Elementary School Math and Science Lesson: Utilizing Food in the Classroom
Ava La Lande
Co-Presenters: Individual Presentation
College: The Dorothy and George Hennings College of Science, Mathematics and Technology
Major: Biology
Faculty Research Mentor: Sharmistha Das Iyer
Abstract:
Designing a food-based lesson introduces hands-on approaches for elementary school students to formulate connections with mathematical and scientific concepts, identify material in daily life, and utilize what they have learned during decision-making. This proposes the question: Can third through fifth graders retain basic mathematical and scientific knowledge through food-based education? If food-based education is implemented into a lesson, then it is hypothesized student retention rates will increase due to pre-established knowledge and the reliable, practical nature of food. To collect data the researcher created a pre-test, a 20-minute lecture, a slideshow presentation, a measuring activity, and a post-test for this quantitative study. The topics covered include measurement, food safety, and cost management. The sample population consisted of 46 elementary school students – 18 third-graders, 14 fourth-graders, and 14 fifth-graders. Overall it seems science is easier to learn through a food-based education lesson, but both math and science expertise will flourish. Boys performed better in food-based education compared to girls of the same age. This may be due to generally higher levels of math anxiety in girls, harming their performance ability. In conclusion, food-based education does aid retention rates for math and science, even after only a short lesson, an activity, and prior student knowledge.