Foods of African countries

Students study the foods of African countries. In doing so, they learn the geographical locations of specific countries on the continent of Africa, the vocabulary of African food products, and the similarities/differences of food grown throughout the various physical terrains and climates of the continent.

A lesson plan for grade 3 Information Skills and Social Studies

By Barbara Gibson

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Learning outcomes

Students will:

• recognize specific countries on the continent of Africa.
• identify different types of food grown and consumed in African countries.

Teacher planning

Time required for lesson

2-4 Days

Materials/resources

• Set of Junior Worldmark Encyclopedia of the World (9 volumes) (Detroit: U.X.L, an imprint of Gale, 1999) or other encyclopedia for young readers.
• Flashcards of African countries arranged in envelopes by volume numbers. (Each volume of the above set of encyclopedia includes countries around the world. I selected the African countries from each volume, made computer-printed laminated flashcards of these countries, placed them in respective envelopes, and the students drew a flashcard out of the envelope. This flashcard became their assigned country for their research.)
• 9 stations around the room with a Volume of Junior Worldmark Encyclopedia, flashcards to accompany the correct volume, and a Food Handout for each flashcard.
• Transparencies: Food Handout, Food Chart, Climate Zone map (See Attachments.)
• Large blank map of the continent of Africa and outlined countries - can be made on bulletin board paper. (See the “Relevant Web Sites: For Teachers” below for a map for public use.)
• Computer-printed laminated strips of the Food Vocabulary Glossary List. (See bottom of Chart Attachment for the Glossary.)
• Pencils
• Strips of paper (1″x3″)
• Markers
• Construction paper
• Scissors
• Double-faced tape

Technology resources

• Overhead
• Computers with Internet connection (minimum 1)

Pre-activities

• Review definitions of country and continent with the students.
• Through discussion, students will share what they know about the importance of food for survival, for health, and for pleasure.
• Students should already understand the way that a glossary works.

Activities

Activity 1:

1. Set up the 9 stations as described in “Materials/Resources Needed.”
2. Have computers bookmarked with the student websites noted in “Relevant Websites.”
3. Gather students on floor or at tables and use the “Pre-Activities” section for discussion.
4. Divide the class into 9 groups. Send each group to a station.
5. Have each student choose 1 flashcard (which will be the country that they will research) and 1 handout.
6. Using the overhead and the Food Handout transparency, demonstrate step-by-step (ex.: Zimbabwe with the Z Volume):
   
   • Name of Country
   • Index
   • Map
   • Section #12 Food
   • Scan for forbidden foods of religions.
7. Students may work at the stations and the computer(s) until they have completed their handout.

Activity 2:

1. Hang the large map of Africa on an easel or wall.
2. Give each student a strip of paper and a marker and have them print their country’s name.
3. Have each student attach his/her label to the correct country outline with double-faced tape.
4. Review Index.
5. Review Glossary.
6. Using the laminated Food Vocabulary strips, have the students arrange the words alphabetically on a poster (with double-faced tape) to create a Glossary.
7. Have the students read aloud the definitions. As each definition is discussed, ask the students if this word is listed on their Food Handout.

Activity 3:

1. Review Glossary.
2. Use the overhead with the Food Chart transparency.
3. Look at the Glossary list and call for a count of each particular food. Chart these on the transparency as the students give you their food information.
4. Using the Climate Map transparency, see if each student can determine the type of climate of his/her country. Have them look for similarities/differences of each country’s climate vs.food.

Activity 4:

1. Have construction paper, markers, scissors, etc. available.
2. Using the Glossary information, have the students draw, color, and cut small icons to represent food grown in each country. They will also need to label them.
3. The students will attach the icons and labels to their correct places on the African map.
4. Gather the class on the floor and/or at tables. Have them review the food of different countries in Africa, and how the climate affects the types of food that are grown in each of these countries.

Assessment

• Present each student with a blank map of the continent of Africa. Give them a list of the countries that have been researched. They must correctly label each country. All correct = 100%
• Give each student a match quiz. They must match the words to the correct definitions from the Glossary. All correct = 100%

Supplemental information

This lesson was used with a special education class of 2nd-6th graders to integrate with the classroom teachers’ theme of food.

Attachments:

• Chart
• Climate
• Food Handout

Related websites

For Teachers:
Blank map of Africa for public use at Education Place

For Students:
For finding food information of countries of Africa:
http://www.sas.upenn.edu/African_Studies/Cookbook/about_cb_wh.html
http://museum.agropolis.fr/english/default.htm
http://www.pbs.org/wnet/africa/explore/index_flash.html

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