PROJECT OVERVIEW Page 1 s14

PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project: / A Separate Peace - Chopped / Duration (hrs): / 2.5 weeks
CTE Course: / Culinary 1 / Grade Level: / 9
Academic Course(s): / English 1
Teachers: / Mrs. Stone
Ms. Parker
Project-Based Learning Components
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem. / Students will create the most innovative and impressive dish they can using their knowledge from reading “A Separate Peace” (In English 1) and the resources available to them. They will be given a basket of “mystery ingredients” that must be used in their dish.
Driving Question:
The question that both engages student attention and focuses their efforts. / When faced with a challenge, how does a culinary professional endure?
Anchor Event/Project Launch:
Introduction and/or back- ground information to set the stage and generate interest. / Students will be introduced to the Chopped concept by watching an episode of the program and taking notes on the process.
Students will use their background knowledge from reading “A Separate Peace” and their Culinary skills to develop an appetizer, main dish, or dessert
Inquiry & Innovation:
Discuss how the project engages students in innovative research and thought in each
Curriculum area. / Students will be using the culinary skills that they have acquired all year to create and compete for the best tasting dish, using mystery ingredients, which fit a theme from the novel “A Separate Peace”.
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:
Mrs. Stone and Ms. Parker worked together to find and match common curriculum so that students can work as a team in both classes to create a food project that goes with the novel “ A Separate Peace”.
2. Initial Research Phase - Gathering Information:
Students will read “A Separate Peace” during English class, while they are also learning about basic cooking practices in Culinary 1.
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
Students will watch an episode of “Chopped” and will use the information gleaned from this experience to determine what their final project should look like.
4. Second Research Phase - Additional Information & Revision:
Students will receive a list of “mystery ingredients” in class and will have a class period to design a plan for the ingredients with their group. This will be submitted at the end of the period, and should be used as a guideline for the lab the next day.
5. Final Presentation Development:
Students will be given a rubric and details about how they will complete this project. On the day of the challenge, all dishes must be completed and submitted with a description within 10 minutes of the end of the period. At that point, a sample will be given to the teacher to judge, a photo of the dish will be taken, and you will be allowed to sample your dish as well.
**The winning dish will be judged based on creativity, presentation, and taste, just as they are on the actual show!
6. Publication of Product or Artifacts:
Winners will be included in the school newsletter and possibly the yearbook.
Collaboration:
Discuss collaboration among colleagues in teaching the project.
Discuss collaborative instructional strategies utilized by students. Collaboration Rubric / Teachers:
Mrs. Stone and Ms. Parker will closely collaborate during each aspect of this project. Meeting during our common planning to regularly monitor the entire process.
Students:
Students will work together and collaborate with their team in hopes of developing the winning dish.
Student Voice:
Describe how students play a role in project design and implementation. / Students will work together to individualize their project and create a prize winning "A Separate Peace" dish.
Major Products & Performances:
Elaborate on products; Discuss publication and presentation of projects.
Presentation Rubric / Products:
Publication/
Presentation: / Group:
Students will work together to combine their knowledge from reading “A Separate Peace” and basic cooking practices to create a meal using mystery ingredients that can compete in a Chopped competition. / Presentation Audience
Individual:
Each student will be responsible to create a reflection journal describing each step of their process. /
Instructional Technology:
Select and discuss the technology-based instructional options embedded in the project. / / /
Discussion:
Business/Community Involvement:
Describe how business partners contribute to project learning.
Project Standards
Topics of Study:
Main areas of project investigation.
Content Standards:
Those taught and
assessed in the project: / CTE Performance Standards
LAFS.910.RST.1.1
LAFS.910.RST.2.4
LAFS.910.RST.4.10
Common Core Standards
RL & RI9-10.1-7
RL9-10.1-7, 9-10;
RI9-10.1-7, 9-10
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:
/ Creating a “Chopped” meal using mystery ingredients.
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. / /