This document outlines a project for students to record a 7-day food diary, research Thailand's recommended daily allowance, analyze the impact of their food choices on health and the future, and create awareness materials. Students will be put into groups to collaborate, communicate, and create awareness materials like videos, posters, or presentations for younger students, parents, and teachers. They will reflect on what they learned and how their awareness efforts could be improved.

1. Health and Nutrition
SCIENCE |IMTIAZ NADIR

2. 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?
 Objectives
Over 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.

3. A Driving question
 Project idea
Are you what you eat?
What impact do these choices make on your health and in the future?

4. 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?

5. 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.

6. 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?

7. 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.

8. 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.

9. 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.?

10. References
Buck 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=0ahUKEwjc3f
b3-dnPAhUPahoKHe0iBpUQ_AUIBygC#imgrc=SyfbYZzeUQdcnM%3A