Here is the final concept map. Let me know if I should add or change anything. Once I hear from everyone I will go ahead and post it on the website.
Thursday, April 22, 2010
Wednesday, April 21, 2010
Concept Map
I am reposting the concept map so we can all look it over again. I can try and get it done in the next couple days. Maybe tonight, but I'm not sure. Let me know what you think we should add/change.
I'm not sure how to get the image in here, so I just posted a link to it. At least that way you don't have to scroll to the old post.
Monday, March 29, 2010
Website
Wow guys I cant believe that we are on our last assignment!!!!! Holy cow though this seems like a lot of work though haha.
If you guys know any places to start go right ahead with the ideas because I'm not sure where to start hahahaha
If you guys know any places to start go right ahead with the ideas because I'm not sure where to start hahahaha
Wednesday, March 24, 2010
Scrip Rough Draft
Here is my rough draft guys...please let me know of any changes you think should be made or things to be added because I'm not sure how good it is....and I was thinking that mine would be a good one to go right before the kitchen saftey script.
For this project we will be donig lots of research on cultures and the food of cultures. Doing this kind of research is going to require to spend lots of time on computers and internet searching. This is why something liek computer saftey will be very important in our class room.
The Internet can be a wonderful resource for kids. They can use it to research school reports, communicate with teachers and other kids, and play interactive games. Kids who are old enough to punch in a few letters on the keyboard can literally access the world. But that access can also pose hazards.
For example, student might do an online search for "Lego." But with just one missed keystroke, the word "Legs" is entered instead, and the child may be directed to a slew of websites with a focus on legs — some of which may contain unapproprate material. That's why it's important to be aware of what your students see and hear on the Internet.
Just like any safety issue, it's wise to talk with students about your concerns, take advantage of resources to protect them, and keep a close eye on their activities.
As a teacher there are many options we can use to protect our students. Many online communites like, Tapped In, can be to communicate with other educators. This allows you to share safe places for the students to view on the internet. Wikis are also something very useful to provide internet saftey. They allow users to edit content online. Wikispaces are a form of a wiki and you can use them to set up pages for each group. These pages can have sections in them that have approved sites they can use to research information. This can also help them start a page for their own group to help keep their projects organized.
Providing safe places for our students to research their cultures will help them get to the next step of the project; planning a culture recipie and getting a chance to step into the kitchen.
**Ok that was a super rough draft, and seems like it may not be as well written or as long as you guys have your scripts...so let me know if you have any suggestions please**
For this project we will be donig lots of research on cultures and the food of cultures. Doing this kind of research is going to require to spend lots of time on computers and internet searching. This is why something liek computer saftey will be very important in our class room.
The Internet can be a wonderful resource for kids. They can use it to research school reports, communicate with teachers and other kids, and play interactive games. Kids who are old enough to punch in a few letters on the keyboard can literally access the world. But that access can also pose hazards.
For example, student might do an online search for "Lego." But with just one missed keystroke, the word "Legs" is entered instead, and the child may be directed to a slew of websites with a focus on legs — some of which may contain unapproprate material. That's why it's important to be aware of what your students see and hear on the Internet.
Just like any safety issue, it's wise to talk with students about your concerns, take advantage of resources to protect them, and keep a close eye on their activities.
As a teacher there are many options we can use to protect our students. Many online communites like, Tapped In, can be to communicate with other educators. This allows you to share safe places for the students to view on the internet. Wikis are also something very useful to provide internet saftey. They allow users to edit content online. Wikispaces are a form of a wiki and you can use them to set up pages for each group. These pages can have sections in them that have approved sites they can use to research information. This can also help them start a page for their own group to help keep their projects organized.
Providing safe places for our students to research their cultures will help them get to the next step of the project; planning a culture recipie and getting a chance to step into the kitchen.
**Ok that was a super rough draft, and seems like it may not be as well written or as long as you guys have your scripts...so let me know if you have any suggestions please**
Script Rough Draft
Ok.... Here's mine as well. This one is the final part of the project. Please be honest and let me know of any changes that you can see it needing. =) Thx!
******************************************
And now we have come to the culmination of our “Around the World” project, the “Country Cuisine Fair”. This will be a chance for the class to share everything they have learned in this project.
The students will create a video report on their country. They will utilize Google Documents to create a script for the video as a group. This video report will cover their research and findings about their chosen country, the climate in that country and the agriculture grown in that country. The report should move on to discuss the culture of the country. The report will summarize in explaining what impact the climate and agriculture have on the cultures cuisine. It is up to the students as to if they want to make their video fictional, non-fictional, humorous, or serious… as long as they have the factual information covered that was previously mentioned. On the day of the Fair, we will show the videos to the whole class. This will be an actual video, not a digital story or slide show. The more creative the students are with this, the better! It is optional, but students are allowed to bring in and wear costumes representing the culture of the country they chose to research.
After the class has viewed all the videos and had an opportunity to learn about the other countries, each group will present the dish that they chose to make to the class. All students will have an opportunity to try the dishes from each group. A surprise to the class will be our “guest judges”, who are chefs from a few of the local restaurants. They will also taste the dishes, review the recipes and provide critical review for the groups on what they could do to improve the dish, or what they really did well.
When the Fair is over, the teaching staff will conduct video interviews on the students regarding their thoughts on the projects, such as what they liked best, and what they liked least. Students will be asked what they learned and also what they did not learn that they would have liked to. This interview will be used for assessment purposes, but also as a tool for the teaching staff to use for assessing the project itself for improvements in the future.
As with the rest of this project, the student’s assessments will be recorded in an online grade book. The students, as well as their parents, will be able to see their grades, but also notes about why they received the grades that they did.
The recipes that each group made will be collected and put into a book. One copy of the book will stay in the classroom, and each student will receive a copy as a keepsake to remember this experience by.
******************************************
And now we have come to the culmination of our “Around the World” project, the “Country Cuisine Fair”. This will be a chance for the class to share everything they have learned in this project.
The students will create a video report on their country. They will utilize Google Documents to create a script for the video as a group. This video report will cover their research and findings about their chosen country, the climate in that country and the agriculture grown in that country. The report should move on to discuss the culture of the country. The report will summarize in explaining what impact the climate and agriculture have on the cultures cuisine. It is up to the students as to if they want to make their video fictional, non-fictional, humorous, or serious… as long as they have the factual information covered that was previously mentioned. On the day of the Fair, we will show the videos to the whole class. This will be an actual video, not a digital story or slide show. The more creative the students are with this, the better! It is optional, but students are allowed to bring in and wear costumes representing the culture of the country they chose to research.
After the class has viewed all the videos and had an opportunity to learn about the other countries, each group will present the dish that they chose to make to the class. All students will have an opportunity to try the dishes from each group. A surprise to the class will be our “guest judges”, who are chefs from a few of the local restaurants. They will also taste the dishes, review the recipes and provide critical review for the groups on what they could do to improve the dish, or what they really did well.
When the Fair is over, the teaching staff will conduct video interviews on the students regarding their thoughts on the projects, such as what they liked best, and what they liked least. Students will be asked what they learned and also what they did not learn that they would have liked to. This interview will be used for assessment purposes, but also as a tool for the teaching staff to use for assessing the project itself for improvements in the future.
As with the rest of this project, the student’s assessments will be recorded in an online grade book. The students, as well as their parents, will be able to see their grades, but also notes about why they received the grades that they did.
The recipes that each group made will be collected and put into a book. One copy of the book will stay in the classroom, and each student will receive a copy as a keepsake to remember this experience by.
Tuesday, March 23, 2010
Script Rough Drafts
Here's my rough draft. I wrote it as the first for our group because I had research/culture. Let me know what everyone thinks, it is a rought draft. Thanks Guys!
The fourth grade students are currently working on a project entitled, "Around the World." This project-based learning is allowing the students to learn about cultural understanding and awareness. The students chose a country from the continent of Europe to study and learn about how food influences the culture of that country. The students have been working together in small groups researching their chosen country. In order to ensure safe surfing on the web, we provided the students with a hot list of websites in which they could use for their research.
Once each group had accomplished their initial research of their country, we asked students to compose a list of questions they would want to ask fourth grade students from their chosen country. Each group received a list of the same questions selected by us teachers to ask the other fourth grade students. This list of questions included:
1. What resources are available in your area and how does that affect the things you cook/make for food?
2. On a holiday or special celebration, do you serve a traditional meal or side dish?
3. What kinds of vegetables or fruits are grown in your area?
4. From the available resources in your area, what is used to make your favorite meal?
5. What is the weather like in your area? Does this effect the agriculture there?
6. Are the resources (agriculture) availabe to you seasonal? If so-what season(s)?
7. In your opinion, what type of food is your area "famous" for?
At this point in the project, we used ePals to connect our students with other fourth grade students from the chosen countries. Each group interviewed the students asking them the composed lists of questions. The information obtained from their interviews provided a valuable guide for the second part of their research involving agriculture. The information gathered from the interview, along with the addtional research on agriculture was used for a short research paper comparing and contrasting the culture they chose to our culture.
The focus of our "Around the World" project now turns to the second part of our research, agriculture.
The fourth grade students are currently working on a project entitled, "Around the World." This project-based learning is allowing the students to learn about cultural understanding and awareness. The students chose a country from the continent of Europe to study and learn about how food influences the culture of that country. The students have been working together in small groups researching their chosen country. In order to ensure safe surfing on the web, we provided the students with a hot list of websites in which they could use for their research.
Once each group had accomplished their initial research of their country, we asked students to compose a list of questions they would want to ask fourth grade students from their chosen country. Each group received a list of the same questions selected by us teachers to ask the other fourth grade students. This list of questions included:
1. What resources are available in your area and how does that affect the things you cook/make for food?
2. On a holiday or special celebration, do you serve a traditional meal or side dish?
3. What kinds of vegetables or fruits are grown in your area?
4. From the available resources in your area, what is used to make your favorite meal?
5. What is the weather like in your area? Does this effect the agriculture there?
6. Are the resources (agriculture) availabe to you seasonal? If so-what season(s)?
7. In your opinion, what type of food is your area "famous" for?
At this point in the project, we used ePals to connect our students with other fourth grade students from the chosen countries. Each group interviewed the students asking them the composed lists of questions. The information obtained from their interviews provided a valuable guide for the second part of their research involving agriculture. The information gathered from the interview, along with the addtional research on agriculture was used for a short research paper comparing and contrasting the culture they chose to our culture.
The focus of our "Around the World" project now turns to the second part of our research, agriculture.
Script Rough Drafts
I am going to go ahead and post my script. I feel like it doesn't have much information, but is more a guide through this portion of the project. I thought about changing it, but I wasn't sure how else to present the information for this topic. Let me know what you guys think, honestly. I am open to suggestions!
We have reached the point in our “Around the World” project where our students are ready to step into the kitchen. There are a few different topics that we need to address as we begin this step. We need to think about how we will choose our recipe. We will be using our group blogs to help with this process. We also need to consider kitchen safety. Each group will research kitchen safety tips, and we will view the digital story on kitchen safety.
We have been working in groups to research different cultures. One of the ways that we have been able to share our research with the group is through group blogs. Each group has created a blog to share information as the project progresses. At this point each member of the group should have posted different recipes on the group blog. After reviewing the recipes your group members have posted, each group needs to agree on one recipe to use. Once the group has chosen their recipe, it is time to talk about how you plan to produce the recipe. You should be using your blog to have this discussion.
A few things that you need to consider are the materials that you will need to create your dish. Are there ingredients that the recipe calls for that could be difficult to find? How can we find these ingredients, or can we use substitutions? Some ways we can find this information is through internet research. We have discussed in class what constitutes a reliable source, and how to search the internet safely. I have provided a hot list that should help guide your research. Use the websites to find out background information on your ingredients, and how accessible these ingredients are. Use your group blog to compare what you have found with your group members.
Once you have chosen your recipe and researched your ingredients you are ready to start cooking. We have to discuss kitchen safety before we begin. We have viewed the digital story on kitchen safety, but I also want to provide a few pointers in this podcast. Working together in the kitchen can be a rewarding experience, but you must be cautious and careful. Each group must have an adult present with them when the prepare their recipe. One way to make sure you are successful in the kitchen is to keep things clean. Make sure to wash all of your fresh ingredients. If you are working with raw meat make sure that it does not come in contact with any other ingredients or surfaces. We also need to be aware of sharp objects when working in the kitchen. Students should be monitored by an adult when cutting and using other sharp tools. The kitchen is also full of hot surfaces. Use an oven mitt when putting things in the oven and when getting things out of the oven. Be very careful around open flames. Make sure long hair is tied back and kitchen towels are kept away from the flames.
At this time our students also need to start considering how they will present their information and their dish in the country fair.
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