Building a Menu

Cooperative Learning Lesson

Michelle Meyer

EDP 621, summer 2002

Goal/Topic/Theme: To develop a cooperative working relationship between students in order to create a group “menu.” To develop social skills and interaction skills by working together in a group activity. To build on math skills along with the appropriate way to order at a restaurant.

Materials: construction paper, markers, scissors, old magazines, computer, printer, play money

Procedure:

1. The class should be divided into small equal (if possible) groups of approximately 4 or 5 people. One way of dividing the students is to have each student pick a number out of a hat. All of the 1’s are a group, all of the 2’s are a group, etc.

2. The teacher should explain to the group that they are to create a group “menu.” They should decided on the name of the “restaurant,” the dishes/food that the restaurant offers, and appropriate prices. Students should be encouraged to “search the web” for restaurant ideas and to find appropriate prices. They can decorate their menu by drawing, cutting pictures out of magazines, or printing pictures off of the computer.

Visual Support: There should be examples of previous

“menu’s” for the kids to look at.

3. Once the menu’s are completed (it may take a few days to

work on them), the students will take turns ordering from other

group’s menus. The students should take turns ordering and

paying for their meal, while another student calculates the “bill”

and the correct “change.”

Heterogeneous Grouping: Students will be grouped by selecting a number out of a hat as to ensure heterogeneous grouping.

Positive Interdependence: The students must work together during the project in order for it to be successful. They can also use each other’s strengths to complete the project (those who are good at art can decorate, those who are good with computers can surf the web, etc.)

Face to Face Interactions: Students will have a lot of face to face interaction while working together.

Social Skills: The students are working on developing skills of waiting for their turn, interacting appropriately, sharing, and learning to order from a restaurant.

Individual Accountability: During the process of ordering from the menu, the students must develop the skill of waiting for their turn. They must know how to compute a “bill” and give the correct change. They will also be held accountable for participating in developing the menu. 

Evaluation: The students could be evaluated based on their participation in developing the menu. They could also be evaluated on how well they “order” and compute a “bill” and change.

Additional Notes: It is important that the teacher be the facilitator of the activities and interactions. The teacher should provide support for all of the students.

Relating to the Schmucks: This cooperative lesson builds on many of the things the Schmuck’s discussed in their book. Communication will be built because the group members must communication to each other how they should accomplish their task. They must also decide who will do what, or what their role will be in the group (norms). This lesson also builds friendship by building on people’s strengths. The artistic group member will have a chance to display his or her skills. The group member who is good on the computer will be able to show off his or her skills. Those who may have disabilities may also participate by cutting out pictures or helping to create the menu. Cohesion is built because the group has an identity (the name of its restaurant) and they are also working together to accomplish a goal. Conflict is likely to arise in the group (what to call the restaurant, what to have on the menu, etc.) The group will have to learn to resolve this conflict and the teacher can use conflict as a teaching tool when appropriate.