Cultural Cuisine in the Cafeteria!

Essential Question:
How can cuisine from different regional cultures be incorporated into a nutritionally balanced menu plan that can be used in a school cafeteria?


Standards for the 21st Century Learner
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.

Skills Indicator(s):
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.

Georgia Culinary Arts Standards:
CA-ICA-1. Students will examine and identify the history and philosophy of the food service industry.
     d. Identify and describe various food-service restaurant styles such as fast food, casual, family dining, institutional, and formal dining.
     f. Define cuisine and compare/contrast the differences between American Regional, French, Italian, and Asian cuisine. Identify elements and characteristics of each type of cuisine.
Correlating Academic Standard:
ELA10RL5. The student examines and acquires new vocabulary and uses it correctly in
reading and writing.

CA-ICA-9. Students will examine an introduction to nutrition including the six major
classes of nutrients, proteins, and carbohydrates: simple, complex, fats, vitamins, minerals
and water.
     a. Discuss and develop knowledge of the importance of My Pyramid and examine how
My Pyramid can be misleading and complex due to cultural constraints, eating
disorders, and food allergies.
     b. Examine the six major food groups, nutrient contributions of vitamins, minerals, and
nutrient variability within a group and daily recommended intake.
     c. Define a serving size, portion control, recommended serving size and balanced diet
while maintaining a correct nutritional intake.
     d. Examine current trends and issues in food and nutrition, fad diets, proper weight loss
techniques and how these fit into healthy menu options.
Correlating Academic Standard:
NFCS-9.3.2. Appraise and interpret nutritional data.


Differentiaion:
In any class there will be students of varying ability, and high school is no exception.  Often students in a resource special education setting will take courses such as culinary arts, horticulture, or child care as electives.  Special considerations need to be given to these students as well as those that are of high ability or gifted.  Here are a few suggestions for differentiation.

Students with learning disabilities
1)   Provide supplemental materials:  
         a.  copies of menus, perhaps with items highlighted
         b.  list specific items to be selected from menus
         c.  a simplified food pyramid (the linked website may be too distracting or contain much information)
2)   Provide study guides
          a.  create an advance organizer
          b.  give an outline of the steps to complete the webquest.    
3)   Create a vocabulary list with definitions (and pronunciations if applicable)
4)   Consulting with students’ supervising teacher(s) may give more  
       suggestions to “custom- fit” webquest activities to the students’     
       abilities.

High Ability/Gifted students:
The webquest may be an opportunity for gifted students to really shine if they are engaged in the topic.  Often they are bored or feel stifled with traditional assignments.

Consider:
1)   Allowing latitude in letting students pursue a “tangent” interest
2)   Encouraging more creative use of technology
3)   Soliciting suggestions from the students concerning the process or end products

In high school, many gifted students no longer take specific classes or have a resource teacher.  Rather they contract with either a content area teacher or a teacher/ supervisor for the gifted.  Students might have a multi-disciplinary project or expand upon a topic within a subject.  The activities in this Web Quest might be included in an individual student’s contract. Contacting the supervising teacher may lead to a collaboration that benefits all.  


Student Self Assessment:
It is suggested that students be given the collaboration rubric (see resource link below) as they begin the Process section of this WebQuest.  It can serve as guidelines for expected behaviors in a group setting.  Later, students could evaluate themselves and return the form to you.  Using the rubric results as part of the students' grades is up to your discretion.


Future Lessons:
CA-ICA-9. Students will examine an introduction to nutrition including the six major classes of nutrients, proteins, and carbohydrates: simple, complex, fats, vitamins, minerals, and water.
b. Examine the six major food groups, nutrient contributions of vitamins, minerals, and nutrient variability within a group and daily recommended intake.

Using their previous knowledge of this standard, and after furthering their research, students will evaluate the content of their current school lunches.  This could be incorporated into a persuasive argument to implement a new menu.  With the goal of educating fellow classmates, this research could also be used as an access point to bring up the topic of healthy eating habits.

Another possible lesson that could tie in Social Studies and Geography would be to expand their research on health statistics and habits of other countries as they relate to circumstances that affect health such as medical care, activity and exercise, water and air quality, and other environmental and situational conditions.