PBL Essential Elements Checklist

Names of Group Members:

Allison Blansett
Claire Li

Project Title:
MY RESTAURANT PROJECT

Project Source:
http://bie.org/object/video/my_restauran
t_project

Grade Level:
5th grade (In the video, the project is done by middle-school
students, but we will modify it for 5th grade students.)

Does the project?

Yes

No

Focus on Significant Content

This project teaches students how to balance a

budget by considering costs/profit, create a menu,
use various forms of technology, and write
professional letters. However, we would like to
incorporate more global concepts such as culture
and health.

This project tackles creativity (students design a

menu and decide what to include in it), critical
thinking (by developing solutions and strategies for
creating a successful restaurant), problem solving
(by staying within a budget to purchase furniture
and supplies), and communication (students
working together, the final presentation, and
possibly Vimeo commercials) all at once.

At its core, the project is focused on

teaching students important knowledge
and skills, derived from standards and
key concepts at the heart of academic
subjects.
Develop 21st Century Skills
Students build skills valuable for
todays world, such as creativity, critical
thinking and problem solving,
collaboration, and communication,
which are taught/practiced and assessed.

Engage Student in In-Depth Inquiry

The project does not push global competency much,

which is why we decided to add a cultural
requirement/research into cultural cuisine so they
can understand how food all over the globe is
different, yet can still accomplish the same level of
being heathy and tasty.

The driving question seems to be how do students

create their own menu? but the project depicted in
the video doesnt officially state an essential
question. We created our own essential driving
question: How can you create a successful restaurant
business with a nutritious menu that is inspired by

(For 397 Focus on Global Competence)

Students are engaged in rigorous,

extended process of asking questions,
using resources, and developing
answers.
Organize Tasks Around an Essential
Driving
Project work is focused by an openended question that students explore or
that capture the task they are

Explain Reasoning and Offer

Possible Modifications

completing.
Establish Need to Know

different cultures?
X

There does not seem to be an entry event. However,

by the end of the video, students understood why it
was important to do the project and how relevant the
skills and concepts were. As a modification to this
project, we will be adding an entry event.

It is not clear about how much choice is given in the

original project; however, some students had an
option to create a commercial for their presentation.
We plan to make adjustments in the project that
allow students to make some creative choices and
academic decisions throughout (such as how to
format their menu, how to present or pitch their
project, what foods to incorporate in their menu, and
what restaurants to write to).

There were not any specifics in this area, however

we plan to have students do peer revision
throughout the project along with some teacher
revision half-way and for the final product. We also
plan to have students reflect on their project at the
end.

The original project does not include an audience

outside of the classroom. However, we plan to have
students write a letter to a local restaurant and have
their work presented at a school event or
neighborhood fair for other students, staff, faculty,
and parents to see.

Students see the need to gain

knowledge, understand concepts, and
apply skills in order to answer the
Driving Question and create project
products, beginning with an ENTRY
EVENT that generates interest and
curiosity.
Encourage Voice and Choice
Students are allowed to make some
choices about the products to be created,
how they work, and how they use their
time, guided by the teacher and
depending on age level and PBL
experience.
Incorporate Revision and Reflection
The project includes processes for
students to use feedback to consider
additions and changes that lead to highquality projects, and think about what
and how they are learning.
Include a Public Audience
Students present their work to other
people, beyond their classmates and
teacher.

Global Mini-Project Project Overview

Names of Group Members: Claire Li and Allison Blansett
Project Title: My Restaurant Project
Grade level: 5TH
Project Length: 3-4 Weeks
Links to Online Resources:
HTTP://BIE.ORG/OBJECT/VIDEO/MY_RESTAURANT_PROJECT

Projects Essential Driving Question

HOW CAN YOU CREATE A SUCCESSFUL RESTAURANT BUSINESS WITH A NUTRITIOUS
MENU THAT IS INSPIRED BY DIFFERENT CULTURES?

Project Overview
Students will work in groups of 3 to design a business plan and create a menu for a restaurant. They will
research cultural cuisines that are thriving globally to get inspiration for what makes a restaurant
successful and for what kinds of dishes are healthy, yet appetizing to customers. Each student will write
a letter to a local restaurant that they feel has something in common with the business that they are
starting to come up with in their groups with the purpose of getting advice and guidance from a real-life
restaurant that has found its own success. In these letters, they can ask for feedback in the form of a
letter back, phone call, or even a meeting at the restaurant. Students will work within an assigned budget
to make a financial plan for the business using excel. In addition, they will create a commercial or Prezi
presentation to efficiently present their restaurant to the class at the conclusion of their project.

Project Products
1)
Menu: The menu should clearly reflect the cultural cuisines of at least two different cultures, be
aesthetically pleasing, and easy to read.
2)
Short paper: A 1-2 page paper, double spaced, about how students know that the food is
nutritional and appeals to various cultures, with website URL/book names they used to find information
listed at the end.
3)
Budget: The budget sheet will include how they stayed under the proposed budget and itemizes
ingredients, things needed in the kitchen, and furniture. It should also include links to where they get the
prices and any other kind of website or app they decide to use to help them budget.
4)
Letter (one per student): The letter (with their menu attached) should be written to a local
restaurant that each student feels has something in common with the vision they have in mind for their
restaurant. In the letter, students should briefly describe the project, their vision for their restaurant with
the goal of a culturally diverse menu, and why they chose to write to that restaurant. At the end, they
should ask for some feedback from the restaurant so they can get the advice of real-life business owners.

5)
Peer review: Two groups will review each others products thus far, giving feedback including
both strengths and weaknesses, in addition to any possible suggestions.
6)
Commercial or Prezi: Students can either create a commercial for their restaurant (30 second
T.V. spot) and show it during class or make a Prezi presentation and present it during class, sort of like a
mini- sales pitch (2-3 minutes). Regardless of which option they choose, students should have a goal in
mind to convince people that their restaurant has healthy, nutritious food that is intriguing because it
draws from different cultures. After presenting to the class, students should not forget about their work
because it will be saved for some kind of school-wide fair so other students in the school, faculty, staff,
and parents can see their work.
7)
Reflection questionnaire (one per student): Students fill out a one page questionnaire that asks
them to reflect on what they learned, but also gives them an opportunity to suggest any changes or
additions to the project that they would like to see.
**unless otherwise noted, the products are one per group.

Global Awareness
Food brings people together all over the world. In the west, eastern food is incredibly popular, but in the
east, its hard not to see an authentic restaurant in china selling burgers at some spot of a city. This
essential question encourages students to consider the role that culture plays in food preference and
helps them learn about the foods of different cultures and incorporate them into a diverse menu. This
projects also involves students in learning how businesses are started in countries all over the world by
giving them first-hand experience at creating their own. The project will also address 4 aspects of global
competence.
1) Investigating the world: Students will investigate cultural cuisines. That does not mean the local
Chinese restaurant, but actual, authentic Chinese food from China, or traditional Greek foods all the way
from Athens.
2) Recognizing Perspectives: By working in groups of 3, students, who may not all be from the same
background, can learn to recognize that people may have different perspectives and opinions, but can
come together and create the same products.
3) Communicating Ideas: Students communicate their ideas with group members and the teacher
throughout the project. In addition, they have to be able to effectively communicate their idea to a real
restaurant business (letter) and to people outside of their classroom (explained more in the previous
section).
4) Taking Action: In their research, students will probably research some food is more nutritious than
others, while some foods are tastier. By using imagination and creativity, they take this information o
create a menu that is both tasty and nutritious, then take action on that by giving that idea to a restaurant
(and asking for feedback), while also showcasing their ideas to people in the community (at the fair).
Though their restaurant might not be real, it is still taking action to do the research and create so many
different products.

Curriculum Alignment Matrix

Projects Essential Driving Question
HOW CAN YOU CREATE A SUCCESSFUL RESTAURANT BUSINESS WITH A NUTRITIOUS MENU THAT IS
INSPIRED BY DIFFERENT CULTURES?

English Language Arts Standards Alignment

Grade 5 Writing
CLUSTER: PRODUCTION AND DISTRIBUTION OF WRITING
Standard: W4 CCR Anchor Standard Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 13 above.) (SC, 5)
Standard: W5 CCR Anchor Standard With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 5 on pages 28 and 29) (SC, 5)
Standard: W6 CCR Anchor standard Use technology, including the internet, to produce and
publish writing and to interact and collaborate with others.
W6 With some guidance and support from adults, use technology, including the internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CLUSTER: TEXT TYPES AND PURPOSES
Standard: W2 CCR Anchor Standard Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
W2.a Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
W2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
(SC, 5)
CLUSTER: RESEARCH TO BUILD AND PRESENT KNOWLEDGE
Standard: W7 CCR Anchor Standard Conduct short as well as more sustained research
projects based on focused questions, demonstrating understanding of the subject under
investigation.
W7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
CLUSTER: RANGE OF WRITING
Standard: W10 Anchor Standard Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.

Learning Experiences/Activities:
Although the letters to restaurant owners will not be expected to be two pages long, they will be
typed. Students will each write one and will take turns revising and checking each others letters,
as the project is a group project. Students will use the internet throughout the project for research
on foods, culture, and restaurant information. They will work together in creating a Prezi
presentation or a commercial. These parts of the assignment are linked under these writing
standards.

Mathematics Standards Alignment

Grade 5 Math
Domain: Number and Operations in Base Ten
CLUSTER: UNDERSTAND THE PLACE VALUE SYSTEM
Standard 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10
times as much as it represents in the place to its right and 1/10 of what it represents in the place
to its left.
Standard 5.NBT.4 Use place value understanding to round decimals to any place.
CLUSTER: PERFORM OPERATIONS WITH MULTI-DIGIT WHOLE NUMBERS AND WITH DECIMALS TO
HUNDREDTHS

Standard 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
Standard 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Learning Experiences/Activities:
Filling out the budget sheet, calculating costs of food supplies, calculating how much to ask for
grant money

Science Standards Alignment

Standard 1.0 Skills and Processes

TOPIC B: APPLYING EVIDENCE AND REASONING
Indicator 1: Seek better reasons for believing something than everybody knows that or I just
know and discount such reasons when given by others
Object A: Develop explanations using knowledge possessed and evidence from observations,
reliable print resources, and investigations

Learning Experiences/Activities:
Research/debunk myths about healthy foods, discover what foods are healthy while creating a
culturally diverse menu.

Social Studies Standards Alignment

Standard 6.0: Social Studies Skills and Processes

TOPIC A: READ TO LEARN AND CONSTRUCT MEANING ABOUT SOCIAL STUDIES
Indicator 1: Use appropriate strategies and opportunities to increase understandings of social
studies vocabulary.
Objectives: (A) Acquire and apply new vocabulary through investigating, listening, independent
reading and discussing a variety of print and non-print sources. (D) Use new vocabulary in
speaking and writing to gain and extend content knowledge and clarify expression.
Indicator 3: Use strategies to monitor understanding and derive meaning from text and portions
of text (during reading).
Objectives: (C) Use a graphic organizer or another note-taking technique to record important
ideas or information. (H) Explain personal connections to the ideas or information in the text.
Indicator 4: Use strategies to demonstrate understanding of the text (after reading).
Objective H: Connect the text to prior knowledge or personal experiences.
TOPIC B: WRITE TO LEARN AND COMMUNICATE SOCIAL STUDIES UNDERSTANDINGS
Indicator 2: Use formal writing, such as multi-paragraph essays, historical investigations,
research reports, letters and summaries to inform.
Objectives: (A) Identify form, audience, topic, and purpose before writing. (B) Organize facts
and/or data to support a topic. (C) Provide introduction, body, and conclusion. (D) Cite sources
of information.
TOPIC C: ASK SOCIAL STUDIES QUESTIONS
Indicator 1: Identify a topic that requires further study.
Objectives: (A) Identify prior knowledge about the topic. (B) Pose questions about the topic. (C)
Formulate research questions. (D) Develop a plan for how to answer questions about the topic.

Learning Experiences/Activities:
As students research the food present in different cultures, they will research and read texts to
learn about various cultures.
In the letter that students will write to a restaurant owner, the students will include a paragraph to
inform the business owner that it is important for the students to create a culturally diverse menu
and include food from various cultures. This section of the letter will be written in the purpose to
inform and students will include information that they have researched and learned about various
cultures.
At the beginning of research on different cultures and a nutritional diet, students will engage in a
class discussion about different cultures, what they think and know about these cultures, what
they want to learn, and pose any questions about the cultures (including questioning the truth of
stereotypes of the cultures). Students will also engage in group and class discussions about a
nutritional diet by using their prior knowledge to determine what a balanced diet consists of,
make personal connections by looking at their own diet, and asking and answering questions
about why some people may struggle with eating a balanced diet and developing solutions to
keep a balanced diet.

Health Standards Alignment

Health Grade 5
Standard 6.0 Nutrition and Fitness
TOPIC G: BODY IMAGE
Indicator 1: Identify how body image affects eating habits.
Objectives: (A) Identify factors that affect eating habits, including body image. (B) Describe
harmful eating habits.
TOPIC I: GOAL SETTING
Indicator 1: Apply information from the food guide pyramid to choose healthy snacks
Objective A: Identify healthy snacks from each food group

Learning Experiences/Activities:
Students will discuss eating habits and unhealthy diets prior to developing a menu that
encourages a healthy, balanced diet.
Students will create a nutritionally balanced menu with healthy foods while reflecting on the
food guide pyramid as a resource.

Personal Financial Literacy Standards Alignment

Standard 1: Make Informed, Financially Responsible Decisions (Grades 3-5)
1.5.A. Explain that people make financial decision based on available resources, needs, and
wants.
1.5.C Apply financial knowledge, attitudes, and skills. (1.5.C.1) Develop and apply financial
literacy vocabulary.
Standard 3: Plan and Manage Money (Grades 3-5)
3.5A Demonstrate the ability to use money management skills and strategies by saving for and
acquiring goods and services. (3.5.A.1) Define and list the components of a spending plan.
(3.5.A.2) Identify strategies for using a spending plan. (3.5.A.3) Develop a spending plan
indicating income and expenses.
Learning Experiences/Activities:
Students will work in excel to manage and organize the restaurant budget, determine how much
the food supplies will cost, and determine how they can spend their budget.
Students will decide on menu prices.

Projects Essential Driving Question: HOW CAN YOU CREATE A SUCCESSFUL

RESTAURANT BUSINESS WITH A NUTRITIOUS MENU THAT IS INSPIRED BY DIFFERENT
CULTURES?

ENTRY EVENT
Overview: In this project entry event, students will work together to decide which
restaurant, given its menu and website, is the healthiest and likely most successful.
Students will come into the classroom with it set up similar to a gallery walk, with chairs
pushed to the side and desks/tables set in rows. In groups of 3, students will go from
station to station, each with a few copies of a restaurants menu laid out on top of that
restaurants website. Each group will have at least one person who takes notes on what
they think about the restaurant. At the end, the whole class will come together and have a
brief discussion of each restaurant, going through each of them as the teacher shows the
website on the projector. The teacher will then lead the discussion to gear it toward the
students own experiences eating out and/or eating healthy. This will then segway into
introducing the projects essential question.
Instructional Materials:
menus from various restaurants
pens/pencils and paper
box with slips of papers with numbers
rolling whiteboard or blackboard
Technology:
laptop/tablets
cellphone with timer
projector linked to teachers laptop/main laptop
Time Duration:
Instructional Sequence:
Event
Segments
Set Up

Approximate
Time Per
Segment
Approx. 10
minutes

Detailed Steps/Procedure

The teacher will put all chairs aside, stacking them against the wall so
they take up the least amount of room possible. The desks will be
pushed so that there are just two rows. Either a tablet or a laptop will
sit on every 4th desk, with the laptop/tablet showing a restaurant
website. In front of the laptop/tablet will be 3 copies of the restaurant
menu. The teacher will then set up a whiteboard or blackboard and
write down directions for the students to quietly read and follow as
they flow into the classroom.
In front of the whiteboard, there will be a desk with a box of small
strips of folded papers with numbers on it (so if there are 27 students,
numbers 1-7 with 3 of each number; if there are 30 students, 1-10
with 3 of each number).
This is what will be written on the board:
1. Put your backpack down next to where the chairs are.
2. Pick a number from the box. Do not open your paper yet.

3. Line up at the front of the room quietly

Directions/Walk
Through

4-5 minutes

Once all students have arrived, the teacher will stand at the front and
tell them
Today we are going to embark on a project. However, first, I want
you all to go on a gallery walk of restaurants. Since we cant go on a
field trip to each one, I decided to do my best and give you menus
and restaurant websites to look at. Now, everyone has a slip of paper
it. Open it, and find the other two people that have the same number
as you. When you have all three group members, link arms with each
other and face me so I know you are done.
Once everyone is done finding their group, the teacher will give the
final instructions.
Each group will have 5 minutes at each station. Have one person in
your group take notes on what you and two other peers discuss... I
want you guys to really pay attention to what kind of food the
restaurant serves: if it seems good quality, healthy, or the right price.
By the time you are done with all stations, choose which one you
think is the best.
The teacher will direct each group to a starting station.

Stations

30-35 minutes

Students will have approximately ___ minutes to go around to each

station. (There will be 6 or 7 stations).
The teacher will announce a one minute warning before the 5 minutes
are up, and direct students to move left to right when it is time to
move stations. The teacher will also walk around, ensuring that each
group is staying on task.

Discussion/Wrap
Up

15-20 minutes

Once all students have been to every station, the teacher will
announce the walk through is over and instruct students to grab a
chair and sit down with their group at the last station they were at.
The teacher will start discussion by putting up one of the restaurant
websites on the projector and asking the class
What were the strengths and weaknesses of this particular
restaurant?
After going through each restaurant, on the projector, the teacher will
ask the class what they think makes a successful restaurant. After this
discussion, the teacher will introduce the projects essential question.

EXIT EVENT
Overview: The goal of the exit event for this project is to get the students involved in the
community by teaming up with multiple local restaurants. Students will hold an event on
a weeknight evening at the school where each group will present their restaurant business
plan and menu. Local restaurant owners and chefs will be present to see the presentations
and walk through a gallery of tables that the students and their parents set up to showcase
their restaurant plans/menus. The local restaurant owners will each choose a restaurant
menu (enough owners that each groups menu is used) to adopt for one night at their
restaurant. This night will be advertised and publicized to the school and community in
order to get the community involved. Each student will plan (with family, most likely) to
go to the restaurant the night that their menu is being used, and will have a notepad with
them to take notes on a few things. The students will (with permission) go around to the
customers and conduct a survey about the menu.
Instructional Materials:
PowerPoint with directions
Graphic organizer to plan the event (have students help plan and make decisions
about the event)
Surveys
Technology: PowerPoint
Time Duration:
(in class) 30-37 minutes
(evening event) one hour
Instructional Sequence:
Event
Segments

Approximate Time
Per Segment

Detailed Steps/Procedure

Preparation

10-20 minutes,
depending on the teacher

Teacher will create a PowerPoint prior to class to explain the

event. The teacher will also create or choose a graphic
organizer to insert event plans.

Introduce the event

5-7 min

The teacher will present the PowerPoint on the board to the

class and introduce the event. (Students know about this
event at the beginning of the project so that parents and
restaurant owners would have enough notice, but there are
specifics about the plan that need to be decided on. This
event will be held in the school cafeteria or gym.)
Now that we have finished our restaurant projects, we are
going to make the final plans for our showcase event today!
As we go through this PowerPoint, I am going to talk to you
about what we need to accomplish at this event and you
guys are going to decide HOW we should do it.
The teacher will go on to further explain the set details of the
event, the goal/purpose of the event, and what plans the class

needs to make to complete it.

Plan the event

25-30 minutes

The teacher will give every student a copy of the graphic

organizer for planning specific parts of the event. The
teacher will then walk the class through the parts of planning
that need to be done.
Ok guys, so if the purpose of this school night event is to
showcase your restaurants and have your menus selected by
local restaurant owners, how do you want to SHOW or
display your restaurant projects? (Some ideas the teacher
could give are having a gallery walk with each project
displayed on a table, having the restaurant project info/menu
on a nice display on the walls, by having PowerPoints, etc.)
What kind of layout do you think will make your restaurant
projects and menus the most appealing to the restaurant
owners? What are some things you can add or use in your
display? (Some suggestions the teacher could make, if
necessary, are glitter, pictures, lots of color, free candy, a
game, etc.)
The next part of planning the teacher will discuss with the
students is the MC (person who runs the night, talks in the
microphone, etc.) and who it will be, along with the
organization/schedule of the event.
Now, there is an important job that must be done at events
like this. There must be a designated person who welcomes
all of the guests and gives instructions about how the night
will go, called an MC. Have you ever been to a party or
event that had an MC?
After the teacher discusses the job and importance of an MC
with the students for a few minutes, the teacher tells the
class:
I am glad we are all on the same page about understanding
an MC. At this event, I will take the position as the assistant
MC, but you all will choose someone in this class to be THE
MC at the event. Here are some things to think about and
remember: The MC uses a microphone, gets the attention of
the crowd, introduces themselves, the event, and addresses
what everyone will be doing. For instance, giving
directions.
The teacher allows students to nominate other students and
facilitates helpful and actionable discussion in making a
decision. If students are stuck between the selections of
more than one student, then the teacher should facilitate an
organized classroom vote.
Finally, the teacher and students will decide how long the
MC should talk, how long the guests have to look at the
displays of restaurant projects, etc. to fill out the graphic

organizer event plan together.

At the event

Approx, 1 hour

The teacher and selected MC student make opening remarks

at 7:00 and welcome everyone. They then go on to explain in
detail the purpose of the night and what the plan or protocol
for the night will be. The teacher and MC will instruct that
about 30 minutes of time will be dedicated to everyone
circling/exploring the various restaurant projects/menus
displays, during which they may talk to each group of
students who created them and ask questions, etc.
After the 30 minutes of exploring time, the teacher and MC
ask for feedback from the guests on the projects and menus.
After a time for feedback, the teacher takes over and
announces
Now the restaurant owners and I are going to step aside to
talk together and they are going to make their choices of
restaurant menus which I will happily announce in a few
minutes. Thank you.
The teacher gathers the restaurant owners while the other
guests and students mingle. The teacher will write down
which menu each restaurant owner chose on a piece of paper
(if two wanted the same menu, the teacher will facilitate
compromise). After this is finished, the teacher will
enthusiastically announce the results, encouraging student
excitement. The teacher will make some technical
announcements about when these special nights will take
place/how the community will be updated, and will then
pass the mic to the student MC who will close for the
evening.