What's on your Plate?


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A Webquest designed for students in grades 3-5. Students will understand and recall ChooseMyPlate by creating their own plate, making a Skype call with another classroom, and writing a short reaction to the assignment.

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What's on your Plate?

  1. 1. Student Page [Teacher Page] What’s on your Plate? Title For Educators Introduction Designed by Task Amy Brodecky Process anb51@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Introduction Title This Webquest is designed for students in grades 3-5. Students will be able to recognize, recall, and explain ChooseMyPlate by creating Introduction their very own plate. Task Process Evaluation Conclusion From this webquest students will learn what foods consists of a healthy lunch so they can start making smarter choices in the lunchline and at home! Credits
  3. 3. Student Page [Teacher Page] The Task By the end of this Web Quest, you will: Title Introduction •Research ChooseMyPlate website, the new requirements, and an example of a healthy meal Task •In groups, create their own plate by using paper plates and cut out Process magazine pictures of food •Skype with a classroom in another district. See what their school Evaluation lunches look like and how it fulfills the MyPlate requirements. Conclusion Credits
  4. 4. Student Page [Teacher Page] The Process Title 1. The teacher will review on a Smartboard the old food pyramid, and then show the students the new ChooseMyPlate. He or she will briefly discuss what the sections on Introduction the plate looks like. 2. Students will then research the ChooseMyPlate website on their own to understand Task each food group. Students can browse the site and the different tools, printable materials, and super trackers to better their understanding of what a healthy lifestyle Process looks like. http://www.choosemyplate.gov/ 3. Students will be broken up into small groups of 3-4 and make their own individual Evaluation plate’s. Group work will give the students the freedom to speak their ideas for their plates and brainstorm together which food groups go well for each group. Conclusion 4. Students will need: Paper Plates Scissors Glue Plastic cup Magazine cut outs of foods 4. After the students have researched and understood the MyPlate website students will use different magazines to find appropriate foods to put on their plates. The students will cut out different pictures of food from the magazines. Make sure to explain to use realistic foods they will actually eat (ex: use a vegetable they actually like, not the first they find). 5. Explain to the students the importance of citing each magazine they use on the back of their plate. Explain why (to avoid plagiarism of a picture). Review plagiarism: the Credits definition and how to avoid it.
  5. 5. The Process 6. Underneath each food cut out have students write out the appropriate portion size and a few sentenceson why it is healthy. (laptops would be very helpful at this step so students could refer back to the portionsizes and which foods are suitable for each food group)7. Once all the plates are complete each group member will present their plate to the rest of the class.Explaining why they choose each food and what their portion size was.8. Discuss with the students the appropriate behaviors during the Skype session, and the importance of digitalcitizenship and what that looks like in this scenario8. Students will then Skype with another class (could be across the country, different state, or differentdistrict). Both class’s will have an example of their school lunch for that day and what is healthy and unhealthyabout it.9. Students will have the opportunity to discuss appropriate lunches and what is healthy and what is not.Students can ask each other what their lunches at school look like and ask how each school can have healthierlunches.10. Students will type up a short voice thread of their reaction to the Skype call, their plate, and what theylearned from the assignment.
  6. 6. Student Page [Teacher Page] Evaluation Beginning Developing Accomplished Exemplary Score Title 1 2 3 4 Ability to Poor work ethic in One requirement was not All requirements met, Requirements met and Introduction work in groups: equal group. Did nothing to add to the project or completely met. help was given when needed. exceeded: teamwork, group work, helping weight help. others, creating ideas. Task Process Students Resource and contents Content is lacking inside Content is thorough, in Content covers all personal are not sufficiently met. the plate. Little depth, and had all requirements, is Evaluation creation of their plate No magazine cut outs, sentence or portion size. explanation of food groups. requirements. thorough, in-depth, and clear. Conclusion Cite Sources Uses other people’s idea Uses other people’s ideas Cites correctly and has Cites correctly and and does not cite and cites minimally, but original thought as well. thoroughly. Has not thoroughly original work. Content Little to no explanation Little explanation of food Clear explanation of Clear and thorough of food groups/items. groups/items. food groups/items. explanation of food group/items. Explanations are creative and well thought. Summary No summary of thought. Little thought to what Thorough summary of Thorough, in-depth, One or more area they learned/their reaction, the Skype call, and clear summary of missing. reaction to the and their plate their reaction, Skype assignment call, and their plate. Credits
  7. 7. Student Page [Teacher Page] Conclusion Students will have learned: Title •The importance of group work •How to use Voice Thread Introduction •Understand and recall ChooseMyPlate Task •Be able to explain digital citizenship rules for citing and making a Skype call •Creatively make their own plate Process Evaluation Conclusion Credits
  8. 8. Student Page [Teacher Page] Credits & References http://voicethread.com/ Title http://www.skype.com/en/ http://www.choosemyplate.gov/ Introduction The WebQuest Page Task The WebQuest Slideshare Group Process Evaluation Conclusion Credits