Student Projects

Meals and Muppets Project

Authors: Kyle Linnik, Edrick Macalaguim

Grade: 7th

Subjects: Humanities, Math, Science

In this cross-disciplinary project, students looked at the essential question: “Should I eat that?” Inspired from student voices criticizing our school’s lunch program, we dove deeply into a holistic investigation about the food we eat. Students read Omnivore’s Dilemma, watched various documentaries, and explored the nutritional values and science behind the everyday food they were consuming. We began the year with a critical conversation as a team about the work we were about to engage in. The voices of our students were clear: they wanted to create a product that would have lasting value and impact. Using the magic of the Maker movement through muppet building and filmmaking, our students transformed their learning about food justice, urban farming, and making healthy food choices into a professionally produced movie, using muppets as a tool to engage our kindergarten students in our neighboring elementary school, HTe.

What do muppets, produce and superintendents have in common? They are all essential aspects of the journey we are about to embark on this semester. In this cross-curricular project, students will be looking at the essential question, “What impact can we have on the food we are provided?” Inspired from student voices criticizing our school’s lunch program, we aim to dive deeply into school policy reform in an attempt to re-imagine what school lunch can be at our campus. In this semester long project, our students will be learning about healthy food choices and food justice, in order to develop our own professionally produced video, using muppets as a tool to engage our neighboring elementary school, HTe. We will be exploring school policy, and interacting with some of the most influential administrators in the South Bay educational community in an effort to impact and change the current lunch program here at our school and throughout our neighboring South Bay schools. We will be learning about healthy food choices and lifestyles, from how to start and run your own farm, to how to prepare a healthy meal from scratch using locally sourced produce and ingredients. Ultimately, coming together at our annual @TheTable event hosted by our students to bring together local policy makers, administrators and food service professionals to plan and discuss the reform of the lunch program throughout our community.

Phase I Deliverables

-Professionally constructed Muppet cast member

-Detailed Storyboard with Actor and Camera cues

-HTMCV Street episode segment Script

-HTMCV Street experience set (exhibition)

-HTMCV Street episode teaching our kinder-buddies about the food they eat

Phase II Deliverables

-Analytical report of Survey data

-Article submission for El Pueblo Farm magazine

-@TheTable Farmers’ Market handouts and signage

-Plan, prepare and host a community dinner, bringing together local community members and administration in an attempt to change our lunch program


Draw construct, and describe geometrical figures and describe the relationships between them.CCSS.MATH.CONTENT.7.G.A.1

Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.CCSS.MATH.CONTENT.7.G.A.2

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.CCSS.MATH.CONTENT.7.G.A.3

Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.CCSS.MATH.CONTENT.7.G.B.4

 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.CCSS.MATH.CONTENT.7.G.B.5

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.CCSS.MATH.CONTENT.7.G.B.6

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

We are always amazed by the level of craftsmanship and professionalism in which students create beautiful work when given an authentic audience beyond the confines of our classroom walls. Our students immediately connected with our kindergarteners and were inspired to create something that would have a long-lasting effect. The result was attention to detail and motivation for learning that has previously been unmatched. Authentically engaged in their work, our students learned, not because they had to but rather because they wanted to, and the results were far beyond what anyone expected. This has been a true deeper learning experience. -Edrick Macalaguim

“Sharing the message of eating and living healthy using muppets was an idea that seemed far-fetched and wild from the beginning. Now, staring around the classroom, I marvel and bask in the glory of our beautiful work. I’m so glad to have been able to participate in such a wonderful and unique project, and to know that I left a positive impact on my Kindergarten friends and families, helps me understand that I have the power to make a difference.” -Adrian Sandoval

“When you are young, you are highly impressionable, so by teaching our kindergarten buddies about making healthy choices that will help and impact their lives, we are assuring positive and healthy habits they won’t easily let go.” -Jessica Watkins