Around the World with Recipes

Around the World with Recipes FAMILY EDITION Developed by: Grades: Standards: Emily Schell, California Geographic Alliance & SDSU 2-3 Chronological and Spatial Thinking: 4. Students use map skills to determine absolute locations of places. 5. Students judge the significance of the relative location of a place and analyze how relative advantages and disadvantages can change over time. Grade 2 Social Studies: 2.4.1 Describe food production. 2.4.2 Understand the interdependence of buyers and sellers of goods and services. Grade 3 Social Studies: 3.5.2 Understand that some goods are made locally, somewhere else in the U.S., and some abroad. 3.5.3 Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs. How to Make an Apple Pie and See the World (Marjorie Priceman)  Information Sheet about Food Origins  World Map  Post-it notes  Recipes  Travel Journal Book Title: Other Contents: Directions: 1) Read together How to Make an Apple Pie and See the World. 2) Discuss what you liked and learned from the story. 3) Ask each other, “What would it be like if we had to travel to faraway places to get the ingredients we needed for recipes?” 4) Unfold the large world map. Compare and contrast this map with the maps found in the storybook. 5) Find the places on the large map that the girl in the book traveled to in order to make her apple pie. 6) Find a recipe (some are included in the bag or you may use your own from a recipe box, book, magazine, or on the Internet.) Explain how and why you use recipes. 7) Select a favorite recipe. Look at the ingredients for this recipe. Imagine where you might travel around the world to find these ingredients (besides the grocery store). See the “Food Origins” information sheet. Use Post-it notes to write the name (or draw a picture) of each ingredient. Stick each Post-it note on the world map in the correct place. Leave your notes on the map. 8) Discuss the trip that you would take to go gather those ingredients for your recipe. Write a story about your adventures in the travel journal. Be sure to include:  what you are made (lemon cake, pork tamales, spring rolls, etc.)  what ingredients you needed  where you are gathered each ingredient  how you got from place to place  what you thought of your adventures 9) If you can, try to do some cooking together and enjoy the results! 10) Return the book bag with the map completed (with Post-it notes) and your story in the travel journal. Food Origins Information Sheet New World Foods Beans: Central America Cacao: South America Corn: Americas Gourds: Americas Peanuts: South America Peppers: Mexico and Central America Pineapples: South America Potatoes: Andes Mountains Pumpkins: tropical America Squash: South America Strawberries: America Sunflowers: North America Tomatoes: Central America Old World Foods Beets: Europe, Africa, Near East Broccoli: Europe Carrots: Central Asia and Near East Eggplant: India and China Lettuce: Europe Okra: Africa Onions: Asia Peas: Europe and Asia Radishes: Asia Wheat: Asia and Europe Yams: Africa Old World Herbs & Spices Basil: Africa and Asia Cinnamon: Asia Cloves: Asia Coriander: Rome Dill: Egypt and Greece Ginger: Asia Mint: Rome and Greece Oregano: Egypt Parsley: Greece Pepper: Asia Thyme: Greece and Rome For more information, go to: Seeds of Change Garden (Smithsonian Institute) at www.mnh.si.edu/archives/garden Around the World With Food Developed by: Grade Levels: Standards: CLASSROOM CENTERS EDITION Katie Pedersen, Cabrillo Elementary, San Diego Unified 2/3 K-5 Historical and Social Science Analysis Skills Chronological and Spatial Thinking 4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations. 5. Students judge the significance of the relative location of a place and analyze how relative advantages or disadvantages can change over time. Grade 2 Social Studies: 2.4.1 Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources. 2.4.2 Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services. Grade 3 Social Studies: 3.5.2 Understand that some goods are made locally, some elsewhere in the U.S., and some abroad. 3.5.3 Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs. Book Titles: Other Contents: Directions: Too Many Tamales (Gary Soto) Supermarket (Kathleen Krull) How to Make an Apple Pie and See the World Bread, Bread, Bread (Ann Morris) Jalapeno Bagels (Natasha Wing) Cook-a-doodle-do (Janet Stevens) Tops and Bottoms (Janet Stevens) How Do You Raise a Raisin? (Pam Munoz Ryan)  Kid-friendly recipes (in plastic sleeves)  Junior Atlas (Rand McNally)  Task Card  Post-it Notes  Globe 1) At a learning center, place a selection of books that feature information about food around the world. Provide a variety of texts at different reading levels for students to read independently or with a buddy. 2) Allow 30-40 minutes of free reading. 3) Task cards are simple, laminated cards with focus questions for students to think about while reading. 4) Allow 10-20 minutes for students to complete a task card (using Post-it notes to write information answering their focus question) and prepare to have buddy talk. Name:______________________________ Date: ______________________________ Around the World With Food Read a story in the learning center and then use Post-it notes to complete each section. When you are finished, share with a reading buddy. Where foods come from Use the globe or atlas and locate the country where you think the story takes place. Draw it. Special foods from my culture What special foods do you eat that represent your culture? Things I learned about food and cooking List several new things you learned while reading about cooking food. Things I want to learn to cook List several recipes you might want to cook. Change Over Time Developed by: Grades: Standards: CLASSROOM CENTERS EDITION Katie Pedersen, Cabrillo Elementary, San Diego Unified 2/3 K-5 Historical and Social Science Analysis Skills Chronological and Spatial Thinking 1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. 2. Students correctly apply terms related to time, including part, present, future, decade, century, and generation. Historical Interpretation 3. Students identify and interpret the multiple causes and effects of historical events. Grade 2 Social Studies: 2.5 Students understand the importance of individual action and character and explain how [people] from long ago and the recent past have made a difference in others’ lives. Grade 3 Social Studies: 3.1.1 Identify geographical features in their local region. 3.1.2 Trace the ways in which people have used the resources of the local region and modified the physical environment. 3.2.2 Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment. Book Titles: Other Contents: Directions: In My Own Backyard (J. Kurjian) A River Ran Wild (L. Cherry) River (D. Atwell) The House on Maple Street (B. Pryor)  tub for books  U.S. Political Map  Sentence strips for timeline  Post-it notes 1) Place a variety of “over time” books in the book tub. 2) Students read independently or with a buddy (30-40 minutes). 3) Provide students with a U.S. map indicating where the story takes place. 4) After reading, create a timeline using the sentence strip to sequence the events in the story. Write each major event on a Post-it note and then place the notes in chronological order to create a timeline. 5) Students may use the timeline to retell the story to a partner or other students. 6) * Students should compare and contrast the various stories from the book tub. * Note that some stories might start today and go back in time while others begin with events long ago and move forward in time. On the Move! Developed by: Grade Levels: Standards: CLASSROOM CENTERS EDITION Katie Pedersen, Cabrillo Elementary, San Diego Unified 2/3 K-5 Historical and Social Science Analysis Skills Chronological and Spatial Thinking 3. Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. 4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations. Grade 2 Social Studies: 2.1.3 Place important events in their lives in the order in which they occurred. Grade 3 Social Studies: 3.1.2 Trace the ways in which people have used the resources of the local region and modified the physical environment. Book Titles: Other Contents: Directions: Alice Ramsey’s Grand Adventure (D. Brown) Don’t Forget Winona (J. Whitehouse Peterson) Amelia’s Road (L. Altman) Going Home (E. Bunting)  tub to hold books  U.S. Political Map (color)  task card  Post-it notes 1) Place a variety of books on movement and new homes in a tub. 2) Allow 30-40 minutes for independent or partner reading. 3) Task cards are simple, laminated cards with generic preprinted focus questions for students. Responses are put on Post-it notes for the share-out. 4) Allow 10-20 minutes for students to complete the task card and then share out with partner or other students their “work” for the day. On the Move! Task Card Read a story in the tub and then use Post-it notes to complete each section below. Where does the story begin? Where do they travel to? What places do they pass through? Name at least two unforgettable events. Where in the World is She From? Cinderella Stories Developed by: Grade Levels: Standards: CLASSROOM CENTERS EDITION Katie Pedersen, Cabrillo Elementary, San Diego Unified 2/3 K-5 Historical and Social Science Analysis Skills Chronological and Spatial Thinking 4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations. Grade 2 Social Studies: 2.1.2 Compare and contrast their daily lives with those of their parents, grandparents and/or guardians. 2.2.3 Locate places on a map. Grade 3 Social Studies: 3.1.1 Identify geographical features in their local region. 3.1.2 Trace the ways in which people have used the resources of the local region and modified the physical environment. 3.2.1 Describe national identities, religious beliefs, customs, and various folklore traditions. Book Titles: Other Contents: Directions: Any Cinderella stories that might represent the student population in your class. For example: Domilita (Mexico) Adelita (Mexico) Mufaro’s Beautiful Daughter (Africa) Sootface (American Indian) Yeh Shen (China) Egyptian Cinderella (Egypt) Irish Cinderlad (Ireland) The Way Meat Loves Salt (Jewish)  World Map  Venn Diagrams  “Where Am I From?” Bag Project Parent Letter  Globe 1) Send home parent letter “Where Am I From?” to launch unit. 2) Review map and globe skills. 3) Have students share “Where Am I From?” Bag Projects and make small flags to pin up on the world map. 4) Read Cinderella stories from around the world and add flags to the world map as each story is read. 5) Create class Venn Diagrams comparing and contrasting two Cinderella stories at a time. Where We Live Developed by: Grade Level: Standard: CLASSROOM EDITION Stephanie Buttell-Maxin Kimball School, National School District 3 Grade 3 Social Studies 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places and environments in a spatial context. Book Title(s): Other Contents: Where I Live (Frances Wolfe) • North America map • chart paper • drawing and lined paper (cut to the same size) • astrobright (light weight card stock) paper (square cut – twice the size of the drawing/lined paper and also keeps a margin) • crayons • glue • sentence strips with sentence frame • parent letter (optional) 1. Read together the book Where I Live. 2. Share the map of North America to compare the location of Nova Scotia, Canada, to San Diego, California. 3. Discuss what you liked about the story. Discuss what you learned from the story. 4. Compare and contrast the characteristics from the story that are the same and different from the place where you live. 5. While you are soliciting these features, list those which relate to your community on the chart paper. List additional items once you are finished comparing to the book. 6. Introduce sentence frame to group. Use some of the descriptions to create some sample sentences. 7. Divide students into pairs to create sentences of their own. Once they are done, edit/revise their work and write on square lined paper. 8. Students then create detailed illustrations for their sentence on square drawing paper. 9. Mount illustrations and sentences onto folded astrobright paper. (Instructions for folding attached.) 10. Assemble and glue pages in an order that is agreed upon by class. Directions: Dear Parents/Guardians, Tonight, I hope you enjoy reading Where I Live by Frances Wolfe with your child. It is a wonderful story about the childhood memories of Nova Scotia, Canada, where the author grew up. After you have read and shared what you learned from the book, please take the time to talk about how it is the same and different from what you know about the neighborhood and community where you live. When you have finished making your comparison, please use the enclosed sentence frame with your child to tell us about what you think is important about your neighborhood and/or the community of _________. Here are a couple of examples to help you along: “Thinking readers choose good books at the city library and families ride bicycles in Kimball Park where we live.” “Bright red trolleys take many people to work and gray navy ships sail along the coast where we live.” Then, create an illustration that shows exactly what your sentence means with the included art paper. Once all students’ work has been collected, the sentences and illustrations will be organized and published into our own “Where We Live” book. As always, thank you for making your best effort! Estimados Padres de familia/Tutores: Esta noche, espero que Usted y su hijo disfruten leyendo el libro, Donde yo vivo por Frances Wolfe. Es la historia maravillosa de la niñez de la autora en Nueva Escosia en Canadá. Después de leer y compartir lo que han aprendido del libro, favor de tomar el tiempo para hacer una comparación de como es igual y diferente el barrio y la comunidad donde ustedes viven. Cuando terminen con la comparación, favor de usar el patrón de oración incluido con su hijo(a) para decirnos algo importante sobre su barrio o la comunidad de _______. Aquí hay unos ejemplos para ayudarles: “Buenos lectores escogen libros interesantes de la biblioteca y unas familias montan en bicicletas en Kimball Park donde vivimos nosotros.” “Trolleys pintados de rojo brillante llevan mucha gente a trabajar y barcos navales grises navegan por la costa donde vivimos nosotros.” Entonces, hagan un dibujo en el papel incluido que muestre precisamente lo que describe su oración. Cuando reciba el trabajo de todos los estudiantes, las oraciones y las ilustraciones seran organizadas y publicadas en nuestro propio libro de “Donde nosotros vivimos.” Como siempre, ¡gracias por su ayuda y por darnos su mejor esfuerzo! From Sea to Shining Sea CLASSROOM EDITION Developed by: Grade Level: Standards: Maureen Blackhall, Penn Elementary, San Diego Unified 3 Grade 3 Social Studies: 3.3.1 Organizing information about people who visited, settled and continue to come to this region, including their cultural and religious traditions and contributions. Stringbean’s Trip to the Shining Sea (Vera Williams) Tulip’s Trip Across America (Cynthia Rylant)    Directions: Maps, atlases, brochures, travel guides and other sources of information about places that students might pretend to visit Magazines to cut out pictures or postcards Notebooks for travel journals Book Titles: Other Contents: 1) As you read, remember information from Stringbean’s Trip to the Shining Sea. Review the postcards and pictures from the book. 2) Read Tulip’s Trip Across America with a partner. 3) Imagine taking a trip on your own and visiting at least 5 different places, like the characters in the stories. 4) Then create your own travel journal by making your own postcards or pictures and pasting them into a special travel journal. Write an entry telling something special about each place that you pretend to visit. Use maps, atlases, travel guides, books, the Internet and other sources of information to learn more about these places that you are “visiting.” 5) Present your “trip” to these five places to the class. Use the travel journal with the postcards and pictures that you added to tell your story about your adventures. 6) Discuss what travels might have been like for people who traveled to the region in which you live. Look What Comes From the United States! Developed by: Grade Level: Standards: CLASSROOM EDITION Maureen Blackhall, Penn Elementary, San Diego Unified 3 Grade 3 Social Studies: 3.5.2 Students understand that some goods are made locally, some elsewhere in the United States, and some abroad. 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. Book Titles: Other Contents: Directions: Postcards From (China) Series (Zoe Dawson) Look What Came From the United States (Kevin Davis) And any other books from this Look What Came From… series  U.S. Map  World Map  Blank postcards (2 per student)  Blank outline map of the U.S.  Made in the U.S.A. Journal (blank book for lists; divided into sections for Transportation, Inventions, Food, etc.) 1) Read Look What Came from the United States together. Use the table of contents, index and glossary to find your interests. 2) Use the map of the United States on page 5 as a model and create a map with five things that you found interesting from the book. 3) Create a list on the Made in the U.S.A. Journal of the five things that you drew on your map. 4) After reading the book Postcards From (China, France, etc.), create a postcard to send to the class about your favorite things you found. 5) Add your cards to the postcard collection/mail box. 6) Present your findings to the class. 7) If additional books are available, choose to explore what came from other countries! Then create a postcard sharing the ideas, items, foods, etc., that came from that country. Celebrations Around the World! FAMILY/CLASSROOM EDITION Developed by: Grade Levels: Book Title: Other Contents: Directions: Karyn Thielen, Del Rio Elementary, Oceanside 3, 4, 5 Celebrations (UNICEF, Kindersley)   World Atlas World Map 1) Scan Celebrations and read the sections that you find interesting. 2) Select 3 celebrations from the book to read about carefully. 3) Write a summary about one of those three celebrations. Include what the celebration is, and where and when the celebration occurs. 4) Imagine that you could travel to another place in the world to participate in a celebration that you have learned about from the book. Find that place on the map and in the atlas. 5) Draw a picture of yourself participating in one of the celebrations in the book. Label the different things that you are wearing, holding, and doing as part of that celebration. All Around the World FAMILY/CLASSROOM EDITION Developed by: Grade Levels: Standards: Book Title: Other Contents: Karyn Thielen, Del Rio Elementary, Oceanside 3, 4, 5 Social Studies: Diversity of California and the United States My Picture Atlas (Roger Priddy)          Laminated world map World atlas Outline map of the world Blank post cards (cardstock) Examples of post cards Paper for letter writing Blank travel brochures Examples of travel brochures Notebook (spiral) Directions: 1) Look through My Picture Atlas. 2) Select 1-3 countries that you want to learn more about. Read about those countries in the book and go to other sources (atlas, Internet, encyclopedia, etc.) for more information. 3) Look at the postcards from places around the world. 4) Design your own postcard and write about one of the countries you selected and learned more about. 5) Look at the travel brochures. 6) Design a travel brochure for at least one of the countries that you selected and read more about. 7) Share the travel brochure and post card with your family. Be prepared to share these with the class. 8) Find at least one country in the book that tells about a country that your family is from. Create a simple “fact sheet” about this country in the notebook. Geography From A to Z Developed by: Grade Level(s): Standard(s): Book Title(s): Other Contents: Directions: CLASSROOM EDITION LeAnn Leyden (Hearst Elementary, SDCS) Grades 2, 3, 4 2.2.1 Identify geographical features in their neighborhood 3.1.1 Identify geographical features in their local area. 4.1.3 Identify physical regions of California Geography from A to Z: A Picture Glossary California Student Atlas  Postcards  California map  Tourist brochures  Tag board  Glue stick  Scissors 1. Students will read the book and then create two foldables about one known and one unknown geographical element. For example, “mountain” and “atoll”. 2. Select a geographic feature from the book that you have visited and one that is new to you. a. Fold a sheet of paper diagonally into a taco.fold. b. Open the folded paper and refold it like a taco in the opposite direction to create an x-fold pattern. c. Trim the extra strip from the edge to make a square. d. Cut one of the creases to the center of the x and stop. This will form two triangular-shaped flaps. You will leave one triangle blank. 3. Make Foldable 1: In the first triangle write the geographic word that you have seen in person and explain what it means. In the second triangle draw a picture illustrating the geographical term. In the third triangle cut out and glue a picture from a postcard, brochure, magazine or Internet. Write a sentence telling about this geographical feature that you have visited. 4. Make Foldable 2: Create a foldable triangle about a geographical feature that is unfamiliar to you. In the first triangle write the word and what it means. In the second triangle draw a picture of this feature. In the third triangle find a picture of this feature from a magazine, brochure or the Internet. Write a sentence that explains how your picture has the elements of the geographic feature. 5. Glue the blank triangle to the back of the other triangle to create a pyramid. 6. Turn in both foldables to add to the class geography mobile. You Can Make a Change, Too! CLASSROOM/FAMILY EDITION Developed by: Grade Level(s): Standard(s): Book Title(s): Other Contents: Directions: Katie Pedersen (Cabrillo Elementary, SDCS) and LeAnn Leyden (Hearst Elementary, SDCS) 2/3 2.5 Importance taking action; heroes 3.4 Identify civic leadership Thank You, Sarah: The Woman Who Saved Thanksgiving (Laurie Halse Anderson)   Stationery and envelopes Paper for creating a timeline The student will read the story and think about the ways Sarah Hale helped to make Thanksgiving a national holiday. Choose one of the activities below to further the student’s understandings of the book. 1. Create a timeline that chronologically illustrates Sarah’s attempts to have Thanksgiving designated as a national holiday. Your timeline can be created using pictures or words. Write a summary on the back of the timeline explaining how Sarah’s ideas moved over the land to influence many people. 2. Write a letter to Sarah sharing your thoughts about her perseverance and letter writing campaign. Share an idea that you have to improve the land, community, nation, or world – an idea you wish more people would adopt. 3. Write a letter to our current president asking him to make a recent event (for example, the tragedy of 9/11) into a national holiday. Be persuasive in your attempt and explain what this holiday would do to improve our nation and its people.