Food of Different Countries

April 11th, 2016

Training Field

Investigate the origin of food in different countries.

Aspects

Science

Skills

How do we accept influences from other countries' food.

Expected Learning

Students will learn about foods of other countries

Subject

Food

Aim

Students will investigate about foods of other countries

Activities

From Monday 11th of April to Tuesday 19th of April. Work has to be  turned in Tuesday, April 19th.

• Students will investigate about the food that was selected for them.
• On a white cardboard, students will write down the information that they have investigated.
• They can arrange the information as a graphic organizer or as a composition.
• Students will draw or paste images of the food they are talking about.
• Students will talk about what they have investigated.
• Students have to investigate about the following food:

Joshua - Ice-cream

Diego - Pizza

Pilar - Tacos al Pastor

Dilan - Yogurth

Anahy - Nachos

Language Arts Prescribed Learning Outcomes

ORAL LANGUAGE (SPEAKING AND LISTENING)

Purposes (Oral Language)

• Stays on topic in a focussed discussion
• uses prior knowledge and/or other sources of evidence
• generates questions to understand ideas and information

Strategies (Oral Language)

• accesses prior knowledge when interacting with others
• makes and shares connections when interacting with others
• asks questions for clarification and understanding when interacting with others

Thinking (Oral Language)

• demonstrates enhanced vocabulary knowledge and usage
• responds, explains and provides supporting evidence for connections to texts
• uses speaking and listening to improve and extend thinking by questioning

Features (Oral Language)

• uses text structure to convey and derive meaning
• uses context
• uses smooth transitions and connecting words

READING AND VIEWING

Purposes (Reading and Viewing)

• reads fluently and demonstrates comprehension
• reads fluently and demonstrates comprehension of stories
• reads fluently and demonstrates comprehension of poetry

Strategies (Reading and Viewing)

• makes predictions before reading
• asks questions before reading
• previews texts before reading

Thinking (Reading and Viewing)

• reads to improve and extend thinking
• responds to selections read by expressing an opinion
• reads to improve and extend thinking by analysing texts

Features (Reading and Viewing)

• develops meaning from the form
• develops meaning from the ‘text features
• develops meaning from the idiomatic expressions

WRITING AND REPRESENTING

Purposes (Writing and Representing)

• writes a variety of clear, focussed personal writing
• writes a variety of clear, focussed personal writing using an honest voice
• writes a variety of effective informational writing using focussed details

Strategies (Writing and Representing)

• sets a purpose before writing
• identifies an audience, genre and form before writing
• analyses examples of successful writing

Thinking (Writing and Representing)

• uses writing to extend thinking by exploring new ideas
• uses writing to extend thinking by developing explanations
• reflects on and assesses own writing by setting goals and creating a plan

Features (Writing and Representing)

• uses effective paragraphs
• uses comparative and superlative forms of adjectives
• writes legibly appropriate to context and purp