You are on page 1of 7

TGC Fellow Unit Template *

Prepared by: Sharon Essen School/Location: Plantation Elementary/ Bakersfield, California

Subject: Food/Culture/Hunger Grade: 3rd Unit Title: Food around the world? Time Needed: 6 weeks
Unit Summary: We associate different kinds of cuisine, or food with different places in the world, but why do people eat what they eat? In this unit,
students we will explore world cultures and the foods within the culture. Students will learn about cultural connections to foods, while learning
about the health benefits. Students will learn about the worldwide problem of hunger among children. They will learn about the importance of
eating healthy and the effects of not having food to eat. Students will

Stage 1 Desired Results

G1. Learn about hunger and global food instability Students will be able to independently use their learning to(real world purpose)
G1. Learn about the foods they eat and the countries of origin. T1. Investigate cuisines from other countries.
G2. Learn about foods from 2 other cultures via Skype connections T2. Recognize different foods/customs
G3. Learn about the foods that kids from other countries eat on a T3. Communicate ideas about different foods/cultures with classmates.
typical day T4. Investigate the reasons there is hunger in many parts of the world.
G4. Identify where the foods of other countries fall in the food
pyramid. Meaning
G5. Students will understand cultural connections to foods. UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that E1. What effect does hunger have on
U1. The similarities and differences between children?
1. Communicate effectively with diverse audiences U2. What kids of other cultures eat on a E2. Is the food consumed around the
2. Investigate the world typical day? world healthy?
3. Apply Disciplinary and Interdisciplinary Expertise U3. Names of foods from other cultures.
4. Recognize perspectives other than their own U4. Identify where foods of different E3. What are some foods people eat from
cultures fit in the food pyramid. other cultures?
5. Take Action
U5. Cultural connections to foods
U6. Identify ways to help fight hunger
Acquisition Students will know (Content) Students will be able to (Skills)
K1. Will be able to identify specific foods S1. Recognize different foods and where,29307,1626519,00.htm from 2 different cultures. they originate.
l K2. Identify the foods they eat and where S2. Learn about different cultures and their
they come from. cuisines. K3. Identify ways they can help fight hunger S3. Learn about hunger and how it affects
K4. Identify foods on a food pyramid children around the world.

1. Lets Eat! What Children Eat Around the World by Beatrice
2. What the World Eats by Faith DAluisio and Peter Menzel
3. Uncle Willie and the Soup Kitchen by DyAnne DiSalvo-Ryan
4. Stone Soup by Marcia Brown

Breakfast around the World

Lunches around the World

History of Pizza

UNICEF Video on World Hunger

Video on How Kids Respond to finding out about Hunger

Kid Presidents Request to help Fight Hunger

Kids find ways to stop World Hunger

Two Kids, One Sandwich

The Effects of Hunger on the Body

International Connections though:

Mystery Skype

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation,
draft, rehearsal) 1. Use of a KWL to keep track of their learning.
2. Reflect on what they learn from the lesson.
KWL on Padlet K-knowledge of what they know about 3. Work cooperatively with students from other countries through different forms of
foods from other countries. W- What they would like to communication such as Skype and email correspondence
learn about foods from another culture? L- What they 4. Describe different foods from other cultures
learned during our unit. 5. Use of active listening skills
Class Assignments- * List of foods they eat in a typical day 6. Use of apps such as Padlet and Thinglink to share information learned
and identify its food categories using the food pyramid. 7. Use food pyramid to identify the food groups
Thinglink Students will use a world map to identify places 8. Share ideas of fighting hunger
9. Reflect on the effects of hunger on children
around the world with the highest rates of hunger.
Padlet- identify the foods from other parts of the world

Assessment OF Learning: (ex: performance task, project, final 1. Identify foods from other countries including our own and find the difference/
paper) similarities
Compare and Contrast the three cultures using Thinking 2. Identify foods on the food pyramid
Maps. 3. Work cooperatively and productively with peers
Project- Write a letter to a fictitious person experiencing 4. Use Thinking Maps
hunger. What would you tell them? Share how you can
help others facing hunger locally.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: What do I know about food origin?

Students will complete a KWL activity on their knowledge of food from other countries using Padlet.
Teacher will show pictures of common foods that students eat. Ex) pizza, fries, hamburger, and hotdogs. Students will match the food to where they think
it originated. Teacher will provide information about the origin of those foods.
They will also document what they eat for breakfast, lunch, and dinner on a typical day on a form provided by the teacher.
We will take a closer look at these items using the food pyramid by categorizing what food category it belongs in, to determine the healthiness of the

Week Two: What do kids eat in Canada?

Students will research Canadian foods and develop questions prior to communicating with the students of the class.
Students will investigate whether or not the Canada has a program in place for healthy eating in schools.
Students will also find out what food program their school offers to students?
Students will communicate with students in Canada to find out what they typically eat in a day such as breakfast, lunch, dinner, and snack.
Students will use the information gathered to identify the category of the foods using the food pyramid.
Students of both countries will share photos of foods they eat on a typical day.
Students will use Padlet to share what they have learned about the country of study. What meals they found of interest and would be willing to try?

Week Three: What do kids eat in country 2? (I am still working on a classroom from anther country via Skype to work with for this week)

Students will research foods from Country 2 and develop questions prior to communicating with the students of the class.
Students will communicate with students of this country to find out what they typically eat in a day such as breakfast, lunch, dinner, and snacks.
Students will investigate whether or not the Country 2 has a program in place for healthy eating in schools.
Students will also find out what food program their school offers to students?
Students will categorize the foods of that country to determine the healthiness of the food of that country.
Students of both countries will share photos of foods they eat in a typical day.
Students will complete a thinking map (Venn) to compare the foods of the USA, Canada, and Country 2.

Week Four: Hunger and how it relates to children

This week we will discuss the effects of hunger as a worldwide problem. By this week, students should have a better understanding of what other cultures eat in a
typical day and what food meal programs their schools offer. We will learn about circumstances that children around the world including America face in dealing
with hunger. We will investigate areas locally and around the world including the countries we studied and the impact that hunger has on children.

Students will complete a questionnaire/chart about what they know about hunger and why they think people are hungry around the world?
Discuss the Sustainable Development Goal #2 Hunger and Food Security and its connection to the lesson.
Students will watch kid friendly videos and read books about hunger around the world.
Students will learn about the benefits of eating well-balanced meals and the effects of not having a well-balanced meal.
Investigate places around the world that have the highest rates of hunger and use Thinglink to identify these countries.
Brainstorm ideas on how to stop hunger
Have a guest speaker from a local homeless shelter or food bank discuss the local problem and ways we can help

Week Five:

Students will write a letter to a fictitious person that is facing hunger. What would you tell a person that is facing hunger? What can you do to help
people that suffer from hunger locally?
Students will share their letters with the class.
Week Six: Take Action

Students will create posters to post around the school announcing the food drive and also including some local statistics.
Have a school wide food drive and donate the food collected to a local food pantry or homeless shelter.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Foods and its origin Subject: Geography/Social Studies Prepared by: Mrs. Essen

Materials Needed:
Photos of some popular foods kids eat (hamburger, fries, hot dogs, and pizza)
Matching worksheet with popular foods kids are familiar with and names of countries.
Slide presentation of each of the foods and the history/origin of the food
Vocabulary word cards (cuisine, origin, culture, ethnic, delicacies)
Chart paper and markers
World Map
Chrome Book

Global Competency:
Investigate the world
Communicate Ideas

Where is the lesson going? LT1: I can understand the cultural connections of food.
(Learning Target or SWBAT) LT2: I can understand that food has its own history and are exchanged and adopted in other cultures.

Hook: Tailored Differentiation:

Students will be asked what are some of their favorite foods? Students will Students will work with their table groups that are made up of mixed ability
look at pictures of familiar foods they enjoy. They will be asked if they
levels to help each other
know where these foods originated?
Equip: Students will have opportunities to work collaboratively with classmates
They will complete matching worksheets with foods on one side and Students will have the opportunity to share information gathered using
countries on the other side. Students will predict where they believe the
speaking and listening skills taught in class
foods originated. Students will learn new vocabulary words and how they
relate to foods from other cultures. Teacher will share the history and
country of origin for the familiar foods using a slide presentation.
Students will watch a video on the history of pizza. They will learn how pizza became pizza as
we know it today.

Rethink and revise:

Students will be divided into groups and use a chrome book to research
using Google and find foods of an assigned country. As a group they will
chart the information on a 3-column chart. They will find foods related to
each country, name the cuisine, and the food. They will also locate the
country on the world map.
Ex) Chinese-- ChinaLow mein

After the groups have gathered all of their information they will take turns
sharing out the information to the class.
Food photographs will be printed and available to be used as a visual aid
Vocabulary words will be printed and available as a resource for students.
Worksheets will be printed with photos of foods and the name of the countries
Create a slide presentation of foods and the history/country of origin
World map will be pulled down for student access