Food for Thought

Unit Plan

Unit Summary

Students analyze their own nutrition and then complete a project where they develop a research question, collect data in the field about students' nutrition, and analyze their data. Students use their research on nutritional requirements and student data to recommend changes in the school to improve student nutrition. Student teams identify and summarize their persuasive arguments with the data they have gathered. They present their findings to the appropriate audience with decision-making authority.

At a Glance

• Grade Level: 6-8

• Subjects: Science, Mathematics, Health

• Topics: Nutrition, Health, Consumer Awareness, Persuasion, Business

• Higher-Order Thinking Skills: Critical Analysis, Interpretation of Data

• Key Learnings: Importance of Diet, Persuasive Writing, Planning Healthy Meals, Interpreting Food Labels

• Time Needed: 3-4 weeks, depending on the amount of out-of-class work

Things You Need

• Unit Assessment Plan (Appendix A)

• Unit Standards (Appendix B)

• Unit Materials and Resources (Appendix C)

Mobile Learning

Mobile apps, reviewed by professional educators for related instructional content.

Android

• Health and Nutrition Guide

• Healthy Food Picker Game

• Simple Graph

iOS

• Graphs by Tap to Learn

• Nutrients — Nutrition facts for foods and recipes

• Smash Your Food

Windows 8

• Graph Calculator

• MATH — Graph Expert

• Nutrition — by WAGmob

Common Core Alignment

This unit is aligned to Common Core State Standards for Math.

• Math: 5.MD Measurement and Data, 7.SP Statistics and Probability

This unit is aligned to Next Generation Science Standards.

• MMS-ESS3 Earth and Human Activity

Curriculum-Framing Questions

• Essential Question
  How can I stay healthy?

• Unit Questions
  How healthy are our school's students?
  How can we plan and follow a healthy, nutritious, and appetizing diet?

• Content Questions
  What is the food pyramid?
  How do I determine calories burned?
  What is the right amount of calories for me?
  How do I count a serving size?
  How do I graphically represent data?

Assessment Processes

View how a variety of student-centered assessments are used in the Food for Thought Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures

Unit Preparation

Visit the Unit Preparation Checklist (Appendix D) for a list of tasks to complete prior to beginning this unit.

Unit Introduction

Introduce the Essential Question (or reintroduce, if using the Essential Question over several units), How can I stay healthy? Discuss the following kinds of questions:

• What does it mean to be healthy?

• What contributes to a healthy body?

• What areas of a teenage life do you think are typically unhealthy?

When the topic of diet or eating habits is mentioned ask, "If, as the saying goes,'You are what you eat,' does that make me a cheeseburger? What does that phrase mean? Is it true? In what ways?"

Using cell phones (see how live polls work), have students take a live poll on their perceived eating habits and what foods they consider healthy. Include questions that identify:

• What kinds of foods do you eat?

• How healthy do you think your typical diet is?

• When do you make healthy food choices?

• On average, how healthy do you think the teens eat at our school?

• What do you think contributes to unhealthy eating by the students in our school?

Discuss poll results and introduce the first Unit Question, How healthy are our school's students? Promote a discussion about nutrition, and record prior knowledge, interesting ideas, and questions that arise.

Phase 1: Determining Your Own Eating Habits

1. Pass out a Nutrition Learning Log (Appendix E) and a Learning Log Rubric (Appendix F) to each student. Explain to students that they will be writing in their learning logs throughout the unit to reflect on questions, record information, and document their thinking. The learning logs are an important part of the unit and assessed at the end of the unit. Therefore, the learning log rubric outlines expectations and guidelines for students to refer to while they write entries in their learning logs. Review the rubric with students and consider drafting an entry with them as an example.

Direct students to answer the question, What factors influence my food choices? in their learning logs. When writing is finished, ask students to voice their ideas, and cluster the ideas under logical categories. Some answers may include reasons such as hunger, taste, visual appeal, health, convenience, habit, novelty, cultural tradition, cost, and advertising.

Students track all they eat for seven days using the USDA SuperTracker, an online dietary and physical activity assessment tool to keep track of and assess food intake and physical activity. For extra credit or to support deeper learning for gifted students, students may choose to also track their daily physical activity. Students can use either a paper Food Diary (Appendix G) or an application on their cell phone to keep track of what they eat throughout the day and then enter the information into the USDA SuperTracker. Have students set up their accounts and enter their height, weight, age, and food already eaten that day.

2. During this week, hold labs to understand serving sizes, portions, and how to count composite foods, like sandwiches, which may account for one meat serving, two bread servings, one vegetable serving, and one fat/other serving. Help familiarize students with the food groups by having them create large food group posters that can be posted around the classroom. Create a bulletin board area that displays in big letters the following labels:

• Milk/Dairy

• Meat

• Vegetables

• Fruit

• Grains

• Others

Have students cut out pictures of food from magazines, circulars, and newspapers and glue them to the appropriate banner.

3. Introduce the concept of food as fuel and the term calorie (see the in Nutrition Notes Appendix H). Show students how to find their ideal daily calorie levels as recommended in the nutrition notes calories chart. View and compare calories for various typical foods eaten from an online calorie counter or cell phone application. Ask students to reflect on one day's diet from their food diaries entered into USDA SuperTracker by using the site's analysis of their nutrient intakes, and then answer the following questions:

• What is the right number of calories for me?

• Do I eat the proper number of calories, too few, or too many?

• How can my diet be altered so I consume the right amount of calories?

• How can my activity level be altered?

Reflect on the previous day and estimate how many minutes were spent engaged in different activities during waking hours. Record the activities in the learning log. Activities might include sitting in class, sports practice, watching television, walking to school, PE class, and doing specific chores. Use an online activity calorie counter or a mobile phone application to convert the length of time for the activity multiplied by the type of the activity to get the calories expended.

4. Have students discuss their analysis of their daily activity:

• What was your most common activity?

• What was the most common activity of the class?

• What was your most strenuous activity or activity burning the most calories?

• What was the most strenuous activity recorded of the class?

• How much energy did you expend for the day?

• Who expended the most energy?

• How many hours did the whole class spend in front of the television?

Have students enter one day's activities into the USDA SuperTracker and then analyze their physical activities and energy balance using the site's tools. Create a large classroom chart that shows common activity categories and the calories they expend. Have students create miniature versions of the chart in their learning logs.

5. Discuss food choices and the impact of small changes in diet over time. For instance, a person can choose to have a glass of milk or a can of soda with lunch — How do these drinks compare nutritionally? Have students choose two foods, research their nutritional value (using print or electronic sources), and compare them. Provide students with the Food Comparison Instructions (Appendix I) to guide them through using spreadsheet software when creating their Nutritional Food Comparison Graphs (Appendix J). Students may practice interpreting each other's graphs and record their interpretations in their nutrition learning logs.

6. After one week, students use USDA SuperTracker to help analyze the nutrient content of the foods they entered each day and compare it with dietary guidelines, nutrient intakes, and food category recommendations. They use the online graph of their eating over the week to analyze their general eating habits. Direct them to resources available at www.choosemyplate.gov. In their learning logs, students answer the question, What have I learned about my eating habits? and include specific data from the USDA SuperTracker (including the graph of their eating habits over the week) and nutritional guidelines data from the Choose MyPlate website. Direct students to analyze their data and consider questions such as:

• Did my eating and nutritional values change on any specific days, why?

• How did my eating change over the weekend versus weekdays?

• What was surprising about my eating habits? Give specific examples.

In small groups, have students share and compare their eating habits and nutritional intake. Hold a class discussion to discuss similarities that they found in their groups and what they learned about their own eating habits.

7. Revisit the Unit Question, How can we plan and follow a healthy, nutritious, and appetizing diet? Have a brief discussion to share ideas. Using the food group banners, "Choose MyPlate" graphic depicting recommended percentages of food categories, nutrition charts from packaged food labels, and cafeteria menus from various schools as resources, students plan a day's menu for themselves that meets nutritional guidelines. Discuss with students the Essential Question, How can I stay healthy? Have students use the USDA SuperTracker and other sites to identify consequences of consistently eating an imbalanced diet.

Phase 2: Analyzing and Improving Student Nutrition

1. Introduce the project that they will undertake by focusing on the second Unit Question, How can we plan and follow a healthy, nutritious, and appetizing diet? Discuss their views on the food available on campus and possible ways it could be improved to promote healthy eating. Explain that in small groups, they will be:

• Developing a research question around the Unit Questions

• Collecting and analyzing data in the field needed to answer their research question, such as:

• Determining the average students' nutrition

• Analyzing the nutritional value of the cafeteria food

• Identifying the effects of on-campus vending machines on student eating habits, and so forth.

• Using their research to determine healthier alternatives that could be implemented in the school.

• Creating persuasive presentations to present to the appropriate audience such as students, principal, school board, and/or district nutritionist and suggesting changes to promote healthy eating (for example, a revised cafeteria menu offering healthier choices that students would eat).

Introduce and discuss the Project Rubric (Appendix K). If you have created a project wiki or collaborative document site, introduce the site as one location for project files, calendar, and student team files and plans. Provide students with their login information.

Introduce the research process that students follow during the project and distribute the Project Checklist (Appendix L) to help students monitor their progress:

a.  Identify a Question or Problem

b.  Collect Data or Evidence

c.  Analyze Data

d.  Draw Conclusions

e.  Share Findings

2. Discuss what makes a good research question. First, start by considering questions that relate to nutrition at school:

• What do I notice?

• What do I wonder?

• What interests me?

• Why does...happen?

• What causes...?

• Can my question be answered by collecting the right data?

Then brainstorm with the whole group some possible research questions to evaluate and/or improve nutrition at school or student eating habits, such as:

• How nutritious are the foods served at school?

• How active are our students in comparison with their calorie intake?

• How balanced are our school's students' food intake?

• How many empty calories (junk food) do our students eat?

Place students in heterogeneous groups of 3 to 5 for the project. Have student groups meet to identify the research question they will use. Have all groups post their questions and ensure questions are not duplicated. Have students record in their learning logs their group's research question and initial ideas for collecting data.

3. Based on students' research questions, prepare students for fieldwork. Identify best practices for creating surveys, identifying appropriate population, collecting data, and ensuring accuracy. Discuss the difference between quantitative and qualitative data and best uses of both. Identify various methods for recording data and ensuring accuracy. Provide and review the Survey Preparation and Design Tips (Appendix M) to students. Identify online resources to support collaborative data collection such as survey creation sites (Survey Monkey), collaborative document sites (Google Docs), online cafeteria menus from other schools, contact information for relevant school personnel, mobile phone applications for data collection, and so forth.

Have student teams meet to discuss their plans for data collection and begin initial planning. Circulate and meet with teams to ensure a practical and accurate data collection plan is in place. Pair up students from different teams to review their data collection plans and obtain feedback. Have each team review suggestions from peer feedback and incorporate appropriate suggestions. Students are to submit their final plan for data collection, including survey or interview questions, prior to field work. Have students write a summary of their plan for data collection in their learning logs.

4. Conduct mini lessons during the time students are collecting data for appropriate steps in:

• Classifying data

• Identifying patterns in data

• Making inferences about data

5. After data collection is complete, provide the Data Conclusions Checklist (Appendix N) to teams to support their analysis of the data. Have students write a summary of their conclusions in their learning logs, including any surprising findings or insights.

6. Have student teams research possible solutions, strategies, or school changes that could support a healthy impact on student nutrition based on their data findings. Have students identify in their learning logs the changes they are proposing and their plan for full team participation in the presentation.

7. Discuss and present samples of data presentation. Have teams identify the best audience with decision making authority for their presentations. Discuss tailoring a presentation to be appropriate for the intended audience. Review the elements of the Project Rubric (Appendix K) again that target the presentation. Provide the Data Presentation Checklist (Appendix O) to support teams in the creation of their presentations. Revisit the Unit Questions and discuss ideas as a whole class:

• How healthy are our school's students?

• How can we plan and follow a healthy, nutritious, and appetizing diet?

8. When presentations (Appendix P) are complete, have teams present to each other to provide and receive feedback for improvement using theProject Rubric (Appendix K). Schedule time for students to present and discuss their findings with the appropriate audience.

Phase 3: Final Assessment

1. Assess students' projects using the Project Rubric (Appendix K).

2. Ask students to write final reflections on their learning throughout the project, including learning about nutrition, conducting research, collaboration, and critical thinking.

3. Assess student learning with a final exam covering nutrition content such as terms, calculating serving size, the food groups, calories, and so forth.

Differentiated Instruction

Resource Student

• Use online resources and tools at the appropriate reading level

• Place students in heterogeneous groups so they can receive help from peers and provide assistance to others in their areas of expertise

• Establish daily routines for checking progress and setting goals

Gifted Student

Extend learning through deeper analysis, such as:

• Analyzing their own food intake with daily activity (calories burned)

• Creating an eating and exercise plan to meet personal goals

• Analyzing and comparing fast food

• Comparing the cafeteria offerings from their school with another school

English Language Learner

• Use calorie counter guides with images and text

• Encourage the use of foods from their native culture in their research and compare their nutritional value of their native food with other types of food they eat.

• Allow use of Web sites in students' first language

• Place students in heterogeneous groups to support language development

Credits

A classroom teacher participating in the Intel® Teach Program developed the idea for this unit plan. A team of teachers expanded the plan into the example you see here.

Appendix

Appendix A: Unit Assessment Plan

Class discusses initial thoughts about what healthy means to them and the Essential Question, How can I stay healthy? Using cell phones, they take a live poll on their perceived eating habits and what they consider healthy to identify misconceptions, prior knowledge, and student questions. Students use an online or paper food diary(Appendix G) to keep track and assess their nutritional intake. A nutritional learning log is used throughout the unit to reflect on questions, record information, document their thinking, and summarize their learning at the end of the unit.

The learning log rubric (Appendix F) outlines expectations and guidelines for students to refer to while they write entries in their learning logs to reflect on and record their learning and to provide a grade at the end of the unit. The Project Rubric (Appendix K) is used by students as a self-assessment tool while they work on their project and by the teacher as a grading tool at the end of the unit. A Project Checklist (Appendix L) is provided to help students manage their work in a team. Survey Preparation and Design Tips (Appendix M) are provided to guide students in the preparation of an effective survey. A Data Conclusions Checklist (Appendix N) and Data Presentation Checklist (Appendix O) are provided to help students self-assess their work throughout the project. Peer reviews are conducted at key points in the project to provide feedback and fresh ideas. At the end of the unit, students take a final exam on their understanding of nutrition.

Appendix B: Unit Standards

National Health Education Standards

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

Oregon Science Standards

7.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools and techniques to collect relevant data.

7.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions including possible sources of error.

Oregon Health Standards  

• Compare and contrast the food groups, nutrients and serving size in the USDA recommended guidelines.  

• Explain the importance of variety and moderation in food selection and consumption.

Student Objectives

Students will be able to:  

• Classify and analyze the nutritional values of foods  

• Identify and define the nutritional needs of students in their school  

• Collect, organize, classify, identify patterns, evaluate, and analyze data related to student eating habits and the food available at the school  

• Draw conclusions based on data on what influences student food choices, and reflect on their own and their fellow students’ eating patterns 

• Develop a persuasive plan to improve healthy eating choices at school

Appendix C: Unit Materials and Resources

Printed Materials  

• Meeks, L. (2002). Comprehensive school health education: Totally awesome strategies for teaching health, 3rd edition. Columbus, OH: McGraw-Hill Companies.

Supplies  

• Basic art supplies  

• Old magazines and newspapers (food section)  

• Grocery store fliers

Internet Resources

Teacher Guide  

• Guidebook for Student Projects in Data Analysis
  http://pedeefs.com/pdf/guidebook-for-student-projects-in-data-analysis.pdf
  A guide for K–12 teachers in the creation of projects that incorporate data analysis.
  
  Topics include:  

• Asking the Question  

• Collecting the Data  

• Organizing and Analyzing the Data  

• Completing the Project  

• Assessing the Project

Nutrition Data Trackers  

• Activity Calorie Counter
  https://www.healthstatus.com/calculate/cbc
  A calculator for calories burned

• Calorie Control Council's Enhanced Calorie Calculator
  www.caloriescount.org/calculator.html
  Calorie calculator  

• Choose MyPlate
  www.choosemyplate.gov
  USDA’s Web site containing information on food groups, the revised 2010 nutritional guidelines, specific food nutrition information, creating a personalized plan or menu, analyzing one’s diet, and teacher and student nutrition resources.  

• Smartphone calorie counter applications:  

• MyFitnessPal  

• fatsecret  

• USDA SuperTracker
  https://www.supertracker.usda.gov/
  An online dietary and physical activity assessment tool to keep track of and assess food intake and physical activity. Analyzes the nutrient content of the foods you enter for one day and compares it with dietary guidelines, nutrient intakes, food pyramid recommendations. Will also analyze and graph your eating over time.

Polling Resources

• Poll Everywhere
  www.polleverywhere.com
  Quick response polling site. Participants can use Twitter*, text messaging, web-enabled phones, or the Web to respond. ·  

• Polldaddy
  http://polldaddy.com
  Online survey – to collect nutrition survey information and/or cafeteria feedback  

• Survey Monkey
  www.surveymonkey.com
  Online survey – to collect nutrition survey information and/or cafeteria feedback

Nutrition Information  

• Fast Food Facts
  http://www.fastfoodmarketing.org/
  Nutritional information on fast food  

• FDA’s Food Safety & Nutrition Information for Kids and Teens
  http://www.fda.gov/food/resourcesforyou/consumers/ucm2006971.htm
  Nutritional information   

• TeensHealth from Nemours
  "What's the right weight for my height?"
  http://kidshealth.org/en/teens/weight-height.html
  Includes BMI calculator  

• What’s in a Food Label
  http://www.healthchecksystems.com/label.htm
  Shows information about what is on food labels  

• WIN:Weight-control Information Network
  Take Charge of Your Health: A Guide for Teens
  https://www.niddk.nih.gov/health-information/health-topics/weight-control/take-charge-your-health/Pages/take-charge-your-health.aspx
  Understanding healthy foods, serving sizes, food labels

Technology—Hardware  

• Internet-connected computers for research, data input, analysis, and presentations  

• Projection system for lessons and presentations  

• Optional: Student cell phones for recording observations, surveys, food intake, exercise, and photos of food  

• Optional: Digital camera for photos of cafeteria and student lunches

Technology—Software  

• Spreadsheet for entering and analyzing data  

• Presentation software for presenting cafeteria recommendations

Appendix D: Unit Preparation Checklist

• The Nutrition Notes (Appendix H) sheet summarizes many of the concepts addressed in this unit. The information is presented as background for teachers, but you may want to make copies for students as well.
  

• Print copies or provide access to an online version of the Nutrition Learning Log (Appendix E).
  

• Print copies of all assessments and provide access online.
  

• If desired, create a class project wiki or collaboration document site to provide one location for project files, calendar, and student team files and plans. Create student accounts or have students create their own accounts on first access.
  

• Prepare for labs on calculating food servings to include various foods, scales, and food charts.
  

• Test USDA SuperTracker on student computers to ensure access.
  

• Contact school personnel who may be resources for teams to obtain data, such as the dietician, cafeteria supervisor, finance analyst, and so forth. Discuss project and ask if they would be willing to meet with students. Obtain their contact information.
  

• Contact school personnel with decision making authority on nutrition matters such as the principal, school board, district dietician, teacher in another class for presentation to students, and so forth. Discuss project and ask if they would be willing to hear and consider student presentations. Obtain their contact information.
  

• Set up an online live poll using Poll Everywhere for initial student opinions on nutrition during the unit introduction. Students take a poll using cell phones or online devices and share with other students who may not have the right equipment. Obtain parent permission to text replies using student phones to ensure no costs will incur according to their mobile phone plan.

Appendix E: Nutrition Learning Log

Date: ____________________________________________

Name: ___________________________________________

Prompt for today:

My response:

Appendix F: Learning Log Rubric

Appendix G: Food Diary

Name: _______________________________________________ Date __________________

Write down the foods you eat today. Color in your food eaten in the appropriate spaces on the MyPlate graphic. Write down the foods you eat that belong in the “Others” category. Count composite foods in each category. For example, a ham and Swiss cheese sandwich with mayonnaise, lettuce, and tomato would count as: 1 meat serving, 1 dairy serving, 2 bread servings, 1 vegetable serving, and 1 “Others” serving.

Answer these questions:  

• Did you get all the proper servings from each food group?  

• Is your plate completely colored in?  

• How many servings of “Others” foods did you have?

Appendix H: Nutrition Notes

The 2010 Key Recommendations for food group intake are directional rather than providing the precise quantitative amounts that should be consumed. The following guidelines are identified:

Balancing Calories

• Enjoy your food, but eat less.

• Avoid oversized portions.

Foods to Increase

• Make half your plate fruits and vegetables.

• Make at least half your grains whole grains.

• Switch to fat-free or low-fat (1%) milk.

Foods to Reduce

• Reduce daily sodium intake to less than 1,500 mg.

• Drink water instead of sugary drinks

Food as Fuel: Calories

A calorie is defined scientifically as the amount of energy required to raise the temperature of one gram of water by exactly one degree Celsius. For nutritional purposes, a calorie is a standard measure of how much energy is delivered in the different foods you eat. When you eat, your body converts food to fuel, and burns it through bodily functions and activity. Vigorous exercise requires a lot of caloric fuel. When at rest, your body needs fewer calories, but some energy is needed to keep your bodily systems going—digestion, respiration, and so on. To stay even (and not get too fat or too thin), you should consume the same number of calories you burn. If you consume many calories but aren’t active, the energy has nowhere to go, and it is stored as fat. In primitive times, a store of fat was helpful, because food could become scarce at times, and a body could draw on stores of fat to get through lean times. In these plentiful times, storing body fat isn’t necessary, and, in your diet, fat should account for less than 30 percent of all the calories consumed.

USDA Recommended Daily Calories

MyPyramid assigns Individuals to a calorie level based on their sex, age, and activity level.

Sources:

www.choosemyplate.gov

http://en.wikipedia.org/wiki/Calorie

Appendix I: Food Comparison Instructions: Making Choices

Description: You are going to investigate the nutritional value of two foods. You will begin by choosing two foods that seem similar yet different (such as lowfat milk and soft drinks or whole wheat bread and donuts), research their nutritional value using print or electronic sources, and compare them. You will use a spreadsheet to create nutritional food label graphs.

Step 1: Choosing Food

Choose two foods that seem similar yet different and research their nutritional value using print or electronic sources.

Step 2: Creating a Worksheet in Spreadsheet Software

Open a worksheet in a spreadsheet application. In cell A1, type the title Nutritional Food Label Graphs. In row 3, beginning in cell A3, type the headings Daily, [name of your food choice], and [name of your second food choice]. In column A, beginning in cell A4, list all of the nutrients that you found for your foods (such as fat, protein, vitamin A, Vitamin C, Calcium, Iron, and so forth).

Step 3: Building a Chart

Use the Chart Wizard to produce a chart. Choose the chart type that best represents the data, such as a bar graph or column chart, and then work through the Chart Wizard. For example, to create a Column chart in Microsoft Excel using the sample table shown earlier, follow these steps:

1. After you add data to the table, highlight cells A3 through C13.

2. Choose Chart on the Insert menu.

3. Click the Column chart type, and then click the Next button.

4. Click the Data Range tab, make sure Columns is selected next to Series In, and then click Next.

5. In step 3 of the Wizard (Chart Options), click the Titles tab.

6. Add titles for the chart and its axes.

7. Click the Gridlines tab, and experiment with gridline options.

8. Choose the gridline option that makes understanding your data easy.

9. Click the Legend tab, choose a location for the legend, and then click Next.

10. Place the chart as an object on the original worksheet, so you can see the worksheet entries while you examine the chart.

Appendix J: Sample Nutritional Food Comparison Graphs

Appendix K: Project Rubric

Appendix L: Project Checklist

Identifying a Question

• Our team has identified an open-ended research question that focuses on an element of the Unit Questions, How healthy are our school’s students? and/or How can we plan and follow a healthy, nutritious, and appetizing diet? The question allows for a way to suggest nutritional improvements or changes at the school.

• We have reviewed the Project Rubric to ensure our research question will meet the project criteria.

• We have recorded in our learning logs our group’s research question and initial ideas for collecting data.

Collecting the Data

• We have identified the data we need to gather to provide background information for our research question, help determine nutritional problems and solutions, and identify persuasive data for our recommended changes.

• We have identified who or what can provide the data to support our research question.

• We have identified the process by which we will collect the data.

• We have fairly divided the tasks so that all members of the group have significant tasks to complete.

• We have reviewed the Survey Preparation Design Tips document prior to creating a survey.

• We have created survey, interview, and/or research questions that will provide useful data when answered by the appropriate audience.

• We have met with students from different teams to review their data collection plans and obtain feedback.

• We have incorporated feedback that we feel will enhance our data collection process.

• We have submitted our questions for review to the teacher prior to collecting the data.

• We have written a summary of our plan for data collection in our individual learning logs.

• We have collected the data, entered the data into a spreadsheet, and double checked accuracy.

Analyzing the Data

• We have reviewed and used the appropriate checklist for the type of data we collected to help us analyze the data. (Quantitative Data Conclusions Checklist and/or Qualitative Data Conclusions)

• We have summarized the data and sorted the data in different ways to compare and come up with a variety of insights.

Drawing Conclusions

• We have come up with some conclusions as they relate to our research question.

• We have written a summary of our conclusions in our individual learning logs, including any surprising findings or insights.

• We have researched possible solutions, strategies, or school changes that could support a healthy impact on student nutrition based on our data findings.

• We have identified in our individual learning logs the changes we will propose and our plan for full team participation in the presentation.

Sharing Findings

• We have reviewed and used the appropriate checklists for the type of data we collected to help us present the data (Quantitative Data Presentation Checklist, Qualitative Data Presentation Checklist, and Data Display Checklist)

• We have reviewed the Project Rubric to ensure our presentation meets or exceeds expectations.

• We have entered our proposal, the specific data to support it, and counter arguments into Showing Evidence.

• We have received reviews of our Showing Evidence argument from another team and have incorporated appropriate suggestions.

• We created a multimedia presentation with easily-understood graphs, charts, and images to support our proposal with the targeted audience in mind.

• We have considered whether any handouts, summaries, or posters of our data and/or proposal would be helpful to the targeted audience. If so, we have created them.

• We have self-assessed our presentation with the Project Rubric.

• We have practiced our presentation with another team and have incorporated appropriate suggestions.

Appendix M: Survey Preparation and Design Tips

Use these tips to plan and design your survey to collect data for your project.

Data collection planning: Whether collecting data through the creation of an online survey or collecting data from the Internet, plan before gathering:  

• Review your project question(s). What are you trying to discover?  

• What actions do you want to take as a result of the survey?  

• Visualize all the relevant information that you need. What kind of charts, graphs, or other visual representations will you need to prepare?  

• Who is your target audience? What is the best way to reach that specific audience?

(Bhaskaran, ND)

Introduction: Create an introduction that explains the purpose of the survey in the context of the project.

Precise, clear, concise: Make sure questions are easy to understand and can be completed in a reasonable amount of time. Participants are likely to submit incomplete surveys if a survey seems too long or complicated. If feasible, conduct a trial run of the survey and get feedback before using your “official” survey.

Logical sequence:  

• Check that initial questions do not bias the results of questions that follow.  

• Typically, ask broader questions first and more specific questions later.  

• Ensure that the order of the possible responses is logical and consistent. For instance, if you ask respondents to select from a scale, make sure the order of the scale is consistent throughout the survey (always from low to high or high to low).

Well-suited questions: Consider the type of question that is best suited to meet your needs. Multiple choice questions are the easiest to graph and compare, but you may need some open-ended questions to allow for broader, more qualitative feedback and data.

Balanced questions: Avoid questions that lead to certain answers.

Provide options: For questions with multiple-choice options, always include a response such as “Other” or “Does not apply,” so everyone can respond accurately.

Bhaskaran, V. Online Research: A Handbook for Online Data Collection http://www.questionpro.com/images/Online-Research-Handbook.pdf

Appendix N: Data Conclusions Checklist

Use this checklist to help you analyze qualitative and/or quantitative data and reach some conclusions.

If you need to analyze and make conclusions about Quantitative data (data that can be counted or expressed numerically; data based in numbers that can be shown on tables, charts, graphs, and so forth), use the Quantitative Checklist.

If you need to analyze and make conclusions about Qualitative data (not numerical—such as notes on observations, photographs, observations, maps, written documents, and so forth; qualitative data can be categorized and counted), use the Qualitative Checklist.

Quantitative Checklist

Use this checklist to help you analyze quantitative data and reach some conclusions.

1. Make sense of the numbers.

• Write simple descriptions about the characteristics you see in the data.

• Look for significant differences between groups and/or relationships between variables.

2. Summarize the data. If useful in the interpretation of your data, identify the:

• Mode

• Median

• Mean

• Range of data points

• Significance of data points—describe what they reveal

3. Try various methods of displaying the data.

• Identify a visual means of presenting your data that communicates the meaning most clearly. What did you choose?

4. Infer from a sample to the whole.

• If appropriate, what conclusions can you draw about a whole population based on the results of your sample?

• Do you see any correlations between any of the data?

• Is there any causation to note that can be proven?

5. Relate the data to your original question.

• Infer conclusions about the data as they pertain to your research question, hypothesis, or problem.

Qualitative Checklist

Notice
Step back from the data and allow yourself to notice patterns and themes. Note the method you used:

• Spread out a color-coded transcript to visually identify color patterns

• Read various primary source data and noticing repeated words and themes

• Arrange photos on-screen to view them all at once to find commonalities or differences

• Other:

Focus

• Intensely focus on just one area of the data. Jot down notes, thoughts, and scribbles.

• Think about and play with rearranging, sorting, sifting, and comparing the data in order to see possible patterns, themes, sequences, processes, and categories.

What did you find?

Discover

• Allow discoveries to emerge, such as patterns, sequences, processes, wholes, classes, types, and categories. Let these initial discoveries help you notice new things in your data. Take notes throughout the process.

• Consider conducting additional research or follow-up surveys if new and unexpected questions arise.

What did you find?

Theorize

• From your observations, come up with a hypothesis, theory, summary, or anecdotal representative “story.” Note it below.

Appendix O: Data Presentation Checklist

Use this checklist to help you present research supported by quantitative and/or qualitative data, as well as to create effect charts and graphs.

If you need to present Quantitative data (data that can be counted or expressed numerically; data based in numbers that can be shown on tables, charts, graphs, and so forth), use the checklist for Presentation of Quantitative Data.

If you need to analyze and make conclusions about Qualitative data (not numerical—such as notes on observations, photographs, observations, maps, written documents, and so forth; qualitative data can be categorized and counted), use the checklist for Presentation of Qualitative Data.

To get help with charts and graphs, and to know which type to use, use the checklist for Effective Data Display.

Presentation of Quantitative Data

Use this checklist to help you present research supported by quantitative data.

1. Provide an overview of the data collection process. Help viewers understand the process. Include:

• Method used to collect data

• Size and selection criteria of the sample

• Number of responses versus requests for participation

• Location where the sample was gathered

• Range of time in which the data was collected

2. Create the visual representation for the data. Which graphs or charts best tell the story? Determine:

• The appropriate graph type for displaying the data to help the viewer understand the results. What types of charts and graphs will you use?

• How best to set up each chart or graph. Remember to include:

• The independent variable on the x-axis and the dependent variable on the y-axis

• A helpful title

• Correctly labeled axes, including units of measurement

• A key or legend for multiple trials or examples

• The proper scale for the lowest and highest values on the axes

• Correctly and clearly plotted data

3. Summarize findings. Focus and make your point. Remember to:

• Relate the results to the research question

• Summarize results and include key facts from the background research or any qualitative data

• Evaluate the procedure, making comments about its success and effectiveness

Presentation of Qualitative Data

Use this checklist to help you present research supported by qualitative data.

1. Provide an overview of the data collection process. Set up the context for the research. Include:

• The choices you made as you decided how to construct your study

• How you formed the research questions

• What you studied

• How and why you selected a site, collected resources, or determined the subject(s) of study

• Whether you chose a particular case study, example, or story to highlight, and if so why you chose that one

• Whether others helped you with the data collection process, and if so, how you worked together as a team to ensure consistency in your work

2. Create the visual representation for the data. Determine the best way to present or support your selected themes, categories, or features. Determine:

• The appropriate charts or graphs you will use to depict the central tendencies, ranges, or frequencies

• What you will select to represent so as to focus on the most important aspects of your study and the number of examples to present per category

• How much of the original data you will have available as “backup” and supplemental resources, such as:

• Complete transcripts

• Digital photos of all the artifacts

• All the photos under study

• Full survey responses

3. Summarize findings. Focus and bring home your point. Consider:

• Telling the story of your data through a summary

• Thinking like a novelist and creating a setting in which to place your characters and data. Create a clear picture of the setting to form a perspective from which to judge your observations.

• Placing data in context. Determine what the audience will need to know to have a clear understanding of the bigger picture.

• Following the "just one thing" rule. Concentrate on one aspect of your study—that which really stands out or makes your point the best.

• “Juxtapos[ing] data excerpts with your talk about the data. Be it in the presentation of categories, themes, taxonomies, typologies, pictures, or drawings, the essence of presenting qualitative research comes down to how well you are able to juxtapose the data with your descriptions, explanations, analysis, or commentaries” (Chenail, 1995).

Effective Data Display

Use this checklist to help you create effective charts and graphs.

General Tips for Charts and Graphs:

• For most charts and graphs, place your independent variable (such as time) on the x-axis (horizontal) and the dependent variable (such as plant growth) on the y-axis (vertical).

• Label the axes, including units of measurement.

• If you have more than one set of data, show each series in a different color.

• Include the sources for the data.

• In bar graphs, make bars and columns wider than the space between them.

• In pie charts, ensure that the segments are ordered by size (largest to smallest) and in a clockwise direction.

Use a Bar Graph to:

• Compare categories and groups of data.

• Represent quantitative and qualitative data.

• Show frequency of each element in a set of data.

• Show speed or distance

• Show less than 10 items

• Provide more room for text labels (horizontal bars)

• Illustrate a change in magnitude or frequency (vertical bars)

Use a Stacked Bar Graph to:

• Compare different groups while showing subgroups.

• Show just a few groups of data.

Use a Line Graph to:

• Compare relationships between two variables to show how they relate to each other.

• Indicate quantity (dollars, units, percentages) on the y-axis and measure time on the x-axis to illustrate change over time.

• Show change in direction and trends in different groups of the same type.

Use a Pie Chart to:

• Compare parts of a whole, percentages of a total, or summary of a set of data organized by categories that have no natural order.

• Show quantitative or qualitative data.

• Display no more than six segments.

• Show segments with actual values or percentages.

Use a Scatter Plot to:

• Show measurements of two or more related variables.

• See trends in a large group of data points and find outliers, or data points that do not seem to belong.

Use a Pictograph to:

• Convey the meaning of statistical information in a simplified fashion, such as images on a chart.

• Symbolize data in a dramatic way, such as a size change of an image to represent changing data values.

Chenail, R.J. “Presenting Qualitative Data.” The Qualitative Report, Volume 2, Number 3, December, 1995. http://www.nova.edu/ssss/QR/QR2-3/presenting.html

Appendix P: Student Sample Presentation

Appendix Q: Terms of Use and License

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