Students will learn about foods from various
regions around the world as well as the
different factors that influence the types of
food people eat.
Students will gain an appreciation of many
different types of food and trying new things.
Students will examine the variety of
ingredients and cooking methods that make
• As students enter the classroom, greet them
with ethnic foods you have displayed for
them. (A selection of breads will be used)
• Invite students to sample the food
• Ask students to discuss what country or region
of the world their favorite food type comes
• Tell students about your favorite food and
identifying qualities that make it a favorite
• Tell students they are going to observe some photos of what people
around the world eat. Tell them these are just samples, and this is
not what all people eat in these countries (to avoid developing
• View the images of what families around the world eat in a week at:
• Go through the slide show.
• As they react to differences, discuss the tendency to judge what is
unfamiliar. Have them respond to the following question: Why do
people around the world eat different foods and different amounts
• Have pairs share their responses to encourage empathy and
openness to diversity.
Bread Around the World
What is the world’s most widely eaten food?
Did you guess bread? Right!
Bread is found around the world in all kinds, shapes and sizes
On the following slide match the bread to its description, and
write the letter of the right bread in each location’s circle on
the map. Source : The Amazing Wheat Teachers Guide from the Wheat Foods Council
Country Study Project
• Students will randomly draw a partner and country
• Working together (using the internet) research your
• Create a concept map using
http://popplet.com or https://bubbl.us
that will educate others about the country’s
history, geography, trade, culture and cuisine, what
factors affect their food choices (agriculture, etc.)
( add pictures & a recipe for a traditional dish)
• Each group will present their concept map to the
class, explaining the different areas in your map.
• Each group will evaluate other presentations .
• Each group will prepare their traditional
recipe, sharing with the class in an international
feast. They will explain different ingredients and
preparation methods they used to create the
Class Discussion Following
Talk about the things the students have
learned about different countries and cultures
during this unit.
What is the most interesting thing you
What country would be your favorite place to
How is the food we eat similar and different to
Connect to your Community
Follow up activity
• Using the information gathered from class
presentations, choose a qualified community
member and invite them into the class for a
discussion. Each student is required to ask the
guest a question.
• Possible choices: A chef at a restaurant that
serves a specific cuisine, person from a foreign
country (teacher, exchange student)
• Day 1: Intro, taste food, video & group activity
• Day 2-3: Partner and country chosen, project
• Day 4: Presentation, prep for lab
• Day 5: International Feast
• Day 6: Speaker and wrap-up
• This assignment represents active learning when students use the
internet to process information for their selected country and create
a concept map. When they try foods at the beginning of class and when
they have the international feast.
• The assignment represents cooperative learning when students
(partners) communicate and work together to complete
assignment, concept map, recipe, visit with guest speaker.
• The assignment represents intentional learning when students
understand assignment and plan their presentation and recipe.
• The assignment represents authentic learning when students observe
the visiting chef cooking a specific cuisine (ex. Italian, Mexican, Greek)
and discussing why they picked this cuisine as a specialty at their
• The assignment represents constructive learning when students
observe the images of foods in different countries and discuss why
people eat differently in other parts of the world.
Examples of Meaningful Learning embedded in the assignment
• ISTE NETS
• Communication & Collaboration
Students continually communicate through out the assignment with partner, peers, speaker
* Used with classmates in discussions and guest speaker
• Technology Operations,
Students will demonstrate knowledge by using the internet to research a country and create map
*Used to create a concept map using popplet.com or bubbl .us
• Creativity and Innovation
Create original concept map and international dish
* Used in presentation and choosing recipe
• Research & Information Fluency
Locate information from a variety of source s
* Used to create concept map and ethnic dish
• ND CTE-FACS
Standard 4: FOOD—Demonstrate knowledge and basic skills needed for food preparation and dietary
choices. Integrate knowledge, skills, and practices required for individual and family food choices and
preparation. (Based on National Standard # 8)
* Used to choose and prepare recipe for international feast
NCTE 8: Use information resources to gather information and create and communicate knowledge
* Used for students concept map and presentation and discussion with chef
NCSS 1A-Analyze and explain the way groups, society and cultures address human needs and concerns
* Used to gather information for concept map and recipe and asking questions of guest speaker, watch
and discuss food around the world pictures
Materials and Technology
• Computers for teacher and student groups
• Internet access teacher & student group
• Smart board (presentation, group activity)
• Kitchen to prepare recipe
http://popplet.com or https://bubbl.us and
Participation in classroom discussions & activity 15/15
Completion of project & requirements 30/30
Project presentation 15/15
Peer review of projects 10/10
Recipe Lab 25/25
Free of errors 5/5
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