It's no secret that our world is increasingly becoming more globalized. Countries such as Japan and China are producing electronics, cars and a myriad of other products and toys that children here in the U.S. enjoy on a daily basis.
It's important for children to know where their favorite things are coming from and who's making them, but it's also a good idea to have some background knowledge from the culture that's producing these things.
In the seventh grade, I learned all about Japan, as there was a Japan unit in my language arts class. My teacher familiarized us with the overall landscape/map of Japan, major cities, historical events, and we even had a Japanese food day and learned how to use chopsticks. Which brings me to the meat of this post:
How to use chopsticks:
(Watch About.com video)
How to make oragami
There is a site, Origami KinderCrafts that has step-by-step illustrations (brightly colored and cute, too) for how to make popular oragami that I grew up making (fortune tellers, jumping frogs), as well as more unique creations, such as a "hexaflexagon" and butterfly.
In fact, there is a whole Japanese Crafts section of the site, featuring how to make a Japanese garden, hanging fish and more.
How to make sushi:
Don't let your kids wait 'til they're 19 (like I was) to try sushi for the first time. Yes, some kids are picky and may be grossed out by the whole raw-fish aspect (they don't have to know, though), but having an appreciation for different culture-based foods may help in building and strengthening an open mind to aspects of all different cultures.
Now, there are tons of resources online for how to make sushi, but I liked Tawnee Prazak's (last year's managing editor of The Daily Aztec) article on how to make (and enjoy) sushi.
Showing posts with label schools. Show all posts
Showing posts with label schools. Show all posts
Wednesday, March 12, 2008
Skateboards in the classroom?
In my recreation class the other day, we had a guest speaker, Paul Schmitt of PS Stix (Schmitt Stix) skateboards. Now in his 40s, Schmitt has been making skateboards since he was 14. Originally from Costa Mesa, Calif., Paul lives and works in San Diego, and has a factory in China and one opening in Tijuana, Mexico soon.
Schmitt will only use Maple wood from the Great Lakes region because of the conditions that allow the trees to have such great strength. His company produces boards for major brands, such as Element, another company he helped found.
At the beginning of his lecture, I was amazed at the astounding number of skateboards produced on a weekly basis and felt sorry for all the trees being cut down. But he later went on to explain that they are being as environmentally friendly as technologically possible right now. All extra wood not used for the skateboards is used as lumber for making furniture, and the factory where the boards are made is completely self-sustaining and uses all recycled water and energy.
He extended his love of skating and environment to education. Students can petition their schools to offer the CreateAskate program, a 5- to 10-day program (40 to 80 minutes per day) where students literally make their own skateboards. The best part? The students plant a tree in their school or a nearby park at the end of the program.
Click the play button to watch what the program is like in action:
Schmitt will only use Maple wood from the Great Lakes region because of the conditions that allow the trees to have such great strength. His company produces boards for major brands, such as Element, another company he helped found.
At the beginning of his lecture, I was amazed at the astounding number of skateboards produced on a weekly basis and felt sorry for all the trees being cut down. But he later went on to explain that they are being as environmentally friendly as technologically possible right now. All extra wood not used for the skateboards is used as lumber for making furniture, and the factory where the boards are made is completely self-sustaining and uses all recycled water and energy.
He extended his love of skating and environment to education. Students can petition their schools to offer the CreateAskate program, a 5- to 10-day program (40 to 80 minutes per day) where students literally make their own skateboards. The best part? The students plant a tree in their school or a nearby park at the end of the program.
Click the play button to watch what the program is like in action:
Wednesday, February 20, 2008
Play is more important than being fit or smart
It's no secret — and certainly not new news — that Gov. Arnold Schwarzenegger wants California kids to be fit.In 1990, former President George Bush appointed Gov. Schwarzenegger Chair of the President's Council on Physical Fitness and Sports, where he traveled the 50 states to address the need for more after-school alternatives. In 2002, he victoriously supported Proposition 49, the After-School Education & Safety Act.
Now, Irvine Company Chairman Donald Bren is donating $8.5 million to THINK Together, a non-profit after-school provider serving about 20,000 students at more than 180 sites in school districts throughout Los Angeles, Orange, Riverside and San Bernardino counties. It offers academically enriching afterschool programs that receives funds from Prop 49 and is endorsed by Schwarzenegger.
In the article from Business Wire, Schwarzenegger says:
“I’ve always been a big believer in after-school programs.
"The danger zone for kids is from 1 o’clock to 6 o’clock, because that’s when they are often unsupervised. That’s when they can get into all kinds of trouble with gangs and drugs, if no one is paying attention to them.
“This funding by Donald Bren will make a substantial positive difference for thousands of students. Facts show that high-quality, well-organized after-school programs help kids do better work in the classroom.
“The students in Santa Ana and Eastern Los Angeles County now have a brighter future, because of the guidance they will receive with THINK Together and the opportunity to have something positive and productive to do after school.”
However, if children are too bombarded with academics or forced activities after they've already been in school all day, it has the potential to seriously inhibit their individuality.Jean Piaget, late and renowned Swiss psychologist, believes that play is an important part for developing children. In an article in TIME Magazine, more about Piaget and his work is described.
I say, let the children play ... as long as they're in a safe environment with good, trustworthy people/friends, they shouldn't be forced to sit through yet another class or play a sport they're not interested in after being in school all day.
*Arnold picture from allposters.com; Piaget picture from notablebiographies.com
Gendered classrooms promote stereotypes
I sort of stumbled into the women's studies department because I was looking for an upper-division GE class that would satisfy the cultural requirement here at SDSU. I took a class, enjoyed it enough and needed a minor — and my teacher happened to be the head of undergraduate studies — so I got myself signed into the minor.
In the many women's studies classes I've taken since then, we've learned about the sexism and bias in everything from science to media. For instance, in my "Women in Media" journalism elective, taught by Martha Lauzen, we learned that, initially, young boys and girls do develop different skills at different rates. This is why, generally, boys tend to be better at math than girls, who are usually better at English. This is only because they develop the skills necessary for those subjects at different times and often pursue what they're better at. But if girls were encouraged to keep practicing their math skills, for instance, there is no proof that men will always inherently be better at the subject.
You get the idea.
Now, in trying to find a story about Philadelphia middle schools switching back to the elementary-school-style, one-classroom-all-day model, I found a story instead about gendered classrooms. A man named David Chadwell thinks that boys and girls will learn better separately. He uses "theories" such as boys don't hear as well as girls as proof that this is a good thing.
This kind of separation in public schools seems ridiculous because it promotes the idea that girls and boys are different and that they can't learn the same things equally.
In the many women's studies classes I've taken since then, we've learned about the sexism and bias in everything from science to media. For instance, in my "Women in Media" journalism elective, taught by Martha Lauzen, we learned that, initially, young boys and girls do develop different skills at different rates. This is why, generally, boys tend to be better at math than girls, who are usually better at English. This is only because they develop the skills necessary for those subjects at different times and often pursue what they're better at. But if girls were encouraged to keep practicing their math skills, for instance, there is no proof that men will always inherently be better at the subject.
You get the idea.
Now, in trying to find a story about Philadelphia middle schools switching back to the elementary-school-style, one-classroom-all-day model, I found a story instead about gendered classrooms. A man named David Chadwell thinks that boys and girls will learn better separately. He uses "theories" such as boys don't hear as well as girls as proof that this is a good thing.
This kind of separation in public schools seems ridiculous because it promotes the idea that girls and boys are different and that they can't learn the same things equally.
Wednesday, February 13, 2008
Not your typical fundraiser
We surely all can remember being propositioned by a third-grader to buy cookie dough, or maybe the sixth-graders down the street knocked on your door to ask if you'd like to buy some magazine subscriptions.
Usually, public schools encourage their students to sell such products to raise money for the school, or maybe it's a particular program at the school. Well, in light of the water crisis affecting the southwest and Southern California, some Inland Empire schools are selling drought-tolerant mini-gardens that also attract butterflies and songbirds. The program is a pilot project of Cal State San Bernardino's Water Resources Institute, according to the article in Press-Enterprise's Inland News section.
The article notes that parents often learn about conservation efforts and issues, such as recycling, through their children. This is just one more way children can help educate those around them of how to help not only the environment, but also how to save money and protect our dwindling resources. Perhaps some San Diego schools could implement this fundraising program.
The Gardener's Supply Co. lists some of its readers' favorite drought-tolerant plants on its Web site.
One problem with the plants, though, that PE's article says needs to be addressed with buyers, is that the plants need a lot of water and should be planted before the dry heat waves come in around May.
Butterfly weed (Asclepias tuberosa)
Photo from www.gardeners.com
Usually, public schools encourage their students to sell such products to raise money for the school, or maybe it's a particular program at the school. Well, in light of the water crisis affecting the southwest and Southern California, some Inland Empire schools are selling drought-tolerant mini-gardens that also attract butterflies and songbirds. The program is a pilot project of Cal State San Bernardino's Water Resources Institute, according to the article in Press-Enterprise's Inland News section.
The article notes that parents often learn about conservation efforts and issues, such as recycling, through their children. This is just one more way children can help educate those around them of how to help not only the environment, but also how to save money and protect our dwindling resources. Perhaps some San Diego schools could implement this fundraising program.
The Gardener's Supply Co. lists some of its readers' favorite drought-tolerant plants on its Web site.
One problem with the plants, though, that PE's article says needs to be addressed with buyers, is that the plants need a lot of water and should be planted before the dry heat waves come in around May.
Butterfly weed (Asclepias tuberosa)
Photo from www.gardeners.com
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