PBL Overview

Name of Project: You Are What You Eat! Subject/Course: Health / Teacher: Ms. Cuvelier Other Subject Areas: Language Arts, Math, Science, Technology Integration Duration: 20 hours Grade Level: 5 Project Idea: Students will have the opportunity to identify and research the major nutrients in foods and how they help our bodies work, grow and develop. Teams of students will develop the menu for a healthy breakfast and lunch through their research and time spent with a nutritional intern from the IWK. Student teams will also be responsible for costing their menus, planning for fundraising to cover food costs, and completing the shopping for their menus. Student teams will then be responsible for developing a cooking show where they will be preparing their meal for a live audience (P/1, 2/3, 4/5). As students prepare the items they will be required to provide information about the ingredients and how they help our bodies to their audience in an entertaining and age appropriate manner; this will be done verbally during the show as well as in a handout which includes the recipes, the basic nutrients found in the recipes and how the recipes help our bodies function. Students will also be required to make their show audience interactive during the preparing and cooking portion and will also be required to create a game or active component to accompany their meal. They will be required to illicit responses from the audience as to how the food they just ate would contribute to them doing their exercise activity.

Driving Question: What does it mean to eat healthy?

GCOs to be taught and assessed: Health: Strategies for Healthy Living GCO B: Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living. Language Arts: GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. GCO 9: Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes. GCO 10:

Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. Science: GCO 2: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. GCO 3: Students will construct knowledge and understandings of concepts in life sciences, physical science, and Earth and space science, and apply these understanding to interpret, integrate, and extend their knowledge. GCO 4: Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. Math: GCO B: Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations. Information and Communication Technology Integration 4-6 1. Basic Operations and Concepts Concepts and skills associated with the safe, efficient operation of a range of information and communication technology. 2. Social, Ethical, and Human Issues The understanding associated with the use of ICT, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with peers and others who support their learning. 3. Productivity The efficient selection and use of ITC to perform such tasks as - the exploration of ideas - data collection - data manipulation, including the discoveries of patterns and relationships

- problems solving - the representation of learning 4. Communication Specific, interactive technology use supports student collaboration and sharing through communication 5. Research, Problem Solving, and Decision Making Students organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.

SCOs to be taught and assessed: Health: demonstrate an understanding of how society's values and behaviours related to nutrition, fitness, and lifestyle have changed over time (C3.1) evaluate various sources of information regarding health and diet (D3.2) demonstrate knowledge of the six major nutrients and how they affect body functions (B1.1) make healthy, balanced food choices (B1.2) demonstrate an understanding of the impact of additives on the nutritional value and safety of food (B1.3) participate in a broad range of physical activities (B7.1)

Language Arts: 2.1: contribute to and respond constructively in conversation, small-group, and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners 2.3: give and follow precise instructions and respond to questions and directions 2.4: engage in, respond to, and evaluate oral presentations 3.1: demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation 3.3: consider purpose and the needs and expectations of their audiences

4.1: select, independently, texts appropriate to their interests and learning needs 4.3: use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, margin notes) to locate topics and obtain or verify their understanding of information 5.1: answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts respond to personal, group, and instructional needs for information through accessing a variety of texts; demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research; use a range of reference texts and a database or an electronic search to aid in the selection of texts; increase their abilities to access and assess information in response to their own and others questions 7.1: use their background knowledge to question and analyse information presented in print and visual texts 7.3: respond critically to texts by applying strategies to analyse a text; demonstrating growing awareness that all texts reflect a purpose and a point of view; identifying instances where language is being used to manipulate, persuade, or control them; identifying instances of opinion, prejudice, bias, and stereotyping 8.1: use a range of strategies in writing and other ways of representing to frame questions and answers to those questions; generate topics of personal interest and importance; record, develop, and reflect on ideas, attitudes, and opinions; compare their own thoughts and beliefs to those of others; describe feelings, reactions, values, and attitudes; record and reflect on experiences and their responses to them; formulate and monitor goals for learning; practise and extend strategies for monitoring learning 8.2: expand appropriate note making strategies from a growing repertoire (e.g., outlines, charts, diagrams) 8.3: make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other 9.1: create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms; use specific features, structures, and patterns of various text forms to create written and media texts

9.2: address the demands of a variety of purposes and audiences; make choices of form, style, and content for specific audiences and purposes 9.3: invite responses to early drafts of their writing/media productions; use audience reaction to help shape subsequent drafts; reflect on their final drafts from readers/viewers/listeners points of view 10.1: use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies 10.2: demonstrate an increasing understanding of the conventions of written language in final products; use basic spelling rules and show an understanding of irregularities; use appropriate syntax in final products; use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) 10.3: use technology with increasing proficiency to create, revise, edit, and publish texts 10.4 demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement 10.5: select, organize, and combine relevant information from three or more sources to construct and communicate meaning Science: describe nutritional and other requirements for maintaining a healthy body (302-9) evaluate the usefulness of different information sources in answering question about health and diet (206-4) Math: B5: Find simple products of whole numbers and decimals B8: Solve and create addition and subtraction problems involving whole numbers and/or decimals. B9: Solve and create multiplication and division problems involving whole numbers and/or decimals

B10: Estimate sums and differences involving decimals B11: Estimate products and quotients of two whole numbers

Information and Communication Technology Integration 4-6 BOC 6.1: Safely use school media and computer equipment, and software to support their learning with growing independence. BOC 6.2: Use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance. BOC 6.3: Demonstrate effective use of computer keyboards, mice, and other input devices to produce final documents and presentations. BOC 6.4 Maintain their electronic files and folders on the computer system and network. BOC 6.5 Safely exchange mail and attachments with students and others selected by the teacher for curriculum research and communication purposes, with teacher supervision. BOC 6.6 Understand and use with increasing facility, a wide range of terminology related to the technology they employ during their studies. SEHI 6.1 Share information resources, media equipment and computer equipment SEHI 6.2 Demonstrate respect for the privacy and intellectual property of others, maintain their personal privacy and safety. SEHI 6.3 Develop concern for the accuracy of information, with assistance from the teacher SEHI 6.5 Use the social conventions of online communication during Internet communication. SEHI 6.7 Include in their own work the copyrighted materials of others only when permission to do so has been received. SEHI 6.8 Follow the PSP Network Access and Use Policy. PTS 6.1: Select from a range of media and software to best represent the content and purpose of their learning with growing independence.

PTS 6.4: Conduct simple research, then plan and create a representation of their learning, such as storyboard, a multimedia presentation, and audio recording, a web page, or a print publication independently and in collaboration with others. PTS 6.5: Record and edit still imaged, moving images, and sound to represent their learning to particular audiences, with teacher assistance. CT 6.1: Contribute to and learn from online discussions and websites designed for student curriculum use, with teacher supervision and assistance. CT 6.2: Send and receive electronic mail for curriculum purposes, and exchange files of curriculum-related information, with teacher assistance and direction. CT 6.3: Create, process, and represent their learning using language, conventions, and procedures associated with educational media and information and communication technology, with teacher assistance. CT 6.5: Understand and apply basic principles of design and style in representing their learning. RPSD 6.1: Locate relevant information by using the appropriate organizational features of and search strategies applicable to books, other print, audio CDs, videos, computer software, multimedia, online periodicals, and the Internet, with some teacher assistance. RPSD 6.2: Use appropriate technological tools for concept mapping, problem solving, observation, measurement, calculation, graphing and charting to explore concepts under study. RPSD 6.3: Use research information to support arguments, with teacher support. RPSD 6.4: Complete short, clearly defined research tasks, assessing information selected from several sources beyond paper and print-based media, with some teacher assistance. RPSD 6.5: Acknowledge the sources of their information using simple citation formats with independence.

The 4 Cs: 21st Century Competencies to be taught and assessed: Collaboration Rubric 3-5 Communication (Oral Presentation) Rubric 3-5

Creativity and Innovation Rubric 3-5 Critical Thinking Rubric 3-5

Major Products and Performances: Group: Research document Menu plan/rationale Costing plan Fundraising ideas/outline Cooking Show script Cooking show performance Physical Activity Outline/Rationale Physical Activity Performance

Individual: Individual contribution to research document (each student in the group is responsible for researching a basic nutrient and how it works in the body) Individual contribution to Menu plan/rationale (finding a food or foods that would meet the requirement of it being a healthy addition to the overall group meal plan) Individual contribution to Costing plan (each student will be responsible for costing a portion of the menu) Individual contribution to Fundraising ideas/outline (each student will be expected to contribute at least one idea for fundraising) Individual contribution to Cooking Show script (each student will be responsible for writing their lines in collaboration with the group) Individual contribution to Physical Activity Outline/Rationale (each student will be responsible to contribute one activity to the overall activity) Individual contribution to cooking show performance (each student will be graded on their performance during the show) Individual contribution to physical activity performance (each student will be graded on their contribution during the physical activity)

Presentation Audience: School - TB site live/ AM site video: Grades P/1, 2/3, 4/5, teachers, administrators

Entry Event to launch inquiry and engage students: Take part in an educational trip to the grocery store

Assessments: Formative: Descriptive feedback (teacher/peer conferencing) Outlines/Brainstorming Rough Drafts Practice Presentations Notes Observations Group/teacher conferences Project team logs Peer and self- assessments

Summative: Written products (with rubrics) 1. Research to support menu plan/bibliography 2. Menu plan and rationale 3. Costing plan 4. Fundraising plan 5. Cooking show script 6. Cooking show audience handout 7. Physical interactive activity outline

Oral Presentation (with rubric) 1. Cooking show 2. Physical activity

Teacher Evaluation (21st Century Rubrics)

Peer and Self Evaluations on each part of the project

Resources Needed: On site people / facilities: Teacher EPA Care taker Gym

Equipment: Cooking equipment and utensils Physical activity equipment Netbooks/computers Video equipment

Materials: Food products Publishing Software Notebooks/pencils

Community Resources: IWK Dietician Nutrition Residents IWK food services manager

Reflection Methods (Individual, Group, Whole Class) Whole class survey (whole class) Fishbowl Discussion (group) Self-Reflection (individual)

PBL Detailed Description / PBL Guide

Focus on Significant Content Outcomes to be reached with this project include: Health: Strategies for Healthy Living GCO B: Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living. Language Arts: GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. GCO 9: Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.

GCO 10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. Science: GCO 2: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. GCO 3: Students will construct knowledge and understandings of concepts in life sciences, physical science, and Earth and space science, and apply these understanding to interpret, integrate, and extend their knowledge. GCO 4: Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment. Math: GCO B: Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations. Information and Communication Technology Integration 4-6 6. Basic Operations and Concepts Concepts and skills associated with the safe, efficient operation of a range of information and communication technology. 7. Social, Ethical, and Human Issues The understanding associated with the use of ICT, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with peers and others who support their learning. 8. Productivity The efficient selection and use of ITC to perform such tasks as - the exploration of ideas

data collection data manipulation, including the discoveries of patterns and relationships problems solving the representation of learning

9. Communication Specific, interactive technology use supports student collaboration and sharing through communication 10. Research, Problem Solving, and Decision Making Students organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.

SCOs to be taught and assessed: Health: demonstrate an understanding of how society's values and behaviours related to nutrition, fitness, and lifestyle have changed over time (C3.1) evaluate various sources of information regarding health and diet (D3.2) demonstrate knowledge of the six major nutrients and how they affect body functions (B1.1) make healthy, balanced food choices (B1.2) demonstrate an understanding of the impact of additives on the nutritional value and safety of food (B1.3) participate in a broad range of physical activities (B7.1)

Language Arts: 2.1: contribute to and respond constructively in conversation, small-group, and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners 2.3: give and follow precise instructions and respond to questions and directions 2.4: engage in, respond to, and evaluate oral presentations

3.1: demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation 3.3: consider purpose and the needs and expectations of their audiences 4.1: select, independently, texts appropriate to their interests and learning needs 4.3: use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, margin notes) to locate topics and obtain or verify their understanding of information 5.1: answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts respond to personal, group, and instructional needs for information through accessing a variety of texts; demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research; use a range of reference texts and a database or an electronic search to aid in the selection of texts; increase their abilities to access and assess information in response to their own and others questions 7.1: use their background knowledge to question and analyse information presented in print and visual texts 7.3: respond critically to texts by applying strategies to analyse a text; demonstrating growing awareness that all texts reflect a purpose and a point of view; identifying instances where language is being used to manipulate, persuade, or control them; identifying instances of opinion, prejudice, bias, and stereotyping 8.1: use a range of strategies in writing and other ways of representing to frame questions and answers to those questions; generate topics of personal interest and importance; record, develop, and reflect on ideas, attitudes, and opinions; compare their own thoughts and beliefs to those of others; describe feelings, reactions, values, and attitudes; record and reflect on experiences and their responses to them; formulate and monitor goals for learning; practise and extend strategies for monitoring learning 8.2: expand appropriate note making strategies from a growing repertoire (e.g., outlines, charts, diagrams) 8.3: make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other

9.1: create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms; use specific features, structures, and patterns of various text forms to create written and media texts 9.2: address the demands of a variety of purposes and audiences; make choices of form, style, and content for specific audiences and purposes 9.3: invite responses to early drafts of their writing/media productions; use audience reaction to help shape subsequent drafts; reflect on their final drafts from readers/viewers/listeners points of view 10.1: use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies 10.2: demonstrate an increasing understanding of the conventions of written language in final products; use basic spelling rules and show an understanding of irregularities; use appropriate syntax in final products; use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) 10.3: use technology with increasing proficiency to create, revise, edit, and publish texts 10.4 demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement 10.5: select, organize, and combine relevant information from three or more sources to construct and communicate meaning Science: Describe nutritional and other requirements for maintaining a healthy body. (302-9) Evaluate the usefulness of different information sources in answering question about health and diet. (206-4)

Math: B5: Find simple products of whole numbers and decimals B8: Solve and create addition and subtraction problems involving whole numbers and/or decimals. B9: Solve and create multiplication and division problems involving whole numbers and/or decimals B10: Estimate sums and differences involving decimals B11: Estimate products and quotients of two whole numbers

Information and Communication Technology Integration 4-6 BOC 6.1: Safely use school media and computer equipment, and software to support their learning with growing independence. BOC 6.2: Use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance. BOC 6.3: Demonstrate effective use of computer keyboards, mice, and other input devices to produce final documents and presentations. BOC 6.4 Maintain their electronic files and folders on the computer system and network. BOC 6.5 Safely exchange mail and attachments with students and others selected by the teacher for curriculum research and communication purposes, with teacher supervision. BOC 6.6 Understand and use with increasing facility, a wide range of terminology related to the technology they employ during their studies. SEHI 6.1 Share information resources, media equipment and computer equipment SEHI 6.2 Demonstrate respect for the privacy and intellectual property of others, maintain their personal privacy and safety. SEHI 6.3 Develop concern for the accuracy of information, with assistance from the teacher SEHI 6.5 Use the social conventions of online communication during Internet communication.

SEHI 6.7 Include in their own work the copyrighted materials of others only when permission to do so has been received. SEHI 6.8 Follow the PSP Network Access and Use Policy. PTS 6.1: Select from a range of media and software to best represent the content and purpose of their learning with growing independence. PTS 6.4: Conduct simple research, then plan and create a representation of their learning, such as storyboard, a multimedia presentation, and audio recording, a web page, or a print publication independently and in collaboration with others. PTS 6.5: Record and edit still imaged, moving images, and sound to represent their learning to particular audiences, with teacher assistance. CT 6.1: Contribute to and learn from online discussions and websites designed for student curriculum use, with teacher supervision and assistance. CT 6.2: Send and receive electronic mail for curriculum purposes, and exchange files of curriculum-related information, with teacher assistance and direction. CT 6.3: Create, process, and represent their learning using language, conventions, and procedures associated with educational media and information and communication technology, with teacher assistance. CT 6.5: Understand and apply basic principles of design and style in representing their learning. RPSD 6.1: Locate relevant information by using the appropriate organizational features of and search strategies applicable to books, other print, audio CDs, videos, computer software, multimedia, online periodicals, and the Internet, with some teacher assistance. RPSD 6.2: Use appropriate technological tools for concept mapping, problem solving, observation, measurement, calculation, graphing and charting to explore concepts under study. RPSD 6.3: Use research information to support arguments, with teacher support. RPSD 6.4: Complete short, clearly defined research tasks, assessing information selected from several sources beyond paper and print-based media, with some teacher assistance. RPSD 6.5: Acknowledge the sources of their information using simple citation formats with independence.

Is the project meaningful, real world, and interest driven? Students are constantly bombarded by fast food advertisements and lead the same hectic lives their parents lead. They often skip meals or eat poorly. It is important that they know how to fuel their bodies properly as many of their parents find this confusing and challenging. Food is and always will be an important part of their daily lives and is constantly a topic of interest for growing, hungry children.

Develop 21st Century Skills

Materials needed to accomplish this project include: Resources Needed: On site people / facilities: Teacher EPA Care taker Gym Staff room Classroom/adjoining room

Equipment: Cooking equipment and utensils Physical activity equipment Netbooks/computers/printer/copier/LCD Video equipment/ipads/ipods

Materials: Food products Publishing Software Notebooks/pencils Rubrics Overall Student Project Outline Project team work plans Project session outlines and timeframes

Community Resources: available for selected dates (also available through email communication for questions)

IWK Dietician Nutrition interns IWK food services manager Parent volunteers

Student Groupings: Students will be working in groups but will be expected to complete some tasks within the group individually to demonstrate their abilities and knowledge, as well as to keep the project moving along at an acceptable pace for completion within the allotted time frames.

Engage Students in ln-depth Inquiry Students engagement in a rigorous, extended process of question asking, using resources, and developing answers will look like: Project Overview: Students will have the opportunity to identify and research the major nutrients in foods and how they help our bodies work, grow and develop. Teams of students will develop the menu for a healthy breakfast and lunch through their research and time spent with a nutritional intern

from the IWK. Student teams will also be responsible for costing their menus, planning for fundraising to cover food costs, and completing the shopping for their menus. Student teams will then be responsible for developing a cooking show where they will be preparing their meal for a live audience (P/1, 2/3, 4/5). As students prepare the items they will be required to provide information about the ingredients and how they help our bodies to their audience in an entertaining and age appropriate manner; this will be done verbally during the show as well as in a handout which includes the recipes, the basic nutrients found in the recipes and how the recipes help our bodies function. Students will also be required to make their show audience interactive during the preparing and cooking portion and will also be required to create a game or active component to accompany their meal. They will be required to illicit responses from the audience as to how the food they just ate would contribute to them doing their exercise activity.

Entry Event: Students will begin this project by going on a Nutrition in Our Aisles tour of the Real Atlantic Superstore with a registered dietician who will help them learn how to make healthier food choices. Students will discover the importance of a balanced meal, the nutrients provided by the four food groups and the benefits to their body. This interactive hands-on learning experience engages children and teaches them about making informed healthy food choices. Students are exposed to a variety of foods in a fun educational setting that gets them excited about eating healthier.

Session 1: Students will learn that they will be hosting their own healthy eating cooking show. We will discuss the main learning objectives of this project and work together as a class to add student ideas to a teacher developed project outline. Students will be divided up into groups of four. Individual and group expectations for the overall project will be discussed additional outlines and rubrics will be handed out as needed throughout the project. The food services manager at the IWK is also available on several days throughout the project to help out the groups with questions and extra guidance and support.

Session 2: Students will use the cooperatively created project outline to begin researching the major nutrients found in foods and how they help our bodies work, grow, and develop. Each student in the group will be responsible for researching at least one of the nutrients. Students in the group will complete a Project Team Work Plan before they

begin each session. These plans along with student notes from each session will be passed in for formative assessment. Students who finish early can work on any other nutrients which have not yet been addressed. A final completed copy of this document will be handed in for grading. Session 3: Student will begin to create a list of healthy foods containing the nutrients they have researched. From these foods they will begin to create a breakfast and a lunch menu. Each student will be responsible for finding at least 2 items for the menu. Students must be able to back up their choices using their research about the major nutrients. A tentative menu will be handed in for formative assessment to make sure students are on the right track. Session 4: Students will have to opportunity to present their menus and justifications to a registered IWK dietician so that they can proceed or make adjustments as needed. Session 5: Students will be required to research the costs of their menu items and come up with a list of ingredients (shopping list) which includes exact and/or estimated prices and a total for their menu along with a list of fundraising ideas to help out with the costs of their menu these will be handed in for grading. Session 6: Students will have the opportunity to work on the scripts for their cooking shows. They will be cooking one of their meals and everyone will be expected to participate in the show and in writing their own lines for the show. Students will be encouraged to consider their audience and how they will relay the importance of their healthy ingredients for young bodies in an informative, age appropriate, entertaining manner. Script drafts will be handed in for formative assessment/group-teacher conferences/final copies to be handed in for summative assessment. Session 7: Students will be given opportunities to practice their show and to do a dry run of their show for the class, teacher, and IWK food services manager. The audience will have to complete a peer assessment rubric and take notes to offer advice on how to improve

aspects of the show. Presenters will also be asked to complete a self- assessment rubric. Students will be asked to consider: 1. Does the show provide accurate and sufficient health information about the menu they will prepare? 2. Is the information being delivered in a manner in which the ages of the audience are being considered and addressed? 3. Are the show hosts interacting with the audience members? 4. Is the show informative and entertaining? Do you think it will keep the audience engaged? 5. List things they are doing well. 6. List things they need to improve or questions you have about the show? Session 8: Students will have the opportunity to make changes to their scripts if needed and for rehearsal. Session 9: Students will have the opportunity to plan a physical activity and prepare a rationale for how the food they have prepared with the nutrients helps the body participate in the physical activity. Group/teacher conference for formative assessment. Groups will make the necessary changes as needed based on student/teacher discussions. Homework: Students will be responsible for dividing up their shopping lists and picking up the items on the shopping list for their menus. (a notice regarding the above homework would have been sent out at the beginning of the project and signed by parents) Session 10: Students will review ingredient lists and make sure all necessary items are accounted for and will assemble the necessary utensils and equipment for their show with some teacher assistance. Students will set up the gym for taping with care taker assistance. Session 11: Students will be taping cooking shows today in front of a live audience! Groups watching will be completing a presentation rubric on each show. Completed shows will be shared with our sister site Atlantic Memorial. Will the students have ownership of their learning?

Ownership of learning is demonstrated in all aspects of this project. Students are required to shape their projects through their investigations, meetings, and questions at every level. They create the menu based on what they have learned through their research and through conferences with the teacher and experts. They create the budget and fundraising proposals, they create the scripts for their show, gather the materials with some assistance, and they perform their show. How will you guide them through this process?

Guidance through process happens through group/teacher conferences on a daily basis with needs being addressed as seen through conversations, questions, observations, and draft products / team work schedules that are handed in for formative assessment after each project period. Organize Tasks Around a Driving Question How can we support students as new questions arise during the students learning?

Being open and available to students as new questions arise is one of the main ways we can support students. That does not mean giving them the answers. Asking questions that get them thinking or that lead them in the right direction. Letting them struggle a bit is part of the learning - perseverance is key component of the creative process as is making mistakes and learning from them. Is your driving question personalized and relevant to your students?

Food is a very personal and relevant thing to all of us as human beings kids being no exception. Healthy eating has been a topic they have all heard of, whether it be from their families, television, teachers, or friends. Some of them even claim to practice healthy eating. But do they really know what it means to eat healthy? Food in itself can be very motivating to kids. If you can get them excited about healthy eating and then top that off with the cherry them creating their own TV show its a win/win situation.

Establish a Need to Know What opportunities will be provided for brainstorming? Teamwork? Brainstorming and/or teamwork takes place during every project session. This is what drives each session. We may have to start out with whole class instruction or have a whole team meeting to address issues or answer questions but each session continues with the team working together for part or all of the time remaining. Group inventory What do we know? What do we want to know? What skills do we have? What are we lacking? How do we find it? This could happen first as a whole class session lead by the teacher. Then groups could break up and review what was said by the class as a whole and add their specifics to it, such as specific individual skill and strengths.

Encourage Student Voice and Choice

What is the skill/grade level of the students? Grade 5 students in this class vary in skill range from students working on IPPs at a grade 2 level to students working at a grade 6 literacy level. How do we encourage them to push beyond their comfort zone?

Positive feedback on a consistent basis about things they have been getting right or are doing well is a great motivator for students to push the boundaries. The audience is also a great motivator. Reminders about who will be watching their performance - especially peers is definitely one of the key factors in getting students to go the extra distance and push through the tough times.

Where will the students be working? Students will be working in the main classroom and an adjoining classroom that is empty for most of the day. This allows them room to spread out and have discussions without too many voices or disruptions in one room. What materials will there be available to support them? Students will have access to: 1. a netbook cart with 13 netbooks 2. 3 ipads (1 from our class and 2 on loan for the project periods from each of the other 2 classes) 3. 2 desktop computers 4. 1 digital video recorder 5. 1 digital camera 6. Individual USB drives 7. photocopier 8. 1 printer (black and white only) 9. 2 LCD projectors (1 mounted in the class, the other free standing) All students have a tablet/ipad, an ipod touch, or a smart phone that they bring to school on a daily basis and can use for project activities.

How much responsibility will be required? Students will be required to stay on task, complete tasks on time, complete team logs, pass in drafts and completed work, ask questions to move their project forward, be prepared for meetings with the teacher and nutrition experts, gather essential materials, and to create the show. It will require a lot of responsibility on their parts and a lot of guidance on the part of the teacher to make sure teams ore working to their potential and moving forward in the right direction.

How will you hold them accountable? They will be held accountable through daily logs, drafts of individual and group efforts, and completed pieces to be handed in at specified times. How will you establish various groups and allow students to support one another? Groups will be established by the teacher and will be comprised of varied skill levels. Behaviours and personalities would also play an important part in the group making process. This project would happen later in the year after students had been working together for a while decisions would be made using past group projects as a guide. An effort would be made to group students with varied skill sets for example, there are students who are very good at making things with their hands, others who are good at coming up with the ideas, others who are good at research, and others who have a technological flair.

Incorporate Reflection and Revision

When or why will you use peer and self-reflection? Peer and self-reflection will happen during and after the project. During the project it will be used as formative assessment to offer feedback to groups for improvement and after the project it will be more summative to show what students have learned and the key thoughts, ideas, feelings, and perceptions that students are taking away from doing this project. How will you help them budget their time? Time management will be a key concern throughout the project. Students at this grade/skill level will require specific guidelines as to what must be accomplished at the end of each project period. Each group member will have a list of these requirements and will be expected to check off completed items. All items will also be accompanied by a general time guideline (max. amount of time they should allot to this item for the period). As the teacher, it will be challenging to move through the groups to facilitate the completion of the requirements during each project session.

What will you be modelling for the students? During other classes or at the beginning of each project session there will be a whole class session where specific skills or formats will be modelled depending on the outline for that session. In addition I will be modelling, patience, perseverance, questioning, brainstorming (thinking out loud), how to speak respectfully to others, digital citizenship, and collaborative skills as the need arises during facilitation of the project.

What rubrics will you be using to help students critique work? Rubrics will include: 1. Collaboration rubric 2. Communication rubric 3. Creativity rubric 4. Critical Thinking rubric 5. Research Information rubric (individual and group elements) 6. Menu rubric (individual and group elements) 7. Budget rubric (individual and group elements) 8. Fundraising rubric (individual and group elements) 9. Script rubric (individual and group elements) 10. Audience hand out rubric (individual and group elements) 11. Presentation rubric (cooking show/physical activity) (individual and group elements) 12. Peer evaluation 13. Self-assessment

Include a Public Audience Who is going to be your public audience? / What format will the public audience take? Live audience will be P-5 at the Terence Bay site as well as teachers, EPAs, volunteers, and invited parents. Secondary audience will be P-5 at the Atlantic Memorial site videos can be uploaded to approved board cloud storage so that Atlantic Memorial teachers can

access them from their site to use in the classroom. If all parents signed consent we could explore the possibility of posting the cooking shows on our class website.

Do you have resources already available?

Available resources include the technology and materials already listed, extra space, as well as human resources such as an IWK dietician, nutrition interns, IWK food services manager, EPAs, a tech savvy caretaker, and parent volunteers.

What is your boards policy about public displays of work?

I could not find any HRSB policy about public displays of work in general after searching this site: http://www.hrsb.ns.ca/content/id/541.html but I did find:

HRSB
ACCEPTABLE USE OF COMPUTERS AND INTERNET/INTRANET TECHNOLOGY

POLICY
2.10 All users of board technology are prohibited from: 2.10.1 Posting student work, photographs and/or video images on any website without prior written consent from the students parent or guardian; 1.1 All HRSB technology users are responsible for: 1.1.4 Exercising caution when releasing any personal information over the internet; 1.1.5 Ensuring that prior consent has been received from parents or guardians prior to posting any student work, images or video clips. These consent forms are located in MyHRSB.

Works Cited "Budget Rubric." n.d.: n. pag. Print. Canada. Halifax Regional School Board. School Board Policy. HRSB Accpetable Use of Computers and Internet Technology Policy. Halifax: HRSBB, n.d. School Board Policy. HRSB. Web. <http://www.hrsb.ns.ca/content/id/541.html>. Canada. Nova Scotia Department of Education and Culture. Curriculum Documents. Department of Education. N.p., n.d. Web. 23 Mar. 2014. <https://sapps.ednet.ns.ca/Cart/index.php?UID=20140323182120100.42.241.70>. "A Collaborative Learning Community.: RCampus Open Tools for Open Minds." A Collaborative Learning Community.: RCampus Open Tools for Open Minds. N.p., n.d. Web. 23 Mar. 2014. <http://www.rcampus.com/>. "Elementary Research Rubric." Elementary Research Rubric. N.p., n.d. Web. 23 Mar. 2014. <https://www2.uwstout.edu/content/profdev/rubrics/elemresearchrubric.html>. "Field Trip Factory." Field Trip Factory. N.p., n.d. Web. 23 Mar. 2014. <http://fieldtripfactory.com/programs/real-canadian-superstore>. Hayden, Kellie. "Brochure Projects Made Easy with Rubric." Teaching Tools. Bright Hub Education, n.d. Web. <http://www.brighthubeducation.com/teaching-methods-tips/75435rubric-for-brochure-project/>. "Kathy Schrock's Guide to Everything - Home Page." Kathy Schrock's Guide to Everything. N.p., n.d. Web. 23 Mar. 2014. <http://www.schrockguide.net/>. NEA. "Preparing 21st Century Students for a Global Society: An Educator's Guide to the 4Cs." Preparing 21st Century Students for a Global Society: An Educator's Guide to the 4Cs. National Education Association, n.d. Web. 22 Mar. 2014. <http://www.nea.org/>. "Peer Evaluation." n.d.: n. pag. PBS Classrooms. PBS. Web. <http://wwwtc.pbs.org/now/classroom/peer2.pdf>.

<http://www.ascd.org/ASCD/images/publications/books/fisher2007_fig5.3.gif>. "Rubrics." BIE/PBL. The Buck Institute for Education, n.d. Web. <http://bie.org/>.

Rubric. Digital image. ASCD Images. ASCD.org, n.d. Web.

<http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&ved=0CDgQFjAC&u rl=http://curriculumfiles.qsi.org/ELEMENTARY/6%20YEAR%20OLD/LANGUAGE%20ARTS6%2007/LANGUAGE%20ARTS-6%20SU/LA-6%20S02/LA6%20S02%20RUBRIC.doc&ei=pjwvU2PNsWfqwHanoHoCg&usg=AFQjCNHPJCjKzeamRlfBR8BY5qatG7uh_g&bvm=bv.62922401,d.aW M>. "Thinkport." Thinkport. N.p., n.d. Web. 23 Mar. 2014. <http://www.thinkport.org/>.

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