Overall this plan has all the basic components that it needs to have to be a STEAM MS plan except
engineering. I added some thoughts on how to make it more of a reality based HS project where the
students would be more inclined to think of ideas on how to help the problem other than a can drive.
Although this is valuable, it is one idea. If it were used as the springboard idea for students to also think
of other ideas, and they were to research others working on solutions now, then the plan would be
much stronger and open it up for bringing in the ‘citizen scientist’ aspect and evaluation journaled
research.
Things that need fixing are in orange, my suggestions are in green. Please let me know if you have any
questions
Title: __Lead2Feed________STEAM Lesson
Educators on the team: Capt. Paul Dorsey, Chief Stephen Gardner, Kathaleen Rogers, Adam Morton
Trained: _10/11 Aug 14___ __Knob Noster, MO 65336____________
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme that this lesson would tie to: Leadership to accomplish authentic goals – a theme is generally
related to a problem – this concept is something that we hope all STEAM lesson plans offer as a tenant
Nutrition
Specific Topic Concept within that theme: Setting Goals, generating a specific project, focus, alignment,
selecting partners, breaking down tasks and assigning the right people for the tasks. – same as comment
above Poverty in the US
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept: Students will address the
growing issue of hunger in the United
States through the Lead2Feed project.
Students will identify the nutritional
requirements for adults and children,
organize, plan and design a haunted
house using imagery and planning
musical accompaniments to establish
the appropriate mood. Students will
set goals and track growth as they
collect appropriate food stuffs as
admission to be donated to the local
food bank. Students will advertise and
communicate goals as well as tracking
Science –
 Concepts – Identify nutritional requirements
 Goal / Objectives – Determine the minimum daily
caloric requirement
Standards - National Science Education Standards (NSES)
Content Standard Nutritional and Health Science
 Origin and evolution of the food groups
 Careers –Nutritionist, Genetic(how are you covering
genetics?) Engineer, Researcher
 Project – Students will research and identify the
nutritional requirements for children and adults. To
what extent? Students will discuss the importance of
healthy foods and develop a plan to collect foods for
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expenditures.
Basic Plan:
Begin with what will be done for an
engagement/introduction piece.
Students will set goals and plan a
project to alleviate hunger. Students
will develop a plan to create a haunted
house that will provide not only a Safe
Halloween location for children in the
community but double as an
opportunity to collect food items for
the local food pantry. Students will
explore the hunger crisis in the World,
the United States and at the local
community levels. Identification of
nutritional requirements will assist
students in setting food collection
goals. Students will engineer costumes
and sets to portray the appropriate
mood of the Haunted house. Special
consideration of imagery and musical
enhancement will be considered and
planned with the project. Students will
plan and develop an appropriate
budget to see the project through to
completion. Students will
communicate the goals and project
plan through oral discussions,
advertising and creation of multi-media
presentations.
Skill level (Grade Range): 9-12
Timing of Lesson: There will be a total
of 15 lessons before Halloween of
about 45-50 minutes each session.
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the local food bank. What will they do with the
science related knowledge
Not science - Students will organize donated food by
food group and identify nutritional needs not met by
the food collected.
This doesn’t match your quoted standard.
Assessment – Students will be accessed on their
abilities to identify nutritional requirements for
healthy eating
(the following isnt’ science, it’s more math and
art/marketing, maybe SS) and organize an event to
gather food for the local community as part of the
Lead2Feed Project.
Extension - Students will create next drive for
collecting food during the Holidays. Students will
discuss scientific solutions for hunger such as genetic
engineering of foods and animals for greater
production of food resources. – if this gets added in,
then yes you are covering something to do with plant
genetics research for your career section
– can you connect to a local university doing
something about nutrition studies and see what their
research is?
Creating a community garden at school to help people
learn how to grow things – offer community afterschool programs to teach people about growing and
storing food – even in small areas and in containers.
Technology & Engineering –
 Concepts –Use technology including the internet to
produce and publish writing and to interact and
collaborate with others. Design and Create artifacts
to establish a mood. – this is all IT – it does not cover
engineering at all – if they were to develop a plan to
help people overcome hunger and poverty issues,
then this project would have engineering in it – or if
they were to become part of a university research
project on growing for production and sustainability,
then you would have research engineering in your
plan. This is HS, get them excited about the cool
things they can become experts about.
 Goal / Objectives – Produce a video artifact of their
project – this is a technology goal – it includes the
arts, but not engineering.
Standards - National Educational Technology Standards for
Students (NETS●S) (Technology Activity)
Technology Operations and Concepts
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Basic Supplies:
Lead2Feed Video
Newspaper, Local area charities, video
camera,
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Individual Subjects:
IT Resources: Internet,
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Other Resources: Costumes, fabrics,
materials,
Pictures Courtesy of Paul Dorsey:
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a. Understand and use technology systems
b. Select and use applications (i.e.
windows/PowerPoint/spreadsheets) to effectively
produce video, pictures and budgets to
successfully complete the Lead2Feed Project.
Careers – Videographer, Journalist, Set Designer and
Construction
Project - Students will create graphics to advertise
their food drive. Students will utilize available
technologies to create multi-media presentations
before and after the food drive. Students will
research, design and construct sets and props to
promote the identified mood of a haunted house.
Please elaborate more on the props for the haunted
house as that is the most T&E part of your project. If
the students are designing mechanisms to scare
people – there is engineering there. Are they using
the simple tools – pulleys, inclined planes, etc? – are
they creating systems for entertainment?
Assessment – Students will be assessed on their
ability to creating create graphics that are appropriate
to advertise a haunted house. Students will also be
assessed on their ability to engineer sets and props
that meet the identified mood. – ok, great, it’s in your
assessment, now put more of it in your project.
Extension – Students will participate in a contest to
raise money for local food distribution organizations
through lead2feed an ROTC partner.
People will research others who have come up with a
way for people in poverty to earn a living – with or
without addresses – they can brainstorm on if these
ideas would work for people in their area
Math –
 Concepts –Quantify goals and measure growth –
growth of what?
 Goal / Objectives – Develop a working budget for the
project
Standards – National Science Education Standards (NSES)
Manages money effectively
Level IV (Grade 9-12)
1. Prepares and follows a budget (e.g., develops
spending plan, saving plan, record keeping system,
investment plan, tracks budget performance)
2. Uses sound buying principles(e.g., comparing costs
and benefits, making informed choices) for purchasing
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goods and services
3. Understands credit (e.g., different types of credit;
finance charges, outstanding balance, effects of early
payoff) and uses it effectively
4. Understands the benefits and dangers of using credit
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Misc:
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Photos:
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5. Knows ways to avoid or correct credit problems
Careers – Finance Manager, Banker, Independent
Adult
Project – Students will prepare a budget to create and
develop a viable Haunted House. The budget will be
in the amount of $150 with which students must
purchase all of the items necessary to develop a
Haunted House. (Example: Purchased blood, make up,
fog machine, poster board=$148.38) Students will
explore other resource avenues to meet the needs of
the project ie: found items, donations etc.
This is all accurate, but I’d like to see a deeper math
component for students doing upper level math, or
this is more of just a 9th grade math plan
Assessment – Students will be accessed on their
ability to build and create an excellent haunted house
within their budget.
Extension - Students will articulate the needs and
plan a budget for the next project.
Do mathematical analysis of the poverty level vs. the
nutritional intake for a healthy adult
Do a mathematical analysis of what a family on
minimum wage can afford for food
Do the mathematical analysis of what someone alone
on food stamps can afford for food
Do the math of the cost and effort into having a
garden for the potential yield
Mathematical breakdown of nutritional value of what
was collected
Make roasted pumpkin seeds as snacks to add to the
yield.
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Concepts – Students will communicate and justify the
project goals to the community.
Goal / Objectives – Through successful completion of
this lesson, students will be able to create and market
a brief multimedia message that informs the
community about a local issue and calls for action.
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Standards – Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience (CCSS.ELALITERACY.W.9-10.4); develop and strengthen writing
as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience
(CCSS.ELA-LITERACY.W.9-10.5); and use technology,
including the Internet, to produce, publish, and
update individual or shared writing products, taking
advantage of technology's capacity to link to other
information and to display information flexibly and
dynamically (CCSS.ELA-LITERACY.W.9-10.6).
Careers – Advertising, Media Broadcasting, Social
Media Publisher, and Graphic Art & Design.
Project – Students will work collaboratively to:
research the local hunger issue; craft a 30 second
multimedia message that informs the community on
the local issue and calls for action through
participation in Safe Halloween; and market the
message through the school district’s social media
channels.
Basic vs. challenging – what you seem to have is
something that is very simple – you don’t expand on
what will be done for research or if there will be
storyboards, scripts, how many. If the whole class is
working on one basic 30 second message, that seems
too basic. Maybe you’ve planned on more, but you
need to spell it out more.
I would like to see the students explore the issue of
poverty as a research discipline and read accounts of
those in poverty with nutrition issues like Steinbeck or
things from N. Korea currently.
I would suggest you add descriptions of more
challenging social and technical analysis and writing.
Having students participate in looking at research on
poverty and nutrition journal articles to see what is
being done on the topic and if these topics are of
interest to them – have students look at local
statistics related to national statistics and do
comparative analysis.
Assessment – During the crafting phrase, students will
be assessed on their ability to clearly communicate
the project goal. The instructor will give verbal and
written feedback continuously to students as they
produce.
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Extension – Students interested in entering the career
fields enumerated above can locate similar messages
published on social media outlets and critique their
perceived effectiveness (i.e., message clarity and
emotional appeal/impact). Additionally, Spanish
language students will be invited to reproduce and
distribute the product in Spanish so as to reach more
community members.
SS –
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Concepts –Determine the food needs for people and
research the poverty of other countries
 Goal / Objectives – Identify that there are people in
need and a gap between government assistance and
peoples need exists but can be met.
 Standards - National Standards for Social Studies
 Careers – Human Health and Services, community
organizer
Project - Students will do internet research for hunger
worldwide. Students will discuss the Hunger Crisis as it
pertains to the World, The United States, Missouri and
finally to the local Community. Students will also research
organizations at various levels that work to address the
food insecurity issue.
- see notes from LA – what might the students do to help
– what social movements or organizations can they
evaluate as being effective or not
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Assessment – Students will be assessed on their
ability to identify food insecurity as a relevant need in
the local community. Students will also be assessed
on their participation and discussion of proper
distribution of food between communities.
Extension – Students will participate in the collection
of food to help the community. Students will also
develop and extend the project by including other
groups of students in efforts to address food
insecurity at the local level.
What can your students do to make a more effective
change – can they ‘teach a man to fish’?
Concepts –Use imagery in design
Goal / Objectives – Design Posters, flyers, face
painting, set designs and decoration
Standards – Product/Performance 1C –Create or
modify an image using art software
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Careers – Theatre, Graphic Designer, Advertiser
Project – Students will use imagery to create scary
characters, design pumpkins and design props and
sets for a haunted house as a part of the Lead2Feed
project.
Assessment – Students will be accessed on their
ability to create a mood appropriate for a scary
haunted house using imagery in design
Extension –Students will identify and articulate the
imagery requirements for the Lead2Feed Project and
how to adjust the imagery to conduct a project that
would occur around the Christmas Holidays.
PE –
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Concepts –Define and determine proper diet and
nutrition
 Goal / Objectives – Health and Fitness
Standards – National Science Education Standards (NSES)
Content Standard Nutritional and Health Science
 Origin and evolution of the food groups
 Careers - Dietetic counselor, nutritionist
 Project – Students will research using the internet the
nutrition and daily food requirements for adults and
children. Students will articulate a balanced diet and
relate that to items that should be collected for the
local food pantry during the Lead2Feed project.
Students will further relate the information to self by
defining body image, and developing a personal plan
to make healthful food choices as well as increasing
physical activities to promote health.
 Physical aspect of going through haunted house,
planning and practicing the flow of things, physical
interactions, timing, how many people through at
once. The durability of the equipment. The
ergonomics of performing and of interacting with tall
and short people.
 Assessment –Students will be assessed on their ability
to identify daily diet and nutritional needs and apply
the information in multiple settings.
 Extension –Students will analyze the impact and
evaluate if the food donation has meet the daily
calorie burn (Average 2000 calories per day) by the
number of people the donation will impact.
Music –
 Concepts –Plan musical transitions to establish mood
 Goal / Objectives – Students will select project
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appropriate sound tracks.
Standards – Artistic Expression 1B – Describe the
musical expression (mood) of an aural example
Careers – Musicians, Soundtrack Designer, Advertiser,
Haunted House Engineer
Project – Students will discuss how music impacts the
imagery and mood associated creating a sound track
with scary music to promote a great haunted house.
They will then create a soundtrack for their haunted
house.
Assessment – Students will be accessed on their
ability to analyze musical sounds and create an
appropriate sound track to accompany the Lead2Feed
Project.
Extension –Students will describe the image and
mood for a Holiday drive (Holiday music) for the
Lead2Feed Project.
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