MANAGING YOUR TEST-TAKING HUNGER

Developed by Ellen Contreras Schleicher, ESchleicher@htslenexa.org, http://www.teacherweb.com/KS/HolyTrinitySchool/6thGrade/


Overview

 


This lesson is involves finding or creating a recipe to make a healthy snack for the class. The project will involve using a spreadsheet to multiply fractions and calculate estimated costs.
 

It is integrates mathematics, language arts, and technology. The lesson is designed for sixth graders.

 

This WebQuest supports the following subjects:

Math – Archdiocese of Kansas City in Kansas Catholic Schools

SIXTH GRADE MATH OUTCOMES

 CORE OUTCOME 1 - ESTIMATION AND COMPUTATION

Students will apply techniques of estimations and computation using the rational  number system and real world problems. 


          The students will:

1.      develop, analyze, and explain techniques for estimation using whole numbers, integers, fractions and decimals.

2.     5. add, subtract, multiply, and divide simple fractions, improper fractions, and mixed numbers


CORE OUTCOME 5 - MEASUREMENT AND MONEY

          Students will understand the structure and use of a measurement system.

          The student will:

          1. estimate the measure of a quantity.

          2. measure a quantity in the metric or customary systems, selecting the appropriate                   instrument, units, and degree of accuracy.

4. solve problems involving measurement.

TECHNOLOGY

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS

1. Basic operations and concepts

·         Students are proficient in the use of technology.

2.Social, ethical, and human issues

·         Students practice responsible use of technology systems, information, and software.

·         Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3.Technology productivity tools

·         Students use technology tools to enhance learning, increase productivity, and promote creativity.

·         Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools

·         Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

·         Students use technology to locate, evaluate, and collect information from a variety of sources.

·         Students use technology tools to process data and report results.

 6.Technology problem-solving and decision-making tools

·         Students use technology resources for solving problems and making informed decisions.

·         Students employ technology in the development of strategies for solving problems in the real world.

Language Arts - Archdiocese of Kansas City in Kansas Catholic Schools

SIXTH GRADE LANGUAGE ARTS OUTCOMES

CORE OUTCOME 1: LISTENING

The student will demonstrate effective listening skills in academic, social and spiritual situations.

The student will:

1.      Demonstrate proper audience behavior.

CORE OUTCOME 2: SPEAKING

The student will demonstrate effective oral communication in academic, social and spiritual situations.

The student will:

1.      Engage in shared oral activities.

2.     Give formal presentations in a thoughtful, organized manner, using conventional grammar, effective volume, rate, articulation and body language for a variety of audiences.

3.     Demonstrate effective oral communication by questioning, taking turns, sharing ideas and clarifying points.

4.     Present researched information using notes and a variety of visual aids.

CORE OUTCOME 3: WRITING

The student will write effectively in academic, social and spiritual situations.

The student will:

             1. Generate ideas for writing by engaging in various pre-writing activities.

             2. Write quality stories, poems, descriptions, themes and reports.

             3. Apply standard writing conventions: capitalization, punctuation, correct grammar, sentence structure (simple, compound, and complex), spelling, and paragraph structure

             4. Recognize and use parts of speech: nouns, verbs, adverbs, adjectives/articles, pronouns, prepositions, conjunctions and interjections.

5.     Apply spelling rules with consistency.

6.     Draft and revise for ideas and content, organization, word choice and sentence fluency.

7.     Determine and use appropriate voice to effectively communicate for a specific purpose.

CORE OUTCOME 4: THINKING

The student will demonstrate skills for accessing, processing and synthesizing academic and faith-related information.

The student will:

1.      Plan and carry out liturgies, prayer services, programs, skits and service projects with teacher assistance.

2.     Use planning strategies to set and attain goals (envision, research, plan, organize, and persist).

3.     Think clearly and solve problems about language (analyze, evaluate, predict, generalize, solve, relate, interpret, and simplify).

4.     Extract and use relevant information from multiple sources.

5.     Assess and evaluate information using critical thinking skills.

CORE OUTCOME 5: VIEWING

The student will incorporate multi-media technologies to support writing and speaking in academic, social and spiritual situations.
 

Students will need access to the internet and a projection device like a Teamboard or Smartboard to present their group work to their classmates.

Introduction


Have you ever been in the situation where you are taking a test and instead of focusing on the test material, all you can think about is how hungry you are?


Because our class eats lunch last in the school and hot lunch lines are long, it may be close to 12:25 before all sixth graders are eating lunch. We are going to prepare healthy mid-morning snacks for our classmates. The recipe your group creates or finds will be shared with the class. The delicious treat your group creates will be distributed during ITBS testing week, March 31st- April 7th.

   

Questions and the Task


What is the best healthy snack for sixth graders in a test-taking environment? What is the best way to find a recipe? About how much will it cost to prepare your favorite snack for your group? What is the approximate cost be for 30 people? Will you be able to make this snack at school or should you prepare it at home?


Is having a healthy snack on ITBS test days worth the preparation time and cost involved? We are going learn about making good choices in preparing snacks to help optimize test concentration.

Person 1 – Director – coordinates group preparation

Person 2 – Accountant – oversees spreadsheet work

Person 3 – Graphic Artist– designs the layout of the visual aids

Person 4 – Media specialist – orchestrates the presentation

Person 5 – Chef – organizes necessary ingredients

Process


This is a group project, and you will be assigned into groups of four. Each group will do the following:

1.        You will go online and choose a recipe to discuss with your team. If you do not like any of the recipes you read online, you may create a recipe or use a family recipe.

2.       Once you have come up with a recipe or two, present your ideas to the group and listen to your team member’s ideas. As a group, decide on the best healthy snack recipe to use.

3.       After deciding on the one recipe to use, open up the spreadsheet at the class website and enter necessary ingredients and quantity for the recipe for four. There is a product formula already entered into your recipe spreadsheet under the quantity column.

4.       Estimated costs must also be entered as well as the formula for the sum of these costs. You may use the Shalom House document that you  saved on the student server to find the sum formula.

5.       The instructions for your recipe should be in the bottom part of the spreadsheet. Be sure to give clear and complete instructions.

6.       Save your team’s spreadsheet often to the students’ server with the file name recipe and your director’s name. When you are done, please print out one copy with all your group member names on it. You will hand this to me as soon as your group presentation to the class is over.

7.      Your role may place you in conflict with another person's role. Refer back to Discuss with your group how the snack will be made. Decide who is responsible for each ingredient. Determine if your group will you need to meet outside of school.

8.      Organize the presentation of your project to the class. Be sure each member know his or her part of the presentation, Practice the presentation.

9.      After all work has been completed, each member of the group will write a short note critiquing their partner’s contribution, participation, and cooperation.


You may find that job seem to overlap. If there is a problem, refer to the job description for each person. If there is conflict, a group vote may solve the problem. The overall idea is to work through any problems so your team can create a healthy snack that will benefit the class.


Lastly, keep in mind that each team member will write a short note about the three     partners.

There are a variety of ways your group can present to the class:

Multimedia presentation - You have full access to the Teamboard and the laptop.

Video – You can use the media cart if you have made a video for the class.

Charts or Posters – You can create visual aids to help explain your group’s project

   
   

Resources

 


1.      The internet may be accessed from our classroom computers to find good websites that contain many recipes.

http://www.pcrm.org/health/Info_on_Veg_Diets/snacks.html

This site has snack ideas and good nutritional information. This would be a good place to start getting tips on healthy snacks.

http://www.foodfit.com/recipe.asp?rid=910

This site has a good recipe search tool. Your group may also “rate a recipe” after someone in the group has tried it.

 http://www.dole5aday.com/

Check out this website. There is a kid’s cookbook that you can view online.

http://www.cooking.com/ Open this site and go to the recipes and more page. Use "browse departments" then advanced search for recipes.

http://verybestmeals.com/ Use the search box on the first page to type in snacks and go from there.
 

2. To find a spreadsheet to multiply quantities of ingredients and calculate estimated costs go to our class website.

http://www.teacherweb.com/KS/HolyTrinitySchool/6thGrade/ the spreadsheet also gives you room to write instructions on how to prepare your recipe.
 

3. Your group is a wonderful resource. Listen to each other’s idea and try to reach a compromise that will result in a successful project.

4. I am also here to help you after you have tried to get help from all your group members. Be sure you do your best to work it out amongst yourselves.  If the group cannot work it out, come and see me!

Evaluation


Your project will be graded on the following criteria:

1.      How well does your group explain the math concepts used while making your snack? (3 points)

2.     Did your group members use correct math and spreadsheet terminology to explain the recipes to the class? (3 points)

3.     How clear was your explanation to the class? (3 points)

4.     Did everyone in your group participate in the presentation? (3 points)

5. Were both recipes, all estimated costs, both sum formulas, and written instructions completed on your group’s spreadsheet? (3 points)

Here is a link to an online rubrics which will allow you to know upfront what grading criteria will be used http://rubistar.4teachers.org/view_rubric.php3?id=600455.

The points earned in this project will be averaged along with your homework and quiz points.


Conclusion


The skills you learn in 6th grade math really are used in the real world.  The internet is a wonderful resource for finding information you need and spreadsheets can be formatted to save you time and assist you with calculations.

1. 

 Did you have any idea that so many recipes were available online?

2. 

 Would you have preferred to do the calculations by hand, or did you like the formulas used in spreadsheet?

3. 

 What other formulas do you think you might want to learn?

4.

 Do you think the healthy snack prepared by your classmates helped you focus more on the test material?