Students are not Eating a Healthy Lunch in School

805

Mrs. Ippolito

Introduction: Did you know that most students do not eat anything during the school day?

Most days, when speaking with students, it’s been reported that most do not eat until after school. The reason is they do not like food that is served at school. There are many reasons why it is important to eat during the school day. According to the Center for Disease Control (CDC), hunger due to insufficient food intake is directly related to lower grades, the rise in absenteeism, repeating a grade, and the inability to focus. Such studies show that eating breakfast and lunch is vital to student performance.

TASK: Over the next five days, you and your group will embark on a WebQuest that will investigate the food that is currently being served in NYC DOE school cafeterias. Once you find nutritional values that are required, you will be able to create a menu that will be more appealing to students across the city. While completing your research, you will collect evidence and information in a graphic organizer.

Final Project: Poster to illustrate mandatory nutritional values and projected new menu

PROCESS/RESOURCES: While working in groups, you will be using links and articles to find information about nutrition and choices in the NYC DOE public school system. It would also be helpful to conduct a student survey to take input from the student body and hopefully formulate a reasonable plan. Once you have this information, use the links provided and information from the surveys to establish why students dislike school lunch, and the steps needed to take to correct this problem. Once you have organized all of this data, you will present a poster and projected menu to solve the problem.

In your group, each day you will complete one step of the PPA, this way you will stay on track for completion. Once you have collected your data, please share it in the graphic organizer below.

Group Roles: Facilitator, Manager, Time Manager, Reporter

Facilitator: Makes sure that everyone in the group understands what is expected.

Manager: Make sure everyone in the group gets a turn to speak about findings/concerns

Time Keeper: Keep track of the overall time given for your group to finish the task, and time during class to complete it

Reporter: Report the final findings/report to the class

Helpful links:

What's on the Menu?

Menu Nutrition Information

Plant Powered Meals

Food Programs

NYS School lunch program

Why do students hate school lunch?

How to Improve School Lunches

⭐Your group will use the steps of the PPA and the graphic organizer below to arrange your findings.

Use the steps of the PPA

WebQuest	Incorporating Nutritional and Delicious Food in the NYC DOE
Group Members
Define the Problem
Gather the Evidence
Identify the Cause
Evaluate an Existing Policy
Develop Solutions
Select the Best Solution
Final Project:	Poster and Projected New Menu

Evaluation: Please use the following rubric as a guide to how you will be evaluated for this project.

CATEGORY	4	3	2	1
Arrangement of Concepts	Main concept is thoroughly identified; subconcepts branch appropriately from main idea	Main concept is identified; most subconcepts branch from the main idea.	Main concept is somewhat unclear, subconcepts don’t consistently branch from main idea.	Main concept unclear, subconcepts are unclear
Graphics	Graphics used appropriately; greatly enhance the topic and aid in comprehension, are clear, crisp and well situated on the page.	Graphics used appropriately most of the time; most graphics selected enhance the topic, are of good quality, and are situated in logical places on the page.	Graphics are used somewhat appropriately- graphics somewhat enhance the topic; most graphics are appropriately placed.	Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance the topic; some graphics are blurry and ill-placed.
Content	Reflects essential information; is logically arranged; concepts sufficiently presented; no misspellings or grammatical errors	Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors.	Reflects somewhat of the essential information; it’s somewhat arranged in a logical order. Concepts presented without too many excess words; fewer than three misspellings or grammatical errors.	Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.
Text	Easy to read/ appropriately sized; amount of text is appropriate for the intended audience; boldface used for emphasis.	Most text is easy to read; the amount of text generally fits the intended audience.	Font too small to read easily; text amount is excessive for intended audience.	Font is difficult to read, words are close together, and excessive for the intended audience
Design	Clean design; high visual appeal, information fits on page; color used effectively for emphasis.	Design is fairly clean, with a few exceptions; there is visual appeal, information fits the page well, and uses color effectively most of time.	Cluttered design; low in visual appeal; choice of colors lacks visual appeal and impedes comprehension.	Cluttered, dull, and lacking any visual appeal.

Conclusion:

Students have conducted research by reading articles and taking surveys to identify and devise a plan to solve a problem. Once this information was collected, students collaborated and synthesized information to create and present a visual display which will clarify and support existing ideas and introduce new ones. Hopefully, their plan of action will satisfy nutritional needs and student preference.

Connect/Extend:

Using the information collected and presented, students will collaborate and create a new school menu to pitch to the authorizing committee.

Next Generation Learning Standards:

8W1: Write arguments to support claims with clear reasons and relevant evidence.

8W1a: Introduce precise claim(s), acknowledge and distinguish the claim(s) from a counterclaim, and organize the reasons and evidence logically.

8W1b: Support claim(s) with logical reasoning and relevant evidence, using credible sources while demonstrating an understanding of the topic or text. 8W1c: Use precise language and content-specific vocabulary to argue a claim.

8W1d: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

8W1e: Provide a concluding statement or section that explains the significance of the argument presented.

8W1f: Maintain a style and tone appropriate to the writing task

8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

8W2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.

8W2b: Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension.

8W2c: Use precise language and content-specific vocabulary to explain a topic.

8W2d: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

8W2e: Provide a concluding statement or section that explains the significance of the information presented.

8W2f: Establish and maintain a style appropriate to the writing task

8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

8W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration

8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

8SL5: Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest to engage the audience.

8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.