Profile Sheet
PBL Lesson Plan for Diverse Learners
Original Title: How Can Citizens of Florida Help Prevent Food Poisoning?
Primary Subject Area: Science
Outside Subject Area: Language Arts
Teacher: Engracia Ornelas
Class: Life Science
Class Level: Regular
Grade Level: 6th Grade
Class Time: 2 weeks (10 periods - 50-minute each)
Description of Student Roles and Problem Situation:
Students will act as Health Officials and Inspectors from the Okaloosa County Health
Department to investigate cases of food poisoning based on articles attached and memorandum
from the Mayor of Fort Walton Beach. As officials and inspectors, the students will do research
to determine the source of the outbreak and will recommend appropriate solutions for prevention.
The possible audience would be The Florida Department of Children & Families and local
citizens to provide information on ways for preventing spread of this infection.
Adaptations for Student from Non-Western culture:
1. In order for me to teach this lesson and make adaptations for a student from a NonWestern culture, I would first have to research the student’s cultural background to get
familiarized with it and to know what to expect as far as his/her beliefs, behavior and
social interaction.
2. The second step would be for me to evaluate the student’s prior knowledge in reference
to food poisoning. This will also help me determine the student’s language level to know
how to provide him/her with the necessary tools to help in this area. I will then provide
this student with resources similar to his/her culture so that he/she is able to understand
the facts about food poisoning, to make a comparison, and to learn about the concepts. I
will use cooperative learning, forming groups, which will include a student who can
share cultural similarities to help the non-Western student with different activities and
language barrier.
Adaptations for ESOL Student:
1. I will help the ESOL student by using written resources in his/her first language. This can
be accomplished by using technology, the Internet, and different programs for practice or
translation.
2. I will also assign another student to the ESOL student to help gather information for the
presentation and to provide the non-Western student with any assistance needed in his
own language to accomplish the task.
Title, Learner Characteristics, NGSSS
Teacher: Engracia Ornelas
Primary Subject Area: Science
Outside Subject Area: English Language Arts
Class: Life Science
Class Level: Regular
Grade Level: 6th Grade
PBL Title: How Can Citizens of Florida Help Prevent Food Poisoning?
NGSSS in Science:
SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body,
including viruses, bacteria, fungi, and parasites.
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
CCSS: in English Language Arts:
LACC.6.W.3.7: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Learners Characteristics:
Learner Characteristics #1: Physical – Physical growth tends to be both rapid and uneven
(Snowman, p. 89).
Justification for #1: Differences in physical maturity among boys and girls can affect
differences in behavior. For example, girls mature more rapidly than boys and show
characteristic of wide range of interests, and early maturity in boys show characteristics of selfconfidence, and responsibility, this allows them to be more sociable and cooperative to
participate with others. Therefore, it is very important for the teacher to have students participate
within heterogeneous groups to interact with each other to share opinions and learning strategies.
Learner Characteristics #2: Social – The desire to conform reaches a peak during the middle
school years (Snowman, p.91).
Justification for #2: The fact that in this stage students are concerned with receiving social
approval from others, they can become influenced by their peers, and peer group becomes their
source for rules and behavior. Participating within different groups will be important in this PBL
plan because students can share different views, and it will also help them develop social skills.
Learner Characteristics #3: Emotional –As a result of the continued influence of egocentric
thought, middle school students are typically self-conscious and self-centered (Snowman, p. 93).
Justification for #3: Confusion, anxiety, and mood swings are due to growth, and transition
from elementary to middle school. As a result from all of these physical and emotional changes,
peer value, appearance, feelings, and behavior are all very important for these students and
therefore they become self-conscious and self-centered. Since students in this stage feel more
comfortable being around their peer group, for this lesson plan the teacher needs to find ways to
provide a classroom atmosphere in which students can participate with others to meet their social
and emotional needs.
Learner Characteristics #4: Cognitive – Because of the psychological demands of early
adolescence, middle school students need a classroom environment that is open, supportive, and
intellectually stimulating (Snowman, p.94).
Justification for #4: Due to physical changes, transition from elementary to middle school, and
cognitive development, students’ academic motivation decline. Therefore, it will be important in
this PBL problem to provide students with a supportive classroom environment in which they
can meet their social, emotional and cognitive needs.
Learner Characteristics #5: Social –Self-efficacy becomes an important influence on
intellectual and social behavior (Snowman, p. 97).
Justification for #5: Students decide either to accomplish a task or give up on it depending on
how difficult the task becomes, or depending on the student’s level of self-efficacy. Therefore it
is very important for the teacher to know how to use persuasion, modeling, imitation, learning
strategies, and effective forms of instruction to help students develop a strong feeling of selfefficacy because it plays a big role in intellectual and social behavior.
Interdisciplinary Learning Outcomes; Student Role & Problem Situation; Meet the Problem
NGSSS in Science:
SC.6.L.14.6: Compare and contrast types of infectious agents that may infect the human body,
including viruses, bacteria, fungi, and parasites.
Learning outcome #1:
Searching for types of bacteria that can lead to food poisoning, students will be divided into
groups and each student will compare possible type of bacterial pathogen and will share with the
class ways in which it could infect the human body. Students must score satisfactory on the
rubric. (Analysis)
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
Learning Outcome #2:
Learning about the various types of food poisoning and the effect these can have in individuals, each
student will conclude which type of bacteria can do more harm to the human body. Students must score
satisfactory on the rubric. (Analysis)
LACC.6.W.3.7: Draw evidence from literary or informational texts to support analysis,
reflection, and research).
Learning Outcome #3:
Using information from their research, each student will elaborate on their findings and will
provide a possible solution for preventing food poisoning. Students must score satisfactory on
the rubric. (Synthesis)
Description of Student Roles and Problem Situation:
Students will act as Health Officials and Inspectors from the Okaloosa County Health Department to
investigate cases of food poisoning based on articles attached and memorandum from the Mayor of Fort
Walton Beach. As officials and inspectors, the students will do research to determine the source of the
outbreak and will recommend appropriate solutions for prevention. The possible audience would be The
Florida Department of Children & Families and local citizens to provide information on ways for
preventing spread of this infection.
Meet the Problem Method:
Students will receive a memo from the Mayor of City of Fort Walton Beach (see attached) as well as two
articles from the Food Poisoning Bulletin supporting evidence from the memorandum.
City of Fort Walton Beach
Okaloosa County
107 Miracle Strip Parkway SW, Fort Walton Beach, FL 32548
(850) 123-4567
MEMORANDUM
To: Officials at the Okaloosa County Health Department
From: Mayor – City of Fort Walton Beach
Subject: Food Poisoning Prevention
Date: May 10, 2014
Reports from the attached newspaper articles demonstrate an increase in cases of food poisoning in the
state of Florida including Okaloosa County. Officials from the Florida Department of Business and
Professional Regulation have been unable to identify a specific food source of the outbreak. Determine
the causes of this outbreak and recommend appropriated solutions. I will expect to hear from you on the
morning of Monday, May 26, 2014. In the meantime, I will contact the State to obtain the necessary
additional funds to implement the best solutions. You may count on no more than $ 5,000.00.
Shigella Cases Increase in Okaloosa County,
Florida
August 8, 2012 by Linda Larsen
The Okaloosa County Health Department is reporting an increase in cases of Shigella. So far
this year, 49 lab confirmed and probable cases have been reported. The county usually
averages 3 cases of Shigella a year.
The health department has been working with childcare centers, community health care
providers, living facilities, and the Department of Children and Families to implement prevention
and control measures. The Shigella bacteria is very contagious and spreads easily person-toperson. People contract Shigella bacteria by eating or drinking something that has the feces of
an infected person. This bacteria usually appears in a cyclical pattern. Peaks of the illness in
Florida occurred in 2002/2003 and in 2006/2007. There was an increase in 2011, and the
increase this year may indicate another transmission cycle.
The disease is usually mild and most people get better on their own within four to seven days. It
takes 1 to 3 days after infection for symptoms to begin. Symptoms of Shigella infection include
diarrhea, which may be watery and bloody, nausea, vomiting, abdominal pain, and fever. Some
people do not have any symptoms, and can spread the infection without realizing it.
http://foodpoisoningbulletin.com/2012/shigella-cases-increase-in-okaloosa-county-florida/
Florida is Part of an E coli Outbreak that Includes
Georgia and Louisiana
June 6, 2012 by Carla Gillespie
Florida is part of an E coli outbreak that includes Georgia and Louisiana, according to the
Florida Department of Health. A spokesperson for the Florida DOH told Food Poisoning Bulletin
that a case has been confirmed and that they are “using routine processes and working closely
with the CDC in the investigation of a potential commonality.”
News of this multi-state outbreak began this week with the death of a toddler in New Orleans.
Our investigation has found that Georgia and Florida also have patients ill with the same strain
of E. coli 0145. No particular source has been pinpointed as the cause of this outbreak.
The CDC has not released any information about the outbreak. The case count is as follows:
Florida (1)
Georgia (5)
Louisiana (3) (1 death)
E. coli is a common bacteria that lives in the gut of mammals. Most strains are benign, but there
are a few that produce a toxin that can be deadly. Those bacteria are called “Shiga toxinproducing E. coli“, or STEC for short, and include E. coli 0157:H7, 026, 045, 0103, 0111, 0121,
and 0145. STEC bacteria can make you very sick. The serogroups 026, 0111, and 0103 are the
bacteria that most often cause illness in this country.
Symptoms of a STEC infection include severe stomach and abdominal cramps, diarrhea which
is often bloody, and vomiting. A fever may be present too, but it is usually not very high: less
than 101 degrees F. Most people get better within a week, but some people start to recover,
then develop a complication called hemolytic uremic syndrome (HUS) in children, or thrombotic
thrombocytopenic purpura (TTP) in adults.
HUS and TTP can cause kidney failure. Indications that those complications have developed
include weakness, lethargy, and sleepiness. Low platelet counts can cause small unexplained
bruises and pale skin. Patients may also have unexpected bleeding from the nose and gums.
It’s important that anyone experiencing these symptoms see a health care provider as soon as
possible. Treatment for E. coli infections include rehydration and palliative care. Antibiotics are
usually not recommended because they can increase the chances of HUS and TTP.
http://foodpoisoningbulletin.com/2012/florida-is-part-of-an-e-coli-outbreak-that-includes-georgia-andlouisiana/
Problem Statement, Know/Need to Know Boards, and Possible Resources
PBL Title: Health officials and inspectors investigating cases of food poisoning
NGSSS in Science: SC.6.L.14.6: Compare and contrast types of infectious agents that may
infect the human body, including viruses, bacteria, fungi, and parasites.
Learning outcome #1:
Searching for types of bacteria that can lead to food poisoning, students will be divided into
groups and each student will compare possible type of bacterial pathogen and will share with the
class ways in which it could infect the human body. Students must score satisfactory on the
rubric. (Analysis)
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
Learning Outcome #2:
Learning about the various types of food poisoning and the effect these can have in individuals, each
student will conclude which type of bacteria can do more harm to the human body. Students must score
satisfactory on the rubric. (Analysis)
LACC.6.W.3.7: Draw evidence from literary or informational texts to support analysis,
reflection, and research).
Learning Outcome #3:
Using information from their research, each student will elaborate on their findings and will
provide a possible solution for preventing food poisoning. Students must score satisfactory on
the rubric. (Synthesis)
Problem Statement: How can we, health officials and inspectors, prevent food poisoning in Okaloosa
county in such a way that


We meet the deadline for the solution
We reduce health risk to the population



We prevent food poisoning from happening again
We stay within our budget
We communicate best prevention to the public
Know Board:
1. The citizens of the state of Florida are concerned about food poisoning repeated
outbreaks.
2. The Okaloosa County Health Department is reporting an increase in cases of Shigella. So
far this year, 49 lab confirmed and probable cases have been reported. The county usually
averages 3 cases of Shigella a year.
3. Florida is part of an E coli outbreak that includes Georgia and Louisiana, according to the
Florida Department of Health.
4. Health officials have been unable to identify a specific food source of the outbreak.
Imported vegetables are among the suspects; some case patients have mentioned
restaurant lettuce.
5. E. coli is a common bacteria that lives in the gut of mammals.
6. Symptoms of a STEC infection include severe stomach and abdominal cramps, diarrhea
which is often bloody, and vomiting. A fever may be present too, but it is usually not very
high: less than 101 degrees F.
7. The disease is usually mild and most people get better on their own within four to
seven days.
8. Salmonella symptoms can be moderate to severe and include diarrhea, abdominal pain,
chills, fever and vomiting.
Need to Know Board:
1. What is food poisoning?
2. How can a person catch food poisoning?
3. What are the symptoms of food poisoning?
4. Are types of bacteria can lead to food poisoning?
5. What is the treatment for food poisoning?
6. What are the citizens of Florida doing to prevent food poisoning?
7. What are other types of food poisoning bacteria?
8. How is food poisoning different from other digestive disorders?
9. How can food poisoning affect the human body?
10. What health regulations are taken place in public places such as restaurants and schools
to prevent food poisoning?
Possible Resources:
http://foodpoisoningbulletin.com/2014/ground-beef-e-coli-recall-usda-names-stores/
http://foodpoisoningbulletin.com/2013/salmonella-outbreak-associated-with-big-tims-bbq-restaurantin-st-petersburg-florida/
http://foodpoisoningbulletin.com/2013/florida-passes-bill-prohibiting-required-paid-employee-sickleave/
http://www.waltonweblaw.com/shigella-outbreak-continues-florida/
http://www.foodsafetynews.com/2013/01/government-reports-foodborne-illness-stats-for-20092010/#.U36tmFwsoYU
http://www.nlm.nih.gov/medlineplus/ency/article/001652.htmmm
http://www.foodsafetynews.com/2013/02/publishers-platform-why-isnt-salmonella-a-legaladulterant/#.U36t_FwsoYU
Professional Organization Websites
http://www.emedicinehealth.com/food_poisoning_and_safe_food_handling-health/page9_em.htm
http://www.mayoclinic.org/diseases-conditions/food-poisoning/basics/prevention/con-20031705
VIDEOS
http://www.videojug.com/film/how-to-avoid-food-poisoning-bacteria
http://www.videojug.com/film/how-to-diagnose-and-treat-food-poisoning-2
Capstone Description
PBL Title: Health officials and inspectors investigating cases of food poisoning
NGSSS in Science: SC.6.L.14.6: Compare and contrast types of infectious agents that may
infect the human body, including viruses, bacteria, fungi, and parasites.
Learning outcome #1:
Searching for types of bacteria that can lead to food poisoning, students will be divided into
groups and each student will compare possible type of bacterial pathogen and will share with the
class ways in which it could infect the human body. Students must score satisfactory on the
rubric. (Analysis)
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
Learning Outcome #2:
Learning about the various types of food poisoning and the effect these can have in individuals, each
student will conclude which type of bacteria can do more harm to the human body. Students must score
satisfactory on the rubric. (Analysis)
LACC.6.W.3.7: Draw evidence from literary or informational texts to support analysis,
reflection, and research).
Learning Outcome #3:
Using information from their research, each student will elaborate on their findings and will
provide a possible solution for preventing food poisoning. Students must score satisfactory on
the rubric. (Synthesis)
Problem Statement: How can we, health officials and inspectors, prevent food poisoning in Okaloosa
county in such a way that





We meet the deadline for the solution
We reduce health risk to the population
We prevent food poisoning from happening again
We stay within our budget
We communicate best prevention to the public
Capstone Performance Description:
The capstone performance is a two-week assignment and it consists of 2 parts: 1) an individual written
report in which each individual student will present 2 feasible solutions to his/her team and 2) a group
presentation. The capstone performance will consist of groups of 4 students each. Each student will be
assessed based on two different rubrics and will receive two different grades, one for the written report
and another one for participating within the group. Students will have to complete assignment within a
specific time limit. Once students begin working as groups, they will compare findings, they will share
ideas, will communicate possible solutions to the group, and they will work on their written reports
individually.
In the report, each student will take the part of a Health Department official or inspector presenting
his/her own solutions to the rest of the group. Each student must provide 2 possible solutions for
preventing food poisoning and also provide at least 4 justifications for recommending one solution over
the other. The group will be presented with each of the reports and will decide which solution is the
“best” one and will also provide a plan for how the best solution will be implemented. The students will
have one week to complete this part of the capstone, and then present it to the City Mayor and rest of the
audience.
For the oral presentation, each health official or inspector from each group will present best solution
written in his/her report. Then one member from the group will present the group’s Best Solution. Each
member of the group must provide reason for group’s final solution. The oral presentations for each group
must consist of 10 minutes in length. Since this presentation encourages student autonomy each student
will decide which solution to present and how to present it. Upon completion of the oral presentations,
students will use metacognition to reflect on their thoughts and what they learned from the overall project
to answer questions from local citizens and other 6th graders.
The audience will consist of The Florida Department of Children & Families, Officials from the Florida
Department of Business and Professional Regulation, local citizens, teachers and other 6th graders.
Classroom Arrangement
White board - LCD Projector
Groups of students serving as
Health Officials and Inspectors
Mayor
The Florida Department of
Children & Families
Officials from the Florida
Department of Business and
Professional Regulation
Local citizens
Teachers and other 6th graders
ngracia Ornelas
EPI 0004
Week 5
Rubrics to Assess the Capstone Performance
PBL Title: Health officials and inspectors investigating cases of food poisoning
NGSSS in Science: SC.6.L.14.6: Compare and contrast types of infectious agents that may
infect the human body, including viruses, bacteria, fungi, and parasites.
Learning outcome #1:
Searching for types of bacteria that can lead to food poisoning, students will be divided into
groups and each student will compare possible type of bacterial pathogen and will share with the
class ways in which it could infect the human body. Students must score satisfactory on the
rubric. (Analysis)
SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
Learning Outcome #2:
Learning about the various types of food poisoning and the effect these can have in individuals, each
student will conclude which type of bacteria can do more harm to the human body. Students must score
satisfactory on the rubric. (Analysis)
LACC.6.W.3.7: Draw evidence from literary or informational texts to support analysis,
reflection, and research).
Learning Outcome #3:
Using information from their research, each student will elaborate on their findings and will
provide a possible solution for preventing food poisoning. Students must score satisfactory on
the rubric. (Synthesis)
Problem Statement: How can we, health officials and inspectors, prevent food poisoning in Okaloosa
county in such a way that





We meet the deadline for the solution
We reduce health risk to the population
We prevent food poisoning from happening again
We stay within our budget
We communicate best prevention to the public
Report Rubric
Criteria
Content
Accuracy
Superior
35 points
All information and facts
about food poisoning are
100% accurate.
Alignment to
Problem
Statement
25 points
Each solution aligns with all
conditions stated in the
problem statement.
Required
Components
50 points
The report contains:
1) The group’s problem
statement.
2) It identifies and
explains 2 possible
solutions to the
problem.
3) Provides at least 4
justifications for
recommending one
solution over the
other.
Mechanics
10 points
Report contains no
grammatical errors (spelling,
capitalization, punctuation,
subject/verb agreement)
Scoring Guide
A
90-100
B
84-89
C
74-83
D
F
65-73
Less than 65
Adequate
25 points
Information and facts
about food poisoning are
accurate 90 - 99% of the
time.
10 points
At least one solution
aligns with all conditions
stated in the problem
statement.
40 points
The report contains:
1) The group’s
problem statement.
2) It identifies and
explains only 1
possible solution
to the problem.
3) Provides at least 4
justifications for
recommending one
solution over the
other.
Poor
10 points
Information and facts about
food poisoning are less than
90% accurate.
7 points
Report contains 1-2
grammatical errors.
3 points
Report contains more than 3
grammatical errors.
5 points
No solution aligns with all
conditions stated in the
problem.
10 points
The report contains:
1) The group’s
problem statement.
2) It identifies and
explains only 1
possible solution to
the problem.
3) Provides only 2
justifications for
recommending one
solution over the
other.
Oral Presentation Rubric
Criteria
Delivery
Comprehension
and Accuracy
Quality of
Individual
Solution
Explanation
Quality of
Individual
Justification
Explanation
Reflection
Superior
35 points
Speaker maintains good
eye contact with
audience at least 90% of
the time; uses clear
audible voice; rates of
speech are appropriate;
uses precise
pronunciation at least
90% of the time;
volume is loud enough
to be heard in back of
room 90% or more of
the time.
25 points
Student answers
questions from local
citizens and 6th graders’
correctly, providing at
least 2 accurate
supporting facts.
20 points
Individual solution
aligns with all
conditions in the group
problem statement.
Student explains both
solutions and all 4
justifications based on
facts that are 100%
accurate.
20 points
Reason given for
supporting the group’s
“best solution” Is
accurate and feasible.
15 points
Student takes part ingroup discussion.
Presents 2 possible
Adequate
20 points
Speaker maintains eye
contact with audience
at least 80% of the
time; uses clear
audible voice; rates of
speech are
appropriate; uses
precise pronunciation
at least 80% of the
time; volume is loud
enough to be heard in
back of room 80% or
more of the time.
15 points
Student answers
questions from local
citizens and 6th
graders correctly,
providing at least 1
accurate supporting
fact.
12 points
Individual solution
aligns with all but one
condition in the group
problem statement
based on facts that are
100% accurate.
Poor
10 points
Eye contact is less
than 80%; speaker’s
voice is low;
incorrectly
pronounces terms;
audience members
have difficulty
hearing presentation
in back of room more
than 35% of the time.
10 points
Reason given for
supporting the
group’s “best
solution” Is accurate
but not feasible.
2 points
Reason given for
supporting the
group’s “best
solution” does not
seem clear or
feasible.
3 points
Student takes part ingroup discussion.
Presents 2 possible
8 points
Student takes part ingroup discussion.
Presents 2 possible
5 points
Student fails to
answer questions, or
shows little evidence
in comprehending or
responding to
questions to provide
supporting facts.
5 points
Individual solution
fails to align with 3
of the conditions
based on facts that
are 100% accurate.
solutions to the
problem. Student
provides at least 4
justifications for
recommending one
solution over the other
one based on facts that
are 100% accurate.
Student verbally states
best solution based on
facts that are 100%
accurate. Student
answers all questions
correctly.
Scoring Conversion Chart
A
90-100
B
78-89
C
66-77
D
F
55-65
Less than 55
solutions to the
problem. Student
provides only 3
justifications for
recommending one
solution over the other
one based on facts
that are 100%
accurate. Student
verbally states best
solution based on
facts that are 100%
accurate. Student
answers all questions
correctly.
solutions to the
problem. Student
provides only 2
justifications for
recommending one
solution over the
other one based on
facts that are 100%
accurate. Student
verbally states best
solution based on
facts that are 100%
accurate. Student
answers at least 2 of
the questions
correctly.
Two Alternative Solutions; "Best" Solution Analysis
Solution #1:
As Health Officials and Inspectors from the Okaloosa County Health Department we believe practicing
good personal hygiene can prevent food poisoning. Washing hands thoroughly with soap and hot water
before handling food, after handling raw foods including meat, fish, eggs and vegetables, as well as after
using the bathroom, blowing your nose, or touching pets. We believe this information can help the public
take precautions to reduce health risk.
Pros and Cons:
Pro
Communicating this information to the public can help
reduce the risk of food poisoning.
People need to wash their hands with soap and water
because it is the best way to keep hands clean.
The budget given to us will be more than enough to
provide the information needed.
Con
Some people might be willing to listen to the facts
but will not do anything about it.
A lot of people might use hand sanitizers but they
do not eliminate all types of germs.
Our budget could exceed if we don’t present facts
before the deadline.
Following these steps will help prevent food poisoning
from happening again in the community
Not everyone will know what to do because a lot of
people are not aware about the existence of food
poisoning or they are not concerned about it.
Consequences:
1. Communicating the facts about the various ways one could get food poisoning could
make a lot of people panic.
2. If this information about how to prevent food poisoning is given to the public, that
doesn’t mean everyone is going to help prevent it.
Solution #2:
As Health Officials and Inspectors from the Okaloosa County Health Department we believe storing food
properly can prevent food poisoning. Studies on food poisoning prevention have found that properly
storing food can be the solution to food poisoning. Taking the time to learn techniques on how to properly
storage food can also stop food poisoning from spreading.
Pros and Cons:
Pro
Storing food properly can prevent food poisoning.
Never store food in open containers.
Paying attention to use-by dates can help prevent food
poisoning.
Con
There is no guarantee that properly storing food
can prevent food poisoning.
Some foods don’t need to be stored in containers.
There are foods that are sold without use-by dates.
Keeping the refrigerator at 40 degrees Fahrenheit or
below can stop bacteria from growing.
Most people expect their refrigerator to work and
keep food cold and safe to eat.
Consequences:
1. Taking precautions at home to prevent food poisoning is not going to prevent individuals
from getting it when eating and drinking in public.
2. There are many ways for food to become contaminated even when knowing how to
store it properly.
Justifications:
Best solution:
Solution #1 is the best solution to the problem. According to numerous studies, the best way to prevent
food poisoning is by washing hands thoroughly with soap and water before handling food. First, studies
show that hand washing is one of the most effective ways to prevent the spread of food poisoning and
other infections and illnesses because the hands are consider the main vehicle for transferring bacteria.
Therefore, hands must be kept clean and washed frequently throughout the day in order to successfully
remove harmful microorganisms. Secondly, Center for Disease Control and Prevention studies show that
when washing hands is like a "do-it-yourself" vaccine and it involves 5 simple and effective steps: water,
lather, scrub, rinse, dry. By following these 5 simple steps people can reduce the spread of diarrheal and
respiratory illness and stay healthy. Thirdly, if hands are not clean and individuals touch their face or
public surfaces, they may be infecting themselves and others by spreading germs and disease. Colds, flus,
and infectious diarrhea are all known to be spread by hand-to-hand contact. In a recent survey, while 92%
of adults in the U.S. claimed they regularly wash their hands after using the restroom, only 77% actually
did. Studies also show that food poisoning is an illness induced by eating food or drinks contaminated
with harmful bacteria or toxins. These harmful bacteria can’t smell or be tasted therefore; it makes it very
hard for one to detect it while consuming it. This type of bacteria multiplies in the food when it is left in
conditions, which support the growth of it. The bacteria which can cause foodborne illness in humans
grow best at body temperature of 98.6° F. This is a very important fact because statistics show that
temperatures for the summer in the state of Florida can be very high which can mean the perfect
ingredient for these bacteria to grow. There have been reports of increase in cases of food poisoning for
the state of Florida in the last 3 years. So far this year, 49 lab confirmed and probable cases have been
reported. Therefore, it is very important for the public to become aware of this illness and how to take
extra precautions to prevent it.
Counter-argument:
Solution #2 can be a good solution to a certain degree. However, storing food properly does not guarantee
it can prevent food poisoning. Food poisoning occurs due to a lot of other things such as lack of
awareness about illness, safety, lack of care and attention when preparing food, cooking it, and also
ignorance of the importance of good hygiene in the kitchen.
Debriefing Plan and Coaching Questions
Each group of health officials (students) will present their solutions to the city Mayor in
the presence of all the other groups, the Florida Department of Children & Families, Officials
from the Florida Department of Business and Professional Regulation, local citizens, teachers
and other 6th graders to ensure that all solutions from all groups will be heard by all students. The
teacher will act as the facilitator to record details of each proposed “best solution.” Students will
then be given a handout listing all details from each solution the day after the presentation. Then
the health official teams will rate each “best solution” providing a list of solutions they believe is
the ‘best one’. The lists of solutions must be in rank order labeling the best solution as the #1 and
‘best’ solution from all of them. Points are then given for each “place” on the list as shown
below. The teacher will then add up the points for each solution.
Point System for Priority List
Place
Points Awarded
1st place
10 points
2nd place
7 points
3rd place
5 points
4th place
3 points
5th place
1 point
If there are two solutions with the same amount of points, they will be reviewed in the next class
period. Teacher will encourage students to see if there is a way to create a single solution while
combining ideas from both of these solutions to come up with the ‘very best’ and final solution.
The teacher will then discuss reasons for choosing final solution and will provide details on the
blackboard to the whole class to see.
Sample Rating Form
Please rate the following solutions according to scale above
1. Poor
2. Good
3. Excellent
Name of Group: ____________________________________________
Is this solution possible?
1
2
3
Can this be a permanent solution?
1
2
3
Was this the best solution?
1
2
3
Were the funds invested in search of this solution worth it?
1
2
3
TOTAL POINTS = ----------------
Five essential concepts:
These five concepts must be addressed and they must utilized accurate and scientific facts when
providing the “best” solution.
1.
2.
3.
4.
5.
Facts about what food poisoning is
Facts about ways in which individuals can catch food poisoning
Statistics about outbreaks for the state of Florida
Florida state regulations for preventing food poisoning
How to prevent food poisoning
In addition, the solutions must also include accurate data on food poisoning prevention. Students
must also include details for determining the “best” solutions’ effects on the local food poisoning
problem and must also provide accurate information in reference to solutions’ reliability.
Coaching Questions:
Type of
Question
Question
C
Meet the Problem
How can you describe the problem from the information received?
What types of strategies will you use to solve the problem?
How can this problem be solved?
Know/Need to Know Board
What are health officials doing to identify the problem?
M
What resource was the most helpful in the search for the best solution? Why?
C
M
E
E
C
M
E
C
M
E
C
M
E
How do you know that this solution can work?
Problem Statement
What can the state of Florida do to regulate food poisoning?
What is at stake for all community members for resolution
of this problem?
How can best solution be applied and followed to prevent food poisoning?
Research
What necessary steps can the group take to provide information for this
problem?
What specific piece of information will be helpful in the search for this
problem?
What types of resources can provide reliable information for this problem?
Generating Possible Solutions
What facts can help you provide a solution to prevent food poisoning?
How did you group determine this was the best solution? Explain.
Would this solution work as a permanent solution? If not, explain why not?