Pizza Pizza Teacher's Page
A WebQuest for Grade 4, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University 


No one will argue that pizza has become one of America's favorite foods. Pizza provides a tasty and often inexpensive but nutritious food that almost all of your students like.

As your students learn about Pizza, they will discover that the ingredients for every style and flavor of pizza are grown by farmers in the United States and around the world. This WebQuest is designed to encourage your students to consider the many ingredients found in their favorite pizza.

Your students will begin with a graphing activity in which they conduct a survey with your guidance. You may choose to include a writing activity in addition.

The students will then research ingredients and write a paper. Here are examples of acceptable sites for students to complete research for Step 2 activity.

How cheese is made.

How Tomatoes are grown

How pizza sauce is made

How Pepperoni is made

How Sausage is made

How Wheat Flour is made

How Olive Oil is made.

How Pizza Sauce is made

How Peppers are grown

How Onions are grown

The third activity is a pizza delivery math worksheet. The answers are 1) $18, 2) $4, 3) 42 miles 4) $2. Space is provided on the work sheet for students to show their work.



Projects Rubric

10 pts.
8 pts.
 6 pts.
0 pts.

Bar Graph

Completion of all project requirements (5) Progressing towards project requirements(4) Some attempt at project requirements (3-2) No attempt. (1-0)


Completion of all project requirements Progressing  towards project requirements Some attempt at project requirements No attempt.

Pizza Delivery Math

Completion of all project requirements (4) Progressing towards project requirements (3) Some attempt at project requirements (2) No attempt.(1-0)

Missouri's Grade-Level Expectations (GLEs)



3. Develop and apply skills and strategies to comprehend, analyze and evaluate from a variety of cultures and times...

D Understanding Directions

Read and follow two- and three-step directions to complete a simple task. (CA 3 1.5, 1.6) (I 3e, K-4)


2. Compose well-developed text using standard English conventions...

B Capitalization

Use conventions of capitalization in written text (CA1 2.6, 2.2) (I 1a, 6a, II 6d, g, K-4)

names of counties and countries

C Punctuation

In composing text, use (CA1, 1.6, 2.2) (I 6a, II 2i, 4b, 6c-d & g, K-4)

comma in a series

comma between city and state

D Parts of speech

Use parts of speech correctly in written text... (CA1, 1.6, 2.2) (II 4b, 6v & f-g, K-4)

verbs that agree with compound subject

connecting words to link ideas

3. Write effectively in various forms and types of writing.

E Audience and Purpose

Write informational reports in a format appropriate to an intended audience and purpose... (CA 4 1.8, 2.1) (I 6e & i, II 3d, K-4)


1. Develop and apply effective research process skills to gather, analyze and evaluate information

B Acquire Information

Locate and use various resources to find information on keywords and questions (CA 2,3 1.2, 1.4,1.6)

(I 2b-c,& e-f, 3f, III 1e, K4)

C. Record Information

Identify relevant information and record main ideas and important details in own words (CA 2,3,4 1.2,1.8) (I 3f, IV 1e, K-4)


Algebraic Relationships

1. Understand patterns, relations and functions

B Analyze patterns using words, tables and graphs (MA 4, 1.6, 3.6) (VIII. 4.b, 4)

Data and Probability

1. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them

A Formulate questions

collect data using observations, surveys and experiments (MA 3,1.2) (VII.1.a. 4)

C Represent and interpret data

create tables or graphs to represent categorical and numerical data (including line plots) (MA3, 1.8) (VII.a, 4)

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.


  • 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.


You may make the research as difficult or as simple as needed for your individual classes. The sites you select for your students to research will help. Please preview all sites before allowing students to access them.

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This page was developed by the late Barbara and Lyndon Irwin and maintained by Missouri Farm Bureau. Please address questions to Diane Olson at Missouri Farm Bureau.