Helping 2013

Deanna Ponce

(1) What ideas do you have for your senior project and why?

-Voice acting.

-Always had an interest in it, watching cartoons or games

-I encouraged this because it would be an interesting topic and would be fun to watch.

 (2) What do you plan to do to complete the 10 hours of service learning (working with an expert) which is due prior to senior year starting?  

- They have a contact, who is in voice acting

-She thinks that she had the talents to be good at voice acting

-I told her that she needs to have a back-up just in case that doesn’t workout so well.

(3) What do you hope to see or expect to see when watching the class of 2012 present their two hour presentations?

- Presentations will be interesting.

-She says she will learn a lot as far as expectations and requirements go.

 (4) What questions do they have about senior project?  What additional recommendations would you give the 2013 student about senior project

-They didn’t have any questions to ask

Answer #3

EQ: What is the most important skill to become an accomplished chef

Answer 3:

Evidence:

Source:

3-column chart

guzmanjulio94@gmail.com

Answer 2

EQ: What is the most important skill to become an accomplished chef?

Answer 2= Practice

Evidence=

Source=

Presentation 2 Rough Draft

20 Minute Lesson Plan

Prepared By:

Julio Guzman

House:

North

Essential Question: What is the most important skill of an accomplished chef?

Objectives: To learn the true meaning behind being a succesful chef

	Teacher Guide	Time
Introduction	Introduce myself, my EQ and an overview of my presentation	2-3 min	Three Important Sources 1. Interview 2. The joy of cooking (book) 3. The splendid Table( video)
Verification	Beginning of Presentation: What are your favorite meals? What do you like to cook? End: Check for understanding by making the students apply what i taught	2 min

Body

Break down what you plan on talking about into manageable sections. Literal: Use specific vocab Interpretive: Always connect why each answer is important and refer back to my EQ  Applied: I will teach things that are a staple when speaking of cooking

Literal: 2 min Interp: 2 min Applied: 2 min

Visuals:  Powerpoint explaining words, definitions and visuals for the audience

Activity

I will be making copies of a crossword puzzle I'm creating and I will distribute them to the groups.

5 min

Materials - powerpoint -crossword

Conclusion

I will say my EQ, then give a brief summary of my persentation

2 min

Answer 1

1)What is answer 1 to your EQ?
-Experience: Because when you have been a chef for so long, you learn things that cant be taught by people. 


2) What possible evidence do you have to support this answer?
-The interview I had told me this played an important role to you. When you have experience you become a credible chef & learn new things.


3) What source(s) did you find this evidence and/or answer?
- My interview & some of the resources I have talking about how experience makes you a better chef.

Science Fair Proposal

1. What is your hypothesis?
If the gelatin is succesfully produced, then I will  find the fruits than can be used in the mixture without effecting the end result.

2. Identify the dependent, independent and control variables in your hypothesis.
Dependent: Gelatin
Independent:Fruits
Variables: Gelatin mix

3. What is the connection between your science fair project and your senior project EQ?
I think that my experiment fits in well with my senior project because I have cooking, and my experiment deals with food. My EQ is: "What is the most important skill of an accomplished chef?"  This goes well with my EQ because by trying out different methods and recipes, you can help yourself become a better cook.

4. How will you perform the experiment? Include the equipment you plan on using.
I will be performing the experiment at my house because I have most of the equipment necessary. Once i'm ready, I will followall the steps needed to perform this experiment, according to the article.
EQUIPMENT:

Clear plastic cups (18); Note: if you would like to test additional fruits, add 6 cups for each type of fruit.
• Permanent marker
• Chopped fresh fruit (3 cups of each fruit you’d like to test); choose at least one fruit with protease and one fruit without protease from the lists below. Note: Use only fresh fruits, unless you are trying one of the Variations at the end of the experiment.
  • Fruits with protease, such as figs, ginger root, guava, kiwi, mango, papaya, and pineapple
  • Fruits without protease, such as apples, blueberries, oranges, raspberries, and strawberries
• Knife
• Cutting board
• Meat tenderizer (3 teaspoons); available in the spice aisle of grocery stores
• Pot, large enough to hold 18 cups of hot liquid
• Optional: Fruit/vegetable steamer; see the Experimental Procedure for more details.
• Teaspoon measuring spoon
• Dry measuring cup, 1-cup volume
• Small bowl or cup
• Spoons for stirring (6)
• Stovetop
• Oven mitt
• Gelatin mix (enough to make 18 cups of gelatin); any flavor is fine. See package details to determine how many packages you will need to yield 18 cups. Note: each additional fruit you try will require another 6 cups of gelatin.
• Lab notebook

5. Which category will your project be listed under?
Biochemistry
The idea was taken from this website: http://www.sciencebuddies.org/science-fair-projects/project_ideas/FoodSci_p004.shtml