Well STEAM-ed Sandwich – Student Chromebook Cookbooks and Beyond- Grades 4-12

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Almost every student grades 4-12 can successfully make an edible and beyond sandwich.  Some students can also create their own cultural variation on the many familiar American sandwiches.  But how can this pleasurable for certain student owned and student consumed fascination be used in the context of rigorous CCSS multi-content standards supported by technology?  Very easily and very authentically!!  As every sandwich stylist knows, sandwiches are created using a sequential procedure which can be described in words, illustrated by photos or graphics, and follow science lab procedurals, math problem solving procedurals, and procedural writing/presenting.  All of these step by step, stage by stage skills are mandated by CCSS and of course very much needed on the job in various fields.  So now that the pleasurable but necessary skills focus of this project has been outlined, here’s how to chromebook student sandwich cookbooks with loads of explicit S(science) T(technology) E (engineering) A (art) and M (mathematics).

  1. Start the Steam going by challenging students to go on their chromebooks and Google favorite images of sandwiches or food concoctions that in their culture serve the same function as sandwiches and are as easy for them as students to create themselves.
  2. Have them work individually to start Sandwich Steam picture files or graphics with at least three images they identified from their search or perhaps a hand drawn graphic if some of the students have art talent.

3.Students each write up a recipe, sequential directions for preparation, a list of ingredients, and a nutritional analysis of a sandwich they recommend others try.   Of course, to do so, they have to research and vet food ingredients and nutritional supplements.  In their research, they will also look at food chain menus which have this data and evaluate with support of their teachers and perhaps local nutritionists and government agencies the extent to which the ingredients and nutritional claims made for the sandwiches by food chains or online sources are reliable or no.  Each individual student will have to keep files of their research procedure and sources used plus if relevant audio files of their expert interviews.

  1. After conducting a whole class discussion of favorite and unusual sandwiches, ask each student to volunteer a few suggestions for sandwiches to include in a class book on the subject. Post these suggestions for the entire Chromebook community and perhaps record or photograph the group discussion or another center of visual focus for class work.

Make certain students work on a different, unique sandwich, have the students identify and commit to the 1 sandwich for which they will produce a book page.

NOTE: Encourage variations or creative adaptations of known sandwiches so that each page of the book is sufficiently different from the others produced by class members.

  1. Have a team of students serve as photographers or videographers to capture on video or through pictures the step by step procedures that will go into making the sandwiches. Have the students use their chromebooks to watch cook show videos to capture the theatrical flourishes with which simple foods are presented. If desired have a team of students go online to get music that will underscore the sandwich step by step making process.
  2. Students next list all of the ingredients in their chosen sandwich. They should not only include ingredients, but quantities of the ingredients, as well.
  3. For the purposes of the online cookbook, have the students carefully write up a procedural narrative describing how to put together their chosen sandwich.
  4. After all the procedures and ingredients are listed: a) have the students do online research into the number of calories and the amounts of important nutritional factors, like salt and fat, that each ingredient will contribute to the sandwich. A finished nutritional analysis would include a total of these (at a minimum). Students may express their own interest in calculating other nutritional aspects, like quantities of vitamins contained in their sandwich and the percentage of minimum daily requirements those represent.

    9. students research the nutritional values of their sandwich, they may also search for and collect graphics of the ingredients. These may be integrated with text elements to produce an attractive finished page.

Creating the Page:  Using the Chromebooks as the publishing repository for a book that will be displayed online and printed out if budget allows.
Depending on the number and size of elements (text and graphics) to be included, this may be either a single page or a 2-page spread.

  • In a fresh word processing document, insert the various text elements of the page. Body text may be inserted into a text box and adjusted (size, location, etc.). Titles in larger size type may be inserted and adjusted this way, as well.
  • Photos and other graphics to accompany the text and to explain the recipe can be directly imported into the page and adjusted using the “Insert” command.
  • After all elements have been included, experiment by adjusting their size and position before deciding on a final arrangement (layout) and saving.

Creating the Complete Book:
Once all of the students have successfully completed their pages, the teacher or designated students can assemble all of the pages into a single body of work that will stand as the class’ recipe book.
This STEAM Sandwich Cookbook had all the following mandated Standards ingredients.

Common Core Standards in ELA  
Reading: Literature and Informational Literature Key Ideas and Details: RL._.1RL._.2RL._.3
Craft and Structure:  RL._.4RL._.5RL._.6
Integration of Knowledge and Ideas:  RL._.7RL._.8RL._.9
Range of Reading and Complexity of Text:  RL._.10
Writing Text Types and Purposes: W._.1W._.2W._.3
Production and Distribution of Writing: W._.4W._.5W._.6
Research to Build and Present Knowledge: W._.7 –  W._.8W._.9
Range of Writing: W._.10
Speaking & Listening Comprehension and Collaboration: SL._.1SL._.2SL._.3
Presentation of Knowledge and Ideas: SL._.4SL._.5SL._.6
Language Conventions of Standard English:  L._.1L._.2
Knowledge of Language:
Vocabulary Acquisition and Use: L._.4L._.5L._.6
for Students
1.       Creativity and Innovation: a – b
2. Communication and Collaboration: a – b

3.       Research and Information Fluency: b – c – d

4. Critical Thinking, Problem Solving, and Decision Making: a – b – c – d

5. Digital Citizenship: b

6. Technology Operations and Concepts: a – b- d


Literacy Connection
This project offers students rich opportunities to do focused non-fiction reading as they research the content of their cookbook page and to write a procedural narrative as well as supportive descriptive passages. The purpose and audience of their product is apparent and drives the nature of their work. The structure of the challenge (the creation of a sandwich and a recipe intended to support its replication by readers) is inherently oriented toward providing clear and solid feedback as to its efficacy to the student author.

Who says students cannot metaphorically be immersed in STEAM and have fun plus make a real world accountable and nutritionally proactive product?  If there are any educator naysayers, have them and their students charge up their chromebooks and try the Sandwich Steam cookbook challenge!


  1. j) Suggested Texts

    Listed by author:
    Michael T., Jelly Bean Soup and Grilled Candy Sandwiches

Nancy Silverton’s Sandwich Book

Other Sources (online)

– How to write a recipe like a professional:

– How to write a recipe:

– MS Word Cookbook Template

– How to Create a Cookbook for Kids

Read more: http://www.ehow.com/how_4847028_create-cookbook-kids.html

Stephanie Smith, a NY Post reporter has an ongoing 300 Sandwiches blog which will be out in February 2015 as a book – http://300sandwiches.com/

Project Extensions
In addition to the individual pages of the class book, this project can offer students more things to do. They can provide other standard elements of books in this class cookbook project, things like: introduction, forward, bibliography, suggested reading list, acknowledgments, etc. The teacher can offer these extras to eager beavers, early finishers, or those desiring extra credit.

Importantly, this project can be adapted so that students produce culturally oriented sandwiches or sandwich equivalents as their contributions to cookbooks produced by ESL and Newcomer classes.

It can also serve to infuse foreign language specific, culinary connections for students in those classes which anticipate AP studies in language.

Finally, many literary favorites are big on food recipes as integral to character and plot development.  Harriet the Spy, for instance, is always eating tomato sandwiches.  Students can create literary recipe books with specific favorite foods and connect them to the literary classic.

Dr. Rose Reissman,

Academic and Grant Funding Director for Sector 5

About Sector 5,

Sector 5, Inc. (OTCQB: SFIV), is a Proud American Corporation, that sells, manufactures and develops new innovative consumer electronics under Sector 5 and other brands. The Company markets its partnership with Google approved Chromebooks to educational organizations, other B2B and B2C sales channels, with retail sales on Amazon. It is in development of several new products to serve the educational, business and retail markets. Follow the company on http://www.twitter.com/sectorfiveinc and http://www.facebook.com/sect5 and find further information at http://www.sector-five.com. For Sector 5’s Forward Looking Statements, click here.

CONTACT: contact@sector-five.com


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