Teacher(s)

Jessica Yodzio

Subject group and discipline

MYP DESIGN

Unit title

What does your lunch say about YOU?

MYP year

Unit duration (hrs)

20

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Development

Resources

Personal and Cultural Expression

Innovation
Statement of inquiry
Resources will be used to creativitly develop a representation of personal and cultural expression.

Inquiry questions
Factual- What does a balanced lunch look like?
ConceptualWhat is needed in order to develop? What is personal and cultural expression?
DebatableWhat represents you?

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Objectives

Summative assessment

Inquiring & Analysing- Criterion A

Outline of summative assessment task(s) including

assessment criteria:

Relationship between summative assessment task(s)

and statement of inquiry:

Based on the Japanese tradition of packing lunches in

a bento box, students will design a lunch to fit into a
zip-lock brand bento box. They will create a bento
box that represents their culture and eating habits.
They will apply knowledge of balanced eating,
nutrition, and meal planning to design their bento box.

The bento box must include all compartments; it must

show the students understanding for how to meal
plan. The students bento box will demonstrate their
understanding for the Japanese tradition for lunch
and communicate their own personal twist on this
Japanese tradition. Students will use resources such
as food items, various packaging methods to
creativley design a respresentation of their cultural
and personal expression. Their bento box will speak
to their culture and who they are as a person.
Everyone has a story that can be told through food.

i. explain and justify the need for a solution to a

problem for a specified client/target audience
ii. identify and prioritize the primary and secondary
research needed to develop a solution to the
problem
iii. analyse a range of existing products that inspire a
solution to the problem
iv. develop a detailed design brief which
summarizes the analysis of relevant research.
Developing Ideas- Criterion B
i. develop a design specification which clearly states
the success criteria for the design of a solution
ii. develop a range of feasible design ideas which can
be correctly interpreted by others
iii. present the final chosen design and justify its
selection
iv. Develop accurate and detailed planning
drawings/diagrams and outline the requirements for the
creation of the chosen solution.

Creating the Solution- Criterion C

i. construct a logical plan, which describes the efficient
use of time and resources, sufficient for peers to be
able to follow to create the solution
ii. demonstrate excellent technical skills when making
the solution
iii. follow the plan to create the solution, which functions
as intended
iv. fully justify changes made to the chosen design and

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plan when making the solution

v. present the solution as a whole, either: a. in
electronic form, or
b. through photographs of the solution from different
angles, showing details.
Evaluating- Criterion D
i. design detailed and relevant testing methods, which
generate data, to measure the success of the solution
ii. critically evaluate the success of the solution against
the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target
audience.

Approaches to learning (ATL)

Thinking Skills-Critical Thinking:

In order for students to develop a detailed design brief which summarizes the analysis of relevant research, students must comprehend information, use thinking skills
and think critically.
Communication Skills- Communication:
In order for students to demonstrate excellent technical skills when making the solution , students must communicate through written and prepared food expression.

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Action: Teaching and learning through inquiry

Content

Learning process

Students will understand that:

Learning experiences and teaching strategies

A Bento box is an essential Japanese

prepared meal that is found on each street
corner and family home in Japan.

Students will keep the MYP Design folder for this unit to keep their ideas, and research organized. A rubric will
be created that will assess each student on each of the MYP Criterion. Task Specific Sheets will clarify the
assignment for the students.

Bento Boxes can be symbolized as a sign of

love by creating them for your family
members.

Inquiring & Analysing- Criterion A

A healthy lifestyle can be influenced by ones

culture and environments
All cultures provide healthy eating traditions
but not always the same way.
Standard 2: Access Information
1.2 Locate resources in ones community and on the
Internet for nutrition information, nutrition services,
and help with weight management or unhealthy
eating patterns; and assess the validity of the
resources.

Participate in variety of food preparation labs

Learning about bento box traditions in Japan and other multicultural food traditions
Analyse existing bento box products
Investigate world hunger issues
Inquire different techniques/foods uses in lunches.
Write a design brief.
Developing Ideas- Criterion B
Develop design specifications
Consider three different ideas

Standard 5: Goal Setting

Choose one final design and justify your choice

1.5 Assess ones personal nutrition needs and level

of physical activity according to the federal dietary
guidelines.

Sketch/label final design

Creating the Solution- Criterion C

1.6 Assess ones personal preferences regarding

healthy eating and physical activity.

Create a plan for creating your lunch

1.7 Assess personal barriers to healthy eating and

physical activity, and develop practical solutions to
remove these barriers.

Take a picture of final product

1.8 Develop a personal plan for improving ones

nutrition, incorporating physical activity into daily

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Create the bento box in class.

Evaluating- Criterion D
Test design
Obtain feedback on the product

routines, and maintaining a healthy weight.

Reflect on the process and the product

Consider the impact on your own life and society.
Formative assessment
In class cooking labs
Design Folder- Journal students keep sketches, notes, processes reflections, and evaluations.
Inquiring & Analysing- Criteron A, Devloping Ideas- Criteron B, Creating the Solution- Criteron C,
Evaluating- Criteron D.
Action Plans- World Hunger

Differentiation

Resources
Classroom: Discussion, food preparation labs, peer evaluation/sharing, guest speakers, teacher demonstration.
Research: Ipads, Websites used in class, cookbooks, internet to research products/recipes.

World Hunger Resources:

Video: http://www.wfp.org/videos/how-feed-90-million-people
Article: http://www.wfp.org/stories/11-myths-about-global-hunger
Fact Sheet: http://www.wfp.org/hunger/faqs#bkHUNGER
Global Foods Rescources:
Infographic: http://www.nourishinteractive.com/system/assets/general/blog/2013/OgoSport_SchoolLunchInfographic.jpg
Video: https://www.youtube.com/watch?v=Po0O9tRXCyA

Article: http://time.com/8515/hungry-planet-what-the-world-eats/

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit

This is a unit that will challenge students to work

indepentantly to work through the design cycle
process. Students will be exposed to another culture
and how their traditions impact their lives/nutrition.
Students will get to exress their own culture /eating
habits with this assignment and share with their
peers why their lunch could look different than their
classmates. Students will demonstrate their learning
of nutrition, problem solving skills, creativity, and
expression in designing their personal bento box.

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