Activity 7: Collaborative
Name of the School: VANI VIDYALAYA SENIOR SECONDARY AND JUNIOR
COLLEGE
City: CHENNAI
Region: SOUTH
Month & duration of the
AUGUST - DECEMBER (6 WEEKS)
activity:
Classes & No. of students
CLASS IX -274 CLASS X-304 Students
involved:
Subjects covered:
SCIENCE,SOCIAL,MATHS,ARTS & CRAFT
Atleast 3 curricular subjects
Countries Studied (2-3
INDIA ,JAPAN, THAILAND, ITALY
countries
APART from India)
Teachers responsible:
Ms.V.ARUNADEVI
● Activity title mentioning countries included and embedding International Dimension
● Brief description of the activity (not more than 50 words)
Title: The Age of flavours “Tradition Vs Transition” of India, Japan , Thailand and Italy
Brief Description :
The project aims to study the generation (difference) gap of food, cultivation and culinary application
of scientific knowledge for practical purposes. In context of taste and aromatic characteristics.
Flavours are more than tastes. They are expressions of culture, heritage and identity. Each region of
the world carries its unique flavour palette, shaped by geography, climate, tradition and history.India,
Japan, Thailand and Italy: The activity aims to know about the broad classification according to its
unique emphasis and identity. They can have mindfulness, compassion, and a deeper connection to
one self and the world. Additionally the students will learn the concept of the three Gunas (Sattvic,
Rajasic and Tamasic) from Ayurveda can be applied to understand different types of foods and their
effects on the mind and body within a lifestyle.
Learning Outcomes(Three learning outcomes and at least two LOs having international
dimension)
at the end of the activity students will able to (* write in terms of Attitude, Skills, and Knowledge
(ASK Model)
Knowledge: Identifies and describes different cultures & food habits of people.
.
Skill : Collaboration & Communication with culinary skill
Attitude : Diversity and tolerance
A brief and clear description of the activity that will help in attaining the projected
learning outcomes: (Include SDG Goals and 21st Century Skills)
The teachers will conduct the introductory session to explain the activities to students.
The first activity is “FOOD BOOTH”
The student will be informed to prepare and bring cuisine as it is a small temporary stall used to prepare and
sell food. Here it is used for preparing quick and easy menus. Food stalls are a common and great place for
diverse culinary options to connect with different peoples and to learn about the bold spices of India to the
delicate herbs of the Mediterranean, from the fermented richness of East Asia to the fiery zest of Japan and
the rich aromas of Italy as it connect up to our roots and to each other with every bite carry history and
meaning. The student will explore flavours which are like travelling through time and across continents.
Traditional dishes passed down through generations tell stories of celebration, migration, adaptation and
innovation. The student will learn to reflect how people live, what they value and how they connect.
FOOD DEBATE: CUISINE WAR
The student will be asked to discuss about food related topics often involving strong options and with
different perspectives. A serious discussion about ethical, environmental and health issues related to food
and to learn that FLAVOURS can refer to different styles, approaches, or even the underlying philosophy of
yoga practice. The student will debate on the flavours which can be understood in Ayurvedha:Sattvic: Foods
that are pure, fresh and promote clarity, calmness and happiness (e.g., Fresh fruits, vegetables, whole grains)
Rajasic: Foods that are stimulating, exciting, and lead to restlessness and anxiety (e.g., spicy foods, coffee,
processed foods) Tamasic: Foods that are heavy, dull and can lead to lethargy and stagnation (e.g., fried
foods, meat, alcohol).
By understanding these Gunas, individuals can make informed choices about their diet to support their
overall well-being. The students will be asked to debate on the flavours which are diverse and multifaceted
offering a range of approaches to suit different needs and preferences. By exploring these different facets
individuals can embark on a journey of self-discovery and transformation.
CUISINE MODEL MAKING: The students will explore an abstract design in creating the concept or
presenting it with various techniques and materials. This creates a visualization and scientific representation
with the rich variety of world cuisine through hands on creativity by crafting food models that represents
different cultures. Students will create a model of traditional dishes from various countries using materials
like clay, paper, fabric, chart paper, or recycled items. It will have name of the dish, country it belongs, key
ingredients and when it is eaten. The student will be asked to wear cultural attire or decorate their table by
their country flag or map to enhance their display. This will allow students to learn the food cultures,
creativity, presentation and connection between food, identify and culture.
SDG 2 – Zero hunger
SDG 3 – Good Health and well being
21st Century Skills - Collaboration, Communication, Analytical thinking.
Evaluation methods to measure the learning outcome among the students (Minimum 4):
1. Assessment of food booth(stall)
2. Assessment of worksheet (Model Making)
3. Assessment of cuisine war( debate)
4. Assessment of painting
5. Assessment of cuisine blueprint (Model)
Evidence to be provided in the portfolio (Minimum 6):
1. Photographs of food booth
2. Scanned copies of worksheet
3. Samples/ photographs of painting
4. Feedback form from parents and students
5. Teachers report
6. E-Circular /Certificates
