Reflection Learning Activity and Documentation Part B Due: October, 2015 Name: Changcan Li Worksite: Montessori Children House of Hayward Ages of the children: 3 to 5 years old Number of children Participated: 6 Date of Activity: September 18, 2015 Describe the activity (Be Specific) Children will be using different cooking materials and choosing varieties of ingredients to make their own vegetable salad. Activity Area of Classroom (Block, manipulative, book, dramatic play, science etc): It will be cooking Area. Reflections on your activity, please answer the following: How does the activity relate to the 5 selves? List each and explain …show more content…
the relationship. (Physical, Cognitive, Social, Emotional, and Creative) Physical Skills: Children refined their physical motor skills and hand eye coordination through shredding, grating, measuring, scooping, and mixing the ingredients during the activity. Cognitive Concepts: Children read picture recipe cards and learned some new words such as peeling or grating. At the same time, they also developed an understanding of the concept of healthy eating. Social Skills: Children learned to take turns using the materials. They got the opportunity to interact with other peers, by sharing ideas of what they made. Emotional Skills: Children expressed their feelings through the activity, such as, “I made it.” Creative Skills: I provided chances for each child to be creative and make choices. I allowed children to choose the ingredients to make vegetable salad. How did you introduce activity? Be very specific indicating what you said and how you set up the activity, etc…. “Children, I am going to show you a new activity for you today. The activity name is making vegetable salad.” After that, I talked about why our body needed different kinds of vegetable. I asked an open-ended question to the children: “Why is it important to eat vegetables?” Teach the children the concept of healthy eating. “We need to eat vegetables to keep ourselves strong and grow healthy. It means we won’t be easy to get sick.” After that, we brainstormed the ingredients what we needed to make vegetable salad. I asked them individually: “What would you like to put in your vegetable salad?” Next, I showed the children the recipe cards and asked them separately what they were. Then, I demonstrated how to peel the carrot with a peeling knife. I invited two children to have a try. Later on, I showed the children how to use the graters. I invited two more children to have a try as well. I kept observing the children and make modifications when needed. Meanwhile, I kept their needs and skill levels in mind as well. After that, I passed the bowls, forks and napkins to each child. Meanwhile, each child also got one piece of lettuce and I asked them to tear the lettuce by hands. Moreover, I showed a bowl of raisins and asked who would like to have in their salad. All children raised their hands so each one of them scooped one spoonful of raisins in the bowls. Additionally, I respectively showed the bowls of corns, peas, carrots, yogurt and mayonnaise dressing. Grace said that she liked corn most. Therefore, she scooped 3 spoonfuls of corns in her salad. Anaya stated she would like to have peas in her salad while Mahi said she would like to choose to have carrots. David mentioned that he liked the yogurt while Aarush preferred the mayonnaise dressing. Each child got the opportunities to choose his/her favorite ingredients making the vegetable salad. All children had a wonderful time during the activity. What changes or adjustments did you have to make? Some of children had a difficult time with the grater I used. So I tried another type of grater. What went really well? What I felt went well was that children got the chance to practice their physical motor skills and enhanced hand-eye coordination by shredding, grating, scooping and mixing the ingredients.
Through brainstorming the lists for vegetable salad, children learned some new words such as shred and grate. In this way, children got the opportunities to develop their cognitive skills. During the activity, children also got the chance to choose the ingredients they preferred to make a salad. Lastly, children got the chance to interact with each other as well. What did not work well? What I felt wrong was the process of the grating the carrots. I found out one of the graters worked ineffectively and it made difficult for younger children to grate the carrot. Meanwhile, I discovered some children may not have the same rate of muscle strength to peel or grate the carrot. What would you change to improve the activity? The improvement would be to experiment with different types of vegetables such as cucumber or zucchini. Since they are softer and crispier, cucumbers or zucchinis may be easier to grate than carrots. Meanwhile, I will provide the opportunities for children to have experienced with different peeling knives or graters to meet individual needs as
well. Describe some of the comments children made as they were doing activity: • Point to the lettuce: “I like green leaf.” “The lettuce tastes yummy.” • “I like carrot and corn most.” • “I never try them before.” “I don’t like lettuce.” • “I would like put strawberry and tomato into my salad.” • “I like raisins only.” “I like corn most.” • “May I try to use the peeling knife?” “I would like to try grating the carrot.” “I want to try it too.” “May I have a turn?” • “Eating vegetables will keep us stronger and healthier.” “We can run faster.” • “I would like to have yogurt.” “I like to try mayonnaise dressing.” How would you extend this activity into other activity areas of the classroom? For the interests of young children, we can also extend this activity into other curriculum areas such as music or science area. For the music area, we can sing a song with the children like: “Let’s make a salad.” For the science area, teachers can provide a variety of vegetables and set up a tasting center. Teachers can encourage the children to taste and compare different vegetables. Also, we can teach children where vegetables come from by planting vegetables in the garden together.
... review of an article that was published about his ‘boring’ life, saying “I have been cast by fate and my own character for the vital though never glorious role of Fifth Business” (Davies, 9). His psychological fate was sealed the second the snowball left Boy’s hand; him being Fifth Business and all subsequent events in his life stemmed from the outcome of that day. The Jungian archetypes of the Persona, the Anima, the Shadow and the Self all played a significant role during Dunstan’s journey towards self-awareness because they all played a substantial role in his life, affecting each move he made. Dunstan’s role of Fifth Business and him consciously acknowledging it was crucial for him to achieve self-awareness because that’s what actual role he fit into, and had he denied it, he would not have known his true self, which is Fifth Business, and individuation.
Described how you lived your values and made your purpose a reality in your life
There are many definitions to theory. According to Akers (2009) “theories are tentative answers to the commonly asked questions about events and behavior” (Akers, (2009, p. 1). Theory is a set of interconnect statements that explain how two or more things are related in two casual fashions, based upon a confirmed hypotheses and established multiple times by disconnected groups of researchers.
Now this is the kind of question a mother wants to hear from her children. Not 'Can I play on the interstate?' or 'If I eat this will I die?' Something, instead, wholesome and good. An activity that not only teaches, but puts fresh produce on her table.
I decided to use the book ‘Hungry Planet: What the World Eats’ (Menzel and D'Aluisio, 2005) as a stimulus for my planning. The book includes pictures and information about different families and foods from around the world. As I wanted the plans to build upon the children’s enquiry based learning, I felt that ‘World foods’ would be an interesting topic for them to explore. Although food can be a sensitive topic, through my experience in various schools, I know that year 6 children will be able to build on their prior knowledge and understand values, beliefs and misconceptions. This topic will also develop their curiosity and support the children in making sense of the real world for themselves through tasks such as food tasting and a visit to the local allotment (Pickford, Garner and Jackson, 2013).
Nutrition also plays an important role in student health. Proper nutrition promotes optimal growth and development of children. Researchers generally find that a higher quality diet is associated with better performance on academic test scores and that nutritional status can directly affect mental capacity among school age children (Frisvold). Teaching students about the benefits of good nutrition will help them stay healthy throughout their growing years. “My plate” is one of the easy and interactive tools they can avail to assist them in making healthier food
Children are not actually making food, and they do not have to make them so they can eat. They are doing it for fun, but if you are learning to cook when you actually need to eat it makes it more stressful. Finally, when children practice cooking it is for fun, and they are enjoying it. They are enjoying what they are doing. This will teach them that doing adult things, such as cooking, more enjoyable.
For instance, in the beginning of the video, the episode documented that children were consuming pizza for breakfast, eating mash potatoes made from potato pellets from a bag, and choosing not to consume the healthier options, such as 2% or fat-free milk, as well as throwing away their untouched fruits. The episode also documented the short term and long term health detriments the lunches could have on the children if they continue to eat that way, even proclaiming that generation is projected to not live as long as their parents. However, there are many barriers that stand in the way of altering school lunches that are difficult to amend. For example, the rules set in place by the USDA are quite rigid and convoluted with guidelines that must be followed precisely. Even then, most of the staff workers in the cafeteria are adamant in their ways and are unwilling to
Guidelines for meeting nutritional needs should be followed and a variety of foods, including fresh veggies and fruits, should be provided. Child caregivers can look at each area of menu planning and relate it to the entire day’s menu choices. They should use a checklist to examine if all criteria for food menu planning are met. A caregiver who understands the importance of breakfast, snacks, and lunch will plan more carefully to meet the needs of children in care.” Robertson, Catherine. Safety, Nutrition, and Health in Child Care. Albany: Delmar Thomson Learning, 2002. Print. Page
Many cafeteria workers and staff members in 49 states have said many students do not want the governments new school lunches. Almost 7 out of 17 schools with have been seen with students throwing away some or all their fruits or vegetables, even the cafeteria workers are suffering under these new standards. About 60.3 percent of school districts want flexibility to be given to all schools to improve their ability to provide and give good nutrition without harm to any instructions and school district operations. Schools should know by now what is good for students and what is not, but they should not go overboard with the wheat and whole grain items. Another example that shows that schools should be responsible for providing a nutritious lunch is knowing that there are a variety of ways to make healthy foods taste good for school students. Healthy tasty food that will risk diabetes and obesity .One of the biggest reasons people do not eat healthy foods is because they feel it as if it will not taste good. The problem is, if your health food does not taste good, you are eating the wrong health food. Just because something is good for you does not mean it has to taste nasty, boring, or completely gross. There are plenty of ideas out there for eating healthy without making sacrifices on taste. “It is silly that people are worried about kids throwing things out. There are many ways to make
Maybe if the government gave schools more money they could open a salad bar for lunch and also give a bottle of water instead of milk. Also, fresh fruits would be nice sometimes. Maybe a big juicy yellow apple to bite into for lunch or a juicy orange that squirts you in the eye when you peel it. All the problems with kids eating unhealthy would be more realistic is the federal government let us have a salad bar with fruits and vegetable on it.
In the same fashion I’d like to point out that your last argument that hotdogs are versatile and can be dressed up with different condiments and sauces also holds value. I first-handedly know how important it is to offer different flavors and kinds of meals to kids to keep them motivated to finish their dinner each time. I assure you that kids would truly be motivated to eat the meal that they helped select, shopped for the ingredients and then helped cook. They would feel more involved and more confident in themselves as their skills in the kitchen would
In the article, 5 Principles for the Teacher of Adults, the writer used a real life experience of how she learned to can pickles as an adult, instead of as a child when her mom tried to show her. The difference from her experience as a child and now is she was motivated. She wa...
...ints of hunger. For the kids who need additional calories, schools are starting to create after-school snack and supper programs. Students are also encouraged to try the new menu items in hopes of getting them away from the old favorites served in the past, which may have less to do with taste and more to do with familiarity. Food service staff can attend trainings to learn how to season food without salt, how to lower the fat content in meals, and teachers, parents, and others involved with students can model healthy eating. To help encourage this program among children, schools can involve students in menu planning and conduct taste tests to figure out student preferences and expose students to new foods. These options will encourage students to eat the healthy lunches, thereby helping to reduce plate waste and benefitting the children eating these healthy meals.
I believe that parents, caregivers, or anyone that has contact with a toddler should know about what nutrition they need and why local produce is better for the toddler. I choose toddler’s nutrition because in psychology class, we are studying their development, so something as simple as what fruits and vegetables they eat can affect all points throughout the toddler’s life. In addition, my sister is pregnant so as the aunt of the child, I feel I have the responsibility in helping my younger sister and teaching her nutrition for her baby. After researching, I know that feeding local produce to my niece or nephew when they become toddlers is vital and can, enhance their development. So let’s learn about toddle...