教育部中小學國際教育中程計畫全球資訊網

1. This sandwich is from ________________.
2. My most memorable sandwich experience was when ________________ 
3. I would / would not recommend this sandwich to others because ______________

Opening(1 min)
老師將帶領學生藉由認識世界各地的三明治，認識這個世界。
Display pictures of sandwiches from around the world in the classroom. 
1. Introduction 

Say:Hello class! We’re starting a new unit. It’s going to be a lot of fun! We’re going to travel around the world and explore how to make foods from different countries. So, you might be thinking, “How are we going to that?” We’ll, we’re going to take a tour around the world through “sandwiches”!!! All of you will be creating and making your own sandwiches from different parts of the country, such as sandwiches from Japan, Italy, England, USA, Mexico, and Taiwan. Sounds pretty exciting, right? 

But before we begin, let’s first define what is a sandwich. 

Do: Point to the screen. 

Introduction (15 mins)
老師介紹三明治的定義與由來。

1. Introduction (student participation)  

Say: What is a sandwich? How many of you know  what is a sandwich? Who can tell me what is a sandwich?  

Do: Elicit answers from  students. Walk around the  room. Ask 2-3 students.Validate students responses

2. Define Sandwich 

 Say: Now, let’s take a look     what the word sandwich means? It actually has two meanings. The first meaning of sandwich is actually a name of a place.  Sandwich is small town in           Southeast England. The second meaning of sandwich, which we all know, is a name of a food item. You may wonder, how did the word “sandwich”, the food we eat, come   about? I’ll share a story with you all later. Let's first   read the definition together.

Definition: “An item of food   consisting of two pieces of   bread with a filling between   them.” 

Worksheet #1:

 Say: Everyone write down  the definition on #1 of your         worksheet.

 Do: Walk around the room to make sure students are  on task.

3. Storytelling: History of the Sandwich

Say: Anyone know where did the sandwich come from? Do you know how it got its name “Sandwich”? Anyone want to guess? 

Do: Elicit answers from students.

Say: Here’s the story. A person named John Montagu was the 4th Earl of Sandwich. He was an 18th century aristocrat -- meaning very rich and a high-ranking person. However, he had a big problem. He liked to gamble a lot. He liked to play cards. Just like many of you like to play video games. So, he spent many hours playing cards. He played so much that he didn’t want to leave the card table to have lunch or dinner. So one day, he asked his cook to bring him meat and to put it between two slices of bread. That way he can eat and play cards at the same time. Later, people thought, what a smart idea! Soon, people from all over the world began to order, “the same as Sandwich”. So the word “sandwich” was named after the town, Sandwich. 

Worksheet #2:

Say: Please fill in the missing blanks on #2 (The Story of the Sandwich) of your worksheet. 

Do: Instruct students to fill in the blanks on their worksheet. Walk around to make sure everyone is on task. 

Optional: Video-The History of Sandwich 

Say: Let’s watch a short video on the History of Sandwich. 

Do: Play YouTube video

Lead-in (1 min) 
老師解釋每個國家都有它的特色三明治，三明治鏈結了各國不同的文化與階層，可說是「全球性食物」。
4. Sandwich World Tour

Say: Now, we’re going take you a tour around the world. Here’s a picture of sandwiches from around the world. When you look at a sandwich, you can sometimes guess where this sandwich is from just by looking at the type of bread and the type of  fillings they put inside the sandwich. When you travel to different countries, you’ll notice that no matter where you go, you’ll find variations (different kinds) of sandwiches. So, sandwiches bridge gaps     between cultures and classes. You can say that sandwich is a global food because you can find it everywhere in the world 

Worksheet #3: 

Say: Please fill in the missing blanks on #3 (Tour Around the World through Sandwiches) of your worksheet. 

Do: Instruct students to fill in the blanks on their worksheet. Walk around to make sure everyone is on task. 

Task 1: Activity Game (10 mins)
老師透過遊戲方式增強學生對於各國三明治不同特色的認識。
Prepare letter answer cards for guessing game. 
5. Activity: Guessing Game 

Look at my sandwich!! Guess what country is it from? 
 Say: Earlier, I mentioned that you can sometimes guess where the sandwich is from just by looking at the bread or the fillings that are used inside the sandwich. Now, we’re going to play a guessing game! The game is called: “Look at my sandwich!!     Guess what country is it from? I’ll be showing you pictures of different sandwiches from different countries. Your job, as a group, is to guess which country is the sandwich from. We’ll first give you a hint by showing you the shape of the country. You’ll have 3 seconds to answer. Are you all ready? Here are the rules of the game.   

Game rules: 

a. First, I’m going to show you a picture of a sandwich. 

b. Then, I’m going to show you the shape of the country.  

c. Afterwards, I’m going to count to 3. On the count of 3, use your letter answer cards to show your answer.  

d. Lastly, I’m going to choose the group with the correct answer to respond. 

e. To respond, you must use the target sentence. Each group will receive 2 points for getting the correct answer and 1 extra point for saying the sentence correctly. 

Target sentence: 
•This sandwich is from ______________ (name of country).
Do: Show letter answer cards to students and demonstrate how the answer cards should be raised up high to show the answer. 

Say: Any questions on how to play the game? Are you all ready? Here we go! Here’s the first question. 

Do: Show PowerPoint slides to >play the game. 

Say: Look at my sandwich! Guess what country is it from? Look at the shape of the country. Ready? One, Two, Three!! (Students raise letter cards)

The correct answer is:  

               a. Italy 
               b. Mexico
               c. India 
               d. Taiwan

Do: Glance across the room to check which groups have the correct answer. Choose one group to answer the target sentence: “This sandwich is from _____________ (name of country). Give 2 points for the group that provides the correct answer. 1 extra point for saying the sentence correctly.

Optional Activity : Storytelling  (15 mins) 
Extended Activities
此為彈性選項活動；繪本故事導讀與延伸討論活動，可引導學生思考食物背後產生的文化衝突，從而學習包容與接納不同的文化。
Optional activity: Prepare storybook or YouTube video of the story. 

*Note to teachers: The Sandwich Swap leads to great discussions on how we can be different, but still be friends. The Sandwich Swap is also a great reminder that we need to embrace and appreciate each other’s differences. 

Say: Earlier I mentioned that sandwiches bridge gaps between cultures and classes. Nearly every sandwich tells a story. In this story, The Sandwich Swap, it talks about two girls who are best friends. But the two girls ended up in a fight because each        girl tells the other that her lunch seems gross. Salma and Lily come from different cultural backgrounds and their lunches reflect that they have differences. 

Do: Read story to students. 

Extended activities: 

1. Class discussions or writing assignment on similar experiences: share similar experiences where they thought they weren’t going to like something, but ended up liking it after they tried it. 


2. Class discussions on conflict resolutions, friendship, culture differences, etc. 

Task 2: Food story: Share your story (15 min) 
老師引導學生透過學習單的內容分享自己食用三明治的經驗與背後的小故事。
6. Discussion: Group & Individual Sharing

Say: Raise your hand if you’ve eaten a sandwich before. 

Do: Glance across the room and nod with acknowledgement and validation. (Assuming    that most students have had the experience of eating a sandwich before) 

Say: That’s great! I can see that most of you have eaten a sandwich before! Let’s dig into your memories and recall your most memorable sandwich experience. For instance, how many of you had a sandwich that was SO good, SO delicious that you’ll never forget? Or had the most disgusting (yucky) sandwich? Or perhaps you had the sandwich at a special event, occasion or celebration? Or someone made a special sandwich just for you? 
What’s your story? Every food has a culture. It has a history. It has relationships. The food we eat has a story. Your sandwich experience also has a story. What’s your story behind your sandwich experience? 

Worksheet #4:

Say: On #4 of your worksheet, please share your story behind your sandwich experience. Here are some questions to help you refresh your memory.

Do: Point and show questions on the screen. 

Say: What is your most memorable sandwich experience? Who were you with when you had the sandwich? What was inside the sandwich?    Where did you get the sandwich? Would you recommend the sandwich to others? Why? 

Do: Share your own personal sandwich experience to the class by modeling answers to the questions above. Use target sentences. 

Target sentences: 
  • My most memorable sandwich experience was
    when ________________ 
  •I would / would not recommend this sandwich to
    others because ______________ 

Say: Everyone please look at your worksheet. You have 5 minutes to write down your experience by answering the questions on your worksheet. Once you are done, share your experience with your group members. Remember to use your target     sentences in your sharing. 

Do: Walk around the room to assist students and to make sure everyone is on task. Give students 5-7 minutes to write answers on their worksheet before sharing to their group members. While walking around, observe and listen for good stories. This is also a good time to encourage those who are not outspoken in class to share by validating their work. Then ask for volunteers to share with the class. Let students know when there’s only 1 minute remaining. 

Say: Okay, time is up. Any volunteers that would like to share? As I was walking around, I heard some really interesting stories. If you share, 2 points will be added to your group. 

Do: While students are sharing, validate their efforts by nodding your head. Have the entire class applaud after the student shares.

Conclusion (3 mins) 
老師提示下周課程，提醒各組將抽籤選定要製作三明治的國家及使用iPad查詢相關資料，決定要製作的三明治的類型

Say: Next week we’re going to do a lucky drawing! 
Each group will be making sandwiches from a different country. Then, you will be using your iPads to do research on your country. Your group will need to decide on the type of sandwich your group wants to make. Lastly, you’ll use a planning worksheet to decide how to create your country’s sandwich. We have a lot to do next week. So please don’t be late for class.

< Lesson 2: Research and Planning: Bridging Cultures through Sandwiches >
Introduction (4 mins)
老師說明這堂課將帶大家學習如何製作來自世界各地的三明治與今天將進行的主要活動。首先，「接下來，各小組抽籤決定所要製作三明治的國家」，發給各組2台iPads搜尋各組抽到的國家的三明治的製作方法。同時賦予每組須完成的兩項任務: 
      (1) 決定代表負責的國家的三明治類                型 
      (2) 決定小組的每個人要帶的食材。
1. Introduction (teacher modeling - optional)

Say: Hello class! Before you begin your research on your designated country for your sandwich, let me first model on how I will like you to do your research. Let’s use Taiwan as an example: 
Name of Country: Taiwan

1. Geographical location: Located in East Asia (located on the west side of the Pacific Ocean and the southeast of Eurasia)
2. Neighboring countries: China, Japan, South Korea, Southeast Asia, etc.
3. Population: about 23 million people
4. Capital: Taipei
5. Main terrain: the flat to the rolling high mountains as the main body, dramatic topography, frequent earthquakes in the plate junction zone.
6. Climatic conditions: Located in low latitude areas, situated in the tropical and subtropical monsoon climate.
7. Religion: Buddhism, Taoism, Christianity, Islam and many other religions 
8. Food: Taiwanese snacks, night market delicacies
9. Sandwich Representation: Gua Bao 

(1) Bread: steamed buns or bear paw buns (made from wheat flour)

(2) Spread: peanut powder

(3) Fillings: pork, cilantro, crushed peanuts, powder sugar

(4) Specialty: The Gua Bao is also known as “tiger bites pig” because the cut bun looks like a tiger’s mouth when wide-opened. The steamed white bun is usually sandwiched with barbecued pork belly topped with pickles, cilantro, and peanut powder. The finished sandwich at this time looks like "the tiger is biting the pork", so it is commonly called "the tiger biting the pig."

Say: Do you have any questions on how to do your research? If not, let’s continue. Other than doing your research, we’re also going to learn how to make sandwiches from different parts of the world. The great thing about sandwiches is that they’re never one-size-fits-all. The possibilities are endless when you start combining different meats, cheeses, fillings, and spreads. The best thing about making sandwiches is -- there’s no wrong way to make a sandwich. You can put anything your heart desires. 

2. Lucky Draw 

Say: Each group will represent a different country. We will be learning how to make sandwiches from different countries. We’re now going to do a lucky draw! Group leaders please come up and do a lucky draw. 

Do: Have names of countries and a container ready for the drawing. Invite group leaders from each group to pick a drawing from the container. Congratulate the group and announce their designated country.   

Say: Each group will receive two iPads so that you can do research on how to make a sandwich of your designated country. As a team, you all have two tasks to complete. 
Task one: Decide the type of sandwich to make to represent your country.  
Task two: Decide what sandwich ingredient each person will need to bring to make your country’s sandwich.

Teamwork: Research (5 mins)  

Say: Let’s start with Task One. Decide the type of sandwich to make to represent your country. Each group has two iPads on your table. On your search engine, type in keywords – the name of your country and the word “sandwich”. Then, as a team, decide the type of sandwich to represent your country. You have 5 minutes to complete this task. When time is up, I will ask you to stop and put down your iPads. Any questions? You may begin.

Do: Play 5-minute countdown timer music and show the timer on the screen to let students know how much time they have remaining. Walk around the room to assist each group and to make sure everyone is on task. Announce the remaining number of minutes to the class to help students pace their discussion.    

Worksheet #5:

Say: After you’re done with your research, write down your country and the type of sandwich. 
1. Our sandwich is from ____________________ (name of country). 
2. We will be making _________________________ (type of sandwich). 
3. Geographical location is_________________
4. Neighboring countries are ________________
5. Population is about__________________
6. Capital is ____________________
7. Main terrain(地形)_________________________
8. It’s climatic belong to________________________
9. Main religion is_________________________ 
10. Main Food(主食) is _________________

Task 2: Teamwork: Sandwich Planning (15 mins)
確認每個小組成員所要帶的食材，並帶學生看過如何製作三明治的四個步驟，邊看PPT邊搭配學習單填寫三明治的基本配料。
Teamwork: Build Your Own Sandwich Worksheet (10 min) 

Say: Stop. Time is up. Put down your iPads. All of you should have already decided on the type of sandwich your group will be making to represent your country. Do we have groups that are not finished? For groups that are not finished, I will assist you afterwards.

Do: Look around the classroom and see if there are groups that are not finished. For groups that are not finished, assist those groups after you finish giving instructions. Observe those who are working well together as a team and validate their efforts. 
Say: Now class, let’s look at Task Two. Decide what sandwich ingredient each person will need to bring to make the country’s sandwich. But first, we’ll need to go over 4 easy steps on how to make a sandwich. 

Worksheet #6:

Say: Please fill in the blanks to show the 4 steps. 
Do: Point to the screen to show the 4 steps.

Worksheet #7:

Say: Look at the pictures and label the different types of bread. 

Do: Point to the PPT to show pictures of bread. 

Worksheet #8:

Say: Look at the pictures and label the different types of spreads.  

Do: Point to the PPT to show pictures of spreads. 

Worksheet #9:

Say: Look at the pictures and label the different types of fillings.   

Do: Point to the PPT to show pictures of fillings. 

Worksheet #10:

Say: Look at the pictures and label the different types of vegetables.  

Do: Point to the PPT to show pictures of vegetables.  

Say: Once you’re able to remember these 4 steps, you can make a sandwich anytime. You can also get creative on making different types of sandwiches.

每個人都拿到一張「製作自己的三明治」的學習單，並引導學生根據四個步驟所給的食材選項，勾選想搭配的食材。小組討論，確認每個人要帶的食材與數量並填寫於學習單內，並可以用iPad做輔助查詢。
Build Your Own Sandwich Worksheet

Say: You all have a planning worksheet: “Build Your Own Sandwich”. You will be using this planning worksheet to help your team plan, organize, and guide you through the process of making your country’s sandwich. 

Do: Point to the screen to show “Build Your Own Sandwich” worksheet to students. 

Say: The four steps to make your country’s sandwich:

Step 1: Choose the bread your group will be using and put a check mark next to it. If it’s not listed, check the box that states “other” and write down the type of bread your group will be using. 

Step 2: Choose 1-2 spreads that your group will like to use on your sandwich.  

Step 3: Choose 1-2 fillings for your sandwich. Again, if it’s not listed, check the box that states “other” and write down the fillings your group will be using.  

Step 4: Choose 2-3 vegetables for your sandwich. 
Build Your Own Sandwich

Worksheet: Group Checklist 

 Say: So, who’s bringing the sandwich ingredients? If you look at the bottom of the worksheet, you will see a “group checklist”. Each person has to bring something. Whatever you’re bringing, make sure you bring enough for the entire group. 
For example: If you have 6 people in your group, you will need to bring 6 bagels so that each person will have one. Make sure you write down: What item you’ll be bringing and the name of the person bringing the item.   

Do: Show students where and how to write in the information. 

Say: You will need to use your iPad to assist you on the items you will need to make your country’s sandwich. 

Group work:   

Say: Again, you have 5 minutes to complete this task. I will let you know when there’s one minute left. When time is up, the music will stop. At that time, I need you to stop, put your pencils down, and wait for my next instruction. Any questions? You may begin.

Do: Play 5-minute countdown timer music. Walk around the room to assist each group and to make sure everyone is on task. Help pace students’ discussion time by announcing the remaining number of minutes to the class. 

Task 3: Define food plating (1 min) 介紹食物擺盤
Define: Food Plating

Say: Now, we’re going to talk about how to present your food. This is called Food plating. What is food plating? Food plating is the process of arranging and decorating food to enhance its presentation. Food plating is an art. It makes food look more delicious, it makes our dining experience more valuable, and it also makes the food more expensive. For example, we can have two similar sandwiches. One is from a street vendor $30 and one is from a restaurant $120. Decorating the food beautifully enhances our dining experience. 

Task 4: Group Discussion (10 mins)
老師展示過去學生所製作的三明治照片，鼓勵學生思考討論將如何在所屬國家的三明治上發揮擺盤創意，展現該國特色
Group discussion (5 min):

Say: In your group, decide how your group will like to plate your sandwich. You can also bring in decorations such as making your own flag to represent your country’s sandwich or put fruit on the side. Try to be creative. Here are some samples from previous years. 

Do: Show samples of various sandwich plating presentations

Say: You all have 5 minutes to discuss how your group will like to present your sandwich. (2 layers or 3 layers, cut in triangles or in halves)

Do: Play 5-minute countdown timer music. Monitor groups by walking around the room to assist each group and to make sure everyone is on task. Observe each group’s strength and validate their efforts.  

Say: Stop. Great job, everyone! I really liked how many of you were on tasks and how you worked together as a team. All of you did an awesome job!! Let’s give a round of applause to ourselves and turn to your teammates and say “thank you and good job”! 

Do: Give the class 5 seconds to thank their teammates.

Wrap-up (5 mins)
老師說明下次上課的評分標準及製作三明治前的注意事項與需攜帶物品

6. Grading criteria  

Say: Lastly, here are some important reminders before we end class today. This is also noted on your worksheet. 

Do: Show students where on the worksheet and also show PowerPoint slide.   

Say:

(1) Grades: Your grade will be based on the following: 

a. Preparation & Planning: Ingredients (15pts)
b. Sanitation: Appearance (10pts)
c. Sandwich Presentation: Plating / Creativity / Props to indicate country (10pts) 
d. Teamwork: Cooperation (15pts) 
e. Clean-up work area (20pts) 
f. Materials placed back neatly (20pts) 
g. Completed worksheets and turned in on time (10pts)  

(2) Sanitation:   

a. Tie your hair back, if you have long hair 
b. Roll up your sleeves, if you’re wearing long sleeves 
c. Wash your hands with soap
d. Wear a mask

(3) Before you enter the classroom: 

a. Apron on 
b. Mask on 
c. Hands washed 
d. Hair tied 
e. Sleeves rolled up 
f. Lined up by groups 

(4) Homework: Things to bring next week  

a. Mask 
b. Apron 
c. Food container to put your sandwich
d. Sandwich ingredients (cut and wash ready)

We will provide all the cooking utensils and plates for you. So only bring what you are required to bring to make your sandwich and anything you’d like to add to plate your sandwich.