Introduction
This is a
WebQuest for grades 6-8; however, it could be modified for older students.
It is
meant to inform the students about food safety from the farm to their table, as
well assessing their personal nutrition and eating habits. It is also meant to practice their
writing skills. Through their
self-guided learning and assessment, students will become more aware of their
own personal health.
Unit Notes and Process
Step 1: Log It All
« You may want to give out the
Nutrition Log sooner than you would like to begin the WebQuest. It will take the students at least 2 full
days to record their intake.
« The completed log is worth 50
points.
Step 2: Check It Out
« If you
want the students to be able to save their work on the pyramid tracker, you can
have them register on the website.
This will ensure that their nutrition profile will be saved from visit to visit.
Step 4: Make It In Excel
« Here are
the directions for the student to follow when they make their table. They are also available on the main page.
Directions to make Excel Table
« Here is
the table guide sheet. When your
students make their tables, here is the model that they can check.
« The rubric for the table is in the
evaluation section.
« Students
may need a calculator to find the percentages as well as average the two days
together.
« The
student should turn in their table with their final essay for you to check the
calculations. The table - complete
with their additions - is worth another 50 points, making the table worth 100
points total.
Step 5: Analyze It
« Students
will turn in their tables to you to code.
Create a code for each student, but be sure to keep a list of which
student is which code. This will
ensure that the students can remain anonymous to avoid sensitive situations.
« Choose a
due date for the assessment essays to put on the prompt sheet.
« Remind
the students to refrain from using personal remarks toward their client in their
assessment essays.
« The rubric for the essay is in the
evaluation section.
Conclusion
« Here is
the final essay prompt sheet.
« The rubric for the final essay is in the
evaluation section.
Extension
« Students
will need access to sound to watch this movie.
It is broken into modules to make it easier to watch in segments.
« Here are
the answer keys to each module guide.
Each is worth 20 points.
Evaluation Criteria and
Rubrics
« Grading rubric for the Excel
table : 50 points
« Grading rubric for
the Peer Assessment Essay : 100 points
« Grading rubric
for the Personal Nutrition Essay : 200 points
o
Includes table, and writing process points: 300
points
«
At-a-glance point break down for the unit:
Completed Log
50 points
Excel
Table
50 points
Peer
Assessment Essay
100 points
Personal
Nutrition Essay 200
points
Writing
Process drafts
50 points
Completed Table
50 points
Food
Safety worksheets (5)
20 points each
Total Points: 600 points
SOLs
Here is a
list of the correlating SOLs. For a
complete list of the Virginia Standards of Learning, visit, the DOE website.
Sixth Grade
English
6.6
The student will write narratives, descriptions, and explanations.
a)
Use a variety
of planning strategies to generate and organize ideas.
b)
Establish
central idea, organization, elaboration, and unity.
c)
Select
vocabulary and information to enhance the central idea, tone, and voice.
d)
Expand and
embed ideas by using modifiers, standard coordination, and subordination in
complete sentences.
e)
Revise writing
for clarity.
6.7 The student will edit
writing for correct grammar, capitalization, punctuation, spelling, and sentence
structure.
a)
Use a variety
of graphic organizers, including sentence diagrams, to analyze and improve
sentence formation and paragraph structure.
b)
Use
subject-verb agreement with intervening phrases and clauses.
c)
Use
pronoun-antecedent agreement to include indefinite pronouns.
d)
Maintain
consistent tense inflections across paragraphs.
e)
Choose adverbs
to describe verbs, adjectives, and other adverbs.
f)
Use correct
spelling for frequently used words.
Health
6.2
The student will use knowledge of the body’s structures and functions to make
sound decisions related to personal health. Key concepts/skills include
a)
relationships of the United States Department
of Health and Human Services Dietary Guidelines for Americans to personal eating
habits;
c) the effects of disease on the
functions of the body
6.6
The student will access and analyze information for the purpose of improving
personal and family health. Key concepts/skills include
a)
assessment of personal and family wellness;
Technology
6-8.2
The student will demonstrate proficiency in the use of technology.
·
Use self-help
features such as online tutorials and manuals to learn to use hardware and
software.
6-8.6
The student will use technology to locate, evaluate, and collect information
from a variety of sources.
·
Use databases
and spreadsheets to evaluate information.
·
Use technology
resources such as calculators and data collection probes for gathering
information.
·
Use Internet
and other electronic resources to locate information in real time.
6-8.7 The student will
evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.
·
Use search
strategies to retrieve information.
6-8.8
The student will use technology resources for solving problems and making
informed decisions.
·
Employ
technology in the development of strategies for solving problems.
·
Use a variety
of technologies to identify and provide possible solutions to real-world
problems.
·
Participate in
collaborative problem-solving activities.
·
Select and use
appropriate tools and technology resources to accomplish a variety of tasks.
6-8.9
The student will use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
·
Independently use technology tools to create and communicate
for individual and/or collaborative projects.
·
Produce
documents demonstrating the ability to edit, reformat, and integrate various
software tools.
Seventh Grade
Science
LS.2 The student will investigate and
understand that all living things are composed of cells. Key concepts include
a) cell structure and organelles (cell
membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum,
nucleus, and chloroplast);
d) cell division (mitosis and meiosis).
LS.3 The student will investigate and
understand that living things show patterns of cellular organization. Key
concepts include
a) cells, tissues, organs, and
systems; and
b) life functions and processes of
cells, tissues, organs, and systems (respiration, removal of wastes, growth,
reproduction, digestion, and cellular transport).
LS.12 The student will investigate and understand
the relationships between ecosystem dynamics and human activity. Key concepts
include
a) food production and harvest;
b) change in habitat size, quality, or
structure;
c) change in species competition;
d) population disturbances and factors
that threaten or enhance species survival; and
e) environmental issues (water supply,
air quality, energy production, and waste management).
LS.13 The student will investigate and understand
that organisms reproduce and transmit genetic information to new generations.
Key concepts include
a) the role of
b) the function of genes and
chromosomes;
d) factors affecting the expression of
traits;
e) genetic engineering and its
applications; and
f) historical contributions and
significance of discoveries related to genetics.
LS.14 The student will investigate and understand
that organisms change over time. Key concepts include
a)
the
relationships of mutation, adaptation, natural selection, and extinction;
c)
how environmental influences, as well as genetic variation, can lead to
diversity of organisms.
English
7.8 The
student will develop narrative, expository, and persuasive writing.
a)
Apply knowledge
of prewriting strategies.
b)
Elaborate the
central idea in an organized manner.
c)
Choose
vocabulary and information that will create voice and tone.
d)
Use clauses and
phrases to vary sentences.
e)
Revise writing
for clarity and effect.
f)
Use a word
processor to plan, draft, revise, edit, and publish selected writings.
7.9 The student will edit
writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a)
Use a variety
of graphic organizers, including sentence diagrams, to analyze and improve
sentence formation and paragraph structure.
b)
Demonstrate
understanding of sentence formation by identifying the eight parts of speech and
their functions in sentences.
c)
Choose pronouns
to agree with antecedents.
d)
Use
subject-verb agreement with intervening phrases and clauses.
e)
Edit for verb
tense consistency.
Health
7.2
The student will describe and exhibit the behaviors associated with a physically
active and healthy lifestyles. Key concepts/skills include
b)
the effects of nutrition on daily performance;
c)
the importance of participating in
recreational and leisure activities;
d)
the health benefits of regular
physical activity and fitness;
Technology
6-8.2
The student will demonstrate proficiency in the use of technology.
·
Use self-help
features such as online tutorials and manuals to learn to use hardware and
software.
6-8.6
The student will use technology to locate, evaluate, and collect information
from a variety of sources.
·
Use databases
and spreadsheets to evaluate information.
·
Use technology
resources such as calculators and data collection probes for gathering
information.
·
Use Internet
and other electronic resources to locate information in real time.
6-8.7 The student will
evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.
·
Use search
strategies to retrieve information.
6-8.8
The student will use technology resources for solving problems and making
informed decisions.
·
Employ
technology in the development of strategies for solving problems.
·
Use a variety
of technologies to identify and provide possible solutions to real-world
problems.
·
Participate in
collaborative problem-solving activities.
·
Select and use
appropriate tools and technology resources to accomplish a variety of tasks.
6-8.9
The student will use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
·
Independently use technology tools to create and communicate
for individual and/or collaborative projects.
· Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.
Eighth Grade
English
8.7 The student will
write in a variety of forms, including narrative, expository, persuasive, and
informational.
a)
Use prewriting
strategies to generate and organize ideas.
b)
Organize
details to elaborate the central idea.
c)
Select specific
vocabulary and information.
d)
Revise writing
for word choice, sentence variety, and transitions among paragraphs.
e)
Use available
technology.
8.8 The student will edit
writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a)
Use a variety
of graphic organizers, including sentence diagrams, to analyze and improve
sentence formation and paragraph structure.
b)
Use and
punctuate correctly varied sentence structures to include conjunctions and
transition words.
c)
Choose the
correct case and number for pronouns in prepositional phrases with compound
objects.
d)
Maintain
consistent verb tense across paragraphs.
e)
Use comparative
and superlative degrees in adverbs and adjectives.
Health
8.5
The student will investigate and evaluate ways in which peers, families, and
other community groups can work together to build a safe and healthy community.
Key concepts/skills include
e)
methods used to reduce health hazards and risks;
c)
practices associated with healthy environments;
Technology
6-8.2
The student will demonstrate proficiency in the use of technology.
·
Use self-help
features such as online tutorials and manuals to learn to use hardware and
software.
6-8.6
The student will use technology to locate, evaluate, and collect information
from a variety of sources.
·
Use databases
and spreadsheets to evaluate information.
·
Use technology
resources such as calculators and data collection probes for gathering
information.
·
Use Internet
and other electronic resources to locate information in real time.
6-8.7 The student will
evaluate and select new information resources and technological innovations
based on the appropriateness for specific tasks.
·
Use search
strategies to retrieve information.
6-8.8
The student will use technology resources for solving problems and making
informed decisions.
·
Employ
technology in the development of strategies for solving problems.
·
Use a variety
of technologies to identify and provide possible solutions to real-world
problems.
·
Participate in
collaborative problem-solving activities.
·
Select and use
appropriate tools and technology resources to accomplish a variety of tasks.
6-8.9
The student will use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
·
Independently use technology tools to create and communicate
for individual and/or collaborative projects.
· Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.
Additional Resources
This official website will help guide you and your
students if they need help using Microsoft Excel.
http://office.microsoft.com/en-us/excel/FX100646961033.aspx
Here is another website about food safety. It covers safe practices for food
preparation as well as about the bacteria to prevent.
http://www.suite101.com/lesson.cfm/19315/2860
Here is a topical search about food safety. It is very thorough, yet somewhat aimed
for adults.
http://www.foodsafety.gov/~fsg/fsgsrch.html
On this website, you will find several links from
the USDA about teens and nutrition.
Credits
This WebQuest was created by Kelly Henaghan for
Last
revised: December, 2008
© 2008
Agriculture in the Classroom; All Rights Reserved