Project-Based/Problem-Based Learning (PBL)

Project-Based Learning is an approach to learning where students are encouraged to investigate and apply their skills in solving a real-world challenge or problem over an extended period of time.

How "Smart" is Your Food?*
Grade 5 Mathematics

Project Idea: To promote local wellness and healthy eating, students will work in groups to select four healthy recipes from USDA Recipes for Schools (one entree, two side dishes, and one dessert). Each group will perform calculations for the recipes to serve 25 for a class and 150 for an event. The amount of ingredients and nutritional information will be included in a PowerPoint presentation. Their recommended meals will be presented to a community or school event to vote for the "Smartest" Food Meal.

Content Standards & Objectives:
M.O.5.1.1, M.O.5.1.3, M.O.5.1.6, M.O.5.1.7, M.O.5.1.11, M.O.5.4.5, 21C.O.5-8.1.LS3, 21C.O.5-8.2.TT2, 21C. O.5-8.3.LS4

• Students will order and compare decimals and whole numbers to compare nutrition facts.
• Students will estimate decimals and whole numbers to justify their nutrition decisions.
• Students will add and subtract fractions/mixed numbers and decimals, use conversion within a system of measurement, and use models of equivalent fractions and decimals to present their choice of recommended meal with servings of 25 and 150.

Materials/Resources:

School/Community Individuals - Nutritionist, school cooks, local caterers (invite individuals to help start a discussion on healthy foods, how to adjust recipes to feed an entire school, etc.) 

Technology - Computer lab, internet access, word processing software, PowerPoint software, calculators 

Classroom materials - Colored construction paper and base ten blocks (manipulatives to model students' understanding and calculations of conversions and measurements), tape, scissors, glue

Day 1
Students will be introduced to the project and have the opportunity to interview and discuss with a guest (cafeteria worker, nutritionist, etc.) to explore the topic and activate background knowledge. Demonstration of nutrition labels (provide examples of different packaged foods) and discussion of what it means for a food to be "smart" (smart = a smart and healthy choice) will help students build connection to the project.

The class will be divided into groups of four, based on heterogeneous grouping by ability. Among each group, students will determine individual roles within the team: Manager, Materials Technician, Supervisor, and Director. While every role requires active participation and equally shares the group responsibility, the Manager will oversee the overall workings of the group, the Materials Technician will obtain, organize and return all necessary materials, the Supervisor will speak for the group and seek assistance if needed, and the Director will double check all math work of the project.

Rationale: Different roles within the team allows students the opportunity to highlight their strengths and to be engage in their learning and contributions to the group.

Days 2-3
Teams will begin by brainstorming and using the computers to access the USDA Recipes for Schools website to decide on; one recipe for an entree, two recipes for side dishes, and one recipe for a dessert. A copy of each recipe will be printed out for future reference.

Using information from the nutrition facts, each group will be asked to compare the values of different components of the recipes. Each student will select one recipe of the four chosen by the team and estimate the amount of each ingredient that will be needed to serve 25 and 150 people.

Within the instruction of calculating decimals and fractions to help students make conversions, the teacher will provide different stations to differentiate students' process in understanding and meeting their learning needs for the project:

Station 1: Students will be provided with manipulatives or drawn representations to help students understand why numbers and its computations work the way they do. Students will work on an example problem individually, then share with a partner their work that is provided with drawings or manipulatives to defend their solution. In turn, the partner will use a second method to check their classmate's computation.

Station 2: At this station, students will develop their comfort, accuracy, and speed on their calculations. Students can complete a teacher-generated task or a computer program that offers a game-based practice that covers the skills of adding, subtracting, and modeling equivalent fractions/decimals.

Station 3: Students will explore other real-world situations that requires adding, subtracting, and modeling equivalent fractions/decimals, such as purchasing groceries (monetary transactions). Individual students can access the internet and report their findings through an example scenario with provided computations.

Rationale: Different stations will give students different ways to process the concept based on their preferred learning style. Station 1 involves in manipulatives and drawing representations to give the students a more hands-on learning experience while Station 2 gives students a more engaging way of practicing and working on the accuracy of their calculations. Lastly, Station 3 is a supplemental option for higher-achieving students who can independently complete tasks that encourages them to explore the concepts more in-depth.

Days 4-5
Students will complete all their computations and begin putting together their PowerPoint presentations; they will be required to use a minimum of four slides and present their recommended meal around the length of 3 minutes.

Presentations will be graded based on a teacher-created rubric with criterion including application of knowledge, accurate calculations, and creativity. In addition to equal responsibility of the effort and appearance toward the overall presentation, each team member is responsible for creating a slide containing the recipe they helped calculate for the change in servings.

Each student will complete a self-evaluation and team evaluation of the collaboration for this project.

Rationale: Student accountability for the final product is ensured by having every team member be responsible for the presentation of one recipe each. In addition to grading the overall presentation, teacher may assess student performance and learning progress based upon their individual slide as well.

Source:
*http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3495&tsele1=2&tsele2=105