I Scream! You Scream! We All Scream for Ice Cream! - Teacher's Page
A WebQuest for Grades 3-5, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University
Perhaps your students have heard some one say "I scream, you scream, we all scream for ice cream?" This saying just reminds us of how popular ice cream really is. Have your students enjoyed a scoop of their favorite ice cream on a hot summer day or maybe they have even had the chance to make "home made" ice cream for a family gathering? Ice cream is a favorite treat not just on hot days but all year through.
Your students have been invited to be a guest on the television show "Duel of Desserts." They need to be able to sing the praises of ice cream as the best dessert choice. They will need to be able to share all they know about Ice Cream and to persuade the panel of judges to vote for ice cream as the winning dessert. This is a chance for them to use some creative writing and persuasive writing skills. Students may want to use the judging evaluation form included.
Rubric for Timeline Project
||Timeline accurately describes at least 5 dates in the history of ice cream.
||Timeline accurately describes at least 4 dates in the history of ice cream.
||Timeline accurately describes at least 3 dates in the history of ice cream.
||Timeline accurately describes at least 2 dates in the history of ice cream.
||Overall appearance of timeline is aesthetically pleasing and easy to follow.
||Overall appearance of timeline is somewhat pleasing and easy to follow.
||Timeline is relatively readable.
|Timeline is difficult to read.
||Timeline contains no grammatical, spelling, or punctuation errors
||Less than 5 grammatical, spelling, or punctuation errors
||5-10 grammatical, spelling, or punctuation errors
||More than 10 grammatical, spelling, or punctuation errors
|Title and Illustrations
||Timeline contains creative title and includes pictures or illustrations that are appropriate for each date.
||Timeline contains effective title and includes pictures or illustrations that are appropriate for at least 4 dates.
||Timeline contains few title and includes pictures or illustrations that are appropriate for at least 3 dates.
||Timeline title is missing and includes pictures or illustrations that are appropriate for at least 2 dates.
Rubric for PowerPoint
Students work together all of the time to share ideas, offer assistance, discuss, or support each others' ideas.
|Students work together most of the time to share ideas, offer assistance, discuss, or support each others' ideas.
Students work together some of the time to share ideas, offer assistance, discuss, or support each others' ideas.
|Students rarely work together to share ideas, offer assistance, discuss, or support each others' ideas.
|Completely accurate; all facts are precise and explicit.
||Mostly accurate; a few inconsistencies or errors in information.
||Somewhat accurate; more than a few inconsistencies or errors in information.
Completely inaccurate; the facts in this project are misleading to the audience.
Extremely well organized; logical format that is easy to follow; flows smoothly from one idea to another and cleverly conveys ideas; the organization enhances the effectiveness of the project.
|Presented in a thoughtful manner; there are signs of organization and most transitions of ideas are easy to follow, but at times ideas are unclear.
||Somewhat organized; ideas are not presented coherently; transitions of ideas are not always smooth, which at times distract from the project.
Choppy and confusing; format is difficult to follow; transitions of ideas are abrupt and seriously distract from the project.
Goes above and beyond to research information; solicits material in addition to what is provided, brings in personal ideas and information to enhance the project; and utilizes several to make the project effective.
|Does a very good job of researching; utilizes materials provided to their full potential; solicits material ; at times takes the time to find information outside of school.
||Uses the material provided in an acceptable manner, but does not consult many of the resources to make the project effective.
||Does not utilize resources effectively; does little or no fact gathering on the topic.
National Education Standards
- collect data using observations, surveys, and experiments;
- represent data using tables and graphs such as line plots, bar graphs, and line graphs;
- recognize the differences in representing categorical and numerical data.
LANGUAGE ARTS STANDARDS
- 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.
- 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, people) to communicate their discoveries in ways that suit their purpose and audience.
- Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
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.
TECHNOLOGY PRODUCTIVITY 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.
COMMON CORE STANDARDS
Science: Strand 7, Sec. 1D
HINTS FOR STUDENTS OR TEACHER USE:
Milk production, How to make ice cream
A whole class Art activity and Coloring Pages
This page was developed by Amy Jo Estes, reviewed by Lyndon and Barbara Irwin and maintained by Missouri Farm Bureau.
Please address questions to Diane Olson at Missouri Farm Bureau or Dr. Lyndon Irwin at Missouri State University.