1.Students
will use interpersonal communication to obtain information and exchange
opinions.

2. Students will interpret written and oral
messages and informational texts.

3. Students will present information and ideas
orally and in writing.

4. Students will understand that human cultures
exhibit both similarities and differences. 

5. Students will explain how products of a
culture relate to beliefs and perspectives.

6. Students will explain how practices of a
culture relate to beliefs and perspectives.

7. Students will gather and synthesize
information in order to solve problems.

8. Students will utilize ePals Global Community
social media tools.

9. Students will build a relationship with other
students in another part of the world using 21st century tools.

STANDARDS

21st Century Skills

Communication

Collaboration

Critical Thinking and Problem Solving

Creativity and Innovation

Information Literacy

Technology Literacy

Flexibility and Adaptability

Initiative and Self-Direction

Social and Cross-Cultural Skills

Productivity and Accountability

ACTFL Standards

Communication 1.1, 1.2, 1.3

Cultures 2.1, 2.2

Connections 3.1, 3.2

Comparisons 4.2

Communities 5.1, 5.2

Common Core State Standards for ELA

 Reading:
1 (Novice, Intermediate); 7 (Novice, Intermediate, Advanced); 10 (Novice,
Intermediate, Advanced)

Writing: 2 (Novice, Intermediate, Advanced);
4 (Novice, Intermediate); 6 (Novice, Intermediate); 7–8 (Novice, Intermediate,
Advanced); 10 (Novice, Intermediate, Advanced)

 Speaking and Listening: 1–2 (Novice,
Intermediate, Advanced); 5–6 (Novice, Intermediate, Advanced)

 Language: 3–6

Once your
class has been broken into pairs or small groups, have students follow these
steps:

1. Reply
to the post on the forum that asks the following questions: What are some of
your favorite foods and drinks? Does your family have a traditional dish or
drink they serve for a special occasion or holiday? How does your family
prepare food together? Students from both countries respond to the questions as
an introduction to the theme of the project. This will help students think
about the deeper cultural questions related to food customs.

2. Research
traditional dishes and drinks from the target country by reading replies on the
forum and by using other sources. Choose one you would be able to prepare for
the culminating activity. Keep in mind the following questions about your dish
or drink while doing your research. You will need this information for the
final recipe page and
when you present to the class. What time of day is the dish or drink typically
served? Is it associated with a holiday or celebration? How does it express
cultural ideas or beliefs? Is it popular throughout the country or only in a
specific area? What is the history behind the dish or drink? What can you infer
about the geography or climate based on the ingredients in the dish or drink?

3. Reply
to the second thread on the forum under the title, “Our dish/drink,” by posting
the dish or drink your group has decided to prepare. Review the forum and see
what others have shared about your dish or drink. Is there any information
there that can help you answer the questions from Step 1? Post any questions
you have for the partnering class about your dish or drink. Answer any
questions you can about what others are preparing. (You can repeat this step
throughout the project.)

4. Add
your recipe ingredients to our ingredients wiki page. If an ingredient has
already been listed by another student, just add an X after the ingredient.
What can we learn about cooking in the partnering country by examining this
collaborative list of ingredients?  What ingredients are most popular?
Why? In the forum, ask the students from the partnering country if the
conclusions you’ve drawn from the ingredient data are true.

5. 
Look at your recipe and be sure to convert the measurements from
the metric system to the U.S. standard of measurement.

6. Calculate
the nutritional
value of your dish or drink. Based on the results, decide if you
can eliminate, reduce, add, or substitute an ingredient to make your dish or
drink healthier. (For example, you can substitute brown rice for white rice.)
Be sure to note what you have changed because you will need this for the final
recipe page.

7. Review
the ingredients and decide if there are any that might be difficult to find or
too expensive to buy where you live. Brainstorm an alternative ingredient. (For
example, you could use melon instead of papaya.) Be sure to note what you have
changed because you will need this for the final recipe page.

8. Calculate
the estimated cost of your dish or drink based on the cost of the ingredients
in your area and add this to the final recipe page. Be sure you make it clear
if the cost is per serving or in total.

9. Share
your final recipe with the changes you’ve made on the forum under the thread,
“Final recipe.” Comment on other recipes and read the comments and questions
for your recipe. Decide if any further changes are necessary based on the
feedback.

10. Complete
the final recipe page and
submit it to your teacher. If possible, include a photo or a drawing. Post the
final recipe page and your image to the gallery to share with the other
participants.

Project
Participation Options:  Classes
can participate in this project in these ways:

 Blog:
This can be used to introduce project guidelines to students. The hosting
teacher will post the introduction and Steps 1–8 for the project. This is also
a good way to share the completed recipes. If students are able to prepare
their dish, then they could showcase what they created by taking photos and
posting them to the blog with the recipe.

NOTE:
Leveling and Scoring guides are provided to help assess students’ work.

Speaking Scoring Guide

Writing Scoring Guide

Holistic Scoring Guide 

Leveling
Guide

https://www.commonsensemedia.org/

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