on their own andanswer several questions pertaining to eacharticle at the end of each.

Activities Students answer questions about passages readResources Book

Enduring Seeds: Native American Agriculture



and Wild Plant Conversation (Gary Paul Nabhan)Internet Articles:

The Native Fishery - Katrine Barber: Stories andCeremonies: The Cultural Context of NativeFisheries(http://www.ohs.org/education/oregonhistory/nar

ratives/subtopic.cfm?subtopic_ID=598) Tribes base land-management strategy onprotecting 'first foods'(http://www.oregonlive.com/environment/index.ssf/2009/02/confederated_tribes_of_the_uma.html)

Work Flow Individual Work – Students remain in theirseat/work area. Students have the option tostay at their desks or to sit in the reading area

Product Students create collage containing differentimages of “First Foods”Based on passage read students create 4

paragraph narrative summarizing what theylearned, and their thoughts about the passage.Logistics Individual Work – Students remain in their

seat/work area. Students have the option tostay at their desks or to sit in the reading area

Lesson II

Lesson Plan Title My Life – My ChoiceConcept/Curriculum Area Health

Time Frame Four (4) sessions50 minutes each

Unit Introduction Students will begin to understand the impactthat their decisions to eat healthy foods hason their lives. In this exercise students willlog what they eat, nutritional values andkeep a journal of how they feel (energylevels, emotionally, mentally, etc.). The goalis to get students to replace unhealthy

options for their counterparts.Learning Objectives - Students will understand the relationshipbetween nutrition and development

- Students will understand the relationshipbetween nutrition and behaviors

- Students will learn how to promotehealthy development

- Students will understand way to preventdiseases associated with poor eatinghabits

http://www.ohs.org/education/oregonhistory/narratives/subtopic.cfm?subtopic_ID=598


http://www.oregonlive.com/environment/index.ssf/2009/02/confederated_tribes_of_the_uma.html








- Students will make suggestions for lifeimprovement and communalimprovement

Standards Health, Physical Education, and Familyand Consumer Sciences StandardsStandard 1: Personal Health and Fitness

Students will understand human growth anddevelopment and recognize the relationshipbetween behaviors and healthydevelopment. They will understand ways topromote healthy development. They willunderstand ways to promote health andprevent disease and will demonstrate andpractice positive health behaviors.•understand how behaviors such as foodselection, exercise, and rest affect growthand development.•recognize influences which affect healthychoices and behaviors

•practice and support others in makinghealthy choices.

Assessment KWLDaily Reflection LogWhat I Eat – My Choice Form

Presentation At the conclusion of this activity students willcreate a menu of containing healthy recipesto include on the website. Recipes willconsist of poultry and meat alternatives,fruits, beans, whole grains, starches etc.

Anticipatory Steps/Procedures - Teacher asks students to stand in oneline and call out numbers from 1 – 4.

- Students are later grouped according totheir number, 1, 2,3,4.- Students use food intake form to create

healthy alternatives menu.- Members are assigned specific roles in

each group.- Recorder writes/types information

gathered

- Researcher looks up relevantimages/content (recipes) on the web.

- Designer uses power point to designmenu

- Presenter discusses menu options with

the class Teacher Input/Directions/Support Instructor offers guided support.Resources Internet, Paper, Pencil, Word Processor,

PowerPoint, Excel, Daily Reflection Log, WhatI Eat – My Choice Form

Work Flow Students will work in small groups (4 pergroup) 6 groups in total.

Product Students will create a menu usinginformation gathered from What I



Eat…..FormSocial Learning Students will participate in small group

feedback, members of each group willevaluate performance of fellow groupmembers.

Logistics Students will be assigned different roles in

the group, ie. recorder, presenter,researcher, designer.

Lesson III

Lesson Plan Title My NeighborhoodConcept/Curriculum Area Health, GeographyUnit Introduction Students learn aboutLearning Objectives Students will interview grocers in the

community and identify proactive strategiesto promote an agricultural movement.Students will identify community conditions

that can either promote/hinder theagricultural development. Students will alsocompare dynamics of current communitywith the past and identify significantinfluences that will affect the ability topromote agricultural development.

Standards Health, Physical Education, and Familyand Consumer Sciences StandardsStandard 1: Personal Health and FitnessStudents will understand human growth anddevelopment and recognize the relationshipbetween behaviors and healthydevelopment. They will understand ways to

promote healthy development. They willunderstand ways to promote health andprevent disease and will demonstrate andpractice positive health behaviors.•understand how behaviors such as foodselection, exercise, and rest affect growthand development.•recognize influences which affect healthychoices and behaviors•practice and support others in makinghealthy choices.

Assessment Interview Log

Group ObservationPresentation RubricsPresentation Students will present information to class

obtained from interviews of communitymembersInformation will either agree with the notionthat there is a need for healthy food choicesor deny the need

Teacher Input/Directions/Support Teacher will provide guided instruction andassist students with all dimensions of the



task. Time Frame Three (3) Sessions

50 minutes eachResources Interview Form, willing members of

community/grocers agreed to beinterviewed, pen, Word Processor,

PowerPoint, cameraWork Flow/Logistics Students will work independently tointerview at least 3 members of theircommunity

Product Students will create write ups per interviewwhich includes a photo of the interviewee,direct quotes, and dialogue from theinterview

Anticipatory Steps/Procedures - Teacher will distribute checklist tostudents that list the procedures theymust follow to conduct interviews

- Students give the name/contact info. forthe person they would like to interview

and teacher makes arrangement- Interviewees will have the option toeither come to the school during a giventime or the teacher/student will go tointerviewee location

- In the event that the teacher will takestudents out this will be considered afield trip and teacher has alreadyreceived parental consent

- For those students that remain in theclassroom, teacher has arranged for asubstitute teacher to come into the class

- Students and teacher review questions

that will be asked during interview- Students meet with interviewee, askquestions, use recorder to recordcomments and takes a photo of theinterviewee for use in the write up

- Students receive disclosure consent frominterviewee

Presentation Students will present findings to class. Teacher will base success on whether criteriaof rubrics were met.

Social Learning Students will participate and Q & A

Lesson IV

Lesson Plan Title Web design made simpleConcept/Curriculum Area Technology, ArtsUnit Introduction Students learn how to utilize the web to design a

website.



Learning Objectives - Students will use elements of design to create atemplate for the website

- Students will become familiar with variousmedia resources including You Tube, Viveo,Picasso, etc. for use on their website

- Students will learn how to navigate through

webpages and decipher relevant information toinclude- Students will decide key elements of project to

include on website- Students will identify with how to share

information with public

- Students will learn how to launch website andconduct an internet search for website

Standards Mathematics, Science and TechnologyStandardsStandard 5: Computer Technology3. Computers, as tools for design, modeling,information processing, communication, and system

control, have greatly increased human productivityand knowledge.•use the computer as a tool for generating anddrawing ideas.The Arts StandardsStandard 1: Creating, Performing andParticipating in the ArtsVisual Arts2. Students will know and use a variety of visualarts materials, techniques, and processes. Studentswill know about resources and opportunities forparticipation in visual arts in the community(exhibitions, libraries, museums, galleries) and use

appropriate materials (art reproductions, slides,print materials, electronic media). Students will beaware of vocational options available in visual arts.• develop skills with electronic media as a means of expressing visual ideas (b)Standard 2: Knowing and Using Arts Materialsand ResourcesVisual Arts2. Students will know and use a variety of visualarts materials, techniques, and processes. Studentswill know about resources and opportunities forparticipation in visual arts in the community(exhibitions, libraries, museums, galleries) and useappropriate materials (art reproductions, slides,print materials, electronic media). Students will beaware of vocational options available in visual arts.ELA StandardsWriting Standard 6With some guidance and support from adults, usetechnology, including the Internet, to produce andpublish writing as well as to interact and collaboratewith others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages



in a single sitting.

Assessment Website Content RubricsPresentation

Teacher Input/Directions/Support Teacher will provide guided instruction and assiststudents with all dimensions of the task.

Time Frame Three (3) Sessions50 minutes eachResources Internet, YouTube, Picasso, Google, Word Processor,

Research Items, Graphic ImagesWork Flow/Logistics Students will work in original groups and post their

work on the websiteProduct Several websites will be created. Ultimately, the

instructor will create one (1) classroom website andwill include individual websites as resources on theclassroom page. The classroom website will includeoutline of PBL dimensions and will refer to eachgroup site for in-depth coverage of the topic

Anticipatory Steps/Procedures Teacher will introduce mock website

https://sites.google.com/site/makinghealthyeatingchoices/Students will review online tutorial provided bygoogle to create websiteGroup will create group specific email account tocreate web pageStudents will use information collected through thecourse of the project to post on website

Social Learning Students will share product with peers andprofessor. Peers will give comments based onwhether criterion for website development was met.Instructor will listen to constructive criticisms of peers and make final decision on whether project

was successful.





V Page Final Assignment Project Based Learning

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