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Project: Mobile Feast By Scoot & Doodle

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Mobile Feast

Project Overview

An introduction to entrepreneurial thinking and design Inspired by: BIE & Amy Bagnall, 4th Grade Teacher/Common Core Curriculum Specialist

Using constructivist learning theory, this scaffolded project invites collaborative discussion, cooperative engagement in research, multi-media creativity, critical thinking, and analysis as it builds understanding of creating and marketing a business.

Student objective Demonstrate an understanding of entrepreneurship and commercial business economy through the creation of an authentic product and service.

Recommended grade level

2nd - 6th

Common Core standards

*See Appendix for complete list

Cross curricular integration subjects

English Language Arts, Mathematics,

Writing Strategies, Social Science,

Economics, Design Process,

Visual & Performing Arts,

Social & Emotional Development


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1. Set Up

Play with Scoodle Jam Allow adequate time for students to play with Scoodle Jam. Demonstrate and encourage exploration with the following:

* Combine drawings with stickers, text, and photos to communicate ideas.* Write (stylus suggested), type, and use talk bubbles to label, describe, and explain things. * Select an appropriate template for a specific task (e.g. grid paper for graph-ing, flow chart for sequenced events or ideas).* Practice saving work.* Share work via email and/or your class’s chosen cloud storage.* Sync whiteboards with a classmate and collaborate 1:1 in real-time.

Download the guide, Getting Started with Scoodle Jam, for detailed information. http://scootdoodle.com/eduguides

Team Assignments Assign students to teams. Younger students may form teams of 4 or more. Older students may opt to work in pairs. Individual members of teams may work on a specific aspect of the project away from their teammates for a period of time on an unsynced whiteboard. Or, team members may choose to work side-by-side without synced screens. Finally, team members may wish to collaborate, 1 to 1, in pairs on synced whiteboards using WIFI and Edmodo accounts.

NOTE: Teachers may wish to assign group roles in accordance with known classroom patterns of behavior.

Suggested resources• Safe internet search for kids

http://www.kidrex.org • Food truck designs

http://www.tuwidesign.com/30-food-truck-design-inspiration-make-hungry/ http:// www.1designperday.com/2013/03/09/50-most-creative-food-tracks/


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Introduce & Discuss New Vocabulary (Teachers and students are are encouraged to add/modify this list.)food truck, theme, slogan, sales pitch, logo, brand, menu, customer

food truck - a mobile venue that transports and sells specific types of food or meals

theme - the main subject that is being discussed or described about some-thing

slogan - a word or phrase that is easy to remember and is used by a group or business to attract attention

sales pitch - a presentation that tries to persuade someone to buy something

logo - a symbol that is used to identify a group, companybrand - a characteristic or distinctive type of something

menu - a list of things that you can choose from

customer - someone who buys goods or services from a business

Preliminary Research Following are a few suggestions to get students formulating their ideas around their food truck, their customers, and their marketing campaign. 1. Watch Tyler Florence’s show, “The Great Food Truck Race.”http://www.foodnetwork.com/the-great-food-truck-race/index.html

2. Discuss the importance of understanding who your customer/target audience is.

3. Interview friends and family about their eating habits. Some questions to start with:• What are your favorite types of food/meals to eat? (Thai, BBQ, cupcakes, breakfast..)• What are your favorite/least favorite dishes?• How much money do normally spend for lunch and/or snacks?* What is your budget for lunch and snacks?• Do you have food restrictions? e.g., allergies, vegetarian, etc.?

2. Getting Started


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Curate Images • Using the iPad camera, encourage students find and capture images relevant

to their study from the web, from print media (e.g. books, magazines), and the natural world.

• Engage the students in discussion regarding primary and secondary source material, and the reliability of sources.

• Have students think critically about and explain their rationale for capturing a particular image. “How will this image relate to your investigation?”

• Students will - at a later point in the project - determine which images they will find most useful as they create stickers and/or backgrounds for their project in Scoodle Jam.

• Students should be encouraged to reflect on this image gathering process at the close of the project to ascertain their level of competency in the image selection.


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3. Running the Project

Introduce the Project Our city has declared this week, “Food Truck” week. The Mayor is calling all students to brainstorm and design their best food truck ideas and share them with the city. To document and create your ideas, you will be working in teams to design a food truck that you think people in your city would love. You will have to create a menu for your food truck, a logo, and a sales pitch, and present your idea to the class. At the end of the project, each team will present their food truck idea. From the presentations, you will choose your favorite food truck idea for the city and provide a written recommendation for the Mayor. This is a collaboration, which means you must work together to create your food truck design. I should hear you talking, listening, brainstorming, and shar-ing your ideas in an environment of respect and cooperation. Use “Yes, and...” to piggy-back your ideas. Remember to SAVE your work as you go OR IT WILL BE LOST!

Ready to begin? Open up Scoodle Jam and tap the Templates icon which you can find in the toolbar at the top of the screeb. Select the project titled Mobile Feast and tap on the first template titled “Let’s Eat!”.

This Scoodle Jam project consists of nine templates - with prompts and questions - to get students thinking, visualizing, applying, and creating their community garden. Below is a narrative guide that will introduce the project and its nine templates to the class with greater detail.

Tip For younger students: Have students

read template prompts out loud

to the entire class before starting

each template.


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Today, we’re going to begin Part 1 of the design phase. Your teams will begin by thinking up at least 3 different food categories or themes your truck will offer. What type of food will your truck sell? Will your truck sell breakfast foods only? Italian desserts? Thai food? Discuss your ideas as a team. Write them down. Sketch them. Remember to entertain all ideas. No idea is bad or silly.

DON’T FORGET TO SAVE!

On this template, brainstorm as many ideas for your food truck name as you can. Use your type of food as a starting point. Try to think of at least five names. Think about using descriptive words and alliteration in the name. Alliteration is when a series of words have the same first consonant sound at the beginning of the word, like the Best and Biggest Burgers in Boston.

Template 1Pick a theme

Template 2 Generate a name

Tip• Ask younger students to define for the class what

“at least 3” means. Ask: “Does at least 3 mean I can

come up with 2 ideas? 10 ideas?

• Check in after several minutes. Ask students if

they would like to share their food type ideas.

This might give other teams “food for thought”

and improve the quality of the remaining

brainstorming time.

Using playful or unexpected language is a common way to get people to remember your food truck and draw attention to your food.

The more ideas for names you come up with better. Jot down anything that pops in your head.

DON’T FORGET TO SAVE!


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Let’s move on to your logo design. Who remembers what a logo is? For your logo, think of images that people will connect with your food truck and food.

Think about images that will capture people’s attention will be easily remembered. Ask yourselves, would this logo look great on the side of our truck and your company t-shirts? DON’T FORGET TO SAVE!

We’re on to template #4. This is the marketing phase of the project. You will need to think of some catchy phrases, and fun messages that people will remember when they think of your food truck. A slogan is an often repeated message about your product, like “Just Do It” for Nike. A sales pitch is what makes your product different from a competitors. Think about how MacDonalds describes itself compared to Burger King.

Template 3 Design a logo

Template 4Slogan & sales pitch

Tip• Ask students to share examples of logos they know

and why they are important.

• Examples of logos to share: Golden Arches for

McDonalds, swoosh for Nike, and m&m

Tip• To help students understand slogan & sales pitch, show a vintage

commercial from YouTube. Point out the slogan and the

sales pitch, Show another commercial. Now have the students

determine the sales pitch and slogan.

• Have students list reasons why their food items are unique and

better than the competition to help them come up with a slogan

and sales pitch.

• After students work on their own for a bit, ask volunteers to

share examples of their slogan and sales pitches to inspire more

thinking in the class.


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Yum! Now for the tasty part. Each team will now create a menu of items that will be for sale on your food truck. You should have some variety. Why should a food truck offer some variety in its menu?

Your team must offer at least 5 menu offerings. Consider including items that are vegetarian, specials for families. Will you offer drinks, desserts?

Template 5 Develop a menu

Tip• Bring in a menu from a local eatery and share how

items are described. Ask: Why do menus use this

kind of descriptive language?

• Share the concept of diversity in culture and

palette to explain the importance of variety.

Each team will need to name all food items on the menu and include a short description for each. Use colorful adjectives to describe your food items, like fresh, homemade, or buttery to make your item descriptions more enticing. I want your descriptions to make me want to buy and eat your food.

Include drawings and photos of your food items so your customers will know what they can buy. Don’t forget to set an appropriate price for the food you are offering.


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Using the Scoodle Jam tools, your team will now design the outside of your food truck. Think about combining drawing, writing, text, stickers, and photos.

Your truck is a huge canvas for a sign. The name and logo you developed for your food truck should be easy to read and see. Ask your students why it’s important for the food truck name and logo to be visible.

Template 6: On the road! Design your food truck

Tip• Before beginning this activity, have students look

for examples of sign-age on commercial vehicles in

their neighborhood and share them with the class.

• Students may wish to present their food truck

ideas at this point.

• Older students may want to construct a scale

model of their food truck. A great way to

teach and discuss scale, volume, ratio/proportion,

and other mathematical concepts related

to measurement.

We’re now going to calculate some food orders using items from the different food truck menus. Using the food check template, show how you would calculate the cost of a food order if a customer wants two of the same item, one order of each item.

Template 7Do the math: check please!

Tip: • Have students calculate new totals

using varying sales tax percentages,

• Have students calculate new totals

removing an item or more from

the order.


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Let’s look into the cash register. Using the money stickers and the template #8, show how you would pay the total bill from the different food orders you practiced earlier.

Calculate how much change you should get back from a $10, $20, or $50 (or other) payment. Show your calculations using bills and coins and a subtraction equation. Have students check each other’s work.

Template 8 Do the math: show me the money

Tip• Have students take turns being

customers and vendors. Have

customers place orders. Have both

customer & vendor calculate order

totals and have customers pay for

the order with play money.

• Have both customer and vendor

calculate the change owed to the

customer during a sales transaction.

Now that each team has presented their food truck idea, you will each construct an opinion piece about the food truck you are recommending to the Mayor. Make your decision based not only on your favorite food truck, but the one that you think would best serve the city. Include 3 reasons that support and explain your opinion. Remember to add a final statement of conclusion. We’ll tally the results when everyone has completed their opinion piece.

Template 9Truck review

Tip• Ask volunteers to share their reasons to help

elicit more thoughts in students, helping them

articulate their support for their food truck choice.

• Have students write their opinion in a letter.

• Make a pictograph (line plot) that shows the most

interesting, successful design.

• Have students complete a survey, then create a

final report for the Mayor with their findings and

recommendations.


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4. Wrap Up

After your class has completed the project, allow time for each team to share, present, discuss, and reflect on each other’s work, as well as their own.

You may wish to have students reflect in written format. This reflection may be considered formative or summative assessment. Have students:• Share what he/she likes about the presenting team’s project deliverables.• Complete the statement, “I wish your team had...” or “Maybe next time

you could...”• Ask the team one question about their project.• Share a challenge they encountered in this project and how they worked

through it.• Share what they learned and liked most about the project.


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5. Additional Activities

Math: upper grades1. Calculate how many pounds of meat and vegetables, other staples and

ingredients, your food truck might need every week, month, or year to make food for 50, 100, 200 customers.

2. Based on individual truck designs and menus, have students come up with their own problems to solve using any four operations (+, -, x, division). Have students share/swap problem sets with each other or with the whole class. Have students show how they solved the problem. Have students collaborate to check their answers.

Organizational Thinking: all grades1. Using the Venn diagram template, have students create sets and subsets of

all the trucks created by the teams. Show which trucks share common attributes and explain why.

2. Make a chart showing what fraction of the food trucks have similar attributes, e.g., fraction of trucks that offer desserts, vegetarian items, or breakfast foods.

3. Make a chart or graph that compares different food truck characteristics.

Reading/ELA, Storytelling, Performing Arts, Design: all grades1. Have each team prepare a “commercial” that captures the delicious

uniqueness of their food truck business. The commercial must be at least 30 seconds long, but not run more than 1 minute. Have students record their commercial using the iPad’s video function and share it with the class, or have them perform their commercial live in front of the class.

2. Have students work together or individually to write a story, myth, or folktale about their food truck and/or food items. For example: How old is it? Who owned it before? What is the story behind a menu item? How did the truck get started? What was the strangest order a customer ever requested? What foods will it offer in 20 years?

3. Have teams interview each other using the iPad record feature. Before recording the interview, have each team come up with 3 - 5 questions to ask the team about their food truck. When the interview is complete, have each team write a TV commercial for the food truck team they interviewed.

Data Collection, Analysis: all grades (with scaffolding at lower levels) 1. After the teams have completed their food truck menus, have the teams

survey all the trucks for similarities and differences. Have the students organize and summarize their findings in a diagram of their choosing (Venn diagram, table, chart). Suggest some categories to get them started like: healthy food items, best buys, favorite food items, vegetarian items.


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6. Appendix: Common Core Standards (grade level.numbered standard)

Reading, English & Language Arts • Literature Strand 2.4, 3.4, 5.4, 6.1, 6.2, 6.4• Informational Text Strand 2.4, 2.6, 2.7, 2.8, 2.9, 3.2, 3.4, 3.5, 3.7, 4.1, 4.2, 4.4, 4.5,

4.7, 4.8, 5.4, 5.5, 5.6, 5.7, 5.8, 6.2, 6.4, 6.6, 6.7, 6.8, 6.9• Foundational Skills Strand 2.3, 2.4, 3.3, 3.4, 4.4, 4.4, 5.3, 5.4• Writing Strand 2.1, 2.2, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.4,

4.5, 4.6, 4.7, 4.8, 4.9, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9

• Speaking & Listening 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 Strand

• Language Strand 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6

Mathematics • Mathematical Practices 1-8 all grade levels• Operations & Algebraic Thinking Strand 2.1, 2.1, 2.3, 2.4, 3.1, 3.3, 3.7, 4.2, 4.3, 5.2, • Number and Operations Base-Ten Strand 2.1, 2.4, 2.5, 2.6, 2.8, 3.1, 3.2, 3.3, 4.3,

5.4, 4.5, 4.6, 5.3, 5.4, 5.5, 5.7• Number Operations Fractions 3.1, 4.4,5.5, 4.6, 4.7,5.2, 5.6 • Measurement & Data Strand 2.8, 2.10, 3.2, 3.3, 4.1, 4.2, 4.4, 5.1, 5.2• Ratios & Proportional Relationships Strand 6.1• Number System Strand 6.5 • Expressions & Equations Strand 6.7, 6.8• Statistics & Probability Strand 6.2, 6.3, 6.4, 6.5

Next Generation Science • Physical Science 2.1.4, 4.3.2, 4.4.3, 6.3.3, 6.4.3,• Earth Science 3.2.1, 3.2.2, 3.3.1, 4.3.1, 4.3.2, 5.3.1, 6.3.3, 6.3.4• Life Science 5.2.1, 6.1.8, 6.2.1, 6.2.2, 6.2.4, 6.2.5, • Engineering Design 2.1.1, 2.1.2, 2.1.3, 3.1.1, 4.1.1, 5.1.1, 3.1.2, 4.1.2, 5.1.2, 6.1.1, 6.1.2, 6.1.3,

6.1.4

History & Social Science• 2.2, 2.4, 3.1, 3.4, 3.5, 4.1, 4.3

Visual & Performing Arts• Visual Arts Strand 2.2.0, 2.4.0, 4.5.0, 3.2.0, 3.4.0, 3.5.0, 4.2.0, 4.4.0, 4.5.0, 5.2.0,

5.4.0, 5.5.0, 6.2.0, 6.4.0, 6.5.0• Music Strand 2.5.0, 3.5.0, 4.5.0, 5.5.0, 6.5.0


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Thinking Domain• Manages complexity• Understands abstract and symbolic images• Connects differentiated path of thinking and learning• Combines evidence, claims, beliefs• Analyzes problems, arguments, causes, connections• Applies a system for responding to unfamiliar situations• Gathers relevant information• Generates varied options for solution• Solves “real world” problems• Recognizes that there is not always one right answer.

Living Domain• Respects diverse perspectives. Accepts responsibility • Works collaboratively with mutual respect• Uses interpersonal skills to work with and guide others toward

goal completion• Takes responsibility for success or failure• Sets goals and established priorities• Contributes to and supports others through meaningful productivity• Takes responsibility for the quality and accuracy of a product

Doing Domain• Applies communication skills in a variety of formats and contexts• Engages in constructive dialogue• Listens effectively to understand intent and content of all communications• Articulates thoughts and ideas effectively• Communicates in a variety of settings for varied audiences• Searches, sorts, and collects information for multiple purposes• Uses information to learn, produce, and create• Accommodates and adjusts to changing situations or settings• Plans strategically and purposefully• Demonstrates effective self-management• Faces obstacles realistically and works to over come them• Stretches beyond mastery• Uses multiple types of electronic software, programs, and ‘apps’• Applies technology to research, organize, evaluate, and

communicate information•Applies technology to create and innovate in various contexts

7. Appendix: 21st Century Skills Development

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