Profile Sheet
PBL Lesson Plan for Diverse Learners
Lesson Title: Tallahassee citizens debate the issue of flavored milk in Leon County schools.
Teacher Name: Heidi LeBlanc
Primary Subject Area: Health Education
Outside Subject Area: Language Arts
Grade level: 2nd grade
Class Time Allotted: 3 weeks, 15 class periods of 50 minute duration
Description of Student roles and problem situation:
Students will act as members of a Leon County Health Task Force who are trying to determine
whether or not flavored milk should continue to be served in local schools. The students will
play the roles of members of the local dairy council, school nutritionists, child obesity experts
and parents. The Florida Board of Education has been proposing to ban the sale of flavored
milk in all Florida schools. The Leon County Health Task Force has been created to review the
facts, talk to local students and parents and then come up with possible solutions to this issue.
The task force will present their solutions/recommendations to the Leon County School Board
in two months on April 5, 2014.
Adaptations for Student from a Non-Western Culture:
I will speak to the student one-on-one to make sure that they understand what is expected in
the lesson. I will clarify any misconceptions that they may have about the project. I will include
any resources or computer assisted technology from the student’s culture or native language
that is needed to successfully complete the project. I will select a 5th grade student who is from
this student’s culture, if available, to be on the mock Leon Co. School Board team for the oral
presentations.
Adaptations for ESOL Student:
Resources will be provided in the student’s native language along with a dictionary in the
student’s native language. Visual aids/pictures will be used as needed to go along with written
instructions for the lesson. I will try to locate an older student at the school who also speaks
this student’s native language. This older student, preferably a 5 th grader, can be a peer tutor
whenever possible during allocated class project times. I will also have this older student be a
member of the mock Leon County School Board team during the oral presentation day. I will
also allow the ESOL student(s) in my class to write their rough drafts of their solutions and
justifications in their native tongue. The student(s) will have access to an online free resource
called Babelfish. This resource assists students in translating what they want to say from one
language to another. The older ESOL student can also assist with translating as well.
Title, Learner Characteristics, and Next Generation Sunshine State Standards
&
Learning Outcomes, Student Role and Problem Situation,
Meet the Problem Method
Teacher: Heidi LeBlanc
Primary Subject Area: Health Education
Outside Subject Area: Language Arts
Class: Regular
Grade Level: 2nd Grade
PBL Title: Tallahassee citizens debate the issue of flavored milk in Leon County
schools.
NGSSS in Health Education:
HE.2.P.7 Demonstrate the ability to practice advocacy, health-enhancing
behaviors, and avoidance or reduction of health risks for oneself.
LO#1: Given a list of resources, students will work in small groups to research the
pros and cons of flavored milk in the lunchroom, and each student will then
accurately compose 2 solutions/recommendations for the issue according to the
rubric.
HE.2.B.5 Demonstrate the ability to use decision-making skills to enhance health.
LO#2: Given an example of a survey and using research material, each student
will create a short survey about the issue to conduct with both a sample of
students and parents at their school, scoring at or above the good criteria in each
dimension of the survey rubric.
CCSS: in English Language Arts
LACC.2.SL.1.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and teachers in small and larger groups.
LO#3: Given the oral presentation rubric, each student will orally propose his/her
solutions to the school board, scoring at or above the good criteria in each
dimension of the rubric.
Learner Characteristics of Primary Grade Students
Physical: Primary grade children are still extremely active. Because they are
frequently required to participate in sedentary pursuits, energy is often released
in the form of nervous habits-for example, pencil chewing, fingernail biting, and
general fidgeting.
Justification: The students will be involved in group activities during this lesson.
They will be interacting with each other and engaged in different learning
activities that will keep them from being too sedentary.
Social: Primary grade children often like organized games in small groups, but
they may be overly concerned with rules or get carried away by team spirit.
Justification: The students will be divided into 5 cooperative learning groups for
this lesson. The students will be told that each group is working together as a
team to come up with possible solutions to the problem. The students will also
be told that the groups are not in competition with each other and that there is
no one right solution or answer to the problem.
Emotional: Students are sensitive to criticism and ridicule and may have difficulty
adjusting to failure.
Justification: Students will be encouraged and praised throughout the lesson.
The teacher will be available to the students at all times as needed for
assistance/guidance in their tasks. The teacher will reassure students that there
are not right and wrong answers and that they are working together as a team.
Cognitive: Children understand that there are different ways to know things and
that some ways are better than others.
Justification: At this age students are becoming more capable of understanding
that a fact-based explanation is superior to a theory-based explanation. Students
will have the opportunity to look at research and findings related to the lesson
and apply them to possible solutions.
Cognitive: Because of continuing neurological development and limited
experience with formal learning tasks, primary grade children do not learn as
efficiently as older children do.
Justification: Students will work in their groups for short periods of time to
prevent them from losing focus and interest in the lesson. Following the group
activity time the students will transition to their special area time, which will be a
less demanding activity.
Description of Student Roles and Problem Situation:
Students will act as members of a Leon County Health Task Force who are trying
to determine whether or not flavored milk should continue to be served in local
schools. The students will play the roles of members of the local dairy council,
school nutritionists, child obesity experts and parents. The Florida Board of
Education has been proposing to ban the sale of flavored milk in all Florida
schools. The Leon County Health Task Force has been created to review the facts,
talk to local students and parents and then come up with possible solutions to this
issue. The task force will present their solutions/recommendations to the Leon
County School Board in two months on April 5, 2014.
2757 West Pensacola Street, Tallahassee
Florida 32304
Leon County Public Schools
Memo
To:
Leon County Health Task Force Members
From:
Jackie Pons, Superintendent of Schools
CC:
Leon County School Board Members
Date:
February 5, 2014
Subject:
Addressing Proposals to ban flavored milk in the Leon County School
System
There has been a growing nationwide debate over childhood obesity in our
country. The Florida Board of Education is proposing a policy that would end the
sale of flavored milk in schools. The Board is asking for feedback from the
counties in this state to aid them in making a decision on this issue. I have
assembled a team that consists of members from the local dairy council, school
nutritionists, child obesity experts, and parents to form a Leon County Health Task
Force. This task force will be responsible for researching this issue from all sides
and for conducting a survey with both students and parents in the community.
The task force will be responsible for presenting school board members with their
solutions/recommendations to this issue. They are expecting to hear this oral
report at the next school board meeting on April 5, 2014.
FLORIDA CONSIDERS REMOVING FLAVORED
MILK FROM SCHOOL MENUS

By Rebecca Catalanello, Tampa Bay Times Staff Writer
Thursday, June 3, 2010 11:08pm
Facebook 23 Email Share23
KATHLEEN FLYNN | Times
Third-grader Marcos Garcia, 9, sips his chocolate milk during lunch at Pinellas Central Elementary. He said if the
school stopped serving flavored milk, he would drink juice.
A rush of small hands reached into the cafeteria cooler.
What kids decide here 180 days a year is the focus of a raging debate over childhood obesity,
nutritional content and choice.
The state Board of Education is entertaining a policy that would end the sale of flavored milk in
schools — a bold move by a state where 32 percent of children ages 10 to 17 are considered
overweight.
Florida's milk farmers and school nutrition directors swarmed against the idea, saying if chocolate is
removed, kids will give up on the calcium-rich beverage altogether.
John Padget, the board member from Key West, called for the change. "I'm not against milk at all,"
he said. "My concern is childhood health and nutrition."
It's still milk, opponents say
If we've learned anything from the National Dairy Council, it's milk's nutritional value.
Vitamins A, D and B-12, along with calcium, potassium, magnesium and protein top the list of
important nutrients dairy offers.
Milk has been a part of the federally subsidized national school lunch program since its inception in
the 1940s, but it's unclear when chocolate milk became a regular offering. Today, 54 percent of
flavored milk sold in the United States is sold in schools.
Dale McClellan, part owner in the family-run M&B Products Inc. in Temple Terrace, said eliminating
flavored milk fails to address other factors affecting health, like physical activity.
M&B provides milk to 13 school districts, and chocolate milk sales account for more than 75 percent
of that business. Chocolate is an incentive, he said, to drink healthy.
"We can tell your kid here's your white milk, you need to drink it. But if it goes in the trash, what
good does that do?"
Nationally, schools report most of the milk kids consume in their cafeterias is flavored — about 70
percent. Tampa Bay school districts log in similar numbers
"With the elimination of any other choices," argues Pinellas food services director Gray Miller, "it is
most probable these students will choose a nonmilk beverage."
Some milk manufacturers have developed low-sugar flavored milk alternatives, but school
nutritionists say artificial sweeteners bring their own set of complications. McClellan said the
products simply taste bad.
Mia McCue, the chocolate-loving fourth-grader at Pinellas Central, said if chocolate milk were
eliminated from her cafeteria, "I'd skip milk. I don't really like plain milk. It just has a weird flavor."
'No child has died for lack of chocolate milk'
Padget's effort is generating applause from national childhood obesity experts.
"Does anyone actually believe a child needs artificially flavored, sweetened milk to make it through
the day?" Dr. David Katz, director of the Yale-Griffin Prevention Research Center at Yale University,
wrote to state board members. "If the only beverage available were water, the kids would be just
fine."
Chef Ann Cooper, author of Lunch Lessons: Changing the Way We Feed Our Children, is the
"Renegade Lunch Lady" on her website, www.chefann.com.
In 2005, Cooper went to work for Berkeley, Calif., public schools and eliminated flavored milk. Kids
have a choice between white milk and water. Period.
Cooper promised parents the potential health benefits would outlive the outcry. "Kids are kids,"
Cooper said. "The kids wanted their chocolate milk, and then a year later they stopped talking about
it."
Last year, Cooper joined Boulder, Colo., schools as interim nutritional director and took the same
tack: Goodbye brown cartons, hello organic milk.
"I guarantee you," she said, "no child in America has died for lack of chocolate milk."
Each side armed with statistics
As in any heated debate, each side comes armed with statistics bolstering its argument.
The Dairy Council of Florida points to a study of milk purchased in an affluent, suburban
Connecticut town before and after chocolate milk was eliminated in 2008.
It showed that in a three-month period after flavored milk stopped being offered, overall milk
purchases declined 67 percent in grades 3 to 8.
It's unclear what happened over a longer period, or whether students' diets improved or deteriorated
after the change.
Kathryn Henderson, director of school initiatives at the Rudd Center for Food Policy & Obesity at
Yale University, said longer term studies are needed.
"There is no evidence that children will stop drinking their milk when you remove flavored milks,"
she said.
Awaiting federal nutrition guidelines
After all the opposition, the Board of Education tabled the great chocolate milk debate. They await
new federal guidelines on child nutrition.
But the discussion in Florida is far from over, Padgett said. "It's the trend of the future. It's the
weight of the future."
At Pinellas Central, 10-year-old Hong Ho beamed when asked about her choice of white milk.
"Chocolate milk has, like, lots of fats and calories," she explained.
Friend and classmate Linh Le, also 10, shook her head as she sipped from her brown carton.
"I drink chocolate milk at school because I always drink plain milk in the morning," Linh said.
The two lifted their cartons to compare nutritional labels.
White milk: 110 calories, 12 grams of sugar. Chocolate milk: 150 calories, 26 grams of sugar.
"This has a lot of sugar!" Linh exclaimed.
"That," said Ho, "is why I don't drink chocolate milk."
Rebecca Catalanello can be reached at rcatalanello@sptimes.com or (727) 893-8707.
FAST FACTS
Sweet vs. unsweet
Nationally, 70 percent of the milk kids consume in cafeterias is flavored. In Pinellas County it's 79
percent; in Pasco, 77 percent; in Hillsborough, 86 percent.
Here's a comparison of milk, flavored and unflavored. All have 10 percent of the daily recommended
allowance of vitamin A, 4 percent of vitamin C, 30 percent of calcium and 25 percent of vitamin D.
. Fat-free Skim milk, 8 oz.: Calories, 90; calories from fat, 0; sugars, 12 grams
. 1 percent plain Lowfat milk, 8 oz.: Calories, 110; calories from fat, 20; sugars, 12 grams.
. 0.5 percent Lowfat chocolate milk, 8 oz.: Calories, 150; calories from fat, 15; sugars, 26 grams
Source: Pinellas County schools
STATE MAY BAN SUGARY DRINKS FROM PUBLIC SCHOOLS
THE BOARD OF EDUCATION SEEKS EXPERT ADVICE, WILL TAKE UP
ISSUE IN DECEMBER
September 21, 2010|By Denise-Marie Balona, Orlando Sentinel
The Board of Education has agreed to move forward on a plan to eliminate sugary beverages and
make Florida the first state in the nation to ban chocolate milk in public schools .
Board member John Padget, a former schools superintendent from South Florida, has been
pressing his colleagues for a year to cut out most beverages besides water, pure juice and white,
low-fat milk to help fight childhood obesity.
High schools would be allowed to sell some types of diet sodas and some other low-calorie,
low-sugar drinks.
Although board members tabled the issue last spring — most said they preferred to wait to see if
the federal government would take the lead on the issue — they decided Tuesday to ask doctors
and researchers for their opinions.
Then, they said, they'll have a more in-depth discussion at their next meeting on Dec. 17.
"When you think about it, we probably have a million overweight or obese children in our
schools," Padget said. "I think the clock is ticking in terms of personal health."
One reason the board chose to move forward was the realization that the federal government
make take years to revamp its rules on what foods should and shouldn't be allowed to be sold in
elementary-, middle- and high schools .
Also, board members learned that the Washington D.C. school district recently announced it is
cutting out flavored milk, which tends to be high in sugar.
On Tuesday, an official from the National Association of State Boards of Education
Florida Board of Education to make changes now.
urged the
"Otherwise your kindergarteners will be in fifth grade before they see any changes," said
Elizabeth Walker, director of the agency's Center for Safe and Healthy Schools.
The public can expect to hear a variety of information presented at the next board meeting for
discussion.
Board member Akshay Desai told state officials he wants to see any studies that show whether
nutritional changes made in schools can indeed improve children's health.Board member Susan
Story said she wants the board to look into possibly limiting other foods, too. Students take in
hundreds of additional calories through snacks — chips and ice cream, for example — that are
sold in schools, according to research ."To me, it's a bigger issue that needs to be looked at and
not a chocolate milk-versus-white milk and soda," Story said. "I would just want to make sure
we look at everything and not just a piece. We might be fighting the wrong battle."
Problem Statement, Know/Need to Know Boards, Possible Resources
How can we, as local dairy council members, school nutritionists, child obesity
experts, and parents of the Leon County Task Force, decide on a solution to the
flavored milk problem that all members can agree to in such a way that:
 Students are still getting the daily recommended nutrients that they need
in their diet
 We are making smart choices to lower the risk of obesity
 We are able to satisfy all parties involved
 We present our solution by April 5th
Know Board:
1. 32% of children aged 10-17 are considered overweight.
2. Nationally, schools report that about 70% of the milk consumed in schools is
flavored.
3. Milk contains many important nutrients such as: Vitamins A, D, and B-12 as
well as calcium, magnesium, potassium, and protein.
4. Today, 54% of flavored milk is sold in schools.
5. 1 percent plain low fat milk has 110 calories and 12 grams of sugar.
6. .5 percent low fat chocolate milk has 150 calories and 26 grams of sugar.
7. The State Board of Education is proposing a policy that would end the sale of
flavored milk in schools.
8. We must provide the Leon County School Board with a solution to this issue by
April 5, 2014.
Need to Know:
1. What does research say are the contributing factors to childhood obesity in
America?
2. What are the health risks to students who drink flavored milk?
3. What are the health risks to students who choose not to drink milk at all unless
it is flavored?
4. What are the effects of too much sugar on the body?
5. What is the national dairy council’s stance on having flavored milk in schools?
6. Why do opponents of flavored milk in schools want to ban it?
7. How do we create a survey and what types of questions should we ask?
8. Will students continue to drink milk at school if it is not flavored?
9. What do parents think about the flavored milk issue?
10. What is a solution that both sides of the issue could agree on?
Resources:
Articles:
http://www.tampabay.com/news/education/k12/florida-considers-removing-flavored-milkfrom-school-menus/1099902
http://articles.orlandosentinel.com/2010-09-21/news/os-soda-in-florida-schools-09221020100921_1_board-member-public-schools-board-meeting
http://www.educationnews.org/commentaries/insights_on_education/156026.html
Websites:
http://www.jamieoliver.com/us/foundation/jamies-food-revolution/pdf/The-Hard-Facts-AboutFlavored-Milk.pdf
http://www.sparkpe.org/blog/child-obesity-research/
http://www.nationaldairycouncil.org/SiteCollectionDocuments/child_nutrition/health_kit/F
MD09177_FlavoredMilk_V13.pdf
Video:
http://eater.com/archives/2011/04/13/watch-jamie-oliver-fill-a-school-bus-with-sand.php
http://www.youtube.com/watch?v=W4GAnA0e0vY-This is a cartoon by Wondergrove Kids about what
sugar does to the body
http://www.youtube.com/watch?v=EFlnlGx0B5U-This is a video called, “The Sugary Truth” about what
too much daily sugar can do to the body
http://www.brainpopjr.com/health/food/sugar/preview.weml
Professional Organization:
http://www.letsmove.gov/learn-facts/epidemic-childhood-obesity
Capstone Performance
The capstone performance for the problem contains 3 parts: each student
creating and conducting a survey with parents and students, each student
composing two solutions to the problem, and an oral presentation to the Leon Co.
School Board. Individual students will be assessed on each of these parts
according to a rubric that will be discussed with them at the beginning of the
lesson.
For the first part of the capstone performance students will create a survey that
asks questions related to the flavored milk debate. Students will be assigned to a
group consisting of 4 members. Each student will then be responsible for
conducting the survey with at least two students and two parents. Each student
will graph the results and report them to the group. Students will use sample
surveys and the rubric as a guide and will be assessed according to the rubric.
This performance will be conducted within a five class period, 50 minute time
frame.
For the second part of the capstone performance students will continue to work
in their small group consisting of 4 members. Each student will choose to be one
of the 4 members of the task force. Each student will use the resources provided
to them and the results of the surveys to come up with at least 2 solutions to the
problem from the perspective of the task force member that they have chosen.
Students will write and choose their own solutions, but can brainstorm ideas with
their team members and their teacher as needed. The students will discuss their
solutions with each other and make a decision as to which solution they will
choose to present to the school board. Then each student will come up with 4
justifications for why he/she is choosing one solution over the other. Students
will also discuss and vote on which solution they think is the best one for the
problem. Then a student will be chosen from each group to present this best
solution to the school board during the oral presentation. Each student will have
the opportunity to practice what they will say within their small groups during the
two days prior to the oral presentation. Students will have seven class periods to
complete this assignment and three class periods to prepare for the oral
presentation. When the students have completed writing their solutions and
justifications the teacher will assess each student according to the rubric that
he/she was provided.
For the third part of the capstone performance the students will give their
individual oral presentations in front of the Leon County School Board. The
School Board will consist of the teacher and a group of approximately 6 selected
students from the 5th grade. Task force groups will come up one at a time to sit at
the presentation table that will be facing the school board members and the
public. The student presenting will stand up at their task force table to give their
solution and justification. Each group will have approximately 10 minutes to
present their solutions and justifications to the school board. After each member
of the group has presented his/her solution, one member of the group will then
present the group’s overall best solution. Each student, including the one
member who presents the group’s best solution, will also provide the school
board with 1 justification for why the group chose this solution. After each group
has presented their individual and best solution, the school board will ask each
group at least one question. The teacher will facilitate this open discussion forum
between the ‘task force’ and the ‘school board members.’ Students will utilize
meta-cognition to reflect on and discuss how they came up with their solutions
and why they chose one out of the four to be the best solution. The capstone
performance encourages student autonomy throughout the lesson by allowing
the students to take the lead in selecting questions in their survey, by choosing
the solution that they want to present, and by making decisions on how they will
present the solutions to the school board. Students will be assessed individually
according to the oral presentation rubric. See the diagram below to see the room
arrangement that will be used during this presentation.
Oral Presentation-Capstone Performance Room Layout
Front of the Class
(Smart Board/Whiteboard)
Group “Task Force” Presentation
Table
School Board Members
School Board Members
Student Desks (Leon County Public)
Rubrics to Assess the Capstone Performance
Oral Presentation Rubric
Criteria
Delivery
Wow
5 points
Maintains eye
contact with
audience 90% or
more of the time;
student speaks
clearly; student
speaks loud
enough to be
heard in back of
room 90% or
more of the time.
Understanding and
Correctness
5 points
Student
answered the
School Board’s
question
correctly,
providing at least
2 accurate
supporting facts
5 points
Individual
solution aligns
(matched up) to
all conditions in
group problem
statement.
Student provides
four adequate
reasons for
choosing one
solution over the
other.
Solutions and
Explanation
Good
3 points
Maintains eye
contact with
audience over
80% of the time
(but less than
90%); student
speaks clearly;
student speaks
loud enough to
be heard in the
back of the room
80-89% of the
time.
3 points
Student
answered the
School Board’s
question
correctly,
providing at
least 1 accurate
supporting fact
3 points
Solution aligns
with all but one
condition.
Student provides
two adequate
reasons for
choosing one
solution over the
other.
Keep Trying
1 point
Eye contact is
less than 80%;
student speaks
clearly less than
50% of the time;
hard to hear
student in the
back of the room
more than 20% of
the time.
0 points
Student failed to
answer the
question
correctly or
could not provide
a supporting fact
1 point
Solution fails to
align with 2 or
more conditions.
Student provides
1 or no reason
for choosing one
solution over the
other.
Reasons and
Explanation
Reflection: Your
Thoughts
5 points
Reason given for
advocating the
group “Best
Solution” Reason
can be supported
by research.
5 points
Student answers
the reflection
question asked
during the open
discussion forum
with 90%
accuracy.
3 points
Reason is given,
but cannot be
supported by
research.
0 points
Reason is not
provided as to
how the group
came up with the
Best Solution.
3 points
Student answers
the reflection
question asked
during the open
discussion forum
with 75%
accuracy.
0 points
Student is unable
to answer any
questions.
Score Conversion Chart
A
21-25
B
16-20
C
11-15
D
6-10
F
Less than 6
Report Rubric
Criteria
Content
Accuracy
Wow
10 points
All factual
information provided,
can be backed up by
the resources that
were used, and are
100% accurate
(correct).
Good
5 points
All factual
information provided,
can be backed up by
the resources that
were used, 90 - 99%
of the time.
Alignment
to Problem
Statement
10 points
Each solution must
align (match up) with
all conditions stated
in the problem
statement
15 points
The report contains
a) 2 solutions to
the problem.
b) 4 reasons for
choosing one
solution over
another.
c) The best
solution chosen
by the group.
d) 1 reason for
choosing one
solution to be
the best
solution.
5 points
Report contains no
grammatical errors
(spelling,
capitalization,
punctuation,
5 points
1 solution aligns with
all conditions; the
other aligns with all
but one condition
Report
Content
Grammar
10 points
The report contains
a) 1 solution to
the problem.
b) 2 reasons for
choosing one
solution over
another.
c) The best
solution chosen
by the group.
d) 1 reason for
choosing one
solution to be
the best
solution.
3 points
Report contains 2-3
grammatical errors.
Keep Trying
1 point
All factual
information
provided, can
be backed up
by the
resources that
were used, less
than 90% of the
time.
0 points
Neither solution
aligns with all
conditions
1 point
The report
contains less
information
than listed in
the “Adequate”
category.
1 point
Report contains
more than 3
grammatical
errors.
subject/verb
agreement)
Scoring Guide
A
32-40
B
23-31
C
14-22
D
5-13
F
Less than 5
Survey Rubric
Criteria
Survey
Items
Alignment
to
Resources
Conducting
the Survey
Wow
10 points
4 or more
questions are
written for the
survey
10 points
All of the questions
asked in the survey
align with the
resources used to
find a solution
2 -3 questions
are written for
the survey
5 points
Less than 2
questions are
written for the
survey
1 point
10 points
5 points
At least 2 students
and 2 parents are
surveyed
At least 2
students and 1
parent are
surveyed
At least 1
student and 1
parent are
surveyed
Bar graph of all
questions asked is
completed from the
survey results
Half of the questions
asked in the survey
align with the
resources used to find
a solution
Keep Trying
1 point
Less than half
of the
questions
asked in the
survey align
with the
resources
used to find a
solution
1 point
10 points
Survey
Results
Good
5 points
5 points
1 point
Bar graph of half of the
questions asked is
completed from the
survey results
Bar graph of
less than half
of the
questions
asked is
completed
from the
survey results
Scoring Guide
A
32-40
B
23-31
C
14-22
D
5-13
F
Less than 5
Two Alternative Solutions & “Best” Solution Analysis
Solution #1
The Leon County Task Force is proposing to ban the provision of flavored milk
during breakfast to students in Leon County Schools beginning at the start of the
2014-2015 school year. Based on the research obtained and presented to the
task force we have found that flavored milk contains more than twice the amount
of sugar than 1% low fat white milk does. All members of the task force are
concerned about the nationwide statistics concerning childhood obesity. They
provide accurate information about current obesity statistics, the health risks
involved to students who choose not to drink milk at all or who get too much
sugar in their daily diet, and the effects on the dairy council if milk consumption is
lowered. Part of the proposed solution includes the desire by the task force to
see a health education training done with the students to educate them on the
benefits of drinking milk.
Pros
Students will still be getting the daily
recommended nutrients that they need
in their diet from milk.
Cons
Students may choose not to get milk as
a beverage in the morning if they
cannot have flavored milk.
By limiting the amount of flavored milk
being offered to the students, steps are
being taken to potentially lower the risk
of obesity
The risk of obesity would be lower if
flavored milk was eliminated all
together according to some research
studies.
Based on the majority of responses
from survey results the students will be
happy to still have the choice at
lunchtime to get flavored milk.
Some students will not be happy with
this proposal and will choose not to
drink milk.
The solution will accommodate both
sides of the issue with minor
Neither side of the issue will have full
resolution of the problem.
concessions.
Consequences:
 Flavored milk will not be an option at all anymore for breakfast and will
therefore reduce the sugar intake by students before the start of school.
 The majority of students drink flavored milk at lunch time, so the reduction
of extra sugar intake will not be as substantial as the complete ban on
flavored milk.
Solution #2
The Leon County Task Force is proposing to ban the provision of flavored milk to
students during breakfast and on all lunch days except for Fridays. This ban
would go into effect at the start of the 2014-2015 school year. Based on the
research obtained and presented to the task force we have found that flavored
milk contains more than the twice the amount of sugar than 1% low fat white milk
does. All members of the task force are concerned about the nationwide
statistics concerning childhood obesity. They provide accurate information about
current obesity statistics, the health risks involved to students who choose not to
drink milk at all or who get too much sugar in their daily diet, and the effects on
the dairy council if milk consumption is lowered. Part of the proposed solution
includes the desire by the task force to see a health education training done with
the students to educate them on the benefits of drinking milk.
Pros
The almost complete reduction of
flavored milk being offered at school
will satisfy the concern that students
are getting too much extra sugar in
their diet.
Cons
Milk consumption could decrease
among students putting them at risk for
not getting their daily nutrient
requirements.
The concern about the risk of increased
obesity will be almost eliminated as a
result of this proposed solution.
Current research shows mixed results
about the effect of flavored milk intake
on the obesity issue.
As a result of this PBL students will
become better educated on the
benefits to them for choosing to drink
milk
The county will have to decide who will
implement this training, cost involved if
any, and the time frame to conduct it
in.
Opponents to providing flavored milk in Opponents to banning flavored milk in
school will be satisfied with this
school will be dissatisfied with this
solution.
solution.
Consequences:
 The dairy council and some nutritionists fear that limiting the choice of
flavored milk in schools will reduce the number of students who will drink
milk.
 If the daily consumption of milk decreases significantly it could have a large
impact on the Florida Dairy Council, which in turn impacts the state
economy.
Justification:
Best Solution: Solution One
A study done on a school in Connecticut that banned flavored milk, showed that
within a 3 month time period, the consumption of milk decreased by 67%. By
choosing this solution flavored milk is only being eliminated during breakfast
time. Students will still have the choice of flavored milk at lunchtime and this will
hopefully avoid any decrease in the consumption of milk during the day. Studies
have shown that if kids aren’t drinking milk, they are not likely replacing it with
other nutritious foods and beverages.
By eliminating the choice of flavored milk during breakfast time the daily sugar
intake by students drinking flavored milk will decrease. Research shows that
flavored milk consumed at breakfast and lunch would equal 6 tsps. or 100 extra
calories per day. By offering flavored milk once a day those amounts will be cut in
half.
Finally, we really considered the survey results in making our decision. The
majority of parents and students polled indicated that they would be unhappy if
flavored milk were banned or almost completely banned, as in solution 2, and
would be less likely to drink milk. By choosing solution 1 we are still reducing the
daily intake of flavored milk in schools and satisfying both sides of the issue.
Counter-Argument:
Some opponents of having flavored milk in schools at all will still be unhappy with
this solution. They will argue that flavored milk is contributing to the obesity
epidemic and that we are allowing our kids to unwisely choose this unhealthy
option. However, we were more concerned that some students would choose to
not drink milk at all anymore. Both types of milk contain the 9 essential nutrients
needed for bone health and good nutrition. Studies have also shown that milk
consumption reduces the risk of obesity. Educating students in the near future
about the importance of drinking milk and making healthy choices in general
should assist in reducing childhood obesity.
Debriefing Plan and Coaching Questions
Each team of task force members (students) will make presentations to the school
board (teacher & fifth grade students) in front of the other groups. Each student
will be present to hear all of the presentations given by all of the teams. Each
group will have ten minutes to make their presentation. The teacher will write
down the characteristics of the best solution that has been presented by each
group. A handout containing these characteristics will be given to each student
after all presentations are completed. The students will then be given time to
review and assess each group’s best solution. This will be done according to a
rating scale that will be provided to them. Students will rate each group’s best
solution on a priority order scale of 1 to 5 (1 is the top choice). Points will be
given to each group’s solution according to the point scale. Please see the priority
order point scale below. The teacher will be in charge of tallying the points for
each group’s solution. In the case of a tie a class vote will be taken as to which
solution gets the higher place on the scale.
Best Solution Priority Order Point Scale
1st Choice
8
2nd Choice
6- 7
3rd Choice
4-5
4th Choice
2-3
5th Choice
0-1
Criteria used to rate each group’s best solution:
1. The proposed solution is true to the problem statement (role remains the
same and 4 pertinent conditions are addressed).
2. The solution aligns with the problem plan description in the problem
statement.
3. The proposed solution is realistic and could be implemented in the school
system.
4. Survey results are factored into the solution and reflect the findings of the
majority of the individuals polled.
5. The solution offers the best option for all of the members of the task force.
6. The justification given for choosing the solution is both reasonable and is
based on researched facts.
7. The solution will take steps towards the daily reduction of sugar intake by
students.
8. The solution will include a proposal to provide education to students
concerning the benefits of drinking milk and the importance of good
nutrition.
The two solutions that receive the highest number of points will then be
examined by the whole class. The students will have the opportunity to choose
what they think are the best characteristics from each solution. The teacher will
list those characteristics on the smart board for everyone to see. The students
will reach a mutual agreement through a class discussion, as to which
characteristics they want to keep. These chosen characteristics will be used to
compose a final best solution that the class agrees on.
Five Essential Concepts
These five concepts should be addressed in order for content accuracy/successful
completion of the learning outcomes to take place.
1.
2.
3.
4.
5.
6.
Nutrients that students need on a daily basis
Best sources of nutrients for students
Facts about the amount of sugar in plain milk and in flavored milk
The effects of too much sugar on the body
Facts and statistics about the obesity concerns in Florida.
The health risks to students who choose not to drink milk at all
The teacher will be available at all times if students have questions relating to
these five concepts or need assistance in locating additional resources.
The teacher will lead a discussion using coaching questions from the next section
to ensure that all learning objectives are covered.
Coaching Questions
C-Cognitive
M-Meta-cognitive
E-Epistemic
Type of
Question
C
M
E
C
M
E
C
M
E
C
M
E
C
M
E
Question
Meet the Problem
What will your role be in this problem?
What part of this problem is unfamiliar to you?
What else might you need to know about this problem?
Know/Need to Know Board
Where could we find the answers to the need to know questions?
What facts do you already know about this problem?
What is the most important need to know questions?
Problem Statement
What are the components of the problem statement?
Why do you think this is the main issue?
Have we included all of the necessary conditions in our problem
statement?
Research
What types of research do we need to obtain?
What key words can you use in an internet search?
How do you know that the information is reliable?
Generating Possible Solutions
What evidence do you have to back up your information?
Why do you believe that you have the best solution?
Will this solution work for all of the parties involved? If not, why?