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Ms. Sands' Classroom

  • La Mesa Arts Academy
  • La Mesa, CA
  • More than a third of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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show projects from all time

Past projects 28

  • Living the Sweet Life

    Funded Dec 13, 2018

    Away we go on our quest to bake! Thanks to the very kind Donorschoose donors, we are now well supplied with everything from fondant to frosting bags to frosting tips and more. Because there are so many tools and ingredients needed to bake certain recipes, we have had to really limit what we could prepare to one or two things this semester, but this generous gift enables us to practice the skills the students were introduced to before the holidays.

    Watching the students open the box is always the best part because they become so excited examining all of the goodies inside. They asked, "Do we really get to use all of this stuff?" It is wonderful to be able to say "yes" and to watch them work in teams to create edible works of art.

    Today we used some of the supplies to make soft pretzels after students learned about the origin of pretzels. A student teacher who was in the room during the pretzel-making activity offered so much positive feedback after seeing how much fun the students had working together in the kitchen. It is the best class I have ever facilitated. Thank you so much for making all of this possible.”

    With gratitude,

    Ms. Sands

    This classroom project was brought to life by Someone Who Cares and 5 other donors.
  • Cook Like a Ninja!

    Funded Dec 18, 2018

    As you can see by their faces, the students were thrilled to get the Ninja blender. There were a lot of "oohs and aahs" as they unpacked the various components. They wanted to try out everything right away. The Ninja blender is what we will use to make delicious smoothies, sauces, juices, soups and more. Prior to receiving the donation, we only had an older, not-so-powerful blender. This addition will make our cooking experiences more efficient. There are so many things we can do with this blender that we can't do with the old one. It is a state-of-the-art tool. We are so appreciative.

    As far as next steps are concerned, we are in the process of converting my classroom into an actual kitchen. We are in need of a three-basin sink which will enable students to use one sink for hand washing and a three-basin sink for dishwashing. This is just one of many expensive things needed for the conversion; however, it is such a worthy investment. Parents are very excited about the introduction of the culinary arts into the school's elective class choices. I have received so much support from DonorsChoose visitors, and it has made a huge impact on my school's culinary arts program. Thank you.”

    With gratitude,

    Ms. Sands

    This classroom project was brought to life by Someone Who Cares and 3 other donors.
  • Wishes for Clean Dishes

    Funded Sep 17, 2018

    I was very excited to receive the spray nozzle that we will use to clean our dishes. We haven't installed it yet because the classroom will first undergo major reconstruction, and new plumbing pipes will be added, but I can tell from looking at it that this is going to be an important tool in our kitchen. Currently, we have no sprayer...just an old-fashioned faucet. That makes it very challenging to clean large pots that take up the whole sink or to clean the sink itself. This commercial nozzle sprayer will make cleanup a breeze.

    Yesterday, I surprised my students with Mango posicles using the popsicle molds that were part of this project. As you can see from the photos, they were very pleased with the delicious treats that are made possible with the popsicle molds. I envision us using the popsicle molds to make all kinds of different popsicles. We are growing strawberries in our culinary garden, so we can make strawberry sorbet. We are also growing mint, so we can make chocolate chip and mint popsicles. We could even make lavender-flavored popsicles with the lavender we are growing. There are many possibilities.

    Thank you so much for your fantastic support. The purchases I've made using Donorschoose funding has really made a difference.”

    With gratitude,

    Ms. Sands

  • Cool as a Cucumber

    Funded Sep 7, 2018

    Thank you so much for your wonderful donations. As you can see in the photos, we are putting everything to good use. In one class, we collected fresh herbs and lettuces from the culinary garden to make a healthy, organic salad. Students then used the new citrus juicers to help them create a delicious lemon vinaigrette dressing to go with the salad. They thought the citrus juicers were so much fun to use, and everyone wanted to try it. In another class, we used the new ice cream maker to create homemade vanilla ice cream. The students holding the ice cream maker and the ice cream itself could hardly wait to start eating. They ate all of the ice cream and, of course, wanted second helpings. There are so many things we can do with the tools you have provided. I have only begun to scratch the surface. You can see from the photos how much fun the students are having. Having the right tools really helps us. Thank you very much for your support.”

    With gratitude,

    Ms. Sands

    This classroom project was brought to life by The Clorox Company and 3 other donors.
  • Nourish and Flourish

    Funded Jun 15, 2018

    One of the units in my culinary class focuses on oils and fats. We talk about things like the different varieties of oils, the meaning of smoke point, the least healthy and most healthy oils, and the meanings of descriptors like extra virgin olive oil or cold-pressed. In order to actually demonstrate how food is cooked with oil, I needed a deep fryer. We were fortunate to have one donated. When students first came into the classroom, they immediately gathered around the deep fryer and became very excited about getting to eat what was cooking in it which was hash browns. One student said that the machine looked "like a fryer from a real restaurant" and seemed very impressed. That particular cooking activity also gave me an opportunity to discuss important safety measures one must take when cooking with hot oil. We are now ready to try other foods like green tomatoes and kale chips. As you can see from the photos, students had no problem eating what was prepared in the deep fryer. We are most grateful for your donation.”

    With gratitude,

    Ms. Sands

  • Timing is Everything

    Funded Jun 21, 2018

    Every good cook needs a timer, and my students were fortunate to have six timers donated so that they can ensure food is cooked properly. When my students were first handed the timers, they immediately commented on how cute the timers are since they are designed like little miniature tea kettles. Of course, students had to first experiment before using the timers in an official capacity, so I heard many giggles, ticking sounds, and dinging sounds while they learned how to use them. One student asked me where the timers were purchased so she could buy one for herself. The students were in no hurry to put them away when it was time to do so because timers are just plain fun. They will be very useful for our cooking activities. Thank you so much.”

    With gratitude,

    Ms. Sands

  • Science & Culinary Alliance

    Funded May 7, 2018

    There were so many lessons for students that coincided with the use of the equipment donated to our kitchen lab. After using the food dehydrator, students were able to observe how removing water from a mango affected its size, texture and taste. Not surprisingly, the kids enjoyed sampling both the hydrated and dehydrated varieties. We plan to use the dehydrator to create some healthy vegetable snacks after discussing the benefits of "whole food" snacks and the various reasons someone might dehydrate food.

    In the next lesson, students saw how cooking with water versus removing water changes the form of food (via the sous vide method of cooking). We used the new sous vide circulator to cook eggs and were surprised by how evenly cooked they were. Students agreed the eggs looked more comfortable in a warm bath than being thrown into a hot skillet. Our next lesson will involve preparing a different type of protein using the sous vide method.

    There was tons of laughter and fun when students had the opportunity to use the immersion blender to make pancake batter. They all wanted to use it, so each student got a few seconds to experiment with the pulsations. The use of this type of equipment comes very natural to students who are already so savvy with technology. It was agreed that using an immersion blender is easier and faster than stirring batter by hand. Once the batter was prepared, students took turns creating pancakes and the consensus was that the pancakes were delicious. The preparation of the pancakes provided an opportunity to talk about how gases and bubbles affect the surface of the pancakes, and what a pre-pancake's texture should look like before it gets flipped over in the pan. Watching them genuinely enjoy the process of cooking made me so grateful for the donors that have made these types of experiences possible. My students were 100% engaged and enjoyed the lessons very much. They also expressed enthusiasm about using the techniques learned in class to prepare food at home.”

    With gratitude,

    Ms. Sands

    This classroom project was brought to life by San Diego Gas & Electric and one other donor.
  • Itchin' to be in the Kitchen

    Funded Mar 7, 2018

    I wish you could have seen the joy on my students' faces when I set up all of the new equipment that was donated by you on their tables. They were so excited! One girl actually squealed in delight. Of course they wanted to touch everything and start using all of the new tools immediately. First, we talked about the importance of "Mise en place" which is a French term that means having all of your ingredients organized and measured before beginning the cooking process to maximize efficiency. Then, the students read the recipe and ensured everything was ready to go. We turned on one of the cast iron burners and started to prepare granola. They all stood around their pot of oats laughing, teasing, and giving each other advice on the best way to pour, mix and stir. They were filled with delight, especially when it was time to eat their creation.

    From an adult's perspective, I observed how powerful it was to see students working cooperatively in a team. Everyone contributed. I appreciated their fearlessness in the kitchen. They are willing to try just about anything including doing the dishes. One boy who volunteered to wash the utensils after we were done cooking smiled and said it was the first time he had ever done dishes, so we took a photograph of him in action to celebrate his new skill. I introduced a Goji berry as a possible ingredient for the granola we were making. None of them had ever tasted one before but they were all willing to try it. I felt proud that my students were so engaged in learning and having so much fun with the lesson. A surge of self-confidence was evident when the recipe was executed successfully. I reminded them that cooking their own granola at home might be a wonderful alternative to texting or playing video games. It requires being present, organized and creative. One uses all five senses in the kitchen, too. There are very few hobbies that enable someone to use all five of their senses.

    One project I have in mind for the culinary class is to have them plan and set up a nutrition fair for the younger students in our school. It would mimic a farmer's market, in the sense that the younger students who attend would get nutrition information, demos and free samples. To pull this off, I would need funding for supplies, but I think it is a worthwhile endeavor. Students teaching their peers is a powerful instructional strategy. I would also really like to expand the concept of farm-to-table by having the culinary students grow herbs indoors and possibly creating a garden right outside of the classroom. I have been collecting vessels for the herbs, but I will need more supplies like seeds, soil, fertilizer, gardening tools and water hoses.

    Wonderful donors, you have really made a positive impact in my class, and I hope you will continue to support me in my future endeavors. The goal is to help students who are "itchin' to be in the kitchen" learn new skills that will help them make good choices for the environment and themselves. Together, we can make it happen. Thank you.”

    With gratitude,

    Ms. Sands

    This classroom project was brought to life by Someone who cares about the Spring Valley area and 13 other donors.
I did not learn how to eat or cook well until I was an adult. Growing up, I was basically on my own when it came to preparing some of the meals because I was raised by a single parent who worked full time. She didn't have the time or energy to teach me the art and science of cookery. As a result, I gorged myself on junk food, canned food, frozen food, or whatever I could find that was simple enough to prepare in a microwave or toaster. There are many children who eat poorly because they have not been taught how to prepare nutritious snacks/meals that will sustain their energy. There is an obesity epidemic in the United States resulting from the consumption of non-nutritious food, yet most students do not get an opportunity to learn the basics of healthy cooking unless they take a Home Economics class in high school. The sets of tools I am requesting, such as single burners, mixing bowls, measuring cups and utensils, will help younger students learn to prepare basic nutritious meals/snacks while simultaneously reinforcing concepts they are learning in other classes. For example, students will practice math skills when measuring ingredients or science concepts to understand how temperature affects food or why a sanitary kitchen is critical. It requires comprehension skills to interpret recipes or historical knowledge to understand the origins and impact of regional cuisine. Cooking promotes the use of creativity, executive functioning skills and teamwork to get the job done. Learning to cook healthy, delicious food is practical and empowering on many levels, but it requires a lot of equipment to make it a "hands-on" experience versus one in which the students can only "watch" the teacher demonstrate what to do.

About my class

I did not learn how to eat or cook well until I was an adult. Growing up, I was basically on my own when it came to preparing some of the meals because I was raised by a single parent who worked full time. She didn't have the time or energy to teach me the art and science of cookery. As a result, I gorged myself on junk food, canned food, frozen food, or whatever I could find that was simple enough to prepare in a microwave or toaster. There are many children who eat poorly because they have not been taught how to prepare nutritious snacks/meals that will sustain their energy. There is an obesity epidemic in the United States resulting from the consumption of non-nutritious food, yet most students do not get an opportunity to learn the basics of healthy cooking unless they take a Home Economics class in high school. The sets of tools I am requesting, such as single burners, mixing bowls, measuring cups and utensils, will help younger students learn to prepare basic nutritious meals/snacks while simultaneously reinforcing concepts they are learning in other classes. For example, students will practice math skills when measuring ingredients or science concepts to understand how temperature affects food or why a sanitary kitchen is critical. It requires comprehension skills to interpret recipes or historical knowledge to understand the origins and impact of regional cuisine. Cooking promotes the use of creativity, executive functioning skills and teamwork to get the job done. Learning to cook healthy, delicious food is practical and empowering on many levels, but it requires a lot of equipment to make it a "hands-on" experience versus one in which the students can only "watch" the teacher demonstrate what to do.

About my class

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