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How do the foods we eat and where they are grown connect wit

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Jennifer Brinkley

on 3 June 2015

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Transcript of How do the foods we eat and where they are grown connect wit

Project Based Learning: Foods Around the World
The Project Questions
Group Research
Anchor Text: Foods Around the World non-fiction book from Reading A to Z.
Third Group: Food can cause war script
First Group: Puppet Show Imports and Exports
Fourth Group: Menu from around the world
Students worked on reading and understanding the text through making connections to prior knowledge and experiences with different types of food. Students completed a RAN (reading and analyzing non-fiction) chart to write down their prior knowledge and questions that they had about the text. Teacher introduced the vocabulary that included the word, definition, part of speech, and picture. Some vocabulary words also had sentence examples that students could refer to during the duration of the reading and researching for their project based learning unit. Students engaged in multiple reads with small groups and partners. Students also worked on text-dependent short answer questions and completed a comprehension and vocabulary test based on the book.
Vocabulary and Comprehension
Teacher introduced the driving question: How do the foods we eat and where they are grown connect us with people around the world? The class discuss what they meant using references from the main text. Teacher went over question words and creating strong and interesting questions to research. Students discussed and created questions based on the text and their RAN charts. As a class, investigating questions were created for the students to use during their research. Students wrote these questions and the driving question as a part of their project outline. Students began their research.
The Driving Question
Students completed research to answer the driving question and three investigating questions. Teacher provided initial research sources including articles, maps, and food menus from Reading A to Z resources. Each group was given the research sources and took notes. Students organized their notes by source and annotated which question their notes answered. Students continued their research during their library time using the library databases on the Gilbert Library website. Students returned to class and finished their research.
Each group met with the teacher in develop a plan for their final project. Groups came up with project ideas that showed how they answered the driving question. Groups decided which members would be responsible for what parts of the project and a time frame for when they could complete their project. Groups worked together to complete their projects.
Project Planning Meeting
No, look.
See that shows foods
from different restaurants.
Hmmm, this research is
making me hungry.
Bananas travel a
long way to get
to the store!
Ok, I should
write that down
before I forget.
Group Create Projects
Second Group: Food Sharing
Each group completed group and individual evaluations about how their group worked and how they worked with their group. Most students felt that their groups worked hard, collaborated, and listened to each others ideas. There were a few students specifically mentioned by their groups that did not participate completely. I also noticed those same students, generally they did not contribute or help their teams with final projects. Group one specifically had a difficult time coming to an agreement about their final project. They group ended up splitting into boys and girls due to a strong boy wanting to only use his idea. Once that group resolved their conflict they managed to complete a good script and presentation. Students individually completed their RAN chart from the beginning of the unit to reflect on their original questions and prior knowledge from the beginning lesson. Most students had accurate prior knowledge about different food from around the world. I think this is due in part to my students being from diverse backgrounds. One student is from Africa, another from Belize, Mexico, Hawaii. They also learned about their own cultures as they went through the unit, which adds to their investment in the learning process. It was interesting how much they wanted to share about themselves from this unit. Especially the group that brought in foods. They were very excited about sharing their foods with the class. I also feel that they learned a good deal about importing and exporting foods, and the conflicts that can arise because of trading. Next year, I want to better focus their questions and research. Some students questions were vage, I would like to spend more time at the beginning meeting with individuals and small groups.
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