Grade: High School

State Standards:
Nutrition and Wellness -
     1.1    Explain and demonstrate components of direct thinking, particulary critical
                thinking, creative thinking, and reasoning.
     1.3    Explain and demonstrate collaborative leadership that encourages participation
                and respect for the ideas, perspectives, and contributions of all group members.
     4.6    Evaluate recipes for nutritional value and preparation processes.

Advanced Nutrition and Foods-
    1.1    Integrate process skills, including critical and creative thinking, leadership,
                communications, and management, in settings related to the study of foods
                and nutrition.
    2.2    Analyze impacts of global and cultural influences on food choices, attitudes,
                and other nutrition and foods practices.
    2.3    Assess governmental, economic, geographic, and technological influences on
                nutriton and foods practices, food availability, and hunger.
    2.5    Evaluate factors that influence nutrtion and foods-related behaviors of individuals
                in family, workplace, and community settings.
    3.2    Access, evaluate, and utilize multiple sources of information to meet a variety of
                special needs and challenges related to nutrition and foods.
    4.3    Determine how changes in national and international food production and distribution
                systems impact the food supply.

Objective:
Students will…….
· learn of different spices.
· discover what part of the plant is used for the spice.
· learn ways to use the spices in a recipe.
· know where the different spices come from today and there origin.
· be able to recognize spices by their taste and aroma.
· learn how to store spices.

Opening Activities:
Start class by having the students get out a sheet of paper and ask them to write down as many spices as they can name.  Allow  them 2 minutes to complete the activity.  After completing the list have the students share some of the spices they could recall.  As different spices are mentioned discuss how the students are familiar with it, what and if they have cooked with it before, and share experiences with the spice.

Procedure:
Number of class periods this lesson takes to complete may vary according to student ability, class schedule, and teacher requirements.
1.   Complete opening activity.
2.   Lecture and lead a discussion on different spices and there uses.
3.   Explain and handout the assignment to students (Spice World Assignment attached)
4.   Place students into groups, they can be determined by kitchens or any other desired method.  It's recommended that
      each group have four members.
5.   Each kitchen will need to draw for a specific spice
      · Choices will be.....
      -  Allspice
      -  Curry
      -  Cloves
      -  Poppy
      -  Cumin
      - Sesame
6.    Students will need to divide the responsibilities among their groups in order to
        accomplish the assignment, depending on the time that is allotted.
7.    Take the class to the computer lab in order to search the web for information
      · Sites to visit:
 

http://www.astaspice.org/

http://www.indianspices.com/

Gernot Katzer's Spice Pages http://www-ang.kfunigraz.ac.at/~katzer/engl/

http://www.spiceadvice.com/

8.   Once students are finished researching their spice, the class returns to the classroom.
9.   The groups will then need to begin working on their presentations using the data found.
      (see attached grading sheet for requirements on presentation)
10. Each group will need to decide on one recipe and hand in a list of needed ingredients
      by the end of class.
11. Each group needs to begin their recipe promptly.
12. Once they have finished their recipe, it needs to be cut into the desired amount of
      servings for the class.
13. The groups will then present their spice to the class and distribute the product they
      made for each student to display.
 

Assessment:
Each group will be assessed on their research, creativity of the poster, content presented,
and outcome of their recipe. See the attached grading sheet for point placements.
Presentation Assessment
Lab Assessment

Additional Activities:
1.  Have students actually grow the spice in a greenhouse (can be a before or afterwards activity).
2.  Have students research the country in which their spice orginated from.  This can lead into a unit for international foods.
 
 

Poppy Seed Muffins