The Process
You will be working together with a team
of experts. Each team will have a specific area of study and will use its
expertise to compose a chapter of the cookbook.
Agro-historian:
What food was produced in your geographic
region over time? How was it produced? How did climate and geography affect its
production? What inventions and discoveries contributed to improvement in food
production?
Food Origin historian:
What foods originated in your geographic
region? What foods were introduced to your region from other areas? Why? What
were the results? What foods from your region were exported to other areas? Why?
What were the results? For example, sugar cane has become refined sugar and we
eat it in many foods. Some say that it has contributed to such things as
obesity and tooth decay and diabetes.
Anthropologist:
How was/is food used in your geographic
region for religious purposes? Are
there specific foods eaten on holidays and why? What did/does specific foods
symbolize in this culture? Are there any interesting stories and customs
related to the foods of your geographic region?
Nutritionists:
What are the basic food groups and what is
the recommended daily requirements for each group? Why is each group important
to our physical health? Describe what the food labels tell us and why are they
meaningful? What are the essential vitamins and minerals and how to they
function in our bodies? Identify some examples of foods that are high in
essential vitamins and minerals?
Resources:
http://www.kids.maine.org/prog.htm
program
(kids make a difference) about hunger, poverty with teacher lesson on nutrition
etc. not appropriate for this webquest,
but good for other school stuff related to nutrition.
http://www.cyberdiet.com/modules/hd/dietary_guidelines.html
dietary
guidelines
http://kidshealth.org/kid/stay_healthy/food/pyramid_p2.html
perfect
site for info on the food pyramid
http://kidshealth.org/kid/stay_healthy/food/vitamin.html
about what
vitamins and minerals do for us
http://www.dole5aday.com/menu/nutrition/menu.htm
great info
about fruit and vegetable nutrition
book
http://www.olen.com/food/.html
fast food
nutrition facts, how many calories, fat, etc. that a meal from McDonalds, etc.
would have
http://library.thinkquest.org/15873/
good info
about nutrition, science of nutrition, digestive system, a little bit of info
on body image, why we eat all written by kids
http://www.index-china-food.com/overview.htm
(Basic
info. on Chinese food history, philosophy, etc.)
http://www.arab.net/lebanon/culture/ln_food.html
(Food of
Lebanon)
(Food of
Tibet. Good readability, photos, kids
would love this site.)
http://ukfood.about.com/library/weekly/aa031201a.htm
(Historical
perspecitve on history of food in Ireland.)
http://www.pref.kagawa.jp/eizo/vol003/en/5ki/index.htm
(Various
foods of the Kagawa Prefecture of Japan.
One food per page, good photo and description)
http://www.durban.org.za/artculture/culture/food.ht
(1
page glossary of a dozen or so S. African foods. No pictures,
readable, could ask students to
list and describe 5 most interesting.)
http://museum.agropolis.fr/english/pages/expos/fresque/la_fresque.htm
*this site
is wonderful for the history of agriculture/ancient/industrial/modern
http://horizon.nmsu.edu/garden/history/welcome.html
*Seeds of
Change Garden is a site that addresses where food comes from and the history of
food throughout the world. It discusses
specific foods and addresses issues of diversity too. It is a site that is used by people who want to celebrate
diversity - Love it! This also has
recipes and activities for learning.
http://www.gti.net/mocolib1/kid/food.html
*This is a
big time line of food throughout history.
It has a lot of neat links to other sites. Very useful.
http://www.extension.iastate.edu/foodsafety/steps/steps.html
***This is
the safe kitchen site for Mary Kay
http://www.utb.boras.se/uk/se/projekt/history/articles/vikage/vikage4.htm
*This site
is on the Vikings, which is an ancient culture. It tells you a little bit about what the Vikings ate and how they
prepared foods. There is a bit on the
difference between slave food and free people's food
http://www.msnbc.com/onair/nbc/dateline/thincycle/standard.asp?cp1=1
*This
looks at what the "ideal" woman's body type has been over the years
(from 1950's-now). This site also has
an entire section on food and drink over the ages (ancient to modern) with fun
recipes and facts and links. It covers
the gamut as far as climate and geography are concerned.
http://www.koshertodayonline.com/history.htm
*Traces
the Jewish movement from one place to another and how the food was central to
migration and immigration and how it changed.
Very useful!
http://www.drkoop.com/news/focus/december/foodsafety_history1.html
*This site
discusses the 5 ways that food has been preserved over the years (ancient to
modern) It is useful when looking at
the connections between food choices/nutrition choices that have been available
over the years depending on the technology available to each society.
http://members.core.com/~turgut/recipes.htm
*This site
has a lot of yummy Turkish recipes.
http://www.eurohealth.ie/nutrit/index2.htm
*This site
has a section on the history of food, getting the right nutrients, and planning
meals - WOW! It is geared towards
younger kids, but is ok for 5th and 6th grades.
To accomplish the task, whatsteps should the learners go through? Use the numbered list format inyour web editor to automatically number the steps in the procedure.Describing this section well will help other teachers to see howyour lesson flows and how they might adapt it for their own use, sothe more detail and care you put into this, the better. Remember thatthis whole document is addressed to the student, however, so describethe steps using the second person.
- First you'll be assigned to a team of 3 students...
- Once you've picked a role to play....
- ... and so on.
Learners will access theon-line resources that you've identifed as they go through theProcess. You may have a set of links that everyone looks at as a wayof developing background information, or not. If you break learnersinto groups, embed the links that each group will look at within thedescription of that stage of the process. (Note, this is a changefrom the older WebQuest templates which included a separate Resourcessection. It's now clear that the resources belong in the Processsection rather than alone.)
In the Process block, youmight also provide some guidance on how to organize the informationgathered. This advice could suggestions to use flowcharts, summarytables, concept maps, or other organizing structures. The advicecould also take the form of a checklist of questions to analyze theinformation with, or things to notice or think about. If you haveidentified or prepared guide documents on the Web that cover specificskills needed for this lesson (e.g. how to brainstorm, how to prepareto interview an expert), link them to this section.
