Food, Cities, and Our Future UNIT 2+

My Food Environment

People around the world make and enjoy many different and delicious foods. Culture influences what, when, and
how people eat. Where people live also influences the foods people can access. For example, if people live near
the ocean, many of their culture’s foods might include seafood. People also prefer to eat different foods.

Even though people’s preferences, cultures, and geography influence what they eat, everyone needs nutritious
foods to be healthy. If nutritious foods are hard to access, people may have fewer food choices or develop health
problems. Communities can work together to address access challenges and help everyone get the foods they
need and want to eat.

How people see the world, or their perspectives, are shaped by their experiences. In Unit 2, you will learn how
culture influences people’s perspectives on food. You will research and discuss foods in your culture. You will map
your local food environment to see what foods are available nearby. In the e-classroom, you and your international
peers will learn about foods in your cultures. You will think about what food environments look like in different
cities and how communities can improve access to nutritious foods for everyone.
Global Scholars is sponsored by Global Cities, Inc.
A Program of Bloomberg Philanthropies
© 2021 Global Cities, Inc. All rights reserved.
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Food, Cities, and Our Future UNIT 2+

Vocabulary
ACCESS
1. (noun) A way to use or get something.
Example: The food market near my house has wheelchair access so more people can shop there.
2. (verb) To use or get something.
Example: I access the Global Scholars e-classroom with my username and password.

ACCESSIBILITY (noun)
How easy it is to use or get something.
Example: Our grocery has good accessibility because it is near many public transportation options.

ADDRESS (verb)
To respond to an issue or solve a problem.
Example: What can leaders do to address city challenges?

AVAILABILITY (noun)
When and where a person can access something.
Example: Bad weather can affect the availability of fruits and vegetables.

FOOD SECURITY (noun)

When people can access affordable, nutritious food options whenever they need to.
Example: Everyone needs food security to be healthy.

INFLUENCE
1. (verb) To affect how a person thinks or acts.
Example: Advertisements can influence people’s choices about what to eat.
2. (noun) Something that affects how a person thinks or acts.
Example: My friend is a good influence because she works hard and cares about others.

NUTRITIOUS (adjective)
Has vitamins, minerals, proteins, and healthy fats that people need to be healthy.
Example: Fruits and vegetables are nutritious foods.

! VOCABULARY CHALLENGE
Choose the vocabulary word above that best fits in each blank. You might have to change the
word slightly so that it makes sense.

People need foods to be healthy. Where we live can what we eat. This
is because not all foods have the same in every location. Improved
to healthy foods can help more people have . What do you think people can do to
this issue? How can they improve the of healthy foods?

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Food in My Culture
In Unit 1, you learned that culture includes the beliefs, customs, arts,
and other characteristics that a group of people share. Food is one
part of culture.

Beliefs and traditions in different cultures influence everything people

do with food. For example, people may not eat certain foods because
of their religious beliefs. They may eat a special dish to celebrate
holidays or important events in their lives. Or, people may eat or drink
the same thing at a certain time each day, such as afternoon tea or
morning coffee. In many cultures, people welcome someone to their
home, community, or city by sharing a meal with them. Many families
have special recipes they teach others to share their own history and
stories. Does your family have special recipes or meals?

Where people live also influences what they eat. Certain foods are
easier to grow in warm places than in cold ones. In places near forests,
people can gather foods, such as mushrooms and berries. In places
near water, people may eat more fish. In hot places, people may eat
spicy food because it helps keep their bodies cool. Places with a short
growing season may have more preserved foods as part of the local
diet, such as pickled vegetables or smoked meat. Some places are
famous for the foods they make. People celebrate these foods as part
of their city’s history and identity.

Notice Culture
Culture is the beliefs, customs, arts, and other characteristics that a group of people share. This group of
people could be your family, your classmates, or all the people in your city. You might even share a culture
with people who live far away from you because you have similar interests and experiences.

Think about the different groups you belong to. Each group has its own unique culture.
Use the sentences below to share about the groups and cultures in your life:

“One of the groups I belong to is...”

“Something we often do together is...”
“Something that we value is...”
What is another group you belong to? Compare that group’s culture to the one you just described.

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I-Search: Food in My Culture

How do where you live and your culture influence what you eat? Think about a dish that is special
to your family or the people in your city. An I-Search uses what you know and your experiences to
research a topic. In this I-Search, use your personal experience, research online, or talk to someone
in your family to answer the questions below.

What is the name of the dish? What are the ingredients?

Where and when do you eat What is one way this dish is
this dish? part of your culture?

The ingredients are produced locally.

We celebrate this dish in my city or my family.

This dish is part of the history of my city or my family.

This dish is special to my beliefs or traditions.

Something else:

Give examples to describe your answer:

! CHALLENGE
Find a recipe for the dish you chose. Share
it with your peers in the e-classroom.

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Learn More: Mealtime Culture

People have different mealtime cultures, or ways to eat meals.
Some parts of mealtime culture are easier to notice than others.
For example, people use different tools to eat food such as
spoons, bread, chopsticks, leaves, or their hands. It is harder to
see how different cultures expect people to use the tool. In some
cultures, for example, people only use their right hand to eat. For
this part of mealtime culture, it is important to look closer and ask
questions.
In Ethiopia, it is common to share small dishes
served on injera flatbread. People use the
The time and length of meals can also be different. People may injera and their right hands to eat the food.
eat a large meal in the morning and a smaller meal in the evening, © Richard from kansas city, united states
CC BY 2.0
or they may do the reverse! Meals that last for a few hours are
common in some places. In other places, people eat quickly and continue with other activities in their day.

Where people eat may be different too. People may sit on cushions or
mats and place food on the floor or low tables. They may sit on chairs at
higher tables. In some cultures, it is common to eat most meals at home. In
other places, it may be more common to eat at restaurants or outdoor food
markets and street carts.

Another part of mealtime culture is how people serve food. In some cultures,
guests and older people receive their food first. Adults may feed young
children before themselves. People also share food differently. People may
eat separate dishes, such as when each person orders something different
on a menu. They may share a large dish with others or share many small
In Indonesia, it is common to visit a dishes with the whole group.
street cart to get a snack or meal.
© albyantoniazzi CC BY-NC-ND 2.0
Another part of mealtime culture is
how people talk to each other during the meal. Some meals may
be noisy because it is polite to speak. In other places, people are
quiet until everyone finishes their food. In some cultures, people
eat alone and then spend time together after they eat. Some
people like to rest after they eat.
In many cultures, people eat several small
What does mealtime look like in your culture? What parts of dishes as a meal. The dishes and names
your mealtime culture are easy to see? What parts may be for this meal are different around the world:
meze, banchan, tapas, dim sum, and more!
harder to see for people who do not share your culture? © Julian Walker CC BY-NC-ND 2.0

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Global Discussion: Food in My Culture

Write a post to share a dish that is special to you or your culture. Include a photo of
the dish to illustrate your post or share a recipe your peers can follow to make it.
Review your work with a classmate and show it to your teacher before you post in
the e-classroom.

In your post: 1. Describe the ingredients of your dish.

2. Where and when do you eat this dish?
3. Why is this dish special to you or your culture?
4. Ask a question about food in your international peers’ cultures.

Click the photo icon to add a photo

of the dish or a recipe your peers can
follow to make it.

Subject

Styles Size Font </> Source Less

Dear Peers,
A dish that is special to (me/my culture) is .
The ingredients in this dish are .
I eat this dish (describe where and when you eat it)

This dish is special to (me/my culture) because

A question I have about food in your culture is:

Sincerely,

Upload a File

Post Save Draft Cancel

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Nutritious? Delicious!
One reason we eat is to help our bodies grow, move, think, and
avoid getting sick. Nutritious foods have important nutrients such as
vitamins and protein that give us energy and help keep our bodies
healthy. They are also very delicious!

Most of the foods we eat are processed in some way. Sometimes

processing is simple and does not change the food very much. For
example, fruits and vegetables can be washed and put in boxes or
frozen in bags. Other foods can be canned, baked, or dried. This
makes food last longer so people can eat it later. This is important for
times when fresh food is not available, such as cold winters.

Other times, processing can lead to loss of nutrients or add unhealthy

fats and large amounts of salt and sugar. Highly processed foods such
as soda, candy, and salty snacks may taste good or last a long time, but
they do not usually have enough of the nutrients our bodies need. If we
eat these foods too often, it can harm our health.

Interview: Healthy Eating in Your Culture

How are nutritious foods a part of your culture and daily life? Use the questions on page 29 to
interview a family member, teacher, or neighbor to learn more. Then, share what you learned with
your classmates.

Step 1 Step 2 Step 3

Interview a family member, Use page 29 to take notes. Ask if you can take a photo of the
teacher, or neighbor to learn person to share in the e-classroom. Or,
about healthy eating in your take a photo of a nutritious food you
culture. learned about during the interview.

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Interview Questions
What foods do you eat often to be healthy? Why?

What is your favorite healthy dish? How do you prepare it?

Where do you get food? Why?

Do these places have many, some, or few healthy food options? Why do you think that is?

Do you think people eat healthier now than in the past? Why or why not?

Exchange Cultural Perspectives

When you read or hear something new or unfamiliar, ask questions to understand your peer’s perspective.
Learning about new perspectives helps people respect one another and solve problems together. You can
use these questions during class discussions and in the e-classroom:

“Could you tell me more about...?”

“Can you give me an example of...?”
“Where can I get more information about...?
What do you think others may find new and unfamiliar about your culture? Why?

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Learn More: The Influence of Advertising

Why do we eat what we do? Advertisements can have a strong influence on people’s choices. Read about
some of the strategies advertisers use to sell their products.

Packages That Say “Eat Me!”

Advertisers often use bright colors, fun designs, cartoon characters, and prizes
to influence kids. In a study, researchers asked children to taste two boxes of the
same cereal.* One box had a cartoon animal on it. The other did not. Most of the
children said they liked the cereal in the box with a cartoon animal on it better.

It Worked for Me!

Some advertisements say that products will make you popular, support your
health, or improve your life in some way. These claims often do not have facts to
support them. These advertisements often feature someone famous.

It’s Everywhere!
Have you ever seen the same advertisement online, on an app, and on TV all
in one day? This happens when advertisers want certain types of people, like
teenagers or new parents, to buy products. They put advertisements everywhere
they think these people will see them.

Sing Along!
Advertisements use a song or slogan that is easy to remember. It gets stuck in
your head and plays over and over, making sure you remember it the next time
you go shopping!

Join the Fun!

Many advertisements show happy people having fun. These advertisements
make us think that if we consume the product, we can be happy and have fun too.

Look at the food advertisements you see in your daily life. How is the advertisement trying to influence
you? How does that make you feel? Is what the advertisement says true? How do you know?

*Source: Lapierre, Matthew A., Sarah E. Vaala, and Deborah L. Linebarger. “Influence of licensed spokescharacters and
health cues on children’s ratings of cereal taste.” Archives of pediatrics & adolescent medicine 165.3 (2011): 229-234.

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Read and Reply: Food in My Culture

Choose a post that does not have a reply. Read your international peer’s ideas.
Write a reply to respond to your peer’s question, ask a question about the food they
wrote about, and share what you learned from your interview about healthy eating
in your culture. Remember to have your teacher review your draft before you post.

In your reply: 1. Answer your peer’s question.

2. Ask a question about the food your peer shared.
3. Whom did you interview to learn about nutritious foods?
4. What is one interesting thing you learned from the interview about healthy
eating in your culture? Why do you think it is interesting?

Reply: Add subject line Add attachment Use rich text editor

Dear ,
Thank you for sharing your ideas. You asked

To answer,

A question I have about the food you shared is

The person I interviewed to learn about nutritious food was

An interesting thing I learned from the interview about healthy eating in my culture is

I think this is interesting because

Sincerely,

Submit Reply Save Draft

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Food, Cities, and Our Future UNIT 2+

Healthy Food for All

You learned that access to nutritious foods is important to be healthy. The
places where people access food near their homes or schools are part of
their food environment. Your food environment may have grocery stores,
restaurants, street carts, farmers’ markets, or other places that offer food.

Some food environments offer more access to nutritious food choices than
others. Features of a food environment, such as what foods are available and
how much they cost, influence the choices people can make. Some people
have many options in their food environment. Some people may want to
choose nutritious foods, but do not have access to them for different reasons.

People can observe their food environments to understand what food choices are available. Then, they can ask
themselves questions about what features of the food environment may be missing or create a challenge for
people in the community. This information can help them think of ways to improve access to nutritious foods for
everyone. Read below to learn more about important food environment features.

Availability
Availability is when and where a person can access
food. Some foods are easy to find because they are
nearby and there are many available for people to buy.
Other foods are hard to find because the places that
sell them are far away or there are fewer available for
people to buy. Some places are only open at certain
times or days of the week. Others are open all the time.
Cost
Cost is how much people pay for food. Sometimes
people cannot buy the foods they want because of
cost. Some foods cost more money than people have.
Sometimes people must make hard choices about
which foods they can buy with the money they have.

Accessibility
Accessibility is how easy it is to get food. Nutritious
foods need to be easy for all people to get. Places near
public transportation, walkways, and bike paths are
more accessible. For people who cannot leave their
homes, delivery services can help them get the food
they need.
Options
Options give people choices about the foods they
eat. People from different cultures may have different
beliefs or preferences about food. People of all
cultures need access to foods that are important to
them. People also need food options that are fresh
and safe to eat.

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Field Research: Food Environment Map

What nutritious foods can you access in your food environment? Take a
walk or use an online map tool to make a map of a local food environment.
This food environment map will become part of your digital project.

Part 1: What Will You Observe?

Your teacher will assign you one food environment feature to observe and document at all the places you visit on
your walk. Circle the feature below and write it on your notetaking sheet on page 34 to help you remember.

Availability
What type of place is this? Where is it on the map?
What days and times is this place open?

Cost
How much do the nutritious foods cost?
How does the cost of nutritious foods compare to the cost of less nutritious options?

Accessibility
Can everyone get to this place?
Is there public transportation nearby?

Options
Are there many nutritious food options at this place?
Are there nutritious food options for people from many different cultures or different preferences?

Career Spotlight: Chef

Chefs make delicious food for people to enjoy. They are
often creative people who like to try new things. Many
chefs make dishes that are important in their cultures. They
may cook with local ingredients to celebrate the foods
that grow near them. Some chefs teach cooking classes or
write books to help people understand food in their culture.
Chefs often share recipes so that people can try new and
delicious foods at home. These are just some of the ways
chefs can influence local food culture.

Chef Sean Sherman forages for ingredients. Chef

Does your city have any famous local chefs? How can Sean works to raise awareness about indigenous
you learn more about what they do? food culture in North America.
© DThompson1313 CC BY-SA 4.0

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Part 2: Take a Walk and Make Notes

Take notes in the table below about the places you observe in your food environment.
There is also space to write down questions and new ideas. Remember to take photos
of the places you visit to include in your digital project. Read Document with Photos
on page 35 for helpful tips.

Food Environment Feature:

(availability, cost, accessibility, or options)

Place Your Observations Questions or New Ideas

Example: Taco truck Example: There are many different options Example: I didn’t know about cactus tacos
on the menu. There are vegetarian tacos before. Is the taco truck always here or
made with cactus and other tacos made does it go to different places around the
with chicken and fish. city?

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Document with Photos

Photos are one way to document what you see. Photos can also help people understand your environment
and daily life. Take photos from many perspectives to help your viewer notice different things. Try these tips
during your field research. Look on page 26 to learn how to write captions to describe your photos.

Zoom In
Look close, then look closer.
What new details appear? Zoom
in with your camera to focus
the viewer’s attention on small
details like restaurant menus
and meal ingredients.

Zoom in on a seaweed salad.

Photo by C. Khachatourians

Zoom in on a restaurant menu.

Photo by M. Wilhelm

Zoom Out
Sometimes you want to show a large landscape. To do
this, zoom out and take the photo from a distance. This
helps people understand what you see when you look
around. You can take this type of photo from a higher
place like a hill or the upper floor of a building.

Zoom out on a banana tree grove.

Photo by C. Khachatourians

Different
Perspectives
Point your camera up or down
to capture a new perspective
that people usually do not
notice. When you show a new
perspective, it can help people
see details that they didn’t
notice, or get new ideas about Look across a table of small seafood dishes.
Photo by M. Wilhelm
familiar things.
Look up at an orange tree.
Photo by C. DeChant

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Exchange: Food in My Culture

Check your post. Did any of your peers reply? Respond to their questions and
ideas to start an exchange. If you don’t have a reply yet, look for another post
or reply and respond. Ask your teacher to review your draft before you post.

In your reply: 1. Answer a peer’s question.

2. Respond to one of the ideas a peer shared.
3. Share a new idea you have about your food environment.
4. Ask a peer a question.

Reply: Add subject line Add attachment Use rich text editor

Dear ,
You asked .
To answer, I think

You shared the idea that

I think

A new idea I have about my food environment is

I got this idea because .

(Ask your peers a question.) ?
Sincerely,

Submit Reply Save Draft

Continue the Conversation

Look for other e-classroom exchanges you can join. Answer the questions your
peers asked, respond to their ideas, and ask a new question to learn more.

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Digital Project: Our Food Environment

In this unit, you learned that people’s culture and where they live influence what they eat. You also learned that
people need nutritious foods to be healthy. You observed your food environment to learn what food options
are available, accessible, and what they cost. Through these activities, you started to understand an important
idea: food security. People experience food security when they can access affordable, nutritious food options
whenever they need to. Everyone needs food security. Food environments contribute to food security if it is easy
for everyone to access nutritious food options.

For the Unit 2 digital project, create a community guide to share information about food security
in your local food environment. Your guide could be a website, presentation, or poster that you
can share with community members. Your guide will include a map, information about access to
nutritious foods, and ideas for ways to increase access for everyone.

To complete your digital project:

Step 1: Analyze Your Food Environment Map

For each location you visited or researched, use your notes on page
34 to discuss your observations about availability, cost, accessibility,
and options.

Brainstorm ways to increase access to nutritious foods for everyone.

Step 2: Create Your Community Guide

Finish your food environment map and make it digital (take a photo of
your paper map or use an online map tool).

Create a digital community guide with your map, photos, and

observations about your local food environment.
Add your ideas to increase access to nutritious foods for everyone.
Share your guide with peers in the e-classroom.

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Brainstorm
Use your food environment map to help you answer the questions below.

Analyze Access
These questions are about features of a food environment that influence access to nutritious foods, which is very
important for food security.

1. Availability: What do you notice about the number of places that provide food in the area you mapped?

2. Options: Which places offer nutritious food options? Are there many kinds of nutritious food options or just
a few?

3. Accessibility: What do you notice about where these places are and how people can access them?

4. Cost: What do you think about the cost of the nutritious food options? How can you learn more?

Brainstorm Solutions
5. What ideas do you have to improve food security in this food environment?

6. Why do you think these ideas would work in your community? To support your idea, share examples from
your daily life, culture, and community.

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Make a Plan
It is time to plan how you will combine your food environment
map, photos, and observations to make a digital community guide.
Decide who will do each job and write their names below. Add other
responsibilities you think are important.

Project Responsibilities
Project Manager: Make sure everyone works Photo Editor: Choose the photos for the digital
together and the project is finished on time. project. Write a caption to describe each photo and
name the photographer.

Designer: Arrange the map, photos, and writing in

the community guide. Writing Editor: Check and revise the writing so that it
clearly describes what you want to say.

Cartographer: Design the food environment map

and make it digital. Other Responsibilities:

Authors: Different people may write parts of the community

guide. Decide who will:

1. Explain what your community guide is about.

2. Introduce and explain your food environment map.

3. Write about your observations about the food environment.

4. Write about your ideas to improve food security.

5. Write the post to share your project in the e-classroom.

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Create
It is time to create your community guide! Remember to include the
information below.

Introduction to explain what your community guide is about.

Food environment map marked with places where people can access food.

Observations about the accessibility of nutritious foods (Questions 1, 2, 3, and 4 on page 38).

Ideas to improve food security for everyone in the community (Questions 5 and 6 on page 38).

Share Your Culture with Others

Your international peers may not have experience with your culture. Use
details and descriptive words to help them understand your experience and
perspectives. Before you post, review your work. Did you answer the six
questions below in your digital project? If not, add more details.

Who? What? When? Where? Why? How?

Remember, your culture is more than how you celebrate, what you eat, or the activities you do. Your culture
is also the values, beliefs, and other important customs that influence how you think, communicate, and
act. You can share these important parts of your culture with others, too.

Choose one value that is important in your culture. Try to describe it to a classmate by answering the
six questions above. If you do not know the answer to one of the questions, do research to learn more.

Write Photo Captions

When you share a photo, write a caption to explain what you want people to
know about what they see.

A caption should: Describe what the photo shows.

Name who took the photo.

Look at the captions under the photos in Document with Photos on page 35 for examples. Add a caption
to the photos you share in your digital project.

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Learn More: Food Mirages, Swamps, and Deserts

Food environments may have similar accessibility challenges. Learn about some of these challenges and
ways people can collaborate to address them and improve food security for everyone.

Challenges Possible Solutions

Food • Food mirages have nutritious • City leaders can start programs to
Mirages options, but many people cannot help businesses and farmers offer
afford them. nutritious foods at lower prices.
• Some people may have limited food • City leaders can provide space and
choices and need to travel to places money for communities to grow their
where food costs less. own food if they wish.

Food • Food swamps have nutritious
Swamps options, but there are also many
highly processed foods.
• Highly processed foods can be tasty
and convenient. They often have fun
advertisements. This can influence
people to choose these foods
instead of more nutritious options.
• City leaders can limit advertisements
for highly processed foods that try to
influence children.
• Store owners can move nutritious
options to the front of the store and
offer them at lower prices.

Food • Food deserts are environments • City leaders can improve public
Deserts where nutritious options are far from transportation to make travel easier
people’s homes. and faster.
• People often need to spend time and • City leaders can provide space for
money on travel to access nutritious farmers to sell fresh food.
foods. • City leaders can start programs to
help open new businesses that sell
nutritious food in places that need
more access to nutritious foods.

Did you notice any of these challenges in your local food environment? How could city and business
leaders address these challenges to improve food security in your community?

Sources:
Haskell, S. (2021, February 11). Food insecurity and food deserts: How are they related?. Institute for Food Laws and Regulations.
Chen, T., & Gregg, E. (2017, October). Food deserts and food swamps: A primer. National Collaborating Centre for Environmental
Health.

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Test It Out
Show your work to others to test it out. Ask for feedback from people who do not
know about your project, such as peers in other classes, teachers in other classes,
or your family. Explain your project before you show it. Then, ask questions to
find out if your project is easy to understand and how you can improve it. Use the
questions below.

Ask these feedback questions and add your own:

Is our map easy to understand? Do we need to add or remove anything?

Is our writing clear? Do we need to add more details?
How can we explain our observations about accessibility better?
How can we explain our ideas for how to improve food security for
everyone in the community better?
What would make our guide more useful for people in our community?

Revise
Use the feedback you got to improve your community guide:

Add missing photos, captions, or icons.

Revise your writing or add more details to make it clearer.

(other changes you want to make)

Share
Use page 43 to write an introduction for your
community guide. Post it and your project in the
! CHALLENGE
Find a way to share your guide with
Digital Project: Our Food Environment discussion
people in your community. How can
in the e-classroom.
you gather their ideas to improve food
security? How can you learn if your
guide helped them?

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Digital Project: Our Food Environment

As a group, write a post to introduce your project. Remember to ask your teacher
to review your draft before you post. Upload a file or share a link to your project.

In your post: 1. What area did you research for your community guide? Why did you choose
this area?
2. What did you observe about access to nutritious foods that you think is
most important for your peers to know?
3. What idea to improve food security do you think is most important for
your community? Think about what you observed about availability, cost,
accessibility, and options in your food environment.
4. Ask your peers for feedback about your ideas to improve food security or a
specific part of your community guide.

Subject

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to add a link.
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Dear Peers,
The area we researched for our community guide is

We chose this area because

Something important that we observed about access to nutritious foods is

The idea to improve food security that we think is most important for our community is

Can you please give us feedback on ?

Sincerely,

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2021-22 Global Scholars Student Workbook 43

Food, Cities, and Our Future UNIT 2+

View and Reply: Our Food Environment

Choose a post that does not have a reply. Read your peers’ introduction and view
their community guide. Write a reply to respond to your peers’ request for feedback.
Discuss the similarities and differences between food environments in your cities.
Ask your teacher to review your draft before you post.

In your reply: 1. Respond to your peers’ request for feedback.

2. What is similar about the food environments in your cities? What differences
do you notice?
3. Would your peers’ ideas to improve food security for everyone also work in
your community? Why or why not?
4. Ask your peers a question to learn more about the food environment in
their community guide.

Reply: Add subject line Add attachment Use rich text editor

Dear ,
Thank you for sharing your community guide. You asked for feedback on

We think (share your feedback)

Something similar about food environments in our cities is

Something different is

Your idea to improve food security (would/would not) work in our city because

(Ask your peers a question.) ?

Sincerely,

Submit Reply Save Draft

2021-22 Global Scholars Student Workbook 44

Food, Cities, and Our Future UNIT 2+

Exchange: Our Food Environment

Check your project post. Did any of your peers reply? Respond to their questions
and ideas to start an exchange. If you don’t have a reply yet, look for another post
or reply and respond. Ask your teacher to review your draft before you post.

In your reply: 1. Answer a peer’s question.

2. Respond to one of the ideas a peer shared.
3. Make a connection to something a peer shared in the e-classroom. Think
about what you learned in Unit 2, your life, your city, or your culture to help
you make a connection.
4. Ask your peer a question.

Reply: Add subject line Add attachment Use rich text editor

Dear ,
To answer your question, I think

You shared the idea that

I think

What you wrote reminds me of

because

(Ask your peers a question.) ?

Sincerely,

Submit Reply Save Draft

Continue the Conversation

Look for other e-classroom exchanges you can join. Answer the questions your
peers asked, respond to their ideas, and ask a new question to learn more.

2021-22 Global Scholars Student Workbook 45

Food, Cities, and Our Future UNIT 2+

Unit 2 Reflection
1. What did you learn about the daily life and cultures of people in your community?

2. What did you learn about the daily life and cultures of people around the world?

3. What questions do you have about your peers’ communities, cultures, and food environments?

4. What advice can you give to people who want to improve food security in their communities?

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Food, Cities, and Our Future UNIT 2+

My Unit 2 Post and Reply Tracker

Discussion Board: Food in My Culture
My Post My Replies
Subject: Peer’s Date Peer
In my reply, did I:
Username Posted
Date:
Answer my peer’s question?
Did I receive replies? Yes No
Ask a question?
If yes, reply to start an exchange!
If no, write a reply to another post! Answer my peer’s question?

Ask a question?

Discussion Board: Our Food Environment

My Post My Replies
Subject: Peer’s Date Peer
In my reply, did I:
Username Posted
Date:
Answer my peer’s question?
Did I receive replies? Yes No
Ask a question?
If yes, reply to start an exchange!
If no, write a reply to another post! Answer my peer’s question?

Ask a question?

2021-22 Global Scholars Student Workbook 47