Web Quests

CHAPTER 9

YOU ARE WHAT YOU EAT

TASK CONTEXT

As in the Chapter 9 Chapter Task students will be asked to use multiplication to calculate how often certain actions happen (in this case, should happen). Using the Canada Food Guide, students will calculate how much of each food group they should be eating every day, week and month. They will also calculate, by keeping a one-day food diary, the amount of each of the food groups they eat for the same time periods. In summary they will draw conclusions about their eating habits.

GOALS

• collect and gather data

• estimate appropriate serving numbers for their age group

• multiply 1 and 2-digit numbers by 1-digit numbers

• draw conclusions based on their findings

MEETING INDIVIDUAL NEEDS

• The Canada Food Chart can be enlarged for students who may have difficulty reading it. The chart can also printed.

• For further practice, have students calculate the number of servings of each food group that should be eaten in a year.

INSTRUCTIONAL SEQUENCE

Discuss with students what types of food they prefer. Discuss what different foods are considered healthy. Survey the class to see how many students are familiar with the Canada Food Guide.
Have students read the Introduction and Task section.
To begin, have students print a copy of the Food Guide Exercise Sheet. They will use it to copy down the information they will find at the Canada Food Guide web page.
Visit Canada's Food Guide to Healthy Eating. Tell students to search the page to find the information they will need to complete the exercise sheet. Remind students that in some cases they are to estimate the number of servings a child of their age should be eating. The number should be left up to them to decide individually. If a student is having difficulties, it may be because they are searching for data on the number of servings to be eaten in a week or year. Explain that they will figure out those totals by using multiplication. Students may point out that the number of days in a month changes. Encourage them to come to a solution to this problem on their own.
Once they have completed the exercise sheet, have them complete the Food Guide Diary.
As a wrap-up to this activity you may want to discuss as a class students' impressions of the food guide and their own eating habits. Brainstorm some ideas for improving eating habits.

RESOURCES

Websites:

Canada's Food Guide to Healthy Eating

Files:

Food Guide Exercise Sheet

Food Guide Diary

ASSESSMENT

	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4
Understanding of Concepts	• demonstrates a superficial understanding of multiplication	• demonstrates a growing but still incomplete understanding of multiplication	• demonstrates an appropriate understanding of multiplication	• demonstrates an in-depth understanding of multiplication
Application of Procedures Selecting a Procedure Applying a Procedure	• selects an inappropriate method to determine the number of servings of each food group to be eaten in a week and a month • makes major errors and/or omissions when using chosen methods/strategies	• selects a simple or partially appropriate method to determine the number of servings of each food group to be eaten in a week and a month • makes several errors and/or omissions when using chosen methods/strategies	• selects an appropriate method to determine the number of servings of each food group to be eaten in a week and a month • makes a few minor errors and/or omissions when using chosen methods/strategies	• selects the most efficient method to determine the number of servings of each food group to be eaten in a week and a month • makes almost no errors and/or omissions when using chosen methods/strategies
Communication	• provides an incomplete summary of findings that lacks clarity	• provides a limited summary of findings that shows some clarity	• provides a complete and clear summary of findings	• provides a thorough, clear and insightful summary of findings