Agricultural Literacy Curriculum Matrix
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Eggs in the World of Food Choices
3 - 5
Students will learn about geographic, economic, human and cultural influences on food choices around the world and conduct research to learn about the influences behind an international egg recipe.
- Where in the World? cards (1 copy, cut cards out)
- Country Research Log activity sheet (one per student)
- International cookbooks
- Access to the Internet
- Art materials
Essential Files (maps, charts, pictures, or documents)
climate: the weather conditions prevailing in an area in general or over a long period
Did you know? (Ag Facts)
- Quiche Lorraine originated in Germany. It is a custard made with milk and eggs and baked in a pie crust.
- Pavlova is a meringue-based dessert made using egg whites.
- Eggs Drumkilbo is a dish that was a favorite of Britain's Queen Mother.
Background Agricultural Connections
Interest Approach – Engagement
- Divide students into two groups. Randomly distribute the food cards from the Where in the World? printout to one group, and distribute the country cards to the other group.
- Explain that the food cards represent different recipes made with eggs and the country cards represent the countries where those dishes originate. Students’ task is to try to find the person/card from the opposite group that matches their card. If they have a food card, they must find their food’s country of origin. If they have a country card, they must find the food from their country.
- Give students five minutes to try to find their partners. If students are having trouble, they can research online to find their food’s origin.
- When all students have found a partner, review the answers (found in Background Agricultural Connections section) to determine if the matches are correct. Then, ask students what strategies they used to find their partners. Ask students what they know about the ingredients or preparation methods of the egg dishes on the cards. What story can these foods tell us about the countries from which they originate?
- Write the following questions on the board: What factors determine the recipes/dishes that originate in a particular country? Guide students to think about geographic, economic, cultural, and human factors. Ask each pair to list as many answers as they can.
- List answers on the board or a flip chart. Possible answers include:
- Geographic- natural resources, food availability, climate
- Economic- ingredients people can afford, trade, need for preservation
- Human- passed down from previous generation, likes vs. dislikes, movement
- Cultural- religious traditions or restrictions, ethnic traditions and customs
- Have students brainstorm examples for each factor. See examples from the background information to help spur thinking.
Explore: (45-60 minutes)
- Distribute the Country Research Log activity sheet.
- Ask partners from the Interest Approach to select a country and research its climate, location, natural resources, crops, and cultural/religious traditions. Encourage students to cover a wide range of continents and cultures with their choices. They should record their research on the Country Research Log.
- Ask students to imagine that an international restaurant is opening in your town. They must select a dish that will represent the country they have researched as part of the menu. Allow students to look through international cookbooks, or they can look online to find a recipe/dish that is native to the country they have researched.
- Once students find a recipe, direct them to list the ingredients and describe the dish and cooking methods on their Country Research Log.
Explain: (15-25 minutes)
- Challenge each student pair to analyze the research they have collected and the recipe they have selected to identify possible reasons why their dish is native to their country of choice. Have them list their reasons, evidence and sources on their Country Research Log.
Elaborate: (30-45 minutes, possible time outside of class to research food costs)
- Explain that the next part of their task is to figure out how much the restaurant should charge customers for their dish. In order to do this, challenge each pair to do the following:
- Predict how much it would cost in American dollars to prepare their dish for one person.
- Choose one supermarket to use as a source. Then, research the cost of each ingredient on their list by using the supermarket’s online site or visiting the store.
- Determine how much it would cost to use that ingredient to prepare the dish for one person.
- Since most recipes are written with multiple servings in mind, they must first determine how much of each ingredient would be used for one serving. For example, if the recipe calls for two cups of milk and it makes four servings, they will need to identify the cost of two cups of milk and then divide by four.
- Once they have determined how much the dish would cost to make, they must determine how much the restaurant should charge for it. For this scenario, ask students to imagine that the food cost is 30% of what the restaurant will actually charge. You may want to talk with students about why restaurants must charge more then they pay for food. For example, restaurant owners must pay rent, salaries, cost of furniture and other supplies, advertising, printing, and make a profit.
- Give each pair a calculator and ample time to do their calculations.
Evaluate: (30 minutes)
- Challenge students to create and illustrate a one-page menu entry that features their dish and includes its ingredients; its cooking methods; its geographic, cultural, or economic influences; its cost; and why it is a good dish to represent their country at the international restaurant. Encourage students to use descriptive words that would make diners want to order the dish.
- Review and summarize the following key concepts:
- Eggs for eating are most commonly produced by chickens.
- Common or traditional foods are often determined by family tradition, religious or cultural influence, economic availability, and geographic availability of foods.
- Eggs are part of many traditional food dishes throughout the world.
Visit the American Egg Board Elementary Lesson Plan page and use the activity worksheets reinforcing skills in reading, math, and writing.
Have students find examples of worldwide cuisine that is influenced by the following factors. Assign each student or small group of students one of the four factors listed below
- Geographic- Cuisine common to an area due to natural resources, food availability, or climate.
- Economic- Cuisine influenced by the presence of ingredients people can afford, trade, or preserve for relatively longer periods of time.
- Human- Cuisine common to an area by cultural tradition that was passed down from previous generation.
- Cultural- Cuisine common to an area due to prevalent religious traditions or restrictions, ethnic traditions and customs.
Suggested Companion Resources
- The Life Cycle of a Chicken (Activity)
- Chicks & Chickens (Book)
- Daisy Comes Home (Book)
- Food (Book)
- One Hen: How One Small Loan Made a Big Difference (Book)
- All About Eggs (Multimedia)
- Eat Happy Project video series (Multimedia)
- Eggs 101: A Video Project (Multimedia)
- Virtual Chicken (Multimedia)
- Virtual Egg Farm Field Trips (Multimedia)
- Poultry Reader (Booklets & Readers)
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Describe how supply and demand impact the price of agricultural goods (T5.3-5.a)
- Provide examples of agricultural products available, but not produced in their local area and state (T5.3-5.e)
Common Core Connections
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSS.MATH.PRACTICE.MP4Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
NCSS 1: Culture
Objective 3How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living.
NCSS 3: People, Places, and Environments
Objective 7Benefits and problems resulting from the discovery and use of resources.
NCSS 7: Production, Distribution, and Consumption
Objective 5The characteristics and functions of money and its uses.