This is the Way We Eat Our Lunch A Book About Children Around the World By: Edith Baer Illustrated By: Steve Bjorkman - PowerPoint PPT Presentation

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This is the Way We Eat Our Lunch A Book About Children Around the World By: Edith Baer Illustrated By: Steve Bjorkman

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Used time well (as shown by observation by teacher and completion of prediction ... partner most of the time, but had one problem that required adult intervention. ... – PowerPoint PPT presentation

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Title: This is the Way We Eat Our Lunch A Book About Children Around the World By: Edith Baer Illustrated By: Steve Bjorkman


1
This is the Way We Eat Our LunchA Book About
Children Around the WorldBy Edith
BaerIllustrated By Steve Bjorkman
Cyberlesson by Kimberly L. Fry
www.amazon.com http//niconiko.kweto.com/library_b
ooks/images/This20is20the20way20we20eat20our
20lunch.jpg (book image)
2
Introduction
  • Have you ever wondered about foods that other
    people eat?
  • Have you ever wondered if someone in Japan eats
    different food than you do?
  • Do you eat the same foods as your friends?
  • In this story, you will learn about different
    kinds of foods that are eaten in other parts of
    the world.

3
Materials
  • This is the Way We Eat Our Lunch by Edith Baer
  • Computer
  • Pencil
  • Crayons
  • Worksheet and Parent Letter

4
Before Reading
  • You will be learning all about foods from around
    the world.
  • As you listen to the name of each food, decide if
    it is a real food or made up.
  • If you think it is real, draw a ? in the box.
  • If you think it is fake, draw a ? in the box.
  • Click on the apple tree to get your paper.

5
During Reading
  • Listen while I read you This is the Way We Eat
    Our Lunch A Book About Children Around the
    World. Keep your prediction paper in front of
    you. Check your predictions as we go. Have any
    of your thoughts changed? Track what you learned
    in the I found out column.

Remember Put a ? if it IS a real food, and a ?
if you find out that it is NOT a real food.
6
After Reading
  • Food is tasty and important! It helps us to be
    healthy and feel good. But many children dont
    have enough to eat! Could you and your friend
    think of a way to help?
  • Buddy Up!

With your partner, think of a way that our class
could help children who dont have enough food.
Draw a picture and write a sentence to explain
your thoughts. When you are finished, click on
the banana to help feed children around the world.
7
(No Transcript)
8
Beyond Reading
  • We have learned all about different kinds of
    foods that are enjoyed around the world. Now
    lets think more locally!

What is your favorite food? Do you think your
favorite is the same as the person who is sitting
next to you?
We will make a class cookbook! What is your
favorite food that you and your family eat at
home? For your homework, you must bring home the
parent letter explaining our project. You will
bring in the recipe for your favorite food. We
will gather all our recipes together and create a
class cookbook.
Click on the letter to get your homework
assignment.
9
Rubric
Category 4 3 2 1
Cooperation Worked cooperatively with partner all the time with no need for adult intervention. Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. Worked cooperatively with partner most of the time, but had one problem that required adult intervention. Worked cooperatively with partners some of the time, but had several problems that required adult intervention.
Use of Time Used time well during each class period (as shown by observation by teacher, and completion of prediction sheet) with no adult reminders. Used time well during most class periods (as shown by observation by teacher, and completion of prediction sheet) with no adult reminders Used time well (as shown by observation by teacher and completion of prediction sheet), but required adult reminders on one or more occasions to do so. Used time poorly (as shown by observation by teacher and/or lack of completion of prediction sheet) in spite of several adult reminders to do so.
Content All content is in the students' own words and is accurate. Almost all content is in the students' own words and is accurate. At least half of the content is in the students' own words and is accurate. Less than half of the content is in the students' own words and/or is accurate.
Teacher note Click on the gold star for a copy
of the rubric.
10
Credit Page
Baer, Edith. (1995). This is the Way We Eat Our
Lunch A Book About Children Around the World.
NY Scholastic. www.amazon.com (ordering
possibilities) http//niconiko.kweto.com/library
_books/images/This20is20the20way20we20eat20o
ur20lunch.jpg (book image) http//www.thehunge
rsite.com/cgi-bin/WebObjects/CTDSites (world
hunger site)
11
It feels fun! 
  It rocks!  I liked predicting and then finding out! 
  Awesome! 
  I loved getting the recipe and seeing everyone elses!
  I liked working with a partner on the project.
It feels fun! 
  It rocks!  I liked predicting and then finding out! 
  Awesome! 
  I loved getting the recipe and seeing everyone elses!
  I liked working with a partner on the project.
  • How did your students respond to the project?
  • My students truly loved this project!  They were
    actively engaged and participating.  The use of
    the Smart Board also acted as a hook to pull
    them in.  When children want a chance to come
    work at the Smart Board, they behave better so as
    not to lose their turn.  They enjoyed having
    technology combined with literature.  They also
    responded well when having to buddy up and devise
    a way to help others who may be hungry.  My
    students also indicated that they enjoyed making
    predictions and then having to listen closely to
    the story to find out if their predictions were
    indeed correct.  One of my students said, I feel
    like a mystery person, you know, a detectiveon
    the second column (the I Found Out column on
    the activity sheet) because I had to listen
    closely to find out the truth!  Other comments
    were,

  It feels fun! 
  It rocks!  I liked predicting and then finding out! 
  Awesome! 
  I loved getting the recipe and seeing everyone elses!
  I liked working with a partner on the project.

12
Strengths? The strengths of this lesson are
that it motivated my children to listen,
participate, learn and be actively involved in
thinking more globally.  It also gave them an
opportunity to learn more about one anothers
likes, dislikes, commonalities and differences. 
In addition, this lesson actively involved the
children in using technology in the classroom. 
The use of technology can easily seem like one
more thing to fit in in an already jam packed
curriculum.  I appreciated the fact that this
project helped integrate technology into what we
already do. Weaknesses? There were no real
weaknesses in the lesson, but a difficulty in
preparing a lesson like this for first graders is
finding websites that are appropriate for such
young children, especially ones relating to a
topic such as world hunger.  The hunger website
did work out well, though.  Once the children
understood how the money was raised (by the
advertisements) they could see how clicking on a
website could help actually provide people with
food.  My children ask everyday to click on the
website.  This makes them feel like they are
doing something to help others.  Besides finding
appropriate websites, this lesson was extremely
successful.
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