|Lesson Plan: Breads Around the World
Tobey Cho Bassoff
To involve students directly with bread, and the identification
and differentiation of breads from around the world.
Students will identify breads from different countries.
A general knowledge of different types of bread from around the
Students will be seated on the rug until they are ready to investigate
the different types of breads. They will then work in teams of two
at each station to try and figure out the country of origin for
each bread sample using their five senses.
6 different kinds of breads, dry erase board, pencils, journals,
labels, bread recording log, and pens.
Outline of the Lesson
I. Introduction to the Lesson - (10 minutes)
- Reread Bread, Bread, Bread by Ann Morris. Remind
students that bread comes from all over the world.
- Display six breads on a tray. (Essential piece for ESL students).
Each bread will be labeled with "name of bread" and "country"
from which each bread originated. Have the students read each
label and identify the country on the globe.
II. Presentation of Lesson - (10 minutes)
- Explain to students that there will be samples of each bread
on a tray. Each sample is numbered 1-6. They must figure out which
bread is which by recording their differences. (Model) Ask students
how are they going to tell the difference between each bread?
(taste, touch, smell, feel, sound - Connect the students to the
- Show the students the recording sheet and tell them to raise
their hand when finished. Students will be divided into six small
groups of two. They will work cooperatively to identify the breads.
Tell students to do journal writing when the sampling is complete.
- Students will record their answers on the recording sheet.
- Students will then return to whole class meeting area to share
answers on the dry erase board.
III. Exploration of Lesson - Cooperative Learning Element (15
- Students will break up into pairs and investigate
- Students who are done will be asked to clean up their stations
and get their journals and record their results in their journals
using complete sentences.
IV. Conclusion of Lesson - (10 minutes)
- Students will come back to the meeting area for a dialogue about
the bread tasting. What bread was #1? Why did you think that?
Who agrees with John? Why? Would you change your answer? What
did you say it tasted like? etc.
- Share with the students what each bread was and the name of
the country from where it came?
- Students will sample each bread and record likes and dislikes.
- Students will record in their journals about bread sampling
- Students will attempt to identify the steps of the scientific
I will use the students' ability to identify the breads by name
and country of origin on the recording sheet at the conclusion of
the lesson. I will also monitor their ability to connect bread differences
(taste, touch, see, smell, hear) through their descriptions in the
recording sheet. In future activities I will see if they apply the
knowledge they learned in this activity to further investigations.
I will use the students' feedback to guide my critique of both
the lesson and my instructions. Results will be noted in my student
teaching journal. Furthermore, I will evaluate my students' success
on their ability to identify new breads in a future lesson based
on the inquiry skills they learned in this lesson.
Click here to see an entire unit based
on "Breads Around the World."
Click here to see the process behind
designing a five lesson curriculum.
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