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Cooking is a science and a great example of it, too!  We will be learning what keeps the body healthy and running.  We will look at the how the nutritional value of food impacts the body’s ability to work and how our inner working are affected by what we put into our mouths. 

Contrary to students’ belief, yes you do use math in the really world and quit often.  As part of this project we will be looking into how math plays a role in the kitchen.   As you all know measuring out ingredients uses math especially adding of fractions, but what about proportions?  Cutting down or doubling a recipe requires quit a bit of math.  Also from the business side of things, coming up with prices for items and margin of profit when running a restaurant then from the customer side, budgeting for a meal out, calculating the bill and tip.   Another fun way to teach math through this integrated project would be holding a mock-Italian restaurant as a final project where students will put all of the hard work together; the menus, what they learned from their epals in Florence Italy, safety measures needed to be taken in the kitchen, managing money, and figuring out recipes.  

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Hello Parents, I am very excited to be telling you that we will be beginning our first project for the year. After a vote from the students, it has been decided that this year we will be creating a kitchen in the classroom. Before beginning our project my colleagues and I will be going over kitchen safety with the kids. The children will be supervised while in the kitchen for the entire project. Also we will be going over product safety. This will cover how to properly handle and use utensils and appliances that are commonly found in kitchens, such as stoves, microwaves, and sharp objects. Next we will be going over food safety. This will cover keeping our hands and cooking surfaces clean and free of bacteria. Within this discussion we will be talking about how to handle raw foods as well. We will also teach patience in the kitchen. The more patient we are in the kitchen the fewer mistakes are made. I am going to let my colleagues take it from here and really get in to what we will be integrating into this project. The students are extremely excited and we hope that you are too.

Podcast script

Hey guys! This is pretty much what my part is going to sound like for the podcast:

Language arts and social studies will also be used within our Kitchen in the Classroom project in a variety of ways. Students will be creating their own menus that incorporate different parts of speech, such as nouns, adjectives, and verbs. They will be looking at other menus and reading the description of the dishes to get ideas on how to write their own description. If you happen to have any menus at home or get any within the next few weeks, we would greatly appreciate it if you sent them in with your child.

A large component of the project will consist of the students writing back and forth with epals. Epals are just like penpals, except they communicate online. Our students had the opportunity to pick another classroom any where in the world to communicate with, and they chose Florence, Italy. They will be writing to them to find out what kind of foods are enjoyed most in their city, and also ask for recipes and photos of different dishes. If the students choose to create the dishes themselves, they can even write to give feedback on what they thought of it. By being able to communicate with students from across the world, they can also learn more about their culture and customs.

This, of course, is where social studies comes into play. Our students will be able to learn about a different place in the world through a more authentic way. They can find out similarities and differences that they may have with each other and our culture. The information that they gain about Florence, Italy will hopefully leave a lasting impression since it comes from real life people and their experiences, rather than just from reading.

reading reflection 5

Some things that should be considered before starting a project with students is having the proper resources is always important; resources being books, notes, assessment(s) for students, supplies, technology, and knowledge of the technology.  Having the proper resources also includes the proper knowledge of the material being taught.  Sometimes, as a teacher, you might not have all the answer for students which i when you can bring in an expert on the subject-another resource.  Not every classroom or school is equipt with the technology wanted or needed by teachers for a certain project.  Sometimes the technology can be provided by outside sources either in the community or other staff members. 

The purpose of these projects is not just for students to gain knowledge of the subject at hand but also gain the knowledge of project management, being able to manage time.  This is also important as a teacher.  Have you ever had a teacher who stretched out a project or just spent so much time on the project it took away time from other materials?  Teachers should demonstrate good project management skills. Project management is proper management of time, resources, organization, and teamwork. 

Some of the technology applications that should be considered for use in a project is really the internet and some places students can learn the most from, actually from each other, are blog or places where students can share their ideas and findings with each other.  A website that was given was the use of a wiki page.  A wiki page is associated with the mother website of Wikipedia.  A wiki page and a blog is a place where students can share ideas similar to the way we are using the blog pages we have for our group projects.  It was been an easy and fast way to communicate with my partners.  It is also a place where a teacher can see the thinking process and how the group is coming along towards their final project.   

Reading Reflection #5

When starting a project with students, numerous items should be considered in order to have a successful outcome. Teachers should look to see what materials they already have and also what ones are available from the school. If there are any tools or materials that the students are unfamiliar with, the teacher should plan an introduction for the students to become more familiar before starting the project. People who can help with the project should also be considered. Just like in the video we watched in class, where local farmers helped in the project, the experts should be available for the students to contact. Another major factor to consider is how the team will be divided up with responsibilities. It is important to keep in mind that students will be most engaged in skills that they are most interested in.

Within the project, there are management needs that both the teacher and student require. When it comes to the teacher's role in the project, they need to make sure they have tools for communicating with students and others about the project, as well as for making milestones and events visible and for notifying students when changes occur. There should be methods set up for getting resources to students in an efficient way. When managing work products, specific systems also need to be constructed for maximum success. In general, the teacher needs structures that support a productive learning environment where students are engaged in a variety of learning tasks. Aside from the teachers needs, the students also have management needs when working on the project. Just like the teacher, they need systems and tools, to help them manage their time and flow of work. They will also ensure that students manage materials and control work drafts. These tools should include ones that promote collaboration, and the methods should be effective in seeking assistance. Another crucial need is that students have a way to get and use feedback on their work, through self-reflection, team input, and teacher advice. They should work in ways that help them to see how parts add up to the whole.

There are many technology applications that can be considered to use for projects. Most of them I have heard of or used before, so it was interesting to gain more knowledge about each application. The first one the book talked about was a wiki, which would be good to use in a project to communicate with the entire class. A blog was also discussed, which could be used by students to reflect upon their progress of the project or even to post suggestions. In general, these technology applications allow for collaboration with the class to further communication with each other and give feedback throughout the project.

The concepts in this chapter relate to my project because not only does it bring up concepts to consider that may tend to get ignored or forgotten, but also they give technology resources to use in our own project, such as a group blog. Students in our Kitchen in the Classroom project could keep a blog to share feedback on progress and also suggest ideas. This way, they can have a continual conversation even when they aren't in school. Overall, this chapter suggested a lot of important ideas to think about before and during our project.

Reading Reflection 5

As we have learned in previous chapters there is a lot to consider before starting a project with students. Teachers must considered the big ideas that they want their students to explore. Teachers must connect these big ideas to the standards they wish to meet and should be able to envision how the project is going to unfold. Before teachers ever engage students in project work they must invest their time wisely on the "front-loaded" part of design. In order to make the best use of instructional time teachers must look at all the important topics prior to starting the project. All of these things will "maximize learning potential."

When preparing a project it is important to gather resources that will be needed. This can start with what materials you will need. First make sure to see which of these materials are available at school or offered by the community. Next teachers need to figure out what technologies they will be using and familiarize themselves with it. Plan for the introduction of unfamiliar tools to the students. Always be thinking about who else can help you with your project like parents or experts.

Chapter 5 talks about teaching students to become effective managers of their own time. This will help them throughout their education. This can be done with a simple project calender or more high tech methods. With larger projects that are going to take a few weeks chunk the project into smaller pieces and make students aware of the smaller deadlines.

Today's technology should play an important roll in projects in order for students to build 21st century skills. Technology can also be used to asses your students understanding. For teachers to manage a project effectively they need to be aware of the technology and tools needed. Teachers also need methods for getting resources to students and must support a productive learning environment. Students must manage their time, manage their materials, collaborate with others.

This chapter relates to our topic because we must be conscious of all of these things from beginning to end while engaged in our projects. We have been familiarizing ourselves with all of the technology we will be using during the planning of our projects and have spoken with experts on this technology. As a class we have been learning to manage our time and get smaller projects done according to deadlines in order to finish a larger project.

podpast

Paige: writing and social studies
Emily: Math, Science,and Nutrition.
Tom: Intro and kitchen safety

Reading Reflection 4

There are many areas where potential pitfalls could arise during project design. These pitfalls can include projects that take a long time but are short on the learning outcomes, misuse of technology, or include too many steps.

A good project starts with a plan and goals to meet that plan. Canadian educator Sylvia Chard says that it is important to implement a "flexible framework." Teachers need to let students interests and curiosity drive the learning experience. The best projects share many important features. These projects can take on different learning paths, construct meaning, are realistic, and have students learn by doing just to name a few.

Project ideas can come from anywhere. Teachers can use projects that are tried and true or projects that have been developed by other teachers. Teachers can also use news stories, contemporary issues, and student interests. To design these projects remember the framework. Create a list of objectives on decide on the 21st century skills you want to address. Teachers then want to establish evidence of understanding. Teachers must build excitement in the students minds before the project begins.

The concepts in this chapter will be used throughout our whole project. As future teachers it is important to learn about the potential pitfalls that could arise during project design. We also need to know what is included in a good project and the steps to create them.

Reading Reflection #4

When designing a project, certain factors can diminish the amount of learning that takes place. These pitfalls are as followed: The first one refers to the length of the project and the relationship to the outcome. If the lesson is too long and the outcome is not essential for the students, the lesson is probably not worth the time and effort. It is important to focus on the outcome of the lesson instead of the actual activities that will take place. If students can learn just as much from a project as they could from a book, chances are the project isn't that good. A second pitfall that can occur when creating projects is that technology is used in a non-effective way. It is pretty simple to just through in any technology into a project and say that it promotes better understanding, but the truth is if there is not thought of the outcome behind it, it probably won't promote understanding. However, if technology happens to help students learn more and think for themselves, then it is helpful to incorporate it into the project. A third pitfall has to do with thematic units. Just because a teacher exposes students to different areas of a topic doesn't mean they really understand the concepts within the topic better. The experiences and research needs to be collaborative, interdisciplinary, and rigorous. The last pitfall that the book mentions deals with having a project that is too scripted. Most of the times, with good lessons at least, students will direct themselves in a direction that was never expected by the teacher. In turn, this leads to a better understanding since they were thinking for themselves and creating and answering questions that they may have thought of as the project occurred. If the lesson is too detailed and scripted, students' learning is limited and the outcome is similar in all students.

Of course, within a good project, there are components that can be highlighted that other projects lack. These key features are ones that teachers should keep in mind when creating a project of their own. The best projects usually include the following: they are loosely designed with the possibility of different learning paths and are generative, which causes students to construct meaning. They center on a driving question or are structured for inquiry, and capture student interest through complex and compelling real-life experiences. Since they are realistic, they also cross multiple disciplines and reach beyond school to involve others. They also are structured so students learn with and from each other, while working as inquiring experts. Of course, they also get at 21st century skills and literacies, such as communication, project management, and technology use. Most importantly, good projects have students learn by doing.

The first step of creating a project is thinking of what project you actually want to do. One might ask, where can I get ideas about a new project? Well, according to the book, they can develop anywhere. Some examples of different directions to take with getting started include giving the opportunity to students to teach others what they have learned, and project plans developed by and for other teachers. Looking at news stories and contemporary issues are also good ideas to gain inspiration for a project. A sure way to make sure students are interested in the project is to ask them what their interests are and have them ask questions about them. Finally, a teacher could even use a classroom irritant to put to education use. No matter how you get ideas for your projects, they should always be centered on students' learning and understanding.

When designing a project, it may get a bit confusing when deciding where to start. By sticking to a framework of steps to take, a successful out can be reached. The first thing that should be done is making a list of learning outcomes for core subjects and allied disciplines. Next, decide on the specific 21st century skills you want to address. This includes thinking about skills that fit in with the NETS-S. The third step is to identify learning dispositions you want to foster (such as persistence and reflection). The next key component is establishing evidence of understanding by imagining what students would know or be able to do once they have learned. Next, plan the theme or challenge of the project. Think about what students would inquire about, do, or create. Lastly, plan entry into the project experience. This means thinking of how you might get students attention and build excitement for the learning ahead.

This chapter relates to my project in a lot of ways. First and foremost, it outlines how someone should go about creating a project. This helps our group out so that we know where to start, where we will be headed, and what we hope to achieve as an outcome. This chapter also highlighted the good and bad parts that can come up in projects. These factors will be kept in mind during our project so that we can include features of the best projects. By reading the pitfalls that can occur, we have a heads up on problems that could occur that we may not have thought of otherwise.