1. Student Page
[Teacher Page]
Nutrition Webquest
Title
Introduction Designed by
Task Nicole Pappas
Process nlp19@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Students will identify the parts that make up each food group on the USDA Food Plate.
Title They will then create healthy recipes and make a healthy cookbook for the class and finally
will learn how to track their own food to see if they are meeting the requirements on the
Introduction Food Plate.
Task
Process
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
Students will first be divided up into groups: Protein, grains, dairy, fruits, and vegetables.
Title They will then research what types of foods fall into their group and make posters showing
what foods fit where. Then they will come up with a recipe using at least one food from
Introduction their food group. Finally they will begin keeping track of the foods they eat using a food
Task tracker on the USDA’s website.
Process
Evaluation
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Step 1: Using the USDAs website: http://www.choosemyplate.gov/food-groups/ look up
Title foods that are in your assigned good group and how much of that food group is needed
daily.
Introduction Step 2: Create a group poster or collage representing your food group. This can be hand
Task drawn, printed from your computer, or cut out from magazines.
Step 3: Create a healthy cookbook with the class. Each student should come up with their
Process own recipe using at least 1 ingredient in their assigned food group. Students can create
their own recipe or look one up. Can use website such as http://www.eatingwell.com/
Evaluation Step 4: Using USDA’s SuperTracker https://www.SuperTracker.usda.gov/foodtracker.aspx
students should track their eating habits for one month to see if they are consuming the
Conclusion required amounts per food group daily.
Credits

5. Student Page
[Teacher Page]
Evaluation
Ω 4 3 2 1
Quality of Construction The collage/poster shows The collage/poster shows attention to The collage/poster shows some The collage/poster was put together
Title considerable attention to
construction. The items are neatly
trimmed. All items are carefully and
construction. The items are neatly
trimmed. All items are carefully and
securely attached to the backing. A
attention to construction. Most items
are neatly trimmed. All items are
securely attached to the backing. A
sloppily. Items appear to be
just "slapped on". Pieces may be
loose or hanging over the edges.
securely attached to the backing. few barely noticeable stray marks, few barely noticeable stray marks, Smudges, stains, rips, uneven edges,
Introduction There are no stray marks, smudges
or glue stains. Nothing is hanging
over the edges.
smudges or glue stains are present.
Nothing is hanging over the edges.
smudges or glue stains are present.
Nothing is hanging over the edges.
and/or stray marks are evident.
Task
Process
Evaluation
Conclusion Attention to Theme The student gives a reasonable The student gives a reasonable The student gives a fairly reasonable
explanation of how every item in the explanation of how most items in the explanation of how most items in the
The student's explanations are weak
and illustrate difficulty understanding
collage/poster is related to the collage/poster are related to the collage are related to the assigned how to relate items to the assigned
assigned theme. For most items, the assigned theme. For many of the theme. theme.
relationship is clear without items, the relationship is clear
explanation. without explanation.
Understanding of Media The student can define the food group The student can define the food group The student can define the food The student has trouble defining food
and tell how it differs from others. and tell how it differs from others. group. S(he) can also name at least group and describing how it differs
S(he) can also name at least 5 things S(he) can also name at 3-4 things 1-2 things that make up the food from others AND/OR the student
that make up the food group that make up the food group group. cannot describe other foods that
make up the group
Time and Effort Class time was used wisely. Much Class time was used wisely. Student Class time was not always used Class time was not used wisely and
time and effort went into the planning could have put in more time and wisely, but student did do some the student put in no additional
and design of the collage/poster. It is effort at home. additional work at home. effort.
clear the student worked at home as
well as at school.
Credits

6. Student Page
[Teacher Page]
Conclusion
Students are aware of the USDA’s food plate and the requirements for a healthy diet. They
Title also have the tools necessary to keep track of their own diets and understand what foods
make up each food group
Introduction
Task
Process
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
http://www.choosemyplate.gov/food-groups/
Title
http://www.eatingwell.com/
Introduction
Task https://www.SuperTracker.usda.gov/foodtracker.aspx
Process
.
Evaluation
Conclusion
Credits