|
|
|
Gold Seal Lesson:
A Wild Meal
|
|
|
|
Copernicus
Education Gateway
|
|
|
|
Subject:
|
|
|
Science
|
|
Grade:
|
|
|
5-8
|
|
|
|
|
|
|
ICLE Standards:
|
|
|
Science in Personal and Social Perspectives:
Develop an understanding of personal health; develop an understanding of populations, resources and environment.
History and Nature of Science: Develop an
understanding of science as a human endeavor.
|
|
|
|
|
|
|
Performance Task:
|
|
|
For this task you are to pretend that you are a
chef in a well-known country inn restaurant. One meal on the menu is always a "wild meal." That is, it consists entirely
of foods collected in the wild. For example, wild rabbit, dandelion greens, wild mushrooms, etc. Your task is to plan
the wild meal for this month. Everything, from appetizer/soup to dessert, including beverage, must be
made from wild game or plants. All of your plants and animals must be edible; do not include anything
poisonous. You don't want your dinner guests to get sick or die! You may want to use resource books on
edible plants and animals in the school or local library. Use whatever sources you have available to help
you search out possible foods.
After you have completed your research and decided upon your meal, write a
report that includes all of the following:
- a list of all the wild plants and animals used in your meal, including their
common and scientific (genus and species) names;
- a name for your meal that will go in the menu given to patrons - it
should be descriptive;
- all items in your meal listed as they would appear in the menu given to
patrons;
- a 3 x 5 card containing the recipe of anything you made for the meal
using wild plants and/or animals (for example, if you made a special dessert from some of the
plants, put the recipe on a 3 x 5 card);
- a listing of where you found your plants and/or animals - the specific
habitat and exact location; and
- a list of all resources used; if you used a book, for example, be sure
to give the title, author, publisher, date of publication, etc.
Include at least two of the following in your written report. Feel free to
do more if you wish.
- a sketch of the plants and animals used in your meal;
- some history of the plants and animals used in your meal;
- other dishes or products that could be made from your organisms;
- food chains with other organisms in the habitat (for example,
grass-grasshopper-frog-pike-man); or
- a food web.
|
|
|
|
|
|
|
Knowledge / Skills:
|
|
|
Understand nutrition - the need for food and a
good diet, ingestion, digestion, egestion and related disorders such as
ulcers, appendicitis, etc. (s3)
Understand ecology as the study of the interactions
and relationships of organisms with their living and nonliving environments
(i.e., the ecosystem, communities, and populations). (s13)
Identify, collect and/or select pertinent
information while reading. (ela5)
Present information in well-organized fashion
that will be clear to the target audience.
(ela11)
|
|
|
|
|
|
|
Rubric:
|
|
|
4 Points =
The student independently completes the task. He/she plans a
balanced meal with all of the components coming from the wild. The meal is creative and interesting. The
student demonstrates a good understanding of the science involved in performing the task. The
written report contains all of the required parts and is well developed. At least two of the additional
pieces are included. The written report is neat and uses good grammar.
3 Points = The student needs some minor assistance
to complete the task. His/her meal is not quite complete and/or balanced.
At least one part of the meal is missing. The meal is not overly creative
or interesting. The student demonstrates an adequate understanding of the
science ideas required to perform the task. The written report contains all
of the required parts and is fairly well developed. The written report is
fairly neat with only minor errors in grammar. The student includes one or
two of the additional pieces in his/her write-up.
2 Points = The student has much difficulty
completing the task. He/she has difficulty doing the research needed to
find edible plants and animals. The meal is not well balanced and at least
two parts are missing. The meal is uninteresting (only common wild foods)
and uncreative. The student does not have a good understanding of the
science ideas needed to perform the task. The written report is sketchy and not well developed. It includes most of the required parts, but, at most,
one of the additional pieces. The written report is not particularly neat and contains several
English errors.
1 Point = The student does not complete the task. He/she does not do
any research to find edible plants and animals. The meal demonstrates a
lack of effort on the part of the student. Several parts of the menu are
lacking. The student has little understanding of the science involved in
the task. The written report is incomplete, poorly organized and contains
many English errors.
|
|
|
|
|
|
|
Keywords:
|
|
|
CHEMISTRY
SCIENTIFIC RESEARCH
LIFE SCIENCE
ECOLOGY
|
|
|
|
|
|
|
Grades:
|
|
|
Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [X]
- 6 [X] - 7 [X] - 8 [X] - 9 [] - 10 [] - 11 [] - 12 []
|
|
|
|
|
|
|
ICLE Application:
|
|
|
D
|
|
|
|
|
|
|
|
|
|
© 2000 International
Center for Leadership in Education
1587 Route 146 - Rexford - NY - 12148
518.399.2776 Fax: 518.399.7607
74
|
|
|
|
|
|
|