Created bySamantha Howard
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World Food Adventure: A Culinary Journey
Grade 6Social Studies10 days
In this project, students embark on a World Food Adventure to explore the intricate relationships between culture, environment, and food choices. They investigate how geography shapes food availability, how globalization impacts food production, and the social and economic implications of our dietary decisions. Through research, presentations, and campaign design, students develop a deeper understanding of food systems and promote sustainable practices, ultimately becoming informed and responsible global citizens.GeographyCultureGlobalizationSustainabilityFood choicesFood systemsEthical eating
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How do different cultures, environments, and connections around the world change what we eat, and how can we choose foods that are fair and good for the planet?Essential Questions
Supporting questions that break down major concepts.- How does where we live change the food we can get?
- Why do different cultures eat different things?
- How has the world made food the same and different?
- How do our food choices affect people and the world?
- What can we do to help make sure everyone has good food that is good for the Earth?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify the influence of geography on food availability.
- Students will be able to evaluate the impact of globalization on food production and consumption.
- Students will be able to analyze the role of culture in determining food choices.
- Students will be able to understand the social and economic implications of food choices.
- Students will be able to propose ways to promote sustainable food practices.
Entry Events
Events that will be used to introduce the project to studentsThe Mystery Box Challenge
Students are greeted with a 'Mystery Box' filled with unfamiliar ingredients from a specific country. They must use their senses to make initial observations. They generate questions about the ingredients' origins, uses, and cultural significance, sparking curiosity and setting the stage for deeper exploration.International Food Market
Transform the classroom into an 'International Food Market.' Students receive play money and 'shop' for various ingredients, each representing a different country. They engage in bartering and conversation, experiencing the social and economic aspects of food exchange while also identifying items they want to investigate further.A Child's Culinary Journey
Begin with a short, engaging video showcasing a child from another country preparing a traditional dish. After the video, students discuss their initial reactions, focusing on the dish's unique ingredients, cooking methods, and cultural context. This visual and personal connection motivates them to compare and contrast food cultures worldwide.Food Myth Busters
Present students with a series of common food-related myths and misconceptions (e.g., 'All spicy food comes from Mexico'). Students debate the validity of these statements based on their existing knowledge. This activity encourages critical thinking and challenges them to seek accurate information about the origins and cultural contexts of various foods.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Mapping Global Munchies
Students create a visual representation (map, infographic) showing how geography impacts the availability of specific foods in different regions.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose three countries with diverse geographical features.
2. Research the climate, soil, and water resources of each country.
3. Identify the staple foods produced in each country.
4. Create an infographic that visually connects the geographical features of each country to its food production.
Final Product
What students will submit as the final product of the activityA 'Food & Geography' infographic that illustrates the connection between geographical factors (climate, soil, water) and food production in three different countries.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to identify the influence of geography on food availability.Activity 2
The Global Gastronomy Game
Students investigate how globalization has affected the production and consumption of a specific food item (e.g., chocolate, coffee, bananas).Steps
Here is some basic scaffolding to help students complete the activity.1. Select a globally traded food item.
2. Research the origin of the food item and its traditional production methods.
3. Investigate how globalization has changed its production, distribution, and consumption.
4. Write a report summarizing your findings, including the positive and negative impacts of globalization on the chosen food item.
Final Product
What students will submit as the final product of the activityA 'Globalization of Food' report tracing the journey of a chosen food item from its origin to global markets, highlighting the impacts of globalization on its production, distribution, and consumption.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to evaluate the impact of globalization on food production and consumption.Activity 3
Ethical Eating Explorers
Students research a specific food-related social or economic issue (e.g., food deserts, fair trade, food waste) and create a presentation to raise awareness.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a food-related social or economic issue to research.
2. Gather information about the issue, its causes, and its consequences.
3. Prepare a presentation (slides, poster, video) to educate the class about the issue.
4. Present your findings and propose potential solutions.
Final Product
What students will submit as the final product of the activityA 'Food for Thought' presentation that educates the class about a specific food-related social or economic issue, proposing potential solutions.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to understand the social and economic implications of food choices.Activity 4
Sustainable Supper Solutions
Students design a campaign to promote sustainable food practices in their school or community.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify unsustainable food practices in your school or community.
2. Brainstorm ways to promote sustainable food practices.
3. Design a campaign with specific actions, timelines, and resources.
4. Present your campaign proposal to the class and gather feedback.
Final Product
What students will submit as the final product of the activityA 'Sustainable Supper' campaign proposal outlining specific actions to promote sustainable food practices (e.g., reducing food waste, promoting local food, encouraging plant-based diets) in their school or community.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to propose ways to promote sustainable food practices.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioMapping Global Munchies Rubric
Category 1
Geography & Food Connection
Focuses on the accuracy, clarity, and depth of research in connecting geographical features to food production.Criterion 1
Geographic Accuracy
Accuracy of connection between geography and food production
Exemplary
4 PointsDemonstrates sophisticated and accurate understanding of the complex relationships between geographical factors and specific food production, incorporating detailed and nuanced examples.
Proficient
3 PointsDemonstrates thorough and accurate understanding of the relationship between geographical factors and food production, providing clear and relevant examples.
Developing
2 PointsShows emerging understanding of the connection between geographical factors and food production, but may have some inaccuracies or oversimplifications.
Beginning
1 PointsShows initial understanding of the topic but struggles to connect geographical factors to food production accurately.
Criterion 2
Visual Communication
Clarity and effectiveness of visual representation (infographic)
Exemplary
4 PointsInfographic is exceptionally clear, visually appealing, and effectively communicates complex information in an easy-to-understand manner, demonstrating innovative design and thoughtful organization.
Proficient
3 PointsInfographic is clear, visually appealing, and effectively communicates information, with well-organized sections and relevant visuals.
Developing
2 PointsInfographic is somewhat clear, but may have some visual clutter or lack of organization that hinders understanding.
Beginning
1 PointsInfographic is unclear, poorly organized, and difficult to understand, with minimal visual appeal.
Criterion 3
Research and Detail
Depth of research and inclusion of relevant details
Exemplary
4 PointsDemonstrates extensive research, incorporating a wide range of relevant details and sources to provide a comprehensive and insightful analysis.
Proficient
3 PointsDemonstrates thorough research, incorporating relevant details and sources to support the infographic's content.
Developing
2 PointsShows evidence of research, but may lack depth or include irrelevant details.
Beginning
1 PointsShows limited evidence of research and lacks relevant details.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has your understanding of the relationship between food and culture changed during this project?
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Question 2
To what extent do you think your food choices can impact the world?
Scale
Required
Question 3
Which project (Mapping Global Munchies, The Global Gastronomy Game, Ethical Eating Explorers, Sustainable Supper Solutions) did you find most impactful and why?
Multiple choice
Required
Options
Mapping Global Munchies
The Global Gastronomy Game
Ethical Eating Explorers
Sustainable Supper Solutions
Question 4
What is one thing you learned about food systems that you didn't know before?
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