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Title: Food Force

Publisher: Deepend United Nations World Food Program

Copyright: 2005  Version: 1.0 Platform/version: X Mac  X Windows Media: __ Diskette __ CD-ROM __ DVD Also Needs: __ Internet __ Microphone  __ Other ____________________ Cost: free

Teacher Support

DOCUMENTATION: __Binder __Booklet __Included on media x on Internet INSTRUCTION MANUAL HAS:

X Objectives X Lesson plans ____Sample screens ____Resource information ____Reproducible student pages       ____Student booklets ____Other ____________________________________________________________

Content

Material is presented impartially and without bias or distortion: X Yes  ___No

Classroom

	SUBJECT AREAS—Please circle all that apply
ASSESS		IT	MC	SW
AT		IN	MM	SC
CC		KB	PS	SS
EC		LA	PRO DEV	SN
HPER		MA	RL	TE
WL

Topic: Hunger

GRADES/ABILITY LEVELS—Circle the range

PK  K  1  2  3  4  5  6  7  8  9  10  11 12 _ X Teacher also  ______Teacher only

READABILITY LEVEL—Circle one

Easier     Consistent  More with grade difficult

STUDENT GROUPING

X  Individuals X Groups of 3 or 4 X Pairs X Whole group

DESCRIBE THE CONTENT:  Search and create food for the hungry.  Educating how to end world hunger. (farming, working with-in a budget, develop a country to be self- supporting). 

PROVIDES

Student journal  No E-mail option __No Spreadsheet   No Calculator No

Print options No  

Post scores on internet

Dated:2/21/08

Reviewer’s Name: Catherine Raber and Rachelle

Contact Information: e-mail us in vista

Assessment
Has pretest. Has posttest. Has record keeping by student. Has record keeping by group. Has assessment guidelines.	__Yes __Yes __Yes __Yes __Yes	X No X No X No X No X No

Compared to the standards from: ________________________________ Meets these standards: (Mark only one)

Technical Quality

FINAL REPORT CARD Teacher support

A

B

C

D

F

Installation and Setup:

X Difficult

X Time consuming

__Simple

Content

A

B

C

D

F

Sound is: X Essential

X High quality

__Supplemental

Assessment

A

B

C

D

F

Videos:

__Run jerkily

__Run smoothly

__Are essential

__Not essential

Technical quality

A

B

C

D

F

Instructional design

A

B

C

D

F

YOUR OVERALL RATING A

340 NETS FOR TEACHERS—PREPARING TEACHERS TO USE TECHNOLOGY

APPENDIX D • EVALUATION FORMS

Instructional Design

CIRCLE THE MODES THAT APPLY

AC

AU

BL

CA

CP

DE

DP

EG

EX

GP

IN

LEP

MM

PS

RF

SI

TE

TL

TU

PROMOTES

x Creativity

X Collaboration

x Discovery

X Higher-order thinking

X Problem solving

___ Memorization

MOTIVATIONAL

X Student controls pacing

X Stimulates curiosity

X Challenging

X Real-world connections

STRENGTHS:

Teaches budget, strategies, promotes higher order thinking, discovery and problem solving. 

Great graphics and integrated real life video of affected areas.

WEAKNESSES:

Hard (non-computer game people)

DESCRIBE THE LEARNING STRATEGY INCORPORATED IN THE DESIGN:

Inquiry based learning, multi-intelligences (visual, kinesics), universal design

RECOMMENDATIONS:

More in game hints for when students are stuck.  Frustration level can be high. 

This software utilized creativity by allowing the student "pilot" to build his or her own community and choose where to drop the food. It consists of six different missions all geared toward feeding the hungry people of a certain country. The game provides the students with information about world hunger by getting them involved with how to solve the problem.  The first mission is to do air surveillance to see where there are people. Students are also able to see the millions of people that are affected by hungry when they fly around counting people in the first mission.  In the second mission, the students are given certain constraints like a budget of 30 cents and the necessity to create a well balanced meal that provides sufficient energy and meet other mineral/protein needs.  They must experiment with the amount of each food and create something that meets both the financial and nutrition needs.  Mission 3 is where the food is dropped to the people.  Mission 4 makes the student locate other countries to buy food from at a cheap cost. Mission 5 consists of a food run in which a food convoy needs to be guided Higher order thinking was shown in this game by having to work with a budget to feed a community, which is challenging because the game uses data that is very similar to real world situations, such as the cost of food and the problem with having to drop food to people in a war-torn country. This gives the student a feel for what living in a starving country is really like and they can use this information to compare with their own country and/or hometown issues.

Collaboration with another student could also be beneficial in learning how to use teamwork to solve problems. Discovery was also touched upon in the sense that the student is able to learn about the real-world issues facing different countries and how they can find ways to help solve these problems. This also promotes student curiosity by having them "get involved" in real-world issues by way of simulation, which in turn might lead them to become involved in the actual situations in real life. The student is also able to memorize the different levels of the game, depending on the frequency in which it is played. The student is also able to repeat the levels as many times as necessary to achieve mastery. A "mentor" guides the student through each mission, giving corrective feedback when needed. Sound is essential to this game as the mentor tells the student his or her mission, but they are also able to read what the mission is on the screen. All feedback requires sound, however. The real-world connections are excellent, in the sense that the game covers issues that are actually happening around the world. It also shows real pictures from the country the student is supposed to be saving, as well as locating it on the world map, which would be great for a geography lesson. This software would be the most beneficial in grades 5th-12th as an enrichment to lessons on Earth Day, Third World countries, and Feeding the Hungry.  This game also reinforces the ideas of globalization and the necessity of many countries working together to solve one problem (cooperation).

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