Έτοιμοι για δράση;
Σχετικό υλικό
Πόροι
recipe ingredients, cooking facilities, cooking equipment, food storage, computers
Προετοιμασία
Students to organise/purchase ingredients to cook; arrange location for cooking activities such as school kitchen; plan food preparation, cooking, storage and clean-up.
Στόχοι, μηνύματα, έννοιες
Συγεκεκριμένοι στόχοι
- To plan a snack recipe and research where the ingredients come from.
- To find out the ecological footprint of the recipe.
- To use all prior knowledge when creating the snack.
Συγκεκριμένα μηνύματα
- Cooking can be fun and healthy.
- Everything has an ecological footprint; you can make considered choices to reduce your impact.
- Working together helps us to manage a big project.
Βασικοί όροι
- ecological footprint
- healthy lifestyle
- food hygiene
Πρακτικές και Δεξιότητες
Πρακτικές STEM
- Ανάλυση και ερμηνεία δεδομένων
- Αιτιολόγηση και σχεδιασμός λύσεων
- Τεκμηριωμένη υπεράσπιση επιχειρηματολογίας
- Άντληση, αξιολόγηση και επικοινωνία πληροφοριών
- Προετοιμασία και διεξαγωγή έρευνας
Προσωπικές δεξιότητες
- Αντιμετώπιση της αβεβαιότητας
- Εκμάθηση μέσω της αποτυχίας στο πλαίσιο της εκπαίδευσης
- Ομαδικό πνεύμα και συνεργασία
Δεξιότητες διαχείρισης
- Προσχεδιασμός
- Αξιοποίηση πόρων
Δράση
step 1
Working in groups, students will determine what type of snack they want to create and assess if it is healthy enough to be considered a healthy snack. This lies not only in its ingredients but also in the preparation method (i.e. a potato is not an unhealthy item, but if you fry it in oil and eat it with a fatty sauce like mayonnaise it becomes an unhealthy snack).
step 2
Students will also research the origin of their ingredients and try to keep their ecological footprint as small as possible (i.e. an avocado is very healthy but also travels a long way, so it makes more sense to use a cucumber which is also healthy and fresh but can be grown locally).
step 3
They will then plan how to prepare their snack and finalise the recipe.
step 4
In their groups, students will gather their ingredients and cooking equipment and prepare their workspace for cooking.
step 5
They will follow their plan to create their healthy snack and closely document the steps they take to recreate the snack for the event later on in the Learning Scenario. Treating this as an enquiry, if the recipe doesn’t work, this documentation will help them to evaluate what they need to change next time.
step 6
They will precisely measure the dimensions of the snack for LU8.
step 7
Finally, students will get to taste their outcome and determine if the recipe is successful or needs adjusting. They will document their taste test findings and note possible improvements. If they are happy with the result, they can serve their snack to other teachers in the school cafeteria. If they are not happy with the outcome, they are advised to find their own experts in cooking/baking and explain the process they documented to find new methods for the next time they produce the snack.