PROJECT OVERVIEW Page 1 s7

PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project: / Capstone Project: Best of the Blog / Duration (hrs): / Year
CTE Course: / Principles of Nutrition, Nutrition and Wellness, Culinary Operations I / Grade Level: / 9 & 10
Academic Course(s): / English I Honors, English II Honors
Teachers: / Dana Beninati
Sandy Powell
Project-Based Learning Components
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem. / Students will review their blog posts from the year and pick the two best and two worst food experiences (of restaurants) and create a “Restaurant Review” brochure.
Driving Question:
The question that both engages student attention and focuses their efforts. / Which restaurants in the area are the best/worst? Which food experiences stuck out? What made them great or not so great?
Anchor Event/Project Launch:
Introduction and/or back- ground information to set the stage and generate interest. / Students will gain background information from their Culinary course on how to critique a restaurant/food experience. Students will apply this skill set when writing their food blog throughout the year. Students will also gain a keen eye for well-written blog posts from their English course and use this skill to pick and choose which blog posts from the year were the best.
Inquiry & Innovation:
Discuss how the project engages students in innovative research and thought in each
curriculum area. / Students will have to apply Culinary skills to judge their food experiences and English skills to communicate these experiences and critiques through writing.
Process of Investigation:
Develop student guidelines for each phase of project.
Project Calendar
P:roject Teaching & Learning Guide
Project Management Log / 1. Introduction and Team Planning: This will be in individual assignment completed throughout the year.
2. Initial Research Phase - Gathering Information: Students will post food experience blogs on a weekly basis.
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s): Students will review their posts at the end of the year and pick the 2 best and 2 worst experiences to review for their capstone project.
4. Second Research Phase - Additional Information & Revision: N/A
5. Final Presentation Development: Students will create/write reviews of 4 restaurants and compile these in a “Restaurant Review” brochure.
6. Publication of Product or Artifacts: Restaurant Review brochure will be published and graded.
Collaboration:
Discuss collaboration among colleagues in teaching the project.
Discuss collaborative instructional strategies utilized by students. Collaboration Rubric / Teachers:
Teachers will collaborate for grading and chronology.
Students:
Students will discuss their blog posts throughout the year on a weekly basis (class discussion).
Student Voice:
Describe how students play a role in project design and implementation. / Students will create descriptions of personal food experiences from throughout the year. Students will be able to review their own posts as well as read and comment on other students' posts.
Major Products & Performances:
Elaborate on products; Discuss publication and presentation of projects.
Presentation Rubric / Products: / The Restaurant Review will be published electronically in the form of a brochure through computer software and printed for submission and grading.
Publication/
Presentation: / Group:N/A / Presentation Audience
Individual:
Final brochure for review of two best and two worst restaurant experiences from throughout the year will be published on an individual basis. Positive reviews will be offered to restaurants and businesses in the community. /
Instructional Technology:
Select and discuss the technology-based instructional options embedded in the project. / / /
Discussion: Weekly class discussion on experiences
Business/Community Involvement:
Describe how business partners contribute to project learning. / N/A
Project Standards
Topics of Study:
Main areas of project investigation. / Culinary critique, writing skills, class discussion, peer review
Content Standards:
Those taught and
assessed in the project: / CTE Performance Standards
Standard 1: Integrated curriculum; Standard 2: Career Focus; Standard 6: pure schedule; Standard 7: Common planning and collaboration; Standard 10: Work-based learning; Standard 11: Capstone project (culminating)
Common Career Technical Core (CCTC) Standards
These standards will be released/August 2012
Florida Next Generation Sunshine State Standards
See common core
Common Core Standards
All writing standards
21st Century Skills:
Those taught and
assessed in the project.
For descriptions follow web links / LEARNING &
INNOVATION SKILLS / INFORMATION, MEDIA,
& TECHNOLOGY SKILLS / LIFE &
CAREER SKILLS
Creativity & Innovation / Information Literacy / Flexibility/Adaptability / Productivity/Accountability
Critical Thinking/Problem Solving / Media Literacy / Initiative/Self Direction / Leadership/Responsibility
Communication/Collaboration / ICT Literacy / Social/Cross-Cultural
Project Assessment, Reflection, Feedback & Revision
Assessments: / Formative Assessments
(During Project) / /
Summative Assessments
(End of Project) / / Other Product(s) or Performance(s) w/ Rubric:
Reflection Methods: / Individual
Group
Whole Class / /
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. / /