Elementary Cycle Three | Take a bite! (activity)

Elementary cycle 3 |Take a Bite (activity)

PEDAGOGICAL INTENT

This pedagogical activity TAKE A BITE! aims to personally involve third elementary cycle students in a process to understand themselves, society, history and heritage through the virtual exhibition Sharing the Meal!

The activity is based on the foods and meals on our plates and provides an overview or a review of the important period in the history of Québec, from New France to the 21st century.

Capitalizing on the ways in which food is used to bring people together and celebrate, the activity seeks to bridge the past and present to help students recognize the elements that define our identity and reflect on what we wish to preserve.

Take a bite! is part of the Living together and citizenship and Environment and consumption areas of learning. 


AREAS AND COMPETENCIES

Subject areas: Social sciences (Geography, History and Citizenship Education)

  • Understanding the organization of a society on its territory 
  • Interpreting change in a society and its territory 

Cross-curricular competencies

  • Intellectual: Use creativity
  • Methodological: Use efficient work methods
  • Personal and social: Structure an identity
  • Communication: Communicate appropriately

THREE-STEP PEDAGOGICAL ACTIVITY

The pedagogical activity involves three steps.

  1. PREPARATION: Quiz to discover each student’s food heritage and create a class profile (one period)
  2. REALISATION: Personal food heritage survey and knowledge development in teams and in class (one period)
  3. INTEGRATION: Festive event (Taste and learn or Food art) featuring the foods that are part of the students’ personal and collective food heritages (two periods)

These three steps may be carried out partially or in their entirety.

Upon completion, you will be able to: 

  1. Add the FOOD HERITAGE PROFILE of your class to the virtual exhibition
  2. Add testimonials (texts, photos, videos) by your students to the TELL YOUR STORY! section of the virtual exhibition

To make the most of the virtual exhibition site and its activities, we invite you to: 

  • Read all the steps in the activity
  • Explore the different sections of the virtual exhibition
  • Read the annexes

Step 1 - Preparation – One period, in class (45-60 minutes)

DISCOVERING EACH STUDENT’S FOOD HERITAGE AND creating a class profile


Objectives

  • Understand food history
  • Discover one’s own food heritage
  • Understand the links between the important periods in Québec’s history and today’s eating habits
  • Determine the profile of the class’ food heritage 

Steps

  • Teacher explains food heritage (Annex A).
  • Teacher invites students to explore the virtual exhibition (individually or as a group):
  • Students fill out the sheet Discovering my food heritage (Annex B).
  • Each student compiles his/her results and the teacher explains which source of influence corresponds to each table (see following page).
  • Teacher links the food heritage profiles (Annex A) and the important periods in Québec’s history, as defined in the curriculum. The teacher may use the images of the objects presented in the virtual exhibition to illustrate the different sources of influence:
  • Teacher helps students pool their results.
  • Teacher counts the number of students who identify with each food heritage profile.
  • Teacher records the class’ FOOD HERITAGE PROFILE on the Web site of the virtual exhibition. 

AT HOME ACTIVITY: The teacher ends the period by asking students to fill out the At home section of the I eat therefore I am! Sheet (Annex C) as homework. The activity will help the students identify the characteristics of their food heritage. Students will discuss their answers in the following period (see step 2). 

For teachers: Answers to Annex B

The tables in the Discovering my food history questionnaire correspond to the following sources of influence. Students will need this information to determine their profile.

Ask students to list the source of influence in the space provided in each table in the questionnaire.

Table no.1: British influences

Table no.2: Industrial and American influences

Table no.3: French and New France period influences

Table no.4: International influences

Table no.5: Local and terroir influences

Table no.6: Aboriginal influences

Note the number of students for each influence.

Save your class’ FOOD HERITAGE PROFILE on the Web site of the virtual exhibition. 


Step 2 - Realisation - One period, in class (45-60 minutes)

PERSONAL FOOD HERITAGE SURVEY and in-class knowledge building


Objectives 

  • On an individual basis, discover the characteristics of one’s own food heritage
  • Become aware of the family, ethnic, religious and collective traits that contribute to a food heritage
  • Understand the links between food, identity and affiliation

Steps


Step 3 - Realisation and integration – Two periods, in class (90-120 minutes)

FESTIVE EVENT (Taste and learn or Food art) featuring the foods that make up the students’ individual and collective food heritages


Objectives

  • Verify that students understand the concept of food heritage
  • Individually and as a group, reflect on the elements of food heritage that are important to preserve
  • Prepare and experience a festive event in class
  • Experiment openness and sharing
  • Give students pride in who they are

Festive events

Taste and learn

Potluck meal to which each student brings a dish that is important to his/her food heritage. The activity may be a tasting. The name of the dish and the student who brought it should be identified. Each student takes a step into the other’s world. 

OR

Food art

An exhibition of individual or collective art works that represent an important element in the food heritage of each student. The activity may be carried out in collaboration with an art teacher.

Teacher preparation

  • Choose the in-class activity (Taste and learn or Food art) and prepare for it.
  • Find a way to preserve moments from the festive event (photos or videos).
  • Read the Tomorrow section of the I eat therefore I am! sheet (Annex C).
  • Prepare the material:
    • Decorations and festive music (based on the students’ food heritages)
    • Table, tablecloth, glasses, drinks, utensils, napkins
    • Labels and pens/pencils to identify the dishes or works of art
    • Cardboard, glue, scissors, etc. (Food art).

Suggested Festive Event no.1: Taste and Learn

Steps

Period 1: My heritage, my dish!

  • Students fill out the last section of the I eat therefore I am! sheet (Annex C) and identify the elements of their food heritage they wish to preserve or highlight (story related to their food history, an important person or a festive event, a treasured object or a recipe).
  • Students select a dish from their food heritage that they want to present and share with the class. Students will also prepare a short presentation on the dish and explain their choice. The text may include a photo or video that can be added to the TELL YOUR STORY! section of the virtual exhibition.
  • At home, students cook the dish for the potluck.

Period 2: Sharing the Meal!

  • Once the class is decorated and music is playing, the students present their dish and taste the dishes brought in by others.
  • Teacher documents the event.
  • The Sharing the Meal! virtual exhibition is a participative project that tells and invites others to tell of their food heritage. Teachers can help enrich the site by sharing their photos and their students’ photos in the TELL YOUR STORY! section.
  • The photos will be online for viewing by the general public. We therefore recommend that teachers only share photos of students with the prior authorization of their parents.

Suggested Festive Event no.2 : Food Art

Steps

Period 1: My heritage, my art!

  • Students fill out the last section of the I eat therefore I am! sheet (Annex C) and identify the elements of their food heritage they wish to preserve or highlight (story related to their food history, an important person or a festive event, a treasured object or a recipe).
  • The teacher presents works inspired by food or made from food, for example:
    • Giuseppe Arcimboldo, 16th century Italian artist
    • Josée Lecompte, contemporary Québec artist (Touski project)
    • Carl Warner, contemporary British artist
    • Tama Balla, contemporary Hungarian artist
    • Jason Mecier, contemporary American artist
    • Song Dong, contemporary Chinese artist (Biscuit City project)
  • Students find original and artistic ways to present the elements of their food heritage that they would like to preserve. The teacher decides whether students will work in teams or individually.
  • Students create labels for their creations (name of the student-artist, title of the work, format, materials, explanation).

Period 2: Food heritages on display!

  • Once the exhibition is installed, there should be an opening in a festive atmosphere, with music, juice and appetizers.
  • Students present their works and describe what they would like to preserve of their food heritage and why.
  • Teacher documents the event.
  • The Sharing the Meal! virtual exhibition is a participative project that tells and invites others to tell of their food heritage. Teachers can help enrich the site by sharing their photos and the labels of the students’ works in the TELL YOUR STORY! section of the virtual exhibition.
  • The photos will be online for viewing by the general public. We therefore recommend that teachers only share photos of students with the prior authorization of their parents.

Annex A: Important periods in Québec’s food history

Annex B: Discovering my food History

Annex C: I eat therefore I am!