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This DPBL was created by Jos L. Castillo

 Design Problem Based
Learning
NUTRITION EDUCATION

This PBL unit is to build a thinking skill learning

experience in health science, through a nutrition
unit that involves language arts, social studies and
math. The objectives will be obtained by the
students design and process of the investigation.
Students will gather and process information, draw
conclusions, and recommend solutions to a
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problem or issue of real life experience.
 Project Based Learning
Instructional Components & Strategies
for Facilitating Student Success.

Theory and methods in nutrition education;

factors affecting behavior modification and
health promotion.
The practice of nutrition education through
education, health care delivery or media
systems.

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 Goals and Curriculum Fit

Illinois Learning Standards

4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and
paraphrasing spoken messages orally and in writing in formal and informal situations.
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference
materials, web- sites, CD/ROMs).
10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and
stem-and-leaf graphs.

U-46 Technology Curriculum

Students and teachers use computer software and Internet resources to locate, process, and present
information, learn and assess their skills.
Students create professional-looking products as they report information they have learned using word
processing and presentation software. Students use computers as electronic tutors to improve skills such as
reading and math.
Teachers use computers and other instructional technologies to present information they want students to
know. They also use computers to assess students' learning and identify and report students' learning needs.

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 Identifying, Representing and
Describing the Problem
Conflicting Studies about Obesity
Three-fourths of Americans rate obesity as an "extremely"(34%) or "very"(41%)
serious public health problem in the United States. In addition, the majority of
Americans believe that scientific experts have been portraying accurately
(58%) or even underestimating (22%) the health risks of being obese. Very few
Americans reported believing that the health risks were being overestimated by
scientific experts (15%).
(Press Release-Harvard School of Public Health)

Solving Problems
Recognize and investigate problems; formulate and propose solutions
supported by reason and evidence.
Solving problems demands that students be able to read and listen,
comprehend ideas, ask and answer questions, clearly convey their own ideas
through written and oral means, and explain their reasoning. Comprehending
reading materials and editing and revising writing are in themselves forms of
complex problem solving. The ability to locate, acquire and organize
information from various sources, print and electronic, is essential to solving
problems involving research. In all fields English language arts, mathematics,
science, social studies, and others, the command of language is essential in
stating and reasoning through problems and conveying results.
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 Key Questions
At the Nutrition Source, students will explore the latest science
about healthy eating for children and adults, answering key
questions:

How helpful is the USDA's new My Pyramid "food guidance

system"?
Should people still be concerned about fat intake?
Should people eat more or fewer carbohydrates?
What is a balanced diet?
Which foods give you energy nutrients?
How can people learn to make healthful food choice?
What information do food package labels provide?
What can people do to have more healthful eating habits?
What is good about
Fiber?
Calcium?
Fast food?
School lunch?
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 Timeline

This nutrition education project will take

about eight to ten days.
45 minutes each day
The instructor will guide students
throughout the process of the research

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 Project Level
Knowledge.
Students will know specific facts, know methods and procedures, know basic
concepts, know principles about nutrition.
Comprehension.
Students will understand facts and principles, interpret verbal material, interpret charts
and graphs, estimate the future consequences implied in data, justify methods and
procedures.
Application.
Students will apply concepts and principles to new situations, apply theories to
practical situations, solve mathematical problems, and construct graphs and
charts.
Synthesis.
Students will write a well organized nutrition
theme, gives a well organized presentation,
integrate learning from different areas into a
plan for solving a problem, formulates a new
scheme for classifying objects, events, and ideas.
Evaluation.
Students will judge the logical of written material,
judge the adequacy with which conclusions are
supported by data, judge the value of the work ( writing).
Students will rate how their class illustrated the nutrition graphic and research. 8
(Terrific, very good or so-so).
 Target Audience
*The students will present the
project to other fourth grade
classrooms.
*They will invite the school nurse
and the school lunch supervisor to
the presentations.

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 Products
*Their research will be presented through
graphs and posters to show the results.
*The product will demonstrates technology
resources and show basic presentation.

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 Technologies
Students will use technology to:
Gather information on the Internet
Record information on a database
Rearrange information within the database
Make the product using the database
Present the product in posters and graphs.

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 Roles of Students
Content: Students will be required to learn about the food pyramid
and nutrition. Learning about the food pyramid and nutrition
encourages children to make healthy nutritional choices while they
are young and into adulthood.
Organization: Along with the guidance or supervision of the
teacher, students will go on the process of the design. They will
follow steps based on the PBL and also the teachers directions.
They will learn about nutrition and the food pyramid over ten days
period.
Process: During the ten-days period, the class will meet whole
group and will be given a task. Tasks will always start at the
computer and also using another kind of resources. They will work in
groups, such as cooperative group work at tables, on a daily basis.
Students will be learning about the food pyramid and also how to
make wise nutritional choices.

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 STRATEGIES FOR FACILITATING
STUDENT SUCCESS
*Teacher will preview and model work with them using a projection device to
insure whole class understanding and programming the timeline with the
use of technology and other sources.

*This project-based learning method is a comprehensive approach to

instruction. Students will participate in the project and practice an
interdisciplinary array of skills from math, language arts, science,
and technology.

*Use a self-assessment sheet periodically with students to determine how

well the team is working together

*Graphics, Venn diagram, posters are powerful tools to produces more

learning.

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 Time Management

This is a time to prepare a session for the other

fourth grade class. Teacher and students
will get together for 20 minutes during three
days after class to organize the material to
present.
Students will assume the responsibility to
present their nutrition learning and let other
students engage into the topic in special
ways to encourage and persuade people to
make healthy nutritional choices.
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 Students as Problem Solvers
Establishing a Culture that Stresses
Student Self-Management

*Students will decide which role each

will have in the group.
*Students will choose the product to
present.

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 Managing Student Groups

Students will determine the roles of

each member of the group.
The student directions. The study
guides will be clear enough so that
students learning doesn't "wander
Teacher will evaluate students
progress by noting the quantity and
quality of their notes.

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 Checkpoints (KWL charts, notes,
study guides, etc);

Each group will report their progress to the teacher.

Teacher will check each students notes or worksheet periodically to
verify progress.
Students will keep a daily log of KNOW - NEED TO KNOW - LEARN
Each member of the group will turn in a list of the answers to the
questions pertaining to his/her role each week so that the teacher can
initial their progress. The notes will be counted as part of the overall
grade.
Students will cite their sources for information so the teacher can tell
if they got the information from a reliable source.

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Working with Others Outside
the Classroom
(Real world connections)

*The students will interview the school nurse

and lunch supervisor.
*Computer technician will help organize
information in the database (Excel)
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 Getting The Most Out of Technological
Resources (technology and literacy skills)

Conceptual / Language Readiness- Student will do

background research, graphic organizers and read
books/articles on the subject.
Technical Readiness- Half of the students know how
to use an Internet browser. The computer technician
will teach them how to use Excel database.
Research Skill Readiness-This will be taught
throughout the unit.
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 Assessing Students and
Evaluating Products

*Teacher will suggest criteria for the rubrics

on the content and perhaps on the oral &
visual presentation.
*Teacher will use the rubrics to continually
guide them as they are working.
*See students progress as checkpoints
based on procedure and their work (KWL).

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 RUBRICS
Cooperative Learning Project Evaluation Form Product
Name: ______________________________
Date: _______________
Class: ________________________________________

Exceptional Admirable Acceptable Amateur_____

Organization
Content
Accuracy
Research
Creativity
Presentation
Mechanics

COMMENTS:-------------------------------------------------------------

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 Assessing Students
Cooperative Learning Project Rubric : Outcome or Product
Name: ______________________________
Date: _______________
Class: ________________________________________
Exceptional Admirable Acceptable Amateur
Organization Extremely well organized; logical format that was
easy to follow; flowed smoothly from one idea to another and
cleverly conveyed; the organization enhanced the effectiveness of
the project Presented in a thoughtful manner; there were signs of
organization and most transitions were easy to follow, but at times
ideas were unclear Somewhat organized; ideas were not presented
coherently and transitions were not always smooth, which at times
distracted the audience Choppy and confusing; format was difficult
to follow; transitions of ideas were abrupt and seriously distracted
the audience
Content Accuracy Completely accurate; all facts were precise and
explicit Mostly accurate; a few inconsistencies or errors in
information Somewhat accurate; more than a few inconsistencies or
errors in information Completely inaccurate; the facts in this project 22
were misleading to the audience.
Continue Rubrics:

Research Went above and beyond to research information; solicited material in addition to
what was provided; brought in personal ideas and information to enhance project; and utilized
more than eight types of resources to make project effective Did a very good job of researching;
utilized materials provided to their full potential; solicited more than six types of research to
enhance project; at times took the initiative to find information outside of school Used the
material provided in an acceptable manner, but did not consult any additional resources Did not
utilize resources effectively; did little or no fact gathering on the topic

Creativity Was extremely clever and presented with originality; a unique approach that truly
enhanced the project Was clever at times; thoughtfully and uniquely presented Added a few
original touches to enhance the project but did not incorporate it throughout Little creative
energy used during this project; was bland, predictable, and lacked "zip

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 Pag.3 (Rubrics)

Presentation/Mechanics Rubrics
Was engaging, provocative, and captured the interest of the audience
and maintained this throughout the entire presentation; great variety
of visual aids and multimedia; visual aids were colorful and clear
Was well done and interesting to the audience; was presented in a
unique manner and was very well organized; some use of visual aids
Was at times interesting and was presented clearly and precisely; was
clever at times and was organized in a logical manner; limited variety
of visual aids and visual aids were not colorful or clear
Was not organized effectively; was not easy to follow and did not keep
the audience interested; no use of visual aids.

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The End
Copyright 2005 Jose Castillo
Fourth grade bilingual teacher
Lords Park Elementary School
District U-46, Elgin IL

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