Learning Objectives

Notes

Preamble.

Ideas for practical application.

Recognize and prepare some typical foods served in different parts of the world.

Prepare some ethnic foods common in your community. Examples may include cabbage rolls, pyrohies (perogies), crepes, stirfries, scones, nachos, quesadillas, apple pancakes, schnitzel, donairs, etc. Do a smorgasbord of foods from a variety of countries.

Prepare a list of spices and herbs used in preparing foods that are typical of different countries.

Research and describe basic characteristics of cooking in a variety of countries.

19.1 To experience food customs of other countries. (COM)

List as many different countries as possible and foods eaten in those countries. Discuss foods eaten by individual students and the prevalence of these foods in the Canadian mosaic.

Understand how these foods fit into Canada's Food Guide.

Plan a trip for two months to other parts of the world. Include at least 6 countries. Make a list of the foods one might choose to eat in each country.

Participate in a high tea or a Japanese tea ceremony.

List restaurants in the community that serve foods from different cultures. Note the country represented most often.

19.2 To create an appreciation for the international language of food.

Have groups of students brainstorm a list of international food terms and define them. Have each group report its list and make a master list.

List different foods, preparation techniques, and equipment used around the world. Have students identify the food terms and country involved.

Learning Objectives

Notes

19.3 To understand how food relates to the region where it is produced. (CCT)

Foods commonly eaten in a region reflect what is grown or available locally. This, in turn, is affected by geography, climate, processing, and storage capabilities, availability of transportation as well as historical events and social structure. Use examples to illustrate these ideas.

Discuss how preparation techniques and equipment relate to the concepts above.

List some staple foods from various countries and explain reasons why they became traditional staple foods.

19.4 To compare and evaluate staple foods of the world. (PSVS)

Grains play an important role in the diet of every country. Give examples of grains around the world to prove this. Give examples of staple foods made from the grains.

Role play a discussion among students on the topic: "My country makes the best grain products."

Explore the similarities of foods (e.g., cheese, rice, corn, wheat) from various countries.

List the basic grains and find examples of different foods that are made from them around the world.

Using Canada's Food Guide, choose 5 countries and find examples of foods that fit into each of the four groups.

19.5 To understand the role food plays in the social, cultural, and psychological well-being of people. (PSVS)

Give examples of how food affects the psychological well-being of people.

Investigate factors that determine the availability of ingredients for preparing ethnic foods in your community.

Investigate ethnic foods eaten by members of the class or by their acquaintances. Analyze the role these cultural foods play in their lives. Examine changes that have been made in the preparation of these foods and the reasons for these changes.

Analyze the concept that many things in the lives of new immigrants change but that food habits may be one of the last things to change. Discuss why.

Interview someone from another country. Ask about foods that are typical of his/her culture and what modifications or adaptations have been made in the preparation of these foods.

Choose a country, research its traditional celebrations, and plan a menu for an event.

Learning Objectives

Notes

19.6 To research the cuisine of one country of choice.

Write a report on a country of choice researching food patterns and customs. Consider history, geography, and culture of the country. Identify indigenous foods. Select, plan, and prepare a food(s) typical of the country chosen. During food preparation, safe work habits and correct use of equipment should be practiced and observed. Evaluate food prepared considering nutrition, cost, management of preparation time, adaptations to recipes because of equipment and ingredients, and acceptability of food products.

Compile a cookbook of recipes prepared in class. Include at least one food from each student's cultural or family background.

Learning Objectives

Notes

Preamble.

Ideas for practical applications.

Lab ideas: make a cream soup using a white sauce as a base or prepare a vegetable soup from an assortment of ingredients provided in the lab.

Students may prepare various soups demonstrating correct preparation procedures. Have each group choose a different recipe. Analyze the nutritional value, use of ingredients, seasonings, and cost. In this module or any others, students may choose their own recipes, do a time plan, make a grocery order, and evaluate the food prepared.

Making soup is a good place to include using a pressure cooker, slow cooker, and kitchen equipment such as stock pot, Dutch oven etc.

Do a comparison of the homemade and convenience soups available in the marketplace.

20.1 To define the term soup and evaluate its contribution to meals. (COM)

Have the students define the term soup. Discuss the importance of soups to meals.

20.2 To examine the different types of soup.

Do a matching activity for definitions of the different soups. Include such terms as: cold, hot, broth, chowder, stock, stew, bouillon, cream, consommé.

List as many soups as possible and identify ways in which they can be used in a meal.

Learning Objectives

Notes

20.3 To list the many different ingredients in soups, including those used for thickening and flavouring.

Check recipe books for the variety of foods that can be part of a soup (e.g., vegetables, fish, meat, poultry, fruit).

Based on student's past experiences, make a list of different soups and the ingredients used.

Discuss the thickening agents used for soups: flour, cornstarch, tapioca, potatoes, and grains such as barley. Analyze how they function as thickeners. Give examples of ways they can be used.

Experiment with thickeners using various amounts of thickener and liquid. Evaluate the results.

Discuss the importance of seasonings in soups.

20.4 To discover how soups fit into meal planning and evaluate their nutritional value.

Soups may be used as a snack, appetizer, dessert, main dish entrée, and soup 'n' salad or soup 'n' sandwich meal combinations.

Evaluate the nutritional value of soups by analyzing the ingredients used.

Describe the ways soup fit into a healthy eating plan. Refer to Canada's Food Guide.

20.5 To define terminology associated with soups.

Define terms such as: clarify, reduce, degrease, puree, curdle, gelatin, roux.

20.6 To examine and evaluate commercially prepared soup. (COM, CCT)

Discuss some of the different types of convenience soups available. Purchase some sample products. Ask the students what types of products they have used. Look at the list of ingredients and evaluate the nutritional value and price of each.

Compare homemade and convenience soups. Calculate the cost, preparation time, nutritional value, flavour, ingredients, and additives used for each. Make some generalizations regarding lifestyles and choices made.

20.7 To describe the safe storage of soups.

Discuss the importance of food safety and proper storage of soups.

Learning Objectives

Notes

20.8 To practise good management skills when making soups. (TL)

As a class, discuss ways to be good managers using resources wisely. Some examples of a good management may include:

• using leftovers (cooked and uncooked) for making stock or as ingredients
• making a large quantity of soup and freezing some for future use
• using the oven, a slow cooker, a microwave for cooking or reheating soups
• saving and freezing cooking water (stock) for later use in soups
• selecting and buying ingredients for use in soups and stocks.

Discuss the economical advantages of soups.

Review types of containers and special techniques to use in microwave cooking.

20.9 To identify preparation and cooking techniques involved in making soups.

Discuss what to do if curdling occurs, ways to thicken, seasoning and spices, ways to prevent lumping, floury flavour, skin on top, cooked egg particles, etc.

20.10 To develop creativity in the preparation and presentation of soups. (CCT)

Plan some menus using soup as one of the courses. Consider how soups can be used as different parts of the meal.

Develop a recipe booklet containing simple soup recipes.

Write some food tips suggesting ways to serve soups as quick, nutritious, and economical menu ideas. Include a suggestion of other foods that may be used with the soup to make the meal well-balanced.

Make a list of garnishes that may be used on soups.

Suggest ways to make canned or dried soups a healthier choice.

Outline ways to adapt soup recipes to satisfy the health-conscious individual.

Discuss the preparation of stock from leftover turkey or (roasting) chicken bones. Include information for making a healthy economical meal from this stock. If a chicken or turkey dinner is made in class, prepare a soup as an additional lab.

Learning Objectives

Notes

20.11 To analyze the use of soup in the food services industry. (COM, PSVS)

Discuss the use of soup in restaurants in your locale. List some examples of the soups used. Talk about the importance of these as basic menu items. Find out how the soups are prepared in restaurants and discuss the importance of soup on a menu.

20.12 To apply knowledge of soups and their preparation. (IL)

To evaluate this module, a practical exam may require students to prepare a soup.