1. Project: Mobile Feast By Scoot & Doodle
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Mobile Feast
Project Overview
An introduction to entrepreneurial thinking and design
Inspired by: BIE & Amy Bagnall, 4th Grade Teacher/Common Core Curriculum Specialist
Using constructivist learning theory, this scaffolded
project invites collaborative discussion, cooperative
engagement in research, multi-media creativity,
critical thinking, and analysis as it builds
understanding of creating and marketing a business.
Student objective
Demonstrate an understanding of entrepreneurship and commercial
business economy through the creation of an authentic product
and service.
Recommended grade level
2nd - 6th
Common Core standards
*See Appendix for complete list
Cross curricular integration subjects
English Language Arts, Mathematics,
Writing Strategies, Social Science,
Economics, Design Process,
Visual & Performing Arts,
Social & Emotional Development
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1. Set Up
Play with Scoodle Jam
Allow adequate time for students to play with Scoodle Jam. Demonstrate and
encourage exploration with the following:
* Combine drawings with stickers, text, and photos to communicate ideas.
* Write (stylus suggested), type, and use talk bubbles to label, describe, and
explain things.
* Select an appropriate template for a specific task (e.g. grid paper for graph-
ing, flow chart for sequenced events or ideas).
* Practice saving work.
* Share work via email and/or your class’s chosen cloud storage.
* Sync whiteboards with a classmate and collaborate 1:1 in real-time.
Download the guide, Getting Started with Scoodle Jam, for detailed
information. http://scootdoodle.com/eduguides
Team Assignments
Assign students to teams. Younger students may form teams of 4 or more.
Older students may opt to work in pairs. Individual members of teams may
work on a specific aspect of the project away from their teammates for a
period of time on an unsynced whiteboard. Or, team members may choose to
work side-by-side without synced screens. Finally, team members may wish
to collaborate, 1 to 1, in pairs on synced whiteboards using WIFI and Edmodo
accounts.
NOTE: Teachers may wish to assign group roles in accordance with known
classroom patterns of behavior.
Suggested resources
• Safe internet search for kids
http://www.kidrex.org
• Food truck designs
http://www.tuwidesign.com/30-food-truck-design-inspiration-make-hungry/
http:// www.1designperday.com/2013/03/09/50-most-creative-food-tracks/
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Introduce Discuss New Vocabulary
(Teachers and students are are encouraged to add/modify this list.)
food truck, theme, slogan, sales pitch, logo, brand, menu, customer
food truck - a mobile venue that transports and sells specific types of food or
meals
theme - the main subject that is being discussed or described about some-
thing
slogan - a word or phrase that is easy to remember and is used by a group or
business to attract attention
sales pitch - a presentation that tries to persuade someone to buy something
logo - a symbol that is used to identify a group, company
brand - a characteristic or distinctive type of something
menu - a list of things that you can choose from
customer - someone who buys goods or services from a business
Preliminary Research
Following are a few suggestions to get students formulating their ideas
around their food truck, their customers, and their marketing campaign.
1. Watch Tyler Florence’s show, “The Great Food Truck Race.”
http://www.foodnetwork.com/the-great-food-truck-race/index.html
2. Discuss the importance of understanding who your customer/target
audience is.
3. Interview friends and family about their eating habits. Some questions to
start with:
• What are your favorite types of food/meals to eat? (Thai, BBQ, cupcakes,
breakfast..)
• What are your favorite/least favorite dishes?
• How much money do normally spend for lunch and/or snacks?
* What is your budget for lunch and snacks?
• Do you have food restrictions? e.g., allergies, vegetarian, etc.?
2. Getting Started
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Curate Images
• Using the iPad camera, encourage students find and capture images relevant
to their study from the web, from print media (e.g. books, magazines), and
the natural world.
• Engage the students in discussion regarding primary and secondary source
material, and the reliability of sources.
• Have students think critically about and explain their rationale for capturing
a particular image. “How will this image relate to your investigation?”
• Students will - at a later point in the project - determine which images they
will find most useful as they create stickers and/or backgrounds for their
project in Scoodle Jam.
• Students should be encouraged to reflect on this image gathering process at
the close of the project to ascertain their level of competency in the image
selection.
5. Project: Mobile Feast By Scoot Doodle
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3. Running the Project
Introduce the Project
Our city has declared this week, “Food Truck” week. The Mayor is calling all
students to brainstorm and design their best food truck ideas and share them
with the city.
To document and create your ideas, you will be working in teams to design a
food truck that you think people in your city would love. You will have to create
a menu for your food truck, a logo, and a sales pitch, and present your idea to
the class.
At the end of the project, each team will present their food truck idea. From
the presentations, you will choose your favorite food truck idea for the city and
provide a written recommendation for the Mayor.
This is a collaboration, which means you must work together to create your
food truck design. I should hear you talking, listening, brainstorming, and shar-
ing your ideas in an environment of respect and cooperation. Use “Yes, and...”
to piggy-back your ideas.
Remember to SAVE your work as you go OR IT WILL BE LOST!
Ready to begin? Open up Scoodle Jam and tap the Templates icon which you
can find in the toolbar at the top of the screeb. Select the project titled Mobile
Feast and tap on the first template titled “Let’s Eat!”.
This Scoodle Jam project consists of nine
templates - with prompts and questions - to
get students thinking, visualizing, applying,
and creating their community garden. Below
is a narrative guide that will introduce the
project and its nine templates to the class
with greater detail.
Tip
For younger students: Have students
read template prompts out loud
to the entire class before starting
each template.
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Today, we’re going to begin Part 1 of the design phase. Your teams will begin by
thinking up at least 3 different food categories or themes your truck will offer.
What type of food will your truck sell? Will your truck sell breakfast foods only?
Italian desserts? Thai food? Discuss your ideas as a team. Write them down.
Sketch them. Remember to entertain all ideas. No idea is bad or silly.
DON’T FORGET TO SAVE!
On this template, brainstorm as many ideas for your food truck name as you
can. Use your type of food as a starting point. Try to think of at least five
names. Think about using descriptive words and alliteration in the name.
Alliteration is when a series of words have the same first consonant sound at
the beginning of the word, like the Best and Biggest Burgers in Boston.
Template 1
Pick a theme
Template 2
Generate a name
Tip
• Ask younger students to define for the class what
“at least 3” means. Ask: “Does at least 3 mean I can
come up with 2 ideas? 10 ideas?
• Check in after several minutes. Ask students if
they would like to share their food type ideas.
This might give other teams “food for thought”
and improve the quality of the remaining
brainstorming time.
Using playful or unexpected language
is a common way to get people to
remember your food truck and draw
attention to your food.
The more ideas for names you come
up with better. Jot down anything
that pops in your head.
DON’T FORGET TO SAVE!
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Let’s move on to your logo design. Who remembers what a logo is? For your
logo, think of images that people will connect with your food truck and food.
Think about images that will capture people’s attention will be easily
remembered. Ask yourselves, would this logo look great on the side of our
truck and your company t-shirts? DON’T FORGET TO SAVE!
We’re on to template #4. This is the marketing phase of the project. You will
need to think of some catchy phrases, and fun messages that people will
remember when they think of your food truck. A slogan is an often repeated
message about your product, like “Just Do It” for Nike. A sales pitch is what
makes your product different from a competitors. Think about how
MacDonalds describes itself compared to Burger King.
Template 3
Design a logo
Template 4
Slogan sales pitch
Tip
• Ask students to share examples of logos they know
and why they are important.
• Examples of logos to share: Golden Arches for
McDonalds, swoosh for Nike, and mm
Tip
•To help students understand slogan sales pitch, show a vintage
commercial from YouTube. Point out the slogan and the
sales pitch, Show another commercial. Now have the students
determine the sales pitch and slogan.
• Have students list reasons why their food items are unique and
better than the competition to help them come up with a slogan
and sales pitch.
• After students work on their own for a bit, ask volunteers to
share examples of their slogan and sales pitches to inspire more
thinking in the class.
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Yum! Now for the tasty part. Each team will now create a menu of items that
will be for sale on your food truck. You should have some variety. Why should a
food truck offer some variety in its menu?
Your team must offer at least 5 menu offerings. Consider including items that
are vegetarian, specials for families. Will you offer drinks, desserts?
Template 5
Develop a menu
Tip
• Bring in a menu from a local eatery and share how
items are described. Ask: Why do menus use this
kind of descriptive language?
• Share the concept of diversity in culture and
palette to explain the importance of variety.
Each team will need to name all food items on the menu and include a short
description for each. Use colorful adjectives to describe your food items,
like fresh, homemade, or buttery to make your item descriptions more
enticing. I want your descriptions to make me want to buy and eat your food.
Include drawings and photos of your food items so your customers will know
what they can buy. Don’t forget to set an appropriate price for the food you
are offering.
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Using the Scoodle Jam tools, your team will now design the outside of your
food truck. Think about combining drawing, writing, text, stickers, and photos.
Your truck is a huge canvas for a sign. The name and logo you developed for
your food truck should be easy to read and see. Ask your students why it’s
important for the food truck name and logo to be visible.
Template 6:
On the road! Design your food truck
Tip
• Before beginning this activity, have students look
for examples of sign-age on commercial vehicles in
their neighborhood and share them with the class.
• Students may wish to present their food truck
ideas at this point.
• Older students may want to construct a scale
model of their food truck. A great way to
teach and discuss scale, volume, ratio/proportion,
and other mathematical concepts related
to measurement.
We’re now going to calculate some food orders using items from the different
food truck menus. Using the food check template, show how you would
calculate the cost of a food order if a customer wants two of the same item,
one order of each item.
Template 7
Do the math: check please!
Tip:
• Have students calculate new totals
using varying sales tax percentages,
• Have students calculate new totals
removing an item or more from
the order.
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Let’s look into the cash register. Using the money stickers and the template #8,
show how you would pay the total bill from the different food orders you
practiced earlier.
Calculate how much change you should get back from a $10, $20, or $50 (or
other) payment. Show your calculations using bills and coins and a subtraction
equation. Have students check each other’s work.
Template 8
Do the math: show me the money
Tip
• Have students take turns being
customers and vendors. Have
customers place orders. Have both
customer vendor calculate order
totals and have customers pay for
the order with play money.
• Have both customer and vendor
calculate the change owed to the
customer during a sales transaction.
Now that each team has presented their food truck idea, you will each
construct an opinion piece about the food truck you are recommending to the
Mayor. Make your decision based not only on your favorite food truck, but the
one that you think would best serve the city. Include 3 reasons that support
and explain your opinion. Remember to add a final statement of conclusion.
We’ll tally the results when everyone has completed their opinion piece.
Template 9
Truck review
Tip
• Ask volunteers to share their reasons to help
elicit more thoughts in students, helping them
articulate their support for their food truck choice.
• Have students write their opinion in a letter.
• Make a pictograph (line plot) that shows the most
interesting, successful design.
• Have students complete a survey, then create a
final report for the Mayor with their findings and
recommendations.
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4. Wrap Up
After your class has completed the project, allow time for each team to share,
present, discuss, and reflect on each other’s work, as well as their own.
You may wish to have students reflect in written format. This reflection may be
considered formative or summative assessment.
Have students:
• Share what he/she likes about the presenting team’s project deliverables.
• Complete the statement, “I wish your team had...” or “Maybe next time
you could...”
• Ask the team one question about their project.
• Share a challenge they encountered in this project and how they worked
through it.
• Share what they learned and liked most about the project.
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5. Additional Activities
Math: upper grades
1. Calculate how many pounds of meat and vegetables, other staples and
ingredients, your food truck might need every week, month, or year to make
food for 50, 100, 200 customers.
2. Based on individual truck designs and menus, have students come up with
their own problems to solve using any four operations (+, -, x, division). Have
students share/swap problem sets with each other or with the whole class.
Have students show how they solved the problem. Have students collaborate
to check their answers.
Organizational Thinking: all grades
1. Using the Venn diagram template, have students create sets and subsets of
all the trucks created by the teams. Show which trucks share common
attributes and explain why.
2. Make a chart showing what fraction of the food trucks have similar
attributes, e.g., fraction of trucks that offer desserts, vegetarian items, or
breakfast foods.
3. Make a chart or graph that compares different food truck characteristics.
Reading/ELA, Storytelling, Performing Arts, Design: all grades
1. Have each team prepare a “commercial” that captures the delicious
uniqueness of their food truck business. The commercial must be at least 30
seconds long, but not run more than 1 minute. Have students record their
commercial using the iPad’s video function and share it with the class, or
have them perform their commercial live in front of the class.
2. Have students work together or individually to write a story, myth, or folktale
about their food truck and/or food items. For example: How old is it? Who
owned it before? What is the story behind a menu item? How did the truck
get started? What was the strangest order a customer ever requested? What
foods will it offer in 20 years?
3. Have teams interview each other using the iPad record feature. Before
recording the interview, have each team come up with 3 - 5 questions to ask
the team about their food truck. When the interview is complete, have each
team write a TV commercial for the food truck team they interviewed.
Data Collection, Analysis: all grades (with scaffolding at lower levels)
1. After the teams have completed their food truck menus, have the teams
survey all the trucks for similarities and differences. Have the students
organize and summarize their findings in a diagram of their choosing (Venn
diagram, table, chart). Suggest some categories to get them started like:
healthy food items, best buys, favorite food items, vegetarian items.
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Thinking Domain
• Manages complexity
• Understands abstract and symbolic images
• Connects differentiated path of thinking and learning
• Combines evidence, claims, beliefs
• Analyzes problems, arguments, causes, connections
• Applies a system for responding to unfamiliar situations
• Gathers relevant information
• Generates varied options for solution
• Solves “real world” problems
• Recognizes that there is not always one right answer.
Living Domain
• Respects diverse perspectives. Accepts responsibility
• Works collaboratively with mutual respect
• Uses interpersonal skills to work with and guide others toward
goal completion
• Takes responsibility for success or failure
• Sets goals and established priorities
• Contributes to and supports others through meaningful productivity
• Takes responsibility for the quality and accuracy of a product
Doing Domain
• Applies communication skills in a variety of formats and contexts
• Engages in constructive dialogue
• Listens effectively to understand intent and content of all communications
• Articulates thoughts and ideas effectively
• Communicates in a variety of settings for varied audiences
• Searches, sorts, and collects information for multiple purposes
• Uses information to learn, produce, and create
• Accommodates and adjusts to changing situations or settings
• Plans strategically and purposefully
• Demonstrates effective self-management
• Faces obstacles realistically and works to over come them
• Stretches beyond mastery
• Uses multiple types of electronic software, programs, and ‘apps’
• Applies technology to research, organize, evaluate, and
communicate information
•Applies technology to create and innovate in various contexts
7. Appendix: 21st Century Skills Development
