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Students are not eating the school lunch Lashera Smith P.S. 104 |
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INTRODUCTION:
New York City schools provide free lunch for all students. Schools provide healthy meals in order to fuel academic and individual success for all students. Children need to eat breakfast, lunch, and dinner in order to have success throughout the day. Without nutrition, this causes children to have poor success in school, health problems, and many other issues. There has been a decline in students eating school lunch during the school day. Some students may go without food for hours all day until they get home after school. This can’t be good for student’s bodies. Your job is to explore healthy, but likable food options in order to increase the amount of students eating lunch in order for them to have more success throughout the day.
TASK
For this assignment, you will work in groups of four to:
1. Research the requirements for school lunches in NYC DOE schools.
2. Use your findings to think of 10 food items that you can replace the school lunches to make it more edible for students.
3. Create a survey to get student input on how they feel about the food options (1 being the worst and 5 being the best.)
4. Try to think about all types of food options: vegetarian, vegans, etc.
5. Create a PowerPoint presentation suggesting the best food you think should be in schools to enhance the amount of students eating lunch each day.
6. Groups will present their slides.
PROCESS
You will be using the six steps of the PPA Process to find a solution to encourage more students to eat school lunch.
Students are going without eating because they dislike the school lunch.
Each group will choose a class in the cafeteria. You will take a survey of students to see how many students in your designated class:
-eat school lunch
-bring lunch from home
-not eating anything because they do not like the choices given.
Use the information from your surveys to identify the causes of students not eating school lunch.
Based on their responses: ask students the questions to get more information.
For the students who eat school lunch:
1. What do you like about school lunch?
For the students who bring lunch from home?
2. What makes you bring lunch from home instead of eating school lunch?
For the students who do not bring school lunch>
3. Why don’t you eat school lunch?
4. Evaluate an Existing Policy
(School lunch policy)
https://www.schools.nyc.gov/school-life/food/school-meals
Task: Create a survey for all 5th grade students in the cafeteria that eat lunch. Interview students to elicit responses based on their idea of eating school lunch in the cafeteria. Based on their responses, think of 10 different foods that could replace the food in the cafeteria in order for more students to eat lunch during the school day. Look at the existing policy, such as the school lunch policy to make sure the foods you choose are acceptable.
Think of different foods that will best fit all students, based on your student surveys.
Make sure you think of all types of foods to address all foods students may eat; example: vegans, vegetarians, etc.
6. Select the Best Solution (Feasibility vs. Effectiveness)
Based on your choices, come to a consensus with your group to come up with the top five food items you chose in order to have success with students eating food at lunch.
Create a PowerPoint presentation explaining your findings after completing your survey and coming up with the best food choices you think possible.
Hopefully doing so, will help us be able to change our school lunches, in order for everyone to be able to enjoy it!
EVALUATION
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-All steps are complete -All group members presented -Students used survey to validate data -Students were able to back up information in their presentation. -Solutions are possible. |
-Most steps are complete. -Most group members presented -Students were able to validate data using some of the survey. -Students were mostly able to back up information in their presentation. -Most solutions are possible |
-Some steps are complete. -Some group members presented -Students were able to validate data using a little of the survey. -Some students were able to back up information in their presentation. -Some solutions are possible |
-Very little steps are complete. -Presenters were not able to present accurate information. -Solutions were not possible |
CONCLUSION
The purpose of this activity is for students to be able to have their own voices in the school community. Students should have a say in what they eat because they are the ones eating the school food each day. In order to promote progress all around, academically, socially, etc, students need to be able to feel at home and confident in what they are eating at school. Therefore, our hope is that the student voices are heard, and considerations are taken!
STANDARDS:
5W1: Write an argument to support claims with clear reasons and relevant evidence. 5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources.
5W1c: Use precise language and content-specific vocabulary while writing an argument.
5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.
5W1e: Provide a concluding statement or section related to the argument presented.
5W6: Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.
5W7: Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources
5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
5SL1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles.
5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
5SL1d: Consider the ideas expressed and draw conclusions about information and knowledge gained from the discussions.
5SL2: Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).
5SL4: Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support central ideas or themes; speak clearly at an understandable pace and volume appropriate for audience.
5SL5: Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes.
5SL6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate.