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For Educators

Designed by

Amy Brodeckyanb51@zips.uakron.edu

Based on a template from The WebQuest Page

What’s on your Plate?What’s on your Plate?

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This Webquest is designed for students in grades 3-5. Students will be able to recognize, recall, and explain ChooseMyPlate by creating their very own plate.

From this webquest students will learn what foods consists of a healthy lunch so they can start making smarter choices in the lunchline and at home!

IntroductionIntroduction

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By the end of this Web Quest, you will:

•Research ChooseMyPlate website, the new requirements, and an example of a healthy meal •In groups, create their own plate by using paper plates and cut out magazine pictures of food•Skype with a classroom in another district. See what their school lunches look like and how it fulfills the MyPlate requirements.

Title

The TaskThe Task

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1. The teacher will review on a Smartboard the old food pyramid, and then show the students the new ChooseMyPlate. He or she will briefly discuss what the sections on the plate looks like.

2. Students will then research the ChooseMyPlate website on their own to understand each food group. Students can browse the site and the different tools, printable materials, and super trackers to better their understanding of what a healthy lifestyle looks like. http://www.choosemyplate.gov/

3. Students will be broken up into small groups of 3-4 and make their own individual plate’s. Group work will give the students the freedom to speak their ideas for their plates and brainstorm together which food groups go well for each group.

4. Students will need: Paper PlatesScissorsGluePlastic cupMagazine cut outs of foods

4. After the students have researched and understood the MyPlate website students will use different magazines to find appropriate foods to put on their plates. The students will cut out different pictures of food from the magazines. Make sure to explain to use realistic foods they will actually eat (ex: use a vegetable they actually like, not the first they find).

5. Explain to the students the importance of citing each magazine they use on the back of their plate. Explain why (to avoid plagiarism of a picture). Review plagiarism: the definition and how to avoid it.

The ProcessThe Process

The Process 6. Underneath each food cut out have students write out the appropriate portion size and a few sentences on why it is healthy. (laptops would be very helpful at this step so students could refer back to the portion sizes and which foods are suitable for each food group)7. Once all the plates are complete each group member will present their plate to the rest of the class. Explaining why they choose each food and what their portion size was. 8. Discuss with the students the appropriate behaviors during the Skype session, and the importance of digital citizenship and what that looks like in this scenario8. Students will then Skype with another class (could be across the country, different state, or different district). Both class’s will have an example of their school lunch for that day and what is healthy and unhealthy about it.9. Students will have the opportunity to discuss appropriate lunches and what is healthy and what is not. Students can ask each other what their lunches at school look like and ask how each school can have healthier lunches. 10. Students will type up a short voice thread of their reaction to the Skype call, their plate, and what they learned from the assignment.

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Beginning1

Developing2

Accomplished3

Exemplary4

Score

Ability to work in groups: equal weight

Poor work ethic in group. Did nothing to add to the project or help.

One requirement was not completely met.

All requirements met, help was given when needed.

Requirements met and exceeded: teamwork, group work, helping others, creating ideas.

Students personal creation of their plate

Resource and contents are not sufficiently met. No magazine cut outs, sentence or portion size.

Content is lacking inside the plate. Little explanation of food groups.

Content is thorough, in depth, and had all requirements.

Content covers all requirements, is thorough, in-depth, and clear.

Cite Sources

Uses other people’s idea and does not cite

Uses other people’s ideas and cites minimally, but not thoroughly

Cites correctly and has original thought as well.

Cites correctly and thoroughly. Has original work.

Content Little to no explanation of food groups/items.

Little explanation of food groups/items.

Clear explanation of food groups/items.

Clear and thorough explanation of food group/items. Explanations are creative and well thought.

Summary No summary of thought. One or more area missing.

Little thought to what they learned/their reaction to the assignment

Thorough summary of reaction, the Skype call, and their plate

Thorough, in-depth, and clear summary of their reaction, Skype call, and their plate.

EvaluationEvaluation

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Students will have learned:•The importance of group work•How to use Voice Thread•Understand and recall ChooseMyPlate•Be able to explain digital citizenship rules for citing and making a Skype call•Creatively make their own plate

Conclusion Conclusion

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http://voicethread.com/ http://www.skype.com/en/ http://www.choosemyplate.gov/ The WebQuest Page The WebQuest Slideshare Group

Credits & Credits & ReferencesReferences