Days 3–4 Instructional Procedures

1. Organize the class into small groups.
2. Provide each group with a computer, laptop, or tablet; internet access; and/or recipe books and magazines.
3. Allow time for groups to find snack recipes that they think would be both appealing to students (demand) and meet the following parameters:
   • The recipe is healthy (meets four or more of the suggested healthy combinations found in Foundations → Background.
   • They add their own twist to the recipe with ingredients or during the preparation.
   • Total preparation time does not exceed 20 minutes.
   • The cost to prepare the recipe fits within the teacher-provided budget.
   • The ingredients needed are listed on the teacher-provided list of available ingredients.
4. After groups have found 2–3 recipe options, explain that they will create and conduct a survey to assess peer interest and demand in their healthy food options.
5. Introduce students to Google Forms.
6. Model how to create a market survey using the following guidelines:
   • Survey length is brief (6–10 questions).
   • Questions are short and easy to understand.
   • Questions show preferences between foods (yes/no, like/dislike, etc.).
   • Pictures help clarify what foods may look like.
7. Allow time for groups to create market surveys for their 2–3 recipe options. If possible, students create a QR code to share their surveys. Some other options are:
   • Students share their survey link with the teacher via email. Teacher compiles surveys and allows time for the student body to take them during lunch using a few Chromebooks on tables.
   • Teacher/students create a QR code for the survey and print/post it around the school and/or on a bulletin board with high student traffic.

Day 5 Instructional Procedures

1. Based on the survey results, ensure each group has at least one food idea that has more demand than the others.
2. Direct groups to produce a recipe for that food idea that yields one serving and that they can make unique. They may create their own recipe or alter an existing one by changing ingredients or preparation steps. Teacher note: Use the submitted recipes to gather supplies for the test lab.
3. Have groups calculate the cost of their food in one of two ways:
   
   • Provide a list of common measurements and costs already broken down from the available foods list provided in Milestone 1. (Helpful if time is limited, internet is unavailable, or scaffolding is desired.)
   • Using an online grocery website such as Walmart Grocery, groups calculate costs for each ingredient by finding the product and dividing the cost by the unit needed in the recipe. For example:
     
     1. Fact #1: 2% milk = $1.97
     2. Fact #2: Recipe needs 1 c milk
     3. Fact #3: There are 16 c milk in 1 gal milk
     4. Calculation: $1.97 ÷ 16 c = $0.12 for 1 c milk

Instructional Procedures

1. Instruct the groups to review their revised group recipe to become familiar with the steps and to create an efficient lab plan.
2. Have the group members discuss their strengths, weaknesses, and preferences in regards to food preparation and clean up.
3. Provide each student with the Lab Job Duties and Assignments and direct them to list each student and their specific job duties/responsibilities during the lab. To be most efficient, all jobs must be split up so that no one person is doing the majority of any one task (e.g., all of the cooking or all of the cleaning).
4. Duties should include, but not be limited to, the following:
   • Gather food supplies
   • Gather cooking tools and equipment
   • Preheat (if necessary)
   • Assist in food preparation
   • Take pictures of the food product
   • Wash dishes
   • Dry dishes
   • Put dishes away
   • Take care of dirty laundry
5. Because recipe yield in the submitted recipe will be for one student, increase the yield and recipe calculations to serve approximately 4–5 students. Give students this altered supply list so they know what to gather for their lab (food supplies for each group’s recipe).
6. Allow time for the groups to create their food products and take pictures using the device to take a picture.
7. Have each group bring their food product to a common area where all students can sample each other’s creations. Have each group set up a poster with the name of their recipe by their food product (use poster paper).
8. Conduct a 10–15 minute “blind” gallery walk. Provide each student with a small stack of sticky notes. Encourage students to try the different foods, write their name on the non-sticky side, and provide helpful, specific feedback on the sticky side. Place notes on the group’s poster. (The purpose of a “blind” gallery walk is to encourage original feedback rather than copied replies. Having students write their names holds them accountable and discourages inappropriate, irrelevant, or unspecific comments. Any comment without a name will be removed before groups view the feedback.)
9. Once the gallery walk is completed, have the groups finish with the remaining clean up. (Having students clean as they go will minimize clean up. Using plates, napkins, spoons, cups, etc. for sampling food will also minimize clean up and save time.)
10. Allow time for groups to reflect on the lab, analyze the feedback, and alter the recipe and lab plan accordingly. Walk around and briefly discuss how each group is responding to the new data.
11. If time and budget allow, have the groups create the food product again using the revised recipe and lab plans. If they do a second test lab, have them take pictures and give feedback again so they can compare products and labs. This will add approximately two more days to this project timeline.

Days 9–10 Instructional Procedures

1. Direct the groups to begin creating a presentation to introduce their healthy snack to a guest panel. They may choose the format of their presentation, but it must include visuals and data to evidence the quality of their product. Explain that they are expected to describe what makes their food healthy and defend their position that the product would be in demand.
2. Have the students use the categories on the Rubric and Checklist for PBL Presentation as a reference and checklist to make sure they are as prepared as possible for their presentation.
3. Clarify that data can be gathered from the internet, their survey data, test lab peer feedback, lab food pictures, and their revised group recipe to create evidence for their presentation.
4. Visuals required in the presentation are:
   • The complete and revised group recipe
   • lab food pictures
   • A graphic from their survey data showing student preference (demand)
   • List careers that would use the same skills in their work that students have used in class for this project. Identify pathways/clusters that would lead them to those careers.
5. If working with Google Suite, have one student in the group create the initial presentation and share collaborator access with other group members so everyone can work simultaneously and avoid delays if a member is absent.
6. Once the presentation is complete, have group members collaborate and decide which part of the presentation they will present—ensure all group members have a speaking part.
7. Remind students that presentations are not meant to be “read” but serve as a reference for the presenter and a visual for the audience. They may use brief notes or glance at the slides/posters, but should avoid simply reading from them.
8. Before the end of each class period, have students complete exit tickets categorized in the following three areas:
   • We’re doing great! We ended class working on …
   • We are a little confused and may need some help with …
   • We need help with …

Day 11 Instructional Procedures

1. Prior to Day 11, invite guests to view presentations and provide feedback to the groups (e.g., administrators, grocery store managers, local restaurant/food truck owners or workers, school nurse, school child nutrition specialists, cafeteria workers, school board members, etc.).
2. Based on how many guests are present, divide the class groups among them to form small groups. Presentations take place in these small groups so students can feel less anxiety and have the chance to answer and ask questions. If you have many guests, consider partnering them in small groups of students to allow for more questions, feedback, and interaction.
3. Presentations should average between 3–5 minutes, noting that productive discussions may increase the time spent.
4. Provide each guest with one copy of the Rubric and Checklist for PBL Presentation per presentation they will view. It is helpful to have student names already written on the rubrics to aid guests. Wander around to observe different groups throughout the class period. Provide pencils or pens for guests.
5. If time allows, ask students to write a short reflection about their project experience by considering the following:
   • Describe something that started out challenging but got better. How do you think that happened?
   • What was one of the most frustrating parts of this project? How did you deal with it?
   • What was your favorite part of this project? Why do you think you loved it so much?
   • Describe what you are most proud of and why.
6. Promote a short discussion by presenting the question, “If you could go back in time and give yourself advice about this project, what would you say?”
7. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Product Design & Manufacturing).