Instructional Design Project

Name:

Jeremy Shultz

WKU ID#:

800757840

Date:

21 November 16

Lesson Grade Level:

6th Grade

Subject:

Mathematics

Authentic Topic:

Nutrition

Lesson Title:

School Food vs. Fast Food

Objectives/Standards:

Objective

Standards

Content Objective:

After studying the current cafeteria food offerings and possible fast food options, sixth grade students will develop a plan to redesign the school cafeteria to offer more food variety, scoring 3 or higher on the rubric.

ISTE Standards

Grade 6 Enduring Knowledge – Understandings Students will understand that  

  • nutrients have a role in the development of an individual’s health.
  • resources are available to assist in making nutritional choices.

Grade 6 Skills and Concepts

  • use the nutritional information provided on food labels to explain how it can impacts dietary choices

Technology Objective:

After creating a plan to redesign the cafeteria to include more food options, sixth grade students will use web tools to create a multimedia presentation for their school board to convince them to adopt their plan, scoring 3 or higher on the rubric.

ISTE Standards

Communication and Collaboration:

  • 2B - Communicates information and ideas effectively to multiple audiences using a variety of media and formats
  • 2D - Contribute to project teams to produce original works or solve problems

Connections:

How does your lesson address the following?

  1. Revised Bloom’s Level

            6.2 Planning

Develop a plan to incorporate a fast food court in the school cafeteria. Choose two fast food restaurants that will set up a food service station. Survey the student body using polleverywhere to select the two fast food service kiosks and present the results to the school board.

  1. Cognitive Complexity

C Level: 4-Integrating

Justification:

Students are generating questions related to the project and polling the student population.

  1. Real World learning

R Level: 4-Integrating

Justification:

Learning emphasizes and impacts the classroom, school, or community AND Learning is integrated across subject areas.

  1. Engaged learning

E Level: 4-Integrating

Justification:

Student inquiry-based approach AND Students collaborate with other students.

  1. Technology integration

T Level: 4-Integrating

Justification:

Student technology use: is embedded in content and essential to project completion AND promotes collaboration among students and partnership with teacher AND helps them solve authentic problems at the Analyze, Evaluate, or Create levels.

  1. How will you collaborate with other professionals in this lesson?

For the lesson, I would be the classroom teacher. My collaborative efforts would include professionals inside and outside of the school district. I would arrange for multiple restaurant professionals to come to the classroom and discuss the nutritional value of their respective restaurants. I would also invite the district Food Service Coordinator to come and discuss the nutritional value of the school menu items. A debate between the two entities may be an option also.

Resources:


School Food vs. Fast Food

Scenario:

The students of Bardstown Middle School are sick of the gruel they are being forced to eat for breakfast and lunch in the school cafeteria. The student body has requested two fast food franchised restaurant kiosk placed in the cafeteria that would offer higher quality food and a larger selection to choose from. The students were told that fast food is unhealthy when compared to school cafeteria food. They were also told that there was no room for food kiosk in the cafeteria.

The students have scheduled a meeting with the city school board and will propose a two phase plan. Phase I will be to prove the food served in the cafeteria was of lesser quality, unhealthy and unappealing to the student body. Phase II will redesign the floor plan of the school cafeteria. The new floor plan will be a scale drawing of the cafeteria seating and fast food kiosk. They will have to consider the number of students scheduled to eat during a specific period of time, the amount of food preparation space necessary and the size of the food service kiosk. The cost of implementation and food cost cannot exceed the current cafeteria food cost. Food preparation training will also have to be scheduled for cafeteria staff. 

Student Directions:

The student will generate ideas, conduct research, organize the information and create a scale drawings for the cafeteria floor plan. The students will be given a project budget and allocate resources appropriately.

Students will utilize web based technologies, polleverywhere to poll the student body, design the cafeteria layout using Google Drawing and create the presentation using Prezi.

Scoring Rubric:

Content Objective:

After studying the current cafeteria food offerings and possible fast food options, sixth grade students will develop a plan to redesign the school cafeteria to offer more food variety, scoring 3 or higher on the rubric.

Post-assessment for Content Objective:

Categories

1. Indicator Not Met;  Needs Much Improvement; Novice

2. Indicator Partially Met; Needs Improvement; Apprentice

3. Indicator Met; Acceptable; Proficient

4. Exceeds Indicator; Excellent; Distinguished

Planning and Organizing Information

Students have no clear plan for organizing the information AND/OR students in the group cannot  explain their organizational plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information  as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Ideas/Research Questions

Researchers  identify, with considerable adult help,  4 reasonable ideas/questions to pursue when doing the research.

Researchers  identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Working with Others

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Cafeteria Design

Cafeteria design seems randomly chosen, is of low quality, OR distracting to the viewer.

Cafeteria design is related to the  theme/purpose of the proposal, and is of good quality.

Cafeteria design is related to the  theme/purpose of the proposal. The design is of good quality and enhance viewer interest or   understanding.

Cafeteria design is related to the  theme/purpose of the proposal. The design is of high quality and enhance viewer interest or   understanding.

Technology Objective:

After creating a plan to redesign the cafeteria to include more food options, sixth grade students will use web tools to create a multimedia presentation for their school board to convince them to adopt their plan, scoring 3 or higher on the rubric.

Post-assessment for Technology Objective:

Categories

1. Indicator Not Met;  Needs Much Improvement; Novice

2. Indicator Partially Met; Needs Improvement; Apprentice

3. Indicator Met; Acceptable; Proficient

4. Exceeds Indicator; Excellent; Distinguished

Oral Presentation

Delivery not smooth and audience attention lost.

Delivery not smooth, but able to hold audience attention most of the time.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Interesting, well-rehearsed with smooth delivery that holds audience attention.

Prezi Presentation

There is no clear plan for the organization of information.

Some information is logically sequenced. An occasional card or item of information seems out of place.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Student Use of Technology

Many technology problems. No use of advanced features.

Some technology problems. Use of at least one advanced feature.

Few technology problems. Use of two advanced features.

No technology problems. Use of all advanced features available.

Sample Student Work

Student Presentation - click on the image or the link below to access the presentation

Screenshot 2016-11-22 at 9.23.09 AM.png

PREZI


References

Google. (n.d.). Retrieved November 22, 2016, from http://www.google.com/

ISTE Standards for Students. (n.d.). Retrieved November 22, 2016, from http://www.iste.org/standards/standards/standards-for-students

Kentucky Department of Education. (n.d.). Retrieved November 22, 2016, from http://education.ky.gov/curriculum/standards/kyacadstand/Pages/default.aspx

Maxwell, M., Stobaugh, R., & Tassell, J. L. (2016). Real-world learning framework for secondary schools:

Digital tools and practical strategies for successful implementation. Bloomington, IN: Solution Tree Press.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

Poll Everywhere. (n.d.). Retrieved November 22, 2016, from http://www.polleverywhere.com/

Presenting a better way to present. (n.d.). Retrieved November 22, 2016, from https://prezi.com/

Revised August 2015                Instructional Design Project