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About Our Project
About Our Project
While students do have the opportunity to eat lunch at their school cafeteria, their afternoons and evenings are spent rushing from one academy to another (Sun-Young, 2019). There is usually no time to grab a healthy snack, and no opportunity to eat it. By the end of their day, many students are very hungry, which interferes with concentration, or they have only had a few quick, unhealthy snacks from a convenience store to keep them going.
With the rise of obesity and related illnesses in South Korea from a young age, it is more important than ever to provide these kinds of services and educate our youth about healthy eating habits (Kang, 2020).
The Driving Question
The Driving Question
How can students have access to healthier food options after school?
Cross-curricular goals
The goal of cross-curricular planning is to engage students in deeper-level thinking by combining relevant content areas. Students will get involved using different disciplines (Edutopia, 2007). For example, they will have to research healthy food options and the relevant nutritional information. They will have to calculate the costs involved for this project. Students will have to interact with the parents and managers of their academies, and pitch their ideas and present their findings. They will have to survey their peers and collect data about eating habits and taste preferences. To participate in this project, students will have to demonstrate creativity, critical thinking, problem solving, and collaboration (Shaffer, 2021).
The goal of cross-curricular planning is to engage students in deeper-level thinking by combining relevant content areas. Students will get involved using different disciplines (Edutopia, 2007). For example, they will have to research healthy food options and the relevant nutritional information. They will have to calculate the costs involved for this project. Students will have to interact with the parents and managers of their academies, and pitch their ideas and present their findings. They will have to survey their peers and collect data about eating habits and taste preferences. To participate in this project, students will have to demonstrate creativity, critical thinking, problem solving, and collaboration (Shaffer, 2021).
S.T.E.A.M. Components
STEAM is a relative curriculum where the subjects are taught in support of one another on the bases of an educational structure of science, technology, engineering, mathematics and to broaden the spectrum by incorporating the arts. Each component is relevant to one another. Our project will incorporate these areas in the following ways (Gupta, 2017):
Science - the importance of healthy eating, nutritional information of food
Technology - students make their own surveys, interpret the data
Math - budget, costs, counting calories
Art - designing pamphlets or posters, putting together a presentation
21st Century Skills
- Collaboration - Students will have to work together in groups, each assigned a role within their group. Each student's contribution is vital to the progress of the project.
- Communicate - Students will need to communicate with other students, with parents and with the management of their academies in order to gather the necessary data for this project.
- Critical Thinking - Students will have to interpret the data that they collect in a manner that is useful and drives the project forward.
- Problem Solving - Students will have to work out how to meet and overcome the various challenges that could arise during this project, for example differences in student meal preferences, differences in budget allowances, students don't all attend the same academies or have the same schedules, etc.
(Ross, 2017)
Presentation
Students will present their findings, suggestions and the final project to their parents and principals at their various academies.
They could make use of presentation tools and apps for the presentation, for feedback and reflection.
Presentation incorporates not only the students' surrounding peers, but also their local community. Students can be part of a positive change within their community, develop a deeper understanding of core concepts, and feel empowered to speak to others as experts on their topic (Post, 2021).
REFERENCES:
Edutopia. (2007, October 19). Why Is Project-Based Learning Important? https://www.edutopia.org/project-based-learning-guide-importance
Gupta, P. (2017, July 5). Why PBL & STEAM Education Must Go Together. EdTechReview. https://edtechreview.in/trends-insights/trends/2845-pbl-steam-in-education
Kang, M. (2020, December 28). Dietary intake and nutritional status of Korean children and adolescents: a review of national survey data. CEP - Clinical and Experimental Pediatrics. https://www.e-cep.org/journal/view.php?number=20125555398
Post, G. (2021, July 6). 7 Tremendous Advantages of Project-Based Learning. Pear Tree Elementary. https://peartree.school/2021/07/06/7-tremendous-advantages-of-project-based-learning/
Ross, D. (2017, April 24). Empowering Our Students with 21st-Century Skills for Today. Getting Smart. https://www.gettingsmart.com/2017/04/24/empowering-students-21st-century-skills/
Shaffer, T. (2021, September 14). 10 Benefits of Project-Based Learning. Destination Imagination. https://www.destinationimagination.org/blog/10-benefits-of-project-based-learning/
Sun-Young, L. (2019, September 30). [Herald Interview] ‘Take the burden off our children.’ The Korea Herald. http://www.koreaherald.com/view.php?ud=20190926000762
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