Food Illness Investigation Web Quest

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A web quest for high school students to investigate a foodborne illness outbreak.

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Food Illness Investigation Web Quest

  1. 1. Foodborne Illness Investigation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for High School Microbiology Designed by Kristyn Toth [email_address] Based on a template from The WebQuest Page Resources
  2. 2. Introduction Student Page Credits [ Teacher Page ] In the past few days, several students from a local elementary school have been sent home from school due to illness which is suspected to be associated with contaminated food from the cafeteria. The only common symptom is diarrhea. Other observed symptoms include abdominal cramping, nausea, vomiting, and fever. So far the source of contamination remains unidentified. The school is beginning to panic as more and more students become ill. They are asking for our help. What could be possible sources of contamination? What illness have these students contracted? How do we stop the spread of the disease? Title Introduction Task Process Evaluation Conclusion Resources
  3. 3. The Task Student Page Credits [ Teacher Page ] <ul><li>Your job is to use the internet to investigate what the foodborne illness could be, where it could be coming from and how it could be stopped. </li></ul><ul><li>Work in a group of 2 to 3 people to investigate possible solutions to the problem. You must choose one organism which you think is the source of the outbreak and produce a Power Point presentation that could be shown to the school board providing supporting evidence for your hypothesis as well as at least three measures that could be taken to stop the outbreak. </li></ul><ul><li>You will be expected to present your Power Point presentation to the class. </li></ul>Title Introduction Task Process Evaluation Conclusion Resources
  4. 4. The Process Student Page Credits [ Teacher Page ] <ul><li>To accomplish the task, follow these steps: </li></ul><ul><li>Find one to two other people to work with. </li></ul><ul><li>Investigate several possible diseases that could be causing the outbreak. </li></ul><ul><ul><li>Some helpful resources are provided on the page titled “Resources” </li></ul></ul><ul><ul><li>Other resources may be used but remember to assess for credibility </li></ul></ul><ul><ul><li>All references must be properly cited </li></ul></ul><ul><li>Choose one disease that you and your partner agree is the cause. </li></ul><ul><li>Produce a Power Point Presentation </li></ul><ul><ul><li>The target audience should be a school board </li></ul></ul><ul><ul><li>The following must be included in the presentation </li></ul></ul><ul><ul><ul><li>Scientific and common name of the suspected culprit </li></ul></ul></ul><ul><ul><ul><li>Evidence supporting why this organism is the cause of the outbreak </li></ul></ul></ul><ul><ul><ul><li>Possible sources of the contamination </li></ul></ul></ul><ul><ul><ul><li>Methods to stop the spread of the disease </li></ul></ul></ul><ul><ul><ul><li>Preventative measures that may be taken to prevent future illness </li></ul></ul></ul><ul><ul><ul><li>A reference page with all works cited </li></ul></ul></ul><ul><li>Present your Power Point to the class – pretending we are the school board . Convince us that you have discovered the cause of the mysterious outbreak. </li></ul><ul><ul><li>Remember: </li></ul></ul><ul><ul><ul><li>Pictures, graphs and summaries can be very helpful </li></ul></ul></ul><ul><ul><ul><li>The school board has not taken this class and may not know everything you do about foodborne illness. </li></ul></ul></ul>Title Introduction Task Process Evaluation Conclusion Resources
  5. 5. Resources Student Page Credits [ Teacher Page ] <ul><li>Here are a list of Websites to get you started – other sites may be used but make sure to evaluate them for credibility. Non-credible sources will not be accepted. </li></ul><ul><li>All sources must be properly cited on a references slide. </li></ul><ul><ul><li>The Bad Bug Book (FDA) </li></ul></ul><ul><ul><li>Question & Answer Fact Sheets (CDC) </li></ul></ul><ul><ul><li>Foodborne Disease Resources (NIH) </li></ul></ul><ul><ul><li>Foodborne Infections: Frequently Asked Questions (CDC) </li></ul></ul><ul><ul><li>Bacterial Foodborne and Diarrheal Disease National Case Annual Reports (CDC) </li></ul></ul><ul><ul><li>MICROBES in Sickness and in Health (NIAID) </li></ul></ul><ul><ul><li>Outbreak Response and Surveillance Unit (CDC) </li></ul></ul><ul><ul><li>Pathogens and Contaminants (FSRIO, USDA) </li></ul></ul><ul><ul><li>Resources for Health Professionals </li></ul></ul><ul><ul><li>Foodborne Diseases (NIH) </li></ul></ul><ul><ul><li>Foodborne Illness and Disease Fact Sheets (USDA) </li></ul></ul><ul><ul><li>Reporting a Foodborne Illness (CDC) </li></ul></ul><ul><ul><li>USDA Agricultural Research Service Food Safety Activities </li></ul></ul><ul><ul><li>WIC Topics: Specific Pathogens (USDA/NAL) </li></ul></ul>Title Introduction Task Process Evaluation Conclusion Resources
  6. 6. Evaluation Student Page Credits [ Teacher Page ] Title Introduction Task Process Evaluation Conclusion Resources This is the rubric that will be used to grade your presentations. Exceptional 10 Good 8 Average 6 Unacceptable 4 Score Required Elements The Power Point includes all required elements as well as additional information. All required elements are included on the Power Point . All but 1 of the required elements are included on the Power Point . Several required elements were missing. Attractiveness and organization The Power Point is exceptionally attractive in terms of design, layout, organization and neatness. The Power Point is attractive in terms of design, layout, organization and neatness. The Power Point is acceptably attractive and organized though it may be a bit messy. The Power Point is distractingly messy or very poorly organized. It is not attractive. Spelling and Grammar Power Point has no misspellings or grammatical errors. Power Point has 1-2 misspellings, but no grammatical errors. Power Point has 1-2 grammatical errors but no misspellings. Power Point has more than 2 grammatical and/or spelling errors. Group work Group delegates tasks and shares responsibility effectively all of the time. Group delegates tasks and shares responsibility effectively most of the time. Group delegates tasks and shares responsibility effectively some of the time. Group often is not effective in delegating tasks and/or sharing responsibility. Use of Class time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others.
  7. 7. Conclusion Student Page Credits [ Teacher Page ] From this activity you will have investigated a foodborne illness outbreak and hypothesized the cause, provided options for treatment and proposed possible preventions for the future. A Power Point Presentation was produced to share the information found with your classmates. Some things to think about in the future: Why is foodborne illness such a big deal? What can you do as an individual to reduce the risk of infection of yourself and those around you? What would you tell a kindergartener about preventing foodborne illness? Title Introduction Task Process Evaluation Conclusion Resources
  8. 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Resources The image used on the introduction page came from: http://www.universityofcalifornia.edu Important sites for researching this project include: http://www.cdc.gov http://www.nih.gov http://www.fda.gov http://www3.niaid.nih.gov/ http://www.usda.gov The format of this webquest was used from The WebQuest Page and shared via Slideshare.
  9. 9. Foodborne Illness Investigation [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for High School Microbiology Designed by Kristyn Toth [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  10. 10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed for an Educational Technology class at Colorado State University. The class is part of the teacher licensure program and is intended to help future teachers learn ways of incorporating technology into the classroom. I chose the topic and layout of this webquest because it also fit nicely as a part of a Unit Plan for an Introduction Microbiology class I designed for a Science Teachings Methods Class also part of the teacher licensure program. The students are told that a local elementary school is experiencing a mysterious foodborne illness outbreak and that they are to investigate possible causes for the disease. The students need to be able to find sources, evaluate them for credibility and produce a well-organized and thought out presentation for their classmates. Evaluation Teacher Script Conclusion
  11. 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest is designed to take place in the middle of a bacteria unit in a high school microbiology class but could be used in any general science class and perhaps an english or social studies class with some adaptations. The webquest is intended to be used as guided practice after a lesson plan including a lecture on foodborne microorganisms. However, the lesson is designed as such that students with no prior knowledge could still successfully complete the assignment. The process may, however, require more in-depth research. Evaluation Teacher Script Conclusion
  12. 12. Colorado Model Content Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>The following standards are achieved by this lesson: </li></ul><ul><li>Colorado State Content Standards Addressed: </li></ul><ul><li>Standard 1: Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations </li></ul><ul><li>Benchmarks achieved- </li></ul><ul><ul><ul><li>1.1 – Ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation </li></ul></ul></ul><ul><ul><ul><li>1.2 – Select and use appropriate technologies to gather, process, and analyze data to report information related to an investigation </li></ul></ul></ul><ul><ul><ul><li>1.3 – Identify major sources of error or uncertainty within an investigation </li></ul></ul></ul><ul><ul><ul><li>1.6 – Communicate and evaluate scientific thinking that leads to particular conclusions </li></ul></ul></ul><ul><li>Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world </li></ul><ul><li>Benchmarks achieved- </li></ul><ul><ul><ul><li>5.1 – Print and visual media can be evaluated for scientific evidence, bias, or opinion </li></ul></ul></ul><ul><ul><ul><li>5.3 – graphs, equations or other models are used to analyze systems involving change and constancy </li></ul></ul></ul>Evaluation Teacher Script Conclusion
  13. 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>To accomplish the task, the students are told to follow these steps: </li></ul><ul><li>Find one to two other people to work with. (The teacher may choose to intentionally pair students) </li></ul><ul><li>Investigate several possible diseases that could be causing the outbreak. </li></ul><ul><ul><li>Some helpful resources are provided on the page titled “Resources” </li></ul></ul><ul><ul><li>Other resources may be used but remember to assess for credibility </li></ul></ul><ul><ul><li>All references must be properly cited </li></ul></ul><ul><li>Choose one disease that you and your partner agree is the cause. </li></ul><ul><li>Produce a Power Point Presentation </li></ul><ul><ul><li>The target audience should be a school board (it is important to clarify what is meant by “target audience” and how this may change the presentation) </li></ul></ul><ul><ul><li>The following must be included in the presentation </li></ul></ul><ul><ul><ul><li>Scientific and common name of the suspected culprit </li></ul></ul></ul><ul><ul><ul><li>Evidence supporting why this organism is the cause of the outbreak </li></ul></ul></ul><ul><ul><ul><li>Possible sources of the contamination </li></ul></ul></ul><ul><ul><ul><li>Methods to stop the spread of the disease </li></ul></ul></ul><ul><ul><ul><li>Preventative measures that may be taken to prevent future illness </li></ul></ul></ul><ul><ul><ul><li>A reference page with all works cited </li></ul></ul></ul><ul><li>Present your Power Point to the class – pretending we are the school board . Convince us that you have discovered the cause of the mysterious outbreak. </li></ul><ul><ul><li>Remember: </li></ul></ul><ul><ul><ul><li>Pictures, graphs and summaries can be very helpful </li></ul></ul></ul><ul><ul><ul><li>The school board has not taken this class and may not know everything you do about foodborne illness. </li></ul></ul></ul><ul><li>The lesson does require the use of a computer lab and could take as long as a week worth of classes. I would probably teach a lesson on foodborne illness for about 25 minutes and then leave the remainder of the period for working in the lab. I may provide an additional class period to work on the Power Point presentations. Presenting should also take an entire class period. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>In order to implement this lesson, you will need: </li></ul><ul><ul><li>Computer lab with internet access and Power Point </li></ul></ul><ul><ul><li>Projector and screen for class presentations </li></ul></ul><ul><li>The lesson should be able to be completed with just one teacher and no outside help from parents or other staff. However, it is absolutely possible to include whomever is desired. Perhaps actually inviting guests to the presentations might encourage extra effort on the students behalf. I would encourage this to be thoroughly thought through first. </li></ul>Evaluation Teacher Script Conclusion
  15. 15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A detailed rubric was produced for evaluating this project. Evaluation Teacher Script Conclusion Exceptional 10 Good 8 Average 6 Unacceptable 4 Score Required Elements The Power Point includes all required elements as well as additional information. All required elements are included on the Power Point . All but 1 of the required elements are included on the Power Point . Several required elements were missing. Attractiveness and organization The Power Point is exceptionally attractive in terms of design, layout, organization and neatness. The Power Point is attractive in terms of design, layout, organization and neatness. The Power Point is acceptably attractive and organized though it may be a bit messy. The Power Point is distractingly messy or very poorly organized. It is not attractive. Spelling and Grammar Power Point has no misspellings or grammatical errors. Power Point has 1-2 misspellings, but no grammatical errors. Power Point has 1-2 grammatical errors but no misspellings. Power Point has more than 2 grammatical and/or spelling errors. Group work Group delegates tasks and shares responsibility effectively all of the time. Group delegates tasks and shares responsibility effectively most of the time. Group delegates tasks and shares responsibility effectively some of the time. Group often is not effective in delegating tasks and/or sharing responsibility. Use of Class time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others.
  16. 16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>This page includes step by step directions to you, the facilitator. </li></ul><ul><ul><li>Inform students of the webquest, and allow them to choose groups of 2-3. </li></ul></ul><ul><ul><li>Open the webquest together in the computer lab, a projector would be ideal, but not necessary. </li></ul></ul><ul><ul><li>Read the scenario on the Introduction page together. Answer any questions the students may have, but do not give too many details of the outbreak. You may decide whether or not to tell the students that the outbreak was not real. </li></ul></ul><ul><ul><li>Next discuss the task and the process. Students will want clarification on exactly what your expectations are, so be aware of these before hand. </li></ul></ul><ul><ul><li>Students should pace themselves as to get all the work done in two class periods. Help speed things along by asking prodding questions, but it is important to not provide any answers. </li></ul></ul><ul><ul><li>Remember there is no right answer to what the outbreak is. </li></ul></ul>Evaluation Teacher Script Conclusion
  17. 17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is a great inquiry-based lesson which does a great job of covering almost all the Colorado Process Standards for a science classroom . The format allows for students to both engage in cooperative learning and be creative at the same time. Whether being used for a microbiology class or not, the webquest provides a great opportunity for students to learn about something that they can directly relate to their everyday lives. Nothing makes learning more successful than making it relevant. If you have any suggestions about how to improve this webquest please do not hesitate to contact me. I would love to receive any feedback you might have. Also please feel free to adapt the webquest in anyway to better suit your needs. Just remember to give credit where credit is due. Evaluation Teacher Script Conclusion
  18. 18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The image used on the introduction page came from: http://www.universityofcalifornia.edu Important sites for researching this project include: http://www.cdc.gov http://www.nih.gov http://www.fda.gov http://www3.niaid.nih.gov/ http://www.usda.gov The format of this webquest was used from The WebQuest Page and shared via Slideshare. Evaluation Teacher Script Conclusion

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