BYU-Idaho Preschool Lesson Plan

Lesson Plan #27

Lab #4
Baking

Date: Wednesday, December 05, 2018

Supervisor: Aubrey Isaksen
Lead Teacher: Holly Gibson (5th Lesson)

Children Receiving Specific Focus Today:

1. Nathan – ABC’s - Sensory
2. Aiden - Fine Motor - Manipulatives
3. Bennett - Alphabet, Fine Motor, Cognitive – Sensory
4. Lennon – Letters, Counting - Sensory
5. Camilla - Interactions and Relationships – Dramatic Play
6. Londyn – Friendlier to others, not as bossy – Dramatic Play

Preassessment and Findings:

Based off observation and some pre-assessment, Abby, Addie, Camilla, Clancy, Emma,
Graham, Jackson, Londyn, Nathan and Scarlett have shown an interest in food. During snack
when asked about what was their favorite food to cook. Abby said, “Cookies”, Addie said,
“Brownies”. Graham, “Also said, “Cookies and Muffins”. Graham told me that chocolate chip
cookies were his favorite. Camilla told me that she liked to cook cookies with her mom. Scarlett
told me she like to cook cookies. When I asked Londyn, Jackson, and Nathan, about what
cooking utensils do you use to mix with. They responded with ingredients such as butter, and
sugar to make cookies, instead of cooking utensils. Clancy and Emma were asked similar
questions but did not respond. Scarlett told me her favorite desserts she liked to eat and make at
home with her mother.

Many of the children I pre-assessed knew about baking foods and that many of them
were sweet food or desert. The children did not know what cooking utensil meant. When I asked
about mixing, they started listing ingredients to mix together instead of what we use to mix.
When I asked question about cooking food many of the children responded with baking food.

I am going to teach that baking is a part of cooking and the types of food we cook. I am
going to review the information we learned about cooking and explain that we use these tools
to cook but we also use them to bake food. Many of the children shared they would bake with
a parent. I am going to teach that we can bake with our friends it does not just have to be our
parent.

Ideas to be Emphasized and Overall Developmental Focus:

1.Baking is a part of cooking by dry heat without direct exposure to a flame, typically in an oven
or on a hot surface.
2. Foods we typically bake are breads, cakes, cookies, pies, and muffins.
3. We can bake with our friends.
4. Today we will be focusing on social and emotional skills.

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan #27
Lab #4
Baking

Date: Wednesday, December 05, 2018

Supervisor: Aubrey Isaksen
Lead Teacher: Holly Gibson (5th Lesson)

Ideas to be Emphasized and Overall Developmental Focus:

1.Baking is a part of cooking by dry heat without direct exposure to a flame, typically in an oven
or on a hot surface.
2. Foods we typically bake are breads, cakes, cookies, pies, and muffins.
3. We can bake with our friends.
4. Today we will be focusing on social and emotional skills.

Assignments:
___________________ Self-Selected
___________________ Small/Focus Groups
__________ /_________ Outdoor play
_________ /_________ Snack
_______________ Check-in/Check-out
_______________ Handwashing/Cubbies
_______________ Photographer
_______________ Other

Special instructions for the day:

OPENING CIRCLE 1:20-1:40

Activity Name Description Materials
Book I will have the big book If You Give A Mouse A If You Give A Mouse A
If You Give A Cookie. I will read the story and during the story I Cookie by Laura Numeroff
Mouse A Cookie will ask that children what is going to happen (WR B N1)
next. Such as, if you give a mouse a cookie what
is he going to want next?
Movement Activity “Hey (Name), Hey what, Nothing-Just Our Voices and
Pop See Koo Are you ready, For what Bodies
To pop, Pop what
Pop See Ko, My Hands are High my feet are low
and this is how I Pop See Ko,
His Hands are high his feet are low and this is
how he Pop See Ko’s
Pop See ko, Pop Pop See Ko
Pop See ko, Pop Pop See Ko”
This is a song and movement activity that we will
sing. I will ask the children to stand up. I will start

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 first singing and ask another teacher Hey Ms.----,
She will repeat back Hey What, (Me) Are you
ready, (Teacher) For What (Me) To Pop
(Teacher) Pop What (Me) Pop See Ko (Teacher)
My hands are high my feet are low and this is
how I pop see ko. When the teacher says, “this is
how I pop see ko.” They will do a dance move.
We repeat the line and we copy the dance
move through pop see ko. I will call on another
teacher for the second round. This may
continue four to five times.
Phonemic There will be a monster who likes cookies but he Felt Monster
Awareness will only eat the cookies that rhyme with the (IWP)
Rhyming Monster picture that he has. I will have pictures on Rhyming Pictures
cookies some that rhyme and some that do not (IWP)
rhyme with the picture the monster had. I will tell
the children that this monster really likes cookies.
But he only likes cookies that sound like the
picture he has. Will you help me the monster find
the cookies that rhyme with the word he has.
Music Activity or I will have the finger frogs enough for each child Five Speckled Frog Finger
Song or Fingerplay and teacher in the lab to have one. I will have Puppets
Five Speckled Frogs my felt story props for five speckled frogs that I (WR Finger Puppets)
will place on the felt board. We will sing the song Five Speckled Frog Felt Helps
“Five Speckled Frogs”. (IWP)
“Five Green and Speckled Frogs,
Sat on a hollow log.
Eating some most Delicious bugs.
Yum Yum.
One jumped into the pool,
Where it was nice and cool.
Now there are four green speckled frogs.
Glub Glub”
It will continue Four green and speckled frogs…
all the way to One green and speckled frog.
Story (non-book) Use the Hungry Caterpillar felt story helps and The Very Hungry Caterpillar
The Very Hungry place on the floor near the felt board for easy Story Helps
Caterpillar access when telling the story. The story was (IWP)
written by Eric Carle. While telling the story talk
about the different parts. For example, when the
caterpillar had all of the sweet food in one day
and he got a tummy ache. Have you ever
eaten so much you got a tummy ache? When
we eat, we grow bigger?

“In the light of the moon a little egg lay on a

leaf.

One Sunday morning the warm sun came up

and pop! Out of the egg came a tiny and very
hungry caterpillar.

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 He was hungry, so he started to look for some
food.

On Monday he ate through one apple. But he

was still hungry.

On Tuesday he ate through two pears, but he

was still hungry.

On Wednesday he ate through three plums, but

he was still hungry.

On Thursday he ate through four strawberries,

but he was still hungry.

On Friday he ate through five oranges but he

was still hungry.

On Saturday he ate through one piece of

chocolate cake, one ice-cream cone, one
pickle, one slice of Swiss cheese, one slice of
salami, one lollipop, one piece of cherry pie,
one sausage, one cupcake and one slice of
watermelon.

The next day was Sunday again. The caterpillar

ate through one nice green leaf and after that
he felt much better.

Now he wasn’t hungry anymore- and he wasn’t

a little caterpillar any more. He was a big, fat
caterpillar.

He built a small house called a cocoon, around

himself, He stayed inside for more than two
weeks. Then he nibbled a hole in the cocoon,
pushed his was out

He was a beautiful butterfly.”

Age Appropriate A rendition of “Little Mouse, Little Mouse”. I will Dinosaur Dinosaur Are You
Game have a picture of a dinosaur and six colored Behind the (Color) Door?
“Dinosaur, Dinosaur, pictures of doors. These props will either be Helps
Are you behind the placed on the floor or on the flannel board. I will (IWP)
(Color) Door?” hide the dinosaur under a door while the
children cover their eyes or have their eyes
closed. I will choose a child guess where the
dinosaur is hiding under. I will proceed to say,
“Dinosaur, Dinosaur, Are you behind the (Color)
Door?” I will proceed to pick up the colored
door we chose. If the dinosaur is not under the
door then we will pick a different colored door. If

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 the dinosaur is under the colored door we
chose. I will pick the dinosaur and hide it under
a different colored door. I will continue this for
about five times.
Other: Baking Soda There will be four containers of baking soda. Baking Soda
and Vinegar One will have a little, two will have a middle (Closet-Classroom Supply)
Explosion amount, and the last one will have a larger Liquid Water Color
amount. I will use the little amount and the (RR1 O Cabinet 2)
middle amount during opening circle. We are Vinegar
going to compare the same amount of vinegar (Kitchen)
into each baking soda. We are going to Blue Mat
hypothesize which baking soda will make a (LR)
bigger explosion, or if they will be the same. I will Tray
use the middle and larger amount for closing (RR1 Cabinet 25 Drawer 1)
circle.

GATHERING TIME 1:40-1:50

Activity Name Description Materials

1. Baking is a part of I will have a picture of an oven because we Some Cookie Ingredients
cooking by dry cannot go into the kitchen. I will have pictures (IWP)
heat without direct depicting baking in an oven or on a hot surface. Cookie Dough
exposure to a I will first review Monday’s lesson. “Remember on (IWP)
flame, typically in Monday we talked about cooking and that Cookie
an oven or on a hot cooking is preparing food with heat, and (IWP)
surface. includes boiling, stewing, or frying. Today we are
going to learn about baking. Baking is a part of
cooking by dry heat without direct exposure to
a flame, typically in an oven or on a hot surface.
Instead of cooking on a stove top baking
typically occurs inside an oven.” I am going to
have ingredients that you would use to make a
cookie. I am going to have cookie dough and
then a baked cookie. We mixed the ingredients
together. That made cookie dough. We have to
put the cookie dough on a cookie sheet to
bake in the oven. Once it is done baking it looks
like this. This will lead into our next ITBE.

IELG 1.4- Teachers will use different methods of

keeping the children engaged to stay at
gathering time for 10 minutes.

2. Foods we “We have learned that we typically bake food in Bread, Cake, Cookie, Pie,
typically bake are the oven. What kind of foods do we bake?” I am and Muffin
breads, cakes, going to have pictures of common foods that (RR2 Y 228)
cookies, pies, and are baked, breads, cakes, cookies, pies, and
muffins. muffins.
3. We can bake One of the best things about baking is that we
with our friends. can bake with our friends. Many of you shared
that you bake with a friend. I will ask some of the
children who do they like to bake with.

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Transition to Self- “I want everyone to stand up and turn to the left
Selected and tell your neighbor your favorite food to
bake. Now turn to your neighbor on the right
and tell them your favorite food to bake. Thank
you for joining me! We can go play now!”

Books:
*Pancakes, Pancakes! By Eric Carle
(WR C3)
*Let’s Cook a Treat by Amelia Lau Carling
(WR D16)
Stone Soup by Heather Forest
(WR F17)
*What Food is This? By Rosmarie Hausherr
(WR H7)
*Bee-Bim Bop! By Linda Sue Park
(WR P2)
*An Alphabet Salad: Fruits & Vegetables from A to Z by Sarah L Schuette
(WR S5)
It Looked Like Spilt Milk by Charles G. Shaw
(WR S15)
*Pete’s a Pizza by William Steig
(WR S34)
*The Little Red Hen Makes a Pizza by Philemon Sutton
(WR S38)
*Let’s Look at Kitchen by Nicola Tuxworth
(WR T3)
Grains by Acorn
(WR P A8)
Meat and Protein by Acorn
(WR P A8)
Milk and Cheese by Acorn
(WR P A9)
Vegetables by Acorn
(WR P A11)
*Growing Vegetable Soup by Lois Ehlert
(WR P E1)
Let’s Find Out About Ice Cream by Mary Ebeltoft Reid
(WR P R2)
*Curious George Makes Pancakes by H.A. Rey
(WR P R7)
*Curious George Goes to a Chocolate Factory by H.A. Rey
(WR P R10)
*Curious George and the Pizza Party by H.A. Rey
(WR P R19)
Activity Name Description/Activity Objective Materials, Special Set-up
Creative Art: Activity Description: If there are blue mats 2 Paint Container- White with
Paper Towel Roll available place blue mats underneath the art Six Holes
Painting (6) table. Cover table with butcher paper from the (RR1 Cabinet 19 Drawer 1 & 2)
work room. Fill two paint containers with a variety Paint
of paint (any color that is available). Once paint (RR1 O Paint)

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 is placed in container put a squirt of dish soap in Paper Towel Rolls
each paint spot and mix together. Place one (IWP)
paint container on the table with the other on
top of the wall in front of the bathroom for a
back up for when the other paint is all used up.
Place construction paper around the table at
each of the sides for the children. The paper
towel rolls will be placed on the table spread
around. Place extra construction paper on the
art cart for easy access.

Child Objective: Children will refine their artistic

expression as they use paper towel rolls to dip in
paint and make unique paintings.

IELG 4.46- Uses artistic expression and language

to communicate emotions to make meaning of
experiences.

Intentional Teaching: Teachers will model using

the paper towel rolls to create unique works of
art.
Language/Literacy Activity Description: The sensory table will be
Activity: filled with shaving cream, plastic letters, and
Embedded into foam blocks. The children will search through the
Sensory shaving cream finding letters along the way.
Stumbling upon letters will generate a
conversation between the children in the class
and the teachers as to what words have that
specific letter in them, for example, their name.
*Manipulatives: Activity Description: Move manipulative table to Blue Mat
Play Dough and the dramatic play area by the window and the (LR)
Muffin Tin door that leads outside. Place a blue mat under Muffin Tin
(4-5) the manipulative table. If you are able to place (Kitchen)
two mats under the table, do it, so the coverage Playdough Tools
under the table on the carpet is greater. Place (RR2 G 125)
muffin tin on table along with playdough tools Playdough
and playdough. This activity addresses one of (Classroom Closet)
the ITBE because the children can pretend to
bake muffins or cupcakes and with their friends.
Through observation I have observed that Aiden
is frequently at the manipulative table and he
enjoys play dough.

Aiden is planned for manipulatives. Aiden’s goal

is to work on fine motor skills. Aiden will be able to
work on his goal by using his pincer grasp,
palmer grasp, and hand strength to mold the
play dough how he wants.

Child Objective: Children will refine their fine

motor skills as they use scissors, hand strength,

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 and pincer grasp as they mold and shape
playdough.

Intentional Teaching: Teachers will model how to

put playdough into the muffin mix. Teachers will
model how to use the playdough toys
appropriately to strengthen the muscles and
pincer grasp.
Math: Peg Boards Activity Description: Place pegs into a basket on Basket
(4-5) the math table. Place a mixture of wooden and (RR1 W 56)
foam peg boards on the table. Wooden Peg Boards
(RR2 R 158)
Child Objective: Children will practice making Foam Peg Boards
patterns with the pegs inside the peg boards. (RR2 R 158)

Intentional Teaching: Teachers will model how to

put peg boards into the boards and place
rubber bands around the pegs to create a
design.
*Science: Activity Description: Preheat oven to 375°F! This 2 Blue Mats
Making Apple activity will be making apple cinnamon muffins. (LR)
Cinnamon Muffins A teacher will need to be at this activity until it is Recipe Cards
(3) @ complete. Place two trapezoidal tables (IWP)
together. Place two blue mats under the tables. Mixing Bowl
Place recipe cards on the table. Place a mixing (Kitchen)
bowl and spoon on the table. The ingredients Measuring Cups
will all be prepared and measured out placed in (Kitchen)
little bowls. The bowls will be labeled with what is Mini Muffin Tin
in each. The teacher and children just need to (Kitchen)
follow the recipe by pouring in the ingredients Non-Stick Spray
from the recipe. Once complete find the lead (Kitchen)
teacher. Either the lead teacher or a support 1 1/3 Cup Whole Wheat Flour
teacher will place the muffins in the oven to (Kitchen)
bake. Once this activity is finished wipe the table ¾ Cup Old Fashioned Rolled
down and place the lite brits alternative activity Oats
on the science activity (Kitchen)
3 TBSP Light Brown Sugar
Toddler Muffins (Kitchen)
3 Tsp Baking Powder
INGREDIENTS (Kitchen)
1 TBSP Ground Flax Seeds
(Kitchen)
MUFFIN BASE 1 Small Apple
(IWP)
 1 1/3 cups white whole wheat 2 Medium Eggs
flour (also called golden (IWP)
¾ Cup Whole Milk
wholegrain flour) (IWP)
 3/4 cup old fashioned rolled ¼ Cup Unsalted Butter
oats (jumbo rolled oats) (IWP)
¼ Tsp Cinnamon
(IWP)

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  3 tablespoons light brown
sugar
 3 teaspoons baking powder
 1 tablespoon ground flax
seeds (milled flax seeds)
 1 small apple - grated with
peel
 2 medium eggs
 3/4 cup whole milk
 1/4 cup unsalted butter -
melted

APPLE CINNAMON (ENOUGH FOR

1/4 OF THE MUFFIN BATTER)

 1/2 small apple - chopped

into 1/2-cm pieces
 1/4 teaspoon cinnamon

INSTRUCTIONS

1. Preheat the oven to 375°F /

190°C. Grease or line a 24-hole mini
muffin tin.
2. In a medium bowl, mix together
the flour, oats, brown sugar, baking
powder, and flax seeds. Fold in the
grated apples.
3. In a small bowl, beat the eggs.
Beat in the milk and butter.
4. Pour the egg mixture into the
batter, and fold together, being careful
not to over mix.
5. Split the muffin batter evenly
between 4 bowls. In each bowl, gently
mix in the mix-in ingredient. You can
adapt the recipe to make 1, 2, 3 or 4
varieties. Adjust the amount of mix-in
as required.

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 6. Using a cookie scoop, evenly
distribute the batter into the mini
muffin tin, filling each muffin cup
about 3/4 full. For each variety, you
should be able to get 6 mini muffins.
7. Bake for 10 minutes, or until
cooked in the middle and a toothpick
inserted into the center of the muffin
comes out clean. Remove from the
oven and allow to cool slightly before
transferring to a cooling rack.
Child Objective: Children will use ingredients as
they mix and see ingredients come together to
make the muffin batter, and then into the actual
baked muffins.

Intentional Teaching: Teachers will model how to

read the recipe correctly and walk through the
steps with the students. Teachers will show and
point out to the children the correct measuring
utensils.
Sensory Table: Activity Description: Place a blue mat under the Blue Mat
Foam Blocks, sensory table. Fill the sensory table with enough (LR)
Letters, and shaving cream that covers the bottom and a Shaving Cream
Shaving Cream little bit more about ¼ full. Nathan, Bennett, and (Closet or Classroom Supply)
(4-5) Lennon will be drawn to this activity because Liquid Water Color
through observation I have observed that all of (RR1 O Cabinet 2)
those children like to explore the sensory table. Foam Blocks
(RR2 B 188)
Nathan, Bennett, and Lennon are planned for this Plastic Alphabet Blocks
activity. All three of these children have goals (RR1 W 50)
that work on the alphabet. This activity will meet
their goals by having them uncover letters in the
shaving cream and being able to identify the
letters.

Child Objective: Children will use shaving cream

to stack blocks. Children will refine the letter
recognition skills by searching for letters in the
shaving cream.

Intentional Teaching: Teachers will model using

the shaving cream and stacking the blocks.
Teachers will model letter recognition by finding
a letter in the shaving cream and saying “I found
the letter ---“.
Blocks: Activity Description: After gathering time set out Large School Buses & Fire
Large Trucks and all of the different blocks. Stack blocks together Trucks

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Blocks to create building to model for the children. (RR2 B 186)
(5-6) Place the trucks by the buildings. Fill one truck Small Waffle Blocks
with blocks and have one truck knock over a (RR2 B 184)
tower or building that was set up to demonstrate Rubber Legos
the different ways the trucks can be used. (RR2 B 183)

Child Objective: The children will develop fine

motor skills as they build towers with blocks, fill up
the large vehicles, or knock down their towers.

Intentional Teaching: Teachers will model how to

use the blocks and how to build with them.
Teachers will also model filling up a vehicle with
blocks as well as to knock over a tower.
*Dramatic Play: Activity Description: Make sure that the Bakery Box
Bakery manipulative table with the playdough is placed (RR2 Y 248)
(6) in the dramatic play area with two blue mats Bakery Sign
underneath the table. Place spices on the (Office)
cabinets. Place the baking pans on the Bakery Treats
“counters” and in the oven. Place tools in sch as (RR2 Y 228)
the spoons, mixer, and whisks around the area, Lemonade Stand
on counters, table, in the sink. Place the bakery (GG)
hat and clothing on the clothing racks along Cash Register
with the pot holders. Place the table cloth over (RR2 Y 218)
the table. Tape the recipes up and around the Grocery Baskets
area on the walls and the lofts at a level the (RR2 Y 232 and 233)
children can see. Place bakery food all over the
area, in the fridge cabinets, and in the pans.
Place the lemonade stand in the dramatic play
area to signify the checkout bakery stand. Place
the bakery sign on the lemonade stand. Place
the cash register on the lemonade stand. Place
the baskets around the room for the children to
shop for baked goods. Through observation
during lab I have observed that Camilla and
Londyn are frequently at the dramatic play are
pretend playing.

Camilla and Londyn are planned for dramatic

play. Both Camilla and Londyn have goals to
work on relationships with others. At dramatic
play, Camilla and Londyn will be able to pretend
play and create roles with other children. They
will be able to problem solve when the roles do
not go their way.

Child Objective: Children will develop social skills

as they interact with their peers pretending to
bake and shop for baked goods.

IELG 1.15.12- Takes on pretend roles and

situations. Uses appropriate language, tone, and

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 movements. Such as mixing in a mixing bowl to
make desert.

Intentional Teaching: Teachers will model how to

use the materials appropriately that are set up.
Teachers will ask questions of what they children
are pretending to bake and their roles.
Alternatives:
Creative Art: Description: Place stamp, stamp pads and Stamps
Stamp and Stickers stickers on the counter in RR1. When/if this (RR1 O 15)
activity is needed, place the stamps, stamp Stamp Pads
pads, and stickers on a table covered with (RR1 Cabinet E 23)
butcher paper. Place paper in front of each Stickers
chair on the table. (RR1 Art Supplies 14)
2nd: Lite Brits Description: Set out the Lite Brit pegs in a small Basket
basket. Set out the Lite Brit Board on the table (RR1 W 56)
near a plug. Plug in the board so that it is lit up. Lite Brits
Place some of the pegs on the board. (RR1 P 80)
Lite Brit Pegs
(RR1 P 80)

ROTATING SNACK 1:50-2:40

Club Crackers (2)
½ Cheese Stick
Water

OUTDOOR PLAY 2:00-3:00 Location: South Playground

Gross Motor: Activity Description: The stepping stones will be Hula Hoops
Stepping Stones placed on the sidewalk leading to the kitchen by (GG 1st Beam Up)
(5) the chalk board wall. Place the stones close Hula Hoop Stands
enough together that the children can walk from (GG Shelf 16)
stone to stone. Place the stepping stones to the
side of the side walk to ensure that the children
are on bicycles or cars can still ride them.

Child Objective: Children will develop gross

motor skills as they step form one stepping-stone
to the next using balance.

Intentional Teaching: Teachers will talk to the

children about how they are improving their
balance skills as they step from one stepping
stone to another. Teachers can model stepping
on the stepping stones.
2nd: Bowling Activity Description: Place the bowling pins on Bowling Set
(3) the side walk that connects the gross garage to (GG)
the playground. Gab a small ball that children Balls
can roll or kick to knock the pins down and place (GG)
it on the grass by the activity.

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 Child Objective: Children will develop gross
motor skills as they roll or kick the ball and set up
the pins.

IELG 2.18- Coordinate whole body to move in

complex ways with strength, agility, and
balance.

Intentional Teaching: Teachers will model how to

kick or roll the ball to knock down the pins.
Teachers will model how to take turns of setting
up the pins and then knocking the pins over.
3rd: Bakery Activity Description: Kitchen will be placed Kitchen
(4) underneath the wooden overlook by the chalk (SS)
board. Bakery food such as bread, cookies, Plastic Bakery Food
cakes, and muffins will be placed near the and in (RR2 Y 228 and 229)
the kitchen.

Child Objective: Children will acquire social skills

as they interact and pretend to play kitchen.

Intentional Teaching: Teachers can encourage

and model to the children to pretend play with
the kitchen by baking the pretend food.
Teachers can also encourage and invite other
children to join in the play.

CLEAN UP 3:10-3:20
We will give the 5 minutes clean up warning at 3:05, at 3:10 I will play, “The Clean Up Song.” After most
of the toys are put away, we will sing “Dinosaur, Dinosaur.”
Transition to Small When we are all seated after “Dinosaur, Before class put either a red,
Focus Groups Dinosaur.” While marching in a circle I will dismiss green, yellow, or blue card in
the children to their groups by singing the “Little the children’ name tags.
Red Caboose” to dismiss the four small groups to
their location. “Little red caboose chug chug Mark on construction paper
chug. Little read caboose chug chug chug. Little on the wall the teachers and
red caboose behind the train. Smoke stack on groups of small focus before
his back back back. Coming around the track class.
track track. Little red caboose behind the train.”
We will change the color to match the small
focus group.

SMALL FOCUS GROUP 3:20-3:30

Red Green Yellow Blue

Ms. Brittany Ms. Samantha Ms. Melissa Ms. Aubrey
Emma Scarlett Abby Ty
Lennon Jackson Aiden Dessa
Oliver Simon Camilla Bennett
Adelaide Kate Leo Londyn
Nathan Graham
Your Activity Description & Objective Materials

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 Eat Muffins Description: The children will have the opportunity to 1) Muffins Made in
Draw a Picture of eat a muffin that we baked during preschool. While Class
Yourself Baking the children eat the muffins, the teachers will talk 2) Paper
Read Book about how we made the muffins by showing the 3) Crayons, Colored
process. There will be a recipe card the teacher can Pencils, Markers
Science Table, walk through step by step. The teachers can ask *Curious George
Manipulative Table, questions such as “What is the most difficult part of Makes Pancakes by
Snack Table, and baking?” “What is your favorite part of baking?” After H.A. Rey
Creative Art Table the children are done eating their muffins. They will (WR P R7)
draw a picture of them baking by themselves or with
their friends. If there is time after the picture drawing *Curious George
teachers will read a book with the children and ask Goes to a Chocolate
questions about what the characters in the books Factory by H.A. Rey
are baking or cooking and reemphasize the ITBE. (WR P R10)
There will be apple slices available for XXXXX to eat.
*Curious George and
Objective: Children will gain an understanding of the the Pizza Party by
baking process by being shown the steps and having H.A. Rey
a discussion about it. (WR P R19)

IELG 1.12- Children will ask questions to gain more *Let’s Cook a Treat
information on different food we bake. by Amelia Lau
Carling
IELG 1.4- Teachers will use different methods of (WR D16)
keeping the children engaged to stay at gathering
time for 10 minutes.

Intentional Teaching: Teachers will reemphasize the

baking process by showing children the process
through pictures and having a discussion. Teachers
will also use the activities of multiple means of
engaging the students for 10 minutes.

CLOSING CIRCLE 3:30-3:40

We will dance to and sing “Shake Your Sillies Out” to Echo Dot
Transition to Closing
gather all the children for closing circle. While
Circle
dancing we will emphasize shaking your arms or your
legs, or clapping hands.
Please refer to Opening Circle activities for Closing Circle

WORDS TO SONGS & FINGERPLAYS:

Dinosaur Dinosaur
Dinosaur Dinosaur turn around
Dinosaur Dinosaur stomp the ground
Dinosaur Dinosaur show your claws
Dinosaur Dinosaur chomp your jaws
Dinosaur Dinosaur turn around
Dinosaur Dinosaur sit back down

Little Red Caboose

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Little red caboose chug chug chug.
Little read caboose chug chug chug.
Little red caboose behind the train.
Smoke stack on his back back back.
Coming around the track track track.
Little red caboose behind the train.

Five Speckled Frogs

Five Green and Speckled Frogs,
Sat on a hollow log.
Eating some most Delicious bugs.
Yum Yum.
One jumped into the pool,
Where it was nice and cool.
Now there are four green speckled frogs.
Glub Glub

Pop See Ko
Hey (Name), Hey what,
Are you ready, For what
To pop, Pop what
Pop See Ko, My Hands are High my feet are low and this is how I Pop See Ko,
His Hands are high his feet are low and this is how he Pop See Ko’s
Pop See ko, Pop Pop See Ko
Pop See ko, Pop Pop See Ko

RESOURCES:
Emma, Melissa, Taylor, Pinterest, Previous Lesson Plans

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