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Students create a “Let’s Get Cooking” documentary here showing how they used math and science to create a class treat

Subjects:

Computers & Internet, Math, Science  

Grades:

6, 7, 8  

Title – Let’s Get Cooking With Math
By – Karla Lara
Primary Subject – Math
Secondary Subjects – Science, Math, Computers / Internet
Grade Level – 6-8

Concept / Topic to Teach:

  1. Using fractions and decimals
  2. Understanding weight
  3. Choosing, understanding, and cooking a family recipe
  4. Creating a grocery list and estimating a shopping budget
  5. Creating a digital story using Photo Story 3

Standards Addressed:

  • 6.1C use integers to represent real-life situations;
  • 6.2B use addition and subtraction to solve problems involving fractions and decimals;
  • 6.8B select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;
  • 6.11D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems;

General Goal(s):

  • The students will understand what is required to cook a favorite family recipe.
  • They will create a grocery list of required ingredients using exact quantities for the amount of servings they are going to make.
  • They will come up with an estimated budget.
  • Students will go shopping for ingredients and other required utensils.
  • They will document their journey from beginning to end using a digital camera and creating a movie using Photo Story 3 software.

Specific Objectives:

  • Students will learn about fractions and measurement when cooking a family recipe.
  • They will learn about decimals and estimation when they create a shopping list and budget.
  • Students will also learn about weight when they go grocery shopping and use a weight scale.
  • They will learn about taking digital photos to document their project and creating a digital movie using Photo Story 3.

Required Materials:

  • Favorite family recipe
  • Paper and pencil
  • Kitchen and cooking utensils
  • Digital camera
  • Computer
  • Photo Story 3 Software

Anticipatory Set (Lead-In):

  • After spending time learning about fractions, decimals, and different forms of measurement, the teacher will bring in his/her favorite recipe to share with the class.
  • The teacher will show his/her own Photo Story which documents the different aspects of the project, from looking for the recipe, determining amount of servings, creating a shopping list and budget, going to the grocery store to buy the ingredients and finally cooking the recipe.

Step-By-Step Procedures:

Day 1
  1. Students will work with a partner on this project.
  2. Together, they will choose a family recipe to make and share with the class.
  3. They will determine the amount of servings needed and create a grocery list and budget.

Day 2
  1. They will go to the grocery store and shop for the ingredients and other materials needed to make their recipe.
  2. Once at the grocery store, they will use the weight scales and information on the packages to determine correct amount of food needed.
  3. They will also need to determine if it is within their budget by multiplying quantity of packages/amount of food needed by its price.
  4. They will keep a written log of price to help them stay within budget.
  5. The students will be taking digital photos of their shopping experience from the beginning to the time they pay at the cashiers.

Day 3
  1. Students will need a kitchen equipped with a working stove, pots, pans, mixing bowls, measuring spoons, measuring cups and adult supervision.
  2. Students will follow the recipe using the required amount of ingredients for the servings they will need.
  3. They will need to prepare their cooking area with everything required to make their recipe (pre-cut, pre-measure, set out all cooking utensils).
  4. Students will create their recipe.
  5. They will take digital photos from prepping their ingredients to final product.

Day 4
  1. Students will need a computer with internet access for this part of the project.
  2. Students will watch the tutorial before they begin creating their own Photo Story.
  3. When they finish with the tutorial, they will be ready to upload their digital pictures onto the computer.
  4. Once they upload all their pictures, they will choose the ones that will be used in their project.
  5. They will also need to find an appropriate song or music to use.
  6. They will need to develop a script for the narration part of their project.
  7. Students will create a Photo Story of their journey.

Plan For Independent Practice:

  • Students will brainstorm ideas of possible recipes.
  • They will create a checklist/timeline of project from beginning to end.
  • They will also create a storyboard for their digital photo story.

Closure (Reflect Anticipatory Set):

  • Students will present their Digital Photo Story to the class.
  • They will give a brief summary of their journey.
  • Students will also reflect on the importance of understanding their parents’ responsibility of cooking, grocery shopping and budgeting.

Assessment Based On Objectives:

    The teacher will use the following rubrics to assess their final project.

Rubric for Final Digital Story:

CATEGORY 1 2 3 4
Content The story is not complete The digital story is missing significant elements           The digital story is completed, yet the content is not grade level appropriate. The digital story is grade level appropriate and engaging for students.
Quality of Proposed projects The digital story meets the minimum requirements. The digital story needs more details added. The digital story is engaging, visually attractive, yet it is not complete for classroom use. The digital story is engaging, visually attractive and ready to be used in the classroom.
Format and Technology use The project does not have a storyboard. The project is emerging, but needs supporting details Project is completed in the yet more editing is needed. Project is nicely presented including sound and visual images
Aligns to State Learning Standards No standards are listed.           The standards are listed, but do not align with the project. Standards are clearly identified. The standards are clearly identified and appropriate to the unit of instruction


Rubric for Soundtrack:

CATEGORY 1 2 3 4
Content There is no soundtrack The soundtrack takes away from the presentation The soundtrack needs some editing The soundtrack supports the digital story
Quality of Proposed projects The sound track does not match the story The soundtrack distracts from the story The music needs editing to support the story The soundtrack matches the mood and pace of the story
Format and Technology use The student cannot work with the soundtrack The soundtrack does not match the story The soundtrack needs editing The participant can independently create a soundtrack

Adaptations (For Students with Learning Disabilities):

  • Students will create a shorter Digital Photo Story.
  • The teacher will collaborate with SpEd Inclusion teacher to create a condensed timeline for students.
  • Teacher will provide checklist and typed step by step instructions on project.
  • Teacher will also assist students with the Digital Photo Story.

Extensions (For Gifted Students):

  • Students will research different grocery stores to find out the best bargains.
  • They will also look for coupons they can use when they go grocery shopping.
  • Students will create TAKS based questions on measurement, decimals (money) and fractions.
  • The teacher will provide the question stems.

Possible Connections to Other Subjects:

  • Technology – Students use a computer with internet access to do research. They will also learn to use Photo Story 3.
  • Writing – Students write a narrative script to use on their photo story.
  • Science – Students use time and temperature to cook their recipe. They will also use appropriate tools and appliances to weigh and prepare their food. They might witness different physical and chemical reactions depending on their ingredients and cooking method.
  • Social Studies – Students research where their recipe comes from.

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