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Primary Subject Area: Social Studies |
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Grade Level: 3 - 4
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Overview:
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The students will highlight the cultural origins of foods in the cafeteria and decorate the cafeteria using a multicultural theme. 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. - Economics: Interdependence and Decision Making
Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the World.
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Benchmarks:
- G-1A-E3
constructing maps, graphs, charts, and diagrams to describe geographical information and to solve problems; (1,4,5)- G-1B-E1
describing and comparing the physical characteristics of places, including land forms, bodies of water, soils, vegetation, and climate; (1,3,4)- G-1C-E4
identifying and comparing the cultural characteristics of different regions and people; (1,3,4)- G-1D-E4
describing the use, distribution, and importance of natural resources. (1,2,3,4)- E-1A-E9
identifying different methods for the distribution of goods and services, including the concept of markets; (1,2,3,4,5)
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Grade-Level Expectations (GLEs):
- Grade 3
6.
Construct a chart, line graph, or diagram to display geographical information
(G-1A-E3)
8.
Show the location of a specified place by entering it on a labeled grid (e.g., the library is located at [grid point] E-3)
(G-1A-E3)
9.
Describe and compare the physical characteristics of various regions of Louisiana
(G-1B-E1)
16.
Identify and compare customs, celebrations, and traditions of various cultural groups in Louisiana
(G-1C-E4)
21.
Identify natural resources in Louisiana and describe their uses and importance
(G-1D-E4)
39.
Identify goods that are produced within the local community and Louisiana and describe how they are shipped elsewhere for sale
(E-1A-E9) - Grade 4
5.
Draw, complete, and add features to a map (including such map elements as a title, compass rose, legend, and scale), based on given information
(G-1A-E3)
6.
Describe and compare the distinguishing characteristics of various land forms, bodies of water, climates, and forms of vegetation in the United States
(G-1B-E1)
7.
Identify the best place for human settlement based on a map showing physical characteristics of an area
(G-1B-E1)
13.
Explain and compare the cultural identities of various U.S. regions and how a region is influenced by past events and the heritage of its people
(G-1C-E4)
18.
Describe the importance of specific natural resources to human survival and human endeavors
(G-1D-E4)
19.
Describe the use, distribution, and importance of natural resources in different regions of the United States using geographic tools such as maps
(G-1D-E4)
42.
Describe the basic concept of a market (e.g., exchange of goods/services between buyers and sellers) and identify ways of transporting goods
(E-1A-E9)
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Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - English/Language Arts : Standard 6
Students read, analyze, and respond to literature as a record of life experiences. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment. - 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:
- Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
( 1, 4, 5, 6 )
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Objectives:
The students will: - list food groups in MyPyramid,
- identify the various countries from which certain foods originate,
- classify the menu items/ingredients according to the food groups in MyPyramid, and
- explain how the meal contributes to a healthful diet or could be modified to be more healthful.
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Lesson Materials and Resources:
- Cafeteria menus for the upcoming month
- Art supplies
- Recipe books from various cultures and multicultural books related to foods such as
Everybody Cooks Rice by Norah Dooley
Bread Bread Bread by Ann Morris
The Multicultural Cookbook for Kids by Carole Albyn and Lois Webb
- "Presentation Rubric"
- "Foods From Around the World"
- MyPyramid Poster
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Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
Websites:
•Food Web Home Page
www.foodWeb.com
•Kelloggs Home Page
www.kelloggs.com
•Small Grains Home Page
www.smallgrains.org
•Fleischmann's Yeast Home Page
www.breadworld.com
•USA Rice Federation
www.usarice.com
•Quaker Oats Home Page
www.quakeroats.ca
Other:
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Background Information:
Students should have a basic understanding of MyPyramid and also be aware of various types of foods eaten by different cultural groups. Students should have some knowledge of research procedures, including library resources and the internet. Students also should be able to write a simple recipe. |
Lesson Procedures:
- The students will research the cultural origin of the foods from books provided by the teacher and/or librarian and the Internet or the "Foods From Around the World" reproducible. The students will name the ingredients, country of origin, and region within that country that produces the food. The students will describe how the ingredients get to the United States from foreign countries and how they get to our cafeteria/homes. (Note: length of time to transport, how shipped, special conditions, etc.)
- Assign groups of students certain meals that the school cafeteria will be preparing in the upcoming month.
- The students will identify the MyPyramid food groups in which the particular meal fits and make labels for them. (Ex: Meatballs and Spaghetti: meat, bread, vegetable) These labels will be posted on a MyPyramid near the serving line in the cafeteria the day the meal is served. This posting will help other students in the school make a connection between the foods they eat and the place of those foods in MyPyramid.
- The students will discuss how the meal contributes to a healthful diet or explain how to modify it so that it is more healthful.
- The groups will design some type of symbol of the primary culture or country from which their assigned meal originates. (Example Meatballs and spaghetti: Italian flag) These decorations will be posted throughout the cafeteria for the month in which this project takes place.
- The students will write the recipes for their meal on index cards to display in the cafeteria next to their multicultural decoration so that students can connect the menus to the cultures from which the foods are derived.
- The students will place the name of the recipe on the country it represents on a world map in the classroom and/or cafeteria.
- Each group will compile research in a PowerPoint presentation and present to the class.
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Assessment Procedures:
- Group presentations of research
- Cafeteria decorations
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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.
STUDENTS WITH SENSORY IMPAIRMENTS
Vision:
1. Procedures # 1-8 Assign preferential seating
2. Procedures # 1-8 Pair with another student for portions of lesson which require writing or note-taking
3. Procedure # 1 Use Windows magnifying function or similar software for computer Internet research; use text to speech computer software (Read Please, Write Out Loud, etc.)
4. Procedures # 3, 5, 6 Use enlarged print on reproducible materials; decrease number of items per page as needed
5. Procedure # 8 Use monocular for viewing Power Point presentation
Hearing:
1. Procedures # 1-8 Teacher should maintain proximity and eye-contact during class discussions; use visual cues to reinforce instruction
2. Procedures # 1-8 Pair with a typical hearing student to insure understanding of directions
3. Procedures # 4 & 8 Use amplified listener with a headphone if student is unaided
4. Procedures # 1-8 Provide written directions to supplement oral directions; deliver oral directions individually
5. Procedures # 1-8 Give clear and concise verbal directions; repeat and/or restate as needed; frequently check for comprehension
STUDENTS WITH ATTENTION/BEHAVIOR DIFFCULTIES
1. Procedures # 1-8 Use close proximity to assist the student in focusing on directions; establish and maintain eye contact for all oral directions
2. Procedures # 1-8 Provide periodic breaks for movement
3. Procedures # 1, 2, 5, 6 Provide optional work areas that have less distraction for individual work (quiet area of class, library)
4. Procedures # 1-8 Use predetermined signal to redirect attention
5. Procedures # 1, 2, 5, 6, Allow physically-active student to kneel or stand at workstation
Additional Accommodations/Modifications suggestions found under "Helpful Links- General Classroom Accommodations".
----- written by Melissa Woods
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Reproducible Materials:
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Explorations and Extensions:
- Invite chefs from various restaurants to visit the class.
- Coordinate a tasting party including samples of food from a variety of cultures.
- The students will locate places on map or globe where foods originated.
- Cafeteria Connection - the students will dress for the day in cultural dress.
- Invite community people from other countries to visit the class.
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Lesson Development Resources:
- Scholastic's In-School Curriculum: Food Works, Grades 3, (1995), USDA.
- Texas Curriculum Guide for Self Responsibility IV: Nutrition Education (1992), Texas Education Agency, Austin, TX
- 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:
The United States has been called a melting pot because people from so many countries have come here and have been accepted as Americans. Many historians now prefer to call the United States a "Salad Bowl," since, like a salad, our culture has many ingredients. None of our cultural ingredients lose their defining character but all contribute to the flavor of American society. The diversity of the "American Salad" can be savored in the foods we eat. Foods from all countries fit into MyPyramid. Understanding different cultures can help increase tolerance in students. |
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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