Producing Produce                                                                                              PBL Database

 Topic(s):

Measurement & Operations

Images/Video Resources

Scenario

A 2011, Thomson Reuters poll confirms that more than 50% of consumers prefer locally-grown organic foods because of taste, as well as, avoidance of toxins. Ipsos-Reid reported similar finding at the 2011 annual Garden Writer's Association webinar.   

As a local restaurant owner,  you are concerned that the growing interest in locally-grown organic foods will eventually effect your business. Your business partner, however, is not quite as concerned. He believes that it is not only unreasonable to grow the produce for the restaurant, but not cost effective.

Your restaurant is known for its home-style cooking in a large metropolitan city. There is a small area of land, approximately 2000 square feet, behind your restaurant that could be used as a produce garden. You are willing and ready to begin growing and harvesting the produce needed for your restaurant. Your business partner has agreed to consider your proposal. He wants you to convince him of the possibility of growing the main produce for your restaurant, while proving that it will be cost effective.

Task

Teacher Resources/Sample Project

Consider the following: How will providing home-grown organic produce benefit both your customers and your business?

You and a friend will be working together to design a three-dimensional model* of the garden, which must include all the produce your restaurant uses on a daily basis, in a limited amount of space. You must also prepare a document that will show the cost of construction and maintenance of the garden. You will then compare the current cost of purchasing the produce with the cost of growing your own to determine whether of not it would be a cost effective solution to your concern.  

*See additional option located under Teacher Resources.

Excel Tutorial http://cybersleuth-kids.com/sleuth/Computer/Tutorials/Excel_Tutorials/index.htm

Microsoft Excel Tutorial http://www.youtube.com/watch?v=8L1OVkw2ZQ8

Gardening for Kids http://gardeninglaunchpad.com/kids.html

*Optional:

In lieu of a traditional model, students may opt to use Google SketchUp to create their model. If this option is selected, it may be necessary to review the following tutorials.

Google SketchUp http://sketchup.google.com/training/videos.html

Student Resources

Rubric

Kids Compost http://aggie-horticulture.tamu.edu/kindergarden/kidscompost/kid1.html

Why Compost? http://compost.css.cornell.edu/why.html

Kids Gardening http://www.kidsgardening.org/

Organic Gardening http://www.organicgardening.com/learn-and-grow/gardening-kids

Bulk Produce http://www.localharvest.org/

Bulk Produce Purchase http://www.youtube.com/watch?v=FvRXjf14DQ8

Diorama Rubric http://www.edutopia.org/pdfs/stw/edutopia-stw-s.carolina-differentiated-instruc-landforms-diorama-rubric.pdf

Diorama Rubric http://mabryonline.org/blogs/kirshner/diorama_rubric-1.pdf

Diorama Rubric http://www.cameron.k12.mo.us/emints/pritchett/pdffiles/dioramarubric.pdf

Presentation Rubric http://imet.csus.edu/imet6/canet/classes/csus/i_met/284/PPRubric-1.pdf

Presentation Rubric http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1126764&

Presentation Rubric & Student Checklist http://discover.education.purdue.edu/challenge/PBL/2002_2003/ENL_Progress/PPPrubric.htm

Presentation Rubric http://www.nclark.net/PowerPointRubric.pdf

Student Work

Standards

1. Read and analyze the scenario and situation. 
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information. 

2. List your personal understanding, ideas or hunches.

You and your partner will use all the information available in the scenario to list everything that you know about growing crops. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about poetry.

You and your partner will make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.   
    

5. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research. List possible actions.

6. Develop a problem statement.

You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that you and your partner are trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.

8. Present Findings

You and your partner will create a three-dimensional model of your garden. In addition, you and your partner will create a presentation that will be used to persuaded your business partner to allow you to plant a garden and begin harvesting home grown produce as opposed to purchasing produce from the local market. You and your partner will show your business partner the financial benefits of maintaining your own garden. 

TEKS

5.7  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use software programs with audio, video, and graphics to enhance learning experiences;

(B)  use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and

(C)  use a variety of data types including text, graphics, digital audio, and video.

5.8  Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A)  use communication tools to participate in group projects;

(B)  use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

(C)  participate with electronic communities as a learner, initiator, contributor, or mentor.

5.9  Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A)  use software features, such as on-line help, to evaluate work progress; and

(B)  use software features, such as slide show previews, to evaluate final product.

5.10  Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A)  use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;

(B)  use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and

(C)  use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.

5.11  Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A)  publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and

(B)  use presentation software to communicate with specific audiences.

5.12  Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(A)  select representative products to be collected and stored in an electronic evaluation tool;

(B)  evaluate the product for relevance to the assignment or task; and

(C)  create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics.

5.7  Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

(A)  examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;

4.9  Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

(A)  investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and

 5.14  Underlying processes and mathematical tools. 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;

(B)  solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C)  select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

5.3  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:

(A)  use addition and subtraction to solve problems involving whole numbers and decimals;

5.10  Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to:

(B)  connect models for perimeter, area, and volume with their respective formulas; and

(C)  select and use appropriate units and formulas to measure length, perimeter, area, and volume

Consumers Prefer Organic Foods, Survey Says http://www.huffingtonpost.com/2011/07/22/consumers-prefer-organic-food_n_906988.html

Recent Survey Shows Consumers Want Organic Produces http://www.examiner.com/article/recent-survey-shows-consumers-want-organic-products

Google Images

YouTube

Producing Produce by Heather Luna is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License.
Based on a work at msttpagotech.pbworks.com.