PBL Essential Elements Checklist

NAMES OF GROUP MEMBERS:

Haley Burman-Magday and Angela
Bonsignore

PROJECT TITLE: Healthy Eating

PROJECT SOURCE:
Intel- from Project Foundry

GRADE LEVEL: K-2

(modified more for 2nd grade)

http://www.intel.com/content/www/
us/en/education/k12/projectdesign/unit-plans/healthyeating.html

Does the project?

Y
e
s

FOCUS ON SIGNIFICANT CONTENT

At its core, the project is focused on teaching
students important knowledge and skills,
derived from standards and key concepts at
the heart of academic subjects.

DEVELOP 21 CENTURY SKILLS

ST

Students build skills valuable for todays world,

such as creativity, critical thinking and problem
solving, collaboration, and communication,
which are taught/practiced and assessed.

N
o

Explain Reasoning and Offer

Possible Modifications

This project uses math when they

collect their own data and analysis by
making graphs. It touches base on
science and health when discussing
how it affects the body and the benefits
of health. It doesnt touch base on
social studies or english with this
project before our modifications. We
incorporated Social Studies through
the creation of menus from picking a
specific country and for every partner
group to share their menus with the
class. We incorporated English
through the understanding of the
visuals they were provided with. By
understanding MyPyramid, they are
able to create a global menu and
understand the importance of each
food group that they will need to
include in their menus.
During this project they use advertising
skills, computer skills, interaction skills,
and daily math skills that are needed in
the everyday world. They also use
critical thinking and decision making
skills. They use critical thinking when

analyzing school lunches to determine

if those lunches have everything they
need to be considered a well-balanced
lunch. The students are using decision
making skills by going back to the
essential question are we really what
we eat? Each activity the students are
learning more and more about health
and the benefits of being healthy, they
will question and decide if what we put
into our body makes us who we really
are.
ENGAGE STUDENT IN IN-DEPTH
INQUIRY
(For 397 Focus on Global
Competence)

Students are engaged in rigorous, extended

process of asking questions, using resources,
and developing answers.

ORGANIZE TASKS AROUND AN

ESSENTIAL DRIVING QUESTION
Project work is focused by an open-ended
question that students explore or that capture
the task they are completing.

The project asks questions for each

part of the project, but not meeting the
global competence aspects. Those
questions include are we really what
we eat?, how do healthy eating habits
help me grow bigger and live longer?,
and how do advertisements help us
make our food choices? For this
project to have aspects of global
competency we modified the menu
activity. Students would choose a
country and create a healthy menu
based on the culture and information
they found through in-depth research.
Students will be paired with another
student, create their menu, and present
their menu to the rest of the class. By
having all of the students present their
menus, it gives all of the students
knowledge of every countrys culture
and food. Students can then ask
themselves- how is health related in
different countries around the world?
or based on different countries food
options, does that affect their overall
health?
Yes, each task is focused on that initial
question of Are we really what we
eat? They examine their own lunches
and describe if they have enough of
each food group. They learn what food
groups are beneficial to your health

and which are not. Each task is

focused on the individuals health and
what the can do to maintain a healthy
diet for the present and future. As the
unit is closing up, they meet the
essential question by having students
write words, draw pictures, or dictate to
the teacher their answers to the
question.
ESTABLISH A NEED TO KNOW
Students see the need to gain knowledge,
understand concepts, and apply skills in order
to answer the Driving Question and create
project products, beginning with an ENTRY
EVENT that generates interest and curiosity.

ENCOURAGE VOICE AND CHOICE

Students are allowed to make some choices
about the products to be created, how they
work, and how they use their time, guided by
the teacher and depending on age level and
PBL experience.

INCORPORATE REVISION AND

REFLECTION
The project includes processes for students to
use feedback to consider additions and
changes that lead to high-quality projects, and
think about what and how they are learning.

Yes, the entry event starts off

comparing two different styles of cereal
which is common for young children to
eat for breakfast before school. The
students are learning about the food
pyramid, different food groups, how
advertising is a huge impact on what
we eat, and applying life skills to gain
knowledge of health and being healthy.
X

In the original project they are

encouraged to have student voice in
group presentations and class
discussion. But, we had to modify the
project to have more choice with the
individual activities. They have more
choice and options of how they present
their work. For example, with the slideshow on healthy eating they can pick
other options to present such as a
poster, a Prezi, a game board, or a
dialogue/performance. Students can
have more choice for when they create
their menus. They will be able to
choose their own country, their own
creation of a menu, but they have to
include all of the food groups to create
a healthy menu.

This was modified so there can be

more group to group interaction to
provide feedback to other students.
There was only one mention of
positive feedback and that was for the
creation of slideshow presentations.
Instead of the groups filling out

checklists and analysis for their graphs

and menus, they can have other
groups give feedback to the groups of
what they need to work on and what
they did well on.
INCLUDE A PUBLIC AUDIENCE
Students present their work to other people,
beyond their classmates and teacher.

This was a modification we made for

an exit event. For it, students will use
the advertisements they have created
from the previous lesson on how
advertising can influence food choices
and try and sell their product to an
agent (student volunteers). There will
be a class gallery as each student will
be asked several questions from
student volunteers about their
advertisements. The goal is to have a
persuasive advertisement using the
information they have learned to sell
their product to the agent as they walk
around viewing everyones work. The
older volunteer students will review and
give feedback to the younger students
for revisions.Then, everyone will have
their advertisements placed around the
school for everyone to see.

Global Mini-Project Project Overview

names of group members: Angela Bonsignore and Haley Burman-Magday
Project title: Are You Really What You Eat?
Grade level: 2ND GRADE
PROJECT LENGTH: 3-4 WEEKS (45 MINUTES A DAY)
LINKS TO ONLINE RESOURCE(S): http://www.intel.com/content/www/us/en/education/k12/
project-design/unit-plans/healthy-eating.html

Projects Essential Driving Question

Are we really what we eat? How is this affected by different cultures and the society
we live in?

Project Overview
Over the course of this project, the students will understand the importance of
planning and eating healthy. The students will be introduced to the unit with an
activity about healthy and unhealthy foods and how they appear from the advertising.
Then they will learn about the food pyramid and more into healthy and unhealthy
foods. Then they will observe food at their school, collect and analyze data from other
classrooms or students in their own classroom, and eventually create their own
menus and advertisements with what they have learned.

Project Products

The students will produce a number of things from this project:

Graphs: The students will first create graphs based off of surveys questions asked to
other students about their input on healthy diets. Two students are paired up and they
are to ask 5 other students- How many of each of the food groups have you
eaten today? They are to tally the amount of students who ate each food group.
Based on these numbers, they are to graph the numbers in a bar graph format and
analyze the graph by answering 5 simple questions about the data from graph.
Slideshows: They will create slideshows explaining what will happen to your body
and your health if you do not have a healthy diet. We also would like to modify that in
the slideshows, when mentioning healthy foods to include in your diet, explain roots of
different foods from across the world. The students will include different cultural foods
that are considered healthy and how they can benefit the body and health.
Menus: They are also creating menus that will include healthy foods from a specific
country. The students will pair up, choose a country, create a menu that includes
healthy foods from that country. They will be able to create, organize, and establish
their own restaurant for their healthy foreign menu.
Advertisements: They will produce their own personal advertisements on a specific
topic that the class votes on. These advertisements will be shown in a competition
based presentation and then around the school.

Global Awareness

This project discusses health and asks an important question are we really what we

eat? Health has become a huge concern with the world and schools Ive been to
have taken small steps into the right, healthy direction. To modify this project to make
it an experience for global awareness, all we did was include choosing a specific
country and make a healthy menu based off of foods from that country. This is great
for the diverse students in elementary classrooms. You can connect with other
students cultures, learn about their culture, and also learn about health at the same
time. The students will be communicating their ideas to the students in the classroom
and informing the class about other cultures and their foods. Also, students will be
taking that a step further by creating advertisements to sell their product (their menus)
to hopefully gain interest from others to create healthy menus. The essential question
focuses on global awareness because it could explain why people from other
countries look/feel the way they are, based on their health and foods from their
country. Global awareness is essential to include in a health unit because food is
sacred to all cultures. It is important to include all cultures when learning about health
and the body and what better way than to learn about other cultures and their healthy
foods! Global awareness for this unit is important because of the communication
factor. Students are communicating with other students and members of their
community to share their ideas of health and the importance of healthy menus for
restaurants.

Curriculum Alignment Matrix

Projects Essential Driving Question
Are you really what you eat? How is this affected by different cultures and the society
we live in?

English Language Arts Standards Alignment

ELA STANDARDS:

English Language Arts Grade 2

Standard: Reading Informational Text
Cluster: Integration of knowledge and ideas
RI7 CCR Anchor Standard: Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.
R17: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Essential Skills and Knowledge: Identify and describe graphic aids used to facilitate
understanding of informational text.
Standard:Speaking and Listening
Cluster: Comprehension and collaboration
SL1 CCR Anchor Standard: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and
expressing their own clearly and persuasively.

SL1: Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups.
LEARNING EXPERIENCES/ACTIVITIES:
While the students are learning and reading about healthy eating, they are introduced
to diagrams and pictures to help them understand. For example, the food pyramid is
an important part of this lesson. They learn to apply what they are leaning to how it is
represented in the diagram of the food pyramid. They use the food pyramid and other
graphic aids when creating the PowerPoint presentation on healthy eating. They also
engage in several group discussions about how and what they feel about what they
are learning.

Mathematics Standards Alignment

MATH STANDARDS:

Mathematics Grade 2
Domain: Measurement and Data
Cluster: Represent and interpret data
Standard:2.MD.10 Draw a bar graph (with single-unit scale) to represent a data set
up to four categories.
Domain: Number and Operations in Base Ten
Cluster: Understand place value
Standard: 2.NBT.1 Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6
ones.
LEARNING EXPERIENCES/ACTIVITIES:
While students are creating graphs from their surveys and interviews about healthy
eating they are gathering and representing data. While they create their graphs to
represent the data they collected they are analyzing and interpreting what they found.
They are critically thinking, answering questions, and making decisions off of their
representations. Also, when they are creating their menus they have to think about
prices. Dealing and understanding prices requires an understanding of place values
relating to money.

Science Standards Alignment

SCIENCE STANDARDS

Science Grade 2
Standard: Skills and Processes
Topic: A. Constructing knowledge
Indicator: 1. Raise questions about the world around them and be willing to seek

answers to some of them by making careful observations and trying things out.
Topic: B. Applying Evidence and Reasoning
Indicator: 1. People are more likely to believe your ideas if you can give good
reasons for them
LEARNING EXPERIENCES/ACTIVITIES:
For the essential driving question, Are we really what we eat? students are investing
and learning about the food that they eat and how it affects the body and one's health.
They are constructing knowledge and looking into food nutrition making connections
to the health of the body. They even extend this knowledge about food worldwide
when they make menus on food from different countries. When trying to sell their
advertisements they have to have good evidence and reasoning why theirs is better
than anyone elses.

Social Studies Standards Alignment

SOCIAL STUDIES STANDARDS:

Grade 2
Standard: 3.0 Geography
Topic: B. Geographic Characteristics of Places and Regions
Indicator: 1. Classify places and regions in an environment using geographic
characteristics.
Objective: 4. Describe how geographic characteristics determine choices, such as
climate, guides decisions about food, clothing, and shelter.
Standard: 6.0 Social Studies Skills and Processes
Topic: B. Learn to write and communicate social studies understandings
Indicator: 1. Compose oral, written, and visual presentations that express personal ideas,
inform, and persuade.

LEARNING EXPERIENCES/ACTIVITIES:
While students are creating their menus, they are exploring other countries and
choosing food from that country to include. The social studies objectives also answer
the one driving question of are we really what we eat? That is because geographic
characteristics could determine food choices which relates to how certain cultures are
and why they are that way.

Additional Standards Alignment (Health, P.E., Tech,

Fine Arts, World Languages etc.)
STANDARDS:

Health Grade 2
Standard: 6.0 Nutrition and Fitness

Topic: F. Nutrition and Physical Activity Guidelines

Indicator: 1. Demonstrate that foods are categorized into groups.
Objective: a. Classify foods into groups according to My Pyramid.
Standard: 3.0 Personal and consumer health
Topic: Personal health maintenance
Indicator: 1. Explain how to improve or maintain personal health.
LEARNING EXPERIENCES/ACTIVITIES:
After the first introduction activity, the students learned about the food pyramid and
answered the content questions like what are the different food groups? and what is
the food pyramid?. Then students examined the pyramid on the MyPyramid website.
Project Entry and Exit Event Plans

Projects Essential Driving Question:

Are we really what we eat?

ENTRY EVENT: Blindfold Appetite

Overview:
In this entry event, students will be divided into four random groups. Each student will
be blindfolded as the teacher explains that two different brownies will be handed out to
the groups. Two groups will be given the box-made brownies, which will be BettyCrocker, and the other two groups will be given the alternate healthy (broccoli based)
brownies. None of the groups will know which brownie they received.
Note: the broccoli based brownies have almost the same taste as a Betty Crocker
brownie.
After all students have tried the brownies, each group will have to discuss which
brownies they think they had. I will present the two boxes of brownies: the BettyCrocker box, and a cardboard box that will be the broccoli brownies. Each student will
select which box they think they had. After the discussions from each group have
ended, students will come together with the teacher. They will all share their results and
teacher will reveal which groups had which brownies. The questions they will discuss
will include: could you tell which brownies you had? Did you notice different
ingredients that could have been included or excluded? Based off of these boxes,
which brownies would you want to eat? Does the look of the box have a significant
influence on what brownies you would buy? After the whole class has a discussion on
these questions, the teacher will introduce the driving questions of are we really what
we eat? and how do advertisements help us make our food choices?

Instructional Materials:
Box of Betty Crocker brownie mix
Already made Betty Crocker brownies
Already made broccoli based brownies
Cardboard box
Markers
Picture of broccoli and brownies
Napkins for each student
Cup of water for each student
Blindfolds for each student

Technology:
http://www.food.com/recipe/amazing-broccoli-cheese-soup-with-ham-241056

Time Duration:
Approx. 45 mins

Instructional Sequence:
Event
Segments
(Break event
into main
segments)

Approximate
time per
segment

Detailed Steps/Procedure (Use formal writing,

phrase in the third person ex: The teacher will...
Include details and strategies for management
considerations, transitions, material distributions.
Include steps and spoken words italicized and in
quotes throughout)

Set Up

5 mins

Division of
materials

2-3 mins

The teacher will set up an unused table and display

two brownie boxes, two separate containers of
brownies, napkins, and cups of water for each
student on that table in the front of the classroom;
prior to students being split up.
The driving questions will be written on board, right
behind table in the front of the classroom.
-Are we really what we eat?
-How do advertisements help us make our food
choices?
The teacher will count off students to divide them
into four equal groups. Have them sit at four
different tables. The teacher will have students
elect one person from each table to be the
spokesperson for when they need to share thoughts
or answer questions.
Spokesperson from each table will walk to the
empty table in front of the classroom and select
their materials for their group members. Each

Introduction

5-7 mins

Taste-test and
Small Group
Discussions

10 mins

Whole Class
Discussion

15 mins

student will need a napkin and a cup of water. The

teacher will then have brownies divided into 4
containers, 2 Betty-Crocker brownies and 2 broccoli
made brownies. The teacher will give out the
brownies to each student.
The teacher will explain to class that they will all be
blindfolded and given a secret brownie. He/she will
explain that there are two types of brownies: BettyCrocker and homemade broccoli brownies. The
teacher will explain that they will not know which
brownies they are receiving and will have to guess
which kind they have.
Now since we will be blindfolded, we need to not
peak or cheat in any way to see the different types
of brownies. I will let you know once every student
is finished their brownie that you can reveal your
blindfold.
There will be two different types of brownies that I
will be distributing and you will need to taste your
brownie and determine if it is the Betty Crocker kind
or the homemade kind.
Each student will taste their brownie that they were
given by the teacher. After the students in each
group have finished their brownies, they will have a
table/group discussion on their opinions about
which brownie they think they might have received.
Spokesperson will have their tables final decision
in mind.
The class will come together as a whole and share
their results with everyone. The teacher will display
the two different boxes: the Betty Crocker brownies
and the homemade broccoli brownies. The teacher
will ask the spokespeople from each table to get up
and stand by the box they think their table had.
Each spokesperson will explain why they chose
which type of brownies. The teacher will then
reveal which tables had which brownies. The
spokespeople will then sit back with their groups
and finish up the discussion.
The teacher will be asking the questions could you
tell which brownies you had? Did you notice
different ingredients that could have been included
or excluded? Based off of these boxes, which
brownies would you want to eat? Does the look of
the box have a significant influence on what

brownies you would buy?

Closure

5 mins

The teacher will introduce the driving questions for

this health unit. He/she will relate this activity to
those questions. The students will see if they would
have chosen that certain brownie mix based off of
its advertisement on the box. The teacher will
explain that advertisements have a huge impact on
peoples decisions on which foods they choose to
buy/eat. Having two different brownies, with one
obviously being a healthier choice will explain the
question of are we really what we eat.
The teacher will then present the driving questions
are we really what we eat? and how do
advertisements help us make our food choices?
The teacher will ask how students feel when they
eat certain foods. Also he/she will ask how this
could affect the body after eating certain foods for a
long period of time.
They will tie in that substituting a healthier way to
make certain foods could affect the body in a
positive way.

EXIT EVENT

Overview:
For this exit event, students will use the advertisements they have created from the
previous lesson on how advertising can influence food choices and try and sell their
product to an agent (older student volunteers). There will be a class gallery as each
student will be asked several questions from student volunteers about their
advertisements. The goal is to have a persuasive advertisement using the information
they have learned to sell their product to the agents as they walk around viewing
everyones work. The older volunteer students will review and give feedback to the
younger students for revisions. Then, everyone will have their advertisements placed
around the school for everyone to see.

Instructional Materials:
Classroom (set up for easy moving around)
Advertisements
8-10 Agents (student volunteer)

Time Duration: 1 hour

Technology: http://www.agamaadvertising.com/index.php?
option=com_content&task=view&id=95&Itemid=120

Instructional Sequence:
Event
Segments

Approximate
time per
segment

Detailed Steps/Procedure

Set up

5-10 minutes

The teacher will set up the classroom so there is

room between desks and tables to easy walk through.
The teacher will explain to the students that they are
going to be interviewed by agents walking around.
Today we will have agents coming in to view your
advertisements. You will be asked several questions
in groups at your table to see which products they
want to buy. The goal is to try and sell your product to
the agent using the advertisement skills you have
learned. They will provide feedback and advice. Then
everyones ads will be placed around the school!
The teacher will ask the students to take out their
advertisements and stand in front of their desks.
Everyone take out their advertisements and quietly
stand in front of your desks. Hold your ads still and in
front of you so everyone in the class can see them.

Introduction

5 minutes

The teacher will introduce herself and the class to the

agents. A student will inform the agents the driving
question and explain what they have been learning
about. Then she will introduce the agents to the class.
The teacher will have the agents tell the class a little
bit about themselves.
Will someone tell the agents what we have been
learning about? Explain are we really what we eat
and what we have learned about advertising skills
and techniques.
Then the teacher will transition back into the ads
They have all made their very own ads and would
like to share them will you!
Then the teacher will explain how the agents will walk
around the classroom to each table and ask the
students questions about their advertisement and
why they should choose their product over some of
the others.
Then the teacher will ask the agents to start their
interviews with the students.

Interviews

35 minutes

The agents will go around to each table asking them

questions as instructed. Each student should have a
chance to speak up and talk about their
advertisement.
The teacher will help make sure the agents are
circulating around the class to keep the flow.
Just a reminder we have __ amount of time left.
Agents make sure you are talking to all of the
students!
Once everyone has seen the advertisements
students will be asked to be seated.
The agents will discuss shortly about the feedback
and advice they have for the class. Then, they will
have about ten minutes to share with the class on
what they liked and what they think needs to be
improved on.

Closure

10 minutes

The teacher will reinforce that everyone did an

excellent job. She will let them know that their posters
will be posted around the school. She will debrief
about the lesson and ask the students to discuss with
their tables what they have learned from this project
and from the feedback they received.
The teacher will ask to collect everyone's posters and
then to pack up and wait quietly for the next activity or
class.
Just a reminder that I am beyond impressed with
everyones work. They all look excellent and will be
placed across the school for everyone to see! Good
job class!