Project Based Learning: Linking Nutrition and Common Core to Engage Students Valerie Parsons, M.Ed., M.A.

Driving Question How can we use nutrition to develop projects that makes content meaningful to students?

Knows/Need to Knows What We Know about PBL… What We Need to Know about PBL… Point out this is different from a KWL because we are listing concepts that need further research. So—concepts we have already studied and concepts that need to be researched.

Research says that Project Based Learning… Increases student motivation and engagement in learning Is more effective than traditional instruction in increasing academic achievement Improves student retention of knowledge over time Improves mastery of 21st century skills Is especially effective with lower-achieving students And, prepares students for new types of assessment…

I Choose “C”. Video is 3:21 (time should be about 10:25)

Smarter Balance Assessment

How to Find Examples of Smarter Balance Test Questions Video is 3:37

Example of a Performance Task (start at 6:08) Video is 6 min long starting from (6:08) Refer them to the PBL—Common Core article they can read at a later time

Common Core State Standards for ELA (start at 2:45) Video is 12 minutes long starting at 2:45 (Before the video, walk the teachers through the standards. Give them time after the video, to look through the standards and discuss) (time should be about 11:00 after this slide’s activities)

MUSD Nutrition Education 3 years of Nutrition Education Curriculum On-line Pacing Guide provided for each year, divided into 3 grade spans: K-2, 3-5, 6-8 How to access the MUSD Nutrition Education Go to the MUSD website Click on District Departments Click on Network for a Healthy California Click on MUSD Nutrition Education, then select the year and grade level. Each Pacing Guide has the following components:

MUSD Nutrition Education Pacing Guide Year 1, Grades K-2 Month Aug/Sept Oct/Nov Dec/Jan Feb/Mar April/May Nutrition Ed Lesson (Based on CA Health Ed. Standards) MyPlate (Essential Concepts)   Food Groups (Analyzing influences) I Spy: Nutrition Facts Label (Accessing Valid Health Information) ShipwreckedIngredients List (Accessing Valid Health Information) Convincing Others to Make Healthy Food Choices (Health Promotion) Lesson Extension (connected to Common Core) Write an informative/ explanatory piece: “My Favorite Healthy Food” Presentation: Create MyPlate Poem: MyPlate Write an informative explanatory piece: The Life of a Fruit or Veggie Write an opinion piece: MyPlate to My Family Resources Song “Alive with 5” Article: “15 ways to use Halloween Candy” Funmi and Friends Discuss MyPlate Tasting Trio Recipes PhotoVoice Resources and Photovoice.org Videos Have a healthy plate when eating out. Fizzy’s Lunch Lab—It’s Halloween Night Choose MyPlate: A Lyrical Rendition Fun with Fruits The Vegetable Song Kaiser Permanente Community Health Initiative Video Games Lunch Crunch2 Blast Off! With MyPlate MyPlate Match Game Smash Your Food Make a Shake Point of View Project The Healthy Hearts, Minds and Bodies Project Explain, walk them through how to access it, show examples and give them time to explore the resources--End by 11:30

Video is 14:25, (first 4 minutes is the video about “Claire” and her project at her job. Cut first 4 minutes if Lizett uses it.) Video

Get to know the 8 Essentials of PBL: PBL Book p. 7 Get to know the 8 Essentials of PBL: Choose one of the 8 essentials. Illustrate your element. Give examples of your element from the video. List what you are already doing at your school that relates to your element. Elementary PBL Do not give time for them to read, just give them the article to refer to during the poster making session. Go around the room and give everyone a number 1-8 and then have them watch the video (6:35). Have posters labeled around the room with each element. 10 minutes to create poster 1 minute per poster to present. At the end of this slide, it should be about 12:45pm

PBL Book p. 10-13 (Misconceptions)

PBL Book p. 14-15 (3 Ways to Fit PBL into your day) Refer to the “Main Course Not Dessert” article PBL Book p. 14-15 (3 Ways to Fit PBL into your day)

PBL Book p. 3-5, 20-26 (Name is important) Developing a Project Idea 1. Begin with the end in mind 2. Meaningful and relevant 3. Must fulfill and educational purpose. PBL Book p. 3-5, 20-26 (Name is important) 5 min. to discuss (when completed, it should be about 1:00)

Creating a Powerful Driving Question One of the most important parts of PBL Gives the students a purpose for doing the project Engages students by giving them a direct “charge” to take action. PBL Book p. 5, 37-42

5 min

Instructors at the Marin School of Arts and Technology refine an abstract idea into a concrete driving question relating local Watersheds. Video is 5:06 (After the video, it should be about 1:20)

Now its your turn…. Craft the Driving Question for your project idea. Complete the first page of the Project Overview through the driving question. Start by just writing down any questions that come to mind, then revise those into a driving question. This will take about 20-30 minutes! 20-30 minutes

Give them work time until 1:50

Things to ponder on the drive home… Does the Driving Question need further revision? What will the students products be? How will you hook the students to make the project relevant and meaningful? Questions for me? Post them in the “Parking Lot”. Additional Reading in the PBL Book: PBL: A Portrait, p. 75 Managing a Project, p. 85 PBL Book p. 33-36 (Product ideas)

Day 2… Welcome Agenda Answers to Questions

What CCSS will be taught and assessed? 5 min. to discuss PBL Book p. 46 (Where does the FAST Framework fit in?)

21st Century Skills and Major Products and Performances PBL Book p. 5, 8-9, 31

What is 21st Century Education? Video is 2:11

Even Kinder and 1st graders can present! Stray Animals Que son las plantas? Both videos total about 5 minutes. After viewing the videos, teachers will work on 21st century skills and products portion of the project overview—about 10 minutes (Complete by 9:45)

Entry Event Hooks the kids and makes it relevant Develop an entry event for your project… PBL Book p. 59-62 Relate this to the “Hook” in the FAST Framework, give them 10 minutes to discuss (complete by 10:00)

Assessments and Rubrics PBL Book p. 32

New Home Builder Seeks Answer to Your Dreams A local Builder will be creating a new home development based upon his vision of geometry and art, But he needs your help. While his vision is important, he believes that every family should live in the house of their dreams, but for every family the dream is different. Unfortunately, he can’t build a different home for each family, but he can incorporate many different dream in each one. Help him to understand your dreams by constructing a model dream house with your team members that reflects aspects of each individuals dreams! You will have about 10 minutes to design the model using the materials provided: grapes and toothpicks! Each team will present their “Dream Home”. Groups present houses then ask “How would you grade it?” You have to grade it against a standard. Present the rubric and then ask “How would you grade it?”

Design Your Own Dream House Rubric (complete by 10:30)

(Assessing Critical Thinking) What is a Rubric? A rubric is an assessment FOR learning vs. an assessment OF learning. It sets clear expectations and/or exemplars. Focus is on the learning outcomes, not on the task. Empowers students and fosters responsibility for learning. Guides revision and reflection. It has 3 parts: Criteria—lists specific measures for the product or performance (left column) Scale—differentiates between levels of development (top row) Descriptors—Descriptions of each criteria and scale This is just scratching the surface, but it is a start. PBL Book p. 49-50, 100 (Assessing Critical Thinking)

Explore Rubric Builders: Rubistar Rubistar tutorial Schrockguide Roobrix: the right and wrong way to grade rubrics. Play time: Explore the websites for rubrics and then work as a team to build a rubric for your project. (Note: Collaboration rubrics and presentation rubrics are already provided. Instead, make a rubric for a debate, multimedia, Power Point, etc.)

100% 86.66% 73.33% 60% Explain this if we have time 86.66+86.66+ 73.33 + 60 = 306.65 / 4 = 77%

100% 90% 80% 70% Complete assessments and rubrics by 11:00 90+80+90+70=330/4= 9 (82.5)

Resources and Reflections Find Reflection Forms in Student Handout Section Reflection: model it after how the real world celebrates the end of a project…mirror the workplace, invite community leaders, public relations opportunities. PBL Book p. 113 (Reflections) p. 146-152 (Samples)

PBL Book p. 66 (Project Calendar) Planning forms—project overview, calendar, etc. (End by 11:15 for LUNCH) Calendar: plan the dates for the entry event, need to know list, team creation, discuss expectations of teamwork, team meeting, team building, activity, team contract, initial task list, PBL Book p. 66 (Project Calendar)

Cut each time in half to get through 2 groups in 30 minutes (15 minutes for each group) Should be completed by 12:30

Project Revisions based on Feedback End by 12:45

Overview of MUSD Nutrition Education Projects Year 1-3 Healthy Hearts, Minds and Bodies Healthy Choices=Healthy Life! Food for Thought: News for a Healthy You! Complete by 1:00

Reflection: Likes, Dislikes, Next Steps… Project Based Learning in action with Stephanie Harvey Fish Bowl Reflection (draw a card) Goldfish: inside circle Fishbowl: outside circle Fish Bowl Prompts: “I like…” (Goldfish share what they liked) “I wonder…” (Goldfish share concerns or next steps) “I have…” (Goldfish share ideas) End by 1:30

Project-Based Learning Resources http://www.pbl-online.org/mod1/movies/msatmovie.htm http://pbl-online.org/ http://www.edutopia.org/project-learning http://www.bie.org/ Using Edmodo for PBL https://www.youtube.com/watch?v=2KJmI1ZcBv8 Here are some links to online resources that may be beneficial as you begin to plan projects for your students. PBL Book p. 55-58, 71-72 (On-line resources)

Closure, Evaluations, and Raffles!