"Students Connect Science to Food"
5 periods of 45 minutes
Computer and printer (optional),
access to the Internet, and MS PowerPoint or Windows PhotoStory software.
SWBAT explore the scientific concepts (physical, chemical, or biological) behind a selected topic related
SWBAT demonstrate his/her understanding of a selected topic related to food through the creation of a
digital story that highlights his/her analysis and evaluation of the selected topic.
STANDARD 2.1: Wellness: All students will learn and apply health promotion
concepts and skills to support a healthy, active lifestyle.
STANDARD 5.2: Science and Society: All students will develop an understanding
of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries
and events have advanced science and technology.
STANDARD 5.6: Chemistry: All students will gain an
understanding of the structure and behavior of matter.
STANDARD 5.7: Physics: All students will gain an understanding of natural
laws as they apply to motion, forces, and energy transformations.
Working in pairs, students will select a topic from the list below and perform extensive research focusing
on the scientific concepts related to the topic. Students may explore other topics
IF discussed with the teacher and approved prior to the start of the project. Students
will document all resources used and create a “Works Cited” page.
The science behind McDonald’s
How to slaughter animals
for longer shelf life
Elements of food safety
Top 10 preservatives and
how they work
Top 10 good foods gone
soup by the truckload
milk chocolate bars
Why the fuss over genetically-engineered
Corn as alternative fuel
Drinking tea for long life
Process chemistry and the
different tea types
Analyzing and evaluating
2. Using MS
PowerPoint or Windows PhotoStory, students will create a digital story that highlights “the science” behind their
selected topic. Students will use text, at least 5 photos, 1 video clip,
or sound (voice overlay) to produce their story. The digital story will
be uploaded to the class’s website for viewing and evaluation by the teacher and their peers. Peers may comment on the story via a blog established for this project.
The attached rubric addresses
accuracy of content, elements of design, number of appropriate and relevant visual aids, sound, and coherency. Extra credit will be given for “artistic flair!”
Because students will
work in pairs, the opportunity exists for a disabled student to partner with another student who complements his/her abilities/skills. The project requires the use of technology to research the selected topic and to create
the “product” of the project, thus allowing the disabled student multiple access points to the project. Also, the project can be visual and auditory, suitable for the hard-of-hearing or visually-impaired student.
Click here to see the teacher's model of the digital story.
Resources Used To Create Teacher's Model of Digital Story:
Images (in order of presentation)
Turovlin, L. (Photographer). (2009). Good Foods Gone Bad Title Page [Photograph], Retrieved
April 8, 2008, from : Owner\Pictures\2009-04-08