Our Safe Food Supply - Case Study 4 "In the Shadows" Teacher's Page
A WebQuest for Grades 8 - 12, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University
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.
We Americans enjoy an abundant food supply. Most, do not even think about all the steps necessary to make sure that the food, farms, production companies and other agricultural products remains safe all the way to our dinner tables. This WebQuest is intended to lead your students to think about some of the vulnerabilities to our food supply and to be more aware of the agencies that protect it..
Here is a CASE STUDY for students to read and consider. The study shows what can happen when an agricultural employee becomes suspicious of a so-called customer. Then students are asked to consider a scenario in which they are involved.
In this WebQuest, students will use their knowledge of agricultural production to learn about vulnerabilities that there might be from terrorist acts. Divide students into groups of three or four. Students may not agree on the proper approach after they think about the consequences of their choices.
The assignments chosen for this case study will give students the experience of making difficult choices. This scenario is designed to cause students to observe closely and pay attention to detail. Students will also come to realize that there are many agencies safe guarding our food supply.
||Questions demonstrate strong understanding of the problem.
||Questions demonstrate some understanding of the problem
||Incomplete. Questions demonstrate little understanding of the problem
||Complete lack of understanding.
||All sources properly cited and answers complete.
||All sources properly cited but answers incomplete.
||Most sources cited but not all and answers incomplete.
||Complete lack of citation answers.
|Group Response to Interviews
||Answers compiled and response demonstrated complete understanding.
||Able to compile most answers and response demonstrates understanding.
||Tried to answer questions and the response demonstrates some understanding.
||Were not able to compile answers or demonstrate understanding.
||Correctly explained the role of each agency
||Correctly explained the role of most agencies
||Attempt made but incomplete.
||Little indication of attempt made.
National Curriculum and Content Standards for High School
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.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
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.
Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:
a. analyze and explain the ways groups, societies, and cultures address human needs and concerns;
b. predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference;
c. apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;
d. compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change;
e. demonstrate the value of cultural diversity, as well as cohesion, within and across groups;
f. interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding;
g. construct reasoned judgments about specific cultural responses to persistent human issues;
h. explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems.
ENGLISH LANGUAGE ARTS STANDARDS
1. Students read a wide range of print and non print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, and aesthetic) of human experience.
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.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.
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.