Grade level-5th gr
Subject-Math, Language Arts, Social Studies
Time -6 weeks
Summary of Facts Design:
Students will be in charge of creating a menu for a restaurant containing a full meal from a particular country they will research. Students will pick a portion of their menu and assist with preparation of the food for the class to sample. End product-Each group will design a restaurant flyer containing their recipes to be compiled into a class book. They will also submit a report and present on the cultural background of their assigned country.
Foundations
| Literacy: |
Symbols-As restaurant owners, students will need to view a variety of menus for ideas and comparisons. The students will have to also look at costs of food items. Students will have to read recipes to learn cooking lingo. Students will pay particular attention to advertisements for restaurants and descriptive language. Students will view the food network to determine how to prepare a meal for an audience.
Cognitive Processes-Students will need to compare/contrast menus and costs. Students will need to research ethnic food items and categorize them. Students will create attractive ethnic menus. Students will present their menu to a local restaurant owner and classmates. Students will prepare a meal using sequencing, measurement, interpretation and synthesis.
Discourse Forms-As a restaurant owner, students will develop an appropriate menu for their ethnic restaurant. They will prepare a sample item for classmates to sample for advertisement to attract business to their establishment.
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| Problem-Solving: |
Authentic Problem: Ethnic restaurants from various parts of the valley feel they need to make changes to their current menus. They feel their businesses would benefit from different menu items and more attractive menus.
Authentic Activity: You have been asked by these restaurant owners to create these menus. You will be placed in groups to develop a full menu including appetizers, entrees, soups/salads, sides, desserts, beverages, etc. The menus will be designed for a specific ethnic restaurant. You will need to research the country of the given ethnicity to determine the popular foods for that region and appropriate symbols, sayings or drawings to decorate your menus. To complete your project, you will assist in the preparation of a dish for your classmates and restaurant owners to sample.
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| Knowledge: |
Disciplinary Structures: Research, Vocabulary, Grammar, Language, Audience, Purpose, Summarize, Edit, Sequence, Hour, Minute, Farenheit, Celsius, Measuring Cups, Measuring Spoons, Recipe, Ingredients, Cost, Fractions, Symbols, Government, Beliefs, Dress, Maps, Geography, Technology, Competitor, Menu Setup
Disciplinary Processes: Conduct research, Gather information, Organize data, Revise and edit writing, Choose appropriate spoken and written language, Compare/Contrast competitor information, Interviewing Competitors, Use standard tools for measuring capacity, time, temperature, Identify currency to use, Use of maps, Read to increase knowledge of a country, Provide examples of cultural heritage, Create written and visual materials
Disciplinary Discourse: The students, acting as restaurant owners, will develop a menu for a particular ethnicity by gathering recipes specific to the country. The menu should include ingredients, portion size, identification of heart healthy dishes, and identification of appetizers, entrees, desserts and beverages. It should also include the cost of the items. During the presentation of a dish, they will use recipes, ingredients and standard units of measurement.
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| Using Information: |
During this project, the students will be using information in many ways. The students will use the internet to gather information on the ethnicity they have selected, real estate booklets to determine a hot spot for their business, and interviews with local business people such as real estate agents and restaurant owners for ideas. They will also gather various menus and interview children from other countries for ideas for their menus. They will need to look at advertisements and flyers and follow those that are most inviting to get business for their restaurant. The students will use recipes to prepare a meal.
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| Community: |
Cooperation-The students will cooperate with members of the business community as well as children from other countries.
Collaboration-The learner will share the information gathered with classmates and local restaurant owners.
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Activities
| Authentic Activities: |
To complete an appropriate menu, the learner must take on the role as owner of an ethnic restaurant. The learner will need to complete the following tasks to effectively place themselves in that role: Determine the ethnic background of the restaurant. Interview people from that ethnicity for ideas. Research the ethnicity to determine dishes native to that country. Pick the most popular dishes and sort them according to category to be added to the menu. Determine reasonable costs by scoping out the competition. |
| Background Building Activities: |
The learner will: Interview local restaurant owners to determine popular/nonpopular dishes to decide whether to keep them on the menu or not. Obtain copies of menus from the competition. Use the internet to research the given country and ethnic dishes as well as cultural traditions, symbols, etc. View United Streaming videos for the same information as above. Interview students from other countries via SKYPE. |
| Constructing Activities: |
The learner will: Create a list of foods and sort them according to category. Create a menu in Microsoft Publisher containing the foods and resective prices. Make the menu appealing by adding ethnic appropriate visuals. |
| Sharing Activities: |
The learner will: Meet with restaurant owners to discuss challenges with their menus as well as good points. Meet with students from a specific ethnic background via SKYPE to discuss dishes, cultural heritage, special celebrations. Share finding with their classmates and restaurant owners. Prepare a dish for their classmates and restaurant owners. |
Contents
| Contents: |
§110.7. English Language Arts and Reading, Grade 5 (4) The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening; (B) compare oral traditions across regions and cultures (C) identify how language use such as labels and sayings reflects regions and cultures (5) The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (F) clarify and support spoken ideas with evidence, elaborations, and examples (8) The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (9) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A) develop vocabulary by listening to selections read aloud (C) develop vocabulary through reading (13) The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (14) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The student is expected to: (A) compare text events with his/her own and other readers' experiences (B) determine distinctive and common characteristics of cultures through wide reading (15) The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (21) The student uses writing as a tool for learning and research. The student is expected to: (A) frame questions to direct research (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (E) present information in various forms using available technology §111.17. Mathematics, Grade 5 (5.10) The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to: (C) select and use appropriate units and formulas to measure length, perimeter, area, and volume. (5.11) The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). (5.14) The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations (D) use tools such as real objects, manipulatives, and technology to solve problems |
Design Challenge Two
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
Efficiency Model is based on 10.) Common sense thought processes (what is already known) and does not foster the development of new ideas or higher order thinking skills. 9.) Disciplining those who do not conform to the learning like the majority 8.) High ideals where all learners are working in the same manner to achieve one teacher selected goal. 7.) Fair dealing where all learners are treated the same regardless of circumstances; expectations are equal for all. 6.) Standardized operation with one process carried out repeatedly with no accommodations. 5.) Efficiency reward positively recognizes those who achieve goal by conforming to the standards of the majority. 4.) Standard instruction is the delivery of information in the same manner to all no matter ability level. 3.) Standard schedules allows for everyone to do the same thing at the same time 2.) Planning is done by the teacher to achieve one concise goal using one route with no deviation 1.) Competent advisors would be the teachers who lead the lesson.
Top 10 Challenges to the Efficiency Model
10.) Drill routines to learn facts and skills in isolation. 9.) Teacher directed instruction. 8.) No evidence of co-operative learning. 7.) Lack of technology use. 6.) Delivery of information is dependent on text books and worksheets. 5.) Lack of connections throughout the curriculum with each subject taught in isolation. 4.) Rote memorization of material that is regurgitated back to teacher for evaluation. 3.) No real world connections. 2.) Focus is on the presentation of the learning objective and not the goal of the learning objective. 1.) Does not provide for higher level learning opportunities.
Step One: Define a Learn Goal
The student will identify the four types of clouds and the type of weather they are noted for.
Step Two: State Objectives
When presented with picture cards, the student will identify the four types of clouds with 80% accuracy.
Step Three: Sequence Instruction
1.Teacher will read It Looked Like Spilt Milk to class. 2.Begin T-chart (What I Know/What I Learned). Children will give teacher known information for the known side. 3.Students will get into groups of four and sort cloud cards according to size and color. They should end up with four groups of cards. 4.Students will share their findings with the class as to reasons for sorting the way they did. 5.Teacher will provide each student with a piece of drawing paper folded into fours. 6.Teacher will create cloud for each group using shaving cream. 7.Students will discuss the cloud with their group and draw it and write three describing words for each. 8.Step 7 will be carried out for remaining cloud types with children manipulating shaving cream to form other cloud shapes. 9.Once the four squares are completed the teacher will read a riddle describing the cloud and providing its name. 10.Students will work cooperatively to match their drawings to the teacher's riddles and label the cloud correctly. 11.Complete T-chart (learned side) 12.Students will work in groups to develop a 4 slide powerpoint presentation containing the name of the clouds, picture and brief description.
Step Four: Determine Learning Success
Learning success will be determined by giving the students several cloud pictures and have them sort according to type after the slide shows have been presented and discussed. Learning success will also be dependent on the successful completion of the powerpoint presentation.
A Reflection and Critique of the Design
The strengths of my design are the evidence of cooperative learning, hands-on activities and problem solving. The weaknesses of my design are that the children could have gone outside to analyze the clouds over a few weeks. They could have used the internet to research the various cloud types given the different names. I believe my design is like learning outside of school because it permits discussion and problem solving in groups. It also allows for the use of technology. I also believe it is consistent with the constructivist learning theory in that it provides opportunities for students to present and construct learning and allows for exploration.
Design Challenge Three
Facts of Design
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Teacher
Supportive, Knowledgeable
Guiding, Planning, Engaging
Active Learning Advocate
Designer
Teachers as Designers: A Diamente Poem
Designer
Creative, Involved
Supporting, Accepting, Planning
Reasearcher, Participant, Conductor, Manager
Leading, Controlling, Commanding
Responsible, Dictator
Director
The FACTS Model: A Summary
This model is composed of several pieces: Foundations, Activities, Contents, Tools and a System. These pieces fit together interactively to create a successful learning environment.
The F is for Foundations
Foundations are what students get from their learning. They must actively participate in sharing and problem solving to develop lasting knowledge.
The A is for Activity
Activities must engage students in thinking and problem solving. Problem-centered learning should be authentic, build knowledge, be contructive, and provide for sharing.
The C is for Content
The content is the "something" that needs to be learned. It should be rigorous, relevant, clear, focused and reflect true importance to the learner.
The T is for Tools
Tools can determine learning outcomes so they must support the problems students are working on. Electronic tools allow for interaction that helps build knowledge.
The S is for Systems of Assessment
A system of assessment must monitor student development over time. It is important that assessments fit problem-centered learning through portfolios and rubrics supported by technology.
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