Fun With Foods

Introduction

Welcome to our 'Fun With Foods' Quest.                                                                                      

Wouldn't it be fun if you could learn much more about the fun topic of "Food". Well this is your chance, on this quest you will have endless fun learning about the food groups and their nutrients. You will be required to work in groups of four (4) for the first five (5) activities in this quest. The last two (2) activities will be done by yourself (individually). You will also have loads of excitement with an amazing experiment and get ready to dance to the food groups beat. 

According to the Oxford Dictionary, "Food is any nutritious substance that people or animals eat or drink or that plants absorb in order to maintain life and growth."

                                       Get ready to learn about food and have fun kids.

                                                                     Let the fun begin!                         

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Task

 

Image result for you did it clip artTo successfully complete this WebQuest you must be able to name the food groups and food nutrients. You will be required to know the functions of these nutrients in our bodies. You will also need to explain how the test for starch is done. Don't worry you will have loads of fun completing your quest! 

 

What is a balanced diet

Process

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Hey Kids Let the Fun Begin!!!! Its time for us to sing our food groups song. Click the link: https://www.youtube.com/watch?v=GaLvxVnn8Yg to join me in singing the song. Make sure you are on your feet because we will be dancing to the beat. 

Follow these steps and see where the journey takes you.

1. You will be assigned to groups of four (4) students and then you will be assigned a food group.  Visit https://www.youtube.com/watch?v=L9ymkJK2QCU  to learn about the food groups. You will now draw and label four (4) food items found in each group. (Each group member must draw a food item).

2. Once you have completed step one (1) you are now required to use the pictures drawn above in step one (1) to create a "Foods Group" chart. (Each group will paste the pictures on the cartridge paper provided.) All food items must be carefully pasted under their correct food group.

3. Having completed steps one (1) and two (2) its now time for some more fun; watch the video at  https://www.youtube.com/watch?v=ZcNpcqtl2yU to identify the food nutrients and their functions. Feel free to read up about the food groups and food nutrients at: https://www.healthline.com/health/balanced-diet.

4. Hope that you were paying attention to the video. Get ready because each group will now create a "Food Nutrients Table" like the one below. (Select your cartridge paper, ruler and markers and get to work. Have fun learning !!)

FOOD NUTRIENTS AND THEIR FUNCTIONS
Food Nutrients Functions Food Items

 

 

 

    

 

 

 

    

 

 

 

    

 

 

 

    

5.  I am sure you enjoyed working with your friends. Now its time to work alone,  write a letter to a friend telling him or her about the experiment you observed showing the test for starch. Visit: https://www.youtube.com/watch?v=SgDeHXWm8Hk

6. You have reached the end of your quest. This is your final activity. Please use all that you have learnt in this quest to complete the worksheet below.

 

Fun with Foods Worksheet

Name_____________________________

Grade:  ____________________________

Date: _____________________________

Circle the correct answer.

  1. Which of the following belongs to the fats and oils and group?
  1. Fish, callaloo, eggs
  2. Syrup, coconut oil, honey
  3. Potato, lard, milk
  4. Peanut butter, margarine, bacon
  1. Which of the following food does NOT belong to the group?
  1. Yam
  2. Breadfruit
  3. Fish
  4. Sweet potato
  1. Two sources of protein are:
  1. Green banana and codfish
  2. Fish and lean meat
  3. Cheese and melon
  4. Milk and margarine
  1. To which of the following groups do legumes belong?
  1. Fats
  2. Proteins
  3. Water
  4. Vitamins
  1. If iodine is placed on a food sample and it turns blue/black, what does that indicate? The food ________.
  1. Is spoilt
  2. Contains liquid
  3. Food contains starch
  4. Food contains fat
  1. Fibre helps food to _________.
  1. Digest food
  2. Enrich the blood
  3. Prevent constipation
  4. Build healthy bones
  1. Steve had a bun and cheese and a bag juice for lunch. Which of the following nutrients was LACKING in this meal?
  1. Protein
  2. Vitamins
  3. Carbohydrates
  4. Fats
  1. Which one of the following does NOT show the correct food group for the food item named?
  1. Avocado pear – fats and oils
  2. Rice – staples
  3. Breadfruit – legumes
  4. Milk – food from animals
  1.  Which of the following food item is needed for growth and repair of tisues?
  1. Chicken
  2. Mango
  3. Yam
  4. Bread
  1. Fred becomes dehydrated because he ____________.
  1. Did not drink enough water
  2. Ate too much carbohydrates
  3. Did not drink milk
  4. Did not eat enough vegetables

 

 

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Evaluation

HOW WELL DID WE DO?
Steps/Activities Unsatisfactory Satisfactory Good Exemplary Score
  (0 Marks) (1 Mark) (2  Marks) (3 Marks)  
Work cohesively  

 

 

      
Step 1 0 - 1 Food item drawn or food items unidentifiable. 2 Food items drawn. 3 Food items drawn. 4 Food items drawn.  
Step 2 0 - 1 Food group represented on the chart. 2 - 3 Food groups represented on the chart. 4 or more but not all food groups represented on the chart. All food groups effectively represented on the chart.  
Step 3 N/A N/A N/A N/A  
Step 4 0 - 1 Food nutrient and function (mentioned in the video) is listed. 2 - 3 Food nutrients and the functions (mentioned in the video) are listed. 4 Food nutrients and their functions (mentioned in the video) are listed. All food nutrients and their functions (mentioned in the video) are listed.  
Step 5 N/A N/A N/A N/A  
Step 6 0 - 3 /10 Items correct. 4 - 5 /10 Items correct. 6 - 7 / 10 Items correct. 8 - 10 / 10 Items correct.  
Step 7 Less than 2 parts of the letter included and information about the experiment cannot be understood. Less than five parts of the letter are present. Information about the experiment is hard to understand. Several readings of the letter are necessary to try to understand the content.  (Grammatical and spelling errors are present and hinder the understanding of the content).

At least five (5) parts of the letter included and information about the experiment can be understood but more than one reading or inference is necessary for understanding of the content. 

(Grammatical and spelling errors may be present but they do not hinder the understanding of the content).

 All parts of the letter included and experiment is clearly explained and understood with only one reading of the letter. (Grammatical and spelling errors may be present but they do not hinder the understanding of the content).  
Total         ----/24

 

N/A represents steps that are not assessed.

Work cohesively in the groups will be given a score based on the criteria: unsatisfactory, satisfactory, good and exemplary. 

NB. All students who score below 50% or 12  /24 would not have successfully completed the quest and as such individual attention will be given to these students and a follow up quest will be developed. to enhance their learning.

 

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Conclusion

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I am happy that you have successfully completed your quest to learn about the different food groups, food nutrients, functions of these nutrients and how to test for starch. I trust that you have all contributed effectively to your group by doing your fair share of activities. Good luck as you continue to have 'Fun with Foods'

I want you continue learning about the food groups. So on your own I want you to find out about these three topics:

(a) A balanced diet and why it is important. 

(b) Names of vitamins and minerals.

(c) Benefits of vitamins and minerals to your bodies (make sure to learn about the deficiencies as you go along). 

Remember we will discuss what you have learnt on your own in our next Science classes. Enjoy your learning boys and girls.

You can use the websites of your choice or you can get information from these websites below:

https://www.youtube.com/watch?v:YimuIdEZSNY

https://www.healthline.com/health/balanced-diet

https://www.youtube.com/watch?v:=6fhSGWdbm9g

https://www.youtube.com/watch?v=5iS8h0J_Ows

 

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Credits

This WebQuest would not be successful without the contributions of the following sites:

Special thanks to the following authors: Vilma McClenan, Cecile Carrington, Lorna Sue-Ho, Rosemarie Mathurin and Hortense Morgan; for their book First Steps in Science Pupils Book 5, L. Channer and G. Hacker for their book The New Integrated G.S.A.T Science Workbook 6, The Oxford Dictionary.

Special thanks to my lecturer and group members at the Moneague College for their continuous support.

The following links were also used in the creation of the WebQuest: 

https://www.youtube.com/watch?v:ZcNpcqtl2yU

https://www.youtube.com/watch?v:L9ymkJK2QCU

https://www.youtube.com/watch?v=SgDeHXWm8Hk

https://www.healthline.com/health/balanced-diet

https://www.youtube.com/watch?v=GaLvxVnn8Yg

 

                       Related image       Image result for thank you

 

Teacher Page

                                                             

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Introduction:  This WebQuest was developed by Michelle Smith. I am a fifth grade teacher who is currently a student at the Moneague College where I am studying to obtain my first degree in primary education.

The WebQuest is alligned to the requirements of the Ministry of Education Jamaica's New Standard Curriculum (NSC) - Nutrition Unit. It focusses mainly on the food groups, their nutrients and the functions of these nutrients to the body. There is also a section about the experiment to test for starch.

 

Learners: This WebQuest is suitable for use with Grade 5 students who are performing at or above the grade level. It is specifically taken from the Science Curriculum  for Grade 5 - Nutrition Unit. The students will use the quest to help them master the concepts in the nutrition unit.  Prior to the lessons, the learners are expected to be able to manipulate the computer with minimal to moderate amount of assistance. They should also know the term ' food items' and know that food is significant to the body's development. The learners should be aware of the principles of group work such as accountability.    

 

Curriculum Standards: At the end of the lesson students will be able to:-

  • identify at least four (4) of the food groups.
  • work cooperatively in teams by ensuring to adhere to the principles of effective group work.
  • Identify at least four (4) food nutrients.
  • associate at least two (2) food nutrients with their functions.
  • list the apparatus for the testing of starch.
  • explain clearly how the test for starch is done.
  • document the appearance or change in a food item that contains starch after the iodine solution is added.
  • distinguish correctly between food groups and food nutrients.
  • write neatly and legibly in cursive form.
  • demonstrate at least fifty percent (50%) accuracy on the worksheet items.
  • summarise experiment giving clear and precise information.
  • Write letter and correctly including at least four out of the six parts and convey information with reasonably degree of accuracy ensure reader's understanding of the content.
  • draw and label food items clearly and accurately.
  • score at lest 12 / 24 on the evaluation rubric.

 

Process: The students will complete the following steps to complete the quest:

1. The students will be assigned to work in small groups of between four (4) to six (6) students. They will be given a specific food group on which to focus. They will Visit https://www.youtube.com/watch?v=L9ymkJK2QCU  to learn about the food groups. Then they will draw and label four (4) food items found in each group. (Each group member must draw a food item).

2. Students will have to complete step one before moving onto step two (2). In this step they will create a "Foods Group" chart. (Each group will paste the pictures on the cartridge paper provided.) All food items must be carefully pasted under their correct food group.

3. Having completed steps one (1) and two (2) the students will watch the video at  https://www.youtube.com/watch?v=ZcNpcqtl2yU to identify the food nutrients and their functions.

4. Students will create a "Food Nutrients Table" like the one below. (Select your cartridge paper, ruler and markers and get to work. Have fun learning !!). Teacher will give assistance where necessary.

FOOD NUTRIENTS AND THEIR FUNCTIONS
Food Nutrients Functions Food Items

 

 

 

    

 

 

 

    

 

 

 

    

 

 

 

    

5. After completing steps one (1) to  four (4),students will visit https://www.youtube.com/watch?v=ZcNpcqtl2yU.

6. Students will write a letter to a friend telling him or her about the experiment you observed showing the test for starch. Visit: https://www.youtube.com/watch?v=SgDeHXWm8Hk

7. Teacher will distribute worksheets for students to complete. (This is an individual activity). This worksheet maybe found in the process section.

 Resources Needed: 10 sheets of cartridge papers, markers, rulers, pencils, paste, crayons, blank papers, five (5) computers each group will sit around a computer, 20 copies of the worksheet, First Steps in Science Pupil's Book 5 and The New Integrated G.S.A.T Science Workbook 5.  One teacher is enough to implement the lesson, however, if the assistance of parents can be obtained it would help to make the lesson run more smoothly as each group could have an individual assistant.

 

Evaluation: 

HOW WELL DID WE DO?
Steps/Activities Unsatisfactory Satisfactory Good Exemplary Score
  (0 Marks) (1 Mark) (2  Marks) (3 Marks)  
Work cohesively  

 

 

      
Step 1 0 - 1 Food item drawn or food items unidentifiable. 2 Food items drawn. 3 Food items drawn. 4 Food items drawn.  
Step 2 0 - 1 Food group represented on the chart. 2 - 3 Food groups represented on the chart. 4 or more but not all food groups represented on the chart. All food groups effectively represented on the chart.  
Step 3 N/A N/A N/A N/A  
Step 4 0 - 1 Food nutrient and function (mentioned in the video) is listed. 2 - 3 Food nutrients and the functions (mentioned in the video) are listed. 4 Food nutrients and their functions (mentioned in the video) are listed. All food nutrients and their functions (mentioned in the video) are listed.  
Step 5 N/A N/A N/A N/A  
Step 6 0 - 3 /10 Items correct. 4 - 5 /10 Items correct. 6 - 7 / 10 Items correct. 8 - 10 / 10 Items correct.  
Step 7 Less than 2 parts of the letter included and information about the experiment cannot be understood. Less than five parts of the letter are present. Information about the experiment is hard to understand. Several readings of the letter are necessary to try to understand the content.  (Grammatical and spelling errors are present and hinder the understanding of the content).

At least five (5) parts of the letter included and information about the experiment can be understood but more than one reading or inference is necessary for understanding of the content. 

(Grammatical and spelling errors may be present but they do not hinder the understanding of the content).

 All parts of the letter included and experiment is clearly explained and understood with only one reading of the letter. (Grammatical and spelling errors may be present but they do not hinder the understanding of the content).  
Total         ----/24

 

N/A represents steps that are not assessed.

Work cohesively in the groups will be given a score based on the criteria: unsatisfactory, satisfactory, good and exemplary. 

 

Conclusion:  This quest will not be completed in one lesson but it will be very beneficial to Grade five students who are just learning the content or those who are merely catching up on  a little revision. It allows the students to learn valuable group work skills while at the same time giving each individual the opportunity to be solely responsible for some sections of their learning. The lessons are content driven but includes a fun and technological way to learn the concepts.

 

Credits and References: 

Special thanks to the following authors: Vilma McClenan, Cecile Carrington, Lorna Sue-Ho, Rosemarie Mathurin and Hortense Morgan; for their book First Steps in Science Pupils Book 5, L. Channer and G. Hacker for their book The New Integrated G.S.A.T Science Workbook 6, The Oxford Dictionary.

The following links were also used in the creation of the WebQuest: 

https://www.youtube.com/watch?v:ZcNpcqtl2yU

https://www.youtube.com/watch?v:L9ymkJK2QCU

https://www.youtube.com/watch?v=SgDeHXWm8Hk

https://www.healthline.com/health/balanced-diet

https://www.youtube.com/watch?v=GaLvxVnn8Yg

Special thanks to my lecturer and group members at the Moneague College for their continuous support.

 

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