Project Based Learning - Math and Stem - Open a Food Truck - Digital, Printable

Grade Levels
4th - 6th, Homeschool
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Introduce your students to the food truck craze as they use their math and stem skills to design and open their own food truck! As they plan their final product in this Project Based Learning unit, students integrate digital learning by investigating various cultures and diversity and learning about foods from different countries. They will have an opportunity to represent a country of their choice, design a truck, and plan their own menu as they sharpen their entrepreneurial and economic skills.

Your students will love sharing their creations with classmates and other visitors. This unit is open-ended. Advanced learners can explore health standards, local regulations, nutritional content, scale drawings, and more! Students can work in collaborative groups or complete as an independent study.

This PBL unit incorporates 21st Century skills with challenging, engaging, and creative activities. There are many opportunities for differentiation, cooperative learning, and technology integration. This real-world challenge requires students to use inquiry, critical thinking, and creative minds during the high-interest cross-curricular activities [math, social studies, ELA].

Click HERE for a video to learn more


  • Slideshow of different food trucks (I took these photos of food trucks around Austin)
  • Questions you have about opening a food truck - these can be used throughout the project
  • Survey classmates about their knowledge of food trucks and types of food trucks they would purchase food from
  • Country Research - students will research facts about a country and popular foods from the country
  • Food truck template (I provided a sample food truck from the template)
  • Inside the food truck grid
  • Business Plan – Company Overview
  • Brainstorming names of business and slogan
  • Design a Logo for your food truck
  • Marketing
  • New Foods and adjectives to describe them
  • Drawing of food truck and description
  • Interview questions - Interview owner of a food truck
  • Song or Jingle for advertising
  • Social Media
  • Design a business card
  • Coupons
  • Sample menu
  • Menu
  • Invitation - students can create their own
  • Additional Ideas - these include apps
  • Taking orders (get totals with tax and tip)
  • Reflections about the project

Teachers love this activity because it can easily be adapted for enrichment or gifted students in other grade levels.


⭐️⭐️⭐️⭐️⭐️ “This is such a great resource! I appreciate all of the pages, this allowed me to adjust the length of the project based on the time I had allotted for this activity. The students were so focused and engaged, it was great to see them working collaboratively on this.”

⭐️⭐️⭐️⭐️⭐️ “My kids loved this project based learning! We researched business plans, food trucks, recipes, and made a few menu items at home for their Taco Truck. We also visited a couple food trucks near our hometown as a field trip. They were eager to see inside a real food truck and ask questions. We supplemented by watching Food Truck Race on tv! LOVED this project!”

⭐️⭐️⭐️⭐️⭐️ “My students loved Food Truck Project from the moment I introduced it! Students were engaged, motivated, and were eager to finish their other work so that they could get out their packets and trucks and continue creating and designing. Always love it when the students have high-energy about an activity.”



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to see state-specific standards (only available in the US).
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


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