Farm to Table

Introduction

Good Day Food Researchers!

We are beginning a new unit on: How does the food we eat arrives on our plates?/ How the nutrients in food are essential to our bodies functioning properly? In this unit we will also learn how to break down food using proper portions. We will start with learning about food labels. Now let's watch a short video, Read food nutrition labels carefully! Ask Coley- Health Tips for Kids | Educational Videos by Mocom https://youtu.be/wQNu8j_exRQ.

Task

Farm to Table - Our class has been learning about nutrition, healthful living, and the journey from the farm to the table.

Students will create Super Nutrients trading cards to summarize the information from what they have learned

 

Essential Questions Overarching:

  • What are food labels?

Topical:

  • What nutrients are in my foods?
  • What impact do they have?

 

 

Process

I DO

Teach students about food labels.

What's on Food Labels?

The U.S. Food and Drug Administration (FDA) and the U.S. Department of Agriculture (USDA) require labels on almost all packaged foods. The labels must include nutrition information in readable type. The information usually is on the back or side of packaging under the title "Nutrition Facts." Show the students labels from various package food items.

The nutrition facts label includes:

  • a column of information — "% Daily Value" — that shows what portion of the amount of daily recommended nutrients the product provides, based on a 2,000-calorie diet
  • information about total fat, saturated fat, trans fat, cholesterol, fiber, and other nutrients
  • serving size

To make healthy, informed food choices, it's important to understand: food label claims; serving sizes; calorie requirements; percent daily values; and important nutrients, vitamins, and minerals.

WE DO

  • Pass out food labels to students.
  • Generate a list of key words that students have found (such as calorie, protein, vitamin A, calcium.).
  • Ask which words students can define and which need research.
  • Create a collaborative Word Wall using index cards or sentence strips.
  • Students can add to the wall as they learn. Explain that students will now explore what different nutrients do for the human body.
  • Have students set up a KWL chart (Know / Want to Know/Learned) and direct them to fill in the first two columns.

YOU DO

  • Break students into small groups
  • Distribute the Farm to Table: Milk's Journey to You! Student Magazine
  • Students will read the back cover
  • Discuss what they learned and what surprised them.
  • Students should fill in the “Learned” column of their chart.
  • Have a representative from each group share the group’s findings with the class. Encourage students to update their KWL charts based on what they hear during the presentations.
Evaluation

 

Students will be assessed on their understanding of how to read food labels and group presentation

Evaluative Criteria

  • Exit Tickets
  • Quizzes/Test
  • Presentations

  • Rubric

EXCELLENT Was able to show a fully understanding of the assignment
SATISFACTORY Was able to present and show some understanding, how wasn't fully clear
NO UNDERSTANDING Did not show any understanding of the assignmen

 

 

 

 

 

Conclusion

In conclusion students,

 

QUESTIONS

How does Inquiry Learning (The big 6 or Super 3) provide for students to have meaningful   experiences? 

The Big 6 provide students with the opportunity to walk through the learning one step at time, to complete the lesson.

What is the value of Inquiry Learning for Digital Citizenship? The value of having Inquiry Learning for Digital Citizenship is a great way to expand on the technology knowledge they already know. Even though many educators may not be up to date with technology it provides them with the learning opportunity as well. Another value is that it can be used as a way for students to show their learning and understanding.

Reflect on the creation of your PBL WebQuest and completion as a “student”

Where were you successful? I was successful with providing digital visuals, games, and examples for the activity.            

Where did you struggle?  struggled with the entire assignment, there were many steps and a lot of reading. I am one that is not good at online learning. I need to be in-person and be shown visuals, like ones we had for the TEWLS activity. I did try to complete the assignment to the best of my knowledge and understanding.

How does this project align with the ISTE Standards for Students and Teachers? Identify a few from each list and discuss

1.3 KNOWLEDGE CONSTRUCTOR: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others

  • The students will be able to use the resources from the lesson to make meaningful learning experiences them and others.

1.6 CREATIVE COMMUNICATOR: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

  • The students will be able to express their creativity of their understanding by designing an infographic

2.6.b FACILITATOR: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

  • I was able to use digital platforms to engage students in the learning.

2.6.c FACILITATOR: Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems

  • I was able to create an exemplar of the activity. I also provided the students with appropriate platforms to complete the assignment. I also modeled the activity for the students.

How has the creation of a PBL WebQuest engaged your thinking about digital tools in the  classroom? 

As, I was creating my PBL WebQuest I was thinking of ways that I can incorporate this into lessons      especially being in-person. I do know that it might be successful if it was used virtually.

How has this influenced your philosophy of educational technology?

With all the technology platform learnings, it has influenced my self esteem by feeling comfortable integrating them in lessons. This is an awesome way to reach students that are unable to explain themselves on paper. Having them to design or create their activities will definitely be a way to present their learning.

Credits
Teacher Page

Use the following lesson plan for the Farm to Table WebQuest

 45-60mins: Description: Practicing Research Skills- In this lesson students will use food labels and a nutrition infographic to explore the question, “What nutrients are in my foods, and what impact do they have?” Setup-Make class sets of the Farm to Table: Milk's Journey to You! Student Magazine Review nutrition information at ChooseMyPlate.gov so you can answer student questions and guide discussions. Before beginning the lesson, direct students to visit their school lunchroom, make a list of the foods being served, and hold on to food wrappers and milk cartons for use in class. Closing Activity- Students will share infographic nutrient cards.

UNIT: Farm to Table

Standard(s)

CCSS.ELA-LITERACY.RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

CCSS.ELA-LITERACY.RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as thebasis for the answers

CCSS.ELA-LITERACY.W.3.7Conduct short research projects that build knowledge about a topic

SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Arts Standard(s)

VA:Cr2.3.3aIndividually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.

ISTE Standards

1.3 KNOWLEDGE CONSTRUCTOR: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others

1.6 CREATIVE COMMUNICATOR: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

2.6.b FACILITATOR: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

2.6.c FACILITATOR: Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems

Materials

 

Students will be able to use the knowledge and new information to create "Nutrient Infographic Cards" byntegrate information from multiple sources and created charts

Essential Questions

Overarching:

  • What are food labels?

Topical:

  • What nutrients are in my foods?
  • What impact do they have?

Introduction

Good Day Food Researchers!

We are beginning a short unit on :How the food we eat arrives on our plates and how the nutrients in food are essential to our bodies functioning properly.” In this unit we will also learn how to break down food using proper portions. We will start with learning about food labels, now let’s watch a short video Read food nutrition labels carefully! Ask Coley- Health Tips for Kids | Educational Videos by Mocom https://youtu.be/wQNu8j_exRQ.

I DO( Modeling)

Teach students about food labels.

What's on Food Labels?The U.S. Food and Drug Administration (FDA) and the U.S. Department of Agriculture (USDA) require labels on almost all packaged foods. The labels must include nutrition information in readable type. The information usually is on the back or side of packaging under the title "Nutrition Facts." Show the students labels from various package food items.

The nutrition facts label includes:

  • a column of information — "% Daily Value" — that shows what portion of the amount of daily recommended nutrients the product provides, based on a 2,000-calorie diet
  • information about total fat, saturated fat, trans fat, cholesterol, fiber, and other nutrients
  • serving size

To make healthy, informed food choices, it's important to understand: food label claims; serving sizes; calorie requirements; percent daily values; and important nutrients, vitamins, and minerals.

WE  DO (Guided Practices)

  • Pass out food labels to students.
  • Generate a list of key words that students have found (such as calorie, protein, cholesterol, calcium and sodium.).
  • Ask which words students can define and which need research.
  • Create a collaborative Word Wall using index cards or sentence strips.
  • Students can add to the wall as they learn. Explain that students will now explore what different nutrients do for the human body.
  • Have students set up a KWL chart (Know / Want to Know/Learned) and direct them to fill in the first two columns.

YOU DO (Independent Practices)

  • Break students into small groups
  • Distribute the Farm to Table: Milk's Journey to You! Student Magazine (Digital Copy)
  • Students will read the back cover
  • Discuss what they learned and what surprised them.
  • Students should fill in the “Learned” column of their chart.
  • Have a representative from each group share the group’s findings with the class. Encourage students to update their KWL charts based on what they hear during the presentations.
  • Create "Nutrient Infographic Cards" byntegrate information from multiple sources and created charts

EXAMPLE of ACTIVITY

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