Web Quest World Series Party 2008 Teacher

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Web Quest World Series Party 2008 Teacher

  1. 1. World Series Party 2008 Student Page Title Introduction Task Process Evaluation Conclusion Credi ts [Teacher Page] A WebQuest for 7th Grade (Family and Consumer Sciences) Designed by Andrea Miller [email_address] Based on a template from The WebQuest Page Photo By flicker: StuffEyeSee
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits Hooray! The Colorado Rockies made it to the World Series for the second consecutive year! Game 7 is in TWO DAYS and this is their chance win it all! A group of your friends want to get together to watch the big game so you invite your friends over to your house and plan to serve some delicious food! It’s up to you to make all the arrangements, including the menu and all the food, to get ready for THE BIG GAME!
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits In order to make the perfect menu, you must draw upon what you’ve learned about nutrition. Based on this knowledge about nutrition, you are only offering healthy food choices. This ensures that your guests can get an optimal amount of nutrients. It is up to you to make a complete menu for your friends. Also, take some time to learn about serving sizes and create a display that will show them accurately how much of each item they should be serving themselves. Finally, create a final total of the amount of food that you will need for your party so that you can go to the store prepared. Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits <ul><li>  To complete the task you must… </li></ul><ul><li>Determine the number of guests that you want at your house for the World Series Party </li></ul><ul><li>Review the five major food groups that we learned about using MyPyramid ( click here to review ) </li></ul><ul><li>Formulate a healthy menu for your friends incorporating at least 4 of the 5 major food groups </li></ul><ul><li>Use the information provided on the given websites to determine appropriate serving sizes for each of the items on your menu </li></ul><ul><ul><li>http://www.5aday.org/html/consumers/serving.php </li></ul></ul><ul><ul><li>http://www.nhlbi.nih.gov/chd/Tipsheets/sevenways.htm </li></ul></ul><ul><ul><li>http://pbskids.org/itsmylife/body/foodsmarts/article3.html </li></ul></ul><ul><ul><li>http://tinyurl.com/u9l7d </li></ul></ul><ul><ul><li>http://www.urbanext.uiuc.edu/thriftyliving/tl-serving_sizes.html </li></ul></ul>Process (cont)
  5. 5. The Process (cont) Student Page Title Introduction Task Process Evaluation Conclusion Credits <ul><li>Create a display for each of the foods you will be serving that includes a picture of common item (such as a small food description tag to place in front of the dish). This will help your guests compare the amount of food that they should put on their plates with an every day item. </li></ul><ul><li>- Use the number of guests you invited, the menu that you created, and your knowledge of serving sizes to determine how much TOTAL food you will need to buy. To do this, you must create an itemized list of each food with the total amount for each product. </li></ul>
  6. 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits CATEGORY 5 3 1 0 Menu Development Student incorporated 4 of the 5 major food groups Student incorporated 3 of the 5 major food groups Student incorporated a minimum number of food groups; unhealthy food choices Not complete; unhealthy food choices that do not fit into any major food groups Serving Sizes Serving sizes were used extremely accurately throughout the menu; related all items to everyday objects Serving sizes were used fairly accurately throughout the menu; related only some items to everyday objects Serving sizes were not used accurately throughout the menu; related few items to everyday objects Not complete; none of the items related to everyday objects Food Description Tags All of the labels can be read easily; including examples 89-80% of the labels can be read easily; only some including examples 79-70% of the labels can be read easily; only few including examples Not complete; lables are difficult to read Food Total All items were considered and added into an accurate total Most items were considered and added into an accurate/partially accurate total Few items were considered and added into a partially accurate/inaccurate total Not complete; total is inaccurate
  7. 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits   Now that you’ve completed the WebQuest, you will have a solid understanding of what it takes to build a menu. Not only that, but now you have a real grasp of what a serving size is and the everyday objects that you can relate it to. Better yet, you’ve shared this with the guests to your World Series Party! This knowledge is now for you and your friends to apply to the things you eat every day. Maybe you now realize something in your eating habits that you would like to change..? The Nutrition Game is yours to win!
  8. 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits Photo By flicker: StuffEyeSee http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
  9. 9. World Series Party 2008 (Teacher) [Student Page] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Andrea Miller [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo By flicker: StuffEyeSee A WebQuest for 7th Grade (Family and Consumer Sciences)
  10. 10. Introduction (Teacher) [Student Page] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as a part of EDUC 331 at Colorado State University in order to gain experience in creating and publishing a WebQuest. This lesson is intended to give students a deeper understanding of the components of nutrition. More specifically, this is an exercise to help students better understand and apply appropriate serving sizes using everyday objects. Evaluation Teacher Script Conclusion
  11. 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is intended for seventh grade students in any health and wellness program which incorporates nutrition into its curriculum. Also, this lesson involves critical thinking, creativity, and math skills . Adjusting this lesson slightly would make it usable in other grade levels as well. Learners need to have a basic knowledge of nutrition and the major food groups. Other basic knowledge of nutrition would be helpful, but is not necessary for completing this WebQuest Evaluation Teacher Script Conclusion
  12. 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>As a result of this lesson, students will have a solid understanding as to the importance of serving sizes. </li></ul><ul><li>Science Standards Addressed </li></ul><ul><ul><li>Understand serving sizes as given by the USDA and MyPyramid </li></ul></ul><ul><ul><li>Apply MyPyramid to daily dieting </li></ul></ul><ul><ul><li>Using appropriate tools, technologies and measurements </li></ul></ul><ul><ul><li>Gather and organize data </li></ul></ul><ul><ul><li>Report results </li></ul></ul><ul><li>This lesson also encourages students to think creatively and critically. Students must also be able to compromise the foods that they would typically like to serve at a World Series Party with other choices that would be more healthy and nutrient dense. Students are also required to be considerate of other people, thinking about what their friends may or may not want to snack on. </li></ul>Evaluation Teacher Script Conclusion
  13. 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>To complete the task, students must… </li></ul><ul><li>Determine the number of guests </li></ul><ul><li>Review the five major food groups using MyPyramid ( click here to review ) </li></ul><ul><li>Formulate a healthy, incorporating at least 4 of the 5 major food groups </li></ul><ul><li>Use the information provided below, determine appropriate serving sizes for each item </li></ul><ul><ul><li>http://www.5aday.org/html/consumers/serving.php </li></ul></ul><ul><ul><li>http://www.nhlbi.nih.gov/chd/Tipsheets/sevenways.htm </li></ul></ul><ul><ul><li>http://pbskids.org/itsmylife/body/foodsmarts/article3.html </li></ul></ul><ul><ul><li>http://tinyurl.com/u9l7d </li></ul></ul><ul><ul><li>http://www.urbanext.uiuc.edu/thriftyliving/tl-serving_sizes.html </li></ul></ul><ul><li>Create a display for each of the foods, such as a small food description tag to be placed in front of the dish, which includes a visual. This will help guests compare the amount of food that they should put on their plates with an every day item. </li></ul><ul><li>- Use the number of guests, the menu, and prior/gained knowledge of serving sizes to determine how much TOTAL food will need to be purchased. To do this, students must create an itemized list of each food with the total amount for each product. </li></ul><ul><li>About the Process… </li></ul><ul><li>To complete this assignment, students should be allowed to place themselves into groups of two or three. Students will need about three class periods, giving ample time to complete the research, create creative food descriptions tags for each item, and develop a final list of items to be bought. </li></ul><ul><li>Students may need clairication or an example of what a food description tag may look like. It is suggested that the teacher creates one before presenting the project. The tag should be a piece of paper (perhaps ¼ of a page) which is folded in half so that it can be easily placed in front of a dish. The tag should include the name of the item, the serving size, and a visual representation of an object that guests could refer to. </li></ul><ul><li>There are no specific requirements that a teacher would need to make this lesson efficient. A novice teacher could definitely use this WebQuest in their classroom. </li></ul><ul><li>Variations… </li></ul><ul><li>To modify this project, students could be asked to make a chart of the items to be served, serving sizes, and objects, rather than creating food description tags. Also, students could not be required to compile a final list of items for their World Series Party. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>While no other outside resources are essential for this WebQuest, some helpful websites may include the following: </li></ul><ul><ul><li>http://www.mypyramid.gov/ </li></ul></ul><ul><ul><li>http://www.5aday.org/html/consumers/serving.php </li></ul></ul><ul><ul><li>http://www.nhlbi.nih.gov/chd/Tipsheets/sevenways.htm </li></ul></ul><ul><ul><li>http://pbskids.org/itsmylife/body/foodsmarts/article3.html </li></ul></ul><ul><ul><li>http://tinyurl.com/u9l7d </li></ul></ul><ul><ul><li>http://www.urbanext.uiuc.edu/thriftyliving/tl-serving_sizes.html </li></ul></ul>Evaluation Teacher Script Conclusion
  15. 15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It will be obvious how successful this lesson was by how in-depth and clear the menu and food description tags are. The final list of food items to be purchased before the party will also be specific and accurate. This, of course, should be tightly related to the standards and objectives you cited above. Evaluation Teacher Script Conclusion CATEGORY 5 3 1 0 Menu Development Student incorporated 4 of the 5 major food groups Student incorporated 3 of the 5 major food groups Student incorporated a minimum number of food groups; unhealthy food choices Not complete; unhealthy food choices that do not fit into any major food groups Serving Sizes Serving sizes were used extremely accurately throughout the menu; related all items to everyday objects Serving sizes were used fairly accurately throughout the menu; related only some items to everyday objects Serving sizes were not used accurately throughout the menu; related few items to everyday objects Not complete; none of the items related to everyday objects Food Description Tags All of the labels can be read easily; including examples 89-80% of the labels can be read easily; only some including examples 79-70% of the labels can be read easily; only few including examples Not complete; lables are difficult to read Food Total All items were considered and added into an accurate total Most items were considered and added into an accurate/partially accurate total Few items were considered and added into a partially accurate/inaccurate total Not complete; total is inaccurate
  16. 16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>This WebQuest was created as a student-directed activity, in which the teacher can assist if/when necessary. In the case that this WebQuest is used by teachers of students with special needs, the following outline can be followed. </li></ul><ul><li>Beginning on the Title Page, ask students questions that will get them to start thinking about nutrition (activating prior knowledge) </li></ul><ul><li>Have the students click on the Introduction button or on the picture to get to the Introduction. </li></ul><ul><li>At the Introduction, set the stage for the World Series Party and what an exciting event it will be for the student and their friends. </li></ul><ul><li>Have the students click on the Task button to continue. Read this description to the students and allow time for questions and/or clarification. </li></ul><ul><li>Have students click on the Process button to continue. Slowly read this description step by step. Remember, students must click on the “Process, cont” button at the bottom of the screen ( click here to view). </li></ul><ul><li>Take extra time at Process page(s) to make sure the students completely understand. Encourage students to refer back to these pages often once they have completed a step and would like to move on, or if they need clarification. </li></ul><ul><li>Have the students click the Evaluation button so they can see the criteria they will be graded on. </li></ul><ul><li>Have students click on the Conclusion button to view the final page of the WebQuest. This will help to sum up the activity. ( Click here for more ideas) </li></ul><ul><li>Allow them the opportunity to look at the Credits and References used, by clicking on the Credits button. </li></ul>Evaluation Teacher Script Conclusion
  17. 17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page After this project, each student should have a deeper and more solid understanding as to components of the food pyramid and appropriate serving sizes. Hopefully students understand the importance of incorporating foods from all of the major food groups in order to enjoy a complete and nutrient dense diet. Encourage students to take this knowledge and apply it to their lives. Evaluation Teacher Script Conclusion
  18. 18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Photo By flicker: StuffEyeSee http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm Evaluation Teacher Script Conclusion

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