| Vocational Course | Culinary Arts |
| Subject / Module | Nutrition and Sustainable Food Systems |
| Formative Unit | Local Produce and Seasonal Cooking |
| Topic | From Farm to Table: Local Seasonal Products |
Teaching Objectives and Learning Outcomes
| Lesson Objectives | Description |
|---|---|
| Learning Outcomes | – strengthen English communication skills in the context of food and sustainability; – understand the concept of food seasonality and its benefits; – identify local Lithuanian seasonal products and plan a simple seasonal menu; – use critical thinking to connect local agriculture to sustainable cooking practices; |
| Job Related Skills | – recognize and describe seasonal produce; – plan meals based on available local ingredients; – use culinary vocabulary in English to present menu ideas and sustainability arguments; |
| Content Aims | – understand the principles of seasonal eating and local food sourcing; – analyse seasonal product charts and relate them to menu planning; – identify culinary uses and characteristics of locally grown foods; |
| Communication Aims | – use comparative and descriptive language (e.g., fresher than, available in spring); – make suggestions and justify choices in discussions; – present a menu clearly and persuasively in English; |
| Critical Thinking Aims | – analyse the benefits and challenges of seasonal/local food use; – select ingredients based on availability, taste, and sustainability; – compare menus for health, environmental impact, and cost; |
| Culture Aims | – explore seasonal eating habits in different countries; – discuss how climate and geography shape food culture; – reflect on personal and family eating traditions. |
Lesson Procedure
| Lesson Stage | Activity | Timing |
|---|---|---|
| 1. Lead-in |
Introduce the topic of seasonal eating by activating students’ prior knowledge. Ask students to name as many fruits and vegetables that are currently in season as they can. Use a seasonal produce chart as support if needed. Encourage them to think about what grows locally in their region at this time of year. Students complete a guided chart activity HOUT1: Sort the months into the correct seasons Match local produce to each season (from a–d lists) Add 2–3 more fruits or vegetables from their own knowledge or by asking a partner Discuss answers in pairs or small groups. This activity sets the stage for vocabulary development related to local, seasonal food and supports later tasks such as menu planning and sustainability discussions. | 10 min |
| 2. Learning through doing |
Reading Comprehension and Vocabulary Development Introduce the concept of seasonality with the short reading text “When Are Foods in Season?” HOUT2. Guide students through the reading, either silently or as a class. Ask students to complete the True/False task to check understanding of main ideas. Next, focus on the target vocabulary. Students complete the gap-fill activity by identifying words in the text that match given definitions (e.g., harvest, seasonality, near, flavourful). Lead a short pair or small group discussion with guiding questions to encourage personal connections: What foods grow in your country in spring? In autumn? Does your family eat seasonally? Why or why not? Why is it better to eat local food? This step supports both content learning and vocabulary acquisition, while encouraging learners to reflect on their own food habits. Speaking Practice: Fruit and Vegetable Talk HOUT3 Students work in pairs to identify and discuss fruits and vegetables using flashcards (digital or printed) and a seasonal produce chart. This task promotes active vocabulary use in a communicative context. Distribute or display fruit and vegetable flashcards (or use the Quizlet set provided). Students take turns choosing a fruit or vegetable and asking their partner: “Is this local in our country?” “When is it usually harvested?” Encourage students to check the seasonal chart or ask the teacher if unsure. After 6–8 items, each student chooses one fruit and one vegetable that are both local and currently in season (or soon will be). Have students briefly share their choices with the class and explain their reasoning using simple target phrases (e.g., “It’s in season now.” / “It grows in autumn.” / “We have it in our garden.”). This activity strengthens speaking confidence, connects vocabulary to real-life contexts, and supports intercultural learning. |
35 min |
| 3. Menu planning |
Design a Seasonal 2-Course Lunch In this task, students apply their knowledge of seasonal produce by designing a simple lunch menu that reflects local and sustainable choices. Organize students into pairs and explain that they will create a 2-course lunch menu (starter + main dish) using only local and seasonal ingredients. Ask them to refer back to the seasonal produce chart and vocabulary lists they worked with earlier to guide their choices. Distribute the Menu Planning Template HOUT4. Each pair should fill in: The name of each dish The ingredients used (they must be in season locally) A short explanation of why they chose each dish (e.g., taste, tradition, freshness, sustainability) Circulate while students are planning to support vocabulary use and ensure seasonal logic. Remind students that they will also prepare a short oral or visual presentation of their menu for the class. Encourage them to use food-related English phrases and practice polite and clear communication in their presentations. Peer Feedback on Menu Presentations Once the pairs have presented their menus, students will give feedback to another group using a simple peer evaluation form. Instructions for the teacher: Hand out the Peer Feedback Checklist HOUT5 to each student. Assign students to observe and evaluate one group’s presentation based on the checklist. Or they may evaluate all group presentations. Criteria include: Use of seasonal and local ingredients Clarity of spoken English and use of relevant vocabulary Explanation of ingredient choices Creativity and realism of the menu After the presentations, give a few minutes for students to complete the checklist and share brief positive feedback with their assigned group. This task helps develop active listening, constructive feedback, and appreciation of sustainable thinking in culinary planning. |
35 min |
| 4. Wrap-up | Students complete Can-do statements and reflect on what they learned. Then discuss reflection questions in pairs. HOUT6 |
10 min |
Teaching Methods and Techniques
- Brainstorming
- Vocabulary sorting and categorisation
- Reading for gist and detail
- True/false and gap-fill tasks
- Use of visual aids (flashcards/charts)
- Project-based menu design
- Presentation skills practice
- Peer feedback techniques
- Peer reflection and self-assessment
Answers to the Tasks in the HOUTs
Supplementary Material
European Commission (n.d.). Farm to Fork Strategy. Europa.eu. Retrieved June 18, 2025, from https://food.ec.europa.eu/horizontal-topics/farm-fork-strategy_en
Sandiaseed. (n.d.). Shorten your food chain [Infographic]. Sandiaseed. Retrieved June 18, 2025, from https://www.sandiaseed.com/blogs/news/shorten-your-food-chain-infographic
References
Quizlet. (n.d.). Fruits and vegetables with pictures [Flashcards]. Quizlet. Retrieved June 18, 2025, from https://quizlet.com/161501845/fruits-and-vegetables-with-pictures-flash-cards/?i=4uhuoi&x=1jqt