The document outlines a student project where students will create blogs documenting everything they eat over 7 days. The goal is for students to learn how to collect and analyze dietary data to create a healthier eating plan. As part of the project, students will research healthier alternatives, plan 8-12 nutrient-rich, lower calorie meals, cook one under adult supervision while taking photos/videos, and write a 200-word summary on what impacted them most. The project aims to help students extend lives and improve health by learning about nutrition.

1. Worsham 542 Completed Project<br />Begin with the End in Mind<br />Summarize 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 LearningPutting it All TogetherRetrieved from: HYPERLINK quot;
http://www.chsvt.org/wdp/Habits_of_Mind_Curriculum_VT_WDP.pdfquot;
http://www.chsvt.org/wdp/Habits_of_Mind_Curriculum_VT_WDP.pdfDoes the project meet the criteria for standards-focused PBL? YES<br />Driving Question:<br />What impact can constructed knowledge about healthy eating have on students after examination and reflection of their own illustrated food journal? <br />Sub Question: <br />What makes up a healthy diet? <br />Could you afford to eat that way from now on? <br />How are these healthy items prepared? <br />What are the best fast food alternatives for people on the go? <br />What are the best resources you can find, that make learning about good nutrition simple? <br />How many meals per day do you eat? How many snacks? <br />What time do you stop eating most nights? <br />What is your exercise routine? <br />Why is caloric content important to know? Where can it be found? Is high calorie always a bad thing? <br />What are good fats? <br />What are nutrients and how are they important? <br />Where can I find out what the most nutrient rich foods are? Where can I access them? <br />What is the daily calorie recommendation for you? <br />How many of your calories are from high sugar drinks? <br />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. <br />A good driving question needs to inspire thoughts, research, an creative narrative about the subject at hand. It should require higher order thinking. My project's driving question will have an in depth artifact full of data that can provide lots of answers. I enjoy asking questions that can result in positive change. <br />My project is going to be are placement for a traditional quot;
Nutrition Unitquot;
for my next 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. <br />Plan the Assessment<br />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.<br />Align the products or performances (highlighted) for the project with the outcomes<br />HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Blog, Menu, Written Impact Statement)<br />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)<br />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)<br />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)<br />Identify key skills students will learn in this project<br />1. Ability to identify healthy food alternatives to what they currently eat. (Blog, Menu, Written Impact Statement, Cooked Meal)<br />2. Write out a healthy meal plan for at least 8-12 meals.<br />(Menu/Diet Plan Rubric)<br />3. Identify food eaten and estimate calorie content. (Blog)<br />Identify the habits of mind that students will practice in this project (one to two per project).<br />Remaining Open to Continuous Learning (Instructor Modeling)<br />Putting it All Together (Culminating Blog)<br />Key Principles for Effective Assessments (from Agenda)<br />I Aligned the products or performances for the project with the outcomes. (See highlighted Areas)<br />I am learning what to assess and I established criteria to assess each product and performance.<br />I Created rubrics for the project.<br />Teaching Adjustment<br />I would try to keep an open mind about my planned assessment instruments for this project. If students bring up good ideas or inconsistencies with my plan I would try to implement improvements. <br />Plan & Links to Assessment instruments<br />My 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. <br />Map the Project<br />What 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 PlanKNOWLEDGE AND SKILLS NEEDEDALREADY HAVE LEARNEDTAUGHT BEFORE THE PROJECTTAUGHT DURING THE PROJECT1. Nutritional Value of different foodsx2. Researchxxx3. Analysisxx4. Generating decision criteriaxx5. CompositionxxWhat 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_______________________________□ ________________________________□ ________________________________<br />Do the products and tasks give all students the opportunity to demonstrate what they have learned?<br />I think the tasks are varied and give each student a chance to prove they can make good nutritional choices. <br />List the key dates and important milestones for this project. See link belowhttp://tinyurl.com/64ssuavUse 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?I still need more scaffolding added to guide the students along the path to completion of the products. <br />What challenges or problems might arise in this project?<br />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. <br />Manage the Process<br />List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.I 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 my classroom, I do have the option to send students with disabilities to get support in other classrooms. I also have accessibility resources for students with blindness: http://edtech2.boisestate.edu/worshamj/502/accessibility.htmlHow 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:□<br />What do you expect to learn from this project?<br /> <br />1. Ability to identify healthy food alternatives to what they currently eat. <br />2. Write out a healthy meal plan for at least 8-12 meals. <br />3. Identify food eaten and estimate calorie content.<br />Group Observation Checklist <br />Project: A Week of EatingGroup Members:Date:<br />Observe a group for five to ten minutes. Check the boxes that best describe group member participation.AllMembersMostMembersSomeMembersFewMembersNotApplicableWhen 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□□□□□<br />This form was adapted from: http://pbl-online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm<br />End-of-Project Self-Assessment<br />Project: A Week of EatingStudent:Date:<br />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 AboutI 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:<br />This form was adapted from: http://pbl-online.org/ManagetheProject/ProjectPlanningTools/PlanningTools.htm<br />