Designing a Learning ExperienceThe Blueprint

NAMES: ANGELA BONSIGNORE AND HALEY BURMAN-MAGDAY

PROJECT TITLE: HEALTHY EATING

PROJECT ESSENTIAL QUESTION: ARE WE REALLY WHAT WE EAT? HOW IS THIS AFFECTED BY DIFFERENT CULTURES AND THE SOCIETY WE LIVE IN?

LESSON TITLE: EATING AROUND THE WORLD

GRADE LEVEL: 2ND

SUBJECT(S): HEALTH, ENGLISH, SOCIAL STUDIES

DURATION: 3 DAYS, 70 MINS PER DAY

PURPOSE OF THE LESSON

Connection to Global Mini Project

This lesson is before the exit event and combines the ideas of creating a healthy menu and advertising the menu. The students are presenting their research and gained knowledge of different cultures’ health and food by creating healthy menus. The menus must include their gained knowledge of how important it is to have a well-balanced meal, including all of the food groups. This was learned during an activity from the Global Mini Project that mentions the MyPyramid visual and the slideshow. The students will have also learned about the different culture of foods during the slideshow presented previous to this assignment. In the slideshow, they are learning about certain origins of foods. This knowledge and the additional research of different countries will help the students to create a cultural, healthy menu. After the students finish their menus, they are presenting the menus to the class. This is close to the ending of the Global Mini Project where they are advertising their products to the class.

Curriculum Alignment (Standards)

English Language Arts Grade 2Standard: Reading Informational TextCluster: Integration of knowledge and ideasRI7 CCR Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.R17: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.Essential Skills and Knowledge: Identify and describe graphic aids used to facilitate understanding of informational text.

Social Studies Grade 2Standard: 3.0 GeographyTopic: B. Geographic Characteristics of Places and RegionsIndicator: 1. Classify places and regions in an environment using geographic characteristics.Objective: 4. Describe how geographic characteristics determine choices, such as climate, guides decisions about food, clothing, and shelter.

Standard: 6.0 Social Studies Skills and ProcessesTopic: B. Learn to write and communicate social studies understandingsIndicator: 1. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade.

Health Grade 2Standard: 6.0 Nutrition and FitnessTopic: F. Nutrition and Physical Activity GuidelinesIndicator: 1. Demonstrate that foods are categorized into groups.Objective: a. Classify foods into groups according to My Pyramid.

Objectives

1. By researching cultural foods, the leaners will use classroom resources [books, videos, magazines, MyPyramid] to create and present healthy cultural menus that show geographical understanding of informational texts on food.

2. By being exposed to healthy alternatives for meals, the learners will use that knowledge and prior knowledge of MyPyramid to incorporate healthy meals into a menu.

3. By working together with groups, the learners will use persuasion and cooperation skills to work together and create a visual presentation to present their new menu for their new restaurant.

Knowledge

We want the students to:-learn and retain a healthy eating lifestyle-be aware of a variety of different cultural foods that are healthy- develop an understanding of how to present and be persuasive to large groups of audiences-develop skills in integrating and evaluating knowledge from various modes of media

Skills/Processes

We want the students to be able to:-research a country and find healthy foods that are important in that country-work together in a group and create a healthy menu, based on their country’s food and culture-present their group’s menu and hope to have a restaurant selling their food

Understanding (Big Idea)

We want the students to understand:-the benefits of a healthy eating lifestyle-that there are culturally healthy alternatives-know of other culture’s foods and their healthy alternatives

Dispositions/Habits of Mind

We want the students to:-eat well-balanced meals (including all food groups)-know there are alternatives to unhealthy foods, that are equally delicious-use prior knowledge of cultural foods they may have eaten to use in creating healthy menus-work in a group to create a healthy, detailed, and creative menu for a restaurant selling their country’s food-think flexibly-be creative, imaginative, and innovative-think interdependently

Assessment:

MyPyramid Checklist and Menus

The MyPyramid Checklist will be a handout given during the present and apply stages. The students will fill out the checklist by checking off each food group once they use it in their menus. They will be given resources to conduct proper research on the foods. It will be collected and checked for correctness. The menus will be created for a final product of this learning experience. They will be given art supplies to create menus of different healthy food options in different countries.

LEARNING EXPERIENCEProduct/ Records to be Assessed

Evaluation Criteria

Healthy Menu I. Students are using classroom resources and have started brainstorming healthy food ideas corresponding to their country’s geographical and cultural ideas.

Healthy Menu II. Students are making adequate progress that demonstrates an accurate depiction of a well-balanced and healthy menu. Menus will be based off the MyPyramid checklist that will be turned in at the end of class.

Healthy Menu III. Students have correctly and creatively created and presented healthy menus based on the food of their assigned countries. Students will have worked together as a team to present their menu and explain the healthy alternatives they chose for their assigned country. Menus will be collected and graded on accuracy and completeness.

MyPyramid IV. Students will have a completed checklist for each meal on their menu that represents all the food groups to create a healthy meal. Students will write meal on the line above the food group checklist and check off the food groups that are incorporated in the meal.

Vocabulary & TermsAdvertisement: communication used to persuade an audience to take some action.Alternative: another option that is available.Communicate: to talk and interact with other people.Culture: a word for people's 'way of life', meaning the way groups do things.Diverse: showing a great deal of variety.Food group: group of food that have the same nutritional characteristics.Persuasion: the act of convincing.Geographic Characteristics: the human and physical characteristics of a large area; such as bodies of water, landforms, weather and climate, soil, animal life, vegetation, economic activities, etc.Graphic Aid: features in texts that help the reader; such as graphs, tables, charts, etc.

Instructional Materials and Supplies: Food for food stations (from 5 different countries: Italy, Mexico, China, Greece, and France)

* guide attached at end Papers labeling countries for food stations Paper plates Napkins Plastic utensils MyPyramid handouts (per student)

*attached at end Large construction paper (1-2 pieces per group) Scissors Glue Markers Magazines for food images (several per group) Past students’ menus as examples Instruction sheet (per student)

*attached at end Feedback worksheet (per student)

*attached at end

Technology: Projector DVD player 30 Portable laptops/ iPads

Resources: Books about different countries’ foods:

http://www.amazon.com/Eat-Your-Way-Around-World/dp/1931397368http://www.incultureparent.com/2012/03/a-multicultural-feast-7-fun-childrens-books-on-food/

http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/healthy-eating.html

http://www.dailymail.co.uk/femail/food/article-2957301/What-school-lunches-look-like-world.html

Video on cultural foods- https://www.youtube.com/watch?v=Coyqe2jYElQ

Sequence

Event Procedure/Activity; Questioning Strategies; & Management Considerations:

Day 1LAUNCH(10 mins)

The teacher will review and ask questions the previous lesson on healthy food options and the MyPyramid.

“Remember what we learned last class about healthy eating? Do you remember the parts of the MyPyramid we talked about last class? Can anyone name the food groups? Well now that we have learned about what is healthy let’s look at what people eat around the world”

The teacher will transition into the food stations. The teacher will ask questions, some of which will be rhetorical introduction questions asked to introduce the food stations. (Those questions have a star to indicate them below.)The others the teacher will ask her students to raise their hands to answer.

“Look at all of these meals from different countries! What kinds of food do you see? Are they healthy? Can someone tell me one food they see and what food group it belongs to? Did you know that spaghetti originated in Italy?* Did you know that tacos originated from Mexico?* Can I see a show of hands to see if anyone has tried any of these meals before? What’s your favorite meal that you eat for dinner?) My favorite thing to eat is called an empanada and it is from the Philippines. Do you know what that is? Now turn and talk to a partner about what you like to eat. Do you want to learn about other different kinds of foods they have all around the world?”

The teacher will play a short movie on the projector screen which discusses healthy eating in different countries all around the world. The teacher will engage her students in turn and talk partner discussions, then group discussion by asking several questions portraying to food and healthy eating.

Day 1EXPLORE(45 mins)

The teacher will have students discuss at their tables what they learned after watching the video. Did they learn anything new? What did they find interesting? Can they relate to any of the cultural ideas mentioned? Did any of the foods look familiar? These questions will be written on the board for group discussion.

“Did you learn anything new from watching this video on cultural foods? Discuss with your table what you learned.”

The teacher will give a few minutes for discussion then ask another question. The teacher will give time for students to discuss.

“How can you relate the foods that you and your family eat or what you have eaten in restaurants to what you saw in the video?”

The teacher will then present the food stations again and explain what each station is named. The stations will be named by country and will provide samples of foods that originated from those countries. These foods will be healthy alternatives to foods from

that country. There will be 5 different stations so each group will be at a station sampling the food. There will be questions written out on a piece of paper of what the students should be discussing.

“Each group will begin at a food station. But, before going to the food stations I want everyone take a hand wipe to clean their hands. When you are at each food station I want everyone to take ONE of each food item at each table. They are already put on the table so each of you can take one plate. If I see anyone taking more than what is allowed then you will not be able to eat anymore. If you do not want anything at the table you do not have to take it. Also, make sure you are being careful not to spill. After about 10 minutes at that station, all groups will switch to the next station until you have visited each food station. I want you to discuss with your groups if you have tried these foods before. Discuss what might make these samples healthy, or better to eat rather than something else that is unhealthy. Did you particularly like these foods? Would you try these again? Keep all of these questions and answers into consideration as we move onto our next activity.”

Day 1Present(10 mins)

After students have visited each food station, the teacher will ask all the students to return to their seats. The teacher will ask the students to share what they thought about that food stations at their table. Then, the teacher will ask one volunteer from each table to talk about what they discussed about the food stations. Next, The teacher will present the healthy menu activity. The teacher will assign each group a country that was visited during the food station activity.“Now that we have visited each country’s food station, we have tasted foods from all over the world! After tasting these foods, this could give you a better feel on what that country’s food culture may be like. I want you and your group members to work together to create a HEALTHY menu for this country’s type of food. You want to sell this menu so you can one day create a restaurant selling this healthy food.”

Day 1Closure(5 mins)

The teacher will wrap up today’s lesson with explaining that there are healthy alternatives that can also be delicious. She will have them turn and talk to a partner about one new thing they learned or found interesting. The teacher will explain that next class the students will be able to use their new and old ideas to work together to create a healthy menu on their assigned country’s food.

“Now that you have tried 5 different countries’ foods, I want you to think about how you can create healthy alternative meals that will be delicious!”

Day 2Launch(5 mins)

The teacher will bring in pictures of food that were in food station from previous day and post them on the board. Each picture will be labeled with country’s name so the students can recall the countries’ names and what food was sampled for that activity. The teacher will recap quickly and ask one student to share about the previous class.

“Can I have one student explain what we did yesterday and why it was important?”

Day 2PRESENT(20 mins)

The teacher will start explaining the next step to the learning experience.

“Here I have gathered books from our library that has to do with the countries we will be studying and researching. These books will help you with ideas of meals to include in your menus. The challenge you have to remember is that all of these meals must be healthy

and include all, if not most, of the food groups we have mentioned in our MyPyramid.”

The teacher will go over what kind of books there are and what information to look for. The teacher will demonstrate this by choosing one book and actually going through it. The teacher will show the students different information that he or she thinks is useful. Then, the teacher will show a few different types of menus to the class. The teacher will pass them around so the class can look through them. The teacher will tell the class what to include. The teacher will also give them tips on how to make it persuasive.

“I want everyone to have their learning caps on and pay attention to how to use the books. Each book will have tons about the foods in your countries. Sometime the books will have a section called the table of contents. This section will help you find what you need… (go on about how to use the books)”

The teacher will let students move into their groups and discuss what books and resources they are going to use and how they are going to use them. They will reflect on what the teacher just showed them. Ask the students if they have any questions or anything re-explained.

“Work with your groups and gather information from the books to create a healthy menu based on your country that I assigned for your table. I want you to construct ideas that you can include in your menus. If you have any questions on where to start with the research or where to look in the books let me know.”

The teacher will provide a list of the food groups and have students check off all the food groups used in their meal for their menus.

(see image to the left and also below under additional materials)

Day 2APPLYPart I(40 mins)

The teacher will have students grab books, magazines, and other art supplies to start constructing their menus. Each group will have their library books, 2-3 magazines, 1-2 pieces of construction paper, markers, scissors, and glue to create their menus. The books and magazines will be on one table in the back of the classroom and the art materials will be on another table in the front of the classroom. The teacher will dismiss each table one by one to get the materials they need.

“It is up to you and your group to be creative to build a menu that you think will sell to customers. Use pictures and words from magazines to make your menu POP!”

The teacher will let the students work on the menus for the rest of the class. The teacher will walk around asking questions and making sure the students are on task. The teacher will ask each table what progress they have made and what they are planning to do next and how. The teacher can give suggestions.

“How are you planning on putting _____ food group or meal on the menu?”

Day 2Closure(5 mins)

The teacher will wrap up the day by asking the groups to share one fun or interesting fact they learned while creating the menus. Then, the teacher will ask each group to discuss what needs to be completed the following day.

“Now I want you to talk with your group and discuss what is one thing that you thought was SO COOL that you’re going to go home and tell your parents!”

The teacher will collect the menus at the end of the class.

Day 3Launch(5 mins)

The teacher will open by sharing a couple of past examples of menus completed by students. As the teacher passes them around the class the teacher will briefly talk about one specific country and its menu.

“Look at all these menus that some of my previous students made! Aren’t they beautiful? What do you like about them? Turn and talk to a partner.”

Day 3APPLYPart II(30 mins)

The teacher will pass back the menus and ask the class to continue working for about 30 more minutes.

Day 3CLOSURE(35 mins)

The teacher will then explain how each group is going to present their menus to the class. The teacher will explain different talking points that they should cover. The teacher should say out loud some explains of good persuasive sentences. Then the teacher should tell the students that he or she is looking to make sure that everyone in the group says at least one thing. That is all the teacher will be assessing.

“Class, I was asked by someone very special that the Chef of _______ restaurant is looking for some new food items to put on their menu. I want you to come up with your groups and share your menus to the class. Remember all about healthy eating and talk about each food item you have on your menu. You should talk about how yummy and healthy your food looks and tastes”

The teacher will explain to the groups that they will present their menus next class. The teacher will give her students 15 minutes to prepare what they are going to say.

She will debrief about the lesson and ask the students to discuss with their tables what they have learned from this project and from the feedback they received.

“Wow. I am so impressed by everyone and their work! I found it so interesting that _____ group did this… Can everyone take a few minutes to turn and talk to their group about what they thought was interesting and important about learning about healthy eating?”

The teacher will collect the menus to be given back for the presentations. Then they will be collected again to be graded and hung up around the classroom.

*Additional Resources + Materials:

Instruction sheet:

Feedback Worksheet:

MyPyramid Checklist:

Foods at food stations:

Each station will have the country’s name written on a piece of paper indicating which country you’re stationed at. Each group will be at a table and switch every 5 or so minutes until each group has visited each station.

Italy: whole grain noodles with a tomato sauce and eggplant, served with samples of salad

Mexico: tacos with turkey ground beef, lettuce, cheese, light sour cream, tomatoes

China: sushi- vegetable roll and steamed rice with veggies

Greece: spinach pies with feta cheese

France: crepes with fruits and low-fat syrup

All served with cups of water or milk.