Author

 T. Dimmer, K. Cogan

Title

Exploring Cultural Foods

Grade Level

9

Subject Area

Family Studies

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students independently or with a partner will select a Country in order to research food customs and habits of that Country. Using selected web sites and text resources students will extract information required to create a brochure to clearly display and share their knowledge of the Country.

This assignment is intended to allow students to explore foods of another Country and the factors that influence the food customs and habits of other Cultures.

Prior knowledge for students will be to know how to search the internet.

Correlations to ICT and curriculum outcomes

ICT Outcomes

BOC 9.2 (relates to 6.2) use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance

PTS 9.3 (relates to 6.1, 6.2, 6.4, 6.5, 6.7) explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select

RPSD 9.3 (relates to 6.1, 6.2) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency

RPSD 9.6 (relates to 6.3, 6.4) select and refine a research topic, according to teacher-provided criteria, to fulfill a curriculum requirement, with teacher assistance

RPSD 9.9 (relates to 6.5) accurately and independently cite information sources

Family Studies Outcomes

Students will research information to examine factors that influence foods in other cultures.

Students will identify food as a social/emotional/ cultural experience.

Projected timeline for preparation and for carrying out activities

• 2 hours for research
• 1 hour to create a cultural brochure
• 1 hour to present brochures

Equipment Requirements: (computers, software, etc)

• Library Resources
• Internet access
• Desktop Publishing Software
• Color Printer

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

 Students will need access to computers with publishing software.

Resources available for teacher/student use (websites, references, etc)

 Exploring Cultural Foods – student handout

Text used:

Passport on a Plate. Diane Simone Vezza. 1997

Travel the World Cookbook - Pamela Marx

Taste of Italy, Mexico, China, Japan, Germany

 

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

The students should be informed about this project prior to starting it in order to give them time to think about which Country they should choose. Tell the students they will be creating a brochure and give a due date for their Country choice.

Gather resources from the school or public library.

Book computer time.

Student products expected

Step1- Students will select a Country based on personal interest, family history, or assigned country.

Step 2- Keeping the brochure format in mind the student should research and answer the following questions related to food production in the country.

• Where is the Country located? (a map if possible)
• Describe the land (mountainous, coastal, flat, deserts, etc.)
• Climate (temperature, seasons, etc.)
• What crops are grown? What animals are raised? Are foods imported or exported?

Step 3- The student should also research at least 10 facts related to food customs and habits of the Country. Such as:

• Describe some of the customs and other factors that influence which foods are eaten?
• How foods are prepared, presented, and served. For example, religious beliefs, and special days)
• Typical day’s menu, including time of day when each meal would be eaten.
• Special Cooking techniques or tools used.

 

Step 4- Using information gathered in step 2&3 students should prepare a draft copy of their brochure.

Step5- Using desktop publishing software students will create a brochure to display their knowledge of food and traditions of the Country.

Step 6- The brochure must include a list of information sources or bibliography.

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)

Assessment information (e.g., rubrics for products and/or process)

 Rubric

Possible extensions

This project could also include a food preparation component. Students could select a simple, easy to make recipe from their country and prepare during lab time or prepare at home and bring in to share on presentation day.