Nutrition is Our Mission! Unit Presentation for EDUC 522
Health and Nutrition WebQuest
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Introduction:

Good afternoon class this is the President of the Unites States. I need your help! I have selected your class to help me spread a message across America. We need to influence your peers to make healthy choices to ensure that your generation will live longer and happier. Poor eating habits and lack of exercise are leading to obesity and unhealthy lifestyles, and we have the power to put a stop to it.

Your mission is to become an expert in one of the food groups: grains, vegetables, fruits, oils, dairy, and meat/beans. To complete this mission, you will go on a WebQuest to collect data and information. You will use the information you gather to create a presentation for me, the President of the United States, to share with 5th graders throughout our country.

You have been recommended as the best and brightest for this job and I am counting on you. We’ve got to help you and your peers live long healthy lives and ensure a wonderful future for our young Americans.

Good luck!


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President Obama needs your help!

The Task:
You will work in a small cooperative group assigned by your teacher. Your group will become experts in one of the food groups. You and your groups members will critically analyze the information in the websites given in this WebQuest. You will compare and contrast the information found by you and the other members of the group. Once you interpret the information, you will work together to summarize your findings as you collaborate and create a script for your presentation. To be sure your presentation to the President is efficient, think of the larger picture by using your understanding how diet and exercise affect the human body, especially the body of a growing 5th grader. Remember you are trying to help the President send the message that health and nutrition an important aspect to a growing up healthily. We’re counting on you!

By the end of the WebQuest, you and your group will answer these questions:
  1. What foods are in your assigned food group?
  2. What are the recommended servings of your food group per day for 5th graders?
  3. What benefits does this type of food offer the human body? What nutrients can does it provide?
  4. How can the food in this group help the President’s mission?
  5. What is the recommended amount of exercise per day for 5th graders?
  6. Explain the components of exercise: energy, strength, flexibility, and balance. How does your food group provide energy for exercise?
  7. What benefits does exercise provide the human body?
  8. How can the information you learned help the President’s mission?



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The Process:
• You will become an expert on one food group (fruits, meats/beans, dairy, vegetables, grains, oils)
• You will also become an expert in an area of physical activity (energy, strength, flexibility, balance)
Individually, you will examine each of the websites below; take your own notes of the information you encounter on a word processor to print and turn in to the teacher.

Group Roles: Each person in the group will take on one of the roles below. Each member of the group is mutually responsible for developing the presentation to the President. You will each contribute to the creation of the script your presenter will read at the end of this project.

- Time Keeper: You value time a great deal. You believe that too much time wasted will result in a boring WebQuest. You will keep track of the time you spend on each website. You have 60 minutes and four websites. It is your job to be sure your group manages their time effectively. You are in charge of leading the group through the research graphic organizer.

- The Presenter: You will be the person that delivers your speech to the President. You will rehearse the script you and your group members develop. You will then dress in formal attire as the teacher records your presentation on a digital camera. You will address the President with your group’s suggestions to help spread the word about health and nutrition to your fellow 5th graders.
- The Summarizer: You are going to compile the information your group gathers on the WebQuest. You may outline or list in bullet points the important facts your group has found. Try to avoid repeating information or facts. It is your job to be sure your group has collected enough information to address all of the guide questions above.
- The Writer: Your job will be to take the information from the summarizer and structure it into a script for your group’s presentation. All group members will contribute input on what information should be included and how it should be organized. It is your job to make sure you’ve included academic vocabulary and correct sentence structure. This will by typed up using a word processor.


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Websites:
1. Brainpop.com – movies that require membership - fitness, obesity, sleep; free movies – nutrition BrainPop.com
a. Vocabulary: balanced diet, fats, carbohydrates, protein, vitamins, minerals, food pyramid, recommended intake, grains, vegetables, fruits, oils,
milk, meats and beans, exercise, age, gender, vegetarian, vegan
i. Extra features - Take the Quiz (graded, review, printed), Read More, Try the activity (Classify It , Graphic Organizer, Vocabulary),
Questions and Answers
2. Sheppardsoftware.com - Health and Nutrition for Kids
a. Vocabulary: food groups, exercise, recommended portions, example foods, super-foods, exercise, exercise ideas, energy, strength, flexibility,
balance
i. Extra features – games: “Food Group Frenzy,” “Food Drop Game,” “Food Groups Game,” “Memory Games.”
3. MyPyramid.gov - USDA Food Pyramid
a. The United States Department of Agriculture (USDA) website
4. YouTube.com - Food Pyramid Movie
a. A video detailing how the United States Department of Agriculture (USDA) created the food pyramid









Evaluation:
CATEGORY
4
3
2
1
Preparedness
Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
Student does not seem at all prepared to present.
Time-Limit
Presentation is 5-6 minutes long.
Presentation is 4 minutes long.
Presentation is 3 minutes long.
Presentation is less than 3 minutes OR more than 6 minutes.
Vocabulary
Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
Uses several (5 or more) words or phrases that are not understood by the audience.
Collaboration with Peers
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Evaluates Peers
Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).
Fills out most of the peer evaluation but scoring appears to be biased.
CATEGORY
4
3
2
1
Plan for Organizing Information
Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.
Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.
Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.
Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Delegation of Responsibility
Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.
Each student in the group can clearly explain what information s/he is responsible for locating.
Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.
One or more students in the group cannot clearly explain what information they are responsible for locating.
Ideas/Research Questions
Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.
Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.
Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.
Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.


Conclusion:
You have successfully completed your WebQuest. You have learned the value healthy choices can have on your life. Now that you have learned more details about health and nutrition make sure you share your findings with friends and family.




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Congratulations on a job well done!