What’s Cooking in School?Slide 2Slide 3Cook-a-Doodle-Doo!The Most Magnificent Strawberry ShortcakeWork in a group to Solve a ProblemGreat-Granny’s Magnificent Strawberry ShortcakeSlide 8Slide 9Causes of Math AnxietyWhat’s Cooking in School?Italian HawaiianMexican Jamaican Japanese German Chinese Puerto Rican Irish Cajun and Creole“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•“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 DistrictCook-a-Doodle-Doo!Give 20 minutes to read aloud to the classThe Most Magnificent Strawberry ShortcakeWhat were some of the difficulties that the characters had in creating the strawberry shortcake?What did the characters learn?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 recorderGreat-Granny’s Magnificent Great-Granny’s Magnificent Strawberry ShortcakeStrawberry ShortcakeBefore the students begin, Before the students begin, demonstrate how to create one demonstrate how to create one individual shortcake using 1/4 cup of individual shortcake using 1/4 cup of whipped cream and 1/3 cup of whipped cream and 1/3 cup of strawberries. Then pass around one strawberries. Then pass around one 16-inch pizza pan so that each 16-inch pizza pan so that each student has a chance to hold it. (Do student has a chance to hold it. (Do not tell the students the dimentions not tell the students the dimentions of the pan)of the pan)▫ ▫ When each group has seen the tray When each group has seen the tray restate the question:restate the question: How many shortcakes will fit on the How many shortcakes will fit on the tray to fill it, and how many cups of tray to fill it, and how many cups of strawberries and whipped cream will strawberries and whipped cream will we need? we need? ▫ ▫ Leave the sample shortcake sitting in Leave the sample shortcake sitting in the tray for students to observe as the tray for students to observe as they solve our problem. they solve our problem.Once students record and share and Once students record and share and compare group results. Have the compare group results. Have the students sit around you while you students sit around you while you count and you add the amount of count and you add the amount of actual ingredients needed. While the actual ingredients needed. While the students are enjoying their shortcake students are enjoying their shortcake ask them why they thought that their ask them why they thought that their estimations were less or more than estimations were less or more than the actual total. the actual total.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
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