Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.
You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below.
Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example.
There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products.
This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities. Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion. Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Observations are what we can see with a camera and hear with an audio recorder, without involving perceptions or assumptions. Observations describe what you actually see and hear.
They do not evaluate. Judgments evaluate, and are when we start to put perceptions, assumptions and biases into the mix. They often involve a right vs.
When we communicate using judgments, people get defensive, angry, and respond in the same way if not more intensely, leading to a conflict spiral. When we communicate using observations of the situation, ourselves and our needs, we can change the focus of the conversation from blaming the other person to the problem that we would like to be solved.
We can make observations about our own feelings because we know what we are feeling. Ask students to read these scenarios and decide whether the communication examples show observations or judgement. Have students go through the handout on communication skills. Instagram is great for pictures of student work and longer announcements, while both are great for discussions.
These social media platforms can be combined so that one post appears in both locations. One fun aspect of social media is creating hashtags. A teacher can create a hashtag, or several, for students to use when they post something for class. This way teachers can keep track of responses and questions. This is a great tool for communication since most people are already using both of these frequently.
GoSoapBox is a chat room designed for classrooms. Teachers can post different types of questions for students to respond to in real time. The benefit of GoSoapBox is that it encourages student interaction. It can be anonymous for the student, so they feel more comfortable sharing answers. This is a great tool for giving students a voice which improves communication in the classroom between teachers and students.
Keeping a blog or having students write a blog keeps everyone informed. For a classroom blog, think about using Edublogs. It is powered by WordPress and is user-friendly for teachers. A calendar can be added as well as document storage and photo albums. If students are going to be doing the writing, check out Kidblog. This website is a safe place for students to manage their own blog.
They can write blog posts and create digital portfolios under teacher supervision. Teachers have all the control over the student blogs.
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