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Teacher's Guide for APPLESEEDS Food: from Field to TableNovember 2001
This guide was prepared by Mary Shea, Ph.D. Dr. Mary Shea teaches undergraduate and graduate reading courses at Canisius College in Buffalo, NY.
The following guide is designed as an extension to the reading and discussion of two articles in this issue of APPLESEEDS - "Inventions That Changed Food History" and "Global Groceries." Students will examine the cause and effect relationship between several inventions and changes in national eating habits. These affect our life style as well as interactions with the global community. Students will begin to see that many situations have multiple, interwoven causes (or reasons) as well as effects (or outcomes).
Objective:
As an extension to the reading and discussion of this magazine article, students will: - reread the article to reexamine and organize facts on a cause and effect organizer.
- consider how inventions have affected our lives with regards to diet and life style.
- examine the array of foods from other parts of the world that are now commonly available.
- interview a grocer to determine the sources of fresh and packaged foods as well as the conditions that make such choices possible.
- plan an international fruit festival.
Bloom's Taxonomy (level of skills):
Knowledge, Comprehension, Analysis, Synthesis
Materials:
November 2001 Issue of APPLESEEDS, paper copy of a graphic organizer for cause and effect, transparency of the graphic organizer, references on nutritional values for different fruits.
Anticipatory Set (Motivation): - Have students read over a list of items from a typical breakfast at home in early 1800 and a list of items someone might have for breakfast today.
- Ask students to note the differences with regards to content and the source of the foods.
- Tell students that they will be exploring the reasons for these differences in food choices and how having such choices has affected the way we live.
Teacher Input: - Read the opening paragraph of each article to the students, pausing to discuss the message at the end of the paragraph. Ask students for predictions and questions they hope to have answered.
- Students, assigned as readers, will read a few paragraphs each. (Readers were assigned their role on the previous day and had an opportunity to practice the reading.) Other students will listen. Following each reading segment, the teacher will lead a discussion on the information that has been shared and help listeners set predictions for the next section.
- Introduce the graphic organizer that students will use to organize the information as factors related to a cause (or reason) and then, effects (or outcomes).
- Review the concept of cause and effect. Note that this relationship may also be indicated with the words reasons and outcomes.
Guided Practice: - Ask children to scan the the articles "Inventions That Changed Food History" and "Global Groceries" to identify inventions that have affected food production and distribution. As the teacher lists these on the transparency organizer, students will add them to their paper copy.
- Have students read over "Inventions That Changed Food History" with a partner and identify causes for the change in the food choices we have.
Examples: more food was produced with tractors and reapers, factories could make new products, etc. - Students will share what they have found. As the teacher lists responses on the transparency organizer, students will add them to their paper copy.
- Have students read over "Global Groceries" with a partner and identify effects or outcomes that can be identified as a result of the change in food production and distribution.
Examples: We have papayas flown from Brazil and peppers from Holland flown in and brought to stores in refrigerated trucks. - Students will share what they have found. As the teacher lists responses on the transparency organizer, students will add them to their paper copy.
- Review the different fruits that are available in our supermarkets. If possible, have a grocer speak to the class (in person or by phone) describing other imported fresh produce and packaged foods that can be found in most supermarkets.
- Introduce the plan for an international fruit festival. The teacher will tell students that they can bring in a piece of fruit that has traveled here from afar. This will be like contributing to the Stone Soup. The teacher will also bring in several different fruits. Tell students that they'll be cutting up the fruit to make a fruit salad for all to share. They will need to be able to tell everyone where their fruit came from.
Independent Practice:
At a later time and over several days, students will plan a menu for the international fruit festival, create invitations, and prepare for the event. Students will use available references to create a list of nutritional ingredients in each fruit selection. Each participant at the festival will receive a nutritional list for fruits eaten.
Closure: - Students will verbally summarize how the inventions discussed impacted food production and distribution with a partner (2 minutes).
Example: Production increased. The increased amount of food had to be preserved and shared with a wider market. This enabled people to have foods they never were able to have before. - Student pairs are called on to share their summary with the class.
Evaluation:
The teacher will assess students' ability to: - listen carefully to the readers and accurately recall information presented.
- appropriately select and organize information from the reading and record it on the organizer.
- work effectively with classmates in partner work and in planning the class fruit festival.
- effectively share their work in a way that makes the information and ideas clear to their audience.
Access the Graphic Organizer. |
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