Description:

Students work on a group project to develop a new line of nutritional snacks. The team is to submit a proposal for a snack that not only tastes good, but is nutritional as well. The end-product will contain four parts: background information, developing the snack, packaging and labeling, and market research. Students may work on the exercise outside the classroom period, they may consult as many references as they wish, and you may provide them with advice and direction. However, the product of the exercise must be the studentÍs own work in their own words.

This task is designed to take students up to three weeks to complete.

Overall Task Content Area:

Life Science

Science in personal and social perspectives

Specific Knowledge Areas:

Personal and community health

Performance Expectations:

• conducting investigations
• using equipment
• gathering, organizing, and representing data
• formulating conclusions from investigational data
• applying scientific principles to develop explanations and solve new problems

National Science Education Standards:

12 F SPSP 1: Personal and community health: Grades 9-12
1.5 Selection of foods and eating patterns determine nutritional balance. Nutritional balance has a direct effect on growth and development and personal well-being. Personal and social factors - such as habits, family income, ethnic heritage, body size, advertising, and peer pressure - influence nutritional choices.

12 E ST 1: Abilities of technological design: Grades 9-12
1.2 Propose designs and choose between alternative solutions. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.

1.3 Implement a proposed solution. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials - such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.

1.4 Evaluate the solution and its consequences. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.

1.5 Communicate the problem, process, and solution. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms - including models, diagrams, and demonstrations.

12 A SI 1: Ability to do scientific inquiry: Grades 9-12
1.6 Communicate and defend a scientific argument. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.

(Use the "hot" link on the PALS home page to check the full text of related National Science Education Standards, if desired.)

General Instructions to the Teacher:

This task is designed to take students up to three weeks to complete.

Students will be working in groups of 4-6 for the for the performance tasks, and each group will prepare and submit their results as a group. Group assignments should be made in advance.

Although it is not a requirement, you may want to integrate the exercise into your regular science curriculum. Students may work on the exercise outside the classroom period, they may consult as many references as they wish, and you may provide them with advice and direction. However, the product of the exercise must be the students' own work in their own words.

Each student group must produce a complete proposal to the food company that includes four parts: (See Student Directions for details of the components of each part.)

1. Collecting Background Information
2. Developing Your Nutritional Snack
3. Packaging and Labeling Your Nutritional Snack
4. Market Research

In addition, the report should include appendices that list all the information the students collected, including tables, forms, etc.

The exercise may result in a report, artworks, or even videotape. The results of the exercise should bear the names of all members of the group.

Materials for Development of a Nutritional Snack:

None are required. Student groups will identify and obtain any materials they decide to use to complete the assignment.

Advance Preparation:

None is required.

Safety:

• Be careful.
• Teachers and students should always exercise appropriate safety precautions and utilize appropriate laboratory safety procedures and equipment when working on science performance tasks.