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.
Goals/Objectives:
SS.B.2.3 The student understands the interactions of people and the physical environment.l
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:
Webquest Summary:
Goals/Objectives:
Students will use the internet to research a specific country's standard diet in relation to its geography.
Students will understand the how geography, human exploration, immigration and culture affect a country's diet.
Students will compose a report based on what they have learned including menus for a typical family's diet for one week.
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.
Unit Information:
Background Resources
Teacher Background Resources WebQuests: A Strategy for Scaffolding Higher Level Learning 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
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
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.