Unit Integrating the Curriculum through Dramatic Play and Thematic Units and Projects After reading this unit, you shold beable te Deserve how chitren apply and exten concepts though dramatic ply 55 Describe how chien apply and extend concepts though thetic unis and projects. outage cramatie role-playing that remotes concept acquistion, Recognise how drama oeayng and thematic unis ne projects promote intedcpinay Instruction and lesming Use cramatc play and thematic units an projets os stings fo sience investigations, mathematica problem sling, sol eating, and language leaning Connect the mth and science standards to integrated cuicla, Me nat ff mathematics (NCTM, 2000) and sci- support state standards (Akerson, 2001; Clark, 2000 ‘ence (National Research Council, 1996) focus on con- Decker 1999) et areas skal, understandings, and processes that Integrated cucriculum can easily include math- Sammi ead eros thecurrculam.Peoblom suing. ematls. Remember that mothers Ie courant a ea ba nanycation, connections and hands-on fundamental concepts that are usa for thinking og Mle peg thea bled and expertencel through dm- the content areas (Whitin & Whitin, 2001), Theseoa tic play, thematic and project approaches, and an cepts are used to investigate the world. According to the ch chided fay the jmeloe medium authors, authentic real-world leaning eapesienves ene ihrowsh which children lear (Unit 1). They experi- be provided to childen through the secre strate- Sep rate ct roles. explore material, and de- gle (1) having children makedieetobsoraecgs vel rata actions. Curriculum that meets the (2) posing questions or "wonder booed oe Frere iscanbslmplementedthrough theuse servations (Whitin & Whitin, 2001. ic Roresacacn alle seen mal projects that integrate math- a fgstgrade class went outside In Febswcgy cee ih overeat Teeny Studies, language ars, music, for insects. They wondered why they did nev Mra! on abl Toaer tems may be selected by the eacher This question led tothe sudy of tke lie eke Rare Ono) anor the child elm & Katz, 2001; sects. which apple thelr mewedin o oore SME Chard, 1989) Integrate curriculum ean also later there were insects In abundance ‘The ate 305306 SECTIONS = Applying Funda took measurements (ength) to find out how far grass hoppers can jump. Theit observations caused them to wonder why spiders made webs in corners (spatial re lations). Eventually, the class made a map of the best places to find bugs. This type of activity exemplifies a student-selected project that applies mathematics to an: swer questions developed from observation (Whitin & ‘Whitin, 2001), "The purpose of this unit is to demonstrate how ‘dramatic play and thematic units can entich children’s acquisition of concepts and knowledge, not only In scl- fence and mathematics but also In the other con ‘reas, Furthermore, these areas offer rich settings for social learning, science investigations, and mathemati- cal problem solving. Unit 1 described the commonall- ties between math and science. Unit 7 provided a basic ‘unit plan and examples of seience units that incorpo- rate math, social studies, language arts, fine arts, motor development, and dramatle play: Units 33 through 38 include integrated units and activities for the primary level, This unit emphasizes the natural play of young, children as the basis for developing thematic units that highlight the potentials for an interdiseiplinary curt tum for young children, Concepts and skills are valuible to children only if they can be used in everyday Ife Young children spend most of their waking hours involved in play. Play ean, be used as a vebicle for the application of concepts. ‘Young children like to feel big and do “big. person’ things. They like to pretend they are grown up and ‘want to do as many grown-up things as they ean. Role playing can be used as a means for children to ap: ply what they know as they take on 2 multitude of ‘grown-up roles. i is an essential part of thematic units. For example, using food as the theme fora unit could afford opportunities not only for apply ing concepts and carrying out science investigations ‘and mathematics problem solving but also for children, to try out adult roles and do adult activities. Children ccan grow food and shop for groceries; plan and prepare meals, stacks, and parties; serve food: and enjoy shar- ing and eating the results of their efforts. Opportunities, can be offered that provide experiences for social educa tion as chiléren learn more about adult tasks, have ex periences in the community, and learn about their ow ental Concepts, Autitudes nd Skills ‘and other cultures, Teachers can use these experiences, toassess and evaluate through observation Butterworth and Lo Cicero (2001) described project that grew from the interests of 4 and 5-year-old Latino children in # transitional kindergarten class. The teachers used the Reggio Fmilla approach (Edwards, Gandini, & Forman, 1998) in developing the project. That is, they began with the chilren’s culture. In this case they had the children tell stories about ther trips to the supermarket, and these stories were transformed into math problems. The market provided e setting that led the children naturally to calk about quantity and money. After presenting their stories, the children re- ‘enacted them through dramatic play. They pretended to buy fruit and take it home to eat, Setting the table naturally posed problems in rational counting and 1, The project continued on and other types of child- ‘one-to-one correspon into more complex problems selected dramatic play ‘With his grocery caet and bls “babies,” this boy ire to shop.UNIT 22 © Inte \s thei dramatic play experience nereass, children ld more realistic props and personalities toa setting. This slchas learned that she needs a cash registro “ing oul” a ‘utomer who is buying When children are engaged in dramatic role-playing, they practice what itis like to be an adult. They begin with @ slmple imitation of what they have observed, Their Rrst roles reflect what they have seen at home. They bathe, feed, and rock babies. They cook meals, set the table, and eat. One of ther first outside experiences isto goshopping. Thisexperienceissoon reflected in drae ‘natieplay. They begin by carrying things in bags. purses and other large containers. AL fist, they carry around ‘anything that they can stuff in their containers. Grad aly: they move into using more realistic props such 2 play money and empty food containers, Next they might builda store with big blocks and planks. Eventually. they learn to play cooperatively with other children. One child might be the mother, another the father, another the child, and another the store clerk, As the children rating the Curriculum through Deamatte Play and Thematic Units and Projects 307 ‘move toward thisstage, teachers can provide more props and background experiences that wil expand the raw ‘material children have for developing their role-playing, Problem-solving skills are refined as children figure out ‘who will Lake which role, provide location forthe store nd home. and develop the rules for the activity. Children can learn about adult roles through Meld rips to businesses stich as restaurants, banks, the post office, and stores both in the local neighborhood and in the extended community. Museums, construction sites, hospitals, fre stations, and other places ofler ex- periences that can enrich children’s knowledge of adult roles. Books, tapes. films, and classroom visitors can also provide valuable experiences for children. Follow ing such experiences, props can be provided to support childzen’s dramatic role-playing, Bach type of business or service center can be set up in the classroom with ap ropriate props Some examples of dramatic play centers and Brops follow A toy store out be set up by having the children bring old toys from home, which they could pretend to buy and sll A grocery store can also beset up using items Ua might otherwise be discarded, such as empty food containers thatthe chlldcen could being from home. "The children coull make food from play dough, clay. or papier-miché. Plastic food replicas can be purchased, ‘A clothing store cun be organlzed into children's, ladies’, and men’s departments: children can bring discarded clothing and shoes from home. cl with old and yoni necklaces and A jewelry store can be stoe pretend jewelry (such as mag ceardbourd watches), Services centerssuch asthe postollice firestation, policestation, automobile repalr shop. hospital beauty shop. andthelike can bestocked with appropriate props. “Transportation vehicles such as space vebicles, automobiles, trucks, and buses can be built with large blocks, with lined-up chairs, or with commercially made or teacher-made steering wheels and other controls,308 SECTION 3 \ 200, velerinartan’s office circus. farm, oF pet shop cou be set up. Have cblidren bring stuffed ‘animals from home to liven the 200, visit the vet actin the circus, live on the farm. or be sold in th pet shop. Classify the animals as to which belong In each setting, Children can predict which nimals ent the most, are dangerous to humans, are the smutrtest, and so on. Provide play money to pay for goods and services. Healt arid mesial verviee centers can be borganited, Provide props for medical play. Vie these in with discussions f good nutrition and other health practices, The ch bill” for the serves Space cierice vehicles can be created. Provide props for space travel (eg. big relrigerat carton that ean be made into a spaceship. paper bag space helmets, ail so on}, Provide materials for making mission control and for designing cher planetary settings ‘Water environments can be created, Provide toy boats, people, rocks for islands, and the like, Discuss Noating and sinking. Oudoors use water for firelightcr play and for watering the garden, Have a container (bucket or large tishpan) that can be a ishing hole, and use waterproof ish with a safety pin or other metal sbject attached so they can be caught with ve why the magnet! metal combination makes a good combination for pretend fishing, Count how many fish each child catches, ‘Simple machines can be set up. Vehicles, a packing box elevator, a milk carton elevator ‘on pulley, « plank on rollers, and so on make interesting dramatic play props, and their construction and functioning provide challenging problems for investigation Concepts are applied in a multitude of play activi ties such as those just described. The following ere some ‘examples One-to-one correspondence can be practiced by money for goods or services. exchanging pl Applying Fundamental Concepts, Atsitules, and Skills Sets and classifying are involved in organizing each dramatic play conter in an orderly manner placing al the stems in the drugstore in the proper place “ounting can be applied to out how many items have been purchased anc! how march money must be evehanged, Comparing and measuring can be used to decide i clothing fis to determine the weight of fruits and vegetibles purchased to check a sick box of cereal or earton of milk to pur Spatial relations and volume concepts are applied as items purchased are placed in bags, boxes. and/or baskets and as childven discover how space shuttle or ‘mang passengers will ft in the can rideom the bus, Number symbols can be dramatic play props —for example on pe play money, telephones, cash registers, scales, spoons, thermometers ound throughout measuring cups ai rulers, and caleulators Pocket calculators are excellent props for drama play, Children can pretencl to add up their expenses costs, and earnings. As they explore calculators, they will leaea how to uso them for basic mathematical op- erations. Methods fo eulat scribed in Section 4, (See resoutecs in Figure 2 1 A thematic unit that focuses on food can InvelW science, mathematics, socal shudies, language arts, a ‘music, and movement experiences. As scientists, chil dren observe the growth of food. the physical changes that take place when food is prepared, and the effects « food on growth of humans and animals. They also com pare the tastes of different foods and categorize then into those they lke and those they dislike and inte sweet ‘and healthful: «ad frroups such as meat and dairy peoducts, breads and and sour; liquid and solid: “jun reals, and fruits and ve As mathematicians, children pour, mesure count, cut wholes into parts, and divide fall pans or tlIntegrating Mathematics for Young Children ‘rough Play (Guha, 2002) Be aFood Scientist (Phillips, Dufferin, & Geist, 2004) Teaching Science Through the Visual Artsand Music (Seefeld, 2008) Mathe: ABlended EB eeresin pion Neighborhood Mathematics Pitot a Cesined (Ohana & Ryan, (Peceival, 2003) icone ra nad 2003) I TS ThePize Project: | Planning and | Integrating Math =| ‘Standards n Project Work (Worsles, Beneke, & Helm, 2003) BOB RTT Tanguage, Math, Soclal Studies and Worms? Integrating the Barly Childhood Curriculum (MeCor, 2003) Ladybugs Across the Curriculum (Ward & Dias, 2004) Examples of resources for Integrating mathematics310 SECTION 3 le ee bows into equel servings. They count the strokes when mixing a cake, make sure the oven is on the correct temperature setting, and set the clock for the reared baking time, Atthe store, hey exchange money for food and weigh fruits and vegetables. hey count the days, il their beans sprout or the fru pens, Through fookl experiences, children learn mach oul society and culture, They can make foods trom diferent cultures. They learn where food is grown, how itis marketed, and how it must be purchased with ‘money at the grocery store. They cooperate with each ‘ther and take turns when preparing food. Then they share whet they make with others, Children can sing about food and draw pictures of their food-related experiences. They can move lke an eggbeatr, lke a stalk of wheat blowing in the wind, or like @ farmer planting seeds. The following are some ex- amples of dramatic play: mathematics, an science food ‘experiences. In the home living center at school, children purehase cool, serve, and cat food as part of their role-playing Applying Punclamental Concepts, Attitudes, and Skills Te was suggested in Unit 18 that a simple measuring activity could be to make flour and salt dough, The dough can be made into pretend food to use asddeamatic play props. Cooking activities are @ rich source of mathematics experiences. Following a recipe provides a sequene: ing activity. Fach ingredient must be measured ex using @ standard measuring tool. The corcect number of cups, tablespoons, eggs. and so on must be counted ‘out. Baked foods must be cooked at the correct tem: perature for the prescribed amount of time. Some foods are heated, while others are placed In the refrigera- tor or freezer. When the food fs realy to eat, t must be divided into equal partons so that each person gets a fair share. A simple plctograph recipe can help chil dren to be independent as they assemble ingredients (Figure 22-2), Chiléren who live in the country or who b genden have additional opportunities to apply mat ‘oncepts t0 real-life experiences. They can count the ‘number of days from planting until the food is ready to be picked, They can measure the growth of the plants a regular Intervals. The number of cucumbers harvest and the weight of the potatoes can be meusuced, If the livestock ean be kept. the dally number gs gathered can be counted, the young cal ean he xed cach week, and the amount of money collected) for prociuets sold can be counted. Setting the table at the home living a real meal is an opportualty for applyins math skills, The number of people to be seated and served is cae lated and matched with the amount of tableware and the number of chatrs, napkins, and place mats needed. Puiting utensils and dishes away 1s an experience it sorting things into sets. Pictographs can be used to Provide clues about where each type of item should be placed, Fach of the activities deseribed under the Bood and Math section also involves science, Children ean fe asked to predict what will happen when the wet ingswun 22 Integrating the Cursicolum through Dramatic Play and Thema Unis ad Projects 311 Put together Serve a and oat yf A pletograph for making a peanut butter and ely sandwich. lients (oil and mils) are mixed with the dey ingred ents (Nour. baking powder, and salt) when making the play dough biscuits. They can then make the mixture ‘observe and describe its texture, color. and density and compare their results with their predictions. Next they caa predict what will happen when the dough is buked in the oven. When itis talen out, they can ob- serve and describe the differences that take place dur ‘ng the baking process. They can be asked what would happen if the oven is too hot or ifthe biscults are left in 100 long, IF the children have the opportunity to see eggs Produced, this can lead to a discussion of where the eggs come from and what would happen if the eggs were fertilized, They could observe the growth from seed to able food as vegetables are planted, cult vated. watered, and picked. Applesauce exemplifies sv ‘ral plysical changes: from whole to parts, from sold ‘chunks to soft lamps, and to smooth and thick as cut= ling, heating, and grinding each have an effect. Chil- dren can also note the change in taste before and afer the sugars acded, Stone soup offers an opportunity for discussion of the significance of the stone. What does the stone add to the soup? Does a stone have nutrient What really makes the soup taste good and makes it nutritious Bach of the activities described also involves social stu les. City children might take a trip to the farm. For ex- ample, a trp toan orchard to get apples for applesauce is an enriching and enjeyable experience. They mis lake a trip to the gracery store to purchase the in ents needed in their recipes. Then they can take turns cients, or whatever cbse Is roquired as the cooking process proceeds. Stone soup isan excellent group activity because everyone in, the class can add an ingredient, Invite people from dif- ferent cultures to bring foods to class andor help the measuring, cutting, adding ing children make their special foods. Chi sunllarites and differences across cultures,312 SECTIONS = Apply iL OR CHILDREN EEDS The multicultural cureiculum can include learning about the favorite foods of different cultures. Childeen ccan make a varlety of ethnic dishes. They can construct graphs of thelr favorite foods and write thelr favorite recipes. Young children can come up with delightful recipes for a class coakhook. Projects ean center on the study of ethnic groups, geographical area, and customs of different cultures. Parents can contribute to these projects, Costumes, dolls, musical Instruments. and other diverse cultural artifacts can be included in the dramatic play center Dramatic play and thematic units and projects provide ‘math, science, and social studies experiences that afford ‘Observe young children at playin school. Note any concept experiences take place during dramatic role-playing or while doing thematic activities. Shate What you observe with vour class. Addn section for dramatic play and thematic resources to your Activity File/ Notebook, Review several cookbooks (the oncs sugested in this unit and/or others) and examine recl- pes recommended foe young children, Explain to the class which reeipe books you think are ost appropiate for use with young Use the evaluation system suggested in Activ ity 5, Unit 2, to evaluate any ofthe folowing software undamnental Concepts, Attitudes, ad Skills children an opportunity to apply concepts and skills, They can predict, observe, and investigate as they ex plore these areas. As chillren play home, store, and ser vice roles, they match, count, classify, compare, mea sure, and use spatial relations concepts and number symbols. They also practice the exchange of money for goods and services. Through dramatic play they try out rowa-up roles and activities. Through thematic units and projects, maternal les and science can be Integrated with other content areas. The thematic experiences provide reallfe con ections for abstract concepts. For teachers, these ac» tivities offer valuable opportunites for naturalistic and {informal instrtetion as well as tlme to observe children and assess their ability to use concepts in everyday ‘The Learn About Sclence Series (K-2: butp://store sanburst.com). Animals, astronomy. dinosaurs, the human body, smiatter, measurement and m plants, the senses, simple machines ‘weather. ‘Carmen San Diego's Great Chas ‘Time (ages 8-12: http://www. company.com) Retbow Fish (ges 3: softwareonline.com). 7 hipi//childrens ming’ Selence House (ages 2-7: http! wow-riverdeep.net)UNIT 22 Ani's Rocket Ride (http://wwwapte-com} (Coco's Math Project 2 (http:!/matheguity terciedu) Math Missions (Seholasti, hetp:!/ www Iidsclick.com) Richard Searry's Busytown (Simon & Schuster, htsp://wwwichildrenssottware online.com) Shopping Math (hitp://www.dositey.com) Briefly answer each ofthe following questions, 1, Why should dramatic role-playing be in eluded asa math, science, and socal stud- iesconcept experience for yong children? 2. ‘Why should focd activtis be included as ‘mth, sclence, and social studies concept experiences lar young children? 3. How can teachers encourage dramati role-playing that includes concept experiences? AAketson. VE (2001). Teaching selenee when your principal says “Teach language ats.” Selencv al Children, $817), 42-47, Bunerworth,S., 8 10 Geer, A. M. (2001) Storing ‘Building a mathematics curriculum from the eulure ofthe child. Tenrhing Childe Nahe 396-399, (lark, A.M. (2000). Mocting state standards through the project approach. Ere! ECE Newsletter, 12)1 Decker. KA. (7999). Mecting: integration. Science aut Children 3616) 28-32, 69 ‘dwaeds. Candin L, & Forman, (Es) (19 ‘The hurd languages of cre: Th Reg ‘gprouel— Advanced reftatons. Greenwich, Ablex. Bele, JH. Kata. G, (2001). Young ivestiators ‘The projet aperonch nth early year. New York Teachers Collee Press, standards throxgh {niegrating the Curriculum through Dramatic Play and Vhematic Units and Projects 313. Devise a plan for using one of these progims to stimulate a thematic unit or project that inchdes dramatie ply, Find out whether there any othor software that could be used tosupport a thematic unit or project. Ad to your Activity File ve food exp that enrich children’s concepts and promote application ofconcepts, 4. Desenibe four food actiutes that can be ‘used inthe early childhood math, science, ani socal studies program. 5. Explain how thematic units promot ‘tegrated curriculum. Describe the props that might be included in three diferent dramatic play centers, Describe the relationship between _inte- grated curriculum and the math and science Standards Isbell, (1995). The complete ein Belisle, MD: Gryphon House Kata], G.,@Cbied, SC. (1989). Engng hens mands: The projet ayyreael, Norwood NY: Abler National Counel of Teachers of Mathematics, (2000), Prints and standards for school mahal Reston, VA: Author, Nato Research Coun (1996). Nationa selene education senda, Washington, D¢: National Academies Press, Whitin, D. & Whitin, P, (2001). Whereis ‘malbematisinincerscploary studies? Dilogues [On-tinesetal). Retrieved July 17, 2008, rom hupy/Aeewnctm org/resources/content aspx a=1688 enter book314 SECTIONS © Appl Pundamentel Concepts, Atitudes, and Stls Guia 8, (2002) Integrating mathematics for young children through play. Young Cire, 57(3), 50. MeGoy. M.K, (2003). Eanguage, math, social states, ‘and... worms? Integrating the early childhood cular. Dimensions of Early Childhood, 31(2), ay bana, C. & Ryan. K. (2003). A bended neighborhood ‘Salence end Children, 40(7). 32-37. Percival. 1 (2003). Thmestravel days: Cros-curicular ‘adventures in mathematics, Teaching Children Mathematics (7). 374-380. Pips, S-K.,Dulferin M. W & Gest A (2004). Be ‘ao scents. Science and Chldren, 41(4), 24-29, Seefeld, C- (2004), Teaching seiencethroogh the visual arts and musi, Bary Chldhcod Todiy, 18(6), 28-34. ‘ward, D..& Dias, M. -(2004). Ladybugs across the ‘cursiculim. Scenes and Chidren, 41(7), 40-44, Worsley, M. Heneke, 8, & Helm, JH, (2003). The izaa pecject: Planning and integrating math standards in projet work In D. Korlek (El). Sptighton young dren and math (pp. 35-42). Washington, DC ‘National Associaton for the Education of Young Chile. Theme, Project, and Integration “American Association forthe Advancement of Science AAAS), (2007), Atlas of slenoe tracy: Project 12061 (Vol, 2). Washington, DC: Author. ‘ements, DH, & Saran J (2006), Math all ‘around the room! Early Childhood Tod, 2312) 25-30. ‘conezio, K., French, L, (2002) Science inthe ‘preschool classroom: Capitalng on chikiren's fascination withthe everyday world to foster language and literacy development. Young Children, 5715), 12-18, Cook. H. & Matthews, C.# (1998) Tesons froma living os.” Science and Children, 36(3) 16-19. eaunin, (1995). Writing math: A project-based ‘aproach, Glenview, I: Goodyear Books. Bielson, RJ. & Johnsen, 6. (2003/2008). Masic ‘makes math mesmingtul Childhood Eaveation,80(2), 65-70. Fioranel D,(2000}- Recycling into act: Integrating lence and art, Selene and Cilren,28(2), 30-33. ogelman, ¥. (2007). The early years: Water works. Science an Children, £4(9), 16-18, Forrest, K. Schnabel, D. & Wiliams, M.(2006), Water wonders, K-2, Teaching Ciilren Mathematics, 12{5), 248. French, (2008), Selence ax the center ofa coherent, integrated eerly childhood curriculum, arly Childhood Research Quarterly, 19(1), 138-149. Hlamm. M. & Adams, D.(1998), Wha research says Reaching across isciphnes, Scene and Children 361), 45-49) Jonson, Gn, & Belson, R}. (2003). Integration ‘music and mathematic in the elementary ‘assroom. Teching Children Mathers. 9(8). 974-479 Krogh, & Morebouse, PJ. (2007). The erly childhood “aie: Inui learning through integration. New York: MeSH ‘Owens, K. (2001). An integrated approach for young, ‘dents Dialogues [On-line serial]. Rtseved July 17,2008, rom ht! /www.netm.org/ esources/eontentaspxid=1680 Patton, M. ML 6 Kokosks, . M. (1996), How good isyour early eildhoed science, mathematis. and technology program? States for fxtending your curiculum. Young Children, $1(5) 38-4. Schnor-Laughitn, J (1999)-Bantry math, Packing ‘Children Mathematics, 6(8), 216-218, Shreero,B, Sullivan, C, & Urbano, A. (2002). Math in ‘art. Teaching Children Magherate, (8), 218-220. ‘smith, BR. (2002). Cooperation and consumerism: ‘Lessons learned t kindergaren mint-mal, Teaching Ciren Mathematics, 93), 179-183, srepanler Street, M. (2000), Multiple forms of Tepresentation i long-term projets: The garden project. Childhood Education, 77(1), 19-25. ‘ware, La & Morse, P. (2001). Studying pond ile ‘with primary ne project approach in faction. Childhood Bdwation 7713), 139-143, ‘Yogi. & Olan, M. (2007). Supermarket mat: 1-2. Teaching Chiliren Mathematics, 13(7), 376. Cooking and Food Alyn. cb & Webb, C8. (1993) The mace “ookook for stulens, Phoenix, AZ: Oxy‘UNIT 22 Better Homes and Gardens New Junior Cookook (7th ed) (2004). Des Moines, LA: Meredith CChristenberry,M. ., & Stevens, B. (1984). Con Page cool? Atlanta, GA: Hiamanies. Cloke, G, Ewing, N. & Stevens, D. (2001), Food fr thought. Teaching Chilren Mathematies 8(3), 148-150. Colker tJ. (2005). The cooking book, Washington, DC: ‘National Assocation foc the Education of Young children. (Cook. D. (2006). Femi un cooking with Kd. Burbank’ ‘Glendale, CA: Disney ‘Cooking with Kis. A parent helper. Retleved July 27, "2008, fom hp: www pbs.or3/ parents! paentheipers/cooking html abl. K. (898). Why cooking in the curriculum’ Young Chldren. $31), 81-83. aggella, ., & Diner, D. (1985). Concept cookery. ‘Bridgeport, CT: First Teacher Press. Howell, NM. (1999), Cooking up learning ‘commanity with com, beans and ie. Young Children, 5415), 36-38. Integrating the Curriculum through Dramatic Play and Thematic Units and Projects 345 Lowry. BX. &MeCrary JH. (2001), Someone's in the Tilchen with seience. Slene and Chilven, 392), 22-27. Metheny, D. & Hollowell.J. (1994). Pood for though. Teaching Children Mathematics, 1.164. Owen, S. & Fields, A. (1994). Eggs, eggs, eges. Teaching Children Mathomatrs, 192-93. Partridge B, Austin, , Wadington.., & itn.) (1996), Cooking up mathematics inthe kindergarten, Teaching Children Mathenais, 2, 492-495, Ray, B. (2004). Cooking rocks: Rachael Ray 30 minute ‘mens for Ks. New York: Lake Ile Press. Richardson, M. V., Hoag, CL, Miler, MB ‘Monroe, EB. (2001). Children's iterature and ‘mathematies: Connections through cooking. Focus an Blomentary, 14(2), 1-6 Rothsteln, G1. (1998). From soup co mus: Muleutural ‘noking acute and recipes, New York: Scholasthe Books, ‘Taylor, $1, & Dad, AT. (1999), We can cook! Soace reparation with Coders and ios. erly Childhd uation Journal. 27(1), 29-3.