We Need to Eat Healthy Food at Baychester M.S.
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8th Grade
Ms. Sharra Jackson
INTRODUCTION
There are many issues affecting Baychester Middle School’s access to healthy food!
We have been reading The Omnivore’s Dilemma by Michael Pollan in class. We are learning that there are many obstacles in our way to being healthy eaters. Eating an unhealthy diet is a problem for each of us and society!
We, the teachers, are asking you, as the members of the 8th grade Varsity class, to analyze this issue, research these obstacles, and present viable solutions.
TASK
What are the obstacles to our access to healthy food?
You will work as a group of 4 to:
● Identify the obstacles referred to in The Omnivore’s Dilemma
● Research the obstacles
● Gather real-time data through surveys (you will create) for all 3 grades (we will talk about this)
● Based on what you discover, you will work as a group to present possible solutions to our communities
***At the end of our research sessions, your group will be expected to produce a PowerPoint presentation of at least 2 slides per member (8-10 in total) to present your findings to the class/school. You will use the Public Policy Analyst (PPA) format.
PROCESS/RESOURCES
You will work in groups of 4 as determined by the teacher.
1) Your PowerPoint MUST include at least one slide for each step of the PPA. Please use the resources below to complete the linked worksheets. These worksheets become items to use in your PowerPoint.
★ Define the Problem- Worksheet 1
★ Gather the Evidence- Worksheet 2
★ Identify the Causes- Worksheet 3
★ Evaluate an Existing Policy- Worksheet 4
★ Develop a Solution- Worksheet 5
★ Select the Best Solution- Worksheet 6
2) Your PowerPoint should also include a title slide, at least two charts/diagrams, one data chart, and references.
Resources:
“Sticking Up for Coke, Sort Of” by Froma Harrop
“The Advantages and Disadvantages of Pesticides” by ChefsBest.com
“To GMO or NOT to GMO” by George Erdosh and Marcia Amidon Lusted
“Food Desert” by Kara Rogers
“Organic Food” by Leslie A. Duram
“A Shock to the Food System” by Sid Perkins
The Omnivore's Dilemma by Michael Pollan
OTHER RESOURCES FROM REPUTABLE SOURCES ACCEPTED TO PROVE YOUR THESIS
EVALUATION
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PowerPoint Rubric |
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CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
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USE OF PPA |
INCLUDES ALL STEPS OF THE PPA |
INCLUDES MOST STEPS OF THE PPA |
INCLUDES ALL STEPS OF THE PPA BUT WITH INACCURACIES |
DOES NOT INCLUDE PPA AS A FORMAT OR HAS MANY INACCURACIES |
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Cooperation |
ALL MEMBERS OF THE GROUP TOOK PART IN CONSTRUCTION OF THE POWERPOINT (RESEARCH). |
ALL MEMBERS TOOK PART IN CONSTRUCTION OF THE POWERPOINT BUT NOT EQUALLY. |
FOUR OF THE FIVE MEMBERS TOOK PART IN CONSTRUCTION OF THE POWERPOINT. |
THE POWERPOINT HAD LITTLE GROUP COOPERATION AND WAS CONSTRUCTED BY ONE MEMBER |
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Originality |
Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. |
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and inventiveness on 1-2 cards. |
Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought. |
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Text – Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability. |
Font formatting has been carefully planned to complement the content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
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Content - Accuracy |
All content throughout the presentation is accurate. There are no factual errors. |
Most of the content is accurate but there is one piece of information that might be inaccurate. |
The content is generally accurate, but one piece of information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual error. |
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Spelling and Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling errors. |
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Sequencing of Information |
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card or item of information seems out of place. |
Some information is logically sequenced. An occasional card or item of information seems out of place. |
There is no clear plan for the organization of information. |
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Use of Graphics |
All graphics are attractive (size and colors) and support the theme/content of the presentation. |
A few graphics are not attractive but all support the theme/content of the presentation. |
All graphics are attractive but a few do not seem to support the theme/content of the presentation. |
Several graphics are unattractive AND detract from the content of the presentation. |
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Effectiveness |
Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. |
Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. |
Project is missing more than two key elements. It would make an incomplete study guide. |
Project is lacking several key elements and has inaccuracies that make it a poor study guide. |
CONCLUSION
By completing this web quest, you should now have at least 2 obstacles that restrict our access to healthy food in our communities. You have researched its causes, its effects, and the potential solutions we can use to overcome this problem and tell people ways to eat healthy.
STANDARDS
ELA:
RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Science:
SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.