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Primary Subject Area: Social Studies |
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Grade Level: 7 - 8
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Overview:
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The students will recognize that the United States is home to people of many diverse cultures, and that the food eaten in a country or region is often influenced by its geography, climate, and history. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 3 class periods (50 minutes each) |
Content Standards:
- Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
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Benchmarks:
- G-1A-M2
interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns; (1,2,3,4)- G-1C-M2
identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region; (1,2,3,4)
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Grade-Level Expectations (GLEs):
- Grade 8
3.
Construct a map based on given narrative information
(G-1A-M2)
4.
Construct a chart or diagram to display geographical information in an organized way
(G-1A-M2)
10.
Analyze the population characteristics and other demographic information about the United States and Louisiana, including rates of increase/decrease for demographic variables
(G-1C-M2)
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Interdisciplinary Connections:
- English/Language Arts : Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. - English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Health Education : Standard 4
Students will analyze the impact of the media, technology, economy,
culture, and other factors on health through the use of technological resources.
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Educational Technology Standards:
- Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
( 1, 3 )- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )
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Objectives:
The students will - research information about foods of different countries or regions,
- write and present brief reports on different countries or regions, and
- create a visual aid to accompany the reports.
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Lesson Materials and Resources:
- Presentation materials (posters, markers, labels, etc.)
- Library books
- Reference books
- Cookbooks
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Technology Tools and Materials:
Hardware:
computer with Internet access
large screen projector, Destination Station, or Computer on Wheels
Software:
word processing program
encyclopedia software
presentation software (i.e., PowerPoint, Hyperstudio, Persuasion, etc.)
Websites:
•USDA Food and Nutrition Information Center–Ethnic and Cultural Foods
www.nal.usda.gov/fnic/etext/000010.html
Other:
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Background Information:
Students should have basic knowledge of how different countries or regions have their own unique foods, customs, and ways of combining the foods into meals. |
Lesson Procedures:
- Arrange students in groups of three or four. Each group works together to research information about the foods of a particular country or region in the United States. Make assignments or let the students choose a country or region, perhaps from a given list of choices.
- Design a guide sheet that includes the following research prompts:
- Name the country or region in the United States.
- List major crops/food items and where they are produced within that country or region.
- How are the food items harvested and when?
- Are special conditions needed to keep the food items fresh? (i.e., refrigeration, dampness, packaging, etc.)
- What dishes are normally eaten by the citizens of that country or region?
- How does geography, climate, and/or history influence the food choices?
- Are the foods exported? How? To where?
- Pass out guide sheets and review the assignment. Students and teacher design a rubric to assess the presentations and posters.
- Groups will conduct the research using various resources and complete the items on the guide sheet.
- Groups will create and present a poster to accompany an oral report of their findings.
- Each group will design a slide to represent the food of their assigned country or region using PowerPoint. All slides will be combined for one slideshow presentation. Students in each group will talk about the nutritional value of the selected food and how it can contribute to good health.
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Assessment Procedures:
- Use of student-designed rubrics for presentations and posters
- Presentation of slides and discussion of healthful aspects of foods of different cultures.
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Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teachers must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.
PHYSICAL IMPAIRMENTS:
1. A large ball grip use on the student's pencil could be used for better control or assign someone in the group to act as scribe as student dictates answers to guide sheet.
2. In completing the guide sheet, the student with arm/hand control difficulties could use a paper stabilizer (clipboard) to hold the guide sheet steady.
3. When using the computer for research and presentation, provide a computer with word processing software with adaptive software including talking word processing application (Write OutLoud, Intellitalk 2), word prediction software (Co-Writer), and/or voice dictation software (Dragon Naturally Speaking).
4. During the PowerPoint presentation, the student can use a switch to advance the PowerPoint presentation.
5. On the guide sheet and all computer hardware apply adaptive features such as enlargement features, modification of text and background color, and speech feedback for auditory reading.
NON-READER (below grade-level reader/writer):
1. Allow poor readers to utilize a screen reader (EReader, ReadPlease) to access research information online.
2. Pair poor reader with fluent reader to insure comprehension of written materials during all required reading skills such as completing guide sheet and researching information to complete guide sheet.
3. Allow student to tape record information found for guide sheets.
4. Non-reader can cut and paste graphics and/or information from resources to PowerPoint slides and group poster. Further participation in the activity could be to introduce the slide show or advance slides.
Additional General Classroom Accommodations found in "Helpful Links".
----- written by Sandi Stafford
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Explorations and Extensions:
- Prepare one or two foods from each country on a monthly basis. Students can taste the foods and review the reports.
- Invite a guest speaker from students' families or community members from different cultural backgrounds.
- Ask students to research school lunch menus to determine whether their group's country or region was represented.
- Invite the supervisor or manager to speak to the class about cultural influences on cafeteria foods.
- Have the students compare food guide pyramids from different cultures and countries.
http://www.nal.usda.gov/fnic/etext/000023.html
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Lesson Development Resources:
- Arkansas Nifty Nutrition-Kindergarten Teacher Guide
National Food Service Management Institute
The University of Mississippi
P.O. Drawer 188
University, MS 38677
(601) 232-7658
- This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
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Reflections:
This lesson affords an opportunity to teach tolerance of different cultures through examing the food of diverse groups both in the United States and around the world. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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