Around the World with Recipes
FAMILY EDITION
Developed by:
Grades:
Standards:
Book Title:
Other
Contents:
Emily Schell, California Geographic Alliance & SDSU
2-3
Chronological and Spatial Thinking:
4. Students use map skills to determine absolute locations of places.
5. Students judge the significance of the relative location of a place and
analyze how relative advantages and disadvantages can change over time.
Grade 2 Social Studies:
2.4.1 Describe food production.
2.4.2 Understand the interdependence of buyers and sellers of goods and
services.
Grade 3 Social Studies:
3.5.2 Understand that some goods are made locally, somewhere else in the
U.S., and some abroad.
3.5.3 Understand that individual economic choices involve trade-offs and the
evaluation of benefits and costs.
How to Make an Apple Pie and See the World
 Information Sheet about Food Origins
 World Map
 Post-it notes
 Recipes
 Travel Journal
Directions:
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



1) Read together How to Make an Apple Pie and See the World.
2) Discuss what you liked and learned from the story.
3) Ask each other, “What would it be like if we had to travel to
faraway places to get the ingredients we needed for recipes?”
4) Unfold the large world map. Compare and contrast this map
with the maps found in the storybook.
5) Find the places on the large map that the girl in the book traveled
to in order to make her apple pie.
6) Find a recipe (some are included in the bag or you may use your
own from a recipe box, book, magazine, or on the Internet.)
Explain how and why you use recipes.
7) Select a favorite recipe. Look at the ingredients for this recipe.
Imagine where you might travel around the world to find these
ingredients (besides the grocery store). See the “Food Origins”
information sheet. Use Post-it notes to write the name (or draw
a picture) of each ingredient. Stick each Post-it note on the world
map in the correct place. Leave your notes on the map.
8) Discuss the trip that you would take to go gather those
ingredients for your recipe. Write a story about your adventures
in the travel journal. Be sure to include:
what you are made (lemon cake, pork tamales, spring rolls, etc.)
what ingredients you needed
where you are gathered each ingredient
how you got from place to place
what you thought of your adventures
9) If you can, try to do some cooking together and enjoy the
results!
10) Return the book bag with the map completed (with Post-it notes)
1
and your story in the travel journal.
2
Food Origins
Information Sheet
New World Foods
Beans: Central America
Cacao: South America
Corn: Americas
Gourds: Americas
Peanuts: South America
Peppers: Mexico and Central
America
Pineapples: South America
Potatoes: Andes Mountains
Pumpkins: tropical America
Squash: South America
Strawberries: America
Sunflowers: North America
Tomatoes: Central America
Old World Foods
Beets: Europe, Africa, Near East
Broccoli: Europe
Carrots: Central Asia and Near East
Eggplant: India and China
Lettuce: Europe
Okra: Africa
Onions: Asia
Peas: Europe and Asia
Radishes: Asia
Wheat: Asia and Europe
Yams: Africa
Old World Herbs & Spices
Basil: Africa and Asia
Cinnamon: Asia
Cloves: Asia
Coriander: Rome
Dill: Egypt and Greece
Ginger: Asia
Mint: Rome and Greece
Oregano: Egypt
Parsley: Greece
Pepper: Asia
Thyme: Greece and Rome
For more information, go to:
Seeds of Change Garden (Smithsonian Institute) at
www.mnh.si.edu/archives/garden
3
Home, Sweet Home
Developed by:
Grades:
Standards:
FAMILY EDITION
Emily Schell, SDSU & California Geographic Alliance
1-2
Chronological and Spatial Thinking:
4. Students use map skills to determine absolute locations of places.
5. Students judge the significance of the relative location of a place and
analyze how relative advantages and disadvantages can change over time.
Research, Evidence, and Point of View:
2. Students pose relevant questions about events they encounter in historical
documents, artifacts, photographs, maps, artwork, etc.
Grade 1 Social Studies:
1.2.3 Construct a simple map.
1.2.4 Describe how location, weather, and physical environment affect the
way people live.
1.6.2 Identify the specialized work that people do.
Grade 2 Social Studies:
2.2 Students demonstrate map skills.
2.2.4 Compare and contrast basic land use.
2.4.1 Describe food production.
Amelia’s Road (Linda Jacobs Altman)
 Drawing paper
 Set of markers or crayons
 Small box
1) Read together Amelia’s Road. Discuss the story, including the
Directions:
work of Amelia’s family and the reasons for their continued
movement from home to home.
2) Ask each other, “Why did Amelia bury items in a box?”
3) Name the items that Amelia buried. Ask, “What do these items
say about Amelia?”
4) Discuss why you might keep certain items for sentimental
value and talk about what these things represent. Take a few
minutes to go and gather some items that reflect who you are.
Bring them together and take turns sharing your items.
5) Help the student decide on a few items to put into the enclosed
box to bring to school and share.
6) Take some time to discuss the student’s idea of a “home” and,
like Amelia did in the story, draw the home on a piece of
drawing paper. Add this drawing to the items in the box to
share.
7) Ask the student where he/she would want to have this home.
Take another piece of drawing paper and work together to
draw a map that shows where this home would be. Would the
home be near a lake? Near other homes on a street? Show
these things on the map.
8) Return all items to the bag including the student’s map and
box of items. These will be shared in class. The items from the
box will return home by the end of the week. The drawing and
map will be used to make a class book.
* Teacher can make a class book from the students’ drawing and maps.
Book Title:
Other
Contents:
4
I Lost A Tooth!
Developed
by:
Grades:
Standards:
Book Title:
Other
Contents:
Directions:
FAMILY EDITION
Emily Schell, SDSU & California Geographic Alliance
K-2
Kindergarten Social Studies:
K.4 Students compare and contrast the locations of people, places, and
environments.
Grade 1 Social Studies:
1.2.1 Locate places on a map.
1.2.4 Describe how locations affect the way people live.
1.4 Compare and contrast everyday life in different places around the
world and recognize that some things change while others stay the
same.
1.5.3 Compare the beliefs, customs, practices and social practices of
varied cultures.
Grade 2 Social Studies:
2.2.3 Locate places on a map.
Throw Your Tooth On the Roof (Selby Beeler)
 World Map
 Tooth Book
 Post-it Notes
1) Ask the student what happened to the tooth when he/she “lost a tooth.”
If he/she has not yet lost a tooth, ask what might happen to the tooth
once that happens. Write or draw a picture explaining this custom on a
Post-it Note. Unfold the large world map and place the note on the
place where you live.
2) Explain that in this book, you will be learning about some customs, or
traditions, that people practice in places around the world when
children loose their teeth. Begin by reading about some customs in one
region of the world. Discuss what you think about these customs.
3) Use the world map and locate the region that you just read about.
What can you tell from the map about this region? (Is it a large region?
Are there many small countries there? Is there a lot of water available
there?) Find the countries of some of the customs you just read about.
4) Identify another region on the map. Then read about customs in this
region from the book. Again, discuss the customs and the region on
the map. Note the region’s proximity to the equator and/or North Pole
and South Pole. Note the distance from where we live.
5) Continue reading about traditions and finding the countries and
regions on the map.
6) Work together to identify your favorite (or the most interesting)
customs that you read about. Write or draw about that custom on a
Post-it Note and place the note on the map.
7) Imagine creating a new custom for lost teeth. Create a story about this
new custom. Use the Tooth Book to write and/or draw this story to
share with others. Use the world map to find a place in the world
where you think this custom should be used. In your story, identify the
country and/or region for your new custom.
8) Return the book bag with your story in the Tooth Book. Your dentist
might like to hear your story on the next visit!
5
A Lady & Her Lighthouse
CLASSROOM EDITION
Stephanie Buttell-Maxin, Kimball School, National School District
1-2
Standard(s): Chronological and Spatial Thinking 5. Students judge the significance of the
relative location of a place and analyze how relative advantages and
disadvantages can change over time.
Research, Evidence and Point of View 3. Students distinguish fact from
fiction by comparing documentary sources on historical figures and events
with fictionalized characters and events
Historical Interpretation 2. Students identify the human and historical
characteristics of the places they are studying and explain how these features
form the unique character of these places
Social Studies 1.2.4 Describe how location, weather, and physical
environment affect the way people live.; 1.6.2 Identify the specialized work
that people do. 2.2.5 Students understand the importance of individual action
and character and explain how heroes from long ago and the recent past make
a difference in others’ lives.
Created by:
Grade(s):
Book Title:
Other
Contents:
Directions:
Ida Lewis y el faro (Ida Lewis and the Lighthouse) by Becky Cheston
• Rhode Island map
• chart paper
• drawing and lined paper
• 18” x 12” construction paper
• crayons
• glue
• scissors
• Biography Characteristics sheet
• Ida Lewis photo & info sheet from Night Beacon.com
1) Introduce/review the elements of a biography with students.
2) Read together the book Ida Lewis y el faro.
3) Discuss the story, comparing the details and events using the biography
guide. Also, discuss the work that Ida has to do because of the unique
environment where she lives and as a result of her father’s illness.
4) Make a list of the physical features of Lime Rock and its challenges
during bad weather.
5) Use a T-chart to list important events from the story (one side of the
chart).
6) Read and discuss the biography information from Night Beacon.com.
7) List the additional supporting information from the internet biography on
the other side of the T-chart.
8) Fold the construction paper using a “shutter” fold.
9) Glue the T-chart to the interior center of the construction paper.
10) Glue a photocopy of Ida Lewis’ picture in the interior upper left corner of
the construction paper. Glue the physical description of Lime Rock in the
interior lower left corner of the construction paper.
11) Read and discuss the poem “Ida Lewis to the Rescue.” Afterwards, glue a
copy of the poem to the interior right shutter.
12) Lead the group through a guided drawing of the lighthouse for the cover.
13) Once the drawing is done, fold it vertically in half and cut along the fold.
Glue each half along the center edge of the outside front.
14) Glue a map of Rhode Island on the center back of the construction paper.
• Compare this story to that of the Point Loma Lighthouse and its keepers.
• Use other biographies of local, state or national citizens to make this lesson appropriate for other grades.
Maps can be adjusted to show movement of subjects across time with numbering.
6
Around the World With Food
Developed by:
Grade Levels:
Standards:
Book Titles:
Other
Contents:
Directions:
CLASSROOM CENTERS EDITION
Katie Pedersen, Cabrillo Elementary, San Diego Unified
2/3
K-5 Historical and Social Science Analysis Skills
Chronological and Spatial Thinking
4. Students use map and globe skills to determine the absolute locations of
places and interpret information available through a map’s or globe’s
legend, scale, and symbolic representations.
5. Students judge the significance of the relative location of a place and
analyze how relative advantages or disadvantages can change over time.
Grade 2 Social Studies:
2.4.1 Describe food production and consumption long ago and today,
including the roles of farmers, processors, distributors, weather, and land
and water resources.
2.4.2 Understand the role and interdependence of buyers (consumers) and
sellers (producers) of goods and services.
Grade 3 Social Studies:
3.5.2 Understand that some goods are made locally, some elsewhere in the
U.S., and some abroad.
3.5.3 Understand that individual economic choices involve trade-offs and
the evaluation of benefits and costs.
Too Many Tamales (Gary Soto)
Supermarket (Kathleen Krull)
How to Make an Apple Pie and See the World
Bread, Bread, Bread (Ann Morris)
Jalapeno Bagels (Natasha Wing)
Cook-a-doodle-do (Janet Stevens)
Tops and Bottoms (Janet Stevens)
How Do You Raise a Raisin? (Pam Munoz Ryan)
 Kid-friendly recipes (in plastic sleeves)
 Junior Atlas (Rand McNally)
 Task Card
 Post-it Notes
 Globe
1) At a learning center, place a selection of books that feature
information about food around the world. Provide a variety of
texts at different reading levels for students to read
independently or with a buddy.
2) Allow 30-40 minutes of free reading.
3) Task cards are simple, laminated cards with focus questions
for students to think about while reading.
4) Allow 10-20 minutes for students to complete a task card
(using Post-it notes to write information answering their focus
question) and prepare to have buddy talk.
7
Name:______________________________ Date: ______________________________
Around the World With Food
Read a story in the learning center and then use Post-it notes to complete each section.
When you are finished, share with a reading buddy.
Where foods come from
Special foods from my culture
Use the globe or atlas and locate the country where
you think the story takes place. Draw it.
What special foods do you eat that represent your
culture?
Things I learned about food and cooking
Things I want to learn to cook
List several new things you learned while reading
about cooking food.
List several recipes you might want to cook.
8
Change Over Time
Developed by:
Grades:
Standards:
Book Titles:
Other
Contents:
Directions:
CLASSROOM CENTERS EDITION
Katie Pedersen, Cabrillo Elementary, San Diego Unified
2/3
K-5 Historical and Social Science Analysis Skills
Chronological and Spatial Thinking
1. Students place key events and people of the historical era they are studying
in a chronological sequence and within a spatial context; they interpret time
lines.
2. Students correctly apply terms related to time, including part, present,
future, decade, century, and generation.
Historical Interpretation
3. Students identify and interpret the multiple causes and effects of historical
events.
Grade 2 Social Studies:
2.5 Students understand the importance of individual action and character and
explain how [people] from long ago and the recent past have made a
difference in others’ lives.
Grade 3 Social Studies:
3.1.1 Identify geographical features in their local region.
3.1.2 Trace the ways in which people have used the resources of the local
region and modified the physical environment.
3.2.2 Discuss the ways in which physical geography, including climate,
influenced how the local Indian nations adapted to their natural environment.
In My Own Backyard (J. Kurjian)
A River Ran Wild (L. Cherry)
River (D. Atwell)
The House on Maple Street (B. Pryor)
 tub for books
 U.S. Political Map
 Sentence strips for timeline
 Post-it notes
1) Place a variety of “over time” books in the book tub.
2) Students read independently or with a buddy (30-40 minutes).
3) Provide students with a U.S. map indicating where the story
takes place.
4) After reading, create a timeline using the sentence strip to
sequence the events in the story. Write each major event on a
Post-it note and then place the notes in chronological order to
create a timeline.
5) Students may use the timeline to retell the story to a partner or
other students.
6) * Students should compare and contrast the various stories from
the book tub.
* Note that some stories might start today and go back in time while others
begin with events long ago and move forward in time.
9
On the Move!
Developed by:
Grade Levels:
Standards:
Book Titles:
Other
Contents:
Directions:
CLASSROOM CENTERS EDITION
Katie Pedersen, Cabrillo Elementary, San Diego Unified
2/3
K-5 Historical and Social Science Analysis Skills
Chronological and Spatial Thinking
3. Students explain how the present is connected to the past, identifying
both similarities and differences between the two, and how some things
change over time and some things stay the same.
4. Students use map and globe skills to determine the absolute locations of
places and interpret information available through a map’s or globe’s
legend, scale, and symbolic representations.
Grade 2 Social Studies:
2.1.3 Place important events in their lives in the order in which they
occurred.
Grade 3 Social Studies:
3.1.2 Trace the ways in which people have used the resources of the local
region and modified the physical environment.
Alice Ramsey’s Grand Adventure (D. Brown)
Don’t Forget Winona (J. Whitehouse Peterson)
Amelia’s Road (L. Altman)
Going Home (E. Bunting)
 tub to hold books
 U.S. Political Map (color)
 task card
 Post-it notes
1) Place a variety of books on movement and new homes in a tub.
2) Allow 30-40 minutes for independent or partner reading.
3) Task cards are simple, laminated cards with generic
preprinted focus questions for students. Responses are put on
Post-it notes for the share-out.
4) Allow 10-20 minutes for students to complete the task card
and then share out with partner or other students their “work”
for the day.
10
On the Move!
Task Card
Read a story in the tub and then use Post-it notes to complete each
section below.
Where does the story begin?
Where do they travel to?
What places do they pass through?
Name at least two unforgettable
events.
11
Where in the World is She From? Cinderella Stories
Developed by:
Grade Levels:
Standards:
Book Titles:
Other
Contents:
Directions:
CLASSROOM CENTERS EDITION
Katie Pedersen, Cabrillo Elementary, San Diego Unified
2/3
K-5 Historical and Social Science Analysis Skills
Chronological and Spatial Thinking
4. Students use map and globe skills to determine the absolute locations of
places and interpret information available through a map’s or globe’s
legend, scale, and symbolic representations.
Grade 2 Social Studies:
2.1.2 Compare and contrast their daily lives with those of their parents,
grandparents and/or guardians.
2.2.3 Locate places on a map.
Grade 3 Social Studies:
3.1.1 Identify geographical features in their local region.
3.1.2 Trace the ways in which people have used the resources of the local
region and modified the physical environment.
3.2.1 Describe national identities, religious beliefs, customs, and various
folklore traditions.
Any Cinderella stories that might represent the student population in
your class. For example:
Domilita (Mexico)
Adelita (Mexico)
Mufaro’s Beautiful Daughter (Africa)
Sootface (American Indian)
Yeh Shen (China)
Egyptian Cinderella (Egypt)
Irish Cinderlad (Ireland)
The Way Meat Loves Salt (Jewish)
 World Map
 Venn Diagrams
 “Where Am I From?” Bag Project Parent Letter
 Globe
1) Send home parent letter “Where Am I From?” to launch unit.
2) Review map and globe skills.
3) Have students share “Where Am I From?” Bag Projects and
make small flags to pin up on the world map.
4) Read Cinderella stories from around the world and add flags
to the world map as each story is read.
5) Create class Venn Diagrams comparing and contrasting two
Cinderella stories at a time.
12
Geography From A to Z
Developed by:
Grade Level(s):
Standard(s):
Book Title(s):
Other
Contents:
Directions:
CLASSROOM EDITION
LeAnn Leyden (Hearst Elementary, SDCS)
Grades 2, 3, 4
2.2.1 Identify geographical features in their neighborhood
3.1.1 Identify geographical features in their local area.
4.1.3 Identify physical regions of California
Geography from A to Z: A Picture Glossary
California Student Atlas
 Postcards
 California map
 Tourist brochures
 Tag board
 Glue stick
 Scissors
1. Students will read the book and then create two foldables about
one known and one unknown geographical element. For example,
“mountain” and “atoll”.
2. Select a geographic feature from the book that you have visited
and one that is new to you.
a. Fold a sheet of paper diagonally into a taco.fold.
b. Open the folded paper and refold it like a taco in the opposite
direction to create an x-fold pattern.
c. Trim the extra strip from the edge to make a square.
d. Cut one of the creases to the center of the x and stop. This
will form two triangular-shaped flaps. You will leave one
triangle blank.
3. Make Foldable 1: In the first triangle write the geographic word
that you have seen in person and explain what it means. In the
second triangle draw a picture illustrating the geographical term. In
the third triangle cut out and glue a picture from a postcard,
brochure, magazine or Internet. Write a sentence telling about this
geographical feature that you have visited.
4. Make Foldable 2: Create a foldable triangle about a geographical
feature that is unfamiliar to you. In the first triangle write the word
and what it means. In the second triangle draw a picture of this
feature. In the third triangle find a picture of this feature from a
magazine, brochure or the Internet. Write a sentence that explains
how your picture has the elements of the geographic feature.
5. Glue the blank triangle to the back of the other triangle to create a
pyramid.
6. Turn in both foldables to add to the class geography mobile.
13
You Can Make a Change, Too!
CLASSROOM/FAMILY EDITION
Developed by:
Katie Pedersen (Cabrillo Elementary, SDCS) and
LeAnn Leyden (Hearst Elementary, SDCS)
Grade Level(s):
2/3
Standard(s):
2.5 Importance taking action; heroes
3.4 Identify civic leadership
Book Title(s):
Thank You, Sarah: The Woman Who Saved Thanksgiving (L.
Halse Anderson)
Other Contents:
Directions:
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
Stationery and envelopes
Paper for creating a timeline
The student will read the story and think about the ways Sarah
Hale helped to make Thanksgiving a national holiday. Choose
one of the activities below to further the student’s
understandings of the book.
1. Create a timeline that chronologically illustrates Sarah’s
attempts to have Thanksgiving designated as a national
holiday. Your timeline can be created using pictures or
words. Write a summary on the back of the timeline
explaining how Sarah’s ideas moved over the land to
influence many people.
2. Write a letter to Sarah sharing your thoughts about her
perseverance and letter writing campaign. Share an idea
that you have to improve the land, community, nation, or
world – an idea you wish more people would adopt.
3. Write a letter to our current president asking him to make
a recent event (for example, the tragedy of 9/11) into a
national holiday. Be persuasive in your attempt and
explain what this holiday would do to improve our nation
and its people.
14