Let's Take A Field Trip To.... Publix's Cooking School
PBI Field Trip
Students will investigate a field trip site for their PBI unit. This site should offer an authentic experience and make a clear connection to real world applications of the unit theme. Students will choose one site, visit, then report on how the site will be integrated into their project. Documentation involves a description of the following:
1. The Theme of the Project-Based Unit: Calculating Areas of Cakes
2. The Application of the Project to Real World Experiences: When a baker is given the task of baking a cake to feed a specific number of people the baker must be able to figure out how large of a cake should be made so that there is enough to serve all people attending. We wouldn’t want the cake to be too small that people are left out, but on the other hand, we wouldn’t want to have so much left over that it is wasteful. Most people find themselves making something at one point or another that is to be divided up among a group of people.
3. The Location of the Field Trip Site: Publix’s Jacksonville Cooking School located at 10500 San Jose Blvd. Jacksonville, Fl. 32257
4. The Educational Resources that are Currently Provided at the Site: Chefs who are experts in their area of the kitchen, Measuring tools, Recipe cards, Many different sized pans/baking essentials.
5. The Potential Educational Resources Embedded at the Site that Support the Unit:
§ Indicate how the site could provide opportunities for students to apply, demonstrate, or investigate the occurrence of their project in the real world. This site is a perfect example of a career that completely revolves around our PBI unit. The bakers who work for Publix are constantly discussing with customers the different size cake options they can choose from and must make sure that the size the customer chooses is an appropriate size to feed all attendees. Students could play the role of a Publix bakery employee who meets with and writes up an order.
§ Identify the classroom lessons that would be needed prior to and after the field trip. The lessons that would take place prior to the field trip would include finding the area of: rectangles, parallelograms, triangles, rhombuses, and trapezoids. The lesson would occur at the time of teaching areas of plane figures, and the lessons taught after the field trip would include: Circumferences and areas of circles, arc lengths, and areas of sectors.
6. Your Rationale For Choosing this Site to Support and Enhance Project Instruction: We chose this site because it offered a hands-on aspect. Instead of taking the students to a bakery to look at the cakes for sale, we thought it would be more interactive, more meaningful for the students to play the role of bakers and face the mathematical decisions bakers face. Students see that the problems they are being asked to answer in the project are in-fact real-world problems.
7. The Field Trip Protocol for the Classroom You Are Currently Observing:
§ Alachua County requirements:
o The field trip must have sufficient educational potential to justify the time taken during the school day.
o The principal (Mr. Perez) has the responsibility of authorizing field trips.
o A travel list of students and names of chaperones must be available in the office before and on the day of the field trip.
o One chaperone is required for each group of 15 students.
o School buses must be requested through the online field trip systems and submitted at least 10 days before the date of the trip.
o Trips must not interfere with normal transportation of students to and from school.
o The field trip site must not be out of the state or more than 300 miles away from the school.
o Written parental permission is required for all students attending the field trip.
o Contributions to help pay for the trip may be collected from students; however, no students can be left out if they are unable to contribute financially.
§ School requirements and teacher/Classroom requirements: follow the Alachua County protocol.
8. Anticipate any additional costs that would need to be paid (either by the school, student, or outside organization) that this trip will incur.
Additional costs associated with this field trip include the use of a bus, gasoline, the wage of a bus driver, and chaperones to supervise the students.
There is also a $40 fee for each participant at the Publix facility. However, we are discussing having a carwash to raise money to help cover this cost.
Students will investigate a field trip site for their PBI unit. This site should offer an authentic experience and make a clear connection to real world applications of the unit theme. Students will choose one site, visit, then report on how the site will be integrated into their project. Documentation involves a description of the following:
1. The Theme of the Project-Based Unit: Calculating Areas of Cakes
2. The Application of the Project to Real World Experiences: When a baker is given the task of baking a cake to feed a specific number of people the baker must be able to figure out how large of a cake should be made so that there is enough to serve all people attending. We wouldn’t want the cake to be too small that people are left out, but on the other hand, we wouldn’t want to have so much left over that it is wasteful. Most people find themselves making something at one point or another that is to be divided up among a group of people.
3. The Location of the Field Trip Site: Publix’s Jacksonville Cooking School located at 10500 San Jose Blvd. Jacksonville, Fl. 32257
4. The Educational Resources that are Currently Provided at the Site: Chefs who are experts in their area of the kitchen, Measuring tools, Recipe cards, Many different sized pans/baking essentials.
5. The Potential Educational Resources Embedded at the Site that Support the Unit:
§ Indicate how the site could provide opportunities for students to apply, demonstrate, or investigate the occurrence of their project in the real world. This site is a perfect example of a career that completely revolves around our PBI unit. The bakers who work for Publix are constantly discussing with customers the different size cake options they can choose from and must make sure that the size the customer chooses is an appropriate size to feed all attendees. Students could play the role of a Publix bakery employee who meets with and writes up an order.
§ Identify the classroom lessons that would be needed prior to and after the field trip. The lessons that would take place prior to the field trip would include finding the area of: rectangles, parallelograms, triangles, rhombuses, and trapezoids. The lesson would occur at the time of teaching areas of plane figures, and the lessons taught after the field trip would include: Circumferences and areas of circles, arc lengths, and areas of sectors.
6. Your Rationale For Choosing this Site to Support and Enhance Project Instruction: We chose this site because it offered a hands-on aspect. Instead of taking the students to a bakery to look at the cakes for sale, we thought it would be more interactive, more meaningful for the students to play the role of bakers and face the mathematical decisions bakers face. Students see that the problems they are being asked to answer in the project are in-fact real-world problems.
7. The Field Trip Protocol for the Classroom You Are Currently Observing:
§ Alachua County requirements:
o The field trip must have sufficient educational potential to justify the time taken during the school day.
o The principal (Mr. Perez) has the responsibility of authorizing field trips.
o A travel list of students and names of chaperones must be available in the office before and on the day of the field trip.
o One chaperone is required for each group of 15 students.
o School buses must be requested through the online field trip systems and submitted at least 10 days before the date of the trip.
o Trips must not interfere with normal transportation of students to and from school.
o The field trip site must not be out of the state or more than 300 miles away from the school.
o Written parental permission is required for all students attending the field trip.
o Contributions to help pay for the trip may be collected from students; however, no students can be left out if they are unable to contribute financially.
§ School requirements and teacher/Classroom requirements: follow the Alachua County protocol.
8. Anticipate any additional costs that would need to be paid (either by the school, student, or outside organization) that this trip will incur.
Additional costs associated with this field trip include the use of a bus, gasoline, the wage of a bus driver, and chaperones to supervise the students.
There is also a $40 fee for each participant at the Publix facility. However, we are discussing having a carwash to raise money to help cover this cost.
PBI Field Trip Information | |
File Size: | 82 kb |
File Type: | docx |