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What’s Cooking in School?

What’s Cooking in School?. Italian Hawaiian Mexican Jamaican Japanese German Chinese Puerto Rican Irish Cajun and Creole. “Cooking is a great way to teach some important skills, like math and science.

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What’s Cooking in School?

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  1. What’s Cooking in School? ItalianHawaiian Mexican Jamaican JapaneseGerman Chinese Puerto Rican IrishCajun and Creole

  2. “Cooking is a great way to teach some important skills, like math and science. I think kids learn these concepts more easily through cooking because it’s a hands-on experience. When we measure out three cups of water for a recipe, they can actually see what three cups of water is. I also think that cooking is a great bonding activity.” Local Elementary Teacher

  3. “Almost every aspect of learning can be incorporated in cooking activities from colors, textures, smelling, pre-science, developing vocabulary, visual awareness, and measurements. Children constantly learn literacy in cooking activities because they are picking up on new words for foods that they are being introduced to and are cooking with. They learn how to follow directions and you can even teach geography by introducing foods from different areas or discussing where certain ingredients come from.” Susan Singer Los Angeles Unified School District

  4. Cook-a-Doodle-Doo! Give 20 minutes to read aloud to the class

  5. The Most Magnificent Strawberry Shortcake What were some of the difficulties that the characters had in creating the strawberry shortcake? What did the characters learn?

  6. Work in a group to Solve a Problem ▫ Problem: How many shortcakes will fit on the tray to fill it, and how many cups of whipped cream and strawberries will we need? ▫ Create roles for each group member:Supplier, recorder, artist, spokesperson, or board recorder

  7. Great-Granny’s Magnificent Strawberry Shortcake Before the students begin, demonstrate how to create one individual shortcake using 1/4 cup of whipped cream and 1/3 cup of strawberries. Then pass around one 16-inch pizza pan so that each student has a chance to hold it. (Do not tell the students the dimentions of the pan)

  8. ▫ When each group has seen the tray restate the question: How many shortcakes will fit on the tray to fill it, and how many cups of strawberries and whipped cream will we need? ▫ Leave the sample shortcake sitting in the tray for students to observe as they solve our problem.

  9. Once students record and share and compare group results. Have the students sit around you while you count and you add the amount of actual ingredients needed. While the students are enjoying their shortcake ask them why they thought that their estimations were less or more than the actual total.

  10. Causes of Math Anxiety •Lack of variety in the teaching/learning process (variety adds interest and interest leads to learning) •Emphasis on memorization (this doesn't mean things shouldn't be memorized) •Emphasis on speed (who cares how fast) •Emphasis on doing one's own work (sometimes we learn from and with others) •Authoritarian teaching (my way is the only way!--Didn't you hate this in school?)

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