TOGETHERNESS & THE WATERMELON
An adventure in food science to better understand how and IF we are forever linked
through our consumption of the class watermelon.
Introduction
| The Task | The Process | Resources | Evaluation |
We have spent a half year investigating and experimenting with so many "essential molecules" that we ingest each day. Well, today we will all be forever link by the consumption of our watermelon snack, or will we?
All of the links in this "webquest" have been designed to help you formulate an opinion on the travels of our "watermelon molecules". Your job is to create a report answering the question of our molecular linkage. The rubric for grading purposes is discussed in the evaluation segment of this presentation. Follow the guidelines according to the grade you wish to receive and the grade is yours!
Your report should ideally attempt to answer the question of how long we will be molecularly link. If you do not agree with the proposed idea of our shared molecules, use the links provided to detail how we will extinguish all traces of the watermelon from our bodies. Make sure you site the links you use to support your ideas on each page. Make it clear to the reader why you feel the watermelon molecules will or will not be in our bodies for a very long period of time. Start with the growth of the watermelon and what goes into developing the nutrients found in our shared fruit and continue to what you feel is the end of the watermelon we now share in common!
If you find yourself agreeing with the theory of molecular linkage, than use the appropriate web sites to detail your theories. Be sure to read the rubric so you can a support your findings as necessary.
SUMMARY:
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We have been forever linked by the
consumption of the class watermelon;
- A well informed report detailing our linkage or lack of linkage needs to be created
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brief should not be too technical,
but informative;
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scientific background and
chemical information needs to be provided ;
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a summary of your expertise
should be created;
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adapt some
creative work, or
- graphics - charts - and or power point presentations should be included to increase clarity of your findings
To accomplish the task, each student will need to follow the links and use the information provided to CLEARLY establish their position on our molecular linkage or lack there of.
This space is used to point out places on the internet that will be available for the learners to use to accomplish the task. Use the links below to help research what your individual presentation should contain.
| WebElements | Chemistry resources | Metabolism |
| Biochemistry Hub | Enzymes | Material Safety Data Sheets |
| Carbohydrates | Digestion of Sugars | Watermelon Pronunciation |
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CATEGORY
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4 - Above Standards
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3 - Meets Standards
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2 - Approaching Standards
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1 - Below Standards
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Score
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Attention Grabber
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The introductory paragraph has a strong hook or attention grabber that is
appropriate for the audience. This could be a strong statement, a relevant
quotation, statistic, or question addressed to the reader.
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The introductory paragraph has a hook or attention grabber, but it is
weak, rambling or inappropriate for the audience.
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The author has an interesting introductory paragraph but the connection to
the topic is not clear.
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The introductory paragraph is not interesting AND is not relevant to the
topic.
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Position Statement
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The position statement provides a clear, strong statement of the author's
position on the topic.
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The position statement provides a clear statement of the author's position
on the topic.
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A position statement is present, but does not make the the author's
position clear.
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There is no position statement.
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Support for Position
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Includes 3 or more pieces of evidence (facts, statistics, examples,
real-life experiences) that support the position statement. The writer
anticipates the reader's concerns, biases or arguments and has provided at
least 1 counter-argument.
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Includes 3 or more pieces of evidence (facts, statistics, examples,
real-life experiences) that support the position statement.
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Includes 2 pieces of evidence (facts, statistics, examples, real-life
experiences) that support the position statement.
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Includes 1 or fewer pieces of evidence (facts, statistics, examples,
real-life experiences).
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Accuracy
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All supportive facts and statistics are reported accurately.
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Almost all supportive facts and statistics are reported accurately.
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Most supportive facts and statistics are reported accurately.
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Most supportive facts and statistics were inaccurately reported.
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Closing paragraph
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The conclusion is strong and leaves the reader solidly understanding the
writer's position. Effective restatement of the position statement begins
the closing paragraph.
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The conclusion is recognizable. The author's position is restated within
the first two sentences of the closing paragraph.
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The author's position is restated within the closing paragraph, but not
near the beginning.
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There is no conclusion - the paper just ends.
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