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A web quest for high school students to investigate a foodborne illness outbreak.
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Student Page
TitleIntroduction
TaskProcess
EvaluationConclusion
Credits
[Teacher Page]
A Web Quest for High School Microbiology
Designed by
Kristyn Toth [email protected]
Based on a template from The WebQuest Page
Foodborne Illness InvestigationFoodborne Illness Investigation
Resources
Student Page
Credits
[Teacher Page]
In the past few days, several students from a local elementary school have been sent home from school due to illness which is suspected to be associated with contaminated food from the cafeteria. The only common symptom is diarrhea. Other observed symptoms include abdominal cramping, nausea, vomiting, and fever. So far the source of contamination remains unidentified. The school is beginning to panic as more and more students become ill. They are asking for our help.
What could be possible sources of contamination?
What illness have these students contracted?
How do we stop the spread of the disease?
IntroductionIntroduction
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
Student Page
Credits
[Teacher Page]
Your job is to use the internet to investigate what the foodborne illness could be, where it could be coming from and how it could be stopped.
Work in a group of 2 to 3 people to investigate possible solutions to the problem. You must choose one organism which you think is the source of the outbreak and produce a Power Point presentation that could be shown to the school board providing supporting evidence for your hypothesis as well as at least three measures that could be taken to stop the outbreak.
You will be expected to present your Power Point presentation to the class.
The TaskThe Task
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
Student Page
Credits
[Teacher Page]
To accomplish the task, follow these steps:
1.Find one to two other people to work with.2.Investigate several possible diseases that could be causing the outbreak.
- Some helpful resources are provided on the page titled “Resources”- Other resources may be used but remember to assess for credibility- All references must be properly cited
3.Choose one disease that you and your partner agree is the cause.4.Produce a Power Point Presentation
- The target audience should be a school board- The following must be included in the presentation
• Scientific and common name of the suspected culprit• Evidence supporting why this organism is the cause of the
outbreak• Possible sources of the contamination• Methods to stop the spread of the disease• Preventative measures that may be taken to prevent future
illness• A reference page with all works cited
5.Present your Power Point to the class – pretending we are the school board . Convince us that you have discovered the cause of the mysterious outbreak.
Remember:- Pictures, graphs and summaries can be very helpful- The school board has not taken this class and may not know
everything you do about foodborne illness.
The ProcessThe Process
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
Student Page
Credits
[Teacher Page]
Here are a list of Websites to get you started – other sites may be used but make sure to evaluate them for credibility. Non-credible sources will not be accepted. All sources must be properly cited on a references slide.
The Bad Bug Book (FDA)Question & Answer Fact Sheets (CDC) Foodborne Disease Resources (NIH) Foodborne Infections: Frequently Asked Questions (CDC) Bacterial Foodborne and Diarrheal Disease National Case Annual Reports (CDC)MICROBES in Sickness and in Health (NIAID) Outbreak Response and Surveillance Unit (CDC) Pathogens and Contaminants (FSRIO, USDA) Resources for Health Professionals Foodborne Diseases (NIH)Foodborne Illness and Disease Fact Sheets (USDA)Reporting a Foodborne Illness (CDC)USDA Agricultural Research Service Food Safety Activities WIC Topics: Specific Pathogens (USDA/NAL)
ResourcesResources
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
Student Page
Credits
[Teacher Page]
ExceptionalExceptional1010
GoodGood88
AverageAverage66
UnacceptableUnacceptable44
ScoreScore
Required Required ElementsElements
The Power Point The Power Point includes all required includes all required elements as well as elements as well as additional additional information.information.
All required elements All required elements are included on the are included on the Power Point .Power Point .
All but 1 of the required All but 1 of the required elements are included elements are included on the Power Point .on the Power Point .
Several required Several required elements were elements were missing.missing.
Attractiveness Attractiveness and and organizationorganization
The Power Point is The Power Point is exceptionally exceptionally attractive in terms of attractive in terms of design, layout, design, layout, organization and organization and neatness.neatness.
The Power Point is The Power Point is attractive in terms of attractive in terms of design, layout, design, layout, organization and organization and neatness.neatness.
The Power Point is The Power Point is acceptably attractive acceptably attractive and organized though it and organized though it may be a bit messy.may be a bit messy.
The Power Point is The Power Point is distractingly messy or distractingly messy or very poorly organized. very poorly organized. It is not attractive.It is not attractive.
Spelling and Spelling and GrammarGrammar
Power Point has no Power Point has no misspellings or misspellings or grammatical errors.grammatical errors.
Power Point has 1-2 Power Point has 1-2 misspellings, but no misspellings, but no grammatical errors.grammatical errors.
Power Point has 1-2 Power Point has 1-2 grammatical errors but grammatical errors but no misspellings.no misspellings.
Power Point has more Power Point has more than 2 grammatical than 2 grammatical and/or spelling errors.and/or spelling errors.
Group workGroup work Group delegates Group delegates tasks and shares tasks and shares responsibility responsibility effectively all of the effectively all of the time.time.
Group delegates tasks Group delegates tasks and shares and shares responsibility effectively responsibility effectively most of the time.most of the time.
Group delegates tasks Group delegates tasks and shares and shares responsibility effectively responsibility effectively some of the time.some of the time.
Group often is not Group often is not effective in delegating effective in delegating tasks and/or sharing tasks and/or sharing responsibility.responsibility.
Use of Class Use of Class timetime
Used time well Used time well during each class during each class period. Focused on period. Focused on getting the project getting the project done. Never done. Never distracted others.distracted others.
Used time well during Used time well during each class period. each class period. Usually focused on Usually focused on getting the project done getting the project done and never distracted and never distracted others. others.
Used some of the time Used some of the time well during each class well during each class period. There was period. There was some focus on getting some focus on getting the project done but the project done but occasionally distracted occasionally distracted others. others.
Did not use class time Did not use class time to focus on the project to focus on the project OR often distracted OR often distracted others.others.
EvaluationEvaluation
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
This is the rubric that will be used to grade your presentations.
Student Page
Credits
[Teacher Page]
From this activity you will have investigated a foodborne illness outbreak and hypothesized the cause, provided options for treatment and proposed possible preventions for the future. A Power Point Presentation was produced to share the information found with your classmates.
Some things to think about in the future:
Why is foodborne illness such a big deal?
What can you do as an individual to reduce the risk of infection of yourself and those around you?
What would you tell a kindergartener about preventing foodborne illness?
Conclusion Conclusion
TitleIntroduction
TaskProcess
EvaluationConclusion
Resources
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] Credits & ReferencesCredits & References
Resources
The image used on the introduction page came from: http://www.universityofcalifornia.edu
Important sites for researching this project include:http://www.cdc.govhttp://www.nih.govhttp://www.fda.govhttp://www3.niaid.nih.gov/http://www.usda.gov
The format of this webquest was used from The WebQuest Page and shared via Slideshare.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for High School Microbiology
Designed by
Kristyn Toth [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Foodborne Illness InvestigationFoodborne Illness Investigation
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was designed for an Educational Technology class at Colorado State University. The class is part of the teacher licensure program and is intended to help future teachers learn ways of incorporating technology into the classroom. I chose the topic and layout of this webquest because it also fit nicely as a part of a Unit Plan for an Introduction Microbiology class I designed for a Science Teachings Methods Class also part of the teacher licensure program.
The students are told that a local elementary school is experiencing a mysterious foodborne illness outbreak and that they are to investigate possible causes for the disease. The students need to be able to find sources, evaluate them for credibility and produce a well-organized and thought out presentation for their classmates.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This webquest is designed to take place in the middle of a bacteria unit in a high school microbiology class but could be used in any general science class and perhaps an english or social studies class with some adaptations.
The webquest is intended to be used as guided practice after a lesson plan including a lecture on foodborne microorganisms. However, the lesson is designed as such that students with no prior knowledge could still successfully complete the assignment. The process may, however, require more in-depth research.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The following standards are achieved by this lesson:
Colorado State Content Standards Addressed:Standard 1: Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigationsBenchmarks achieved-
1.1 – Ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation1.2 – Select and use appropriate technologies to gather, process, and analyze data to report information related to an investigation1.3 – Identify major sources of error or uncertainty within an investigation1.6 – Communicate and evaluate scientific thinking that leads to particular conclusions
Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world Benchmarks achieved-
5.1 – Print and visual media can be evaluated for scientific evidence, bias, or opinion5.3 – graphs, equations or other models are used to analyze systems involving change and constancy
Evaluation
Teacher Script
Conclusion
Colorado Model Content Standards Colorado Model Content Standards (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
To accomplish the task, the students are told to follow these steps:
1.Find one to two other people to work with. (The teacher may choose to intentionally pair students) 2.Investigate several possible diseases that could be causing the outbreak.
- Some helpful resources are provided on the page titled “Resources”- Other resources may be used but remember to assess for credibility- All references must be properly cited
3.Choose one disease that you and your partner agree is the cause.4.Produce a Power Point Presentation
- The target audience should be a school board (it is important to clarify what is meant by “target audience” and how this may change the presentation)
- The following must be included in the presentation• Scientific and common name of the suspected culprit• Evidence supporting why this organism is the cause of the outbreak• Possible sources of the contamination• Methods to stop the spread of the disease• Preventative measures that may be taken to prevent future illness• A reference page with all works cited
5.Present your Power Point to the class – pretending we are the school board . Convince us that you have discovered the cause of the mysterious outbreak.
Remember:- Pictures, graphs and summaries can be very helpful- The school board has not taken this class and may not know everything
you do about foodborne illness.
The lesson does require the use of a computer lab and could take as long as a week worth of classes. I would probably teach a lesson on foodborne illness for about 25 minutes and then leave the remainder of the period for working in the lab. I may provide an additional class period to work on the Power Point presentations. Presenting should also take an entire class period.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
In order to implement this lesson, you will need:
• Computer lab with internet access and Power Point• Projector and screen for class presentations
The lesson should be able to be completed with just one teacher and no outside help from parents or other staff. However, it is absolutely possible to include whomever is desired. Perhaps actually inviting guests to the presentations might encourage extra effort on the students behalf. I would encourage this to be thoroughly thought through first. Evaluation
Teacher Script
Conclusion
Resources (Teacher)Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A detailed rubric was produced for evaluating this project.
Evaluation
Teacher Script
Conclusion
Evaluation Evaluation (Teacher)(Teacher)
ExceptionalExceptional1010
GoodGood88
AverageAverage66
UnacceptableUnacceptable44
ScoreScore
Required Required ElementsElements
The Power Point The Power Point includes all required includes all required elements as well as elements as well as additional additional information.information.
All required elements All required elements are included on the are included on the Power Point .Power Point .
All but 1 of the required All but 1 of the required elements are included elements are included on the Power Point .on the Power Point .
Several required Several required elements were elements were missing.missing.
Attractiveness Attractiveness and and organizationorganization
The Power Point is The Power Point is exceptionally exceptionally attractive in terms of attractive in terms of design, layout, design, layout, organization and organization and neatness.neatness.
The Power Point is The Power Point is attractive in terms of attractive in terms of design, layout, design, layout, organization and organization and neatness.neatness.
The Power Point is The Power Point is acceptably attractive acceptably attractive and organized though it and organized though it may be a bit messy.may be a bit messy.
The Power Point is The Power Point is distractingly messy or distractingly messy or very poorly organized. very poorly organized. It is not attractive.It is not attractive.
Spelling and Spelling and GrammarGrammar
Power Point has no Power Point has no misspellings or misspellings or grammatical errors.grammatical errors.
Power Point has 1-2 Power Point has 1-2 misspellings, but no misspellings, but no grammatical errors.grammatical errors.
Power Point has 1-2 Power Point has 1-2 grammatical errors but grammatical errors but no misspellings.no misspellings.
Power Point has more Power Point has more than 2 grammatical than 2 grammatical and/or spelling errors.and/or spelling errors.
Group workGroup work Group delegates Group delegates tasks and shares tasks and shares responsibility responsibility effectively all of the effectively all of the time.time.
Group delegates tasks Group delegates tasks and shares and shares responsibility effectively responsibility effectively most of the time.most of the time.
Group delegates tasks Group delegates tasks and shares and shares responsibility effectively responsibility effectively some of the time.some of the time.
Group often is not Group often is not effective in delegating effective in delegating tasks and/or sharing tasks and/or sharing responsibility.responsibility.
Use of Class Use of Class timetime
Used time well Used time well during each class during each class period. Focused on period. Focused on getting the project getting the project done. Never done. Never distracted others.distracted others.
Used time well during Used time well during each class period. each class period. Usually focused on Usually focused on getting the project done getting the project done and never distracted and never distracted others. others.
Used some of the time Used some of the time well during each class well during each class period. There was period. There was some focus on getting some focus on getting the project done but the project done but occasionally distracted occasionally distracted others. others.
Did not use class time Did not use class time to focus on the project to focus on the project OR often distracted OR often distracted others.others.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This page includes step by step directions to you, the facilitator.
• Inform students of the webquest, and allow them to choose groups of 2-3. • Open the webquest together in the computer lab, a projector would be ideal, but not necessary.• Read the scenario on the Introduction page together. Answer any questions the students may have, but do not give too many details of the outbreak. You may decide whether or not to tell the students that the outbreak was not real. • Next discuss the task and the process. Students will want clarification on exactly what your expectations are, so be aware of these before hand.• Students should pace themselves as to get all the work done in two class periods. Help speed things along by asking prodding questions, but it is important to not provide any answers.• Remember there is no right answer to what the outbreak is.
Evaluation
Teacher Script
Conclusion
Teacher Script Teacher Script (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is a great inquiry-based lesson which does a great job of covering almost all the Colorado Process Standards for a science classroom. The format allows for students to both engage in cooperative learning and be creative at the same time.
Whether being used for a microbiology class or not, the webquest provides a great opportunity for students to learn about something that they can directly relate to their everyday lives. Nothing makes learning more successful than making it relevant.
If you have any suggestions about how to improve this webquest please do not hesitate to contact me. I would love to receive any feedback you might have. Also please feel free to adapt the webquest in anyway to better suit your needs. Just remember to give credit where credit is due.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The image used on the introduction page came from: http://www.universityofcalifornia.edu
Important sites for researching this project include:http://www.cdc.govhttp://www.nih.govhttp://www.fda.govhttp://www3.niaid.nih.gov/http://www.usda.gov
The format of this webquest was used from The WebQuest Page and shared via Slideshare.
Evaluation
Teacher Script
Conclusion
Credits & References Credits & References (Teacher)(Teacher)
