Introduction
Do you know what every living thing needs to keep them alive?Yes, FOOD is the answer!In order to survive everybody needs to eat food but are all foods good for us? Where do the foods we eat come from? The problem is not every knows about the food groups or where their food comes from. This webquest is designed to have students research about the five food groups, what foods are good for our body, what foods are bad for our body, and where do these foods come from.
Task
Goal: Students will be able to identify the parts of the Food Pyramid and will know details about where these foods come from.
Students are going to become food detectives and research the following questions: What are the five food groups? What foods are bad? What foods are good? and Where do these foods come from? Then they will have to create a poster board explaining what they have found out.
The classroom is going to be broken up into different groups of five. Each student will be assigned a number and based on the number they get wil determine what role they are and what they are researching.
The roles include:
#5 The Reporter #2: The student is going to also be a reporter. This student is going to be reporting the information the student's have found about where these foods came from. (Part 2 assignment)
#4 The Leader: The student who is guiding the group making sure that everyone is on track and researching the right information. Also this person is going to assign what student is going to research what, either what is food? What food is good for us? What food is bad for us? and Where does these foods come from?
#3 The Reporter #1: The student is going to type up the answers that the student have came up with for part 1 answering the questions what are the five food groups.
#2 The Materialer:The student is going to get all the materials that the group is going to need inorder to complete this assignment
#1 The Researcher: The student is going to create a poster explaining what food is, what food is good for us, what food is bad for us, and where does these foods come from.
Process
The class will be broken up into groups of five, each student will be assigned one of the five food groups that they are going to be researching based on which number they are.
Step 1: Each student is going get into their groups and depending on what number they are they will be assigned a role, and a question that they have to research and fill out using the handout.
#5 The Reporter #2: What are proteins?
#4 The Leader: What is dairy?
#3 The Reporter: What are grains?
#2 The Materialer: What are vegetables
#1 The Researcher: What are fruits?
Step 2: Once each student understands what they are supposed to be doing, they will begin researching and using the following links below to help them fill out their handouts. The children have to go through this link and find the topic they where given: Food Groups.
Name: Date:
Food Pyramid:
Directions: Fill out the answers for the questions below.
What is your food topic?
What is the definition of your food topic?
Write 5 different types of food that belongs in your food group
What animal does your food topic come from?
Step 3. Once the students have found all there information needed to answer their questions and have completed their hand out then they will come back as a group. This is where the roles of each student come into play.
The leader should be going around the circle discussing the information that each person found out, making sure that everyone answered there question correctly, and has a lot of information to share.
Step 4. After everyone has discussed what they found researching and the leader feels confident enough with the information that was presented by each student, the reporter #1 will then fill out the group assignment paper where he or she is going to write down what the group thinks are the best answers for these questions to pass in.
Name: Date:
Food Pyramid:
Directions: Fill out the answers for the questions below.
What is the definition of a Vegetable?
What is the definition of a Fruit?
What is the definition of a Protein?
What is the definition of Dairy?
What is the definition of Meat?
Part 2
Give examples of each food group:
Protein:
Vegetable:
Meats:
Dairy:
Fruits:
What animal does each food group come from?
Protein:
Vegetable:
Meats:
Dairy:
Fruits:
Step 5. Once the student feel comfortable with their topic they are then going to go back and research where their topic comes from. So if your topic is vegetables where do vegetables come from? Or where do fruits come from?
Step 6. After everyone has discussed what they found researching and the leader feels confident enough with the information that was presented by each child, the reporter #2 will then complete assignment part 2 and collect the information for the student's about what they researched.
Step 5. After the reporter has finished the handout the Materialer will go and get the materials that there groupthinks they need in order to successfully complete their poster based on the rubrics standard.
Step 6. The researcher will then take all the information the two reporters wrote on the assignment, and as a group create a poster that shows all the research and work that you have done. Everyone should be helping.
Evaluation
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Beginning |
Developmental
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Accomplished |
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Time Management |
Timeline developed although many tasks exceeded time allowed.
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Timeline developed allowed adequate time for each step. Some tasks were completed in a timely fashion.
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Timeline developed allowed adequate time for each step. All tasks were completed in a timely fashion.
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Investigation |
Information is gathered from few sources and some resources provided appear to be unused. |
Information is gathered from all resources provided. |
Information is gathered from numerous sources. Students have used more resources that those provided.
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Collection of Information |
The student’s worksheets were not completed correctly answering the questions asked with little to no detail. |
The student’s worksheets were completed correctly answering the questions only leaving a few blank/unclear/incorrect. |
The students worksheet’s were completed correctly answering all questions with detail |
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Collation of Information
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The group worksheet’s were not completed correctly answering the questions asked with little to no detail |
The group worksheets were completed correctly answering the questions only leaving a few blank/unclear/incorrect.
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The groups worksheet’s were completed correctly answering all questions with detail |
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Task Content
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Students incorrectly answered the questions about the food groups and incorrectly matched the food groups with examples and animals.
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Students most accurate answered the questions about the food groups and matched the food groups with examples and animals. |
Students correctly answered the questions about the food groups and correctly matched the food groups with examples and animals. . |
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Demonstrates knowledge of the different food groups and what animal they come from
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Does not demonstrate understanding or knowledge of the different food groups, examples of different foods that are in these foods groups and what animal they come from
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Demonstrates some understanding or knowledge of the different food groups, examples of different foods that are in these foods groups and what animal they come from. |
Demonstrate understanding or knowledge of the different food groups, examples of different foods that are in these foods groups and what animal they come from |
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Presentation |
Group poster was not clear, had little color/creativity, had little to none detail and/or pictures and most of the information was incorrect. Group demonstrated clear and thorough understanding of content and could argue all elements of decision made. |
Group poster was clear, had some color/creativity, some detail, some information wasn’t correct and only had a few pictures. Group demonstrated understanding of content and could argue some elements of decision made. |
Group poster was clear, very colorful/creativity, detailed, had pictures, information was correct, and Group demonstrated knowledge gained without explanation or elaboration. |
Conclusion
Congratulations!
You are now a Food Pyramid detective!
You now know what foods your body needs to grow and live.
Not only have you learned about each food pyramid but you also have learned where the different foods have come and what is healthy!
Keep being Food pyramid detectives!
Credits
Food Groups Presentation
http://www.prometheanplanet.com/en-us/Resources/Item/33488/food-groups
Author:
Hi my name is Jacquelyn Kraemer I am a junior at Southern New Hampshire University. My major is Early Childhood Education. I hope to teach preschoolers when I am older.
Teacher Page
This Web Quest is designed for kindergartners Health and Wellness using Science. The children will work in cooperative groups; learn about the five categories of food, what food is good for you, what food is bad for you, and where these foods come from.
This Web Quest was created for Kindergarten but can be used for first graders as well. It was designed to complement centers themed on food.
The children will learn about the different foods they eat. The children will be learning where the food they eat comes from, what food is either good or bad for them and how you categories the foods you need for your body to grow.
The children need prior knowledge of different foods and where they come from.
Science standard:
K-LSI-1 Use observation to describe patterns of what plants and animals (including humans) need to survive.
LS1.C: Organization for Matter and Energy flow in organisms: All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)