Agricultural Terrorism WebQuests

Agricultural WebQuest Series

Missouri Farm Bureau
and
Missouri State University

This WebQuest is intended to accompany the DVD, "Agro-Security - Safeguarding the American Food Supply." Contact Missouri Farm Bureau to receive a free copy of the DVD.

Most Americans enjoy an abundant food supply. Most do not even think about all the steps that each item must go through before it reaches our stores. This WebQuest is intended to cause students to learn about our many food items and how they get from the farm to our table.

Students have been given hyperlinks to a sample graphic organizer and the MLA way of citing quoted or internet graphic materials. Please emphasize the need to avoid plagiarism. "If in doubt, cite it." Citations belong on the PowerPoint slide when using borrowed materials.

Students have also been given some links to food production steps as examples. You may wish to direct the students to the segment "Farm to Fork."

Students should know more about the safe production of food after creating their own PowerPoint presentation and also by watching those made by their classmates. The next time they go to their favorite store, each should have a greater appreciation and understanding of how many steps were involved in the production of their food.

Competency	7 pts.	5 pts.	2 pts.	0 pts.
The production process	Demonstrated all steps in the process	Only a few omissions	Incomplete. Several important steps omitted.	Complete lack of understanding.
Understanding of food safety	Confidently described food safety as all steps.	Understood most food safety concerns.	Relied on biased or incorrect information.	No research done.
Citations	All sources and graphics properly cited.	All sources and graphics cited by lacked format.	Most sources cited but not all.	Complete lack of citation.
Response to Questions	Demonstrated complete understanding.	Able to respond to most questions.	Tried to answer questions.	Were not able to respond to questions.

National Curriculum and Content Standards for High School

INFORMATION LITERACY

Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

English Language Arts Standards

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

SCIENCE STANDARDS

Content Standard A: Science as Inquiry
A1. Abilities necessary to do scientific inquiry:

Identify questions and concepts that guide scientific investigations.
Design and conduct a scientific investigation.

A2. Understanding about scientific inquiry:

Scientists usually inquire about how physical, living, or designed systems function.
Scientists conduct investigations for a wide variety of reasons.
Scientists rely on technology to enhance the gathering and manipulation of data.
Results of scientific inquiry emerge from different types of investigations and public communication among scientists.

Contend Standard F: Science in Social and Personal Perspectives
F1. Personal and community health
F4. Environmental quality
F5. Natural and human-induced hazards
F6. Science and technology in local, national, and global challenges

The above standards are from NETS: National Curriculum/Content Area Standards

This page was developed by Dr. Lyndon Irwin and is maintained by Missouri Farm Bureau.

Please address questions to Diane Olson at Missouri Farm Bureau or Dr. Lyndon Irwin at Missouri State University.