Fast Food: Dig Deep

Introduction

It is much better to plan your meals ahead of time, but sometimes that doesn't always work out.  Due to work schedules and other things, people have become very dependent on fast food in today's society.  During this WebQuest you will be researching nutrition facts from your favorite fast food restaurants and learning how healthy or unhealthy those meals are that you eat.

Task

You will collaborate with a partner and choose a fast food restaurant out of the four that I will provide to you, choose your favorite meal at that restaurant, research and evaluate the nutritional facts of that meal (calories, fat, sodium, cholesterol, etc.).  You will compare these with the recommended daily intake using a chart so you can show your work, and see the differences easily!

Process

You will be working on this project over the course of a week.  You will be collaborating with a partner researching on the internet to learn the recommended daily intake of nutrition for you specifically (each individual will research their recommended daily intake of nutritional values).  You will gather everything and put it on a PowerPoint to present to the class. 

You and your partner will choose one restaurant out of these four: McDonalds, Wendy's, Burger King and Taco Bell.  You will then each chose your favorite meal from that restaurant and look up the nutritional values for that meal.  You will put all of your information into excel and make a graph so you can see the differences between the meals nutritional values and the recommended daily intake.

 

Step 1: Working with your partner, you will both go to Self Nutrition Data (link provided below) and enter your information.  

http://nutritiondata.self.com/tools/calories-burned

This will give you your recommended daily nutrition intake values.  You will communicate with your partner and each of you will create an excel page.  You will create a chart with the values entered into it.

Step 2:  You will then choose a restaurant out of the four provided: Mcdonald's, Wendy's, Burger King and Taco Bell.  You and your partner will each choose one and then you will each choose your favorite meal from there.  You and your partner will then each research the nutritional values for your meals and add them to the chart you created on excel.

Step 3:  Add all of the totals for the entire meal and then compare these values to your recommended daily intake.  You will be working with a partner, however, each student needs to do this and complete a chart.  If you want to put both of your charts on the same excel page, that is fine.

If time allows, I want you to also research some healthier fast food restaurants that you might like.  This will give you an idea about what else is around you that you can eat, basically learning what other fast food restaurant you could replace one of the four listed.  You can put this on one slide at the end of the PowerPoint with a brief presentation on it.  

Step 4:  For the final step, you and your partner will create a PowerPoint to present to the class.  You will be creative and show everyone what you found out.  This will give everyone the opportunity to see other meals values as well.

If time allows, you can go back and choose another meal that you may get often that no one else chose.  You can also choose another meal that might be healthier that you may be interested in eating.  It is important you know what you are putting in your mouth, and what else is out there that might be healthier for you to eat that is still yummy!

Evaluation

Grading Rubric

 

Exceptional

All Points Earned

Admirable

-3 Points

Developing

-6 Points

Needs Improvement

-10 Points

Use of Internet (Links Provided)

Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested Internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested Internet links to find information and navigates within these sites easily without assistance

Needs assistance or supervision to use suggested Internet links and/or to navigate within these sites.

WebQuest Tasks Completed

All areas of the project were addressed and handled with a high degree of sophistication. Project is interesting and completed.

The project is only partially completed. The project submitted demonstrates a great deal of thought. (Between 75% and 100% complete)

The project is only partially completed. The project submitted demonstrates a moderate level of thought. (Between 50% and 75% complete)

The project is incomplete, and/or it is apparent that little effort went into the development of the project, and/or project is less than 50% complete.

PowerPoint Project – Presentation/creativeness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Use of Time – Communication

Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.

Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work

The Student did not use classroom time to work on the project the majority of the time and/or was highly disruptive

Grammar, Format and Spelling

The final body of work was free of grammar, spelling, and formatting errors.

The final body of work had 1-2 errors related to grammar, spelling, and formatting errors. 

The final body of work had 3-5 grammar, spelling, and formatting errors.

The final body of work had major grammar, spelling, and formatting errors.

 

Conclusion

Students should now know how to look up their recommended daily intake values on any of their favorite meals.  I created this WebQuest in hopes that students will start really looking and thinking about what they're eating, which will hopefully help them make healthier decisions!  Also, hopefully the students were able to have time to research healthier fast food restaurants than the one's listed.  This will give them a better idea of healthier food to eat rather than what they are eating now.

Credits

References:

Fast Food Nutrition. (2017). Burger King nutrition facts. Retrieved from http://fastfoodnutrition.org/burger-king

Fast Food Nutrition. (2017). McDonald's nutrition facts. Retrieved from http://fastfoodnutrition.org/mcdonalds

Fast Food Nutrition. (2017). Taco Bell nutrition facts. Retrieved from http://fastfoodnutrition.org/taco-bell

Fast Food Nutrition. (2017). Wendy's nutrition facts. Retrieved from http://fastfoodnutrition.org/wendys

Nast, Conde. (2014). BMI & calorie calculator. Retrieved from http://nutritiondata.self.com/tools/calories-burned

 

Teacher Page

Purpose:

The purpose of this activity is so students will know how to access nutritional health information and to learn the difference between healthy and unhealthy alternatives.

Learner Description:

This WebQuest is appropriate for grades 6-9 to learn how to access nutritional facts on the internet and compare them to their own individual suggested daily intake values.

Objectives:

The students will learn how to access nutritional health information.

The students will learn to differentiate and make comparisons between healthy and unhealthy decision making.

CSO's:

HE.6.5.05

compare healthy to unhealthy alternatives when making decisions (e.g., apple: brownie; exercise: loaf; smoke; don’t smoke).

HE.7.5.05

differentiate between healthy and unhealthy alternatives when making decisions.