Surabaya Cultural Cuisine (4)
TRANSDISCIPLINARY THEME
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. CENTRAL IDEA
“Preserving our cultural heritage provides ways of appreciating and taking shared responsibilities as part of society.”
"Melestarikan warisan budaya merupakan cara untuk menghargai dan berbagi tanggung jawab kita sebagai bagian dari masyarakat." |
Lines of Inquiry :
Key concepts: Form, Causation, Change, Responsibility |
Focused Questions :
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Ni Putu Kartika D. 6D
“Traditional food is part of our culture and the cuisine is the identity of Surabaya. Unfortunately, the young generation isn’t familiar with the traditional food mostly because their parents have not introduced the food to them. Our group is aiming to make a website and modify one of Surabaya’s traditional foods so that the food will be preserved.”
http://nikartikadewi.weebly.com/exhibition-journal.html |
Jessica Caitlin L. 6B
“Sadly, people nowadays prefer to eat western food. Simple action that we can do to preserve it, is by asking our family and possibly friends to eat Surabaya or Indonesian traditional food rather than the food from other countries.”
http://jessicaleonardcsc.weebly.com/my-pyp-exhibition-journal---culinary-4.html |
Gabriel Lim Xin an 6A
“Preserving Surabaya’s traditional food is important because we have many famous traditional dishes and some people from other cities and countries are interested in trying our Surabaya food.”
http://gabriel6a.weebly.com/exhibition-2013.html |
Natania A. Seto 6A
“Traditional food resembles our own city. They are part of Surabaya culture and we could not let it vanish easily. Preserving Surabaya’s traditional food is important because losing the food means losing our unique trademark.”
http://natania6a.weebly.com/exhibition.html |
1st Line of Inquiry
Kinds of Surabaya Traditional Food
Learning Success Criteria (what you want to achieve at the end of this learning inquiry )
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students create visual presentation using Microsoft PowerPoint giving the definition of traditional food, a general description of each of Surabaya’s traditional foods, ingredients and how to cook each of them.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
- Define traditional foods
- State Surabaya’s traditional foods
- Describe the characteristics of each Surabaya’s traditional foods
- Find recipes for each food
- Organize a group excursion to gather information
- Be enthusiastic in all your work
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
- Tuning in : make a mind map about Surabaya’s traditional foods based on the main ingredients
- Finding info : use web searches to find traditional recipes and descriptions
- Sorting out : create a PowerPoint presentation giving a general description of Surabaya’s traditional foods, ingredients and how to cook each of them
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students create visual presentation using Microsoft PowerPoint giving the definition of traditional food, a general description of each of Surabaya’s traditional foods, ingredients and how to cook each of them.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
2nd Line of Inquiry
Issues related with Surabaya Traditional Food
Learning Success Criteria (what you want to achieve at the end of this learning inquiry )
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students create graphic organizer ‘Thinking Hats’ to summarize respondents’ answers based on guiding questions on each hat.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
- Identify Surabaya’s popular and unpopular traditional foods
- Explain the perspectives / feelings of the respondents toward Surabaya’s traditional foods
- Explain why people like Surabaya’s traditional foods
- Explain the reasons why people dislike Surabaya’s traditional foods
- Propose how to improve Surabaya’s traditional foods
- Be cooperative and work together on all tasks
- Analyze the result of the survey correctly
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
- Tuning in : KWL (What do we KNOW about the issues regarding Surabaya’s traditional foods? What do we WANT to know about this matter? What did we LEARN from the survey?)
- Finding info : Have excursion to places selling Surabaya’s traditional foods (Pasar Atum, Food court Galaxi Mall, Jl. Ahmad Jais) for the tasting and interviewing the sellers and buyers of the food. Survey the young generation (our classmates) to find out their honest opinion of Surabaya’s traditional foods.
- Sorting out : Use a graphic organizer ‘Thinking Hats’ to sort out and summarize all the respondents’ answers. Create guiding questions based on each hat.
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students create graphic organizer ‘Thinking Hats’ to summarize respondents’ answers based on guiding questions on each hat.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
3nd Line of Inquiry
Ways of Preserving Surabaya’s Traditional Foods
Learning Success Criteria (what you want to achieve at the end of this learning inquiry )
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students will create a bar graph to display the preservation strategy voted by respondents, create a summary of respondents’ answer of reasons on preserving Surabaya’s traditional foods, the most effective ways to preserve it, and the effectiveness of chosen action using Microsoft Word.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
- Think creatively to create questions for interview
- Use bar graphs correctly to display the data collected from the respondents’ answer (graph title, X axis title and Y axis title)
- Analyze reasons why Surabaya’s traditional foods should be preserved
- Explore ways of preserving the traditional foods
- Analyze the possible effectiveness of any preservation action
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
- Tuning in : have a Plus Minus Interesting opinion using our prior knowledge about ways of people preserving traditional foods
- Finding info : create interview questions, conduct a survey and conduct interviews to find reasons for preserving Surabaya’s traditional foods, the most effective ways to preserve it, and the effectiveness of preservation action
- Sorting out : create digital texts. Use bar graphs to show the preservation strategy voted by respondents and use Microsoft Word to explain respondents’ answer
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students will create a bar graph to display the preservation strategy voted by respondents, create a summary of respondents’ answer of reasons on preserving Surabaya’s traditional foods, the most effective ways to preserve it, and the effectiveness of chosen action using Microsoft Word.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
Summative
Preserving Surabaya’s Traditional Food
Learning Success Criteria (what you want to achieve at the end of this learning inquiry )
Teacher assessment
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
Finding info :
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students modify one of the Surabaya’s traditional food Tahu Telor to taste better and be more popular.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist
Teacher assessment
- Analyze the elements of original Tahu Telor
- Creatively modify the original Tahu Telor
- Compare the original and modified Tahu Telor
- Draw conclusion based on the food tasting results
- Work cooperatively during the process (gather data, food tasting, how to serve and modify)
- The taste of the modified Tahu Telor
- Choose the ingredients that the audience like/dislike
- Give an opinion to the modified Tahu Telor
Learning Engagement ( the activities that you will do in order to get the answers for your inquiry)
Finding info :
- Taste the original Tahu Telor
- Research the ingredients that go with the original Tahu Telor
- Try to modify some ingredients, make and taste it
- Conduct a survey which includes food tasting to get the public’s opinion on the modified Tahu Telor
- Compare and contrast between the original and modified Tahu Telor
- Draw conclusion based on the food tasting survey.
Assessment Task (what you will do/create to present the answer or to show your understanding of this inquiry focus)
Students modify one of the Surabaya’s traditional food Tahu Telor to taste better and be more popular.
Assessment strategy : Process-focused assessment
Assessment tool : Checklist