In this sixth-grade humanities lesson, students trade between three tables that represent China, India, and Rome to obtain all the ingredients needed to prepare Rice Pudding. This is the fourth and final Silk Road lesson.
In this sixth-grade humanities lesson, students prepare fresh pasta with gremolata as they study the exchange of ideas, goods, and foods between Rome and other regions along the Silk Road. This is the third of four Silk Road lessons.
In this sixth-grade humanities lesson, students prepare Vegetable Curry as they study the ideas, goods, and foods that India shared with other regions along the Silk Road. This is the second of four Silk Road lessons.
In this sixth-grade humanities lesson, students prepare Steamed Dumplings as they study the exchange of ideas, goods, and foods between China and other regions during the Han dynasty. This is the first of four Silk Road lessons.
In this sixth-grade humanities lesson, students learn about ancient technologies from around the world by rotating through three stations in the garden: grain grinding, roller sledge, and irrigation.
In this seventh-grade humanities lesson, students prepare a Middle Eastern meze platter using ingredients that represent the four major climatic regions of the Arabian Peninsula.
In this seventh-grade humanities lesson, students review and practice three cooking methods that they have used in previous kitchen lessons. Students work together to make decisions as to how they will utilize different methods to cook different ingredients.
The Midland School is a coed, boarding, college preparatory high school for nearly 90 students that strives to instill values of responsibility, community and respect for others and the environment. We have a 10 acre organic farm that supplies most of the produce to the school's kitchen throughout the year. Students work alongside faculty to learn about the importance of agriculture, healthy soils and land stewardship.
SDSU CFD 596 children & Nature: This course explores the positive impact of exposure to nature in children’s emotional, social, and cognitive development. The potential negative consequences of lack of contact with nature will also be explored in depth. Practical approaches for bringing increased contact with nature into the lives of children and into their early childhood educational experience will be emphasized, as will nature-based therapeutic approaches.
