Introduction & Demographic
This unit is designed to teach the science and art of cooking with the end goal of students exiting the experience understanding the why, what, and how associated with designing and creating recipes. Students will explore chemical reactions and apply mathematical reasoning to cooking. Lessons will build schema, teach chemistry concepts, develop cooking skills in children, and promote cross-curricular exchange so that students are equipped to show and explain their culinary ideas culturally and scientifically through published writing. Students will explore traditional techniques and create breads, spices, pasta, desserts, and common treats.
Washington, DC has dual identity in that it is a place wherever-changing global politics and local, historic neighborhoods co-exist. Students in the inner-city school system share commonality in their food preferences. Many of the youngest members of the community live in food deserts where they have little to no access to fresh produce. Much of their diet consists of heavily processed snacks and treats. Most children, like most adults are not familiar with the quality or chemistry associated with their favorite foods. Overconsuming of the most dangerous foods in our society puts communities at a disadvantage when it comes to health and overall wellness. At Barnard Elementary School, the goal is to heighten students’ awareness of their daily food choices and use their academic privilege to transform how the larger community thinks about and navigates food culture. The student population is diverse with 46% Hispanic/Latinx, 39% Black, 11% White, 1% Asian, and 4% identifying as multi-racial. Barnard’s multiculturalism is essential to the school’s longevity and success; student relationships and blending of culture enhance their learning experiences and overall development. Teaching children the art and competence associated with cooking will give them a level of independence critical for their transition from kid to teen. Children become powerful contributors to society when they acquire and expand skillsets they can leverage to make a difference. Cooking skills strengthen households, promote critical thinking and problem-solving, and reinforce discipline that have long-lasting effects.
By the end of the curriculum unit, scholars will produce artifacts as evidence of their content mastery: an original cookbook with recipes explained through chemical formulas & reactions as well as expository writing samples that explain as well as compare/contrast food quality and provide cooking demonstrations on how to leverage ingredients to make balanced, efficient dishes. All content for these artifacts will be standards-based, and the quality of the student work will be evaluated using the same rubrics aligned with district priorities. This curriculum unit will incorporate reading, writing, and listening standards along with measurement/data, algebra/algebraic thinking, and chemistry learning objectives. Students will be able to self-assess and speak to their mastery because they will have developed real-world cooking skills, demonstrated with expertise how and why tools and techniques achieve specific results, and explained through oral presentations and writing about food culturally and scientifically. Scholars will expand their understanding and capacity for one of humanity’s most critical skillsets while also channeling academic prowess in a way that uplifts their school and larger community to be more deliberate and thoughtful about nutrition to promote affordable and culturally appropriate food for all.
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