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Primary Subject Area: Social Studies |
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Grade Level: 9 - 12
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Overview:
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Students will discover that foods we eat are not always grown in our own area, but often come from other regions in the United States or other countries around the world. Students will create booklets describing the origins of various foods. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2–3 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-1B-H3
analyzing the various ways in which physical and human regions are structured and interconnected; (1,2,3,4)
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Grade-Level Expectations (GLEs):
- Grade 9-12
14.
Explain ways in which regional systems are interconnected (e.g., interstate transportation and trade, interconnecting rivers and canals)
(G-1B-H3)
15.
Analyze world regions in terms of given characteristics (e.g., population density, natural resources, economic activities, demography)
(G-1B-H3)
16.
Explain how physical or geographical characteristics (e.g., mountain ranges, interconnecting waterways) facilitate or hinder regional interactions
(G-1B-H3)
17.
Explain how technological advances have led to increasing interaction between regions (e.g., use of satellites for monitoring and exploration)
(G-1B-H3)
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Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - 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:
- Make informed choices among technology systems, resources, and services.
( 5, 6 )- Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues.
( 5 )- Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
( 3, 6 )
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Objectives:
The students will - discuss foods produced in different countries,
- identify the location of these countries on a map, and
- discuss the healthful value of the foods produced in other countries.
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Lesson Materials and Resources:
- Maps
- Three-Ring binder
- Construction paper (Exploration and Extension)
- Colored pencils/markers (Exploration and Extension)
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Technology Tools and Materials:
Hardware:
computer with Internet access
digital camera (for Exploration and Extension activity)
Software:
Publisher or other desktop publishing program
Websites:
•Healthfinder
www.healthfinder.gov
•Food and Agriculture of the World
museum.agropolis.fr/english/index.html
•Google
google.com
•Country Studies
lcweb2.loc.gov/frd/cs/cshome.html
Other:
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Background Information:
The students will have a basic knowledge of how to use a variety of search engines on the Internet. Students will have some knowledge of the countries that will be used in the lesson. |
Lesson Procedures:
- Instruct the class to visit the websites listed and select five countries to research. Using the Internet search engines, websites, and reference books from the library students will research the foods that are produced in those countries. They will take notes on the history and development/settlement of each country that influences the use of the foods and determine whether the food actually did originate in that country. They will include in their reports how the product makes its way to our tables.
- On the board or overhead, the students will list the countries where the foods were produced or grown. They will identify the location of the countries on a map.
- Have students use a desktop publishing program, if available, to design a booklet page. It should include the label/package (if available), background information about the origin of the food, transportation of the product to our local grocery stores, etc. This format will be the rubric for the completed pages.
- Using a three-ring binder, the students will combine the pages into a class booklet to be displayed in the cafeteria and/or library. Students will give the booklet an appropriate title.
- Students will discuss the healthful aspects of the foods that are featured in the binder.
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Assessment Procedures:
- Class-designed rubric for booklet pages
- Student discussion of the healthful value of the foods of different countries
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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.
NON-READER (BELOW GRADE-LEVEL READER/WRITER)
1. Allow student to cut and paste food from the five countries being researched instead of taking notes.
2. Pair poor reader/writer with fluent reader writer for all reading activities in the lesson.
3. Print out research material and have the student highlight answers to research questions instead of writing them.
4. Use a revised rubric for the booklet that requires less writing and reading.
5. Provide a model of the booklet for the student to use as a guide.
STUDENT WITH ATTENTION/BEHAVIOR DIFFICULTIES
1. Reduce written tasks and use more hands-on activities such as cutting and pasting information and coloring countries on the map.
2. Give specific research questions to answer prior to the student reading material.
3. Break down assignments into shorter segments and assign a due date for each segment.
4. Use an individualized, dated checklist for self monitoring of acheived skills such as research, map activity, booklet, and binder.
5. Provide frequent feedback for each completed step.
Additional accommodations/modifications suggestions found under "Helpful Links-General Classroom Accommodations".
----- written by Belinda Dumas
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Explorations and Extensions:
- Students will create labels or packages to go with the food products from the different countries.
- Cafeteria connection – students will examine labels from cafeteria foods.
- Students will use a publisher program to create or illustrate the booklets.
- Students will insert a digital camera picture into the booklets.
- A guest speaker from another country will discuss the foods that are grown there and their nutritional value.
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Lesson Development Resources:
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Reflections:
This lesson affords the opportunity to teach tolerance of differences by examining foods from different countries in 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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