School Topic Comparison of food intake between our society and Ancient Rome What types of food do you

o you eat? Why do you eat those foods? Where do you eat those foods? When do you eat those foods? How do these foods compare to those eaten by Ancient Romans?

Year Group Level 7 Aims/Learning Intention To understand the differences in food intake between now and Ancient Rome, focusing on the cultural and social differences between societies

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AusVELS: Strands, Domain, Focus & Standards Health & Physical Education Students reflect on the range of influences on personal food intake: peers, advertising, mass media, mood, convenience, habit, cultural beliefs and values, and access to food products and services. They explore topical issues related to eating, and identify personal and community factors that influence their own food selection History: The Mediterranean World The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039)

Determining Lesson Success Students will have developed their understandings of how food intake differs between our society and Ancient Rome, as well as the social and cultural reasons for these differences

Key Vocabulary Compare Contrast Australia Ancient Rome Food Intake

Location/Setting Classroom

Materials, Resources & Equipment Laptops Pen Paper

Classroom Management Strategy Align personal expectations of the students with their understanding of the basic codes of classroom and school conduct/etiquette/rules Outline the lesson structure at the beginning of the class so students understand what they are required to do and remain focused Engage students by asking them to participate in class discussion, as well as problem solving activities

Organisation/Student Groups Students will participate via class discussion and in their normal table groups

References/Sources http://www.youtube.com/watch ?v=rDjG-tosR64 http://educationcloset.com/w

pcontent/uploads/2011/09/se ethinkwonder.pdf http://ancienthistory.about.co m/od/romanfood/p/RomanM eals.htm

INTRODUCTION Connecting Past Lessons & Engaging The Students Explain: Tell the students that we will be exploring how food intake differs between our society and Ancient Write down and outline to the students their Learning Intention for the lesson, as well as your expectations for Determining Lesson Success. Negotiate: Ask the students if my idea of Determining Lesson Success is reasonable and if not, negotiate pre-determined outcomes for the students to meet by the conclusion of the lesson. Brainstorm: As a class, discuss what types of food the students eat and put the results on the whiteboard. Have students think about all types of meals, from their snacks at school to the dinner they eat at home. The idea of this question is to gather a large variety of different foods that reflect different social and cultural backgrounds and beliefs. Analyse: Once enough foods have been listed, ask the class to examine in more detail when, where and why they eat these foods. Focus discussion along the lines of the following questions: Why do you eat certain types of food is it for social or cultural reasons, a way to gain nutrients or is it simply for taste? Where do you eat certain types of food why is food required to be more accessible for us to eat at school? Why dont we sit down and have large meals at school like we would for dinner? When do you eat food when you are hungry or when you are meant to eat? Why does our society believe in eating food at certain times of the day rather than when youre just hungry? MAIN BODY Developing Understanding Of Area Explain: Tell the students that now they have developed an idea about the food we eat in our society and the different reasons we eat that food, we are now going to look at the differences exhibited in Ancient Roman cuisine. Watch: To begin developing their understandings of Ancient Roman cuisines, show the class the BBC Documentary, The Supersizers Eat Ancient Rome (http://www.youtube.com/watch?v=rDjG-tosR64) The documentary has a runtime of 60 minutes although the required knowledge should be developed within the first 20 minutes of the documentary. Of particular note is at 29:50 that identifies and talks about the Cena Libera, which is the Gladiators last meal and can be used to relate the students knowledge back to the previous lesson. Interpret: Based on the information supplied in the documentary, students will individually complete a See, Think, Wonder chart (http://educationcloset.com/wp-content/uploads/2011/09/seethinkwonder.pdf) to allow them to make careful observations and thoughtful interpretations. The See, Think, Wonder chart will also act as a formative assessment piece to gage

Duration 3 Minutes 3 Minutes 5 Minutes 15 Minutes

Duration 2 Minutes 20 Minutes

5 Minutes

what the students understand about food in Ancient Rome and the areas they may need to work on. Explore: Using a Think, Pair, Share, task students with comparing and contrasting their knowledge with those of their peers. What one student thinks may be different from another or another who already knows may answer what one student wonders. Similarly, students draw from their own unique perspective, which invites curiosity from their peers. This exercise allows students to discuss their different understandings and narratives and come to shared conclusions on the content of the documentary. They will then be able to present these understandings to the rest of the class and discuss as a group what they have learnt and what they still need to know. Contrast: As the students now have a fundamental understanding of Ancient Roman cuisine, discuss as a class the main differences they noted between the meals they eat and the meals Ancient Romans eat. Formulate the students responses around the question: Are the differences based on social, cultural, nutritional or taste concepts? Create: Individually, students will be required to cook a traditional Roman dish in the Food Technology rooms. This allows the students to learn about Health and History in an environment outside of their traditional classroom towards authenticating their learning in practical settings. Students will be given instructions to make porridge using a recipe sourced from On Agriculture, by Cato The Elder. 85) Pultem Punicam sic coquito. Libram alicae in aquam indito, facito uti bene madeat. Id infundito in alveum purum, eo casei recentis P. III, mellis P. S, ovum unum, omnia una permisceto bene. Ita insipito in aulam novam. 85) Recipe for Punic porridge: Soak a pound of groats in water until it is quite soft. Pour it into a clean bowl, add 3 pounds of fresh cheese, 1/2 pound of honey, and 1 egg, and mix the whole thoroughly; turn into a new pot. CONCLUSION Reviewing The Lesson & Assessing Understanding Review: As a class, discuss any interesting facts we may have learnt this lesson. To involve every student and identify their knowledge, make sure at least one person is picked from every group to discuss their experiences. Additionally, the identify if the students have learnt about basic Roman cuisine, ask them if they think the porridge they made was a dish that catered to the rich or poor (probably the rich due to fancier extra ingredients honey, eggs and cheese). On the whiteboard, make a pros and cons list to evaluate if the lesson was a success. Ask the students if they believe the Determining Lesson Success criteria identified at the beginning of the lesson.

15 Minutes

10 Minutes

17 Minutes

Duration 5 Minutes 100 Minutes