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It is pretty evident that students and teacher at your school aren't eating very healthy. Unhealthy lifestyles lead to future medical complications such as diabetes and heart disease. In the United States, there is an extremely high rate of obesity among adults and children alike. It is important that everyone eat healthy, but people need to learn how. The Jefferson Elementary community wants to promote healthy eating for everyone in the United States. What can you do to help?
1. What kinds of foods do people eat to remain healthy?
2. Where can these foods be produced?
3. How can these foods be produced?
4. How can you attract more people to eat healthier?
5. It will be up to you and your team to produce an end product to promoting healthy eating.
Eat Healthy
Parents and caregivers play a key role in not only making healthy choices for children and teaching children to make healthy choices for themselves. But in today’s busy world, this isn’t always easy. So Let’s Move! offers parents and caregivers the tools, support and information they need to make healthier choices while instilling healthy eating habits in children that will last a lifetime.
http://www.letsmove.gov/eat-healthy
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Revised google search: 8/13/12
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http://www.kidsgardening.org/
http://www.gardeningwithkids.org/
http://www.organicgardening.com/learn-and-grow/gardening-kids
http://www.brainpop.com
http://www.kidsgeo.com/geology-for-kids/0002-the-earths-soil.php
http://school.discoveryeducation.com/schooladventures/soil/
http://www.sciencekids.co.nz/gamesactivities/rockssoils.html
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Student Checklist and Rubrics
| Content |
Organization |
Presentation |
| _____ The details I included covered in the Key Concept from important concepts I learned. |
_____ My final presentation was organized will all the requisites of a presentation including an introduction, body, and conclusion. |
_____ I practiced good handwriting and correct grammar so my project would be neat in appearance. |
| _____ My material was checked to make sure it was done right. I used more than one resource. |
_____ All of the illustrations that I included in my project complimented my project's content. |
_____ The illustrations that I used made my project attractive. |
| _____ What I learned in science was connected with the problem or issueI in the scenario. |
_____ My science vocaulary was included and used correctly in the right context. |
_____ If anyone asks me questions about my project, I can easily discuss it or answer questions about it. |
Assessment Rubric
| |
Exceeds Expectation |
Meets Expectations |
Below Expectations |
Score |
Comments |
| Content |
All components of the Key concepts were supported with detail and multiple sources were used. |
Most components of the Key concepts were supported with detail and two sources or less were used. |
No sources were used and little detail supported the Key Concepts. |
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| Organization |
All vocabulary was used correctly in a format that was clear and structured. |
Most of the vocabulary was used correctly and clearly in a structured format. |
Student correctly used little or no vocabulary and did not organize the content. |
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| Presentation |
Project findings can be easily discussed by the student. The finished product appears neat with detailed illustrations. |
Project findings can be discussed by the student. The finished product is presented clear with atleast one illustration. |
Project fidings can be discussed by prompting the student. The presentation is not neat and lack illustrations. |
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| Total |
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JeffersonElemKnowsNeedtoKnows (1).doc
JeffersonElemGroupMeetingLog.doc
JeffersonElemcriticalfriends.docx
JeffersonElemRubricTemplate.doc
JeffersonElemOralCommRubric (7).doc
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1. List your personal understanding, ideas or hunches.
Now that you are familiar with soil, you will write everything you know about the types of soils and compost. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas. You may use the rubric templates as needed.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about organic gardens. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about soil, compost, and gardens. You may use the rubric templates as needed.
3. List what is unknown.
With your team, 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. You may use the rubric templates as needed.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions. You may use the rubric templates as needed.
5. 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 your group is 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.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
7. Present Findings
Each group will present their findings by creating a video explaining the steps they took to create their garden, explain what's in their garden, and upload it to www.vimeo.com.
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TEKs
§111.16. Mathematics, Grade 4.
(11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to:
(A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;
§112.15. Science, Grade 4,
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;
(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;
(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;
(F) communicate valid, oral, and written results supported by data
(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;
(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
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