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The Breads We Eat

See the world in a new way--with the breads people eat. Explore cultural attributes and world populations with a pictograph bulletin board.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Explore the world! Students find out which countries are represented in their own schools. Invite children to write an original survey for their school’s students and their international heritages. Learn about breads people traditionally bake and eat.
    2. Students gather survey data and designate a classroom or hallway bulletin board to repor their findings. What kind of graph could be made to show each country’s population? One way is to create a pictograph. Ask students to cut colorful paper with Crayola® Scissors to cover a bulletin board. On construction paper, use Crayola Gel Markers to create a colorful border and write each country's name. Attach country labels with a Crayola Glue Stick.
    3. Model small breads as symbols to represent the population of each country. Decide how many people each piece of bread will represent on the pictograph. Use Model Magic to form miniature loaves, rolls, tortillas, or other breads. To create different colors of dough, knead washable marker colors into Model Magic to blend. Roll modeling compound between palms, flatten with fingers, cut, and press with a craft stick to create different textures. Air-dry pieces for 24 hours.
    4. Students assemble the chart. Stick pieces of hook and loop fastener tape on the back of each bread. Press matching sticky pieces in strips to the right of each country's label on your bulletin board. Stick on the breads. Students make a key for the bulletin board, showing how many people each bread represents.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    MATH: Extend understanding of fraction equivalence and ordering.

    MATH: Represent and interpret data.

    SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.

  • Adaptations

    This lesson plan can be adapted to include the use of white boards and Crayola Dry Erase Markers.

    Students investigate other statistics regarding the 10 most populous countries, such as national wealth; number of airports; average life expectancy; population density; consumption of coal, gas, or oil; etc.

    Students work in small groups to investigate recipes available for the various types of bread that they have research. Students create 5" x 8" recipe cards for selected recipes and create illustration of the final product for viewing. Organize recipe cards into a class recipe book. Investigate the process for making copies for all students.

    In an attempt to reinforce the concept of equivalent fractions, students re-write a selected groups of recipe cards, focusing on the fractional ingredient amounts in each recipe. For example, 1/2 tsp. of sugar may be re-written at 3/6 tsp. of sugar. Extend this activity by asking student to find fractional amounts for ingredients if the recipes were to be doubled or tripled.

    Hold a "Taste of the World's Breads" event, using student selected bread recipes. Invite family members to attend. Next to each of the loaves of bread, students post a summary paragraph focused on the origins of the bread.

    What is gluten? What are gluten-free foods? Encourage students to investigate gluten and why many people are seeking out gluten-free foods. Organize research into an electronic presentation to share learning with classmates.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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