4th Grade
Fast Food Fat- Webquest Plan
Tammy Pidgeon
July 30th, 2003
INTENTION OF THIS WEBQUEST
The Fast Food Fat webquest is an example of an instructive assessment that I created for the students to show their understanding of nutrition, graphing, and technological concepts. Within this activity students interact with each other, and the Internet to construct a collective outcome. My objective behind the webquest is to assist students with the featured content areas, as well as strengthening cooperation abilities.
National Standards Addressed
American Association for Health Education
2.2 Students will demonstrate the ability to locate resources from home, school, and community that provide valid health information.
6.3 Students will predict outcomes of positive health decisions.
All of the above health standards tie in directly to the webquest tasks. The students’ investigation and evaluation of the various health websites will direct their knowledge of nutritious foods.
National Council of Teachers of Mathematics
Grades 3-5
Represent data using tables and graphs such as line plots, bar graphs, and line graphs.
The bar graphs that the students will be creating will connect to each of the mathematical standards. The successful construction of the bar graphs will demonstrate that students have mastered each operation.
International Society for Technology in Education
4.1 Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5.1 Students use technology to locate, evaluate, and collect information from a variety of sources.
The students will attain the standards by being able to effectively searching the Internet, as well as generating a PowerPoint presentation.
KENTUCKY CORE CONTENT
Health Core Content
Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.
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PL-E-1.4.1 Nutritious foods play a role in the growth of healthy bodies. |
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PL-E-1.4.2 The food guide pyramid has an organizational structure that recommends the number of servings at each level. |
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PL-E-1.4.3 Nutritious snack choices (e.g., fruits, vegetables, dairy products) are preferable to snack foods (e.g., sugar-coated cereals, soft drinks, candy) for health and well being. |
All of the above health standards tie in directly to the webquest tasks. The students’ investigation and evaluation of the various health websites will direct their knowledge of nutritious foods
Mathematics Core Content
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Skills - Students will perform mathematical operations and procedures accurately and efficiently, explain how the skills work in real-world or mathematical situations, and are able to: |
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MA-E-3.2.1 Pose questions that can be answered by collecting data
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MA-E-3.2.2 Collect, organize, and describe data (e.g., drawings, tables, charts)
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MA-E-3.2.3 Construct and interpret displays of data (e.g., line graph, bar graph, pictograph, line plot, simple Venn diagram, table)
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The bar graphs that the students will be creating will connect to each of the mathematical standards. The successful construction of the bar graphs will demonstrate that students have mastered each operation
TASK
The task of the students is to devise a PowerPoint presentation revealing what they uncover during their nutrition investigation. Will it persuade the arriving construction workers to postpone their plans for a later date, or will it influence the cafeteria to keep the fast food lunches as planned? Four students will be formed into a specialist group with the following duties:
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Evaluator- |
gather information, and computes the fat and calorie totals from selected restaurants |
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Nutritionist- |
analyze the dietetic value of the two week lunch proposal |
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Mathematician- |
create the bar graphs that display the collected data |
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Technician- |
generate a PowerPoint presentation that shows the groups final conclusions |
PRODUCT
The specialist group will create a collective PowerPoint presentation that represents their knowledge of nutritional facts, graphing of their numerical data, and technological applications. Thus, the group will display their knowledge in the specified content areas.
SHORT-TERM WEBQUEST
The instructional goal of a short term WebQuest is knowledge acquisition and integration. The specialist groups will grasp significant amounts of new information from various content areas, and make connections with the facts. This short-term WebQuest is designed to be completed within three class periods.
INTEGRATIVE ACTIVITIES
The implementation of this webquest will branch off a 4th grade mathematical unit that will be applied within the school year. As a part of the Graphing Interdisciplinary Study, students will engage in activities looking at nutritional relationships and technology. The webquest will simply branch off the lessons that will take place during class. The entire graphing unit will be completed within a period of eleven days. The daily activities and the webquest will help the students to grow intellectually, and socially.
BLOOM’S TAXONOMY
Students will the following steps of bloom’s taxonomy:
Application:
Analysis:
