A Webquest designed for students in grades 3-5. Students will understand and recall ChooseMyPlate by creating their own plate, making a Skype call with another classroom, and writing a short reaction to the assignment.

1. Student Page
[Teacher Page]
What’s on your Plate?
Title For Educators
Introduction Designed by
Task Amy Brodecky
Process anb51@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title This Webquest is designed for students in grades 3-5. Students will
be able to recognize, recall, and explain ChooseMyPlate by creating
Introduction their very own plate.
Task
Process
Evaluation
Conclusion
From this webquest students will learn what foods consists of a healthy lunch
so they can start making smarter choices in the lunchline and at home!
Credits

3. Student Page
[Teacher Page]
The Task
By the end of this Web Quest, you will:
Title
Introduction •Research ChooseMyPlate website, the new requirements, and an
example of a healthy meal
Task •In groups, create their own plate by using paper plates and cut out
Process magazine pictures of food
•Skype with a classroom in another district. See what their school
Evaluation lunches look like and how it fulfills the MyPlate requirements.
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Title 1. The teacher will review on a Smartboard the old food pyramid, and then show the
students the new ChooseMyPlate. He or she will briefly discuss what the sections on
Introduction the plate looks like.
2. Students will then research the ChooseMyPlate website on their own to understand
Task each food group. Students can browse the site and the different tools, printable
materials, and super trackers to better their understanding of what a healthy lifestyle
Process looks like. http://www.choosemyplate.gov/
3. Students will be broken up into small groups of 3-4 and make their own individual
Evaluation plate’s. Group work will give the students the freedom to speak their ideas for their
plates and brainstorm together which food groups go well for each group.
Conclusion 4. Students will need:
Paper Plates
Scissors
Glue
Plastic cup
Magazine cut outs of foods
4. After the students have researched and understood the MyPlate website students will
use different magazines to find appropriate foods to put on their plates. The students
will cut out different pictures of food from the magazines. Make sure to explain to use
realistic foods they will actually eat (ex: use a vegetable they actually like, not the first
they find).
5. Explain to the students the importance of citing each magazine they use on the back of
their plate. Explain why (to avoid plagiarism of a picture). Review plagiarism: the
Credits definition and how to avoid it.

5. The Process
6. Underneath each food cut out have students write out the appropriate portion size and a few sentences
on why it is healthy. (laptops would be very helpful at this step so students could refer back to the portion
sizes and which foods are suitable for each food group)
7. Once all the plates are complete each group member will present their plate to the rest of the class.
Explaining why they choose each food and what their portion size was.
8. Discuss with the students the appropriate behaviors during the Skype session, and the importance of digital
citizenship and what that looks like in this scenario
8. Students will then Skype with another class (could be across the country, different state, or different
district). Both class’s will have an example of their school lunch for that day and what is healthy and unhealthy
about it.
9. Students will have the opportunity to discuss appropriate lunches and what is healthy and what is not.
Students can ask each other what their lunches at school look like and ask how each school can have healthier
lunches.
10. Students will type up a short voice thread of their reaction to the Skype call, their plate, and what they
learned from the assignment.

6. Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Ability to Poor work ethic in One requirement was not All requirements met, Requirements met and
Introduction work in
groups: equal
group. Did nothing to
add to the project or
completely met. help was given when
needed.
exceeded: teamwork,
group work, helping
weight help. others, creating ideas.
Task
Process Students Resource and contents Content is lacking inside Content is thorough, in Content covers all
personal are not sufficiently met. the plate. Little depth, and had all requirements, is
Evaluation creation of
their plate
No magazine cut outs,
sentence or portion size.
explanation of food
groups.
requirements. thorough, in-depth,
and clear.
Conclusion
Cite Sources Uses other people’s idea Uses other people’s ideas Cites correctly and has Cites correctly and
and does not cite and cites minimally, but original thought as well. thoroughly. Has
not thoroughly original work.
Content Little to no explanation Little explanation of food Clear explanation of Clear and thorough
of food groups/items. groups/items. food groups/items. explanation of food
group/items.
Explanations are
creative and well
thought.
Summary No summary of thought. Little thought to what Thorough summary of Thorough, in-depth,
One or more area they learned/their reaction, the Skype call, and clear summary of
missing. reaction to the and their plate their reaction, Skype
assignment call, and their plate.
Credits

7. Student Page
[Teacher Page]
Conclusion
Students will have learned:
Title •The importance of group work
•How to use Voice Thread
Introduction •Understand and recall ChooseMyPlate
Task •Be able to explain digital citizenship rules for citing and making a Skype call
•Creatively make their own plate
Process
Evaluation
Conclusion
Credits

8. Student Page
[Teacher Page]
Credits & References
http://voicethread.com/
Title http://www.skype.com/en/
http://www.choosemyplate.gov/
Introduction The WebQuest Page
Task The WebQuest Slideshare Group
Process
Evaluation
Conclusion
Credits