Year 9 Major Project

1. Year 9 Major Project Special diets

2. Deadlines • Investigate 2 lesson • Design 1 lesson • Plan 2 lesson • Create 3 lesson • Evaluate 1 lesson

3. What is this all about? • This Final Major Unit will be an introduction to an in depth design cycle, and a taste of what to expect in Year 10 • The theme of the unit will be creating an online information point for people in the NIST community that will help people with special diets and/or to make other people aware of special diets

4. What will I create? • You will be creating meals that meet a restricted diet and an online source.

5. How will I be assessed? • You will be assessed using a modified MYP Rubric. • I will provide as much guidance and • support as I can, and will break down the assessment criteria into steps, with a checklist . • It is important that you follow each step • carefully, as anything that you miss will lower • your overall level.

6. Lesson 1 • Discuss restricted diets • Create survey in class • Students to research 4 restricted diets in pairs • Write out problem and brief

7. Quick research 4 diets • What is the diet? • What can you not eat or have to eat? • Why do people choose it?

8. Create a survey and communicate data to back up up your problem, ie in this room there are 5 out 24 students that have a restricted diet, there are 20 out of 24 of you that know someone with a restricted diet!! Make it evidence

9. Investigate • The student explains the problem, discussing it’s relevance • The student investigates the problem, using • information from a broad range sources • The student describes a method for appropriate • testing to evaluate the product/solution against the specification

10. Special Diets • Some reasons to why special diets are followed are: • Personal health goals • Medical reasons • Ethical reasons • Religious grounds

11. Briefly write about 4 different special diets, BRIEF detail: • What the diet is • What food groups are included and why • What reasons do people do this diet • The consequences of the diet • (e.g. lack of certain nutrients, the effect on the body, • availability of specified foods, etc.)

12. There is a wide range of diets to write about, such as: • Vegetarian (lacto, ovo, lacto-ovo, vegan, semi, demi) • Vegan • Fruitarian • Athlete • Diabetic • Organic • Religion • Elderly • Babies and toddlers • Pregnancy and breastfeeding

13. Homework 1 Write up an A4 document about your chosen restricted diet. Include detail information about: WHO WHY WHERE WHAT HOW

14. Lesson 2 Students get evidence from problem from survey. Students write up problemin more detail referring to the evidence from the survey.

15. Defining a Problem • Brainstorming possible problems / situations? themes / subthemes – food…… • Who is your target audience? • Research Existing Solutions - Bibliography • Analysis / conclusion of your brainstorm • Choosing • Check that you have explained how it may benefit that target audience

16. Brief There are many restricted diets in the world today. This means there are people who cannot "just eat anything" ... Usually this will involve being "xx-free", as the most common requirement is to avoid a food type. I intend to create an internet based information point to inform teenagers of a restricted diet and offer a suggestion of dishes that can be made.

17. Follow template to help

18. Homework 1 • Create at least 6 specifications for your online info spot and 6 for the two dishes that you will make. • This should be on your One Note

19. Layout of answering guiding questions • List of guiding questions • 1. • 2. • 3. • 4. • 5. • 6. • 7. • 8. • Write out question • Answer question with evidence (eg survey results, interview, print screen..)  • Evaluate results/research • Cite source • Evaluate source

20. Homework 3 Ensure that Wiki page is set up. Record all of your sources

21. Lesson 3 Recap on use of sources and MLA format Students to research 5 possible recipes and plan for a recipe to create next class. Create test for dish.

22. Lesson 4 Create planned dish. Follow plan and take photos to upload to the portal. Test dish

23. TESTING TESTING 1 TESTS 3 people: You need to include detail of who will take out the test and how many people. If it is a survey then you need to have written the questions, created the table etc SURVEY, INTERVIEW, SPECIFICATION CHECKLIST, READER RESPONSE ON COMMENTS. Make sure you explain in detail

24. Plan • The student produces a plan that contains a • number of detailed, logical steps that describe the • use of resources and time.

25. Plan Planning The Making • I produced a plan that is in detailed and logical creating steps • I have recorded how long each step should take to complete. • I have included quality control checks to ensure I am on task.

26. Plan of create

27. Create • The student competently uses appropriate techniques • and equipment. • The student follows the plan and justifies any modifications • made. • The product/solution is of appropriate quality using the • resources available (taking into account resources, student • skill level, and how useful the product is)

28. Evaluate • The student evaluates the success of the product/solution • in and objective manner based on the results of testing • and the views of the intended users. • The student provides an evaluation of his or her own • performance at each stage of the design cycleand suggests • improvements. • The student provides and appropriate evaluation of the • impact of the product/solution on life, society and/or the • environment

29. Attitudes in Technology • The student displays consistent personal engagement • (motivation, independence, general positive attitude). • The student consistently shows a satisfactory standard • in attitudes towards safety, cooperation and respect • for others.