My Links to Practice:
First Day of Class
I will be preparing a “get to know you” questionnaire for students to fill out. Specific kinds of questions that link to my inquiry include: (1) Do you prefer sitting at the front of the class or the back? (2) What kind of learning style do you have? Are you a visual learner, auditory learner, reading/writing learner or kinesthetic learner? (3) Do you prefer working individually or in a group when it comes to doing seat work? (4) Do you speak any other language besides English? (5) What cultural cuisines do you enjoy eating or cooking?
I will be creating a Class Contract together with my students and we will be discussing classroom rules, expectations and appropriate behaviors. By creating this contract, as a class we can discuss the importance of creating a safe environment where everyone feels respected and included.
First People’s Principles of Learning (FPPL)
I will be putting up the First People Principles of Learning poster on the wall because I observed during my short practicum it was not on display. Throughout my lessons, demonstrations, activities and assignments I will be implicitly and explicitly incorporating the First People Principles of Learning.
Units & Lessons
When creating my unit plans and lesson plans, I want to provide opportunities for students to explore universal and cultural values and practices of families, to introduce different cultural dishes within my units and discuss global issues in relation to food that is taking place around the world. With my Foods 10 class, I have them for ten weeks and the theme of the first half of the course is “A Trip Around Canada.” Therefore, I can specifically highlight what foods are locally grown in each province and discuss the historical contexts in relation to certain foods and agriculture. Particular First People’s Principles of Learning that I will be incorporating include “Learning is embedded in memory, history and story.” When I teach the Yukon/Nunavut/Northwest Territories unit, we will be learning about traditional foods, comparing Canada’s Food Guide for First Nations, Inuit and Métis with the conventional version and talking about different factors that can impact the food choices made by First Nations, Inuit and Métis in Canada. First People Principles of Learning that I will be incorporating in this unit are “Learning recognizes the role of Indigenous knowledge,” and “Learning involves patience and time.”
Final Projects
For my Foods 10 class, I have created a “Exploring Historic Foods” final project. The purpose of this assignment is to explore historic foods found in their home, to gain a better understanding of where these foods originally came from and the historic methods of preparing and preserving that took place. I am giving students the opportunity to present their findings in any way they would like, thus encouraging them to be creative and acknowledging different ways students can demonstrate their learning.
For my two Foods 11/12 classes, I have created an “Appetizers: A Taste of Culture” final project. The purpose of this assignment is to explore how food shapes us and our culture. I want students to understand that beyond simply nourishing the body, what we eat and with whom we eat can inspire and strengthen the bonds between individuals, communities and even countries. Students and their partners are going to be given the opportunity to select and prepare one appetizer that is a representation of a different cultural cuisine for their entire class to example. With creating this project and buffet event, I believe students will gain a better understanding and awareness of the cultural diversity that is in our classrooms. However, I also think that as a class we will be able to point out similar themes, patterns, routines within all of the family traditions, eating patterns and preparations of food that will have been brought up. I have created follow up questions that I have created include (1) Ask students to describe their family celebrations and daily meals (2) What food is served? (3) How is it eaten? And with whom? (4) Does your family have specific rules about how and when people eat? (5) Does your family have particular table manners and/or restaurant etiquette that they follow? (6) How often do you sit at the dinner table with your families? (7) Who typically cooks meals in your house? My final wrap up question for the class to reflect on is (8) What have you learned from studying the culture of food?
Other First People Principles of Learning that I will have acknowledged by doing these two assignments are “Learning ultimately supports the well-being of the self, family, the community, the land, the spirits and the ancestors,” “Learning is holistic, reflective, reflexive, experiential and relational (focused on connectedness on reciprocal relationships and a sense of place),” “Learning involves generational roles and responsibilities,” and “Learning requires exploration of one’s identity.”
I will be preparing a “get to know you” questionnaire for students to fill out. Specific kinds of questions that link to my inquiry include: (1) Do you prefer sitting at the front of the class or the back? (2) What kind of learning style do you have? Are you a visual learner, auditory learner, reading/writing learner or kinesthetic learner? (3) Do you prefer working individually or in a group when it comes to doing seat work? (4) Do you speak any other language besides English? (5) What cultural cuisines do you enjoy eating or cooking?
I will be creating a Class Contract together with my students and we will be discussing classroom rules, expectations and appropriate behaviors. By creating this contract, as a class we can discuss the importance of creating a safe environment where everyone feels respected and included.
First People’s Principles of Learning (FPPL)
I will be putting up the First People Principles of Learning poster on the wall because I observed during my short practicum it was not on display. Throughout my lessons, demonstrations, activities and assignments I will be implicitly and explicitly incorporating the First People Principles of Learning.
Units & Lessons
When creating my unit plans and lesson plans, I want to provide opportunities for students to explore universal and cultural values and practices of families, to introduce different cultural dishes within my units and discuss global issues in relation to food that is taking place around the world. With my Foods 10 class, I have them for ten weeks and the theme of the first half of the course is “A Trip Around Canada.” Therefore, I can specifically highlight what foods are locally grown in each province and discuss the historical contexts in relation to certain foods and agriculture. Particular First People’s Principles of Learning that I will be incorporating include “Learning is embedded in memory, history and story.” When I teach the Yukon/Nunavut/Northwest Territories unit, we will be learning about traditional foods, comparing Canada’s Food Guide for First Nations, Inuit and Métis with the conventional version and talking about different factors that can impact the food choices made by First Nations, Inuit and Métis in Canada. First People Principles of Learning that I will be incorporating in this unit are “Learning recognizes the role of Indigenous knowledge,” and “Learning involves patience and time.”
Final Projects
For my Foods 10 class, I have created a “Exploring Historic Foods” final project. The purpose of this assignment is to explore historic foods found in their home, to gain a better understanding of where these foods originally came from and the historic methods of preparing and preserving that took place. I am giving students the opportunity to present their findings in any way they would like, thus encouraging them to be creative and acknowledging different ways students can demonstrate their learning.
For my two Foods 11/12 classes, I have created an “Appetizers: A Taste of Culture” final project. The purpose of this assignment is to explore how food shapes us and our culture. I want students to understand that beyond simply nourishing the body, what we eat and with whom we eat can inspire and strengthen the bonds between individuals, communities and even countries. Students and their partners are going to be given the opportunity to select and prepare one appetizer that is a representation of a different cultural cuisine for their entire class to example. With creating this project and buffet event, I believe students will gain a better understanding and awareness of the cultural diversity that is in our classrooms. However, I also think that as a class we will be able to point out similar themes, patterns, routines within all of the family traditions, eating patterns and preparations of food that will have been brought up. I have created follow up questions that I have created include (1) Ask students to describe their family celebrations and daily meals (2) What food is served? (3) How is it eaten? And with whom? (4) Does your family have specific rules about how and when people eat? (5) Does your family have particular table manners and/or restaurant etiquette that they follow? (6) How often do you sit at the dinner table with your families? (7) Who typically cooks meals in your house? My final wrap up question for the class to reflect on is (8) What have you learned from studying the culture of food?
Other First People Principles of Learning that I will have acknowledged by doing these two assignments are “Learning ultimately supports the well-being of the self, family, the community, the land, the spirits and the ancestors,” “Learning is holistic, reflective, reflexive, experiential and relational (focused on connectedness on reciprocal relationships and a sense of place),” “Learning involves generational roles and responsibilities,” and “Learning requires exploration of one’s identity.”