and the theory of CONSERVATION
|
|
- Duane Edwards
- 6 years ago
- Views:
Transcription
1 and the theory of CONSERVATION
2 Piaget s Stage Theory * Sensori-motor Stage (Birth to two years) the first signs of intelligence appear in infants sensory perceptions and physical actions, as the baby deals with the immediate world Preoperational Stage Concrete Operational Stage Formal Operational Stage OBJECT PERMANENCE (2 to 7 years) children develop the ability to use representations and symbols in thought, but thinking is still illogical compared to adult thought CONSERVATION (7 to 11 years) children are able to think systematically, but only when they can refer to concrete objects and activities (11 years to adulthood) children become able to think systematically on a purely abstract and hypothetical plane * Definitions and quotations come from Crain 113 and Pulaski 19.
3 What is CONSERVATION? the awareness that a quantity remains the same despite a change in its appearance * = (*Evans, xxxi)
4 Why is mastery of conservation the TRANSITION between the preoperational and operational stages? OPERATIONAL STAGE: Identity Compensation Inversion Nothing has been added or subtracted The differences cancel each other out The act can be undone PREOPERATIONAL STAGE: Focuses on one dimension = One has more because it s taller, or the other has more because it s wider
5
6 QUESTIONS WHY CAN T CHILDREN IN PIAGET S PREOPERATIONAL STAGE CONSERVE? CAN CHILDREN IN THIS STAGE BE TAUGHT TO CONSERVE?
7 St. Therese s Afternoon Kindergarten Class CHILDREN Joseph Chanoine Cintya Orozco G. P. Cole T.J. Gulledge Cecilia Weigel Ali Killian Christopher Capezzuto Thomas Levonius AGES 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
8 Setting: * A table and two chairs in a small empty office * 2:00 to 3:00 PM every afternoon for about two and a half weeks Limitations: * Time restraints * Only 8 children * Varying ages Assumptions: * Communication skills * Honesty * Cooperation
9 PART 1: THE PRE-ASSESSMENT * To make sure none of the children can conserve 100% STAGE 0% BLUE PINK WHITE DATA FORM, Pre-assessment stage Child s Name: Child s Age: 1. Sit next to the child. Make sure child s name is recorded on the data form. 2. Place two identical clear plastic cups on the table or desk in the workspace. 3. Ask, Do you see these two cups? YES NO Are they the same size? YES NO 4. Show the child two identical small bottles of water. Ask Do you see these two bottles of water? YES NO Are they the same size? YES NO Do they have the same amount of water in them? YES NO 5. Pour the water from one bottle of water into the blue cup. Ask, Do you see me pouring the water from this bottle into the blue cup? YES NO Show the child the empty water bottle. Ask, Did I pour all the water from the bottle into the cup? YES NO 6. Pour the water from the other bottle of water into the pink cup. Again ask, Do you see me pouring the water from this bottle into the pink cup? YES NO Show the child the empty water bottle. Ask, Did I pour all the water from the bottle into the cup? YES NO 7. Ask the child, Does the blue cup have more water than the pink one or does the blue cup have less water than the pink one, or does the blue cup have the same amount of water as the pink one? 8. Show the child the different cup. Ask, Do you see this white cup? YES NO Ask Is this white cup bigger or smaller than these other cups or is this white cup the same size as the other cups? 9. Take the pink cup of water and pour the water into the white cup. Ask, Do you see me pouring the water from the pink cup into the white cup? YES NO Show the child the empty cup. Ask, Did I pour all of the water from the pink cup into the white cup? YES NO 10. Show the child the two cups containing water. Ask, Does this white cup contain more water than the blue cup, or does the white cup contain less water than the blue cup, or does the white cup contain the same amount of water as the blue cup? Ask How do you know that? 11. Thank the child. One of the children initially said that the amounts were equal, but when asked why, he changed his mind and said that the white cup had more water.
10 PART 2: ASSESSING CHILD S UNDERSTANDING OF MORE, LESS and SAME * To make sure that the children do not fail to conserve because they do not understand the terms used in the questions Do you have more blocks or do I have more blocks or do we have the same amount of blocks?
11 PART 2, CONTINUED Which pile of blue Which blocks pile has of blue the blocks same has less more amount blocks blocks of than than blocks you you have? as have? you have?
12 PART 2, CONTINUED Can you make a pile of blue blocks? Can you make a pile of green blocks that has less the more same blocks amount than the of pile blocks of blue as blocks? the pile of blue blocks?
13 Understanding Terms More, Less and Conclusion: The children understood the terms more, less, and same when used to compare two quantities. 1 9 of 9 8 of 9 7
14 Methods for comparing blocks How do you know it s less? Because seven to thirteen. 3 Stacked 1 4 Counted I ll make a straight line of them with the green blocks and blue blocks. counted I m going to see by lined piling up them up the same way stacked the green are piled up. Lined up You mean the same height? I mean the same amount.
15 PART 3: BASIC CONSERVATION To assess the child s ability to do the basic conservation task with solid objects that will not change shape when moved from container to container To determine at what particular step in the conservation task the child gets confused To determine whether conservation can be taught if it is broken up into a series of small steps
16 How many blue blocks are there? PART 3, CONT. How many green blocks are there? Are there more blue blocks or more green blocks or are there the same amount of green blocks and blue blocks? Are there more blocks in the blue cup or more blocks in the pink cup or are there the same amount of blocks in the blue cup and in the pink cup? Are there more blocks in the blue cup or more blocks in the pink cup or in the white cup or are there the same amount of blocks in the blue cup and in the white cup?
17 PART 3, CONT. Procedure was repeated with... Three blue 12 red blocks and 12 and yellow three green candies blocks Six red candies and six yellow candies 2 piles of 20 beans each
18 Results for Beans and Rice Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2 Cup of beans white cup; less in blue cup white cup Reason Cause I just measured with my eyes and I m smart and super silly too White is to here and this one is to here We did the pink cup so it s the same; it s higher because it s smaller so they all get piled up and this other one is wider B/c I knew that all the time all my life I just know Looks like more I don t know I still remember I remember they re the same size Cup of Rice It looks taller but the same amount white cup white cup Reason cause when it came out it was the same it looks the same this one s taller; this one s smaller B/c they re the same rice and this white cup is skinnier so it s bigger but this one is more wider B/c I knew that all the time I just know Looks like it B/c you have the same amount of rice I remember
19 Repeat the Basic Conservation Task with Water Will children be able to conserve water now that they have conserved the other things? Hypothesis: Children who were able to conserve the beans and rice will be able to conserve water. = =
20
21 PART 3, CONT. Are there the same amount of beans in both of these cups? = Are there more beans in the pink cup or more beans in the blue cup or are there the same amount of beans in the blue cup and the pink cup?
22 BEANS/RICE vs. WATER Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2 Beans/ Rice / It looks taller but the same amount white cup/ white cup / / / white cup/ white cup / / Reason Water Reason Cause I just measured with my eyes/ when it came out it was the same B/c the white cup white cup B/c the white cup is smaller and there s more water in it White is to here and this one is to here / this one s taller; this one s smaller white is smaller and there s This one s all the way to here, this one s to here more water in it it s higher because it s smaller and this other one is wider/ this white cup is skinnier so it s bigger but this one is more wider white It s skinnier It s skinnier and it s almost full and it s I knew that all the time/ I knew that all the time White has more B/c I knew that all my life almost full I just know/i just know white It s overflowed Looks like more/ Looks like it white cup It looks like it I don t know/ you have the same amount of rice ; no, white has more Look at it it s huger I remember they re the same size/ I remember ; no, white has more I still remember I remember it has more
23 PART 4: Final Stage * To assess at what step during the conservation of water the children fail to conserve Are So, these are all two three bottles of these bottles same size? the Do same they size? have Do the they same all amount have the of water same in amount them? of water in them? BLUE PINK 100% blue cup = bottle 100% pink cup = bottle 100% pink cup = blue cup 100% pink cup = bottle = blue cup
24 1 PART 4, CONT. 3 1 BLUE 2 3 PINK 50% blue pink cup = bottle pink blue cup = bottle blue pink cup = pink blue cup blue cup = bottle = pink cup 50% less water in blue cup pink less in cup pink = bottle cup less blue in cup blue = pink cup cup
25 PART 4, CONT. BLUE = PINK Is there still the same amount of water in the blue cup and in the pink cup? BLUE PINK WHITE * Did I pour all of the water from the pink cup into the white cup? * Did I add any water to the white cup that wasn t in the pink cup? * Did I take any water away from the white cup?
26 Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2 1 block same Reason 3 blocks Reason 6 candies Reason 12 candies Reason 20 beans 20 Reason B/c 1 and one, but different looking 2 standing up and a flat one and one standing up and two flat ones B/c I counted them earlier B/c I counted them earlier again B/c I counted them earlier the third time you hear me? This one has 1, this one has 1 This one has 3; this one has 3 This one has 6; this one has 6 This one is 12, this one is 12 This one has 10, this one has 10 This one has 6; this one */ ** See notes at end of presentation has 6. B/c look one and one B/c look three and three I knew that B/c look B/c I counted them 6 and 6 6 in blue when I began with and 6 in the candies white cup B/c there s B/c I already knew Both are 12 in here that in my whole 12 the and 12 in life same I knew about here candies amount when B/c we already did pink so it s the same B/c I counted them one each amount of blocks in each cup pour you have * I knew that every time you pour you have the same amount when you begin and when you end 1 in each Both have 3 Both have 21** B/c there s both 1 B/c both 3 B/c they re both 6 every time you Don t know why you begin and when you end. B/c both 12* B/c it s one and one B/c 3 and 3 it s pretty obvious B/c 6 and 6 B/c it s 12 red and 12 yellow B/c 21 beans and 21 beans** I can see same I just see same I still remember they re the same as each other same I still remember same I still remember
27 1 5 2 White Bottle blue Bottle blue White
28 Water with divider vs. Water without divider Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2 Water with Divider White has more white cup More in white cup White cup has more white; less in blue Reason B/c it had the same amount in the bottles White taller, blue smaller B/c this is smaller and skinnier and this is fatter and larger I still don t know how I don t know B/c it looks like it I don t know I can see it Final water answer white cup no, more in white cup More in white cup White has more than blue white; less in blue Reason White looks taller but it s the same It s taller (level) B/c this is smaller and this is larger I still don t know I don t know B/c it looks like it No reason I can see it
29 FIRST AND FINAL ANSWERS COMPARED Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2 First water answer Less in the blue cup Blue is less; white is more white; less in blue white* white Blue has less Blue cup has less white Reason B/c I was just watching it s a smaller cup but it has bigger water in it Level on white is higher The white one is smaller [level]; the blue one is bigger [level] B/c the white cup is higher than the blue cup I just know No reason Because it s smaller I don t know B/c, um, the water in the blue cup is down to here and the water in the white cup is up to here Final water answer white cup no, more in white cup More in white cup White has more than blue white; less in blue Reason White looks taller but it s the same It s taller (level) B/c this is smaller and this is larger I still don t know I don t know B/c it looks like it No reason I can see it First said same because I know stuff about water then changed his mind and said Oh, the white cup is higher than the blue cup so there s more water in white.
30 CONCLUSION: WHAT A SMART GUY!
31 Karen Thomas and Julia Arrambidez For their chauffeur services Special Thanks To: St. Therese Academy Especially Mrs. Thomas, Head of School Mrs. Limon, Kindergarten Teacher The Afternoon Kindergarten Class: Christopher Capezzuto Joseph Chanoine G. P. Cole T.J. Gulledge Ali Killian Thomas Levonius Cintya Orozco Cecilia Weigel
32 Works Cited: Crain, William. Piaget s Cognitive-Developmental Theory. Theories of Development. Upper Saddle River: Prentice, Pulaski, Mary Ann Spencer. Understanding Piaget: An Introduction to Children s Cognitive Development. New York: Harper, Evans, Richard. Jean Piaget: The Man and His Ideas. New York: Dutton, 1973.
33 Notes on data in chart on Slide 20: * She had trouble with 12 candies she said the pink cup had more than the blue cup so we backtracked and asked, How many candies are in the pink cup? How many candies are in the blue cup? Are there more candies in the pink cup or in the blue cup? After re-asking the question, she answered that the amounts were the same. Also, she did only 12 instead of 20 beans because she had trouble counting only 12 candies. ** s/he thought each pile had 21 beans
What Is This Module About?
What Is This Module About? Do you enjoy shopping or going to the market? Is it hard for you to choose what to buy? Sometimes, you see that there are different quantities available of one product. Do you
More informationFOR PERSONAL USE. Capacity BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN ACTIVITY ASSESSMENT OPPORTUNITIES. Grade 3 Quarter 1 Activity 2
activity 2 Capacity BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 3 Quarter 1 Activity 2 SC.A.1.2.1 The student determines that the properties of materials (e.g., density and volume) can be compared
More informationSTUDY REGARDING THE RATIONALE OF COFFEE CONSUMPTION ACCORDING TO GENDER AND AGE GROUPS
STUDY REGARDING THE RATIONALE OF COFFEE CONSUMPTION ACCORDING TO GENDER AND AGE GROUPS CRISTINA SANDU * University of Bucharest - Faculty of Psychology and Educational Sciences, Romania Abstract This research
More informationObjective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 3 2 Lesson 9 Objective: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. Suggested Lesson Structure
More informationStatistics: Final Project Report Chipotle Water Cup: Water or Soda?
Statistics: Final Project Report Chipotle Water Cup: Water or Soda? Introduction: For our experiment, we wanted to find out how many customers at Chipotle actually get water when they order a water cup.
More informationMultiple Choice: Which product on this map is found in the location that is farthest from Delaware? vanilla sugar walnuts chocolate
Lesson Title: International Pie a Taste of the World Lesson Author: Mary Matthes (mmatthes@cape.k12.de.us), Cape Henlopen School District Lesson Description: Based on reading the book How to Make an Apple
More informationName: Period: Score: / Water Olympics
Name: Period: Score: / Water Olympics Pre-lab: With your shoulder partner research these properties or characteristics of water that make it critical for life as we know it. Include an explanation for
More informationGrade: Kindergarten Nutrition Lesson 4: My Favorite Fruits
Grade: Kindergarten Nutrition Lesson 4: My Favorite Fruits Objectives: Students will identify fruits as part of a healthy diet. Students will sample fruits. Students will select favorite fruits. Students
More informationCAUTION!!! Do not eat anything (Skittles, cylinders, dishes, etc.) associated with the lab!!!
Physical Science Period: Name: Skittle Lab: Conversion Factors Date: CAUTION!!! Do not eat anything (Skittles, cylinders, dishes, etc.) associated with the lab!!! Estimate: Make an educated guess about
More informationAbout. Discovering More. Fraction Skittles
About Fraction Skittles Fraction Skittles Material Description The Fraction Skittles are four large wooden skittles that are used to introduce and sensorially explore the concept of fractions from one
More informationLana and Alisha Plant a Picnic. Growing Things
Lana and Alisha Plant a Picnic Growing Things Introduce the story with the Lana the Iguana puppet. Lana: Hi boys and girls! I ve been looking at what great foods you have to eat here. Well, I ve done a
More informationLEVEL: BEGINNING HIGH
Nutrition Education for ESL Programs LEVEL: BEGINNING HIGH Nutrition Standard Key Message #3: Students will influence children to eat healthy meals and snacks. Content Objective Students will be able to
More informationMath Fundamentals PoW Packet Cupcakes, Cupcakes! Problem
Math Fundamentals PoW Packet Cupcakes, Cupcakes! Problem 2827 https://www.nctm.org/pows/ Welcome! Standards This packet contains a copy of the problem, the answer check, our solutions, some teaching suggestions,
More informationActivity Sheet Chapter 6, Lesson 6 Using Chemical Change to Identify an Unknown
Activity Sheet Chapter 6, Lesson 6 Using Chemical Change to Identify an Unknown Name Date DEMONSTRATION 1. Your teacher poured iodine solution on top of two white powders. How do you know that these two
More informationBBC Learning English 6 Minute English Drinking Tea in the UK
BBC Learning English 6 Minute English Drinking Tea in the UK NB: This is not a word for word transcript Hello, I'm Alice. And I'm Yvonne. And this is 6 Minute English! Now, I don t know if you re like
More informationWords to Use feel orange smell
Equipment Required (none) Materials/Supplies 1 whole orange taste testing samples of orange (peeled sections will work well) magnifying glasses taste-testing cups Optional Purpose The purpose of this lesson
More informationTED ANKARA COLLEGE FOUNDATION HIGH SCHOOL HEAT ISOLATORS ON A VACUUM FLASK
TED ANKARA COLLEGE FOUNDATION HIGH SCHOOL HEAT ISOLATORS ON A VACUUM FLASK Name of the Candidate: Candidate Number: Supervisor: Özay Atay Word Count: 3986 1 ABSTRACT The thing which makes the vacuum flask
More information1. Determine which types of fruit are susceptible to enzymatic browning.
Food Explorations Lab I: Enzymatic Reactions STUDENT LAB INVESTIGATIONS Name: Lab Overview There are two parts to this investigation. In Part A, you will observe and compare three types of fruit for enzymatic
More informationTwo Ingredient Bagels
Two Ingredient Bagels Two Ingredient Bagels Some Bagel Background I m a sucker for a bagel so the idea of making Two Ingredient Bagels hit home! First though, you should know, I m not talking about those
More informationPage1. Rename Fruits, Vegetables and Spices Written by GEF Staff. Grades: PreK-2 Subjects: Science, Math Time: 30 minutes
Page1 Rename Fruits, Vegetables and Spices Written by GEF Staff Grades: PreK-2 Subjects: Science, Math Time: 30 minutes *Standards: Students will... Science Standard 7: Understands biological evolution
More information9: MyPlate Dairy Group
9: MyPlate Dairy Group [ 90 ] 9: MyPlate Dairy Group Activity A: Calci-Yum!- Ice Cream in a Bag! Objectives: Participants will be able to: Understand the importance of the dairy group Identify why calcium
More informationMastering Measurements
Food Explorations Lab I: Mastering Measurements STUDENT LAB INVESTIGATIONS Name: Lab Overview During this investigation, you will be asked to measure substances using household measurement tools and scientific
More informationLesson 4. Choose Your Plate. In this lesson, students will:
Lesson 4 Choose Your Plate In this lesson, students will: 1. Explore MyPlate to recognize that eating a variety of healthful foods in recommended amounts and doing physical activities will help their body
More informationStructures of Life. Investigation 1: Origin of Seeds. Big Question: 3 rd Science Notebook. Name:
3 rd Science Notebook Structures of Life Investigation 1: Origin of Seeds Name: Big Question: What are the properties of seeds and how does water affect them? 1 Alignment with New York State Science Standards
More informationBuilding Knowledge: ICE Kathleen B.Horstmeyer
Building Knowledge: ICE Kathleen B.Horstmeyer Khors3500@aol.com Ice Is Cool Discussion: What do you think you know about water? 1 minute What do you think you know about ice? 1 minute Tell someone next
More informationA Porridge Story A snuggly story and tasty treat to share.
A Porridge Story A snuggly story and tasty treat to share. Mix oatmeal packet with hot water. Add fruit try banana, raisins, or blueberries. Or some honey or cinnamon. Snuggle up together and read Curlylocks
More informationSPLENDID SOIL (1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: K-2
(1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: K-2 OVERVIEW In this activity, students will examine the physical characteristics of materials that make up soil. Then, they will observe the
More informationVegan Vocabulary Lesson
Hello, this is AJ Hoge. Welcome to the vocabulary lesson for Vegan. Now this conversation is about the difference between vegan and vegetarian. Kristin and Joe are both vegans. And they talk about how
More informationThis problem was created by students at Western Oregon University in the spring of 2002
Black Ordering Mixed Numbers Improper Fractions Unit 4 Number Patterns and Fractions Once you feel comfortable with today s lesson topic, the following problems can help you get better at confronting problems
More informationUnit 4P.2: Heat and Temperature
Unit 4P.2: Heat and Temperature Heat and temperature Insulation Science skills: Estimating measuring Predicting By the end of this unit you should know: The difference between heat and temperature. How
More informationThe Jawbreakers of the Popcorn Industry. By Mr. Mo COVER PAGE
The Jawbreakers of the Popcorn Industry By Mr. Mo COVER PAGE The Jawbreakers of the Popcorn Industry Problem: (headings should be 18-26 font size) Which brand off popcorn yields the least amount of un-popped
More informationActivity 7.3 Comparing the density of different liquids
Activity 7.3 Comparing the density of different liquids How do the densities of vegetable oil, water, and corn syrup help them to form layers in a cup? Students will carefully pour vegetable oil, water,
More informationAlisa had a liter of juice in a bottle. She drank of the juice that was in the bottle.
5.NF Drinking Juice Task Alisa had a liter of juice in a bottle. She drank of the juice that was in the bottle. How many liters of juice did she drink? IM Commentary This is the second problem in a series
More informationSolubility Lab Packet
Solubility Lab Packet **This packet was created using information gathered from the American Chemical Society s Investigation #4: Dissolving Solids, Liquids, and Gases (2007). It is intended to be used
More informationAssignment #3: Lava Lite!!
Assignment #3: Lava Lite!! This activity entails making a lava lamp. PROCEDURE: GOALS: 1) Fill a glass cup with three inches of water. 2) Put about _ of an inch of oil in the water. Notice what the oil
More informationm-neat Section Worksheets Fast Food Restaurant
1. Restaurant Name: Location: Manager: Phone Number: 2. Size of Restaurant: Seating Capacity: or Number of tables: 3. Data Source(s): Site Visit: Record whether you were able to obtain a take-away menu
More informationName Date. Materials 1. Calculator 2. Colored pencils (optional) 3. Graph paper (optional) 4. Microsoft Excel (optional)
Name Date. Epidemiologist- Disease Detective Background Information Emergency! There has been a serious outbreak that has just occurred in Ms. Kirby s class. It is your job as an epidemiologist- disease
More informationFall #4: Food Preservation
Rotation 2 Fall #4: Food Preservation Objectives Students will be able to:! explain one or more reasons for preserving food;! state one or more methods for preserving food. Oregon Content Standards: HE.03.HE.01-
More informationActivity 2.3 Solubility test
Activity 2.3 Solubility test Can you identify the unknown crystal by the amount that dissolves in water? In Demonstration 2a, students saw that more salt is left behind than sugar when both crystals are
More informationTeam Davis Good Foods Lesson 2: Breakfast
I. INTRODUCTION (Emily ~10 min) Team Davis Good Foods Lesson 2: Breakfast OBJECTIVE: To warm up the group to the day s topic of breakfast. We will begin by talking about what kinds of foods they put on
More informationPhysical or Chemical Change
Physical or Chemical Change 1) Students will understand the difference between and changes. 2) Students will practice identifying and changes. Teachers' notes Subject Topic Title Grade(s) Cross-curricular
More informationDrinks, Desserts, Snacks, Eating Out, and Salt
Drinks, Desserts, Snacks, Eating Out, Session 3 Assessment Background Information Tips Goals Assessment Drinks, Desserts, On an average DAY, Desirable Could be improved Needs to be improved 1a. How many
More informationDEVELOPING PROBLEM-SOLVING ABILITIES FOR MIDDLE SCHOOL STUDENTS
DEVELOPING PROBLEM-SOLVING ABILITIES FOR MIDDLE SCHOOL STUDENTS MAX WARSHAUER HIROKO WARSHAUER NAMA NAMAKSHI NCTM REGIONAL CONFERENCE & EXPOSITION CHICAGO, ILLINOIS NOVEMBER 29, 2012 OUTLINE Introduction
More informationHow Much Sugar Is in Your Favorite Drinks?
Lesson 3 How Much Sugar Is in Your Favorite Drinks? Objectives Students will: identify important nutrition information on beverages labels* perform calculations using nutrition information on beverages
More informationThe Bean Keepers: Lesson Plans and Curriculum Links by Season. Bean Diversity and Stewardship: The Bean Keepers Story.
by Jane Hayes Grade level: Grade 1-6 Subject: Science and Technology, Language Keywords: beans, seeds, Autumn/Fall, community, diversity, collecting, counting, stewardship Not long ago in a town named
More informationCooking with Acids & Bases
Food Explorations Lab: Cooking with Acids & Bases STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, you will compare and contrast physical and chemical properties of raw vegetables and
More information1. Determine methods that can be used to form curds and whey from milk. 2. Explain the Law of Conservation of Mass using quantitative observations.
Food Explorations Lab: Maintaining Mass STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, you will make qualitative and quantitative observations as you test three possible methods of
More informationSTACKING CUPS STEM CATEGORY TOPIC OVERVIEW STEM LESSON FOCUS OBJECTIVES MATERIALS. Math. Linear Equations
STACKING CUPS STEM CATEGORY Math TOPIC Linear Equations OVERVIEW Students will work in small groups to stack Solo cups vs. Styrofoam cups to see how many of each it takes for the two stacks to be equal.
More informationLandon s Pumpkins. Visit for thousands of books and materials.
Landon s Pumpkins A Reading A Z Level P Leveled Reader Word Count: 860 LEVELED READER P Landon s Pumpkins Written by Vera Ogden Bakker Illustrated by David Cockcroft Visit www.readinga-z.com for thousands
More informationLesson 11 Where Do Fruits and Vegetables Grow?
Lesson 11 Where Do Fruits and Vegetables Grow? Recommended Book Up, Down, and Around by Katherine Ayers Book Summary: This book shows how different vegetables grow. Once a seed is planted, some vegetables
More informationLesson 11 Where Do Fruits and Vegetables Grow?
Lesson 11 Where Do Fruits and Vegetables Grow? Recommended Book Up, Down, and Around by Katherine Ayers Book Summary: This book shows how different vegetables grow. Once a seed is planted, some vegetables
More informationFifteen Minutes of Pie By Nikki Aksamit
By Nikki Aksamit The Everson family- Mr. and Mrs. Everson, their sons Ethan and Jason, and daughters Hannah and Emily- were gathered around their dining room table finishing up Sunday dinner. What s for
More informationBig Green Lessons Germination: Kindergarten-2 nd Grade
Big Green Lessons Germination: Kindergarten-2 nd Grade Lesson Outcomes In this lesson, students will identify that seeds germinate and grow into plants. A seed is made up of different parts (cotyledon,
More informationTEACHER: SCIENCE YEAR 9 EXAMINATION Total time allowed for both examinations: 2 hours
NAME: SCIENCE TEACHER: 9A SCIENCE YEAR 9 EXAMINATION 2005 Total time allowed for both examinations: 2 hours (40 marks) Answer all questions in the spaces provided on the paper. You may use a calculator.
More informationDining Your Way into Reading
Dining Your Way into Reading ~ A Returning Developer ~ For further information contact Elizabeth Phillips Lakeland Highlands Middle School 740 Lakeland Miriam Dr Lakeland, FL 33813 Route D (863)648-3500
More informationGrade 7 Unit 2 Family Materials
Grade 7 Unit 2 Family Materials Representing Proportional Relationships with Tables This week your student will learn about proportional relationships. This builds on the work they did with equivalent
More informationEAT T W O D A Y S T W O M E A L S N O M E A T
EAT FIGS not pigs T W O D A Y S T W O M E A L S N O M E A T A L O O K B A C K A T T H E S E L L - O U T P O P - U P S A T R O O T + A N I N T E R V I E W W I T H A S H L E Y H A N K I N S - M A R C H E
More informationExperiment 2: ANALYSIS FOR PERCENT WATER IN POPCORN
Experiment 2: ANALYSIS FOR PERCENT WATER IN POPCORN Purpose: The purpose is to determine and compare the mass percent of water and percent of duds in two brands of popcorn. Introduction: When popcorn kernels
More informationFBA STRATEGIES: HOW TO START A HIGHLY PROFITABLE FBA BUSINESS WITHOUT BIG INVESTMENTS
FBA STRATEGIES: HOW TO START A HIGHLY PROFITABLE FBA BUSINESS WITHOUT BIG INVESTMENTS Hi, guys. Welcome back to the Sells Like Hot Cakes video series. In this amazing short video, we re going to talk about
More information1. Copyright 2010 MobileHomeGourmet.com, all rights reserved.
WHITE BREAD Makes 2 loaves By Dennis W. Viau; adapted from other recipes I think a lot of cooks shy away from making bread because they can t participate in the entire process. When you make a stir-fry
More informationHow to Be a Coffee Drinker in the US. Phrases for Ordering
How to Be a Coffee Drinker in the US Okay. So do you guys like coffee? Absolutely. I love it. Me too. I love it. It s such a great ritual, right? Kind of sitting down in a café with a friend and chatting.
More informationlearning goals ARe YoU ReAdY to order?
7 learning goals ARe YoU ReAdY to order? In this unit, you talk about food order in a restaurant ask for restaurant items read and write a restaurant review GET STARTED Read the unit title and learning
More informationSAMPLE PAGE. The History of Chocolate By: Sue Peterson. People from all over the world like the taste of
Page 12 Objective sight words (refreshment, grab, groceries, continues, arranged, apprentice, caramels, expand, convention, equipment, focused, afford); concepts (Hershey, Pennsylvania; successful business,
More informationCCEI530A- Nutrition I: The USDA Food Program and Meal Planning - Handout
CCEI530A- Nutrition I: The USDA Food Program and Meal Planning - Handout Welcome to CCEI530A In this course, you will gain a greater understanding of the requirements of the USDA Food Program and meal
More informationKS1/KS2 LESSON PLAN. Sc2 Life processes and living things. Teacher Activity. Read the Sunflower Story to the children
By Maria Eales 1 Subject: KS1/KS2 LESSON PLAN Sc2 Life processes and living things Date: Class: Year: Number: 1 NC/strategy references: Green plants 3. a recognise that plants need light and water to grow
More informationAppendices. Section. Food Buying Guide for Child Nu tri tion Pro grams A P P E N D I C E S
Section 6 Food Buying Guide for Child Nu tri tion Pro grams Appendices A P P E N D I C E S Appendix A: Recipe Analysis Appendix B: Using Column 6 for Recipe Analysis Appendix C: The USDA Child Nutrition
More informationTitle: Farmers Growing Connections (anytime in the year)
Grade Level: Kindergarten Title: Farmers Growing Connections (anytime in the year) Purpose: To understand that many plants and/or animals are grown on farms and are used as the raw materials for many products
More informationLandon s Pumpkins. Landon s Pumpkins LEVELED BOOK P. Visit for thousands of books and materials.
Landon s Pumpkins A Reading A Z Level P Leveled Book Word Count: 860 LEVELED BOOK P Landon s Pumpkins Written by Vera Ogden Bakker Illustrated by David Cockcroft Visit www.readinga-z.com for thousands
More informationLoving Literacy through Cooking and Sensory Exploration
Loving Literacy through Cooking and Sensory Exploration **Most of these cooking activities can be completed with the use of a toaster oven. The recipes that require a skillet have been noted. Record student
More informationGuest Greeter. Guest Greeter Rev. Date: 6/15 1/5 P a g e
Guest Greeter In this lesson you will learn how to make a great first impression with guests, as well as the details needed to execute transactions, To-Go procedures and lastly how to properly keep the
More informationTHE EGG-CITING EGG-SPERIMENT!
1 of 5 11/1/2011 10:30 AM THE EGG-CITING EGG-SPERIMENT! Knight Foundation Summer Institute Arthurea Smith, Strawberry Mansion Middle School Liane D'Alessandro, Haverford College Introduction: Get ready
More informationThe Modern School Bakery
The Modern School Bakery Leigh Ann Bozung, Child Nutrition Lead Lakeside Union School District, Lakeside, CA Objectives Participants will be able to identify the benefits of a scratch baking program Participants
More informationLesson 1: Drink Detective
esson 1: Drink Detective Curriculum Expectations Health and Physical Education: Grade 3: 1.1, C1.1 Grade 4: 1.1, C2.1, C3.1 Grade 5: 1.1, C2.1 Grade 6: 1.1, C2.1 Grade 7: 1.1, C3.1 earning Goals By the
More information1. Determine methods that can be used to form curds and whey from milk. 2. Explain the Law of Conservation of Mass using quantitative observations.
Food Explorations Lab III: Maintaining Mass STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, you will make qualitative and quantitative observations as you test three possible methods
More information1. Explain how temperature affects the amount of carbohydrate (sugar) in a solution.
Food Explorations Lab II: Super Solutions STUDENT LAB INVESTIGATIONS Name: Lab Overview In this investigation, sugar will be dissolved to make two saturated solutions. One solution will be made using heated
More informationEAT TOGETHER EAT BETTER BEAN MEASURING ACTIVITY
EAT TOGETHER BEAN MEASURING ACTIVITY EAT BETTER TARGET AUDIENCE Grades 3 & 4 ESTIMATED TIME NUTRITION EDUCATION LEARNING OBJECTIVE CURRICULUM INTEGRATION 50 minutes (may also do in two lessons by teaching
More informationFOSS NOTEBOOK CHEMICAL INTERACTIONS
FOSS NOTEBOOK CHEMICAL INTERACTIONS Investigation #7: Phase Change *BIG QUESTION: What conditions induce substances to change from one phase to another?* Is It Melting? The list below involves situations
More informationThe Battle of the Bagel By ReadWorks
The Battle of the Bagel The Battle of the Bagel By ReadWorks In the summer of 1995, a bakery opened in Montreal, Canada and began to serve warm, New York style bagels. Other cities across the world had
More informationFood Matters. Main Core Tie. Additional Core Ties. Group Size
Food Matters Summary In the following activities, the students will experience seeing bread made and experience making butter. They will also see whether the product was produced by a physical or chemical
More informationCCEI530B: Nutrition II: Nutrition and Food Service in the Childcare Setting Course Handout
CCEI530B: Nutrition II: Nutrition and Food Service in the Childcare Setting Course Handout Welcome to CCEI530B Nutrition II Nutrition and Food Service in the Childcare Setting Good nutrition is important
More informationMyPlate The New Generation Food Icon
MyPlate The New Generation Food Icon Lesson Overview Lesson Participants: School Nutrition Assistants/Technicians, School Nutrition Managers, Child and Adult Care Food Program Staff, Teachers Type of Lesson:
More informationLet s cook! Station Set-Up and Recipe Script Station Set-Up: Zesty Bean Dip
Let s cook! Station Set-Up and Recipe Script Station Set-Up: Zesty Bean Dip Station #1 1 cutting mat 1 onion 1 chef s/utility knife 2 medium bowls (1 placed in center of table) sealable plastic bags in
More informationWashington State Snap-Ed Curriculum Fidelity for Continuous Improvement
Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for CATCH 7 th Grade - Lesson 7 The Color Power of Fruits and Veggies Educator Self-Assessment Supervisor
More informationCOMBUSTIBLE DUST AWARENESS
COMBUSTIBLE DUST AWARENESS This easy-to-use Leader s Guide is provided to assist in conducting a successful presentation. Featured are: INTRODUCTION: A brief description of the program and the subject
More informationThe Effect of Almond Flour on Texture and Palatability of Chocolate Chip Cookies. Joclyn Wallace FN 453 Dr. Daniel
The Effect of Almond Flour on Texture and Palatability of Chocolate Chip Cookies Joclyn Wallace FN 453 Dr. Daniel 11-22-06 The Effect of Almond Flour on Texture and Palatability of Chocolate Chip Cookies
More informationRevision Booklet. Duraz Boys' school. First. Mohamed Ali Abdullah. Checked by: Mr. Sayed Ateyya
Revision Booklet Duraz Boys' school First Senior teacher: Mr. Sayed Saleh Mohamed Ali Abdullah principal assistant: Mr. Abdul Kareem shakeep principal: Mr. Checked by: Mr. Sayed Ateyya Name: class Superhero
More informationBEHIND THE WORDS. Written by. Richard Russell
BEHIND THE WORDS Written by Richard Russell Wordmstr007@gmail.com 910-285-3321 FADE IN: INT. D.C. TRENDY RESTAURANT - DAY Lunchtime and the tables are full in a eatery close to Congress. SENATOR, 60, sits
More informationAdapted By Kennda Lynch, Elizabeth Adsit and Kathy Zook July 26, Moooooogic!
Moooooogic! Objective: Students will use the scientific method to test the difference between using whole milk and skim milk in this milk and food dye experiment. Students will explore ideas of density,
More information23 rd Clean Up the World in Hong Kong
13 September 2015 23 rd Clean Up the World in Hong Kong Offer Less Mooncakes; Say No to Glow Sticks Green Power Appeal to Hong Kong People for a Wasteless Mid-Autumn Festival The 23rd Clean Up the World
More informationGood morning, Veganville
Good Morning, Veganville! Oh, oh, oh Woke up today Been this way since 1859 Mayor Naise: Oh, oh, oh Nobody touches what we can't eat We never eat meat Mayor Naise: The veggies in town Are all we have now
More informationIs Fair Trade Fair? ARKANSAS C3 TEACHERS HUB. 9-12th Grade Economics Inquiry. Supporting Questions
9-12th Grade Economics Inquiry Is Fair Trade Fair? Public Domain Image Supporting Questions 1. What is fair trade? 2. If fair trade is so unique, what is free trade? 3. What are the costs and benefits
More informationA Feast of Flowers, Fruits and Seeds
Science Year 3/4A Spring 2 Plants A Feast of Flowers, Fruits and Seeds Session 6 Resource Pack Chewy No-Bake Granola Bars Ingredients 125g brown sugar 75g butter (or dairy free margarine) 6 dessert spoons
More informationCOLT 45 / MALT LIQUOR / MALT LAGER VARIATIONS By Randy Karasek
COLT 45 / MALT LIQUOR / MALT LAGER VARIATIONS By Randy Karasek Yep, those boring old Colt cans; the Colt 45 Malt Liquor and Colt Malt Lager. A very bland design that changed little over the years. However,
More informationESL Podcast 441 Preparing Food for Cooking
GLOSSARY to iron to flatten out a piece of fabric so that it is not wrinkled (does not have lines) by moving a hot, flat piece of metal over the top of it * My shirt would look much better if I ironed
More informationSECURE THERAPY. I can identify the similarities and differences between the two texts, and make some comparisons and / or contrasts
I can identify the similarities and differences between the two texts, and make some comparisons and / or contrasts SECURE THERAPY Breaking down the skill: Identify to use skimming and scanning skills
More informationFCS Lesson. Beef Basics. Lesson Developed by Megan (Aden) Ferguson Family & Consumer Science Teacher Courtesy of Iowa & Wisconsin Beef Councils
Volume 32 Foods & Cooking FCS Lesson Beef Basics Lesson Developed by Megan (Aden) Ferguson Family & Consumer Science Teacher Courtesy of Iowa & Wisconsin Beef Councils For additional FREE lesson plans
More informationPlease be sure to save a copy of this activity to your computer!
Thank you for your purchase Please be sure to save a copy of this activity to your computer! This activity is copyrighted by AIMS Education Foundation. All rights reserved. No part of this work may be
More informationRatios and Proportions
TV THINK MATH unit 3, part Ratios and Proportions If you enjoy cooking, as Curtis Aikens does, you probably know quite a bit of math. Every time you make dressing for one portion of salad, for example,
More informationGrade 5 / Scored Student Samples ITEM #5 SMARTER BALANCED PERFORMANCE TASK
Grade 5 / Scored Student Samples ITEM #5 SMARTER BALANCED PERFORMANCE TASK Focus Standards and Claim Stimulus Claim 4 CCSS.MATH.CONTENT. 3.NF.3. Explain equivalence of fractions in special cases, and compare
More information