TITLE: What'sCookin?BreadsoftheWorldWRITTENBY:StephanieDeitzEDITEDBY: DanAnderson,Staff PrairiePublicGRADELEVEL(S);3‐5TIMEALLOTMENT:SessionOne:20‐30minutes.SessionsTwo,ThreeandFour:45‐60minutes.OVERVIEW:Studentslearntheculturalandnutritionalsignificanceofbreadsthroughouttheworldbyworkingingroupstosolvealogic‐matrixactivity.StudentswillbedoingthislessonincorrelationwiththestoryAmigosInseparablesintheScottForesmanReadingSeries.ThegirlinthestoryhasmovedfromPuertoRicotoNewYork.HerfavoritedessertisflanandhergrandmothercomestoschooltosharethatrecipewhentheyarestudyingtheCaribbeancountries.SUBJECTMATTER:LanguageArtsGeographyHistoryScienceFamilyandConsumerScienceLEARNINGOBJECTIVES:Thestudentswillworkingroupsto:‐describethesignificanceofbreadinworldnutritionandculture‐identifythethreemainglobalfoodgraincropsandmatchformsofbreadtothem‐identifytenformsofbreadalongwiththeculturesinwhichtheydeveloped‐locatethecountriesorregionsoforiginofthetenculturesonaworldmap.NORTHDAKOTASTANDARDS:SocialStudies:4.1.1–Knowkeyevents,people,andideasandunderstandtheircontributiontothe historyoftheUnitedStates4.3.1–Understandtheroleofandusechronologicalorder,sequences,and relationshipstodescribehistoricaleventsandperiodsofhistory.4.6.2–Understandthecharacteristicsofvariousplacesandregions.4.7.1–Understandtheculturaldiversitythatexistsamonggroupsofpeople.4.7.2–Understandtheroleoflanguage,customs,andtraditionsincultures.LanguageArts:4.1.2–Userelevantresourcematerialstoaccessinformation4.3.3–Usecharacteristicsofdifferentgenresinwriting

Science:4.7.1–Knowbasicconceptsofpersonalhealth(optional)MEDIACOMPONENTS–VIDEOAND/ORWEB:www.calrice.org:CaliforniaRiceCommission.UseforCaliforniaRiceFactsandablogofa3rdgenerationricefarmerinCalifornia.www.wheatfoods.org:WheatFoodsCouncil.Studentsplantavirtualwheatfieldtogofromfieldtofork!www.youtube.com:clipsfromtheHowStuffWorksprogramfromtheDiscoverychannel.Episode1:Popcorn.Episode1:GrowingCorn.ww.oznet.ksu.edu/fieldday/kids/:Kid'sFieldDay:AVirtualSiteforKidstoLearnaboutAgronomy.(Useatacenter–notpartofthemainlesson).www.kingarthurflour.com:VirtuallyVermont:VisitKingArthurFlour.Studentswatchhowbreadismadefrom3:45a.m.throughdeliverytoarestaurant.http://www.pbs.org/wgbh/nova/satoyama/hillside.html:BuildaRicePaddy.UsetocomparehowriceisgrowninCalifornia(highlymechanized)vs.ancientwaysofJapan.MATERIALS:Writingmaterials,scissors,glueorcleartapeFlour,corn,rice,wheatkernels,oats,rye,andquinoa(ifavailable)OutlinemapoftheworldTheBigThreeGrainschart–handmade(PDFavailableforprojectororinteractive whiteboard)PhotocopiesoftheTheBigThreeClues,TheBigThreeChartandBreadsAroundthe Worldsheetsforeachpairofstudents.Thesehandoutsarefromthe curriculumFood,Land,andPeople,Copyright2003,ScottForesmanPokerchipstouseinsmallgroups(2foreachstudent).OptionalMaterials:GlobesSamplesofculturalbreadformsDonationsfromlocalbakeryifpossible(beawareoffoodallergies)BreadmakingmachineBreadrecipesfromaroundtheworldWheatberrygrinderfromtheNorthDakotaFarmBureau.PREPFORTEACHERS:Bookmarkvirtualwheatfieldwebsite,corngrowingYouTubesitesandthe Californiaricesite.

Choosestudentpairsandpartnerpairstoformgroupsof4Havecopiesofhandoutsreadyforstudents.HavehandoutsinaPDForDocformatreadyforinteractivewhiteboard,projector ortransparencyforoverheadDecidetohavebreadcluesandbreadpicturescutapartorletstudentscutbread picturesapartandleavecluesintact.INTRODUCTORYACTIVITY­SETTINGTHESTAGE:SessionOne

1. ReadthestoryAmigosInseparablesintheScottForesmanReadingSeries.Ask“Whatspecialrecipewassharedbythegrandmotherinthestory?”

2. Havestudentssharewithapartnerthefoodsthattheirfamiliesmakeforspecialoccasionslikebirthdays,holidays,familytraditions,etc..Shareasabiggroup.

3. Createachartontheboard.Completeitwithfoodsfromthestudents,identifyingtheoccasionthatthosefoodsareenjoyed.Seeexamplebelow.

Food:(examples) Birthday Holiday TraditionLefse PotatoHamClub SpecialKBars SopapillaCheesecakePie

LEARNINGACTIVITIES:SessionTwo

1. Lookatclasschartfromtheprevioussessionandcirclebreadproducts.Ask“Howmanypeoplehadabreadproduct?”

2. Explainthatpeopleusemanydifferentgrainstomakebread.Peoplemostoftenusethegrainsthatgrowintheirownpartsoftheworldtomakethebreads.Showstudentsdifferentgrains.

3. Askstudentswhichgrainstheythinkareusedtomakemostofthebreadsaroundtheworld.Tellstudentsthattodaytheworld'sthreemaingrainfoodcropsarewheat,cornandrice.ShowanddiscussthehandoutTheBigThreeGrains.Explainthatthesethreegrainsprovidemorethanhalfoftheworld'sfoodfromplants.Grainsareactuallytheseedorfruitofcerealgrasses.

4. Ask“Whatneedstohappentothegrainbeforeitcanbeusedtomakebread?“Inviteanswers.Thenshowthebagofflour.Ask“Howcouldthesekernelsbeturnedintoflour?Sharewithpartnersyourideas.”Atthispointyoucouldshowthewheatberrygrinderifit'savailable.

5. State“Todaywearegoingtofindouthowtogetthesegrainsfromthefieldtoyourfork!We'regoingtocompareandcontrasthowthethreegrainsaregrown,processedandhowdifferentculturesusethem.”

6. CueupthebookmarkforHowWheatWorks:PlantingaVirtualWheatField.Discusshowtotakeshortjottednotes(TarzanTalk).Viewthevideoclip,recordingshortabbreviatednotesabouttheprocessofmakingwheatintoflour,andthenbread.Stopthevideo,viewingitinincrementsanddirectthestudentstosharewiththeirpartnerswhattheyhavewrittendown.

7. Dothesameforthecornvideos(YouTubesites)andthericevideo(Nova).Thismaybebrokenupintodifferentsessionsasneeded.TheKingArthurfloursitemaybeaddedforinterestorasasmallgroupcenteractivity.

8. Summarizetheclasssessionbysharing(insmallgroups)howraisingthethreetypesofgrainsusedforbreadarethesame,andhowtheyaredifferent.Use‘talkingchips’toensurethateachstudentstaysengagedandparticipates.Shareasaclass.

Session3:1. ReviewthepreviouslessononTheBigThreeGrains.2. Dividetheclassintopairsofstudents.Distributethreehandouts‐TheBig

ThreeClues,TheBigThreeChartandBreadsAroundtheWorld‐topairsofstudents.TellstudentstocutapartthepicturesofthebreadsontheBreadsAroundtheWorldhandout.

3. DirectthestudentpairstoreadthecluesonTheBigThreeClueshandout.Askthemtoidentifytheculture,thebread,andthegrainbasedontheclues.

4. DirectthestudentstocompleteTheBigThreeChartbyputtinganXunderthegrainsthebreadisNOTtraditionallymadefrom.

5. Directthestudentstoglueortapethepictureofthebreadinthecolumnitismadefromandinthesamerowastheculturethebreadcomesfrom.

6. HaveeachpairofstudentscompareTheBigThreeChartwithanotherpairofstudents.Tellthemtolookatanydifferenceswheretheyplacedthebreadandmakechangesifnecessary.

7. Reviewasawholeclass.Theteachermighthavesamplesofthebreadavailabletotouch,see,andsmell.

8. Summarize:‐“Whichofthesebreadshaveyoueaten?Whichnewoneswouldyouliketoeat?Why?”‐“Whydobreadslooksodifferentfromoneanother?”(differentingredients,shapedandcookeddifferently,differentcultures,etc.)‐“Whatnewinformationaboutwheat,cornorricedidyoulearnfromtheclues?”StudentsputtalkingchipsbackINtothecenterastheyshareanidea.Theteachercanseparatethequestionsaboutwheat,cornandrice.‐“Whatstatementscanyoumakeandwhatcanyouconcludeabouttheimportanceofgraintothenutritionofpeoplearoundtheworld?”Partnerssharewithotherpartners,thensharewiththewholeclass.‐Haveeachstudentwrite1‐2sentencesasasummaryonthebottomoftheirBig3Chart.

Session4:

1. DistributetheOutlineMapoftheWorldhandouttostudentpairsastheyuse

theinformationonTheBigThreeCharttolocateeachcountryontheirmap.Studentswritethenameofthebreadonthemapnexttothecountryorregionitrepresents.Tellstudentstocolorthecountriesorregionsaccordingtothetypeofgrain(corn,riceorwheat)usedforthatbread.Havethemincludeamaplegendontheirmaplikethefollowing:

MapLegend

Yellow=cornBrown=riceGreen=wheat

*Anotheroptionistogiveapictureofatypeofbreadtoeachpairofstudents.Directeachpairofstudentstostickthebreadpictureonaninteractivewhiteboardthathasamapoftheworlddisplayed.Touch‐colorthatregiontomatchthegrain.

2. Havestudentsdrawconclusionsabouttheshadingonthemapforeachgrain.Ask“Howdoyouthinkthelocationandclimateofthecountryorregionmightaffectthekindofbreadpeopleeat?Shareideasaboutclimateandgeographiclocation.”Eachpairofstudentsdiscuss.

3. Otherdiscussionquestionscouldinclude; ‐Whatdoyounoticeaboutthelocationofeachcountryorregion?

‐Whatbreadshaveyouheardaboutthatyouwanttotryinthefuture?Why?‐Whatisthemostinterestingthingyoulearnedaboutbreads?Why?‐Ifyouinventedanewbreadwhatwoulditbecalled,madeof,looklikeand beusedfor?Howwouldyouadvertiseit?

‐Whatparticularbreadsdoesyourfamilyprepareoreatduringa holiday,acelebration,areligiousceremonyandotherspecial occasions? ‐Doesyourfamilyusefamilyrecipes?Ifso,howoldaretherecipes? Whatdoestherecipemake?Whatculturesandcountriesarethey from?RefertotheclasschartfromSessionOne.CULMINATINGACTIVITY:

1. Havestudentsformtwocircles,oneinsideeachother.Studentpairsshouldfaceeachother.Insidecircleofstudentswillhavebreadcluecardsorbreadpicturecards.Thepartnerontheoutsidecircleischallengedtoeithernamethebread,tellthematchingculture,thecountry/regionthebreadcomesfromorthegrainusedtomakeit.Theoutsidecirclemovesonetotheleftwhiletheinsidecirclemovesonetotheright.Thiscanbeusedasareview.

2. Makebread,tortillasinabagorbrownricefortheclasstotaste.3. Bringsamplesofdifferentbreadsfromlocalbakeries.

CROSS­CURRICULAREXTENSIONS: ‐BorrowawheatberrygrinderfromtheNorthDakotaFarmBureau.Setupthegrinderwithwheatberriesforthestudentstogrindtheirownflour.‐Contrast&comparehowCaliforniariceisgrowncomparedtoJapan’smethodofgrowingrice.UsevideomediaresourcesandaVenndiagram.‐Discusshealthissuesofcarbohydratessuchaswholegrains,highfructosecornsyrup,etc.‐Usemathconceptstopracticeadding/doublingfractionsforbreadrecipesasifyouweregoingtomakeenoughbreadforaclass,aschool,etc.COMMUNITYCONNECTIONS:‐TakeatourofBreadsmithoranotherbakerytowatchlocalbreadmaking.‐Gotoanassistedlivingcenterandbakebreadwiththeresidents.‐Bringingrandparents/relativestomakebreadinclass.‐Conductoralinterviewswithfamilymembersaboutrecipesforbreadorusingbread.Thiscouldalsobee‐mailinterviews,Facebookchats,phone/Skypeconversations,etc..STUDENTMATERIALS:

‐ TheBigTheeClueshandout‐ BreadsAroundtheWorldhandout‐ TheBigThreeCharthandouts‐ OutlineMapoftheWorldhandout‐ TheBigThreeGrainshandout‐ TortillainaBagrecipe