Name of Team: Point Fortin Secondary School Teachers

Activity: Design a project-based learning activity which focuses on

- a real-world problem and incorporates ICT.
Team members: Renelle Housen, Shelley Maharaj, Kendra King

PROJECT DESIGN: OVERVIEW PAGE 1

Name of Project: 21st century Cafeteria Drink Duration: 1 Term
Subject/Course: Business Studies Teacher(s): Grade Level: Form 4

Other subject areas to be included, if any:

Mathematics, Food and Nutrition, Science, English, IT,

Key Knowledge and Principles of Business : Marketing

Understanding Objective: To create a label and proper packaging

Mathematics - Consumer Arithmetic

Objective: Accurately calculate profit/losses including percentages

Principles of Accounts - Unit 2

Objective: To calculate revenue and expenses to determine profit/losses/break even

Food and Nutrition- Beverages

Objective - to create 5 samples of healthy beverages using criteria provided.

English: Report Writing

Objective: to create written report using data collected

I CT : using productivity tools

Objective : to use various ICT tool in carrying out objectives

Please use the link provided here as a guide: http://www.bie.org/object/document/can_you_trust_the_water

Success Skills
(to be taught and assessed)
http://wveis.k12.wv.us/tea Communication
ch21/public/project/Main
Menu.cfm?tsele1=1
http://wveis.k12.wv.us/tea
ch21/public/project/Guide.
cfm?upid=3288&tsele1=3
&tsele2=106
Please use the link provided here as a guide:
21st Century Skills Learning Skills &
Technology Tools
Information and .use google forms to prepare
questionnaires for research;
collect and present graphical
data for analysis; use google
slides to present data.
use if Internet for research
and Word Documents,
Powerpoint presentation. Use
of a Digital Camera, surveys,
interview instruments using
Google Forms and Youtube
videos
Thinking and information processing via Guided Instruction
Reasoning Skills excel ,
critical thinking using
mindmister ,
problem solving using word
cloud
Students will engage in
discussion using social media
example
Whatsapp/Twitter/Instagram/
Facebook to have their Group
discussion during the week to
reslove any problems that
may arise.
http://www.bie.org/object/document/can_you_trust_the_water
Teaching Strategies Evidence of Success
project based learning , teacher Weekly Journals using
guided instructions, discovery Weebly, take part in
learning
preparing groups
Powerpoint presentation
using Google Slides.
Successful data collection
instruments created in
Google Forms . Constant
review of recipe
consulting Internet.
video presentations
Group members will
Questioning present outcome of their
Observation group discussions using
Powerpoint, Google
Slides, Visual and Oral
Presentation;
making of product;
sampling

Project Summary
(include student role, issue,
problem or challenge,
action taken, and
purpose/beneficiary)
Driving Question
Entry Event
Products
Define the products and
artifacts for the project.
The products must align
with the objectives and
outcomes for the project.
Please use the link provided here as a guide:
Personal and Team working ;Brainstorming Direct instruction, Group work Meeting deadline dates
Workplace Skills to come up with ideas; time
management;
ability to select and use
appropriate ICT tools ;
presentation of data;
The ministry has issued circular on banned drinks and students must come up with a drink that can be marketed which
conforms to the guidelines stipulated,is cost effective and attractive to the schools potential consumers and can be
recommended to the school canteen proprietor. working in groups of five with four students in a group, teams will
produce a local beverage using the following criteria : local agriculture product, low in sugar, tasty, not cost more than
$20 to produce and be attractively packaged.
How does sugary drinks impact on human health ?
Discuss the MOE Policy on of the ban Selling of sugary drink in the school cafeteria
The students will watch a video about the consequences of consuming drinks with high sugar contents.
Individual: Journals, project reports, questionnaires done Specific content and competencies to be assessed:
on google forms and sent to peers via social media, standards for label and packaging
written assessments standards for food and nutrition
accurate calculations
costing
reader friendly reports
competence in using ICT tools
Team: Specific content and competencies to be assessed:
video presentations, group research reports, food meeting of criteria, ICT competence, team work, sharing,
preparation ,
http://www.bie.org/object/document/can_you_trust_the_water
 PROJECT DESIGN: OVERVIEW PAGE 2
Making Products Product will be made public to the entire school body both teaching and non teaching staff, students and all other personnel
Public on the compound. they will promote and advertise the product as a healthy alternative to the sugary drinks.
(include how the
products will be made Get PTA body on b
oard to inform, advertise, promote and encourage students to consume the healthy drink.
public and who students
will engage with
during/at end of project)

Resources Needed School-based individuals:Business, Mathematics, Food & Nutrition, Science, IT Teachers and Canteen Proprietor, students,
lab technicians
Equipment/ICT tools: Computers, Calculators, Graphics Software, Laptops, Tablets, Smartphones, projectors, food lab
utilities, printers
Materials:Labels, Bottles, Caps, Recipes, Fruits, Alternative to Sugar, Water, paper,

Community: SM Jaleel Food Technician, Atlantic LGN Marketing/Sales Representative, Entrepreneurs from community,

Rubrics Collaboration yes Written Communication yes

Check all that apply.
Critical Thinking and Problem Solving yes Content Knowledge yes

Oral Communication yes Other:

Other Assessments for Quizzes/tests yes Practice presentations yes

Learning
Check all that apply. Self-evaluation yes Notes yes

Please use the link provided here as a guide: http://www.bie.org/object/document/can_you_trust_the_water

 Peer evaluation yes Checklists/Observation yes

Online tests and exams Concept maps yes

Reflection Methods Journal/Learning Log yes Focus Group yes

(how individual, team,
and/or whole class will Whole-Class Discussion yes Fishbowl Discussion
reflect during/at end of
project)
Check all that apply. Survey yes Other: public survey yes

Map the Project: Examine one major product for the project and analyse the tasks necessary to develop a high-quality product. What do students
need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the
products and tasks give ALL students the opportunity to demonstrate what they have learned?

Product: Each team will produce a beverage using the given criteria. have a sampling display, get feedback and evaluate from classmates

Knowledge and Skills Needed Already have learned Taught before the project Taught during the
project
1. nutritional value of drink vitamins, food groups, sources of vitamins sugar contents of drinks
2. ICT productivity tools Microsoft word powerpoint , excel google forms/ slides ,
video presentations
3. calculations profit / loss percentages fractions profit/ loss percentages
4. market research- labelling / packaging survey/ questionnaire preparing questionnaire interpreting / analysing
needs to making label
5. report writing letter writing statistical writing presentation of
business reports
6.

Please use the link provided here as a guide: http://www.bie.org/object/document/can_you_trust_the_water

Manage the Process: The teacher is to monitor each group through observation, social media, and offer feedback/ guidelines to students on a weekly
basis; work with other teachers on objectives ( Theme/Team teaching )

Project evaluation: use of checklist / observation tools and sampling

Notes:

PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: create a beverage that can be sold in the cafeteria
Driving Question: what beverage can i make that is healthy, cost effective and tasty?

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, knowledge, understanding & success skills to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, Products needed students are on track scaffolds, materials, lessons aligned to learning outcomes
and/or Services by students to successfully complete products and formative assessments
(individual and students will read texts and online individual research journal, questionnaire, using collaboration tools
team) sources on healthy drinks, conduct google forms/ slides, research findings,
research and make a drink

Please use the link provided here as a guide: http://www.bie.org/object/document/can_you_trust_the_water

Additional Resources

Online collaborative tools

The padagogy wheel

Essential Project Design Elements Checklist

Project Design Rubric

Please use the link provided here as a guide: http://www.bie.org/object/document/can_you_trust_the_water