The beginnings of the rainbow bread
We have had an uncharacteristically rainy Autumn this year. As a result, my friends often greeted me with what I came to call the Rainbow Report. If there was a rainbow in town I was sure to find out, even if I couldn't see it. I was lucky enough to be able to live vicariously through their eyes.
"Guess what I saw this weekend, Miss Stephani!"
"What?" I would ask.
"A RAINBOW! I think it was a DOUBLE Rainbow!!" There really seems to be nothing more exciting than a double rainbow to most people. I happen to be one of them. Double rainbows are awesome! What better way to celebrate them than to incorporate them into our Fall/Harvest topic than to make Double Rainbow Cornbread?
"Guess what I saw this weekend, Miss Stephani!"
"What?" I would ask.
"A RAINBOW! I think it was a DOUBLE Rainbow!!" There really seems to be nothing more exciting than a double rainbow to most people. I happen to be one of them. Double rainbows are awesome! What better way to celebrate them than to incorporate them into our Fall/Harvest topic than to make Double Rainbow Cornbread?
The boys perfecting their layering techniques.
I've found that the first and most crucial step to successful cooking with young children is to assign them each roles. I sometimes use the traditional craft stick (random) method to pick students for the cooking roles. Each time their name is called they can accept or give that role to a friend that wants it.
Another useful option is to use this as an opportunity to differentiate instruction in a multi-age and multi-level classroom. For example: the student who is starting to read more independently reads out the recipe, the one with an affinity for math can measure .The student who is just learning to follow directions or who is working on fine motor can be in charge of stirring the batter or pouring from one container to another. Students can also be paired with one another in order in a way that will support joint learning. Being a teacher is about finding ways to educate in any circumstance and recognize that life is learning.
Once we had our roles and the recipe was prepared we continued the lesson and added the colors of the rainbow! I try to make it a habit to avoid any sort of artificial coloring in any of the food we eat here. but I made an exception with this cornbread after I was given approval by all of the families involved.
Another useful option is to use this as an opportunity to differentiate instruction in a multi-age and multi-level classroom. For example: the student who is starting to read more independently reads out the recipe, the one with an affinity for math can measure .The student who is just learning to follow directions or who is working on fine motor can be in charge of stirring the batter or pouring from one container to another. Students can also be paired with one another in order in a way that will support joint learning. Being a teacher is about finding ways to educate in any circumstance and recognize that life is learning.
Once we had our roles and the recipe was prepared we continued the lesson and added the colors of the rainbow! I try to make it a habit to avoid any sort of artificial coloring in any of the food we eat here. but I made an exception with this cornbread after I was given approval by all of the families involved.
COLORS!!
Each color went in a separate cup and everyone was able to have a turn pouring a layer or the rainbow. By unanimous vote it was decided that the colors should be poured in reverse order so that the final product looked like "a rainbow should look". After the pouring they followed the instructions and set the timer so that the cornbread could cook while we worked on other activities. Our final product was fun and delicious! They all enjoyed getting to taste the rainbow!
Tasting the rainbow
The Point
I've decided to end my blogs on our class activities with information on child development. It's important to know why we do what we do. My list won't be comprehensive since every child will take something different from the activity, but I'm hoping it will give you all some insights on how much true learning takes place through activity and play. I worked as an early childhood development specialist and consultant for many years so I'm going to do what I did back then and break it into the five areas of development. Be aware that these areas of development often overlap with each other.
Cognitive/Academics
Language
Motor
Cognitive/Academics
- Early Math Skills: colors, number recognition, shapes, patterns (colors of the rainbow), measuring, telling time, addition (when will it be ready?)
- Early Literacy: Pre-reading (visual recipe), reading (recipe), letter recognition, name recognition(assigned jobs)
- Science: learning about corn, mixing of ingredients, prediction of outcome, color mixing/blending
- Turn-taking
- Joint attention
- Moral reasoning: exploring the idea of "fairness"
- Supporting each other
- Holding conversations with peers
- Focusing on group activity
- Making choices
Language
- Encouraged language development (Conversations between student are encouraged during activities as long as no one else is addressing the group. )
- New Vocabulary Includes: Ingredients, Measurement, Teaspoon, Measuring Cup, Degrees
- Receptive Language: Following two-three step verbal instruction.
- Expressive: Giving instruction through helping/directing a peer.
Motor
- Fine Motor: pouring, stirring, opening packages, pointing.
- Skills preparing food for self
- Feeding self
- Cleaning up
