Name: Anne Price Lesson Title: Fuel My Body with Apple Dip!

Date: March 22nd, 2018 Grade Level: Pre-Kindergarten Developmental Domains: Incorporates:
1. Physical 1. Science
2. Cognitive 2. Math
3. Social 3. Language Arts
4. Emotional
Standard(s)/Guideline(s):
1. Domain: Cognition and General Knowledge
 Sub-Domain: Science
 Strand: Science Inquiry and Application
 Topic: Inquiry
 Standard Statement: (Pre-Kindergarten 3-5 Years) Identify patterns and relationships.

2. Domain: Cognition and General Knowledge

 Sub-Domain: Science
 Strand: Science Inquiry and Application
 Topic: Inquiry
 Standard Statement: (Pre-Kindergarten 3-5 Years) Share findings, ideas, and explanations (may be correct or incorrect)
through a variety of methods (e.g. pictures, words, dramatization).

Pre-assessment of current knowledge:

The students in our classroom have had a large interest in food. During work time when each student gets to choose which center to
work at, the majority of them play in the home center. The students will pretend to mix food together in a bowl, or even put it into the “oven”.
The students are always making different meals to serve to each other and to the teachers in the room. In addition, at meal times, the students
often ask where food comes from or how it was made. Given the students’ natural interest in food and nutrition, this lesson was designed to help
engage students in discovering the answers to some of their own questions. Prior to completing this lesson, the students were involved in a hook
lesson, which taught them what foods are high in energy and low in energy. The students in the classroom are high energy, so this lesson is to
help them understand where their energy comes from, while incorporating their natural interest. The hook lesson that was implemented is
described below. This lesson helped us to assess where the students’ current knowledge of the topic was.
In the hook lesson, students watched the video Berenstain Bears and Too Much Junk Food. After this video, the students engaged in a
discussion with Miss Anne and Miss Amy about which foods gave the bears a lot of fuel and which foods gave the bears a little fuel. Following
this, we modified our original hook lesson because the students’ attention span was not long enough for the SMART Board activity or the
drawing of the bears’ foods and activities. However, because the students responded really well to our discussion of the video, we felt that
altering our hook lesson worked well, as the students still showed their knowledge and interest through the discussion.
Instructional Objectives Assessment of Student Learning Learning Experience
(1-2)
One/Two Assessed Identify Evidence: (What will you collect or record as data to Academic Language:
Instructional Objective(s): demonstrate students have met your objective(s) and skill?)
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1. Show relationship between eating high-energy  Fuel

The student will be able to... foods and partaking in high-energy activities.  High-energy
 Did the student draw an apple as the  Low-energy
1. Show, through high energy food that they were eating?  Fruit (Apple)
drawing, the  Did the student draw a high-energy  Food
relationship between activity?  Ingredients
how eating high- 2. Verbally express to the teacher how eating
energy foods allows certain foods gives them the energy to do certain Procedural steps:
you to partake in things.
high-energy  Did the student express that eating an This lesson explores how healthy foods, specifically
activities. apple would allow them to do a high- apples, fuel the body.
energy activity? 1. Start the lesson in large-group time on the rug.
2. Verbally express to Separate students who you know will have
the teacher how Program Monitoring: (How will you aggregate or difficulty sitting next to each other.
eating certain foods compile your evidence into a class or group view?) 2. Show the students the book from the Hook
gives them the Lesson: Berenstain Bears and Too Much Junk
energy to do certain Use the attached checklists (one per objective) to assess Food. Explain that this book is the written
things. whether or not the student understood the lesson. version of the video that we watched last week.
Ask students to recall what foods the bears loved
Safety Considerations: to eat in the video that didn’t make them feel too
Interpret the Evidence: good.
 Check food allergies  Ask: “What foods did the bears eat that
before implementing  If students complete the above objectives, I will didn’t give them much fuel or energy?”
this lesson; if know that they have understood and  Open to pages in the book that display
possible, substitute comprehended our lesson. foods that gave the bears little fuel.
ingredients to avoid  If students have trouble completing one or more  Reread sections that exemplify how some
allergies. of the above objectives, I will follow up with foods made the bears feel bad, lazy,
 Keep all sharp tools them individually in a different setting. Because sluggish, etc.
(knives, apple everyone in our class plays in the home center  Some of these foods have lots of sugar in
cutters, etc.) away during one point of the day, I intend to use that them. Although sugar tastes good and it
from students at all as a basis for reiterating the lesson’s concepts. gives us some energy, it doesn’t give us as
times. While playing in the home center, ask the much energy as some other foods. Let’s
 Monitor students as struggling student which foods you should eat if look at foods that give us a lot of energy.
they eat the Apples you want to go running. Reiterate some of the  Ask: “What foods did the bears eat that
and Apple Dip to concepts, reminding the student about the bears gave them lots of energy?”
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ensure that no one and the high-energy foods that they ate to run.
chokes on their Hopefully the student will begin to recognize
food. some foods that provide him/her with high
 Have students eat energy.
while sitting to  The struggling students will also have another
prevent choking. opportunity to grasp this concept in the
 When moving from upcoming lesson by Miss Amy. In that lesson,
large to small group students will review the ideas from my lesson as
time, remind well as delve further into the concept, which
students to walk to would hopefully be received the second time
avoid around.
tripping/falling.
 Dispose of all food As you can see in our data checklists (attached),
materials properly to 12 out of 14 students were able to draw an apple as the
avoid food going ingredient present in the Apple Dip that gave them the
bad in the most energy.
classroom. Two students were unable to draw an apple but
 Remind students to chose to draw cheese and broccoli instead. The one
use markers on the student who drew the cheese, identified it as the cream
paper only. cheese that was present in the dip. The other student
 Have students and who drew the broccoli, did in fact identify a food that
teachers wash hands gives humans a high amount of energy, but this was not
an ingredient present in our Apple dip.
before partaking in
cooking or eating Four students were also absent during this Apple
the Apple Dip. Dip lesson. In order to get them to understand our
upcoming lesson on pancakes (Miss Amy’s lesson), we
will review the Berenstain Bears book/video with them
in a small group. If needed, we can replay scenes from
the video to highlight high-energy foods. We will also
tell this small group of students that we made Apple
Dip, in which the apples gave us a lot of energy to play
the rest of the day. Concepts will also be reviewed in the
beginning of the pancake lesson, which will provide
these students with further review.
Following drawing an ingredient that gave us high
amounts of energy, 11 of the 14 students were able to
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 Reread sections that exemplify how some
foods made the bears energized.
 Ask: “What were the bears able to do after
eating the high energy foods?”
 Students should identify that the
bears could run longer after eating
better foods.
3. Introduce the Apple Dip to students:
 Today we are going to make a healthy
snack that will give us lots of energy to
help us learn the rest of the day.
 One type of food that gives us lots of
energy is fruits. Today we are going to be
using Apples to give us energy!
 Now, we will be splitting into our table
groups and making an Apple Dip that we
can eat with our apples.
 Have the younger group go with
Miss Amy to their table and the
older group with Miss Anne to their
table.
4. Introduce the ingredients:
 We have cream cheese, brown sugar,
granulated sugar, vanilla, and salt to make
this dip.
 If we just eat this dip, do we think it would
be high energy or low energy for our
bodies? Remember that the foods that the
bears ate that didn’t give them much
energy had a lot of sugar in them and here
we have sugar too.
 Students should connect that both
the bear’s food and this dip alone
have sugar, making it less of an
energy source.
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draw an activity that they could do with all their energy
and 12 out of 14 students were able to verbally explain
what they could do with their energy (or explain the
picture they drew).
While being asked to draw an activity that the
students could do with their energy, the three students
who could not do so, did in fact identify the high energy
food. Because these three students did understand that
the apple gave them energy, we believe that they failed
to draw an activity because they simply had a lack of
interest in continuing their artwork. Furthermore, these
three students who did not draw an activity that they
could use their energy with, did in fact verbally explain
an activity that they could go do with their energy. This
showed us that these three students still understood the
concept that apples gave them energy and with that
energy they could perform certain activities.
The two students who did not verbally explain are
only marked “NO” on the chart because our wording of
the objective stated that the student must explain how
“eating an apple would allow them to do a high-energy
activity.” Because these two students drew cheese and
broccoli, they did not explain how eating an apple gave
them energy to do an activity, but rather how eating
cheese or broccoli gave them the energy to complete an
activity. Without being technical, because both of these
students were able to draw an activity that they could
perform after receiving energy from food, we believe
that these students understood the concept that food
provides humans with energy.
We think that the student who drew the broccoli
and the high-energy activity associated with broccoli
may understand the concept more than the child who
drew the cheese, since broccoli is more of a high-energy
food than cheese. Because of this, we plan on reviewing
more with the child who drew the cheese in our next
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 Now, if we add apples to the dip, do we
think it would be high or low energy for
our bodies? Remember that apples and
fruit were foods that gave the bears lots of
energy to run.
 Students should connect that apples
give us high energy.
 If we eat too much of the dip alone, we
might not get enough energy for our
bodies. But if we eat the apples with the
dip, we would get a lot more energy!
5. Make the Dip (Recipe Attached in Resources):
 Going around the table, one at a time,
allow each child to either measure, pour,
or stir the ingredients together.
 For example, begin at one end of the table
and have the first student unwrap the
cream cheese and put it in the bowl.
 Next, have the second student measure out
the brown sugar. Have the third student
pour the brown sugar in the bowl.
 Have the fourth student measure the sugar
and the fifth student pour it in the bowl.
 Continue this pattern until all ingredients
are added to the bowl.
 Have the last student(s) mix the
ingredients together.
 If there are not enough students to follow
this method, split the roles evenly amongst
the students. Each student may have a turn
to mix if that allows the roles to be even.
 Because apples can be difficult to cut,
have the teachers cut the apples.
6. Enjoy the Dip:
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lesson to ensure he recognizes that although all food
gives us energy, some food gives us more than others
(such as the fact that apples provide us with more energy
than cream cheese).
Overall, we had no students that could not
perform in at least one area. In other words, no student
failed to draw a high-energy food, draw a high-energy
activity, and verbally explain the correlation of eating
and activity. Through knowing this, we believe that we
have reached 100% of our students in at least one way.
In our following lesson, we plan on reviewing
with the students who missed an objective. In addition,
we plan on a full review for all students since some time
has passed between the Apple Dip lesson and our
upcoming Pancake lesson. Our hope is that through the
Pancake lesson, all students will have a more well-
rounded understanding of the concept.
Instructional Modifications:
Large-Group time:
 For students who have trouble engaging in large-
group time, make sure you strategically seat
them. Use Miss Hilton, Miss Martha, and Miss
Claire to monitor behavior and move children
from certain areas as needed.
 Utilize the book and video as references to help
students recall last week’s information, as
needed.
Small-Group time:
 Older Group:
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 Give each student a paper bowl with a
couple of apple slices and a spoonful of
apple dip.
 Serve yourself as well.
 Encourage the students to try dipping their
apples in the dip and eating it; model this.
 As you eat, partake in the children’s
casual conversation.
7. Recap of the Lesson:
 As the students are finishing their snack,
ask them which ingredient they are eating
that gives them the most energy.
 Lay the ingredients out in front of you so
they can see and choose from all of them
(cream cheese, brown sugar, sugar,
vanilla, salt, apples).
 Ask students what type of things they
would be able to do after eating this high-
energy snack.
 Remind the students that with a lot of
energy the bears were able to run.
 If needed, offer ideas like: “With a lot
of energy you can climb a tree, do
jumping jacks, play on a playground,
etc.”
8. Have the students show what they learned:
 Give each student a piece of paper. Place
markers on the table.
 Have students write their name on the
back, if possible.
 Ask students to draw which ingredient
gave them the most energy.
 Next to that ingredient, have students
draw what they, personally, want to do
with all of that energy.
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 For students who are struggling to draw  Collect drawings for assessment
their knowledge, work one on one with purposes.
them to further explain the concepts and 9. Discuss Drawings:
talk through their drawing ideas.  Go around the table, asking each student
 For students who are struggling to verbally one at a time to describe their drawings to
express their drawings, refer them back to you.
the video and the recipe we made. Also ask  Prompt them with questions such as:
questions about their drawing to elicit “Which ingredient gave you the most
better responses. Questions such as: “What energy?” and “What are you going to do
did you draw? Is that a food that we cooked with all that energy?”
with today? Is that one of the foods in front  Collect students’ drawings; writing their
of me now? Can you point to the food you name and a description of what their
drew? Is this an activity that you do in the drawing was on the back (if necessary).
classroom? Is this an activity you do
outside? Is this an activity you do with a
friend? Is this an activity that you use your
body for?” would work perfectly. Authentic Materials: (Describe authentic real life,
 For more shy students, have them explain hands-on materials.)
their drawing to their friend before sharing
aloud to the table group.  Cream cheese
 Brown sugar
 Younger Group:  Sugar
 Since these students are younger, guide  Vanilla
them during the cutting, measuring,  Salt
pouring, and stirring portion of the lesson.  Apples and Apple cutter
 Work one on one with students who you  Mixing bowls and mixing spoon
see struggling with the concept.  Measuring cups
 For the non-verbal student in the group, ask  Paper bowls
yes/no questions about her drawing to elicit
 Berenstain Bears and Too Much Junk Food
what would have been her verbal response. book
Refer to the questions above for reference.
 Paper and markers
 Use the above questions for students who
are struggling to verbalize their drawings.
Adult Roles:
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All students:  Miss Anne will direct the large-group time

 For students who cannot write their name
independently, write it for them on the back.
 For students who are close to writing their names
independently, provide them with a visual of
their name to copy.
(whole-class time), while Miss Amy, Miss
Hilton, Miss Martha, and Miss Claire redirect
student behavior.
 During small-group work time, Miss Anne
will work with the older students while Miss
Amy works with the younger students. Miss
Hilton, Miss Martha, and Miss Claire will
float from groups as they see necessary to
guide and redirect students who are struggling.

Resources & References:

 Technology was used to order materials, find the Apple Dip recipe, and gain background information about eating healthy.
 Lesson advice and guidance was received from Professor Comingore and our classroom teacher (Miss Hilton).
 Berenstain, S. & Berenstain, J. (1985). The Berenstain Bears And Too Much Junk Food. New York, NY: Random House Children’s
Books.
 The book was ordered from: https://www.amazon.com/Berenstain-Bears-Much-Junk-
Food/dp/0394872177/ref=sr_1_11?ie=UTF8&qid=1520801591&sr=8-11&keywords=berenstain+bears+books
 The recipe was found at: https://addapinch.com/easy-apple-dip-recipe/
 Background information on eating healthy came from:
o www.choosemyplate.gov
o www.nutrition.gov
o www.USDA.gov
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Reflection: (What have you learned about your students? How will this inform future instruction?)

I thought that this lesson went a lot better than our Hook lesson. The students were all very engaged and actively participated throughout
the entire lesson. They were excited to be working hands-on with ingredients and even more excited to be eating what we made! I think that
because we adapted this lesson to be more hands-on and engaging than our Hook lesson, the students had less melt downs and less conflicts with
peers. Through this lesson, I learned that our students need to constantly be working on something in order to stay engaged. This worked well in
this lesson because each student was either adding ingredients, measuring ingredients, mixing ingredients, or drawing a picture of what they see. If
we did have a student not currently working on something, they seemed to be interested and satisfied with watching others combine the ingredients
and watching two ingredients become one.
I think because this lesson spoke directly to the students’ interest of food and cooking, the students were much more engaged. Through this
lesson and our assessments, I also realized that my students developed a basic understanding of eating healthy and receiving energy from food to
perform activities. In our upcoming lesson, which includes making pancakes with various ingredients, the students will again be working hands on
with measuring, pouring, and mixing ingredients. Because we recognized that our students need to be actively doing something, our pancake lesson
will incorporate numerous opportunities for hands-on work for our students. We also recognized how much the students enjoyed eating their work,
so we plan on allowing students to consume the pancakes that we make.
Because we had some students miss some objectives in this lesson, we plan on following up with them individually throughout our pancake
lesson so that we can ensure that these students really understood the concept. In addition, through collecting our assessment pieces, we noticed
that our students varied in their abilities. Some were able to draw really well, while others were stronger in verbally explaining the concept.
Because of this, our pancake lesson will combine opportunities for both writing/drawing and verbal explanation so that each student has the chance
to show their knowledge.