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Spring 2014

Sem I-ECED372

LESSON PLAN OUTLINE


JMU Elementary Education Program

Morgan Pastorfield
Mrs. Shifflett, Kindergarten, Clymore Elementary School
April 6th, 2016 at 9 am
Date Received: April 6th, 2016

TITLE OF LESSON Cooking Workshop: Apple Pizzas


CONTEXT OF LESSON
After going into Mrs. Shiffletts classroom to observe the students we discovered that the students are
used to doing rotations for different subjects. We wanted to allow their classroom structure to remain the
same as much as possible throughout our workshop so we decided to incorporate the same rotation
routine in order to make the transition form station to station as fluid as possible. We also observed that
the students are used to following simple, clearly stated directions given to them by the teacher so we
decided that we would all implement our lessons with simple instructions because its the best way to
instruct students at this age level. After talking with the teacher, we discovered that the students have
been learning about spring and had a unit on the life cycle of the apple tree so we wanted to base our
lessons for the workshop off of this spring theme. Since the children had learned about the life cycle of
the apple tree earlier in the year I decided a good activity to do with them would be making apple pizzas.
This activity is appropriate for the children at this age because they have been taught to count up to 15
concrete objects so this will allow them to practice this skill by counting the number of toppings they are
supposed to put on their apple pizza. It will also allow them to practice reading and following directions
on instruction cards. After the children have finished making their pizzas I will give them different cards
each representing a stage in the cycle of an apple tree and they have to place them in the correct order.
This activity will help test their knowledge of the material they have previously covered that year. This
station will interest students because it will keep them engaged in the activity and will help to test their
knowledge of curriculum they have previously covered.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to
successfully read and follow the
directions stated on the instruction cards.

Assessment
There are six instruction cards that are to be placed at this station, which
include the directions to each step and a picture to go along with the
directions for that step. These instruction cards include, take 1, take 1
scoop, spread, take 1 scoop, take 5, take 7. I will begin by
asking students, what does the first step tell us to do? Then from there I
will assess their ability to effectively carry out the directions on this card
and will continue to assess this throughout the entire workshop. I will
record these results by simply checking off on the data collection sheet
whether or not the student was able to successfully carry through the
directions for each step.
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2. The students will be able to


successfully place the cards that represent
the stages of the apple tree in the correct
order.

Here, I will assess the students ability to correctly place the stages of the
apple tree in the correct order. If the students seem to be struggling with
this concept, I will prompt them with questions like, which do you think
came first the seed or the tree and hopefully this will help them be able
to get the right answer. I will record these results by marking how many
cards the student got in the right order once they finished. If any student
got it wrong I will prompt them with questions like, now do you think
the seed came after or before the tree? and once theyve realized theyve
made a mistake I will ask them to try again. The cards the students place
in the right place they will receive a check on the data collection sheet
and for the cards the students place in the wrong place they will receive
an x.

COLLECTION OF ASSESSMENT DATA


See Data Collection sheet
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
Oral Language K.3: The student will build oral communication skills.
c) Begintofollowimplicitrulesforconversation,includingtakingturnsandstayingontopic
g) Follow one- and two-step directions.
Life Processes K.7: The student will investigate and understand basic needs and life processes of plants
and animals. Key concepts include
c) plants and animals change as they grow, have varied life cycles, and eventually die;
MATERIALS NEEDED
Apples (me)
Walnuts (me)
Chocolate chips (m
Granola (me)
Peanut butter (me)
Butter knife (me)
Paper plates (me)
Paper bowls (me)
Plastic bags (me)
Wet ones (me)
Apple life cycle cards (me)
Instruction cards (me)
Recipe cards (me)
Hand Sanitizer (me)
Camera (our classmates)
PROCEDURE
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Preparation of Learning Environment:


Before beginning the lesson I will give each student a squirt of hand sanitizer to make sure their hands are clean
while they are making their food. I will come into this activity with all of the apple slices already sliced so I will
just put those on a plate and place a sign that says take 1 next to the plate. Then, next to the apples, I will place
the jar of peanut butter and place the butter knife next to it. Next to the jar, I will place a sign that says, take 1
scoop and then a card that says, spread. Then I will place the chocolate chips, the walnuts, and the granola all
in separate bowls. I will clip a card that says take 7 to the bowl of chocolate chips, a card that says take 5
next to the bowl of walnuts, and a card that says take 1 scoop next to the bowl with granola in it. After the
toppings, I will have a box of plastic bags that I will put each students finished apple pizza in and I will then
give it to them to put in their paper bag in which they are keeping all the snacks they are making at each station.
After they finished making their apple pizzas, I will give them each a hand wipe for them to get any excess food
they have off of their hands. Then, off to the side, I will have 4 plastic bags filled with the different stages of the
apple tree life cycle so after they finish their apple pizzas I will pass these out for them to organize in the correct
sequencing of events. After they have finished sequencing these cards and cleaned them up I will hand them
their recipe cards to fill out. Once the time is up I will direct each student to walk calmly over to the next station.
As they are transitioning I will quickly refill the toppings and use a wipe to clean off the table.
Engagement and Introduction of the Lesson:
Before each station starts, we will flicker the lights and say Class, Class and they will respond Yes, Yes. We
will then announce that its time to switch stations. Once everyone is at the station and the timer is started I will
instruct all of the students at my station to get in a single file line. Once they are lined up I will tell them that
they will be making apple pizzas and describe what is expected of them at each step. I will then tell them that if
they dont like one of the toppings they dont need to put it on their apple pizza and they can just skip that step.
Then I will give them a brief review of the apple tree life cycle that they learned about earlier this year. Once
Ive finished the introduction, then I will let the first child in line know that they can begin the activity. I will
prompt them by saying, whats the first step telling us to do? and once they figure it out and have finished
spreading the peanut butter on their apple slice, the next child in line can go. Only one child should be doing
each step at one time so only one spreading peanut butter, and only one putting on toppings, etc.
Implementation of the Lesson:
Once they start moving through the line, I will make sure if I see any sign of struggle to efficiently guide them in
the right direction. For example, if students arent waiting their turn I will need to remind them to be patient and
wait for the person in front of them to finish. I will also oversee and make sure each student is completing each
step correctly, playing close attention to their ability to correctly count the right amount of toppings to put on
their apple pizza. After they are done making the apple pizzas and have put them away, I will give them each a
plastic bag filled with the cards of the apple tree life cycle. From here, I will direct them to place each card in the
correct order of the apple tree life cycle with the left being the beginning and the right being the end. If they are
struggling at all I will make sure to ask questions that will get them thinking and will help them decide where the
correct placement of the card should be.
Closure:
When the station time has a few minutes left I will direct them to put the apple tree life cycle cards back in the
bag they got it from and to hand them back to me. I will then connect the apple pizzas they made back to the life
cycle of the apple tree by telling them that the seed that comes from the apple is the start of the apple cycle. Then
I will hand each student his or her recipe cards to fill out. The groups are organized by reading levels so each
recipe card will have different spaces for them to fill in based on that groups reading and writing abilities. After
they have finished their recipe cards and I have collected them I will tell them to all calmly walk over to their
next station.
Clean Up:
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After each group has finished their time at my station I will use a Clorox wipe to clean off the table and then
make sure all of the materials are ready for the next group of students.
DIFFERENTIATION
To incorporate differentiation in our activity we are going to have each student fill out a recipe card. The
groups are being organized based on their different reading levels so each recipe card will have different
blanks for the students to fill out based on their reading levels. The lower level groups will get a recipe
card where they only have to write in the blank what number of ingredients you need and the beginning
letter of a certain word. Then for the higher leveled students they will have to fill out the number and write
out the whole word. There are no students in the class who are English language learners or who have any
learning disabilities or allergies so we didnt need to make any accommodations to our lesson plans for
these types of students.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One thing that could go wrong is that the students will not be able to wait their turn when preparing their
pizzas and that once they get to the topping station they will just grab whatever they want to put on the
pizzas and therefore wouldnt be following the directions, which would defeat one of the goals of my
activity, which is testing their ability to read and follow directions. To avoid this I will really have to
monitor them and give them specific instructions in waiting their turn and taking their time to read the
instruction cards and follow the directions given to them.
Another problem that could occur is that the students will not remember their lesson on the apple tree
cycle and will have no idea what order the cards should go in. If the students do struggle with this I will
just have to give them extra guidance by maybe giving them a hint that the seed is the first step, and then
saying the seed will grow into something so what do they think is next. So just asking the appropriate
questions to get them thinking and to help them understand the process.
Another thing Im worried about occurring is that even though the recipe cards are made based on skill
level that the higher leveled students will struggle with filling in the word on their own. If they do struggle
with this step I will spell the word out for them on another piece of paper and have them look at what I
wrote and they can practice writing it out on their own.
Something else that could go wrong is that a student might not like the toppings that are offered for them
to put on their apple pizza. If this does occur, I will tell them that they dont need to put that topping on
and they can just skip that step of the procedure.

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