BYU-Idaho Preschool Lesson Plan

Lesson Plan #14

Lab 1
Food Science

Date: Wednesday March 11, 2020

Supervisor: Amy
Lead Teacher: McKenzie Foster- Lesson #3

Preassessment and Findings:

For this preassessment I was able to ask the children a few questions to see what experiences that they have had with cooking or baking. I asked things like if they have every
cooked, what their favorite thing to cook was or what they did when they cooked. When asked if he has every cooked Student #1 shared with me that he does not cook or help
cook only his mom does the cooking at his house. Student #2 told me that he does not know how to cook but his sister Andelin does. Student #3 and Student #4 explained that
they liked to help their mom cook pancakes. Student #5 told me that she pours the cheese into the macaroni and cheese and she helps stir. Student #6 shared that when he tries to
help him mommy cook, she says no but his dad lets him mix the dinner sometimes. Student #7 told me that her favorite thing to cook was dessert with her mom and she gets to
turn the light in the oven on and watch as the food gets bigger. Student #8 and Student #9 said that they like to cook. At outdoor play Hannah B and Student #10 showed me
their cooking skills at the kitchen set. They mixed snow and put it in muffin tins. When I asked Mary about cooking, she said that she doesn’t like to cook but she helps her mom
bake chocolate chip cookies.

Children Receiving Specific Focus Today:

1. Student -Working with Letters and Numbers

2. Student-Reading and Letters
3. Student -Speech, work on her letter sounds (SLP encouragement)
4. Student -Letter and number recognition
5. Student -Play with peers, no stemming

Ideas to be Emphasized and Overall Goals:

1. When heat is applied it can make the state of food change.
2. Sanitation and preparation of food.
3. The children will develop gross motor skills while participating in outdoor activities.
Research about Topic:
 Cooking is a process to make food ready to eat by heating it. People can cook food with fire using wood or charcoal, with a stove that uses propane or natural gas, or with
a stove that uses electricity. An oven is a part of a stove that is like a box. People also build ovens out of clay or bricks.
 There are several different ways to cook food. We boil food by cooking it in water. We fry food by cooking it in hot butter, fat or oil. We bake food by keeping it hot in
an oven. We roast or grill food by holding it over a hot fire.
 Cooking can prevent many foodborne illnesses that would otherwise occur if the food is eaten raw. When heat is used in the preparation of food, it can kill or inactivate
harmful organisms, such as bacteria and viruses, as well as various parasites.
  Food poisoning and other illness from uncooked or poorly prepared food may be caused by bacteria
  Washing of hands and surfaces, especially when handling different meats, and keeping raw food separate from cooked food to avoid cross-contamination, are good
practices in food preparation. Foods prepared on plastic cutting boards may be less likely to harbor bacteria than wooden ones. 
 Cutting onions releases a gas which causes a stinging sensation when it comes into contact with your eyes. Your body produces tears to dilute the irritant and remove it
from your eyes.
 Pumpkins are usually labelled as vegetables but they contain seeds and are technically fruit.
 Humans use many different methods for gathering food which include farming, hunting, gardening, foraging and fishing
 Cooking is an important part of food preparation that involves applying heat. In most cases this transforms the chemical make up of food, altering its texture, flavor,
nutritional properties and appearance.
 Various cooking methods include boiling, simmering, steaming, sautéing, pan frying and deep-frying.

https://wiki.kidzsearch.com/wiki/Cooking
https://kids.kiddle.co/Cooking
http://www.sciencekids.co.nz/sciencefacts/food.html
Special Instructions for the day: There will be a hot pan during small focus so be aware of where your children are.

SELF-SELECTED ACTIVITIES 8:20 – 9:50 a.m. OR 1:20 – 2:50 p.m.

Books (Becca) #6 Notes for Activity Set-Up; Including All Materials Intentional Teaching
Activity: Reading Corner Set the books on the bookshelf.  Script & Support 1: As children and being read to ask
Objective: Children will read different books based on them questions about the reading. Ask questions about the
different kinds of food.  Materials:  words and pictures in the story.  
IELG D5 G48:  Children demonstrate the meaning of
language by listening. 
 Apples grow on a tree P S32
 The carrot seed  P K7  
Child Developmental Purposes Script & Support 2:
 Chicken soup P S16
Claire Johnson -Working with Letters and Numbers Ask the children to identify the letters in books. Ask them if
Hannah Johnson-Reading and Letters  Curious George makes pancakes P R7 they can find the letters in their name.
Victoria Johnson -Letter and number recognition  Curious George and the pizza party   P R19
Vanessa Johnson -Speech, work on her letter sounds (SLP  E is for eating P T14
encouragement)  Froggy bakes a cake P L18
 From seed to plant P G22
 The fruit we eat P G21
 The giant jam sandwich P L6
 Hi, Pizza man! P W3
 in the kitchen P C27
 I know an old lady who swallowed a pie P J1
 I will never not ever eat tomatoes 
P C25 
  Let’s find out about ice cream P R2
 Mushroom in the rain P G10
 Oliver’s fruit salad P F16

Art/Creative (Becca) Notes for Activity Set-Up; Including All Materials Intentional Teaching
#6

Activity: Bubble Art Set-up:  To make the paint solution, add paint to the Script & Support 1: While children are creating their
Objective: bottom of a plastic container. Then add a squirt of dish artwork, ask them about what they are doing. “What color
Children will be able to use different art mediums to soap and fill the container with a couple inches of are you using,” “How did you make the art look like that?”
create different types of art.  water. The solution should be thin enough so when the “Can you show me how to do that?”
IELG D4 G47: Children demonstrate understanding and children blow bubbles into the liquid, the bubble
appreciation of creative arts.  expands over the top of the container. The children can
lightly press a small piece of paper over the bubbles.
Child Developmental Purposes This will leave an interesting print on the paper. Each Script & Support 2:
child will need their own straw for each color. Before
starting the activity there needs to be a small hole
poked in top of the straw so the children can not
swallow the paint. 

Materials:
 small plastic containers to hold the paint
mixture
 tempera paint in a variety of colors
 liquid dish soap
 water
 straws
 a push pin (1)

 small pieces of thick paper (construction, card

stock, watercolor paper)

Science (Becca) Notes for Activity Set-Up; Including All Materials Intentional Teaching
#4

Activity:  Rain in a jar Set-up: Put water in a see-through jar. A thin layer of Script & Support 1: As the children are doing the
Objective: Children will experiment with the materials shaving cream will be placed on top. Children will be experiment, ask them questions about what they are doing
and understand how it works able to drop the food coloring on top of the shaving and how they think that is happening.
IELG D1 G1: Children show curiosity and interest in cream and watch as it rains down into the water. 
learning and experimenting. 
Child Developmental Purposes Materials: Script & Support 2:
 water
 mason jars
 shaving cream 
 blue food coloring

Math (Sophie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
2-4 Children

Activity: Number Target! - Children will use pom poms Set-up: Cut the contact paper out into a large circle. Script & Support 1: As the children throw the materials at
and through them at the numbers on the contact paper Tape the circle on the wall next to the dramatic play the target, the teacher can ask them things such as “I see
target.  area with the sticky side facing out. Stick the numbers that you threw a pom pom at the 3 and the 5, what is 3+5?”
1-10 in different places on the contact paper. Place a This will help the children to practice their addition. The
Objective: The children will practice one-to-one basket of the materials on the ground facing the target. teacher can also ask the children, “What number is at the
correspondence and addition as they throw pom poms and Stick some of the pom poms on the target before the very top?” or “Stick a pom pom on the number 9 for me!”
other objects at the contact paper target. children arrive to provide a model for them.

IELG D4 G39: Children show understanding of numbers,

Materials:
how to represent them, number systems and the
relationships among them.  Contact Paper (WR Drawer 4)
 Pom Poms (RR1 Art Supplies 17)
 Buttons (RR1 Art Supplies 9)
Child Developmental Purposes Script & Support 2:
 Numbers 1-10 (IWP)
Claire Johnson -Working with Letters and Numbers Ask the children different numbers and ask them to identify
Hannah Johnson-Reading and Letters them.
Victoria Johnson -Letter and number recognition

Manipulative (Sophie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
2-4 Children

Activity: Chef Hats! - Children will use brown paper Set-up: Place all the materials on the manipulatives Script & Support 1:  As the children create their own
bags and other materials to create their own chef hats. table. Make sure that a teacher helps the children version of a chef hat out of the materials, teachers can say
understand how to make a hat using the materials things such as, “Tell me about the hat that you made.” If the
Objective: The children will use creative expression as provided. children are unsure how to make a hat, teachers can say
they decorate and make their own personalized chef hat. things such as, “Maybe if we fold the hat/cut it, it would
IELG D1 G2: Children are able to come up with new Materials: make it into a hat shape and you can decorate it however
ideas and ways of approaching activities. you want!”
 Brown Paper Bags (IWP)
Child Developmental Purposes Script & Support 2:
 Construction Paper (RR1 Cabinet 3)
 Stickers (RR1 Art Supplies 14)
 Markers (RR1 Art Supplies 8)
 Crayons (RR1 Art Supplies 8)
 Buttons (RR1 Art Supplies 9)
 Scissors (RR1 Art Supplies 16)
Sensory (Sophie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
4-6 children *

Activity: Sifting Flour - Children will practice sifting and Set-up:  Pour the flour into the sensory table about 1.5 Script & Support 1: As the children sift, mix, and pour the
mixing flour using flour sifters and whisks in the sensory inches deep. Place the flour sifters, whisks and other flour, the teachers can ask questions such as, “What kind of
table.  materials on the top of the flour in the table. foods need flour in them?” or “Have you ever made
cookies? Cookies have flour in them.” Make sure that the
Objective: The children will practice their fine motor Materials: children do not eat the flour and that they wash their hands
skills as they manipulate the flour sifters and whisks to after playing in the sensory table.
move the flour around in the sensory table.  Flour (Kitchen)
 Measuring Cups (Kitchen)
IELG D2 G18: Children demonstrate that their strength  Flour Sifters (Kitchen)
as well as their coordination in their small motor muscles.  Whisks (Kitchen)
 2 Small Bowls (Kitchen)

Child Developmental Purposes Script & Support 2:

William Langton -Play with peers, no stemming At the sensory table we want will to interact with his peers.
Try to involve him in conversations with his peers by asking
about how they are using the flour sifters. You may try
asking about how the sifters work or why we should sift.
Conversation about things him and a peer like to do would
also be appropriate as long as will is participating.
Blocks (Sophie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
@ 5-8 Children

Activity Construction Work - Children will build towers Set-up: Tie up the wrecking ball to the hook on the Script & Support 1: As the children play with the blocks
out of construction blocks and knock them down with the ceiling in the block area. Build a small tower out of the and the wrecking ball, the teachers can ask questions such
wrecking ball.  cardboard construction blocks. as, “How tall do we need to build the blocks so that the ball
can hit it?” or “Have you ever seen a wrecking ball? What
Objective: The children will practice their gross motor Materials: did it do?” The teachers should also make sure that the ball
skills as they bend over and jump up to stack the blocks does not hit other children and that multiple children get a
and as they grab the wrecking ball to swing it. turn pushing the ball.
 Cardboard Blocks (RR2 212)
 Wrecking Ball rope (GG Back wall)
IELG D1 G3: Children are confident to initiate and  Medium Plastic Ball (GG Floor)
complete activities using a variety of approaches. 

Child Developmental Purposes Script & Support 2:

Dramatic Play (Sophie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
8-10 children

Activity: Pizzeria - Children will pretend to work, visit Set-up: Tape all the pizzeria signs around the loft area. Script & Support 1:  As the children play in this space, the
and purchase food and other items at the pizzeria. This Place the tablecloth, plates, and a pizza box on the teachers will ask questions such as, “How many slices are
activity will allow the children to practice fractions as table. Place all other pizza items around the loft and in there in a pizza?” or “If we have four slices of pizza and not
they practice the differences between one whole, one half, the other areas of the dramatic play space. eight slices, how much of the pizza do we have?” Make sure
one fourth and one eighth of a pizza. They will practice that the children share the pizza materials with the other
literacy as they recognize the letters on the pizza box and children.
the pizzeria signs.  Materials:
 Pizzeria Box (RR2 252)
Objective: Children will practice their social skills as  Pizzeria Blocks (RR2 175)
they pretend to work, eat, order, and buy pizza at a  Cash Register (RR2 218)
pizzeria. 

IELG D1 G14: Children participate in exploratory play.

Child Developmental Purposes Script & Support 2:

ALTERNATIVES

Creative Art/Table (McKenzie) Notes for Activity Set-Up; Including All Materials
Activity: Tape art Set-up: Get out all the supplies and set on the table.
Children will put tape on paper to create designs and then
paint over it. After painting over the tape they will Materials:
remove it to show the designs under the tape. Construction Paper
Paint
Masking Tape
Paint Brushes

Floor (McKenzie) Notes for Activity Set-Up; Including All Materials

Activity: Color Creatures Set-up: Get out the different parts and set them on the
table. Make some of them to demonstrate what the
children are supposed to do with them.

Materials:
Colorful Creatures (manipulatives 48)
Caterpillars set (Manipulatives 48)

OUTDOOR PLAY 8:30 – 9:50 a.m. OR 1:30 – 2:50 p.m.

Location: North OR South Playground

Gross Motor (McKenzie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
3 Children
Activity: Kitchen Set-up: Get the kitchen set out of the garage. Get pans, Script & Support 1:
There will be a play kitchen and food for the children to measuring spoons, and spatulas and place in the Help the children identify different shapes and sizes of the
use outside. kitchen set. cups. You can ask them about their experience of cooking
Objective: The children will develop gross motor skills in the kitchen. Ask how you can be involved in helping
while participating in outdoor activities. Materials: them cook.
Kitchen Set (Small Shed)
Play food and pans (RR2
ITBE: How to prepare food
IELG: Domain 1 Goal 15 Children will participate in
pretend of symbolic play

Child Developmental Purposes Script & Support 2:

2nd Outdoor (McKenzie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
@ 3 Children
Activity: Hula Hoop Set-up: Get the hula hoops out and put them on the Script & Support 1:
The children will take turns playing with the hula hoops. sidewalk. How do you keep the hula hoop up?
Objective: Children will develop gross motor skills as Materials:
they use the hula hoops. Hula Hoops (gross garage) Why do you think that is what keeps it up?
ITBE: The children will develop gross motor skills while
participating in outdoor activities. As I teacher you should help them learn how to hula hoop
correctly.
IELG: Domain 2 Goal 17 Children Demonstrate Strength
and coordination of large motor muscles.

Child Developmental Purposes Script & Support 2:

3rd Outdoor (McKenzie) Notes for Activity Set-Up; Including All Materials Intentional Teaching
4 Children
Activity: Jump A Roo Set-up: Pull the Jump a roo out of the gross garage. Script & Support 1:
Why do you think that you are able to jump on this jump a
Objective: Children will develop gross motor skills while Materials: roo?
they jump on the jump a roo. Jump a Roo (Gross Garage) Can you jump high?
ITBE: The children will develop gross motor skills while
participating in outdoor activities.
IELG: Domain 2 Goal 17 Children Demonstrate Strength
and coordination of large motor muscles.

Child Developmental Purposes Script & Support 2:

SNACK 8:45 – 9:30 a.m. OR 1:45 – 2:30 p.m.

CLEAN UP 9:50 – 9:55 a.m. OR 2:50 – 2:55 p.m.

Clean up song

GATHERING TIME 9:55 – 10:10 a.m. OR 2:55 – 3:10 p.m.

Gathering Time Activities Notes for Activity Set-Up; Including All Materials Script/Intentional Teaching

Transition Slippery Fish Set-up: Use phone and speaker Intentional Teaching About Transition – Helps the
Materials: children gather after clean up time and get ready to sit
Phone and speaker down.

Attention Getter: Puppet Set-up: Get puppet Script: This is my friend puppet and he has come today to
Materials: talk to us about how we prepare to make food. What do you
Puppet think we need to do before we eat food or we are making it
for our friends?
We need to wash our hands and make sure that if we are
using vegetables or fruit, we wash them too?
Why do you think it is important to wash our hands?

Activity: Make Pizza Set-up: Get all the materials and have them on a tray. Script: What do you think we are going to make today?
Idea to be Emphasized: Sanitation and preparation of The ones that need to be refrigerated will get put back (show them ingredients)
food. in the fridge. Everything else will be on a separate tray. How many of you like cheese pizza?
Materials: How many of you like Canadian bacon pizza?
Towel (Laundry Room) What other pizzas do you like? (have them reply with
IELG: Domain 4 Goal 43 Children Engage in Bowls with toppings (Kitchen in the fridge) actions)
Exploring and making sense of the natural world by Spoon (kitchen) Step by Step have them help me decide what goes on the
asking questions and making prediction about cause and Pizza crust (kitchen) pizza and what comes next.
effect relations that can lead to generalizations. Have them predict what is going to happen when the pizza
gets cooked

Intentional Teaching About Activity – This teaches the

children about the order of preparing food and they are
involved in helping choose what comes next. They are also
able to predict what is going to happen to the pizza.
SMALL FOCUS 10:10 – 10:25 a.m. OR 3:10 – 3:25 p.m.

Small Focus Activities Notes for Activity Set-Up; Including All Materials Script/Intentional Teaching
Transition: Baby Shark Materials: Intentional Teaching About Transition – This will help
We will Sing baby Shark and when I touch the children’s My phone the children transition to their next activity smoothly
shoulder they will go to their group. Speaker
Activity: Making their own pizza Set-up: Get all the materials and put them on trays. Dialogic Reading: Ask children questions about the
Objective: The children will develop fine motor skills as Teachers should have the children make their pizza process of pizza making in the book. Have them predict
they make their own pizza. first and then read their book. what is going to happen next. Ask them about experiences
ITBE: When heat is applied it can make the state of food in the book and if they have ever had the same experience.
change. Script & Supports 1: What kinds of topping do you like on
Materials: your pizza?
English muffins (Kitchen) Why do you think that we have to cook pizza?
Sauce (Kitchen) What do you think is going to happen when we put the
Peperoni (Kitchen) pizza in the oven?
Cheese (Kitchen) Have you ever helped make pizza before?
Canadian Bacon (Kitchen)
Child Developmental Purposes Gloves (Kitchen) Script & Supports 2:
Measuring tools (Kitchen)
Hand Sanitizer (Counter)

Books:
 Pete’s a Pizza William Steig S34
 The Little Red Hen Makes a Pizza
PhilemonSuttonS38
 “Hi, Pizza Man!” Virginia Walter P W3
 Curious George and the Pizza Party
H. A. Rey P R19

CLOSING CIRCLE 10:25 – 10:35 a.m. OR 3:25 – 3:35 p.m.

Activity Description Materials

Transition: Party Freeze Song The children will dance and freeze when the music My phone and speaker (Closet)
prompts
Book: Pasta Please The children will sit and listen to the book pasta please Pasta Please by Melvin Berger B B6

Movement Activity: Driving in my car The children will follow the directions of the song My phone and speaker (Closet)

Phonemic Awareness: Sheep in a Jeep Sheep in a jeep is a rhythming book Sheep in a jeep by Nancy Shaw B S26

Music Activity or Song or Fingerplay: Here is the The children will do the actions along with me
beehive

Story (non-book): Scat the Cat The children will tell what comes next in scat the cat Scat the cat felt board (RR1 Skinny Drawer)
Age-Appropriate Game: Simon Says The children will participate in the game Simon says
WORDS TO SONGS & FINGERPLAYS:
Here is the Beehive
Here is the beehive (make a fist)
Where are the bees?
Hiding inside where nobody sees
Watch them come creeping out of the hive
One, two, three, four, five (release one finger at a time from the fist/hive)
…BUZZ-ZZZ (wiggle fingers)

RESOURCES:
https://childhood101.com/15-preschool-counting-songs-fingerplays-rhymes/
Amys Lesson plans
https://wiki.kidzsearch.com/wiki/Cooking
https://kids.kiddle.co/Cooking
http://www.sciencekids.co.nz/sciencefacts/food.html