Activity 1: What's for Lunch?

1. Ask the students what they like to eat for lunch. Allow the students to raise their hands and share some examples with you. Discuss where their food comes from. Did someone grow it? Was it produced from an animal? If possible, bring in examples of food eaten at school lunch that day.
2. Project a map of the world that includes labeled countries on the board or use the World Fabric Map.
3. Pass out one lunch card from the Lunch Cards handout to each student. (Cut and laminate each lunch card prior to the lesson.) If there are not enough lunch cards for each student, have students pair up and work as a team.
4. Explain to the students that on their lunch card is a common lunch item eaten in another country. Allow the students to guess which country eats that lunch item by reading the clues located on each card. 
5. Using tape or magnets, have each student place their lunch card on the country where they think that food is eaten. If desired, a list of the correct countries can be written on the board to help students with their guesses. The correct countries and food items for the lunch cards are listed below:
   • United States: pizza, milk, fruit
   • Japan: miso soup, fish
   • France: cheese
   • Canada: packaged treats, sandwiches
   • Brazil: bananas, passion fruit juice, beans
   • England: roast beef and gravy, Yorkshire pudding
   • Russia: borsch, kasha
   • Peru: guinea pig, quinoa
   • Afghanistan: biscuits
   • China: hot soup, bok choy
   • Mexico: torta, toasted grasshoppers
   • India: dal
   • Kenya: porridge
6. Share the book What's for Lunch? by Andrea Curtis with your students. Show the students the photographs of lunches from different parts of the world. Discuss the contents of each lunch and the country where it is commonly eaten.
7. Allow students to see if their initial guess was correct. If necessary, have students move their lunch card(s) to the correct country as you read.
8. Discuss some of the reasons why different foods are more common in different parts of the world. Consider asking the following questions to lead a discussion:
   • Why do you think Canada and the United States eat very similar food? (Close to each other geographically, similar cultures, etc.)
   • Which countries provide healthy meals for their students? How can you tell? (Discuss certain countries banning soda from school vending machines, serving fresh fruit, etc.)
   • If you could choose to eat lunch from another country, which country would you choose? Why?

Activity 2: How Did That Get In My Lunchbox?

1. Ask the students, "Where does the food you eat for lunch come from?" After listening to the students' answers, clarify that food comes from farms.
2. Read How Did That Get in My Lunchbox? by Chris Butterworth.
3. Organize the students into seven groups and assign each group one of the foods from the book—bread, cheese, tomatoes, apples, carrots, chocolate chips, and clementines.
4. Provide each group with the Food Supply Chain Cards for their assigned food. Ask each group to work together to put the cards in the order of how food gets to the grocery store.
5. After the cards are in order, have each group share their food's supply chain with the class.
6. Lead a discussion about how food travels to our grocery stores. Include the following ideas in the discussion:
   • Some of the food we eat is grown on farms in our state, and some of the food we eat is grown farther away in other states or even other countries.
   • When food is grown on local farms, it is transported to grocery stores by truck.
   • When food is grown on farms outside our local area, it might be transported by trucks, trains, ships, or airplanes.
   • Before the inventions of refrigeration and airplanes, people were limited to eating foods that were produced in their region. Diets were based on plants and animals that thrive locally.
   • After the inventions of refrigeration and airplanes, we have access to foods from all over the world.