Reply to comment

For the final Food for Thought performance, my group and I (Julie, Rebecca, and Eva) presented two activities to the class.  The first activity was a class Madlibs about the books we read and some brief speculations on what we learned in class this semester.  It ended up being quite funny, and I think everyone in the class enjoyed it.

For the second activity, we did a Choice-Web.  This consisted of everyone breaking up into four, small groups and assigned to think about choice with regards to how it related to either Food, Health, Literary Interpretation, and Curriculum. After our individual thinking, we discussed as a group our ideas, and each come up with a sentence to say when we came back together.  We then came back together and stood in a circle.  Earlier in the week Eva had bought a spool of ribbon, and we used this to create the "web" of what we learned in class by stating our idea and throwing the thread to someone else in the circle.  When our web was complete, we had a full idea of the various areas choice has a direct effect on, as well as the power of those choices. It was not only a good exercise in refreshing our memories about we learned in class, but also in bringing us together as a class for one last time before continuing on our way through Bryn Mawr. 

Food for Thought Madlibs

Food for Thought: The Omnivore’s Dilemma Mad Libs!

            ____________________ (exclamation)! You wouldn’t think that having so many ____________________s (noun) could be so ____________________(adj), but after our discussions in Food for Thought, we really came to appreciate the value of ____________________(noun).  In Michael Pollan’s _________________(adj) book, we learned that eating _________________(adv) in the 21^st century is harder than it seems. Barry Schwartz taught us that ____________________(noun pl)(s) can be divided up into two categories: Minimizers and Maximizers.  Deciding what each one of us was a struggle in and of itself.  In Nudge, we ______________________(v, past tense) that human nature accounts for much of what goes into making _____________________(noun pl) s, and often our ____________________(noun, pl)(s) are completely __________________(adj).  Prodigal Summer was ____________________(adv) _____________________(adj).  Reading about choice from ____________________ (number) different perspectives really made us ____________________(verb) the interconnectedness of ____________________(noun, pl)(s).  Finally, the redesigning of the ____________________(noun) brought our learning to ____________________(adj) scale.  Our discussions about what we all wished to ____________________(verb) about Bryn Mawr, as well as the collaborative work, ____________________(verb, past tense) all our learning over the past semester.  Now that the ____________________(noun) has come for us to go our separate ways, we hope that this exercise will bring us to a ____________________(adj) ____________________(noun) of not only what we learned this semester, but a better ___________________(noun) of each other and the world around us.