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Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration. Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.
You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World.
You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World.
In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products.
This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities. Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion. Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Check out our helpful suggestions to find just the right one! The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Related: Report Card Comments for positive comments! Needs Improvement- all topics is a hard worker, but has difficulty staying on task.
Additional work on these topics would be incredibly helpful. Practicing at home would be very beneficial. Slowing down and taking more time would help with this. We are working on learning when it is a good time to share and when it is a good time to listen. Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful. Active participation would be beneficial.
Paying closer attention to the class discussions and the readings that we are doing would be beneficial. Intervention is required. Practicing this at home would be helpful. Student Award Certificates! Back to Top. Receive timely lesson ideas and PD tips. Sitemap Close Sitemap. Sign up for our free weekly newsletter and receive top education news, lesson ideas, teaching tips and more! No thanks, I don't need to stay current on what works in education!
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