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  • 1. Global Foods & You Kathy Tweed
  • 2. Learning Outcome  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 the cuisine
  • 3. Introduction • 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 from • Tell students about your favorite food and identifying qualities that make it a favorite
  • 4. Introduction Continued • 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 stereotypes). • View the images of what families around the world eat in a week at: http://abcnews.go.com/International/photos/hungry-planet- 19126014/image-19126020 • 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 of food? • Have pairs share their responses to encourage empathy and openness to diversity.
  • 5. 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 Group Activity: 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
  • 6. Country Study Project • Students will randomly draw a partner and country • Working together (using the internet) research your country • 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)
  • 7. Project continued • 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 dish.
  • 8. Class Discussion Following International Feast  Talk about the things the students have learned about different countries and cultures during this unit.  What is the most interesting thing you learned?  What country would be your favorite place to eat?  How is the food we eat similar and different to other countries?
  • 9. 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)
  • 10. Timeline • 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
  • 11. • 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 restaurant. • 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
  • 12. STANDARDS • 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
  • 13. • 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 • National 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
  • 14. Materials and Technology • Computers for teacher and student groups • Internet access teacher & student group • Smart board (presentation, group activity) • Kitchen to prepare recipe • Websites: http://popplet.com or https://bubbl.us and http://abcnews.go.com/International/photos/hungry-planet-19126014/image-19126020
  • 15. ASSESSMENT 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 TOTAL 100/100