CLASSROOM BASED SCIENCE PROJECTS:
‘FAST-FOOD WEB MENUS’
WINNER – “Chevron/NSA Best Classroom Practices Award” – Best Middle School Science Lesson in the United States - 1998
LESSON SERIES DESCRIPTION
This project is divided into several six member, hands-on cooperative investigation based stages plus testing and extensions.
Students each bring 15 - 20 magazine cutout pictures of animals, bugs, plants, etc. In groups, students mix and then divide pictures into consumers and producers. They then divide the consumers into herbivores and carnivores. The carnivores are further divided into first, second, and third (top) level carnivores. Students individually construct simple food chains using cutout magazine pictures.
Groups next study and illustrate photosynthesis by assembling sugar molecule models from tear-apart H2O and CO2 models.
Groups pick a level of consumer and design, produce , and presented decorated bi-fold or tri-fold food-web restaurant menus that depicted the feeding patterns of their chosen level of consumer 'customers'. Students research both predator and prey using a variety of books, videos, and technologies such as CD-ROM and the Internet. To illustrate the interaction among organisms, the menus included soups, entrees, desserts, beverages and 'specials'.
Each student also chooses a 'typical' customer to the restaurant and composes an autobiographical sketch including a catchy name, usual habitat, and 'favorite' dishes.
Students finally visit the 'restaurants', ordered from a menu, and are presented with the totaled check including tax and tip.
FAST-FOOD WEB MENUS - EXPECTED STUDENT OUTCOMES
· Produce a restaurant menu that:
--Depicts hierarchy of food sources among organisms
--Displays understanding of interaction among organisms
--Shows group input into planning, research, and production
--Follows constraints of restaurant menus as directed by teacher
--Is neat, well organized, and completed in a timely manner
· Demonstrate an understanding of energy from producer to top level consumer
· Show understanding of the CO2/O2 exchange cycle and sugar/starch production
· Develop and use appropriate scientific vocabulary connected with the lesson
· Use a variety of resources for research inside and outside of classroom
· Participate in real-life simulation and produce restaurant check with prices, tax, and tip calculated
· Demonstrate understanding of % and +, - of decimals
· Work cooperatively in small groups
· Develop competency in the use of computers, and use of the internet
· Show competency using calculators in math computations.
Materials List FOR FAST-FOOD WEB MENUS:
magazines colored markers/pencils
research books/ biology texts heavy-weight paper
school/community libraries Styrofoam molecule models
computer/internet glue sticks
blank restaurant checks rulers
scissors 3-4 actual restaurant menus
calculators laminator (if available)
white paper
videos: (examples) National Geographic “Wolves,” “Lion,” “Tiger,” “Shark,” “Predator and Prey,” Eyewitness “Cats”, Magic Schoolbus "Gets Eaten"
Useful books: Education on the Internet, Sams Publishing,
Internet Kids Yellow Pages, McGraw-Hill
Concepts Being Taught IN FAST-FOOD WEB MENUS
(Applicable Standards)
Benchmarks National Curriculum and SCANS Report for Science Science Educ. Evaluation Stds. for
Literacy Standards for School Math America 2000***
Science: Students will acquire knowledge of:
Scientific investigation 1B tch .std. B 1 acquires info.
Scientific method 1B tch. std. B 1 acquires info.
Producer/consumer relationships 5D
Predator/prey relationships(competition) 5D
Hierarchy of feeding systems 5A
Interdependence 5A
Transfer and loss of energy 4E
Photosynthesis 5E
Chemical and physical changes 4D
Mathematics: Students will use :
Integration of math and science 2A prog. std. C 4 organizes info.
Addition, Subtraction of decimals 5,7
Percentage in sales tax and gratuity 5 money
Rounding
Real life applications 2B prog. std. B applies info.
Technology: Students will increase
proficiency in using :
Calculators 3A 7 selects technology
Computer keyboarding and uses computers
word processing programs
Computer research through 3c uses computers
CD-ROM, Disks, Internet applies technology
Excel spreadsheets 7 applies info.
Language arts and Life skills :
Students will develop skills in:
The writing process tch. std. A basic skills - writing
Out-of-classroom research prog. std. D
Cooperative decision making prog. std. E team member
Division of responsibility prog. std. E leadership
Oral and visual presentations 2,4 applies info.
Student/self evaluation prog.std A, C evaluates
Home/ school cooperation tch. std. D 2 creating skills
Production and design art
***"What Work Requires of Schools, A SCANS report for America 2000", U.S. Dept. of Labor, Secretary's Commission
ACTIVITIES AND assesments FOR FAST-FOOD WEB MENUS
Stage 1 - 'Why Dogs Eat Bones' - (Two to three lessons)
Objective: Introduction and manipulation of predator/prey relationships
Food chains and food webs
Materials: Computer disks/CD-ROM/ Internet, school and public library
Videos – National Geographic “Predator and Prey”
Magic School bus “Gets Eaten”, etc.
Worksheets on land, river, and/or ocean food chains and food webs.
Guiding questions:
· Where do animals get energy?
· How do plants get energy?
· What is a predator?
· What is prey?
· What do carnivores animals eat? Herbivores? Omnivores? Why?
· What is a scavenger? a decomposer?
· Why are they needed?
· What do plants produce that we can’t?
· Why is this important?
· What is the hierarchy in food chains and food webs?
(TEACHER NOTE): A wide variety of land and ocean-based food web worksheets are available at educator supply houses.
Homework: Each student will cut out 15 to 20 magazine pictures of plants and
animals to bring to class for review of food webs and for illustrations in menus.
Comment: This lesson assumes that by middle school, students have a little
knowledge of producers, consumers, scavengers, or decomposers is,
and may have heard of food chains. This lesson is a good initial lesson
for new information and review. Viewing and discussing one or more
videos is an important part of this lesson for visual learners. Orally
categorizing predators, consumers, scavengers, etc. and making food
chains or drawing on a blackboard will help review and help students
internalize the objectives of this lesson.
Stage 2 - 'How Sweet It Is' - (One to two lessons)
Objective: Review of energy exchange cycle (CO2/O2 exchange/sugar production)
Introduction of chemical changes and chemical bonding
Materials: Styrofoam ball representation of 6 Carbon Dioxide (CO2) and 6 water
(H2O) molecules (use pipe cleaners to represent bonds) .
Guiding questions:
· How do our bodies get energy?
· How do plants produce energy we can use?
· How do molecules change as sugar is produced?
Procedure: Review Use student worksheet 2.1 as a basis for review discussion of
how the sun is the source of energy for life, and how that energy is transferred (and lost) as animals’ lives consume food.
Lesson: --Using Styrofoam or paper molecule models, pull (or cut) 6-CO2 and 6-
H20 molecules apart .
--Rearrange atoms and construct sugar molecule using final
configuration of 6-C, 12-H, and 6-O molecules. Teacher reattaches
bonds, and students glue new molecules together.
Sugar molecule model: 'Left-over’ oxygen:
--Connect "left-over" oxygen atoms into sets of O2, discussing the results (For each sugar molecule formed by a plant “producer,” six O2 are left as “waste.” Concept: We breathe the “waste” of plants, and the sugar molecule now contains energy gleaned from the sunlight. This forms the base of all food chains and food webs.
Assessment: Assessment rubric # 1
Stage 3 - 'Working on the Chain Gang' - (Two to three lessons)
Objectives: Form cooperative groups and review hierarchy of food webs
Materials: magazine pictures of animals and plants
consumer level labels: (PRODUCERS, CONSUMERS, and FIRST LEVEL,
SECOND LEVEL, THIRD LEVEL,- TOP PREDATORS, SCAVENGERS,
DECOMPOSERS)
Guiding questions:
· How can we divide the workload in a cooperative group?
· Can we differentiate producers from consumers?
· Into how many groups can we put consumers?
· How can your group present this information to the class?
Procedures: --Form cooperative learning student pods
--Review food chains, predator/prey, producer/consumer relationships
--Pods combine all cutout magazine pictures and place on desktops in two groups (A) Producers and (B) Consumers
--Divide consumers into categories:
--Place pictures into several food chains (discarding scavengers and decomposers)
--Combine food chains into one to two food webs, labeling each level.
Assessment: Assessment rubric # 2
Stage 4 - 'Are there spiders in Your Webs?' - (Five to seven lessons and home study)
Objectives: Students will:
Be introduced to culminating task (restaurant menu).
Gain knowledge of the form and function of restaurant menus.
Learn what it is like to own or work in the restaurant business.
Produce a rough draft of their restaurant menu.
Materials: examples of previous menu project to demonstrate objective.
Community restaurant personnel (if available)
Menus from local restaurants, white paper, rulers, scissors, pencils
Guiding questions:
· What menu items do restaurants serve?
· How is a menu organized - fast-food, national chain, supper house?
· What would a restaurant serve to a snake? A gopher? A spider? A tuna? An owl?
· How can we describe the menu items? Think of ooie-gooie and yucky descriptions!
Procedures:
--Students study donated restaurant menus for form, organization,
illustrations, ease of use, pricing, etc.
-- Guest speakers relate how life is as a restaurant owner or worker, children, become involved in a question and answer session (Optional).
--Each student pod blind picks a consumer level number which will become the focus of their menu
--Students reserve pictures of their consumer level and of those eaten by their consumer level (from Stage 2)
--Pods create a ‘rough draft’ mock-up menu that depicts energy sources utilized by their category organisms. Menus show (a) name of restaurant, (b) names of featured dishes, (c) prices, (d) pictures, (e) “Specials,” (f) cover design draft, (g) back page with target patron backgrounds, biographies of pod members (as if they are the consumers), and any other interesting information about the restaurant,(h) good form and function inherent in a good restaurant menu.
Stage 5 - 'Straight From the Editor's Desk' - (Two to three lessons)
Objective: Edit and revise rough draft of menu.
Peer review of projects
Materials: Student rough drafts of menus
"Sticky paper pads" for editing notes
Guiding questions:
· What does an editor do?
· What is a rewrite?
· Why do we proofread documents?
· What is a mock-up? A past up?
Procedure: --Proofread, revise, and edit menus
--Student pods exchange menus then critique menus for readability,
appeal, spelling, etc. (using sticky pads)
--Rough drafts of menus receive final revision and are prepared for production
(Teacher Note): Make sure all group members participate as needed and assume leadership and supporting roles.
Stage 6 - 'At Last' - (Three to five lessons and home study)
Objective: Produce final product
Materials: Heavyweight paper, scissors, gluesticks, colored pencils/markers,
magazine pictures, computer for word processing (if available)
Guiding questions:
· Does every team member have a designated job?
· Who will do editing? Paste-up? Menu design? Typing (word processing)?
Procedures: --Reproduce menu in final form paying attention to neatness, organization, balance, form, and color.
--Use word processing programs for written portion of menu (if available)
(Teacher Note): Laminate final menus
Assessment: Assessment Rubric # 3
If possible, have restaurant personnel return to critique final menus.
Stage 7 - 'Have I Got a Deal for You' - (One to two lessons)
Objective: Present student produced restaurant menus and deliver persuasive speech on the merits of the restaurant
Materials: Student produced menus
Guiding questions:
· How can you convince a classroom of ‘animals’ to visit your restaurant?
· How can you best present your product?
Procedures: --Present a group visual and oral presentation of menus to class, making restaurant appealing to audience.
--Persuade future patrons to choose restaurant.
Assessment: Visual and oral presentation rubrics
Stage 8 - 'Just eat it!' - (One to two lessons)
Objective: Participate in real-life restaurant simulation.
Materials: Student produced menus, blank restaurant checks
Guiding questions:
· What is the job of a restaurant server?
· How is a restaurant check completed?
· How do we add, multiply and take percent on a calculator?
· How do we use a multiple memories on a calculator?
Procedures: Individuals play restaurant host(s) to other classrooms
--Guests sit at restaurant menu locations (desks).
--Menu creators use blank restaurant checks to take order for family of
four.
--Using a calculator, the bill is totaled with the tax (8.25% CA) and tip
(15%), rounded to nearest half dollar are added to the bill.
--Students use calculators to compute total bill, tax, and tip.
--Guests have simulated $20 bills. Hosts must calculate change.
Assessment: Assessment Rubric # 4
ASSESMENTS AND EVALUATIONS
'Show what You Know' - (One to two classes)
Objective: Written evaluations
Materials: Controlled selection of plant and animal pictures
Written tests
Procedures: --Each student creates a food web from a controlled selection
of plant and animals
--Students take written test on vocabulary, relationships,
energy flow and loss, disruption (loss of members of a
level or overpopulation), etc.
Judging criteria for a four point rubric:
4 = Very good understanding of component skills and facts …explanations are relevant and well supported…very good understanding of key concepts…Very clear and effective organization and presentation
3 = Good understanding of component skills and facts…Explanations are relevant and sufficiently supported…Good understanding of key concepts…Clear, effective organization and presentation
2 = Limited understanding of component skills and facts…Explanations are weakly supported, and somewhat relevant…Limited understanding of key concepts…Somewhat clear presentation and organization
1 = Very limited or no understanding of component skills and facts…Explanations are not supported and irrelevant…Little or not evidence of understanding of key concepts…Unclear and inappropriate presentation, unorganized
Assessment RUBRIC 1 Key concepts and component skills and facts presented:
Molecules are comprised of atoms. Atoms within molecules may be rearranged by chemical changes yielding dissimilar products. The bonding strength of different atoms varies according to their structures. Plants, through the process of photosynthesis, form sugars and oxygen molecules.Student’s work is neat and correct and finished in a timely manner. Work is completed through a cooperative effort that includes all team members.
Assessment RUBRIC 2 Key concepts and component skills and facts presented:
Organisms can be classified into several categories, producers and consumers; consumers, scavengers and decomposers; herbivores, carnivores, and omnivores; and four levels of consumers. Organisms can be organized into feeding systems, food chains and food webs. Student’s work is neat and correct and finished in a timely manner. Work is completed through a cooperative effort that includes all team members.
Assessment RUBRIC 3 Key concepts and component skills and facts presented:
Students produce a restaurant menu that: Depicts hierarchy demonstrated in food webs.Shows understanding of interrelationships of producers and consumers. Demonstrates interdependence among living organisms. Follows restaurant menu organization as directed by teacher. Is neat and correct and finished in a timely manner and completed through a cooperative effort that includes all team members.