Food, Culture, and the Body: Exploring Physiology through Place-Based Learning
OLUWAKEMI KADIRI
BIOLOGICAL SCIENCES/CITY-TECH
ANATOMY & PHYSIOLOGY II
Activity Description: Provide a brief description of the activity
This semester-long project invites Anatomy and Physiology students to connect course content with real-world food practices by investigating the intersection of nutrition, culture, and human physiology. Using place-based learning inspired by a field visit to the Museum of Food and Drink (MOFAD) or a virtual equivalent, students will research how cultural dietary practices affect body systems such as digestion, metabolism, cardiovascular health, and endocrine function. Students will present their findings through an OpenLab post integrating scientific analysis, cultural context, and visual/creative components (infographics, diagrams, videos, or photo essays).
Learning Goals: What do you aim to achieve with this activity?
• Apply foundational knowledge of human anatomy and physiology to real-world nutritional and cultural contexts.
• Apply anatomy and physiology knowledge to real-world nutrition and cultural contexts.
• Develop research, scientific writing, and public-facing communication skills.
• Engage in metacognitive reflection through drafting and peer feedback.
• Investigate health disparities related to nutrition and cultural practices.
• Foster a collaborative learning community via OpenLab, reinforcing a sense of community learning.
Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?
• Introduced early in the semester (Weeks 2–3).
• MOFAD visit or virtual resource in Week 5.
• Milestones: topic proposal (Week 7), annotated bibliography and outline (Week 9), draft post (Week 11), final post (Week 13).
• Reflection and optional class discussion in Week 14.
• Estimated total workload: 10–12 hours outside class.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
Preparation:
• Set up an OpenLab course site with space for student publishing.
• Introduce and scaffold the use of OpenLab early in the semester.
• Coordinate MOFAD visit or offer virtual museum resources, video tours, or interviews.
Instructions to students:
Students will:
• Select a cultural food tradition or cultural dietary practice.
• Research how that practice impacts one or more body systems, physiologically.
• Connect the practice to current public health issues, access, or disparities.
• Create a post combining narrative, scientific explanation, and visuals (multimodal post).
Type of assignment:
• The activity is low- to medium-stakes and graded in stages with formative feedback and peer review.
Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?
• I will assess this activity using the Oral Communication VALUE Rubric developed by the American Association of Colleges and Universities (AAC&U), adapted to reflect the specific goals of the Anatomy & Physiology OpenLab project.
• This rubric evaluates student performance in six categories: organization, language, delivery, supporting material, central message, and disciplinary relevance.
• Each criterion is scored on a 1–4 scale, providing a clear and structured way to assess oral communication skills within a scientific context.
• In addition to the rubric, I will provide formative feedback during class discussions, peer review sessions, and project milestones. This layered assessment approach ensures students receive both quantitative scores and qualitative input to guide their growth.
• This course is part of the college-wide Gen Ed assessment initiative, and this assignment supports key Gen Ed learning outcomes such as critical thinking, communication, and civic engagement.
• This project promotes integrative learning and deeper engagement with anatomical and physiological concepts by connecting course content to students' communities and lived experiences.
Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
• This fall, I plan to implement this activity for the first time to replace the traditional Written Assignment.
• Before the semester begins, I will share the project plan with the course coordinator to ensure alignment and gather feedback.
• I anticipate the activity encouraging deeper student engagement by connecting course content to personal lives, cultural backgrounds, and future healthcare careers.
• By examining food, nutrition, and physiological health through a place-based perspective, students will likely engage more deeply and think critically, particularly as they relate the material to their communities.
• To support their success, I will include in-class workshops on research skills, scientific citation, and navigating the OpenLab platform.
• I also plan to offer a sample project to clarify expectations and encourage creativity. Understanding that some students may have limited digital literacy or may initially produce surface-level reflections, I will scaffold the assignment with guided discussion prompts, exemplar models, and opportunities for peer feedback to enhance depth of analysis.
• I am excited to see how this project fosters integrating scientific content with personal and real-world relevance, strengthening students’ writing, collaboration, and digital communication skills.
Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.
I plan to share:
• A sample student post (with permission)
• Slide deck introducing the project
• Library guide to credible sources for health-related research
• Peer review worksheet
• Full assignment sheet and grading rubric (available on OpenLab)
Please share a helpful link to a pages or post on the OpenLab