Objectives, Blooms, and CREaTe in Blue Module

Assessment in Green
Comments in Red

Scenario:

Mrs. Cates, the new principal at Clarkson Elementary School walks down the hallway reading through the
students About Me pages hanging outside of each classroom. She notices for favorite hobbies that an
overwhelming majority of students listed playing video games or watching shows on television or online.
As she observes snack time in the classroom she notices the amount of junk food students are bringing for
snack and then sees that many students bring food for lunch with little or no nutritional value. Mrs. Cates
asks the fifth-grade students to help devise a way that would help promote healthy eating habits and educate
students about making healthy food choices to be used on the school news show and the information would
be looped on the television monitors in the cafeteria during lunch. The classes brainstorm a list of questions
to ask and Skype in the dietician for Grayson County Schools then invite the 4-H coordinator into the
classroom to talk about reading food labels and the recommendations for daily nutritional values. Students
brainstorm ideas to help promote healthy eating habits and educate students about making healthy food
choices. Project choices include the following: (1) Read the article on Kylie Copenhagen inventor of the
LadyBug Game https://goo.gl/JRU69p Invent your own board game that promotes healthy eating habits and
making good food choices. Create a marketing slogan and advertising plan; (2) Create a Choose Your Own
Adventure game using Google Slides or Google Forms that will help educate a targeted audience of your
choice (preschool fifth grade) about making healthy food choices; (3) Invent your own online game that
promotes healthy eating habits and making good food choices. Create a plan for marketing your game to a
specific audience. (4) Create a business that specializes and focuses on health and nutrition. Using iMovie
on the iPad, create a commercial that promotes a new business that specializes and focuses on health and
nutrition; or any other technology project approved by the teacher. Students will also brainstorm with the
teacher specifics and create a self-scoring rubric or checklist for their project.
Note: The blue highlighting indicates the highest-level thinking from the scenario.

Grade: 5
Authentic Topic: Healthy Food Choices
Revised Blooms Taxonomy level and Cognitive Process: Level 6 Create 6.2 Planning/Designing
Students will create a business that focuses on at least three vital components of personal wellness as it
relates to healthy foods choices and/or healthy eating and then determine how they would promote that
business. This learning will impact the classroom, school, and possibly have an impact on choices made
outside the school environment. It serves to educate and inform students in preschool through fifth grade
but the project has potential for extensions to accommodate advanced learners. One example could be for
those students to identify possible investors and develop a business proposal to include real-world locations
and start-up costs for a business.

Note: Give the level name and number. Give the cognitive structure name and number.

Updated 7/2/2017
CREaTe levels:
C: Level 4; IntegratingStudents have been presented with material and are using that knowledge to
formulate their own opinions, thoughts, ideas, and point of view. They are planning and producing a
project that takes into consideration an authentic audience and purpose. Students are essentially
analyzing information and determining the vital components that would have the greatest impact on the
targeted audience they chose. The project begins with generating basic questions and then brining
outside experts into the classroom both digitally and face-to-face. Students then will have to apply
complex thinking for the vital components that will impact the topic, organize a business, then plan and
promote that business. The scenario not only promotes an aspect of personal wellness but also includes
the writing process, drama standards, marketing, career choices, and has the potential to include
economics and math.

R: Level 4; The learning emphasizes and impacts the classroom, school, or community. Students will then
take a real-world issue that currently impacts students and families in their very own school and
community as they create a product that will educate and persuade people to begin thinking about and
making better choices.

E: Level 3; Students have choice in the type of project they will complete and there is some evidence of
differentiation for product. There is some inquiry in this activity however because it does not
specifically include students collaborating with other students it is not a Level 4.

T: Level 4; Student use of technology is embedded in content and essential to project completion, promotes
collaboration among students and partnership with the teacher as well as working to solve an authentic
problem within the school. It has the potential to include several technologies as students could create
social media profiles and make tweets about their services or products in addition to the commercial. It
is not a level 5 because although it has the potential to include collaboration with field experts the
prompt does not specifically say so nor does the rubric.

Content Objective (highest-level thinking with the content from scenario):

After meeting with experts, students will create a project that will promote healthy eating, scoring Proficient
or higher on the rubric.

Technology Objective:
Students will create multimedia projects to promote healthy eating and making good food choices that will
rotate on the school news show and on the television monitors in the cafeteria scoring Proficient or higher
on the rubric.

Updated 7/2/2017
Scoring Rubric:
Acceptable student performance is level 3 (Proficient) or higher.
Note: Be sure to indicate what is acceptable mastery level for your IDP lesson.
1 = Needs Much
Scoring Improvement; Novice
Rubric:
Content Objective: Students will create a business that promotes healthy eating and making healthy food choices
at school and at home.
Content The product created is
unrelated or irrelevant to
the topic of healthy eating
or making good food
choices and contains 0-1
supporting details
There is not an
identifiable persuasion
techniques, slogan, or
jingle to help persuade
the audience to eat
healthy or make better
food choices
Organization of
information does not flow
in a logical way making it
difficult for the
reader/viewer to follow
No sources are cited
6 or more grammatical
errors
Updated 7/2/2017
2 = Needs Some 3 = Good or Acceptable; 4 = Excellent; Distinguished
Improvement; Apprentice Proficient
The product created is The product created is The product created is
relevant to the topic of relevant to the topic of relevant and provides
healthy eating or making healthy eating or making insight to the topic of
good food choices and good food choices and healthy eating or making
contains 1-2 supporting contains at least 2 good food choices and
details supporting details contains AND the project
The persuasion There is an identifiable contains 3 supporting
technique, slogan or persuasion technique, details that makes
jingle is present but is slogan, or jingle present connections the targeted
used incorrectly or does AND it is used correctly audience can relate to
not serve the purpose of to serve the purpose of There is an identifiable
eating healthy or making eating healthy or making persuasion technique
better food choices better food choices AND a slogan or jingle
Organization of Organization of that is used correctly to
information is somewhat information is logical and serve the purpose of
logical but leaves the easy to follow promoting healthy eating
reader/view with 2-3 sources are cited in school
questions or confusion 1-2 grammatical errors Organization of
1-2 sources are cited information is logical,
3-5 grammatical errors easy to follow, and leaves
the viewer feeling
empowered to make
change by using
examples, strategies, or
goal-setting
3 or more sources are
cited
No grammatical errors
 Technology Objective: Students will use a technological process that encourages and promotes students at
Clarkson Elementary to eat healthier or make better food choices using iMovie, Google Suite, or other technology
tools that promote their product
Scoring Rubric 1 = Needs Much 2 = Needs Some 3 = Good or Acceptable 4 = Excellent
for Multimedia Improvement Improvement
Projects:
Creativity The product does not The product contains The product contains The product contains
contain graphics graphics (artwork, graphics (artwork, graphics (artwork,
(artwork, photos, charts, photos, charts, graphs) photos, charts, graphs) photos, charts, graphs)
graphs) but they are irrelevant that are relevant or that are BOTH relevant
The overall appearance or not original. original and original
of the project (color, The overall appearance The overall appearance The overall appearance
theme, tone, etc.) makes of the project (color, of the project (color, of the project (color,
it difficult for the theme, tone, etc.) theme, tone, etc.) does theme, tone, etc.)
reader/viewer to somewhat interferes not interfere with the enhances the
understand information with the reader/viewers reader/viewers reader/viewers
presented understanding of understanding of the understanding of the
Overall graphical theme information presented. information presented. information presented
does not appeal to the Overall graphical theme Overall graphical theme Overall graphical theme
audience, compliment may be appealing to the is appealing to the is not only appealing to
the information as it is audience but does not audience and the audience and
presented compliment the compliments the compliments the
information as it is information information but is also
presented professional looking and
uses space effectively
Product The product is The product may The product contains at The product clearly
(depth, inaccurate, missing contain one or two least three facts that are communicates healthy
accuracy, components, and general facts but there is clearly supported and eating in school with 3
design, contains zero facts that not any depth or promotes healthy eating or more facts that are
organization) help promote healthy support for the facts but in school skillfully supported and
eating in school does not promote The product is well maintains persuasive
The product is healthy eating in school. organized and easy for characteristics
unorganized The product is not well the reader/view to follow throughout the project.
The product contains no organized and interferes The product contains The product is well
domain specific or with the reader/viewers domain specific or organized, easy for the
academic vocabulary understanding academic vocabulary reader/viewer to follow
related to the topic There is an attempt to correctly and related to in a logical way that
There are many use domain specific or the topic but may not be enhances the message.
grammar/ spelling academic vocabulary appropriate for The product contains
errors that interfere related to the topic but it audience and purpose domain specific or
with the reader/viewers may not be used There are few academic vocabulary
understanding of the accurately grammar/spelling errors correctly and related to
information presented. There are many but they do not interfere the topic AND is
grammar/spelling errors with the reader/viewers appropriate for
but they do not interfere understanding of the audience and purpose
with the reader/viewers information presented. There are zero
understanding of the grammar/spelling errors
information presented
Use of There is a limited There is some There is some mastery There is complete
technology understanding of understanding of of technological process mastery of technological
technological process technological process Few technical problems; processes involed.
Many technical Some technical consistent navigation No technical problems;
problems; inconsistent problems; inconsistent and formatting; 5 or less consistent navigation
navigation and navigation and graphics from outside and formatting; 7 or
formatting; No graphics formatting; 2 or less sources; Use of some more graphics from
from outside sources; No graphics from outside advanced features/ outside sources; Use of
use of advanced sources; Use of one enhancements such as several advanced
features/ enhancements advanced feature/ video, transitions, features/enhancements
such as video, enhancement such as sounds, and/or such as video,
transitions, sounds, video, transitions, animations (appropriate transitions, sounds,
and/or animations sounds, and/or to software/project) and/or animations
(appropriate to animations (appropriate (appropriate to
software/project) to software/project) software/project)
Topic/ Content Includes little or no Includes some essential Includes essential Completely addresses
essential information information related to information related to essential information
related to promoting promoting healthy promoting healthy related to promoting
healthy eating in school eating in school eating in school. healthy eating in school.
No references are cited Student references the Student references the Student references the
or mentioned outside expert outside expert and one outside expert and at
additional source. least two additional
Encourages some sources
readers/viewers to have Encourages
questions or desire to readers/viewers to make
know more.

Updated 7/2/2017
 changes or want to know
more.
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Updated 7/2/2017