Grades 6-8, 9-12
Promoting Social Action through Economics Curriculum
In this lesson students working in cooperative groups will: 1.Discuss food items they consume for breakfast. 2.Investigate elements of foreign culture, particularly food. 3.Use map skills to locate selected foreign nations. 4.Increase their knowledge of the these definitions: Economic wants are things people would like to have. Goods and services are provided to fulfill these wants. Those who create the goods and provide the services are producers. Those who use them are consumers. Consumers found in different parts of the world may have differing wants. Foods for satisfying hunger are a common economic want. Foods can vary greatly from one part of the world to another
In this lesson students working in cooperative groups will:
It would be helpful if these vocabulary words and their definitions were written on chart paper to be hung around the room. Students can refer to them as needed and charts can be used again in a later lesson.
After reviewing the vocabulary words (key words) from the lesson objectives, ask each group to create labels with COLORED MARKERS on their sheets.
Point out to students that it's possible that not all labels will be found on their pages. The teacher could return to the vocabulary charts to review the examples for those words not found in student lists. Cooperative discussion will help groups get labels in the correct places. In addition, learners should be able to explain why a label cannot be found among the words on their square sheets. Referring to the posted charts in the room will help guide student discussion and decision-making.
Have your students use the web site Breakfast Around the World , and explore the following countries and decide what would be the basic breakfast food that you would find there. Enter the description of the food in the space provide.
Once you have completed this form then go to the following Drag-n-Drop and discover how well you research the breakfast foods of these countries. Match the breakfast foods with the correct country. What nation would you expect to have spaghetti for breakfast? [New Zealand]
[Answers to the interactive activity:
[An alternative activity: Internet Challenge Quiz. Look at the nations shown here. What things can you learn by using this site? Your teacher will assign a country for you to study. Be sure to read about the foods children in this nation eat.]
The map readers should be able to share something of interest about their country with the class.
Review key vocabulary words, checking for understanding:
Review might include samples from the paper squares or any the students can verbalize. Select grade-appropriate words to add to students’ spelling lists.
A variety of activities are available for the teacher to assign to capable learners or for interested individuals or groups to choose from.
(For Linguistic learners) Student narratives about experiences eating ethnic foods. Reading story books from the library telling of ethnic foods. Creating a display of ethnic cookbooks.
(For Visual, Spatial learners) Sketches on paper plates or magazine cut-out collages to represent foods featured in the lesson.
(For Bodily/Kinesthetic learners) Read this for more research. Allow extra credit to students who can share additional information in a creative, unusual way. Use this site to complete some of the activities provided there. Or choose a nation not listed on the site and create an illustrated report similar to those provided.
(For Interpersonal/Intrapersonal learners) Groups or individuals may wish to visit the Campbell's Soup web site. It shows a world map and commercials, products, and information about this company and its operations in different parts of hte world. "Fun Facts" trivia found there could be used by students to investigate the concepts of markets and prices.
Grades 6-8, 9-12
Grades K-2, 3-5, 6-8, 9-12