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.


TASK
The task your students have been assigned is a creative, subjective and higher level thinking task. Students must use the resources to design and create guidelines to aid the managers of Greenest Thumb Inc. The students will have to research, read and think to be successful with this task.


PROCESS
Be sure your students have a clear understanding of management styles of locally owned mom-pop outfits compared to those managed by multi-national corporations. While formal security and safety guidelines are standard policies for a large multi-national corporation, such guidelines run counter to the informal manger styles of smaller local outfits. You will need to assign students to groups of 3 as they research to complete the group assignment.


Following are the internet resources that your students may refer to:


1. The Department of Homeland Security has a website that provides information on various aspects of homeland security, including information relating to disasters and emergencies.


2. The Office of Domestic Preparedness is a component of the U.S. Department of Homeland Security's Office of State and Local Government Coordination and Preparedness (SLGCP). SLGCP is the federal government's lead agency responsible for preparing the nation against terrorism by assisting states, local and tribal jurisdictions, and regional authorities as they prevent, deter, and respond to terrorist acts. SLGCP provides a broad array of assistance to America's first responders through funding, coordinated training, exercises, equipment acquisition, and technical assistance.


3. The Florida Department of Agriculture and Consumer Services has a bio and food security preparedness website which provides many useful tips on preventing as well as managing situation resulting from agro-terrorism.


4. The Department of Homeland Security (DHS)/Federal Emergency Management Administration (FEMA) Preparedness Division provides some good information.


5. The Food Safety and Inspection Service of the United States Department of Agriculture (USDA) provides food safety education through the following website. The objective is to educate consumers about the importance of safe food handling and how to reduce risks associated with food borne illness.


6. University of California, Berkeley.


7. New York State Department of Transportation, Trucking Information.


CONCLUSION
After students create a brochure and prepare safety guidelines, they will have a better understanding of the safety issues necessary in production. The next time they observe a production site, they should have a greater appreciation and understanding of how many steps were involved in the safe production of our food and agricultural products.


EVALUATION

Evaluation Rubric

Competency 

10 pts.

8 pts.

6 pts.

0 pts.

Guidelines

At least 10 specific guidelines for production security and safety.

At least 8 specific guidelines for production security and safety.

At least 6 specific guidelines for production security and safety.

No attempt.

Brochure

Well written with pictures or drawings explaining correct procedures in all three areas.

Some grammatical errors, with pictures or drawings explaining correct procedures in at least 2 areas.

Many grammatical errors, with a few pictures or drawings explaining correct procedures in at least 2 areas.

No attempt.


National Curriculum and Content Standards for High School

 


TECHNOLOGY
Basic Operations and Concepts


Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.


Social, Ethical and Human Issues


Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.


Technology Productivity Tools


Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.


Technology Communication Tools


Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.


Technology Research Tools


Students use technology to locate, evaluate and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.


Technology Problem-Solving and Decision-Making Tools


Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.


INFORMATION LITERACY

The student who is information literate accesses information efficiently and effectively.
The student who is information literate evaluates information critically and competently.
The student who is information literate uses information accurately and creatively.


Independent Learning

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


Social Responsibility

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.


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.


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
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).


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.


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.


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



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This page was developed by Drs. Lyndon Irwin and Arbindra Rimal and is maintained by Missouri Farm Bureau.


Please address questions to Diane Olson at Missouri Farm Bureau.