USF's WebQuest 

Teacher's Page

Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Day 7 Lesson Conclusion Student's Web Quest  
       

WebQuest Title:  The Geography of Food 

Author:  Danielle de Gregory 

Date:  March 15, 2003

Dear Colleague: 

This unit is designed to give students an understanding of how geography directly and indirectly affect the diets of different nations. The first two lessons are introductions to how geography affects what people eat, and how human exploration, immigration and culture affect diet.  The last lesson of the unit is a a WebQuest which involves students using the internet to research different countries' diets in relation to their geography and culture.  The unit will conclude with students making presentations about the country they researched and a menu of a typical families diet in that country.

Unit Summary:

Goals/Objectives:

SS.B.2.3  The student understands the interactions of people and the physical environment.l 

  1. Students will gain perspective on how geography affects the diets of different nations.
  2. Students will describe how human exploration and immigration have affected the diets of different nations.
  3. Students will analyze the geography of a specific country in relation to its standard diet.
  4. Students give examples of a typical families diet for a week of a particular country in the form of a menu.
  5. Students will compose a report detailing how geography affects a specific country's diet.

Days:

7 Days (50 minute blocks)

Content: 

The content will focus on how geography affects the diets of various countries.  Students will learn how human exploration and immigration affect what different nations eat.  Students will also learn about cultural factors in relation to diet.  

Methods:

Back to Top

Webquest  Summary:

Goals/Objectives:

  1. Students will use the internet to research a specific country's standard diet in relation to its geography.

  2. Students will understand the how geography, human exploration, immigration and culture affect a country's diet.

  3. Students will compose a report based on what they have learned including menus for a typical family's diet for one week.

  4. Students will make oral presentations to the class.

    Days:

3 Days (50-minute blocks)

    Content:

Students will explore several websites such as Agropolis Museum and The Culinary History Timeline to learn about the cuisine of a specific country.  Students will use the internet plus other sources to research that country's geography and analyze the relationship between geography and diet.  Students will use this information to create a typical family's menu for one week.

    Methods:

Students will explore the internet to gather material and produce a research paper and presentation to the class.          

Back to Top

Teachers Resources

Unit Information:
    

Background Resources

Teacher Background Resources
WebQuests: A Strategy for Scaffolding Higher Level Learning

WebQuest Process Guide

Sally's Place:  Focus on Ethnic Cuisines
The Global Gastronomer
 

Webquest Teacher Resources
History of Food and Agriculture Virtual Exhibit
Farmers and Farming Over the World Virtual Exhibit
The Food Timeline
The "Banquet de l'Humanite" Virtual Exhibit

Student Background Resources
 An Islamic dinner
 Agropolis Museum
 Sally's Place: Focus on Ethnic Cuisines
 The Culinary History Time Line
Webquest Student Resources
Boston Public Library Kids Page:  About the Internet
Seeds of Change Garden:  Where World Crops Originated
Epicurious's Etiquette Guide
Edu-Mart/Sara Jordan

Back to Top


Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)

Access Prior Knowlege through journal writing and informal pairs discussion

 

The unit will begin with journal writing about students favorite cuisine.  Students will discuss in pairs their writing and why they think that country eats these foods.    
Lecture Lecture will focus on how geography affects diet in America Handout of agricultural land use in America
Group Discussion Group discussion centering on how students think geography affects the foods in other countries  

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Journal Writing Topic:  Where do you think the potato originated and why do you think that  
Lecture Affect of human exploration, immigration and culture on a nation's diet Textbook
Think/Pair/Share How has culture affected what we eat in America  
Group Assignment Groups for WebQuest will be assigned and meet briefly to discuss project and assign duties  

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Meeting Groups will meet to review individual duties and decide how project will be attacked.  
Internet Research Students will begin research and pick a country using websites listed above as a starting point. Internet/Library Resources
Group Meeting Wrap-up Groups will meet to review what they have accompished and plan next two days work  

Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Internet Research Groups will continue internet research and begin working on their reports, menus and presentations Internet/Library Resources

Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Internet Research Students will conclude their research  Internet/Library resources

Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Student Presentations Students will begin their presentations   

Day 7    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Student Presentations  Students will conclude their presentations  

Conclusion:

After the class has finished with this unit the students will have an understanding of Judaism, Christianity, Islam, and Buddhism.  The students will be familiar with the histories of these religions as well as the fundamental beliefs and practices of their followers.  In addition, students will understand how the similarities and differences in religion have led to conflicts throughout the history of the world.

Credits/References:

I would like to thank Patricia Rodriguez who helped me create this WebQuest.

 

Back to Top