Food's of the world

Introduction

Do you love to eat?

Do you love to go out to eat?

Then this activity will make you hungry, and more aware of cultural cusine's !!!!

Across the world people eat all different kinds of foods. In France, they eat escargot. In Japan, they eat raw fish and fish eggs. In Cambodia, they eat beef and ants. Last but not least, in America they eat lobster. As you can see, across the world people consume many different types of foods. Let's go around the world to see what types of food people eat all around the globe.

While "going around the world" be thinking of any specific food you wish to learn about, and any specific countries you might like to visit.

Task

I.) Be thinking about the following questions while going throught this webquest.

1.) What is the name of the country?

2.) What specific foods do they eat?

3.) Where exactly is the country located? (what continent)

4.) How do they eat? (with their hands etc.)

5.) Do they eat as a family?

6.) Is there any specific foods served with every meal?

II.) Visit the following websites to learn about different countries and their types of food. And to try and answer the questions above. It would be best to have paper and pencil with you to write the answers down.

www.museum.agropolis.fr/english/default.htm

www.globalgourmet.com/destinations/#axzz3Db1rCoRr

epicurious.com/articlesguides/blogs/80dishes

www.foodbycountry.com

regevelya.com/foods-around-the-world/

III.) After you finish viewing the websites click the link below to take a quiz to check your understanding of the different countries and their foods.

www.absurdtrivia.com/quiz/001090/world/food/quiz/

After taking the quiz please print the score sheet out and turn it in with your project.

IV.) The final task of this webquest is to choose one country you learned about in the web search's and create a brouchre.

Process

The webquest begins with the students thinking of the questions.

Then viewing the websites

Evaluation

Making A Brochure : Foods Around The World

    Student Name: ________________________________________

CATEGORY	4	3	2	1
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure\'s formatting and organization of material are confusing to the reader.
Knowledge Gained	The student can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	The student can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	The student can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	The student appears to have little knowledge about the facts or technical processes used in the brochure.