Megan Smith Taylor

Final Engaged Learning Project

Title of Project: An Evaluation on School Lunch

Subject(s): Coordinate Algebra
Grade Level(s): 9th
Abstract:
Students are notorious for complaining about school lunches. With the new government initiative to make school lunches
healthier by limiting calories and sodium implemented this year, I have heard an increase in complaints and have witnessed
several students pulling ketchup bottles out of their book bags during lunch periods. For this project, I want students to
survey other students about the current popularity of lunch choices and new ideas for lunches that meet standards, organize
their findings in different types of graphs and charts, and then analyze the data to come up with a way to improve the
lunches. The top couple of student groups will be able to report their findings and suggestions to an administrator and lunch
worker.
Learner Description/Context:
This project will take place in my classroom with students being placed in groups of 4. Because I teach high school age
students and because of the affluent area our school is in, almost all of my students have either smart phones or tablets. This
will aid them in the technology part of the project. For those that dont have smart devices, our math department has a laptop
cart that students can use.
Time Frame:
This project will begin in our next unit of Statistics. I am imagining that we will work on it about 1-2 days a week for the
duration of the unit (about 6 weeks). This way, students can learn the material and then every few days apply it to the
situation in the project.
Standards Assessed:
CCGPS Coordinate Algebra Standards
Summarize, represent, and interpret data on a single count or measurement variable
MCC912.S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
MCC912.S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) an
d spread (interquartile range, standard deviation) of two or more different data sets.
MCC912.S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for pos
sible effects of extreme data points (outliers).
Summarize, represent, and interpret data on two categorical and quantitative variables
MCC912.S.ID.5 Summarize categorical data for two categories in twoway frequency tables. Interpret relative freq
uencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possibl
e associations and trends in the data.
MCC912.S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are r
elated.
MCC912.S.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential mo
dels.
MCC912.S.ID.6b Informally assess the fit of a function by plotting and analyzing residuals.
MCC912.S.ID.6c Fit a linear function for a scatter plot that suggests a linear association.
ISTE Student Standards
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and
media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency

Megan Smith Taylor

Final Engaged Learning Project

Students apply digital tools to gather, evaluate, and use information.

d. Process data and report results
4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
Learner Objectives:
Students will be able to know all of the CCGPS standards addressed above. They will also have learned how to address a
potential problem by first getting the evidence (statistical research) and coming up with a possible solution. I will grade the
projects based off a rubric.
The hook or Introduction:
I think students will be instantly engaged at the topic of school lunch. It is something they complain about often yet dont
offer any solutions. Our school each day has about six different meal options. I might be able to get one of each for that day
and have each sitting on the front tables for them to see when they come in the classroom. Also, #thanksmichelleobama is a
very popular hash tag trending currently. The students would love seeing other students photos around the country that they
have tagged. Lastly, I want our region wellness supervisor, DeNeese Blanton, to talk to the students about the changes in
school lunch for this year and what specific items they had to alter to meet the new government standards.
Process:
The first day the project is introduced, I want to have students brainstorm the questions they could ask other students before
they actually ask them. I want to approve these equations first to avoid statistical bias that can easily occur (or at least to
keep the bias to a minimum). Once approved, I want students to go to each AO (our school has a 40 minute block of time
twice a week called Academic Opportunity) and get a sample of several students. This way, they are covering a sample of
each grade level that would hopefully accurately represent the entire student body. After data collection, the majority of the
time spent on this project will be analyzing the data and making charts and graphs. These three milestones in the project
(brainstorm, data collection, analysis) will be set with deadlines so I can constantly make sure students are on track and on
task.

Product:
The end product will be a presentation that has several components: the data students collected, organizational charts made
from the data, analysis of what the charts and graphs mean, and a suggestion on what can be done for improvement. I would
like the best group or two to present their findings to an administrator and lunch worker. I think this will be useful to the
students in several ways: one- they may realize our hard working lunch workers are already doing everything they can to get
the best meals out of the standards they have to meet, two- students will realize they can not complain if they do not have
suggestions for improvement that meet guidelines, three- students will realize they can fix a problem if they do the
appropriate research and can persuasively present their case to people who are in charge.
I will use a rubric to assess their product. The rubric categories will include their presentation, the use of technology, the
practicality of their suggestions, the math involved in their calculations, and the different types of charts that represent their
data along with appropriate analyses.
Technology Use: Technology will be used in how students survey others (polleverywhere.com, Kahoot, survey monkey, etc.).
Technology can also be used in making their graphs and charts (graphing calculator, excel, etc.), as well how they will
present their final product (PowerPoint, Prezi, etc.). All of this listed technology either connects their research to the
audience, connects their surveys to actual data, or connects their actual data to visual representation. This enables higher
order thinking skills as well as a keen ability to analyze.
References and Supporting Material:
I will grade these projects based off a rubric in order to make sure students cover the necessary standards and that they meet
my expectations for their final product and presentation. Therefore, I will need to make a rubric in the near future. I do not
have any past projects since this is a new lesson idea for me, but there is a lot of statistical research I could pull up on the
SmartBoard on pretty much any topic in the world. This would show the students how others took a problem and tried to offer
solutions based off research.

Megan Smith Taylor

Final Engaged Learning Project