Author:
Melody Casey
Subject:
English Language Arts, Social Studies
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
1
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English, Spanish

    Education Standards

    GEDB Rice, Rice! Where In the World? (Lesson 2 of 3)

    GEDB Rice, Rice! Where In the World? (Lesson 2 of 3)

    Overview

    In this lesson, students will explore with Google Earth in order to find where the Asian Continent is located. Students will read about food around the world and focus their attention in some Asian countries. The lesson is designed for a Spanish Immersion setting so many of the resources and lesson components will be in Spanish. This lesson was developed by Paola Contreras-Ramirez as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description

    In this lesson, students will explore with Google Earth in order to find where the Asian Continent is located. Students will read about food around the world and focus their attention in some Asian countries. The lesson is designed for a Spanish Immersion setting so many of the resources and lesson components will be in Spanish.

     

    Content

    Student Engagement/Motivation

    Students will share their opinion about traveling and will be asked if it would be possible to take a trip without leaving the classroom. After listening to student responses, the Google Earth geobrowser will be introduced.  It will be shown as a tool to engage students to find geographical locations around the world. After exploring a variety of locations, the focus will narrow to the continent of Asia.  At this point we will begin exploring its interesting culture.

     

    Learning Targets and Criteria for Success

    Learning Targets:

    I can use the book La comida Alrededor del Mundo to learn about different foods in Asian countries.

    I can express my opinion (in Spanish) about Asian foods.

    I can compare (in Spanish) what Asian dishes have in common.

     

    Criteria for Success:

    With teacher support, I will read the book “La comida Alreadedor del Mundo” and use the information to learn about different foods in Asia.

    I will express my opinion (verbally in Spanish) about the foods in different Asian countries using the expression “Me gusta”  and “Porque” to give reasons to support my opinion.

    I will compare what Asian dishes have in common by using a graphic organizer and labeling (in Spanish) the ingredients for each dish.

    I will use the vocabulary list as a resource to label food ingredients in the graphic organizer.

     

    Supplies/Resources

    Books

    La comida alrededor del mundo by Margie Burton, Cathy French and Tammy Jones

    Google Earth geobrowser, computers, tablets, world maps (in case there is no access to internet)

    Art supplies: paper, markers, colors

    Comida de Asia, PDF template

     

    Learning Tasks and Practice

    Teacher will use the geobrowser Google Earth to show students how to locate a place in a three dimensional way. The first place to find will be United States, then North Carolina and your city.

    Teacher will invite students to take a trip to Asia using Google Earth. Once the Asia continent is located students will be asked about any Asian country they know and some of them will be searched for.

    Read Aloud: La comida alrededor del mundo (Food around the world) Students will listen to this reading and focus their attention on any Asian country. A little map is displayed on each page of the book to show where each country is located.

    Vocabulary with pictures about food ingredients will be displayed: arroz, cebolla, sushi, cocinar, carne, pollo.

    Students will receive the template  Comida de Asia (see PDF attachement).The template  will have three circles for students to draw three different dishes from the Asian countries found in the book. The ingredients from each dish will be labeled. Students will also have access to computers, tablets or magazines to find additional information.

    Students will display their work on the walls for a Museum Walk to take place once all students have finished.

    To close the activity and after noticing that rice is the main ingredient in Asian food, students will sit in a circle and talk about their favorite rice recipe and give the reasons for that recipe to be choosen. Students will use the expresion Me gusta________ and  porque_______ to state their opinion and give the reasons for their choice.

     

    Technological Engagement

    Students will use tablets, computers, cooking magazines and the book La comida alrededor del mundo to find pictures about Asian dishes in order to have more elements and ideas to draw their picture.

     

    Collecting and Documenting Evidence of Learning

    Teacher will collect student´s work  to be displayed around the class. Students will take a museum walk and see their classmate´s work. Once all students have checked each other's work, teacher will ask which ingredient is common in all three dishes. Students will notice that rice is the common ingredient and can be used in different ways.

     

    Student Self-Reflection and Action Steps

    An important part of this lesson is to help students to develop intercultural competence and be able to understand that each culture has their own traditions specially with food. Students will sit in a circle and share their favorite rice recipe. They can talk about how much they ate,if they ate it all, or if there were any of the prepared dishes in the book that they might have tried or could be their favorite.

     

    Extended Learning Opportunities 

    Teacher can present students recipes for students to try at home with parents support.

     

    Teacher Reflection of Learning

    By the end of the lesson the teacher should make sure students know the vocabulary, understand the content of the book and start developing intercultural competence when refering to food and customs of others.