Our Safe Food Supply - Case Study 2 Teacher's Page
A  WebQuest for Grades 8 - 12, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University
 


INTRODUCTION
This WebQuest is intended to accompany the DVD, "Agro-Security - Safeguarding the American Food Supply." A free copy of the DVD can be obtained from Missouri Farm Bureau.


Most Americans enjoy our abundant food supply. most do not worry about all the steps necessary to make sure that the food remains safe all the way to our dinner tables. This WebQuest is intended to lead your students to think about some of the vulnerabilities of our food supply as food items move from the farm to your table.


PROCESS
Divide your students into groups of 3. After each group selects a food item, coordinate them so that no two groups are researching the same food item. They may elect to continue with the same food item previously researched in the Food Production WebQuest, or they may wish to select a different food item.


Be sure that students continue to follow rules for correct citations. You may need to have a class discussion to help them get started as they begin to start thinking about vulnerabilities to the production process.


All posters should be displayed together. Offer students a chance to study each poster. Conduct a class discussion of each poster. Ask if students can offer suggestions or recommendations of vulnerabilities that they have thought about for each poster.


CONCLUSION
Students should now know more about the safe production of their food after creating the group Poster and also by reviewing those made by other classmates. Students should appreciate the steps taken by the government or government agencies to provide a safe supply of food for our tables.


EVALUATION

Poster Rubric

Competency 

7 pts.

5 pts.

2 pts.

0 pts.

Poster Poster demonstrates strong understanding of the problem. Poster demonstrates some understanding of the problem Incomplete. Poster demonstrates little understanding of the problem Complete lack of understanding.
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



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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.