The following pictures are of my class and Ms. Peterlin's class making donuts and doing a little math. The students think they are making donuts, but they're really working on elapsed time, measuring liquid and dry amounts, sets, grouping, multiplication, and sequencing.
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Donuts
1. We got the stuff out.
2. We put the donut mix in the bowl.
3. Then we put the sugar, vanilla, cinnamon
and water in the bowl.
4. I stirred it up.
5. I put the batter in the squeeze bottle.
6. I squeezed the batter into the donut maker.
7. We waited for 5 minutes.
8. We took out the donuts.
9. We passed out the donuts.
10. Then we ate the donuts.
By Tony M.
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He thinks he making donuts, I've got him working on elapsed time.
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Cooperative stirring, everybody wants their turn at stirring.
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A shot of a small group engaged in various tasks leading up to the making of the donuts. I'm happy to see them getting along, taking turns, and figuring things out as a group.
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Tony and Antonio removing donuts. One has to hold up the top of the donut maker while the other removes the donuts. They are working with a hot item so they need to be careful.
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J'Quez and Chantele stirring. Wait, who's holding the bowl?
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Elapsed time and stirring, all are essential parts of the donut making process.
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Pouring/squeezing out the donut batter into the donut maker.
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Another shot of removing the donuts.
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It might be hard to read from the smartboard, but we had the students draw faces for each student in class (15 of them) and then put vertical marks for the amount of donuts each student got (4 of them). Then we did the necessary calculations to show how many donuts it took for the whole group.
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This, the generation, documentation, and utilization of data would have been Peterlin's idea or the newer, younger teacher. They have completed school much more recently than me and probably took a class on this sort of thing. I personally find no need to justify the making of donuts in the classroom setting.
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All students have to write down their version of the directions/sequence of events necessary for the making of Donuts. They don't get to do the project again if they don't do this. For review, the students rewrite the directions before we start again the next time we make donuts too. Below is one version.
___________________________________________Donuts
1. We got the stuff out.
2. We put the donut mix in the bowl.
3. Then we put the sugar, vanilla, cinnamon
and water in the bowl.
4. I stirred it up.
5. I put the batter in the squeeze bottle.
6. I squeezed the batter into the donut
maker.
maker.
7. We waited for 5 minutes.
8. We took out the donuts.
9. We passed out the donuts.
10. Then we ate the donuts.
By Tony M.
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Below is some vocabulary words the students had to know before they were able to actually make donuts. They will do anything, pretty much when the making of donuts is involved. Donuts are inherently very motivating.
Donut Making Vocabulary Words
1. ingredients
2. mix
3. stir
4. bowl
5. donut
6. batter
7. spoon
8. apron
9. careful
10. pour
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The supervising of the donut making is an important teacher activity.
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Terrence and Johnny giving the batter a stir.
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More stirring.
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