Ohio Standards Connections:

Standard:

Scientific Inquiry

Grades:

6-8

Benchmark:

A – Explain that there are differing sets of procedures for guiding scientific investigations and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Indicator:

2. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Standard:

Technology and Society Interaction

Grades:

6-8

Benchmark:

C – Analyze technology responsible citizenship.

Indicators:

Grade six.

1. Describe how the use of technology affects citizens in various ways, including their safety, comfort, choices and attitudes, about technology’s development and use.

Technology Standards:

Standard:

Technology and Society Interaction

Grades:

6-8

Benchmark:

D – Articulate intellectual property issues related to technology and demonstrate appropriate, ethical, and legal use of technology.

Indicators:

1. Understand the concept of intellectual property (e.g. , author’s ownership of work).

Standard: Technology for Productivity Applications

Grades:

6-8

Benchmark:

B – Select appropriate technology resources to solve problems and support learning.

Indicators:

1. Present independent research findings in a multimedia format.

Benchmark:

C – Use productivity tools to produce creative works, to prepare publications and to construct technology-enhanced models.

Indicators:

1. Apply technology resources to create an educational project (e.g., gather information from a CD-ROM encyclopedia).

Standard: Technology and Communication Applications

Grades:

6-8

Benchmark:

B – Develop, publish and present information in a format that is appropriate for content and audience.

Indicators:

Grade six

1. Create and publish information in printed form (e.g., use software to produce homework assignments, reports, flyers, newsletters).

2. Develop and publish information in electronic form (e.g., slide presentations, multimedia products, Web materials).

Standard:

Technology and Information

Literacy

Grades:

6-8

Benchmark:

B – Use technology to conduct research and follow a research process model which includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

Indicators

Grade six -

1. Generate questions to be answered or a position to be supported when given a topic.

3. Use a variety of technology resources for curriculum needs and personal information needs: library catalog, online encyclopedia, Web sites.

4. Examine information in different types of subscription resources (fee-based, pay-to-use) to locate information for a curricular need: magazine database, picture archive, online encyclopedia.

5. Identify relevant facts, check facts for accuracy, record appropriate information and create an information product to share with others.

6. List information used in a district-adopted or teachers prescribed format (e.g., MLA, APA).

7. Review how the information found for the project was used and discuss the quality of the product.

Library Guidelines:

Standard:

Grades:

6-8

Benchmark:

E – Conduct research and follow a research process model which includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

Indicators:

Grade six -

2. Brainstorm potential resources and identify possible keywords to use as search terms.

5. Understand how to access electronic resources at school and from home.

Explore variety of resources such as school, public or community resources.

8. Take notes, organize information into logical sequence and create draft product (e.g., report, research paper, presentation).

9. List information sources in district-adopted or teacher prescribed format (e.g., MLA, APA).

10. Communicate findings orally, visually, or in writing and draw conclusions about findings.

11. Review how information found for the project was used and discuss the quality of the project.

Sondra Carey & Deb Logan

Food Poisoning Lesson Summary:

Students look at the scientific inquiry concepts in the context of planning, preparing, and serving refreshments to invited guests. (Guests are invited to view projects/presentation from this and/or previous lessons.) Part of the planning and preparation involves safe food handling. To understand the necessity for using relevant safety procedures and appropriate tools, students research types of food poisoning. Each student creates a “Not Wanted” poster on a type of food poisoning. As a class, a chart is developed tracking similarities, differences, prevention, and treatment information. The posters and chart are presented to the Family Living teacher for use with classes. Based on knowledge about food poisoning, students select and safely prepare food for the presentation event. In addition to safe food handling, the use of appropriate tools is practiced in preparing food for the presentation event. The lesson is wrapped up with a discussion connecting the use of safety procedures and appropriate tools to scientific investigations.

• Students will know and be able to explain the need for procedures and safety guidelines in cooking and scientific investigations.
• Students will use information skills to investigate and take notes about food poisoning.
• Students will document the sources used for research.
• Students will design and create food poisoning information posters emphasizing preventative measures.
• Students will plan, prepare, and serve refreshments, demonstrating safe food handling practices.

Estimated Duration:

Using a block schedule with 90 minute class times:

• 1 block split between introduction, pre-assessment, clean-up and post- assessment.
• 1½ to 2 blocks for research time
• 1-1½ blocks planning and creating posters (Optional - May be assigned as homework.)
• ½ to 1 block sharing, comparing and discussing findings
• ½ to 1 block for recipe selection and preparing grocery lists
• 1 block food preparation
• 1 block reception
• ½ block may be needed for clean up.
• Additional time may be needed for:
• Shopping
• Guest speakers

Commentary: This activity affords opportunities for community involvement. Community members can be invited as guest speakers. (Doctors, restaurant workers, cafeteria workers, health department professionals, etc.) Invite community members and/or parents as guests to the presentation reception.

Pre-Assessment:

See also under Instructional Procedures.

· As a class discuss, “What we know about food poisoning.” Create a class database of food poisoning “facts.” Save the database to use in a post-assessment discussion T-chart.

Scoring Guidelines:

Teacher uses observations and information collected in “database” to guide discussions and to narrow/select research topics.

Ongoing Teacher Assessment and Student Self Assessment:

Student work is monitored throughout the research process. Assistance is provided as needed to correct problems and reinforce positive process. Students are given a check sheet with the project requirements and a copy of the project rubric with assessment criteria to assist with ongoing self-assessment. If projects are created during class time, the teacher provides informal feedback as needed.

Post-Assessment:

· Rubrics are used to evaluate presentation products and bibliographies in terms of process and product. Students are given self-check sheets to guide and evaluate process.

· When students present projects to the class, arrange for constructive criticism from peers. Ask students to write the following on note paper for each presenter.

o What did the presenter do particularly well?

o What should the presenter do to make a presentation better next time?

o What information was surprising?

· As a class, the students use a copy of the teacher rubric to evaluate and revise the presentation/poster/video project prior to presenting it to the family living teacher.

· Using the pre-assessment “What we know about food poisoning” database, make a T-chart showing changes in knowledge about food poisoning. Have students mark how much they knew before the project in one color and how much they know now in a different color.

· The class evaluates the project after the reception. Things to be discussed include:

o What went well?

o What should we do differently next time?

Scoring Guidelines:

Students are assessed on:

Content

Process

Project requirements

Mechanics (grammar, spelling, etc.)

Presentation requirements

Research process

Citing sources

See attached rubrics.

Instructional Procedures:

Phase One - Introduction:

Students are invited to share products from previous projects during a Celebrating Science reception for guests. The invitation/suggestion is followed with a brainstorming session to determine what is needed for the celebration.

When the subject of food enters the discussion, the teacher directs the focus of the discussion to the subject of food poisoning and prevention. Students do a pre-assessment exercise by putting dots on a chart indicating how much they feel they already know about food poisoning.

• Chart:
• What do we already know about food poisoning, food preparation, food storage, & cleanliness?
• What do we need to know about food poisoning, food preparation, food storage, & cleanliness?
• Brainstorm, write down, and save a class database of “what we know about food poisoning.”
• Tell students in order to better understand the need for safe food handling and to prepare to cook for our guests, they each will do a short research project and create a “Not Wanted” poster on a form of food poisoning.
• The grading rubric is handed out and poster expectations and assessment are discussed at this time.
• Content

Note: Could be presented with a list of categories to be included…an example to use with students would be baseball cards. Each player’s card has sections for specific types of information.

• Length
• Format
• Appearance
• Presentation (optional)
• Each student signs up to research a form of food poisoning.

Research Topics:

Bacteria

Bacillus cereus

Campylobacter Jejuni (Campylobacteriosis)

Clostridium Botulinum (Botulism)

Clostridium Perfringens (Perfringens food poisoning)

Escherichia Coli 0157:H7 (Hemorrhagic colitis)

Listeria Monocytogenes (Listeriosis)

Salmonella (Salmonellosis)

Shigella Bacteria (Shigellosis)

Staphylococcus Aureus (Staph)

Verocytotoxigenic E. coli (known as 'VTEC')

Viruses

Infectious hepatitis (hepatitis A)

Viral gastroenteritis

Molds

Mycotoxicosis

Protozoa

Giardiasis

Amebiasis (Amoebic Dysentery)

Parasites

Trichinosis

Toxoplasmosis

Phase Two - Research:

• As part of a scaffolded notetaking process, students are given or help to generate a notetaking sheet. The notetaking sheet prompts student to research specific types of information about the type of food poisoning and prevention. The group looks at the types of information to be found. How to take notes is reviewed.
• The librarian/media specialist leads a brainstorming session in which students determine possible sources of information. Pointers on how to use the sources are discussed.
• Discuss print sources.
• Discuss online resources (free Web and InfOhio databases)
• Citing information sources is reviewed.
• Citing images is reviewed.
• Students are assisted with finding and using information as needed.

Phase Three – Project & Synthesis:

• Posters may be worked on in class or assigned as homework. (If students are working in groups or as partners, class time should be provided for work.)
• Students and teachers evaluate rough drafts of text before the construction and completion of the posters.
• Display completed posters around the room and do a “gallery walk.” Have students walk around the room in small groups and write down surprising facts, similarities and differences as they compare the information on found other posters with their own findings.
• As a class, create a chart (could be created using software and a multimedia projection system or chart paper) showing food poisoning similarities, differences, prevention and treatment information.

Phase Four: Food Selection and Preparation

• Before selecting recipes, the class discusses any constraints:
• availability of stove, oven, microwave,
• number of guests
• type of event (serve snacks, appetizers, desserts, etc.)
• budget
• other
• Students use cookbooks or pre-selected recipe cards/sheets to select possible foods.
• Students vote on approved recipes.
• Students list needed foods and supplies.
• A food preparation timeline is developed.
• An assignment list is created for the preparation of the food and for post event clean-up.
• Students review safe food handling procedures before cooking.
• Students prepare food for the event and clean up afterwards.

Phase Five – The EVENT

Phase Six – Unit Post-Assessment:

• Post assessment of the unit consists of a follow-up brainstorming session. Students answer the same questions asked in the pre-assessment brainstorming session. Responses are compared and discussed.

Differentiated Instructional Support

Some possible ways to modify and differentiate instruction as needed:

• Teachers guide choices of food poisonings to be researched.
• Teachers assign food poisonings with special needs in mind. More challenging topics go to students who need to be challenged.
• Teachers create notetaking sheet instead of involving students in the notetaking sheet creation process.
• Reading or notetaking partners are made available as needed.
• For students with visual, motor, processing or other disabilities photocopy or print out information. (Enlarge, if needed.) With student, underline significant portions of text. Then have student take notes or dictate notes to a notetaker or tape recorder.
• This project provides opportunities for students to read, write, create artwork, and/or use a computer. Students also do hands-on work preparing food. Students make decisions about how to show information.

Extension

• Make this activity part of an economics activity. Charge students with finding sources for raising funds. Have students create a budget, use sale flyers to do comparative shopping, and actually make purchases.
• Involve the family living teacher in the recipe selection and food preparation portions of the unit.
• Pair this activity with a safe food handling project.
• Differentiate between food poisoning and diseases like BSE (mad cow disease).

Homework Options and Home Connections

• Send parents/guardians an information sheet explaining the project students are working on in advance.
• Students may be permitted or encourage to research and work on projects at home.
• Parents/guardians could be invited to the presentation reception as guests.

Interdisciplinary Connections

English:

• Reading Process- Grade Six Indicators: # 1, 4, 6, 7, & 8.
• Reading Applications: Informational, Technical and Persuasive Text- Grade Six Indicators: # 1, 2, 3, 5, & 8.
• Writing Processes- Grade Six Indicators: # 2, 4, 5, 6, 8, 10, 11, 12, 13, 15, 16, & 17.
• Writing Applications- Grade Six Indicators: # 4.
• Writing Conventions- Grade Six Indicators: # 1, 2, 4, 5, 6, & 8.
• Research - Grade Six Indicators: # 1, 2, 4, 5, 7, & 8.

Social Studies:

Additional connections are found under the sixth grade Social Studies Skills and Methods benchmark, 1, 2, 3, 5, and 7 (a-e).

Art:

Designing and creating the poster and using clipart are artistic activities.

Math:

• Students will review measurement skills in preparing the food.
• Students will estimate the amount of food needed for invited guests.
• Students will plan the menu using a budget for the food.

Materials and Resources:

For teachers	Chart paper, chart markers, transparencies, overhead, multimedia projector, funding for reception food and reception supplies.
For students	Print and electronic resources (including cookbooks and other recipe resources), folders (to contain and organize materials), notetaking sheets, computer workstations, bibliography forms, bibliography how-to sheets, image credit sheets, interview form, project check sheets, presentation program software, poster boards, art supplies, an online pathfinder, invitations, food, and cooking resources.

Key Vocabulary

Bibliography

Database

Ingredients

Technology Connections

• Students use technology to find information about food poisoning and safe food handling.
• Students use technology to create posters.
• Portions of the posters can be typed and printed out.
• Clipart can be obtained from clipart programs or the Web. (Discuss ethical use of images.)
• Students will use multimedia technologies to present information.

Research Connections

Studies by Keith Curry Lance and other have shown that collaborative integrated instructional classroom and school library projects have a positive impact on student achievement. The same studies indicate that the availability of print and electronic resources also positively impacts achievement.

General Tips

Consider creating a Web page with links to recommended food poisoning information. Include a “word bank” with the names of the different types of food poisoning. Most of the food poisoning names are challenging for students to type in and much of the available information is sophisticated. The teacher can select understandable information Web sites and students can copy and paste names instead of typing them when searching.

Attachments

Notetaking sheet

Image credit sheet

Bibliography form

Project check sheet

Project rubric