Profile Sheet
PBL Lesson Plan for Diverse Learners
Original Title: We Are What We Eat: Community Investigates Student-Friendly,
Healthy School Lunch Options
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Description of student roles and problem situation: Students assume the roles of
members of the School Advisory Committee (SAC) and members of the Superintendent’s
Committee on Food Service Solutions to research and suggest “student approved” lunch
menus and food options to increase student satisfaction with school supplied lunches.
Students have received a memo from the Superintendent discussing student
dissatisfaction with lunches and a decrease in the consumption of school-supplied
lunches. The Superintendent has “charged” the groups with finding “student approved”
menu options that are within budget and that are aligned with federal guidelines for
school lunch requirements. Students will be allowed a total of 12 days to research,
devise, plan, practice and orally present solutions to a group of students and an audience
of “Concerned Citizens” which may include parents, community members, school staff
and administrators.
Teacher: Monica Banton
Grade level: 6th grade
Adaptations for Student from Non-Western culture:
Include resources from the student’s culture.
Include audience member from the student’s culture.
Research values system of culture and align instructional techniques and classroom
activities with these value systems.
Adaptations for ESOL Student:
Include resources in student’s first language.
Use community resources to include representative speaking student’s first language in
audience for presentations.
Allow students to present in first language.
Allow native language dictionaries.
Title, Learner Characteristics, and
Next Generation Sunshine State Standards
Teacher: Monica Banton
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 6th Grade
PBL Title: We Are What We Eat: Community Investigates Student-Friendly, Healthy
School Lunch Options
NGSSS in Social Studies:
Grade: 6 (Middle School)
Type: Standard
Strand: Civics and Government
S.S.6.C.1: Demonstrate an understanding of the origins and purposes of
government, law
and the American political system.
S.S.6.C.2: Evaluate the roles, rights and responsibilities of United States citizens,
and determine methods of active participation in society, government, and the political
system.
NGSSS in Language Arts:
Grade 6 (Middle School)
Strand: Information and Media Literacy
Standard 2: Research Process
L.A.6.6.2.2: The student will collect, evaluate and summarize information using a
variety of tech niques from multiple sources (e.g. encyclopedias, websites, experts) that
includes paraphrasing to
convey ideas and details from the source, main idea (s)
and relevant details.
As identified in Chapter 3: Age-Level Characteristics, Psychology Applied to
Teaching, 13th edition, “Middle School” section, pages 88-97:
Learner Characteristics: Middle School
1) Physical growth tends to be both rapid and uneven: (p.89) Because students will
work together in teams on the PBL project, it will be necessary to consider the
physical maturation of students as they are placed in their various groups. To
ensure optimal synergy of each team, and to support the comfort level of each
student, I will take care to try and group similar students together or students
who have demonstrated the ability to work together successfully.
2) Social Characteristics: The desire to conform reaches a peak during middle school
years: (p.91) Again, because students will work the PBL project in teams, it will
be necessary to ensure that students have an outlet for expressing individual
opinions, as opposed to regurgitating what they believe their peers want them to
say about the project. Another consideration will be establishing guidelines for
“acceptable constructive criticism” and communicating a zero tolerance policy for
disrespecting team-members’ opinions and input.
3) Emotional Characteristics: The text states that “some students find [middle
school] to be a difficult time and suffer feelings of anxiety, low self-esteem, and
depression”(p.93). Furthermore, the text informs that the transition to middle
school grades and the shift to several teachers with varying demands and
teaching styles may be a contributor to students’ feelings of stress and anxiety
(p.93). Bearing that in mind, it will be necessary to provide clear, written
instructions for the assignment, outlining expectations for acceptable and
superior student artifacts, in effort to support student success and feelings of
self-efficacy. Rubrics and exemplars, for example, will enhance student success
and confidence about the assignment.
4) Cognitive Characteristics: “According to the text, “Because of the
psychological demands of early adolescence, middle school students need a
classroom environment that is open, supportive, and intellectually stimulating”
(p.94). As students assume roles in the PBL in the problem, I will remain
available for support and consultation; and to ask guided questions to keep the
groups on track. Another Cognitive Characteristic (#5) for middle school students
is that “self-efficacy becomes an important influence on intellectual and social
behavior” (p.97) With this in mind, within each group, students will be allowed to
self-select which activities of the PBL project they will lead, based on their beliefs
about individual strengths.
Learning Outcomes, Student Role and Problem Situation, and
Meet the Problem Method
PBL Artifact 1: Title, Learner Characteristics, NGSSS
Teacher: Monica Banton
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 6th Grade
PBL Title: We Are What We Eat: Community Investigates Student-Friendly,
Healthy School Lunch Options
NGSSS in Social Studies:
Grade: 6 (Middle School)
Type: Standard
Strand: Civics and Government
S.S.6.C.1: Demonstrate an understanding of the origins and purposes of
government, law and the American political system.
LO#1: After reading a fact sheet on the National School Lunch Program and
accessing internet resources, students will accurately identify law(s) that govern
federal participation in the national school lunch program.
S.S.6.C.2: Evaluate the roles, rights and responsibilities of United States citizens,
and determine methods of active participation in society, government, and the
political system.
LO#2: After reading an article on school lunch privatization, students will
accurately classify roles and relationships of key local, state and federal
government employees and offices in the administration of federally funded
school lunch programs.
NGSSS in Language Arts:
Grade 6 (Middle School)
Strand: Information and Media Literacy
Standard 2: Research Process
L.A.6.6.2.2: The student will collect, evaluate and summarize information using a
variety of techniques from multiple sources (e.g. encyclopedias, websites,
experts) that includes paraphrasing to convey ideas and details from the source,
main idea (s) and relevant details.
LO#3: Working in groups, students will use multiple sources to design menu
options for middle schools that meet the new federal nutritional guidelines with
at least 80% accuracy.
Student Roles
Students will be divided into two groups: Superintendent’s Committee on Food
Service Solutions; and the School Advisory Council (SAC). Students will research
possible solutions to student dissatisfaction with school lunches.
Representatives from the Superintendent’s office, food service workers, a
nutritionist and student representatives would be possible invitees for the
audience.
Meet the Problem Documents
Students will receive a fictitious memo from the Superintendent of Schools (see
attached), an article on School Lunch Privatization; a fact sheet on the National
School Lunch Program; and a Summary of New USDA Standards for Healthier
School Meals.
Bay District Schools
1311 Balboa Avenue, Panama City, FL, 32401
Phone (850) 767-4100
MEMORANDUM
TO:
Sandra Davis, Deputy Superintendent
FROM:
Bill Husfelt, Superintendent
RE:
Improving School Lunches
DATE:
May 19, 2013
Since the article on School Lunch Privatization was
published in The News Herald this past February, I have
received an unsettling amount of negative reports about
the school lunches being offered by Chartwells. Every
middle school principal is reporting a significant decline in
the number of school lunches being served each week.
In addition, I have received a request from each Middle
School SAC to investigate the possibility of de-privatizing
lunches. Parents are “up in arms” because students are
skipping lunch and coming home hungry.
I am authorizing you to convene a Special Committee on
Food Service Options to investigate how we can improve
school lunches, meet or beat all of the new USDA
Standards for Healthier School Meals and do so within the
allotted per meal cost of $2.86.
I do not believe that de-privatizing school meals is something we
need to consider at this time. I would like, however, to be responsive
to parents and students; and to quell this storm so that it doesn’t
jeopardize our chances of receiving the additional $0.06 per meal reimbursement.
My current plan is to present Chartwells with a list of student and
parent approved menus for them to include in their meal rotation.
Convene the committee and have them prepare for me a month’s
worth of menu options to present to Chartwells for inclusion in the
contract for FY 2014. I need this information by June 24, 2013.
School lunch privatization: Serving up changes
By JESSICA McCARTHY / The News Herald
Published: Saturday, February 23, 2013 at 20:36 PM.
PANAMA CITY — Timing is everything, especially when it comes to change.
Last year, the Bay District School Board voted to contract out food services to
Chartwells. At about the same time, the federal government mandated changes
in the nutritional value of school lunches.
“Chartwells came in, if you would for lack of a better term, in a perfect storm,”
Superintendent Bill Husfelt said. “They were new and so they were changing
things and the federal nutritional guidelines were changing. Everybody thought
Chartwells changed the food when really the food was going to change anyway.
Chartwells was just implementing those changes.”
Some of the reasons the district looked into contracting food services were
inconsistencies of fund balances year to year, discrepancies between lunch
services at schools and the desire to have organization and specific patterns for
meals.
Husfelt said although change is always hard, he thinks it has worked well for the
district.
RELATED STORY: Other districts report good results
When Chartwells got the food services contract, the company guaranteed
$750,000 for a fund balance and also guaranteed they would write the district a
check if the balance was lower. However, Husfelt does not anticipate a check
being necessary, as the program is going well. The end of the fiscal year is June
30, but he said they will probably have a good idea about the fund balance a few
weeks before that because school already will be out.
A matter of taste
But there have been many comments — via Facebook, email and phone calls —
about the poor quality of food and the lack of seasoning, but there have also
been comments about the food being good, if not better, this year. Some parents
have said their children won’t eat the food because it’s not seasoned and others
said portions are too small.
Julio Narvaez, resident district manager for Chartwells, said salt usage and
portion sizes are mandated by the United States Department of Agriculture
(USDA).
“Chartwells supports the ongoing enhancements by the USDA to improve menu
flexibility while still maintaining a high standard of nutrition,” Narvaez said. “At the
start of the 2012 school year, the USDA released new guidelines for the school
lunch program. These guidelines included adjusted portion sizes and
requirements for fruits, vegetables, grains, meat protein and milk.”
In December, the USDA updated guidelines, he said, loosening the weekly limits
for grains and proteins, enabling Chartwells to bring back some of the students’
favorite meals, like chicken sandwiches, burgers, pizza, chicken nuggets, deli
sandwiches, salads and wraps.
“Chartwells is encouraging parents and students to take another look at their
school menus and give school lunch a try,” Narvaez said. “They (Chartwells) are
hopeful these efforts will reignite participation in the National School Lunch
Program and alert students and parents to the selection available for lunch at
their school.”
Husfelt said the difference from food offered in years past causes frustration.
“It’s different food than they are used to and that’s their frustration, saying it’s
bland and not tasty if the sodium portion of the food is cut way down,” Husfelt
said. “Kids like salt; they’re addicted to salt just like adults are.”
Some parents may understand salt isn’t allowed much anymore, but that brings
up other questions from people like LaCrisa Pace and her question from
Facebook.
“My son refuses to eat the lunch at school now,” Pace wrote. “What I don't
understand is if you cannot salt and season the food why are you selling junk at
the register?”
Whether it’s Chartwells or the new USDA guidelines, some students just don’t
like the food.
Husfelt said younger kids are more open to changes in habit.
“The older kids are very set in their eating habits and the way they want their
food,” Husfelt said. “The younger kids, not so much; the younger ones love it.”
On Facebook, Kristy Renea Blount said her daughters, one in elementary and
the other in middle school, differ on their lunch opinions.
“My daughter in elementary school says her lunch is good, but my other daughter
… says their lunch is gross, and they have pizza every day.”
Dustie Blackerby, an 18-year-old senior at Rosenwald High School, said he has
started taking his lunch to school.
“I do have a brother that goes to Northside (Elementary) that usually takes his
lunch from home,” Blackerby said. “Sometimes he chooses not to because of
what they're having; he says some days are good and some are really bad. The
same day my mom came to eat with me for Christmas my dad went to eat with
him and my dad liked it there. So maybe there's a difference in the foods at
elementary and high school? I don't know.”
But food service did not have a 100 percent satisfaction rating before Chartwells
took over. In surveys given to students at the end of the previous school year,
several times students mentioned the food as a concern at their school and
asked that it be improved.
Before the Christmas break, Bay District Schools underwent a certification review
for the $.06 Program, which is part of the USDA School Lunch Program and
administered through the Florida Department of Agriculture (FDOA). Although the
written copy has not been sent to the district yet, Sandra Davis, deputy
superintendent, spoke to the reviewer about the results.
Davis said the reviewer told her the review went well; staff was well trained,
handled the review well, had a good rapport with students and students knew
what their food requirements were.
She also said they were following the meal patterns and certification issued to
the district. The five schools visited during the review were Rosenwald High
School, Jinks Middle, Breakfast Point Academy, A. Crawford Mosley High School
and the University Academy.
Husfelt said he went to Cherry Street Elementary last month and when he asked
students what they thought about the food, they bragged on the fresh fruit and
broccoli.
He said healthy eating is important for students, even if it takes years to see the
results.
“It’s sort of like the smoking cessation program that was started years ago,”
Husfelt said. “The number of kids smoking has decreased and continues to go
down. I think we’re not going to stop obesity overnight, but I think this is definitely
one way to start improving eating habits for our children.”
Problem Statement, Know/Need to Know Boards,
Possible Resources
PBL Artifact 3: Problem Statement, Know/Need to Know Boards and Possible Resources
Teacher: Monica Banton
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 6th Grade
PBL Title: We Are What We Eat: Community Investigates Student-Friendly,
Healthy School Lunch Options
Problem Statement: How can we, as representatives of the Superintendent’s
Committee on Food Service Solutions, create healthy school lunch options in
such a way that:



USDA guidelines are met;
Lunches are student approved;
We stay within budget of $2.86 per lunch; and

We complete recommendations by June 24, 2013.
NGSSS in Social Studies:
Grade: 6 (Middle School)
Type: Standard
Strand: Civics and Government
S.S.6.C.1: Demonstrate an understanding of the origins and purposes of
government, law and the American political system.
LO#1: After reading a fact sheet on the National School Lunch Program and
accessing internet resources, students will accurately identify law(s) that govern
federal participation in the national school lunch program.
S.S.6.C.2: Evaluate the roles, rights and responsibilities of United States citizens,
and determine methods of active participation in society, government, and the
political system.
LO#2: After reading an article on school lunch privatization, students will
accurately classify roles and relationships of key local, state and federal
government employees and offices in the administration of federally funded
school lunch programs.
NGSSS in Language Arts:
Grade 6 (Middle School)
Strand: Information and Media Literacy
Standard 2: Research Process
L.A.6.6.2.2: The student will collect, evaluate and summarize information using a
variety of techniques from multiple sources (e.g. encyclopedias, websites,
experts) that includes paraphrasing to convey ideas and details from the source,
main idea (s) and relevant details.
LO#3: Working in groups, students will use multiple sources to design menu
options for middle schools that meet the new federal nutritional guidelines with
at least 80% accuracy.
Student Roles
Students will be divided into two groups: Superintendent’s Committee on Food
Service Solutions; and the School Advisory Council (SAC). Students will research
possible solutions to student dissatisfaction with school lunches.
Representatives from the Superintendent’s office, food service workers, a
nutritionist and student representatives would be possible invitees for the
audience.
Meet the Problem Documents
Students will receive a fictitious memo from the Superintendent of Schools (see
attached), an article on School Lunch Privatization; a fact sheet on the National
School Lunch Program; and a Summary of New USDA Standards for Healthier
School Meals.
Sample Know/Need to Know Boards:
KNOW
NEED TO KNOW
The Food and Nutrition Service
administers the National School Lunch
Program on the federal level.
What lunch menus are currently being
offered.
School districts participating in the
National School Lunch Program must
serve lunches that meet federal
requirements.
The most popular fruits/vegetables for
middle school aged children in Bay
County.
The Healthy, Hunger-Free Act of 2010
directed USDA to update the NSLP’s
meal pattern and nutrition standards.
The specifics of the Healthy, HungerFree Act to learn about updates.
The Florida Child Nutrition Program in
Tallahassee is the state agency that
administers the School Lunch Program
for Florida.
What types of menus are working well
for middle school students in other
school districts.
New dietary specifications set specific
calorie limits to ensure age
appropriate meals for grades,
including grades 6-8.
Need to know specific limits for grades
6-8.
The availability of fruits, vegetables
and whole grains are increased for the
school menu.
Who to contact at Bay District Schools
for nutritional guidance and training.
School districts participating in NSLP
can get USDA foods from the Dept of
Agriculture and fresh produce from
the Department of Defense (DoD).
What types of produce is available for
Bay District Schools from the USDA or
the DoD.
Under new federal guidelines, schools
can offer only fat-free or low-fat milk.
Specific calorie limits for beverages;
and whether artificial sweeteners are
allowed.
New requirements create separate
fruit and vegetable requirements; and
sets weekly requirements for all
Need to know weekly requirements for
all vegetable subgroups.
vegetable subgroups (i.e. dark green,
red/orange, legumes, starchy and
other)
Changes mandate gradual but major
sodium reductions over 10 years.
Specific targets for sodium reduction
and timeline; also whether salt
substitutes or other seasonings are
allowed.
Resources:
Printed Materials:
1) The Beginner's Paleo Kids: Essential First Steps To A Healthy
Lifestyle & Tackling Child Obesity (Including 29 Kids Friendly Gluten
Free Recipes and Success Plan)
2) Recipes for Healthy Kids’ Competition Cookbook: Schools
Cookbooks, USDA
3) Serving Up MyPlate: A Yummy Curriculum
What are healthy food choices? What is a balanced diet?
Serving Up MyPlate is a new collection of classroom materials that
helps elementary school teachers integrate nutrition education into
Math, Science, English Language Arts, and Health. This yummy
curriculum introduces the importance of eating from all five food
groups using the MyPlate icon and a variety of hands–on activities.
Students also learn the importance of physical activity to staying
healthy.
Non-print resources:
Florida Child
Nutrition Program
Florida Child
Administrator
Food and Nutrition
Management Section
Department of
Education
State Director
325 West Gaines
Street Room 1044
Tallahassee, FL32399
Phone:800-504-6609
Fax:850-245-0771
See map: Google Maps
4052 Bald Cypress


NSLP,
SFSP
CACFP
Nutrition Program
Bureau of Child
Nutrition Programs
Department of Health
Way Bin #A-17
Tallahassee,
FL32399-1727
Phone:850-245-4323
Fax:850-414-1622
See map: Google Maps
Internet Resources:
www.fns.usda.gov/cnd
www.frac.org
www.letsmove.gov/healthy-families
http://teamnutrition.usda.gov/Resources/r4hk_schools.html
(Child)
Capstone Performance
Capstone Performance Description:
The capstone performance for this PBL lesson contains two parts:
submission of individual reports and a group presentation. Students will
be assessed individually on both of these components, utilizing two
separate rubrics: a report rubric and a presentation rubric. The capstone
performance requires students to organize content, apply content, make
connections between concepts, and communicate thoughts in order to
propose a solution to the problem. Student autonomy is built in to this
assignment at each stage, as students “choose” their best solutions,
methods of delivery and the part they will play in the overall
presentation.
In the report, students will assume the role of members of the School
Advisory Council (SAC), presenting his or her recommended menu
options/solutions to the team. Each student must describe two feasible
solutions and then provide at least four justifications why he or she is
recommending one over the other.
Each team of four students will meet as a group and present their
individual reports to their team. From the individual reports, team
members will choose what they deem the “best solution” by either
picking one or by combining portions of several reported solutions.
Students will be allowed ten days to research, organize, compose and
present individual reports to groups. After individual reports, students
will be allowed an additional two days to prepare and practice for the
Capstone presentation.
For the Capstone presentation, the class will be arranged such that the
presenting team will be in front of the class, facing the “audience”. The
guest group of Concerned Citizens will be seated a table facing the
presenters and the remaining students will sit in student desks behind the
guests. A podium, data projector and whiteboard will be available for
teams to use. (See room arrangement chart). Other media may be made
available, if arranged prior to presentation date.
During the presentation, each team will present their solutions to group
of Concerned Citizens including Student Government Representatives,
parents, school administrators and a nutritionist or health sciences
teacher. The remaining class members will also be part of the audience.
Each team member will take turns presenting his or her own “best
solution” of the two suggested in the written report and they will present
their justification or reason why they chose that particular sulution. A
previously selected team “captain” will then present the team’s overall
“best solution” to which each team member must provide one (1)
justification . Each team will be allowed up to 30 minutes for the
presentation; allowing approximately 4 minutes for each member’s
individual solution; 3 minutes to present the overall best team solution; 3
minutes for individual justifications of the overall best solution; and time
for questions and answers with audience.
After the group presentation, each student will complete a “reflection”
questionnaire about the PBL process with questions that are designed to
stimulate metacognition.
Capstone Performance
Room Arrangement Chart
White board screen
Podium
School Advisory Council Members (presenters)
Concerned Citizens - Guests
Student Desks
Rubric for Assessing the Capstone Performance
Report Rubric
Criteria
Content
Accuracy
Alignment to
Problem
Statement
Required
Components
Superior
40 points
All proposals are
aligned with federal
laws and guidelines
governing student
lunch program with
100% accuracy.
20 points
Each solution must
align with all
conditions stated in
the problem
statement.
50 points
Report must contain
a) The group’s
b)
Poor
30 points
Proposals are aligned
with federal laws and
guidelines 90 - 99% of
the time.
10 points
Federal laws
and guidelines
are adhered to
less than 90%
of the time.
17 points
One solution aligns
with all conditions;
the other aligns with
all but one condition.
5 points
Neither
solution aligns
with all
conditions.
40 points
The report contains
a) The group’s
10 points
The report
contains less
information
than listed in
the
“Adequate”
category.
problem
problem
statement.
statement;
An accurate
listing of law(s)
that govern
federal
participation in
the national
school lunch
program.
c) A written
description of
the new USDA
Standards for
Healthier
School Meals.
d)
Adequate
A classification
of roles and
relationships of
key local, state
b)
An accurate
listing of laws(s)
that govern
federal
participation in
the national
school lunch
program or a
classification
of
roles and
relationships of
key local, state
and federal
government
employees and
offices in the
administration
and federal
government
employees and
offices in the
administration
of federally
funded school
lunch programs.
e)
of federally
funded school
lunch programs.
c)
description of
the new USDA
Standards for
Healthier
School Meals.
Two different
d) Two different
solutions
f)
a written
(these don’t
solutions
have to be
(these don’t
exact
have to be
opposites).
exact
Four reasons
opposites).
e) Four reasons
for choosing
one solution
for choosing
over another.
one solution
over another.
Mechanics
10 points
Report contains no
grammatical errors
(spelling,
capitalization,
punctuation,
subject/verb
agreement).
8 points
Report contains 2-3
grammatical errors.
3 points
Report
contains more
than 3
grammatical
errors.
Scoring Guide/Conversion Chart for Report Rubric
A
110-120
B
95-109
D
75-84
F
Less than 75
C
85-94
Oral Presentation Rubric
Criteria
Delivery
Comprehension
and Accuracy
Quality of
Individual Solution
Explanation
Quality of
Individual
Justification
Explanation
Superior
30 points
Maintains eye
contact with
audience 90% or
more of the time;
fluctuations in
volume and
inflection are
intended and add
to clarity of
presentation; no
non-purposeful
movement;
volume is loud
enough to be
heard in back of
room 90% or
more of the time.
20 points
Solutions offered
are in adherence
with USDA
guidelines 100%
of the time. All
facts are 100%
accurate.
Adequate
20 points
Maintains eye
contact with
audience over
80% of the time
(but less than
90%); 1-2 nonpurposeful
movements;
volume is loud
enough to be
heard in the back
of the room 8089% of the time.
Poor
10 points
Eye contact is
less than 80%;
more than 2 nonpurposeful
movements;
inaudible in back
of room more
than 20% of the
time.
12 points
Solutions offered
are in adherence
with USDA
guidelines 90-99
% of the time.
Facts are
accurate 90-99%
of the time.
20 points
Individual
solution aligns to
all conditions in
group problem
statement.
20 points
Reason given for
advocating the
group “best
solution” Is
aligned with
standards and
fiscally feasible.
12 points
Solution aligns
with all but one
condition.
5 points
Solutions offered
are in adherence
with USDA
guidelines less
than 90% of the
time. Facts are
accurate less
than 90% of the
time.
5 points
Solution fails to
align with 2 or
more conditions.
10 points
Reason is
aligned with
standards, but
may not be
fiscally feasible.
5 points
Reason is not
aligned with
standards, but
may or may not
be fiscally
feasible.
Reflection
10 points
Student answers
all 5 reflection
questions
6 points
Student answers
4 of the
reflection
questions
0 points
Student answers
less than 4
reflection
questions
Score Guide/ Conversion Chart for Oral Presentation Rubric
A
88-100
B
74-87
D
50-59
F
Less than 50
C
60-73
Two Alternative Solutions and “Best” Solution Analysis
Teacher: Monica Banton
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 6th Grade
PBL Title: We Are What We Eat: Community Investigates Student-Friendly,
Healthy School Lunch Options
NGSSS in Social Studies:
Grade: 6 (Middle School)
Type: Standard
Strand: Civics and Government
S.S.6.C.1: Demonstrate an understanding of the origins and purposes of
government, law and the American political system.
LO#1: After reading a fact sheet on the National School Lunch Program and
accessing internet resources, students will accurately identify law(s) that govern
federal participation in the national school lunch program.
S.S.6.C.2: Evaluate the roles, rights and responsibilities of United States citizens,
and determine methods of active participation in society, government, and the
political system.
LO#2: After reading an article on school lunch privatization, students will
accurately classify roles and relationships of key local, state and federal
government employees and offices in the administration of federally funded
school lunch programs.
NGSSS in Language Arts:
Grade 6 (Middle School)
Strand: Information and Media Literacy
Standard 2: Research Process
L.A.6.6.2.2: The student will collect, evaluate and summarize information using a
variety of techniques from multiple sources (e.g. encyclopedias, websites,
experts) that includes paraphrasing to convey ideas and details from the source,
main idea (s) and relevant details.
LO#3: Working in groups, students will use multiple sources to design menu
options for middle schools that meet the new federal nutritional guidelines with
at least 80% accuracy.
Problem Statement: How can we, as representatives of the Superintendent’s
Committee on Food Service Solutions, create healthy school lunch options in
such a way that:




USDA guidelines are met;
Lunches are student approved;
We stay within budget of $2.86 per lunch; and
We complete recommendations by June 24, 2013.
Solution One:
The Superintendent’s Committee on Food Service Solutions recommends replacing the
existing food service contractor, Chartwell’s, with an on-site Nutritionist/Food service
manager to oversee the development of school lunches that meet all USDA guidelines
and that are within budget. The Nutritionist/Food service manager would abide by all
laws that govern participation in the national school lunch program. The person
would serve as a liaison between the SAC and key employees at state, district and
federal level to ensure compliance with all guidelines and laws. The on-site person
would also be charged with communicating with students and conducting surveys to
determine which items are student approved and to get ideas for popular, healthy
menu options that students would be likely to consume.
Pro
USDA recommendations will be followed.
Student input likely to increase approval of
menu options.
On-site person available to oversee
compliance with laws, recommendations.
Con
Proposal involves discontinuing existing
contract which Superintendent does not
favor.
Proposal involves hiring a new employee
which may not be financially feasible.
Student satisfaction not guaranteed;
guidelines still have to be met with regard
to specific targets for lowering sodium,
etc.
On-site person available to educate
students on health benefits of changes
recommended by USDA.
By discontinuing Chartwell’s service,
school district may lose money, as the
company guaranteed $750,000 for a fund
balance and guaranteed that they would
write the district a check if the balance
was lower.
Consequences: By allowing students “ownership” of their menu options, they may
exhibit higher approval of lunch program. This option may come at great cost to the
school district.
Solution Two:
The Superintendent’s Committee on Food Service Solutions recommends keeping
Chartwell’s in place, but amending their contract to have them provide “buffet”
options for students inclusive of all fresh fruit, vegetable, protein and food category
sub-groups required to maintain compliance with USDA guidelines. Students would
then be offered several choices of fruits, vegetables, proteins and items in each subgroup category. To offset costs, school district should investigate acquiring surplus
produce from the USDA and coordinating school-wide efforts to establish school
community gardens. Students should be involved and educated in every aspect of
growing, harvesting and preparing their food items, where feasible. An integrated
approach to understanding the science and health benefits of the modified USDA
guidelines should be taught at every middle school grade level and above.
Pro
Students would have a range of options
available each day.
Students would be better educated about
the rationale behind school lunch
guidelines and requirements.
Students would have ownership of
program.
District controls cost by keeping
contractor.
Con
More options = higher daily food cost.
More information does not guarantee
increased acceptance.
Difficult to enforce and manage.
Contractor may not agree with
modifications.
Consequences: This option presents a wholistic, school-wide approach which may
not garner “buy-in” from teachers who will be expected to integrate subject matter
into pre-existing lessons and classes. It also assumes the cooperation and coordination
of many different segments of the school community: teachers, facilities, contractor
and students, which will be difficult, at best, to manage.
Justification:
Best solution: A combination of both solutions. It is unlikely that the school district
would risk losing a great deal of money by replacing the Contractor with employees
that it would have to pay, train and manage. Therefore, by combining the solutions,
the Contractor stays on and identifies its employees to go out into the schools to serve
as liaisons to the SACs or student groups to gather feedback or conduct surveys on
student likes and dislikes with regard to school lunch options. The Contractor would
then ensure that student input informs menu choices, within reason and in
accordance with USDA guidelines and budget allocations. Buffet options should be
investigated; or at the very least, salad/fresh fruit/yogurt bars. The liaison should also
be available to speak to and educate student classes or groups about USDA guidelines,
laws and requirements of the national school lunch program. Schools should be
encouraged and provided grants (available through USDA) for implementing
school/community gardens and making the items available for student consumption.
In health classes, mandatory units on healthy nutrition should be included, to help
students make the connection between what they eat (food choices) and good health
vs. controllable conditions such as hypertension, type 2 diabetes, some forms of
cancer, etc.
Some people will say that educating the students about healthy options and allowing
them control over their food options will not change their tastes for items that are
higher in calories, salt and fat. However, the USDA guidelines don’t allow the option
for students to only eat what they like. Educating students and parents about foodrelated health benefits and risks should help them make better informed food choices,
especially when several options are available. And students are not required to eat
lunches provided by the school. Parents and students choose to participate in the
national school lunch program. If the options available, in accordance with the laws,
are not suitable to their tastes, they are free to exercise other options.
Debriefing Plan and Coaching Questions
PBL7. Debriefing Plan and Coaching Questions:
Each team of School Advisory Council (SAC) Members will make
presentations to the Group of Concerned Citizens in the presence of all
other teams. In that way, all students will hear all possible solutions. The
teacher will act as scribe and record the characteristics of each proposed
“best solution.” These characteristics will be provided on a handout to all
students on the day of class following the presentations. SAC teams will
rate each “best solution” providing a list in priority order (#1 is best of the
“best”). Points are assigned for each “place” on the list as designated below.
The teacher will tally the points for each solution.
The two solutions receiving the most points will then be examined in a
whole class session. The teacher will ask the class if there is a way to
combine the two solutions to make one “even better” solution. Through a
class discussion, students will reach consensus on portions of the solutions
to use. The teacher will write a bulleted list of these portions on the board
for all to see.
Points on the Ordered List
Place
1
2
3
4
5
6
Five Essential Concepts
Points Awarded
10
7
5
3
1
The “best” solutions must abide by all laws and guidelines governing the
national school lunch program. This includes accurately identifying the
roles and relationships of key local, state and federal government
employees and offices in the administration of federally funded school
lunch programs.
1) The role of the United States Department of Agriculture
2) Nutrition Standards in the National School Lunch and School
Breakfast Programs
3) Food group requirements for middle school age students
4) Food and labor cost (budget)
5) New Standards for Offer versus Serve (OVS)
Coaching Questions
C – Cognitive
M – Meta-cognitive
E – Epistemic
Type of
Question
C
M
E
C
M
E
C
M
E
C
M
Question
Meet the Problem
What is the student role in this problem?
What do you already know about the school lunch program?
How realistic is this problem?
Know/Need to Know Board
What document or agency guides the school lunch program?
How do you “know” this?
Is it necessary to find the answers to all the “need to know”
questions?
Problem Statement
What types of lunches or food items are “student approved”?
Are you comfortable with the problem statement your group
has written? Would you add anything?
Can you name some “conditions” that would be common to
all problems?
Research
What type of organizing/meal planning does the group need
to do for this problem?
What terms can you think of that might be helpful in doing a
E
C
M
E
“Google” search for this problem?
What different types of resources can be helpful in solving
problems?
Generating Possible Solutions
What research or evidence do you have to back up this
solution?
Why do you feel that Solution 1 is better than Solution 2?
Explain your reasoning.
Do you think this solution would work in the real world?