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PROJECT DESIGN: OVERVIEW page 1
Name of Project: A Healthy Me 4 week product
Topic of Project: Stay Healthy Teacher: Talbot Grade Level: First
Subject areas to be included, if any: reading, science, health, math
Driving Question What choices can I make to be and stay healthy?
Key Knowledge and
Understanding
Students must understand the difference between healthy and unhealthy foods, recognize and explain the difference between the five food groups,and
understand howthe body is affected by the type of food that fuels it.
Project BasedLearning
Essentials
Student Voice and Choice Students will be able to choose their final project groups and determine how to best present their projects.
21st Century Skills Students will be able to collaborate and communicate with peers, think creatively, and develop their
presentation skills in front of a group and through media.
Inquiry and Innovation Students will be able to engage with books,articles, online resources,video presentations, and educational
games to gather information to deepen their knowledge and complete their projects.
Feedback and Revision Students will be able to take part in peer editing and receive adult support as they work to complete their
projects.
Present Product Publicly Students will be able to present their projects in person to an audience and through media to an audience.
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
Many young students do not question the food they eat. In fact, most young students have no concept ofwhat healthy and unhealthy foods are and
how food affects an individual’s growth, thought processes,and behaviors. In my opinion, this is a huge problem! Students s hould knowexactly
what they’re eating and how it will impact their growth and development. In addition to that, students should have autonomy when choosing what
they want to eat for each meal. During the four-week program, students will engage in discussions and readings on healthy/unhealthy food and
habits, the five food groups,the impact of food on the body,disease prevention, and alternative choices to unhealthy foods. These topics will
provide the foundation for the final project. After the foundation is built, groups of students will select one of the five food groups to focus their final
project on. Students will evenly split up into four groups which each group focusing on one of the food groups; groups will create a “news report”
focused on their specific food group. The “news report” will include the benefits of the food group,examples of nutritious foods that fall into the

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category, fun facts, and opinions and descriptions from a taste test with foods from the specific food group.The purpose of this final project is for
students to differentiate between healthy/unhealthy foods,recognize the different food groups and understand the benefits of each food group, and
expose themselves to a variety of foods within the food groups.“News reports” will be shared with an audience during the presentation of the final
project. Overall, the final project will allow students to gain a deeperunderstanding of the five food groups and the benefit of eating from all of the
food groups to stay healthy. With the knowledge gathered during the four-week study,studentswill be able to make healthier choices at schooland
at home, which could have the potential to affect their families’ eating habits and their own development.
Evidence of Core Values
(What teaching strategies are you
using to align the content to our core
values?
Find Your Voice Technology Maven Nerd Out Inclusive Champion
Students will find their voices as they
share the importance of making
healthy choices with others in their
families and our communities. They
will be advocates for those who want
to take charge of their own health
and wellbeing.
Students will use technology to
record and create videos for the
final project. They will also use
technology to access information
to deepen their knowledge of
health.
Students will take part in a
research based,science focused
project that encourages themto
showengagement by asking
questions,reading from different
sources,and consulting others.
Students will take part in group
presentations where everyone must
contribute information and ideas, speak
to the audience, and present their
opinions or information. The emphasis
of the project is to develop social skills
by working together with peers
independent from the teacher.
Products
Individual: self created poems about one food group Specific content and success skills to be assessed: effort,
rhythmic flow, on topic
Team: Self-recorded news report on nutritious foods from a
particular food group
Specific content and success skills to be assessed:
communication/presentation skills, knowledge of content, opinion
stated and backed up, and MyPlate accuracy
PROJECT DESIGN: OVERVIEW
Resources Needed On-site people, facilities:
Equipment: laptops, copy machine
Materials: writing journals, food to taste test from each food group, red/yellow/green apples, art supplies (paint, large and small
construction paper, scissors, glue, tape, copy paper)

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Community Resources:
Reflection Methods
(How individual, team,
and/or whole class will
reflect during/at end of
project)
Journal/Learning Log- students will
reflect on the process as they complete their project.
Students will also reflect on the information they learned.
Focus Group
Whole-Class Discussion- all students
will address their feelings, problems, questions, or
concerns before presentations and after presentations.
They will also determine what they need to work on to
improve for future presentations.
Teacher Led Discussion- groups will assist one another by providing
glows and grows during and after practice, the midterm, and final
presentations
Survey Other (please attach details to back of planning packet):
PROJECT DESIGN: STUDENT LEARNING GUIDE
Project: A Healthy Me
Driving Question: What choices can I make to be and stay healthy?
Final Product(s)
Presentations,
Performances, Products
and/or Services
Learning Outcomes/Targets
knowledge, understanding & success skills needed
by students to successfully complete products
Checkpoints
to check for learning and ensure students are on track
Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
Week 1
(6/13 - 6/16)
● SWBAT demonstrate understanding of
classroomrules and expectations
● SWBAT differentiate between healthy and
unhealthy foods
● SWBAT recognize and name the five different
food groups
● Talk to students during collaborative
centers and final project work time
● Evaluate their work

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● KWL Chart
● Response Notebooks
● Classification Chart
● Semantic Map
● Watch and respond to videos
Week 2
(6/20 - 6/23)
● SWBAT explain the benfits of each food group
and give examples of foods found in the food
group
● SWBAT explain MyPlate and why it is used
● SWBAT understand and discuss tooth decay
and the ways in which to prevent it
● Talk to students during collaborate
centers and final project work time
● Evaluate their work
● Anchorchart
● KWL chart
● Response notebooks
● Watch and respond to videos
2 Week Project
Presentation
Four groups of five students will present the classwork
that has been completed thus far.
● SWBAT present class work in a professional
manner by speaking clearly and behaving well
● SWBAT recall previously completed activities
with detail and clarity
Week 3
(6/27 - 6/30)
● SWBAT explain what fats and sugars are
● SWBAT define “sometimes” foods,determine
why some foods are labeled this way, and
provide examples
● SWBAT determine which foods have higher fat
content
● SWBAT give examples of healthier food options
to choose instead
● Talk to students during collaborative
centers and final project work time
● Evaluate their work
● KWL chart
● Semantic map
● Response notebooks
● Watch and respond to videos
● Classification chart

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Week 4
(7/5 - 7/7)
● SWBAT write a poem focusing on a selected
food group
● SWBAT create art and/ordecorative pieces to
accompany their final projects
● SWBAT practice and refine their final projects
● Talk to students during collaborative
centers and final project work time
● Evaluate their work
● Response notebooks
● Watch and respond to videos
● Peer review and edit
4 Week Project
Presentation
Four groups of five students will record themselves
presenting a news report on a particular food group.
Students will present information on the food group,
introduce examples of nutritious foods from the food
group, and interview individuals on their opinions of the
foods eaten during a taste test.
● SWBAT perform and present in a professional
manner by speaking clearly and behaving well
● SWBAT plan, prepare, and implement a dialogue
covering the necessary points ofinterest
● SWBAT share responsibilities and work together
to complete a group project