School Lunch

Ms. Santiago

IS 143M

Introduction

Middle school preteens and teenagers do not enjoy eating free school breakfast or lunch. Thereby, they spend the school hours eating potato chips, popcorn, Doritos, candy, and drinking soda or high in sugar juices. If they eat anything from the school's cafeteria, they will eat the fruit they like and only drink the chocolate milk. Most of them may or may not eat a healthy breakfast at home. They spend the school day complaining of hunger pains, but refuse to eat. Some do not eat until late evening. Meanwhile, students across the globe fight hunger everyday of their life.

Task

As groups of five from IS143 six grade class 622 students, you and your team members will conduct a research to find out why our students are not eating school breakfast or lunch. You will work in teams of five to research nutrition, research the health issues associated with not eating breakfast and lunch as a preteen or as a teenager, develop a survey, design a menu, and write a letter that will inspire students to eat school breakfast and lunch. After your research, you will have to make a diligent effort to guarantee students are eating school breakfast and lunch. They have to stop throwing school breakfast and lunch away.

Process

Each team of five students from six groups will be assigned one of the tasks.

1. Team number one will research nutrition value in school breakfast and lunch and the four basic food groups.

· http://www.fns.usda.gov/fns/

· http://www.nutrition.gov/food-assistance-programs/school-lunch-and-breakfast-programs

· http://www.nj.gov/agriculture/divisions/fn/childadult/school.html

· http://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/school-breakfast-program.aspx

2. Team number two will research the health issues associated with not eating breakfast and lunch as a preteen or as a teenager

· http://www.nokidhungry.org

· http://www.medicalnewstoday.com

· http://everydaylife.globalpost.com

· http://www.livestrong.com/article/

· http://www.livestrong.com/article/side-effects-of-not-eating-breakfast/http://www.bbc.co.uk/news/health-23403744

3. Team number three will design a survey that will gather information about the types of food the students like to eat. Students will also present information from their survey and present it as a chart or graph.

4. Team number four will create nutritional five day breakfast and lunch menu that will satisfy the five basic food groups and will appease the students’ appetite.

5. Team number five will write a letter to the students that will mention the pros of consuming a nutritious well-balanced meal.

Resources

1. http://frac.org/federal-foodnutrition-programs

2. http://www.fns.usda.gov/sbp/school-breakfast-program

3. http://www.letsmove.gov/.../TFCO_Healthy_Food_in_Schools.

4. http://www.ers.usda.gov

5. http://www.wow.com/Eating+Effects+Not

6. http://everydaylife.globalpost.com/happens-teenagers-dont-eat-breakfast

Teenagers’ Health and issues magazines

www.kidshealth.org/teen

www.seventeen.com/health

www.teenink.com › Hot Topics › Health‎

Evaluation

The teacher will use the Research Project rubric to assess each team

Group Planning -- Research Project: Schools Breakfast and Lunch
Category	4	3	2	1
Organization	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Presentation	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Content	Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.	Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.
Group Timeline	Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g. planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.	Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Evidence	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Conclusion

At the end of this WebQuest students should be able to understand the importance of eating school breakfast and lunch as a well balanced meal during their school day. Students will have learned how to write a survey and transfer that information into a chart or graph as a visual aid. Students will also have learned how to research information and use different resources to enhance their reports.

Common Core Standards