Erica Lane EdSE 604 August 14, 2011 Prepared for Professor Mark Gura

Unit Plan- Identity and Culture

A. General Plan for the Unit 1. Class Description: Grade 1, general education, 25 students 2. Title of Unit: Diversity and Multiculturalism- Cultural Cuisine Curricular Theme: Identity and Culture 3. This unit will demonstrate that food is a significant element of culture, and that different cultures eat different foods. Students will investigate reasons for the variation in cooking and consumption of different foods in different cultures. Students will practice cooking a recipe that is connected to a character in a cultural character book read to them by the instructor. Then, through research and interviews with family, students will select a recipe that is important to their family and culture, and bring in the cooked recipe for a multicultural food fair (students will be encouraged to cook these recipes at home with parents). Students will create artistic recipe pages using a computer for submission to a multicultural cookbook, which will be presented at the multicultural food fair. Students will also receive a printed copy of the completed class recipe book to take home upon completion of the unit. Objectives: -Students will understand that different cultures eat different types of food -Students will learn about their own cultures by studying food that is important to their family -Students will learn about cultures of other students by studying food that is important to their classmates -Students will use a variety of resources to research information about their cultural cuisine -Students will use technology to create original works and conduct their research to enhance learning 4. Standards: NYS Learning Standards in Social Studies- Standard 2, Elementary Key Idea 1-The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and

cultural values, beliefs, and traditions. Key Idea 4- Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world. NYS Core Curriculum in Social Studies- Grade 1 content Understandings My Family and Other Families, Now and Long Ago -Families and different kinds of families exist in all communities and societies though they may differ. -Families have beliefs, customs, and traditions -Families lived in other places and at different times NYS Learning Standards in The Arts- Visual Arts- Standard 1 Students will: -Experiment and create art works, in a variety of mediums based on a range of individual and collective experiences -Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events NYS Learning Standards in The Arts- Visual Arts- Standard 4 Students will: -Create art works that show the influence of a particular culture NYS Learning Standards in Technology- Information Systems- Standard 2 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students will: -Use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. -Access needed information from printed media, electronic data bases, an community resources. NYS Learning Standards in Technology- Computer Technology- Standard 5 Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Students will: -Use the computer as a tool for generating and drawing ideas NYS English Language Arts Standards- Language for Information and Understanding- Standard 1 Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students: -Gather and interpret information from childrens reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams -Select information appropriate to the purpose of their investigation and relate ideas from one text to another -Select and use strategies they have been taught for note taking, organizing, and categorizing information -Ask specific questions to clarify and extend meaning -Make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues NYS English Language Arts Standards- Language for Information and Understanding- Speaking and Writing- Standard 2 Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in ones own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. Students will: -Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts -Select a focus, organization, and point of view for oral and written presentations -Include relevant information and exclude extraneous material -Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms. 5. Strategy- See attached flow chart document 6. Rationale- This unit will address standards and objectives as listed above. Students incorporate use technology to research and create authentic works that are reflective of their own cultures. Students then use researching skills to extract relevant information and paraphrase and include important information while following rules of spelling and grammar. Students use oral presentation skills to share information with fellow students and learn about other cultures in their school community.

7. Content- Student will be producing a final product in response to Web research, family interviews, and hands-on experience with recipes. Students may also use additional resources such as books at their own discretion. Students will be supported by teacher for assistance in Web searching in order to locate appropriate information as necessary. 8. Student Preparation- In order to understand the unit, students need to learn that culture has various aspects; one being food. Students need to learn that different cultures eat different foods, sometimes based on location, crops available, history,

religion, and more. Students will be familiarized with material through class discussion and reading a cultural character book. Students must also be familiar with Microsoft Word and PowerPoint prior to this unit as both will be required for development of final products. Students should have prior experience with Internet searches. 9. Motivation- Students should be intrinsically motivated by this unit because connects learning about culture to their own, real-life experiences. Students will explore foods of their culture on their own and along with their families, possibly learning stories of their ancestors and heritage along the way, and creating an overall more meaningful experience. Hands-on cooking experience actively engages students, as does the ability to taste and learn about foods from different cultures during a multicultural food fair. The finished product recipe book will also serve as a motivator to students as it is something they can take home and keep forever, having the opportunity to recreate recipes that they enjoy. 10. Technology- Technology will be used to research and develop the final product recipe page. Students will use the Internet to locate information and images. Students will also use word processing software such as Microsoft Word and presentation software such as PowerPoint to develop their final work. Students may also use scanners and paint programs to copy and edit images of actual objects as well as those found in books. Completed student recipe pages will also be printed to create a final recipe book that will be distributed to each student in the class. These images will also be saved and used as models for this unit in the future. 11. Student Product/Performance- See attached sample. Students will produce a recipe page for a multicultural cookbook, and cook and present the food at a multi-cultural food fair. Recipe pages will be created using Microsoft Word and PowerPoint, and must include: student name, recipe name and country of origin, ingredients lists, recipe steps, and history of the recipe and/or ingredients (see Session 2 for more information about this final project). Students must also select a decorative background using PowerPoint, and include both written information and food photo(s). 12. Assessment- A rubric will be used to grade the final projects. Students will review rubric and expectations prior to beginning their projects (see attached rubric). Students will also be evaluated based on observation of their interactions at the multi-cultural food fair and post-fair class discussion. 13. Modifications/accommodations-If a student has food allergies, request recipes that omit a particular ingredient. In cases where this is not possible, ask students to put red signs up to notify students there may be ingredients the student is allergic to and require them to skip tasting those foods. When in doubt, err on the side of caution. -Students who are unable to bring in written or cooked recipes can make

alternative arrangements for this project. -Students who do not have access to a family member can research a recipe of a food or culture that interests them. -Students who are unable to bring cooked recipes can discuss recipe page at the fair. If possible, teacher makes arrangements to bring dish in for the student, or gives students supplementary food (M&Ms, goldfish), to distribute to other students as they approach to learn about the cultural food selected. -Instructor provides assistance for with Internet searches as deemed necessary. -Provide graphic organizers for students with special needs or ESL students to help organize researched information as necessary. -Offer students who may need extra time an opportunity to work on their projects during other free time or after school -Offer gifted students or those who work quickly the opportunity to design a cover page for the final recipe book -Make voice-to-text software available for students as per IEPs -Guide and assist special needs students using verbal prompts as necessary during creation and presentation of recipe

B. Session by Session PROCEDURE/IMPLEMENTATION PLANS a) Session

1 (Day 1)- Introduction to Cultural Foods

b) Time: Part I- 30 minutes (10 minutes discussion, 20 minutes reading and follow up discussion) Part II- 45 minutes (30 minutes cooking/researching), 15 minutes eating and discussing c) General Description: Students will discuss the definition of culture, and demonstrate understanding that food is one element of culture. Students will listen to a reading of a cultural character book, and discuss different types of rice and recipes made with rice they have eaten. Students will cook a recipe connected to the book, in class. For homework, students will select a recipe connected to their own culture to share with the class during later sessions for this unit. d) Goals: -Students will define culture and discuss elements of culture -Students will understand that different cultures eat different types of food -Students will make personal connections with foods of different cultures -Students will select a recipe from their own culture to present at the class multi-cultural food fair e) Logistics: Part I of this session will be conducted in a whole group setting. Students will sit in a semicircle around the teacher, who will take notes on a whiteboard or large paper in front of the room. Part II will be conducted in a whole group setting around a

table set with recipe ingredients and a rice cooker. Students will take turns measuring and mixing ingredients during cooking. Students will then divide into small groups while the rice cooks to conduct research on the Internet (number of students based on number of computers in the classroom). Students reconvene at the table to discuss findings. f) Teacher Narrative: Part I 1. Ask students: What is culture? One a whiteboard, organize student thoughts and answers as they are revealed. Discuss that culture is shared values, beliefs, and practices of group. Ask students: What are some elements of culture? Discuss elements including language, food, clothing, music, art, religion, geography, history, etc. Tell students they will be learning about the cultural element of food. Discuss how people from different places and cultures eat different foods. Ask students to share different types of cultural foods they have eat (i.e. Chinese, Italian, Thai, Mexican, etc.) 2. Read the childrens cultural character book Everybody Cooks Rice by Norah Dooley, which contains characters from different cultures that eat rice with different types of rice preparations (Barbados, Puerto Rico, China). Afterward, ask students about some different types of rice they have eaten (yellow rice, white rice, basmati rice, etc.) and discuss other cultures that eat rice (Mexican, Spanish, Japanese, Thai, Indian, etc.). Tell students that later in the day, they will be cooking a cultural rice dish together as a group. Part II (Later that day) 3. Using a rice cooker, prepare coconut rice with students in class (recipe below). While the rice cooks, ask students to research ingredients of the dish on the Internet in groups. Offer guided questions (i.e. think about where coconuts and this type of rice are from) if necessary, as well as support with Internet searches. Discuss findings as a group (coconuts and rice indigenous to Thailand). Discuss additional reasons why cultures may eat certain foods (i.e. religious beliefs, history). Ask student volunteers to discuss their own cultural foods that they eat with the class. Serve the rice for students to taste! Homework assignment: Students ask a family member about foods important to their own culture, and select a dish to prepare for a multicultural food fair. Students bring in the written recipe for the following session.
Coconut Rice Recipe Prep Time: 10 minutes Cook Time: 20 minutes Total Time: 30 minutes Ingredients: 2 cups Thai jasmine-scented white rice

1 cup coconut milk 2 cups water 1/2 tsp. salt 2-3 Tbsp. dry shredded coconut, unsweetened or sweetened (baking type)

Preparation: 1. 2. 3. Place rice in rice cooker. Add the water, coconut milk, salt, and shredded coconut. Stir well (use a plastic or wooden utensil to avoid scraping off the non-stick surface). Cover and set to cook. Once your rice cooker switches to "warm" mode, allow another 8-10 minutes for rice to finish "steaming". This will ensure your coconut rice is fully cooked and pleasantly sticky. Gently fluff before serving (some of the shredded coconut may have risen to the surface - just stir it back into the rice). Taste-test it for salt, adding a little more until desired flavor is achieved.

g) Materials and Resources: -Whiteboard and dry erase markers (or extra-large board paper and markers) -Book: Everybody Loves Rice by Norah Dooley -Rice Cooker -Stirring Spoon -Measuring Cup -Coconut rice recipe and ingredients (per above) -Paper plates and forks -Computers with Internet a) Session

2 (Day 2 and 3)- Research

b) Time: Day 2- 45 minutes (15 minute demonstration, 30 minutes research) Day 3- 45 minutes research c) General Description: During this session, students will be introduced to the product they will be creating throughout this unit. Students view a sample(s) project and front-ofroom demonstration of researching a cultural recipe. Students review the teacher-made grading rubric to set expectations for their projects. Students research the history of their own recipes/ingredients to gather information for their final projects. d) Goals: -Students will be introduced to their culminating project -Students will gain insight into expectations for their project including visual appeal and content -Students will gather research for their projects e) Logistics: This session will be conducted in a computer lab where all students (and teacher) have individual access to a computer with Internet. Students who wish to visit the library for additional information/photos on day two are permitted to do so. f) Teacher Narrative:

1. On a computer with Internet and a projector, show students a PowerPoint sample of the expected final product recipe page. Explain to students that they will be creating their own recipe pages for inclusion in a multicultural cookbook that will be distributed to the entire class at the conclusion of the unit. Inform students that they will also be cooking and presenting their recipes and recipe pages at the end of the unit for a multicultural food fair. Discuss all required content elements for the project (student name, recipe name and country of origin, ingredients, recipe steps, and history). Discuss all required visual elements (PowerPoint background, written information, food photo). Encourage students to be creative and add any information or decorative touches they feel will enhance their project. Demonstrate an Internet search of the ingredients/recipe on the computer attached to projector screen to show how information was found. Demonstrate and discuss the use of the word AND in all capital letters to join each word in the searching phrase (i.e. Kugel AND history, origin AND coconut AND rice, etc.) 2. Hand out grading rubric (separate attachment) and review with students. 3. With their cultural food chosen, students research the history behind their dish on the Internet. Guide students as necessary with questions such as: What ingredients are used? Where do the ingredients come from? Why did their culture start eating the food? Offer help with Internet searches as needed. As students locate relevant information, ask them to print material from the Internet for reference when creating their recipe pages. 4. On day two of this session, students may choose to visit the library for further information/photographs. If students would like to use any additional materials/ images from their homes or library, they may scan these images for inclusion in their PowerPoint final products. g) Materials and Resources: -Computer with Internet (one for each student) -Computer with Internet connected to a projector for demonstration -PowerPoint of sample project (and/or hard copies of previous years projects) -Grading rubric handouts -Student recipes from previous sessions homework -Access to library -Scanner (if desired)

a) Session

3 (Day 4 and 5)- Project Creation

b) Time: Two 45 minute sessions c) General Description: During this session, students use their research to create recipe pages for the class multicultural cookbook on the computer using Microsoft Word, PowerPoint, and the Internet. d) Goals: -Students will organize research in a cohesive way for presentation

-Students will utilize grading rubric to self-monitor development of their recipe pages -Students will gain (additional) experience with word processing software and presentation software -Students will use technology in a creative and artistic way e) Logistics: This session will be conducted in a computer lab where all students have individual access to a computer with Internet. f) Teacher Narrative: 1. When research is gathered, students begin creating recipe pages based on their research. Each should be reminded to include the elements described in session two during the demonstration and review of the rubric. Students should be encouraged to refer to the rubric throughout creation of their projects. Students use word processing software (Microsoft Word, etc.) to write the text portion of the recipe and then copy and paste into PowerPoint to create decorative recipe pages. 2. Students add photos from the Internet and/or scanned images from materials and books to enhance their cultural recipe page. Students also select a decorative background for their page using PowerPoint. Assist students who need further explanation/demonstration in modifying the background of their PowerPoint presentations, 3. Once projects are completed and saved, students print their recipe pages for display at the multicultural food fair. Students also email their final product to their instructor for grading. Weekend homework: Students cook their recipes at home (with guardians) to bring in for a multicultural food fair. If students are unable to bring their cooked recipe, accommodations are made per Part A accommodations/modifications. g) Materials and Resources: -Computer with Internet (one for each student) -Microsoft Word -Microsoft PowerPoint -Individual student research and recipes

a) Session

4 (Day 6)- Project Presentation

b) Time: Approximately 2 hours c) General Description: Students present their recipe pages and cooked recipes at a class multicultural food fair. Students in the class (as well as other classes per discretion of the instructor) are invited to taste and discuss each others recipes. d) Goals: -Students will present their recipe to an individual/group through verbal explanation and

by serving their homemade recipe -Students will explore foods of other cultures through listening, observing, and tasting other cultural recipes -Students will record new information they have learned about other cultural foods and recipes e) Logistics: This session will be conducted in a centrally located, high-traffic area with plenty of space for visitors (i.e. breezeway, cafeteria, lounge, etc.). Food and recipes will be set up on tables with students standing alongside or behind their cultural food station. f) Teacher Narrative: 1. In preparation for the multicultural food fair, students have brought in cooked recipes. Heat dishes intended to be served warm in a school kitchen or lounge. Display food and recipe pages in a selected multicultural food fair area. Students present and discuss their food, including where the food comes from, its history, ingredients and preparation. Students answer questions from fellow classmates and fair visitors. 2. Assign students to a twenty-minute time slot (5 students per slot) where they may walk around and learn about other cultural foods. Provide a basic worksheet (separate attachment) to guide student questions and record information they have learned about other cultural dishes. g) Materials and Resources: -Paper plates, plastic utensils, and napkins -Kitchen for reheating any warm foods -Tables and chairs to display food -Student recipes (cooked) -Student recipe pages (for display) -Food fair worksheets and pens/pencils for all students

a) Session

5 (Day 7)- Discussion

b) Time: 30 minutes c) General Description: During this session, students debrief and discuss their favorite recipes, new foods they have tried, and new information they have learned about each others culture. d) Goals: -Students discuss new facts they learned about each others cultures -Students share opinions about each others cultural foods -Students reflect on their own work in comparison to others e) Logistics: This session will be conducted in a group setting. Students and teacher sit

in a semi-circle conducive for discussion. f) Teacher Narrative: 1. Print 26 copies of students recipe pages (25 for students cookbooks and one to save and use as a future sample). Staple or bind pages to create a complete multicultural recipe book designed by your class. Distribute the book to each student so they may keep it and make their favorite new recipes. 2. While in a semi-circle, as students to discuss their favorite recipes, and new foods they tried and enjoyed at the multi-cultural food fair. Throughout the discussion, encourage students to refer to their checklists and discuss what they have learned about each others recipes and origin. Ask students to share new facts they learned at the multi-cultural food fair. Ask students to share anything they could have done differently to improve their projects or presentation. At the close of the discussion, ask students to put their recipe books in their backpacks to take home as a keepsake. 3. Teacher keeps a copy of the recipe book to serve as a sample when teaching this unit in the future. g) Materials and Resources: -Completed food fair worksheet -Printed and stapled (or bound) recipe books