Download PBL - Food Origins 10th - MHS-AHCA

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PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project:
Food Origins Project
Duration (hrs):
1 week
CTE Course:
Culinary 1
Grade Level:
10
Academic Course(s):
World History
Teachers:
Logan - Culinary 1
Kester - Culinary 1
Milholland - World History
Project-Based Learning Components
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem.
Driving Question:
The question that both
engages student attention
and focuses their efforts.
Anchor Event/Project
Launch:
Introduction and/or background information to set
the stage and generate
interest.
Investigation
The purpose of this exercise is to uncover the origins of certain foods commonly eaten around the world; how the
popularity of these foods spread through different cultures; how certain food customs have evolved; and how these foods
have been used culinary in past and present times.
How have the foods we commonly eat and find in the grocery stores migrated from their geographic origins?
Tomatoes??????????????? Corn Video???????????????
http://www.youtube.com/watch?v=pQ2HM05b2jo&safety_mode=true&persist_safety_mode=1&safe=active
http://www.ehow.com/video_4755654_history-tomato.html
Voyage of the Tomatoes - PPT Introduction. Popular food consumed around the world. Commonly associated with
Italian pasta sauces and other European foods as well as salsas, but where did it come from? Follow the tomatoes as they
travel with Spanish Explorers through their colonization and migration to Europe. See what people first thought of these
new foods and how they have become a part of so many of today’s dishes.
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Inquiry & Innovation:
Discuss how the project
engages students in
innovative research and
thought in each
curriculum area.
Process of Investigation:
Develop student
guidelines for each phase
of project.
World History - Students will investigate the origins of their assigned foods; when and where they were first discovered.
How were these foods introduced to new areas and how the new population perceived the foods?
Culinary – How has the preparation method of these foods changed/remained the same over time? What are some
popular dishes that these foods are a main ingredient past and present and any other used of this food currently?
1.
Introduction and Team Planning:
Students will be introduced to the history of corn or tomatoes; shown where this food originated; how it spread to
other areas and the reasons why. Students will also be shown how this food has been prepared past and present
and several dishes in which it is commonly used.
Students will be divided into small groups and assigned a role (Project facilitator / historian / chef)
Project Calendar
2.
Project Teaching &
Learning Guide
Initial Research Phase - Gathering Information:
Students will be researching in groups in the media center computer lab. Students will have one day to research
food origin; one day to research reasons for the spread of food geographically; one day to research past and
present recipes; one day to research food customs and how foods was accepted as it spread and other uses of food.
Project Management Log
3.
Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
Initial phase will be gathering information and reporting in a word document. This information will be used to
create a PowerPoint covering each topic. Also, a VOKI (online avatar) will be made to present their finding.
4.
Second Research Phase - Additional Information & Revision:
Word document will be evaluated for accuracy and content. PowerPoint will be reviewed for errors. VOKI’s will
be reviewed for correctness and pronunciation.
5.
Final Presentation Development:
Rehearse presentation with a paired up group for feedback, practice and to catch any errors.
6.
Publication of Product or Artifacts:
The final presentation will be given to the entire class. Class will receive an outline of project to follow. A
PowerPoint presentation will be given and the Chef and Historian VOKIs will be delivered as well.
Collaboration:
Discuss collaboration
among colleagues in
teaching the project.
Teachers will meet the week prior to assignment to coordinate curriculum integration and lesson delivery synchronization.
Teachers will meet again During information gathering process to ensure data collected from research can be utilized to
write an essay in world history.
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Discuss collaborative
instructional strategies
utilized by students.
Collaboration Rubric
Students will be working in groups of three. Roles will be assigned of Facilitator / Historian / Chef. Facilitator will make
sure others are on task and submitting quality research and participating in critical thinking guiding group’s findings.
Peer self edit and evaluation. Use of time management strategies to accomplish benchmarks in a timely manner.
Student Voice:
Describe how students
play a role in project
design and
implementation.
By gathering information in answering the driving question, students will steer the data gathering, and in turn the
ultimate outcome and presentation of the PowerPoint. Students will have complete control in designing their VOKI’s
(appearance, speech content, voice).
Major Products &
Performances:
Elaborate on products;
Discuss publication and
presentation of projects.
Products:
Initial research gathering shall result in a detailed outline of all information that will be delivered to the
entire class prior to PowerPoint presentation.
 Project outline
 PowerPoint presentation delivered to the class.
 VOKI online Avatar to give a brief overview of the project (What the students will learn during
presentation)
Publication/
Presentation:
Group:
Presentation Rubric
As a group, the presentation should be well rehearsed and students should
take turns presenting the different parts of the project they researched. The outline
should have few typos and grammatical errors. The PowerPoint should have few to
no spelling errors and animations errors. The VOKI should speak clearly and
convey a brief summary of what the class will learn in their presentation.
Presentation Audience
x
Individual: Individuals
should each take a turn to present the information they have
researched. The individuals should speak clearly, articulate properly, make eye
contact and cover all of the information in the outline.
Class
School
Community
Experts
Business/Community
Web
Other:
Instructional
Technology:
Select and discuss the
technology-based
instructional options
embedded in the project.
X
Webquests
Course Management System
Presentation Hardware
Blogs
Alternate Reality Games (ARGs)
RSS Feeds
Wikis
Simulation Software
Digital Video Tools
Presentation Software
Digital Photography Tools
Podcasts
Other:
Social Network
Video Conferencing
(Software or online)
(Software or online)
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Discussion:
Business/Community
Involvement:
Describe how business
partners contribute to
project learning.
N/A
Project Standards
Topics of Study:
Main areas of project
investigation.
World History –
 Food origins
 Spread of food/how gained popularity
Culinary  Past / Present recipes and preparation techniques
Content Standards:
Those taught and
assessed in the project:
CTE Performance Standards
Common Career Technical Core (CCTC) Standards
These standards will be released/August 2012
Florida Next Generation Sunshine State Standards
SS.02.03, SS.04.01, SS.07.01, SS.07.02, SS.07.03,SS.08.01, SS.08.02, SS.08.04, SS.08.05, SS.08.06SS.11.04, SS.11.05,
SS.11.06
Common Core Standards
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21st Century Skills:
Those taught and
assessed in the project.
LEARNING &
INNOVATION SKILLS
Creativity & Innovation
For descriptions follow web
links
x
INFORMATION, MEDIA,
& TECHNOLOGY SKILLS
x
Critical Thinking/Problem
Solving
x Communication/Collaboration
x
LIFE &
CAREER SKILLS
x
Flexibility/Adaptability
x
Productivity/Accountability
Media Literacy
x
Initiative/Self Direction
x
Leadership/Responsibility
ICT Literacy
x
Social/Cross-Cultural
Information Literacy
Project Assessment, Reflection, Feedback & Revision
Assessments:
Formative
Assessments
(During Project)
Quizzes/Tests
x
Practice Presentations
Journal/Learning Log
x
Notes
x
Preliminary Plans/Outlines/Prototypes
Checklists
x
Rough Drafts
Concept Maps
Summative
Assessments
(End of Project)
x
Online Tests/Exams
Other:
Written Product(s) w/ Rubric: X Outline and PowerPoint
Other Product(s) or Performance(s) w/ Rubric:
Oral Presentation w/ Rubric
x
Peer Evaluation
Multiple Choice/Short Answer
x
Self-Evaluation
Essay Test
Reflection
Methods:
x
Individual
x
Group
Whole Class
x
Journal/Learning Log
Other:
Focus Group
Whole Class Discussion
Fishbowl Discussion
Survey
Other:
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Feedback & Revision: Scaffolded
feedback and “check points” should be
routinely provided by the teacher within
the collaborative instructional process.
Feedback can be based on either teacher
and/or peer evaluations.
x
Grades
x
Written Comments
x
Group Feedback
x
Peer Feedback
x
Individual Feedback
x
Self-Assessment
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