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1 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. ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION 2 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. ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION 3 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) ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION 4 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 ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION 5 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: ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION 6 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 ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION