Professional Documents
Culture Documents
http://visual.ly/20-breakfasts-around-world
Acquisition
http://www.nationalgeographic.com/what-the-world-eats/ Students will know (Content) Students will be able to (Skills)
K1. Will be able to identify specific foods S1. Recognize different foods and where
http://www.time.com/time/photogallery/0,29307,1626519,00.htm from 2 different cultures. they originate.
l K2. Identify the foods they eat and where S2. Learn about different cultures and their
they come from. cuisines.
http://www.fao.org/home/en/ K3. Identify ways they can help fight hunger S3. Learn about hunger and how it affects
K4. Identify foods on a food pyramid children around the world.
http://www.dailymail.co.uk/sciencetech/article-3643363/how-far-
food-travelled-interactive-map-shows-world-s-food-comes-
from.html
http://www.choosemyplate.gov
http://www.healthyeating.org
https://fnic.nal.usda.gov/nutrition-assistance-programs/hunger-
and-food-security/hunger-relief-organizations
http://www.un.org/sustainabledevelopment/hunger/
https://www.finedininglovers.com/blog/food-drinks/where-pizza-
comes-from/
https://www.wtn.net/hungerinitiative/Repercussions.php
Books:
1. Lets Eat! What Children Eat Around the World by Beatrice
Hollyer
2. What the World Eats by Faith DAluisio and Peter Menzel
3. Uncle Willie and the Soup Kitchen by DyAnne DiSalvo-Ryan
4. Stone Soup by Marcia Brown
Videos:
Breakfast around the World
https://youtu.be/ry1E1uzPSU0
History of Pizza
https://youtu.be/PRn5iONxSQQ
Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation,
draft, rehearsal) 1. Use of a KWL to keep track of their learning.
2. Reflect on what they learn from the lesson.
KWL on Padlet K-knowledge of what they know about 3. Work cooperatively with students from other countries through different forms of
foods from other countries. W- What they would like to communication such as Skype and email correspondence
learn about foods from another culture? L- What they 4. Describe different foods from other cultures
learned during our unit. 5. Use of active listening skills
Class Assignments- * List of foods they eat in a typical day 6. Use of apps such as Padlet and Thinglink to share information learned
and identify its food categories using the food pyramid. 7. Use food pyramid to identify the food groups
Thinglink Students will use a world map to identify places 8. Share ideas of fighting hunger
9. Reflect on the effects of hunger on children
around the world with the highest rates of hunger.
Padlet- identify the foods from other parts of the world
Assessment OF Learning: (ex: performance task, project, final 1. Identify foods from other countries including our own and find the difference/
paper) similarities
Compare and Contrast the three cultures using Thinking 2. Identify foods on the food pyramid
Maps. 3. Work cooperatively and productively with peers
Project- Write a letter to a fictitious person experiencing 4. Use Thinking Maps
hunger. What would you tell them? Share how you can
help others facing hunger locally.
Students will complete a KWL activity on their knowledge of food from other countries using Padlet.
Teacher will show pictures of common foods that students eat. Ex) pizza, fries, hamburger, and hotdogs. Students will match the food to where they think
it originated. Teacher will provide information about the origin of those foods.
They will also document what they eat for breakfast, lunch, and dinner on a typical day on a form provided by the teacher.
We will take a closer look at these items using the food pyramid by categorizing what food category it belongs in, to determine the healthiness of the
item.
Students will research Canadian foods and develop questions prior to communicating with the students of the class.
Students will investigate whether or not the Canada has a program in place for healthy eating in schools.
Students will also find out what food program their school offers to students?
Students will communicate with students in Canada to find out what they typically eat in a day such as breakfast, lunch, dinner, and snack.
Students will use the information gathered to identify the category of the foods using the food pyramid.
Students of both countries will share photos of foods they eat on a typical day.
Students will use Padlet to share what they have learned about the country of study. What meals they found of interest and would be willing to try?
Week Three: What do kids eat in country 2? (I am still working on a classroom from anther country via Skype to work with for this week)
Students will research foods from Country 2 and develop questions prior to communicating with the students of the class.
Students will communicate with students of this country to find out what they typically eat in a day such as breakfast, lunch, dinner, and snacks.
Students will investigate whether or not the Country 2 has a program in place for healthy eating in schools.
Students will also find out what food program their school offers to students?
Students will categorize the foods of that country to determine the healthiness of the food of that country.
Students of both countries will share photos of foods they eat in a typical day.
Students will complete a thinking map (Venn) to compare the foods of the USA, Canada, and Country 2.
This week we will discuss the effects of hunger as a worldwide problem. By this week, students should have a better understanding of what other cultures eat in a
typical day and what food meal programs their schools offer. We will learn about circumstances that children around the world including America face in dealing
with hunger. We will investigate areas locally and around the world including the countries we studied and the impact that hunger has on children.
Students will complete a questionnaire/chart about what they know about hunger and why they think people are hungry around the world?
Discuss the Sustainable Development Goal #2 Hunger and Food Security and its connection to the lesson.
Students will watch kid friendly videos and read books about hunger around the world.
Students will learn about the benefits of eating well-balanced meals and the effects of not having a well-balanced meal.
Investigate places around the world that have the highest rates of hunger and use Thinglink to identify these countries.
Brainstorm ideas on how to stop hunger
Have a guest speaker from a local homeless shelter or food bank discuss the local problem and ways we can help
Week Five:
Students will write a letter to a fictitious person that is facing hunger. What would you tell a person that is facing hunger? What can you do to help
people that suffer from hunger locally?
Students will share their letters with the class.
Week Six: Take Action
Students will create posters to post around the school announcing the food drive and also including some local statistics.
Have a school wide food drive and donate the food collected to a local food pantry or homeless shelter.
Lesson Title: Foods and its origin Subject: Geography/Social Studies Prepared by: Mrs. Essen
Materials Needed:
Photos of some popular foods kids eat (hamburger, fries, hot dogs, and pizza)
Matching worksheet with popular foods kids are familiar with and names of countries.
Slide presentation of each of the foods and the history/origin of the food
Vocabulary word cards (cuisine, origin, culture, ethnic, delicacies)
Chart paper and markers
World Map
Chrome Book
Global Competency:
Investigate the world
Communicate Ideas
Where is the lesson going? LT1: I can understand the cultural connections of food.
(Learning Target or SWBAT) LT2: I can understand that food has its own history and are exchanged and adopted in other cultures.
Students will be asked what are some of their favorite foods? Students will Students will work with their table groups that are made up of mixed ability
look at pictures of familiar foods they enjoy. They will be asked if they
levels to help each other
know where these foods originated?
Equip: Students will have opportunities to work collaboratively with classmates
They will complete matching worksheets with foods on one side and Students will have the opportunity to share information gathered using
countries on the other side. Students will predict where they believe the
speaking and listening skills taught in class
foods originated. Students will learn new vocabulary words and how they
relate to foods from other cultures. Teacher will share the history and
country of origin for the familiar foods using a slide presentation.
Students will watch a video on the history of pizza.
https://youtu.be/PRn5iONxSQQ They will learn how pizza became pizza as
we know it today.
Evaluate:
After the groups have gathered all of their information they will take turns
sharing out the information to the class.
Notes:
Organization:
Food photographs will be printed and available to be used as a visual aid
Vocabulary words will be printed and available as a resource for students.
Worksheets will be printed with photos of foods and the name of the countries
Create a slide presentation of foods and the history/country of origin
information
World map will be pulled down for student access