200 Curriculum Final

Lets Get Cooking
Curriculum Planning Activity

CHDV 200: Teaching in a Diverse Society
Morgan Hurst
Sandy Visser-Jones
12/2/2014
Running Head: LETS GET COOKING
Select a Theme
I chose the theme of cooking because having a healthy and nutritious diet is an important
habit to start. I wanted to introduce the different types of food and traditions that the families of
the children in the classroom use in their homes. My goal is to help the children understand the
different food groups and place settings as well as how to differentiate food types. This theme is
appropriate for young children because as eating is necessary many children become interested
in the process of how it is all made. I will introduce different materials and activities during
circle times and small group times. One of the first activities we will be doing is creating our
own class cookbook with family recipes from home.
I have planned activities that support the different areas in the classroom. In the science
area I have planned to add measuring cups as well as a sensory table with cooked spaghetti and
rice that have been died with food coloring. The small group activity for the science area is
making homemade butter with a marble and a tuber ware container. In the dramatic play area I
will add several cookbooks as well as aprons and new cooking utensils for the children to play
with. They will also have the materials to mix their own food with real pasta and cereal and dried
fruits. The small group activity for this area is a table setting activity to practice the right way
and the reasons for setting a table. There will also be an art activity creating chef hats and
painting with cooked pasta, a math activity creating shapes with food. There will be different
stories told in class by the parents and caregivers of the children about memories in the kitchen
or favorite meals that they have had. The children will get to use cooked pasta and eggless dough
to make shapes and letters. In the literacy area they will get to read books about food such as If
You Give a Moose a Muffin and making their own cookbook.

Howard Gardners multiple intelligence states that everyone has different skills and
different struggles, once a person learns what they are good at they can excel. There are eight
intelligences: visual spatial, musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logicalmathematical, naturalistic, intrapersonal, visual-spatial, and musical. The goal of any teacher is
to help the children understand their skills. In the cooking theme I will be using bodilykinesthetic intelligence by playing a game where we pretend to be different food types; for
example, we will be spaghetti and act wiggly and squirmy then we will be a piece of broccoli
and extend our arms and fingers. For the interpersonal intelligence we will be interviewing and
asking questions to the parents and students in the class about their kitchen routines and
traditions. For the verbal-linguistic intelligence we will be writing our own cookbook. For the
naturalistic intelligence we will be planting some herbs in our garden outside. For the
intrapersonal intelligence we will be writing our own book as a class about our favorite foods.
For the visual-spatial intelligence we will be using cooked noodles to shape and move on a paper
to create a three dimensional piece of art. For the final intelligence, musical, we will be singing a
song about our favorite foods where each child will be able to create their own lines to the song
about their favorite things to eat.
I will observe the children and find ways to build their learning and scaffold their
understanding of cooking and appropriate ways to be safe and have fun in the kitchen. Through
this lesson I hope that the children learn about cooking and how different families eat different
food and that each meal and food group is important to promote healthy development. I chose
this theme because cooking is a part of everyones lives and it is fun to eat food that you have
worked hard to prepare. The children will get the opportunity to not only enjoy the process of
creating something but directly benefit from their hard work by getting to make their cake and
eat it too.
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Literature
Bullard, Lisa: My Food, Your Food
It's food week in Manuel's class. Each student tells about something special his or her
family eats. Manuel learns that families have different food traditions. Some eat noodles
with chopsticks. Others use a fork. Some families eat flatbread. Others eat puffy bread.
Some families eat meat. Others eat no meat. What kind of food will Manuel share with
his class? Join him to find out how deliciously different and alike food can be. A diverse
cast gives multiple points of comparison.
Carle, Eric: The Very Hungry Caterpillar
Follows the progress of a hungry little caterpillar as he eats his way through a varied and
very large quantity of food until, full at last, he forms a cocoon around himself and goes
to sleep. Die-cut pages illustrate what the caterpillar ate on successive days.
Dr. Seuss: Green Eggs and Ham
Back in 1957, Theodor Geisel responded to an article in Life magazine that lamented the
use of boring reading primers in schools. Using the pseudonym of "Dr. Seuss" (Seuss was
Geisel's middle name) and only 223 words, Geisel created a replacement for those dull
primers: The Cat in the Hat. The instant success of the book prompted Geisel and his wife
to found Beginner Books, and Geisel wrote 44 books in this series. These affordable
hardcover books combine large print, easy vocabulary, and large, bright illustrations in
stories kids will want to read again and again
Ehler, Lois: Growing Vegetable Soup
"Dad says we are going to grow vegetable soup." So begins Lois Ehlerts bright, bold
picture book about vegetable gardening for the very young. The necessary tools are
pictured and labeled, as are the seeds (green bean, pea, corn, zucchini squash, and carrot).
Then the real gardening happens . . . planting, weeding, harvesting, washing, chopping,
and cooking! In the end? "It was the best soup ever." Ehlerts simple, colorful cut-paperstyle illustrations are child-friendly, as is the big black type. A recipe for vegetable soup
tops it all off!
Kann, Victoria: Pinkalicious
Pink, pink, pink. More than anything, Pinkalicious loves pink, especially pink cupcakes.
Her parents warn her not to eat too many of them, but when Pinkalicious does . . . she
turns pink! What to do?
Krouse-Rosental, Amy: Little Pea
If Little Pea doesn't eat all of his sweets, there will be no vegetables for dessert! What's a
young pea to do? Children who have trouble swallowing their veggies will love the way
this pea-size picture book serves up a playful story they can relate to.Little Pea hates
eating candy for dinner, but his parents will not let him have his spinach dessert until he
cleans his plate.

Kueffner, Sue: More Cheese, Please!: A Book about Trying New Foods
Day after day Lulu the mouse only wants to eat cheese, but she's missing out on a lot of
other healthy treats. What could tempt her away from cheese?
Numeroff, Laura: If you Give a Moose a Muffin
If a big hungry moose comes to visit, you might give him a muffin to make him feel at
home. If you give him a muffin, he'll want some jam to go with it. When he's eaten all
your muffins, he'll want to go to the store to get some more muffin mix.
Rickards, Lynne: I Do Not Eat the Colour Green
Lynne Rickards serves up a delectable variation on the picky-eater-themed tale in this
lively text to read aloud accompanied by fabulous contemporary artwork. Marlene
McKean loves all the colors of the rainbow except for oneshe absolutely hates the
color green!
Thompson, Lauren: Chew, Chew, Gulp!
Bestselling Little Quack author Lauren Thompson and acclaimed illustrator Jarrett
Krosoczka have teamed up to show you just how much fun eating can be. Crunching,
munching, gobbling, or guzzlingthere are so many different ways to do it! And you can
try them all.
Rational
I chose the activities in this theme because they would be useful in observing many
DRDPs as well as they will help the children understand the concepts involved in cooking.
Cooking is an activity that is not only relevant but also necessary in every family. While the
ingredients and methods may be different, food is an important aspect of daily life. Especially in
American culture food surrounds almost every gathering; families meet for games, parties and
celebrations and almost inevitably there is food not only involved but it is most likely the center
of the event. I chose these activities because while cooking is the main theme of the week each
activity uses different skills and centers in the classroom. The different steps and kinds of
cooking use math, science, art, building, reading, counting and much more all in one recipe.
The first concept that the children will be exposed to is that each family eats different things and
has different traditions involving food and learning about their peers and their families through
the class cookbook and the family presentations. The second concept will be measuring different
ingredients with the different kitchen tools provided in the different areas. The third concept will
be using the different items and setting a table. The children will benefit from this theme because
they will understand how food is made. This could potentially help the children be more apt to
try new foods if they are involved in the process of preparing it. The children will also learn
more about their peers, this will be beneficial because understanding the families and cultures in
the classroom will help them embrace the differences between them. The theme is used in
everyday life, often multiple times a day. Food is important to life and even more important to
family culture. Children understand that food is good and that they like some foods more than
others. This theme connects to their knowledge of what food is and adds to it by showing them
how to measure and read a recipe and understand how a recipe leads to the food that they love to
6

eat. This activity leads to awareness of culture differences because each day we will be looking
at a different family favorite food item as well as cooking a family recipe during our cooking
activity. This will help the children become aware of the differences in the classroom families as
well as the similarities among different types of foods. and after the cooking activities and lunch
we will be discussing the foods and how they are the same and how they are different, for
instance both tacos and Fried rice have onions in them even if they taste different they can use
similar ingredients. This will also allow children to see that some of the foods that they like can
also be in foods that they have never tried or were afraid to try. Childrens home culture will be
integrated in every aspect of the theme. We will be using the recipes brought from home to cook with,
read and present each day during the theme. This will bring awareness of the different cultures present in
the classroom. This will also help the children embrace their home culture as well as build pride in
understanding that their home is important.

Environment
This theme is involved in a every area of each childs personal culture. The importance of
each family and their unique likes and dislikes are going to be discussed throughout the entire
week. I will be adding different food types as well as cooking tools from different families. I will
gain more information about each unique family by asking questions and inviting each family to
provide information as well as products to add to the classroom for this theme. I will be adding
books as well as a class cookbook to the literature area that include different cultures, races and
genders and their involvement with food.
Each day there will be a cooking activity that will require grocery shopping as well as
bringing in different portable cooking appliances and set up each activity that will be used in the
classroom during each day. I will also set up different pictures and bulletin boards that will be
open for the children to create and hand up different items. There will be pictures and displays of
food pyramids from different cultures, charts for setting the tables, as well as pictures of the
children and their families during food related activities.

Field trips
Number of Students Going: 24 Students
Adults Going: 1 Teacher, 2 Teaching Assistants, 4 Parents
All emergency forms double checked? Yes
Location of Field Trip: Mama Marias Italian Restaurant
Contact Person and Information: Maria Battistoni at (760) 556-1245
Depart from Center: 9:30 Am
Depart from Location: 11:00 Am
Arrive at Location: 9:45 Am

Arrive at Center: 11:20 Am
Mealtime: The field trip will include preparing and eating a meal.
How will you introduce this activity to the children? I will introduce this activity during circle
time. We will be learning all about cooking. On the day that we are making our own chef hats we
will be talking about what a chef is and what they do. During this activity we will be talking
about our trip to meet a real chef. We will be practicing walking in a line with a walking rope
throughout the week during the outdoor play time. During the KWHL chart circle time we will
be talking about what a restaurant is and asking the children what they would like to learn about
from a chef.
Things to discuss with the children prior to the field trip: I will explain to the children who
their buddy for the day is and what it means to stay in their group with their parent/teacher at all
times. We will remind the children that they will be wearing the name tag at all times. I will
discuss with the kids what kind of things we will be looking for while at the restaurant to remind
them of some of the items we learned about throughout the week. And finally we will be going
over the rules:
Stay on the paths
Always walk instead of run
Respect the chef while in the restaurant and kitchen
Keep your hand by yourself and never touch anything without importance
Things to bring to their attention while on the field trip: All the table settings and the unique
way of wrapping the silverware in the napkin, The chefs attire, The type of food they serve and
finally how often the chef washes his hands. The menu and how it lists the types of food in
groups.
Learning Objectives:
The children will be able to display their knowledge of kitchen safety rules by successfully
preparing a meal in the kitchen with the chef.
The children will be able to vocally display understanding of food groups by presenting their
plate to their group and identifying the items on the plate and what food group they belong to.
9

Activity Evaluation: I believe this field trip was successful and the children were able to reflect
back on the week of cooking. The concerns include the amount of time allowed at the restaurant
some of the parents felt that the children did not get enough time in the kitchen because we were
on a time crunch. The second concern was the fear of an accident in the kitchen, I explained to
the parents about the extensive practice done in the classroom to prepare for kitchen time.
Overall the field trip was a success and the children seemed to learn a lot.
All the parent chaperones will have a brief parent meeting 10-15 minutes, with the lead teacher
the morning of the trip. The parents will be given the list of children in their group. They will get
a bag for the duration of the trip that includes:
A list of all the children attending with an emergency contact information
A map of the walking distance to the restaurant
Sunscreen and permission slips to apply sunscreen
List of teachers and other parent chaperones and the phone numbers for the center,
restaurant and teachers.
10
Hello Parents,
We are approaching one of my favorite weeks in the school year. Culinary
week is starting next Monday, we will be learning the different appliences and tools
used in the kitchen as well as exploring the different food experiences in the unique
cultures present in the classroom. We will be making a trip to the Italian restraunt
around the corner on Thursday for lunch and I will be needing several parent
volunteers to help accompany us on the trip, if you are intersted there will be a sign
up sheet by the door this week. We are going to be looking into different varieties of
foods and it would make it more fun if we could cook and learn from recipes
prepared in your home. I will be sending the kids home with recipe cards, you can
fill them out with a favorite family recipe and send them back and I will choose four
that are simple to prepare in the class while the remaining will be put into our class
cookbook.I would also like to invite anyone who wants to share their culinary
experieces with the class to come to one of our circle times during the week. Below
is a list of items that if you would like to donate would be greatly appreciated:
Empty Milk Containers, Washed

Empty Egg Cartons
Cookbooks With Identification (Will be returned at the End of the Week)
Cooking Aaprons With Identification (Will be returned at the End of the
Week)
Pots and Pans with Identification (Will be returned at the End of the Week)
A variety of grocery items-I will have a copy of the grocery list by the door if
anyone would like purchase one or more of the items
Thanks,
Ms. Morgan
11
Hola Padres,
Nos acercamos uno de mis favoritos semanas en el ano escolar.
Culinario semana comienca el proximo lunes. Estaremos aprendiendo la
diferentes appliences y herramientas utilizadas en la cocina , as como
explorar los diferentes experiencias de comida en las culturas nicas presentes
en el aula. Vamos a hacer un viaje a el restaurante italiano a la vuelta de la
esquina el jueves para el almuerzo y yo vamos a necesitar varios padres
voluntarios que nos ayuden a acompaar en el viaje , Si usted intersted habr
una hoja de inscripcin por la puerta esta semana. Vamos a estar buscando en
diferentes variedades de alimentos y sera hacerlo ms divertido si podramos
cocinar y aprender de las recetas preparadas en su hogar. Estar enviando a los
nios a casa con tarjetas de recetas , puede llenarlos con una receta familiar
favorita y enviarlos de vuelta y voy a elegir cuatro que son fciles de preparar
en la clase mientras que los restantes se pondrn en nuestra clase cookbook.I
tambin me gustara invitar a todo aquel que quiera compartir sus experieces
culinarias con la clase para llegar a uno de nuestros tiempos crculo durante la
semana. A continuacin se muestra una lista de elementos que si usted desea
donar sera muy apreciada
Los recipientes de leche vacas , lavadas

Las cajas de cartn de huevo vaca
Libros de cocina con la identificacin (ser devuelto al final de la
semana )
Aaprons cocinar con Identificacin ( ser devuelto al final de la
semana )
Ollas y sartenes con Identificacin ( ser devuelto al final de la semana
)
Una variedad de artculos comestibles , voy a tener una copia de la
lista de la compra por la puerta si alguien quiere comprar uno o ms de
los elementos
Gracias
seorita Morgan
12

Bulletin Board Plans
How will the children
be involved in the
preparation/implementation of this plan?

The children will be making recipe cards that look the same as mine only smaller that will
be put in the class cookbook. Instead of Mrs. Puhharic has the recipe for success the
Bulletin Board will read Lets Get Cooking With more of an open area on the bottom for
the childrens artwork.
Discuss how this relate to promoting optimum learning and development
This will help the children have a place to put things that they make things that they want
to add to the cooking board then they have a space for it.
13
14
Daily
Routine
Monday
Weekly Lesson Plan (Block Plan)

Tuesday
Wednesday
Thursday
Greeting & Colored Dry

Recipe Picture
Work Time Pasta in Different Cards for the
(8-8:15)
Shapes and Sizes Children to put in
and a Sorting Bin Order
Anti-Bias Area:
AP, CLS
Anti-Bias Area:
FC, CUL, LAN
Friday
Different Measuring Find the Number Put the food in

Cups and Spoons in the Cookbook: the right food
with Dry Rice to
the Children look group with a food
Sort and Move and for certain
pyramid chart on
Practice Measuring Measurement
the table.
Numbers and
Anti-Bias Area:
Recognizable
Anti-Bias Area:
CLS, AB
Words
AP, CUL, LAN
Anti-Bias Area:
AP
LAN,
Breakfast Apple Slices

(8:15-8:30) 8oz Low Fat
Milk/Water
1 Biscuit
Orange Slices
8oz Low Fat
Milk/Water
Dry Oat Cereal
Red Grapes Cut in

Half
8oz Low Fat
Milk/Water
Graham Crackers
Transition The Clock on the The Clock on the The Clock on the
8:15-8:20 Wall Song
Wall Song
Wall Song
Circle Time
(Large
Group
Gathering)
(8:20-8:40)
KWHL Chart
Parent
Presentation #1
Cookbook
Presentations
Table Setting
Chart
Food Pyramid
Chart
Parent
Presentation #2
Anti-Bias Area:
CUL, LAN, FC, Anti-Bias Area:
R, AB
AB, CLS, CUL,
LAN, FC
Transition/ Favorite Food
Planning Announcement
8:40-8:50 Separate into
Fruit Groups
Pineapple Slices Pear Slices

8oz Low Fat
8oz Low Fat
Milk/Water
Milk/Water
Plain Bagel With Whole Wheat
Cream Cheese Toast
and Jam Options
The Clock on the The Clock on the
Wall Song
Wall
Read: Pigs in the Goofy Chef

Pantry: Fun with
Parent
Math and Cooking Presentation #4
by Amy Axelrod
Parent Presentation Anti-Bias Are;
#3
AB, CLS, CUL,
LAN, FC
Anti-Bias Area: AB,
CLS, CUL, LAN,
FC
Criss Cross Apple Good Little Hand

Sauce Chant
Song Separate into
Separate into Fruit Fruit Groups
Groups
On Top of
Spaghetti
Separate into
Fruit Groups
The L Part of
KWHL Chart
Parent
Presentation #5
Final Cookbook
Product
Anti-Bias Area:
AB, CLS, CUL,
LAN, FC
Pop, Pop,
Popcorn Song
Separate into
Fruit Groups
15

Work Time Cooking Activity: Cooking Activity: Cooking Activity: Cooking
Cooking Activity:
IndoorTurkey Tacos
Fried Rice with Blueberry Muffins Activity:
Yeast Rolls
Outdoor
Chicken
and Scrambled EggsSpaghetti and
Classroom
Marinara Sauce
(8:50-9:50)
with Vegetables
Transition/ Wash, Wash,
Tops and Bottoms Wash, Wash, Wash Tops and
CleanWash Your Hands Song
Your Hands Song Bottoms Song
up/Wash Song
Up for
Snack
9:50-10:05
Wash, Wash,
Wash Your Hands
Song
Turkey Tacos
Fried Rice with
Snack Time with Fresh
Chicken and
(10:05Vegetables on top Cranberry Juice
10:15)
and Apple Juice
Blueberry Muffins Spaghetti and

and Scrambled EggsVegetables with
with Milk
White Grape
Juice
Yeast Rolls and

Butter with Fresh
Squeezed Orange
Juice
Transition
10:15-10:20 Measurement
Steps
Shake Your
Napkin Song
Pop, Pop, Popcorn Vacuum

Butter Boogie
Song
Cleaning Game
Social Studies:
Setting a Table
Math: We Know
Our Shapes
Anti-Bias Area:
FC, CUL
Anti-Bias Area: AB Anti-Bias Area: Anti-Bias Area:

AP
AB
Work Time
IndoorOutdoor
Classroom
(10:2011:00)
Language and
Literacy: Make
Your Own
Cookbook
Art: My Little
Chef Hat
Science: Shake
Your Butter
Anti-Bias Area:
LAN, CUL, FC
5 Minute Warning
Departure 5 Minute WarningClean Up Song
11:00
Clean Up Song After Clean Up,
After Clean Up, Sit and Read a
Sit and Read a
Book for
Book for
Departure
Departure
5 Minute Warning
Clean Up Song
After Clean Up, Sit
and Read a Book
for Departure
5 Minute
Warning
Clean Up Song
After Clean Up,
Sit and Read a
Book for
Departure
5 Minute Warning
Clean Up Song
After Clean Up,
Sit and Read a
Book for
Departure
16
Dramatic Play
1. Aprons-Donated (Free)
Anti-Bias Area
2. Cooking Utensils
Changes to
(spoons, spatulas, whisks
Culturally
etc.)-Dollar Store ($1-$5)
Relevant and Anti- 3. Chef Hat-Made by
Bias Environment
Teacher (Free)
-Incorporation
4. Pots and Pans-Donated
- Personalization
(Free)
- Modified
5. Menus-Made by
Personalization
Teacher or From Local
- Extension
Restaurants (Free)
6 Take out ContainersFrom Local Restaurants
(Free)
7. Pretend CamerasTeacher Made or Donated
(Free)
8. Empty Food BoxesBrought from Home
(Free)
9. Cook Books-Donated
(Free)
LAN, FC, CUL, AB, AP
Art area
1. Rolling Pin-Dollar Store
($1)
2. Cookie Cutters (Plastic)Dollar Store ($1)
3. Rice (Uncooked and
Cooked)-Dollar Store ($2)
4. Cereal (Dry)-Dollar Store
($1)
5. Food Coloring-($3)
6. Cooked and Uncooked
Pasta-Dollar Store ($4)
7. Shape Cut Out WorksheetsMade By Teacher (Free)
8. Bleached Flour- Grocery
Store ($5)
Sensory Table
Sand and Water
1. Measuring Cups
2. Different Seasoning
Bottles, some
empty and some
full, including salt
and sugar.
3. Flour
4. Dried Beans and
Peas
5. Washable Food
Coloring to Color
the Water
Blocks
Math and Manipulatives
Language and Literacy
1. Milk Cartons (Empty)Brought from Home

(Free)
2. Egg Cartons-Brought
From Home (Free)
3. Pasta Boxes-Brought
From Home (Free)
4. Cereal Boxes-Brought
From Home (Free)
5. Foil-Dollar Store ($1)
6. Saran Wrap-Dollar
Store ($1)
7. Drained Canned FoodDollar Store ($1-$5)
8. Strawberry BasketsLeft from One of the
1. Different Colored PastaDollar Store ($1-$3)

2. Oatmeal-Dollar Store ($1)
3. Food Coloring-($3)
4. Measuring Cups/SpoonsDollar Store ($1)
5. Scales-Donated or Brought
From Home (Free)
6. Plates-Dollar Store ($1)
7. Food Baster-Dollar Store
($1)
8. Class made Play DoughGrocery Store ($20)
1. Cookbooks-Donated
(Free)
2. Recipe Cards-Made by
Teacher (Free)
3. Food Pyramid-Made by
Teacher (Free)
4. Tape Recorders-Donated
or ($20)
5. Blank Scripts to
eventually use in Dramatic
Play Area-Teacher Made
(Free)
6. A Variety of
Cooking/Food Themed
Books- Checked out From
Library and/or Donations
17

Cooking Activities (Free)
(Free)
7. Flash Cards with
Kitchen Items and their
names Made By Teacher
(Free)
8. Thermometer ChartMade by Teacher (Free)
9. Poster Boards-Dollar
Store ($1-$5)
Bulletin Boards/Walls
Science Center
Music
1. Pictures of
1. Scales-Donated (Free)
1. Pots and Pans-Brought
Children with their 2. Measuring Cups/Spoonsfrom Home-(Free)
family engaging in
Dollar Store ($1)
2. Cup of Beans-Dollar
food related
3. Water Bottles- Grocery
Store ($1)
activities
Store ($5)
3. Spoons-Dollar Store ($1)
2. Food Cutouts,
4. Timers-Donated or Dollar 4. Colander- Brought from
including different
Store ($1)
Home (Free)
shapes, sizes and 5. Thermometers-Donated or 5. Tape Recorder-Already
culturally relevant Brought from Home (Free) in the Class/Donated (Free)
fruits and
6 Saran Wrap-Dollar Stores 6 CD of Cooking Themed
vegetables.
($1)
Songs (Made by Teacher)
3. Lets Get Cooking 7. Ice-From the Freezer (Free) 7. Whisk-Dollar Store ($1)
Board with open
8. Teacher Supervised Hot
8. Pie Tins-Dollar Store
space for the
Water (Free)
($1-$3)
childrens work.
AB, CUL, FC
AB, LAN
AB, CUL, LAN, FC
Outside
1. Colander-Dollar Store
($1)
2. Measuring Cups-Dollar
Store ($1)
3. Pots of Water-Brought
From Home- (Free)
4. Spoons-Dollar Store
($1)
5. Grill made out of
cardboard-Handmade
from donated boxes (Free)
18

6. Cookie Cutters (Plastic)
- Dollar Store ($1)
7. Water Bottles (Empty)Donated or Brought form
Home (Free)
8. Funnel-Dollar Store
($1)
19
Activity Planning Form

Name of Activity: My little chef hat.
Age: 3-5 Years Old
Curriculum Area Art
Day of the Week: Thursday
Daily Schedule Time: Free Choice/ Small Group Time
Length of Activity: 15-20 minutes
Planned By: Morgan Hurst
Rationale for Selection: This activity will help the children understand more about the field trip
activity that we will be attending during the week to a restaurant. This activity will be a
continuation about what the job of a person who cooks is called and what kind of clothes he/she
wears.
DRDP Measures:
Measure 5-Taking Turns
Measure 7-Relationship with Adults
Measure 12-Shared Use of Space and Materials
Measure 40- Fine Motor Skills
Anti-Bias Area: Appearance, Culture , Language
Anti-Bias Skills: To strengthen self-esteem and self-identity.
Learning Objectives (specify at least three):
The children will be able to construct the hat and modify it to fit their personality.
The children will be able to design a hat and present it to the class during the cooking
activity.
The children will choose and create the decorations for their hat and share the materials
so each child will be able to complete the activity.
Material/Equipment Needed:
Tissue Paper
Construction Paper
Glue
Stickers
Tape
20
Crayons
Markers
Preparation
I will precut the paper strips used for the base of the hat.
I will set out the materials needed for this activity
I will make one for myself as an example for the children.
Dramatic Play Props Used/Made:
Hats
Apron
Bowls
Spoons
Pretend Food
Mustache
Book Used:
Thompson, Lauren: Chew, Chew, Gulp!
Bestselling Little Quack author Lauren Thompson and acclaimed illustrator Jarrett
Krosoczka have teamed up to show you just how much fun eating can be. Crunching,
munching, gobbling, or guzzlingthere are so many different ways to do it! And you can
try them all.
Safety: The only safety concern is using scissors properly and safely
Procedures (step by step)
*Beginning (How will I introduce activity?)
This activity will be introduced during circle time by wearing my hat while discussing
sharing the different activities available during small group time.
I will create an interest in the children by pretending that I am a chef in a kitchen and
talking about how and why I have to wear my hat in the kitchen while making jokes and
being silly about the reasons.
I will introduce the materials while they are engaging in the activity by placing bowls of
different materials and giving suggestions such as You could color your paper to make it
a different color or I think I am going to add some more stickers to mine, you can add
anything you want to your hat.
I will assist the children in holding the tissue paper to apply the glue to avoid too much
tearing of the paper.
I will get them started by giving each child a piece of paper and a sheet or two of tissue
paper.
21

*Middle: (How will I support/enhance/scaffold?) The person reading your lesson plan
should be able to identify what you are saying or doing to support your stated learning
objectives. THIS IS VERY IMPORTANT.
I will support the children by staying near the activity to assist in any way they would
like me to.
I will ask questions like Can you think of anything we could add to our hats? or I
wonder what would happen if we added some beads to my hat?
I will be encouraging the children to help each other with holding the tissue paper down
to color or glue or add items to it because tissue paper is easier to work with if it being
held smoothly and tightly.
I will support individual children by making statements such as I see that you put your
name on your hat, I like to wear clothes with my name on them so that people can
remember my name, why do you like to have your name on your hat?
*End: (How will I bring activity to conclusion and transition to next activity?)
We will transition into the next activity by playing the vacuum game: Ask children to turn
themselves into vacuum cleaners! Put out your arms and make vacuum cleaner sound
effects while the hose (your arms) pick up all the toys, paper or anything else you need
picked up! The children forget they are cleaning!
The next activity is outdoor activity I will have the children set their hats out around the
classroom to have the glue dry before our cooking activity, during which the children will
be wearing their hats.
I will involve the children in the cleanup process by having them place the materials in
the correct bins to be taken away and stored in the cabinets for future use.
I will war the children that the activity time will be ending soon with five minutes left to
spare. They will have the opportunity to finish them the following day because the next
day is when the cooking shows will be created and this is the day that we will all wear
them.
*Throughout the day/week, what opportunities will the children have to reflect back on this
activity?
The children will be wearing their hats throughout the week including during the field trip on the
last day of the week. They will be able to admire their creation daily through wearing and seeing
other classmates hats.
22
Name of Activity: Cooking Books

Curriculum Area: Language and Literacy
Length of Activity: 15-20 Minutes
Age: 3-5 Years Old
Day of the Week: Monday
Daily Schedule Time: Free Choice/Small Group Time
Rationale For Selection: This activity will allow the children to bring some of their own
cooking experience from home into the classroom. The children will be creating their own page
for the class cookbook and it a copy of the entire cookbook will be sent home to each parent at
the end of the week. This creates a unity in the classroom
The children will be able to describe what a recipe and how to read a recipe with steps
and measurements.
The child will be able to describe what the word temperature means and identify when a
temperature is hot and when a temperature is cold and understand what makes
temperatures go up and down
The children will be able to describe the different cultures of food in the class
DRDP Measures:
Measure 1: Identity of Self
Measure 2: Recognition of own skills and accomplishments
Measure 12: Shared use of space and Materials
Measure 19: Concepts about Print
Measure 21: Letter and word Knowledge
Measure 32: Number sense of quantity and counting
Anti-Bias Areas: Ability, Culture, Language, Family Composition
Anti-Bias Skills: To Value Uniqueness in Self and Others
Recipe cards from the families.
Binders with sheets set up for the cards.
Thermometer
Measuring Spoons/Cups
23

Stamps
Cut out pictures from magazines and the internet
Glue
Preparation (What do you need to do beforehand?)
Send home recipe cards with the children the week before and ask to have them ready by
Tuesday; this is when I will have this activity introduced.
Set up the Thermometers and Measuring cups and spoons
Gather pictures and glue and scissors for the children to decorate their pages with their
cards.
Cookbooks
Measuring Cups
Different Boxes with Food Labels on the Them
Book Used:
Bullard, Lisa: My Food, Your Food
It's food week in Manuel's class. Each student tells about something special his or her
family eats. Manuel learns that families have different food traditions. Some eat noodles
with chopsticks. Others use a fork. Some families eat flatbread. Others eat puffy bread.
Some families eat meat. Others eat no meat. What kind of food will Manuel share with
his class? Join him to find out how deliciously different and alike food can be. A diverse
cast gives multiple points of comparison.
Safety: Using Scissors safely and appropriately
Procedures (step by step) Be Specific

I will introduce the activity during circle time by asking What is your favorite food to
eat? What is a cookbook? What is a cookbook used for?
I will bring out several cookbooks and pass them around for the children to look at.
Can anyone tell me what they see in a recipe?
Do you see the number with the little circle next to it? Does anyone know what that is
called?
That is a called a temperature. It is how hot or cold something is Why do we need to
know how hot to make the oven or stove? What could happen if it is too hot? What
could happen if it is too cold?
To get the children started I will have them each pull out the recipe card that they brought
from home. I will have them say the things that they recognize from the card like
numbers and words or letters.
We will then break up into free time and I will sit at the table with the cards and the
papers. Each child will receive a page and get to put their card on the page and use
24
different stickers, crayons, markers, and pictures to decorate their page and write their
name on the page. Each child will then get to put their page in the binder.
I will continue to ask questions about the recipe and the numbers and measurements. This
is when I will introduce the thermometer and the measuring cups to show the children
what the numbers mean and why they are important.
I will support the children by staying close and observing them while they are working on
their page of the book.
I will help engage the children in conversations by asking open ended questions like
What is a person who cooks called? Do you like to cook at home? What is your
favorite food to eat?
This activity can help the children understand how cookbooks/recipes and food connect.
I will help encourage the children to work together by asking questions like Can you
stop the same number on your card and another card that you see near you? This will
help the children
To help children who have a hard time read the recipes I will have children who have a
higher level sit with them to help them see the numbers and recognize letters.
*End: (How will I bring this activity to a conclusion and transition to the next activity? Be
very specific in how you will transition the children.)
We will transition by counting by quarter cups One quarter, one half, three quarters, one
whole etc and take a step with each measurement closer to the sink until they get there
to wash their hands
I will give a five minute warning when the free time is almost done. The next activity will
be cooking activity.
The first set of helpers will assist me clean up the extra pages and decorating stuff.
The children helpers for the day will set the table and everyone will get in line to wash
hands. My second set of helpers will get their aprons on to help with the cooking activity.
Throughout the day/week, what opportunities will the children have to reflect back on this
activity?
We will be using the cookbook in the cooking activities. The children helpers will be
assisting each day in the cooking activities and doing their best to read the recipes.
The children will be having the opportunity to look through the cookbook as often as they
want.
They will reflect on the temperatures and the measuring cups in the science areas during
the science small group areas.
There will be cookbooks placed throughout the classroom during the week for them to
have the opportunity to reflect on the reasoning and necessity of a cookbook.
25
Name of Activity: We know our Shapes

Curriculum Area: Math
Age: 3-5 Years Old
Day of the Week: Wednesday
Daily Schedule Time: Free Choice/Small Group Time
Rationale: I chose this activity because it will help many children who need help in Measure 36
in the DRDPs. This activity will be a great opportunity for teachers to observe the development
in this area as well as others such as Measure 34: Classification or 37: Patterning. It will also
help build fine Motor Skills
The children will be able to recognize and name the shapes on the sheet as well as create
their own shapes.
The children will be able to compare and construct different sizes and colored pasta to
best construct the shape
The children will be able to inspect and evaluate the different dried pasta shapes and
organize them.
DRDP Measures:
Measure 12: Shared use of Space and Materials
Measure 34: Classification
-Measure 36: Shapes
Measure 37: Patterning
Measure 40: Fine Motor Skills
Anti-Bias Area: Ability, Language
Anti-Bias Area: To Strengthen Self-Esteem and Self-Identity.
Cooked Pasta
Food Coloring
Paper with shapes on it
Preparation
I will need to cook the pasta with salt water and food coloring to create different colored pasta
and the salt water will help allow them to be stiffer when they dry so that the pasta doesnt as
easily break.
I will need to print out the sheets with all the different shapes on it.
26

Pots/Pans
Aprons
Chef Hats
Book Used:
Carle, Eric: The Very Hungry Caterpillar
Follows the progress of a hungry little caterpillar as he eats his way through a varied and
very large quantity of food until, full at last, he forms a cocoon around himself and goes
to sleep. Die-cut pages illustrate what the caterpillar ate on successive days.
Safety: The children will be instructed to not eat the pasta due to the amount of food coloring
used to die the noodles.
I will introduce the activity during free choice time. I will invite a few children to join me
during free time and engage in the activity with the children.
I will ask questions such as Would you like to play with pasta to create shapes? I t may
be interesting for the children to have the opportunity to play with food because that is
usually something that is not allowed.
The materials will be set out at a table for the children to be able to engage in. The pasta
will be in cold water so that it is still malleable and they do not stick together.
One of the only guidance issues is a rule that the pasta is not to be eaten.
I will support the children by encouraging them to use as much pasta as they want.
I will ask questions like What shape is the biggest? What color pasta is the longest?
Which shape do you like best?
I will support individual children by making statements such as I see that you have made
more squares than circles or triangles, why do you think that is? or I see that you have
used the purple pasta, do you like that color?
I will have paint and glue on hand if the children want to add different colors to the paper
or if they would like to glue papers onto the pasta to add height.
We will transition into the next activity by Having children hold out their hands and show
you their "poppers". Ask them where they want to pop (head , hands, knees, etc...)
Popping popcorn
Popping popcorn
pop pop pop
pop pop pop
27

Popping Popping popcorn
Popping popping popcorn
pop pop pop
pop pop pop
POP!!!!
I will warn the children five minutes before the activity time is ending to let them know
that they wont have much time left.
I will involve the children in the cleanup process by having them dump the water and
pasta into a colander in the sink and throw away the pasta in the trash.
I will transition into the next activity which is a cooking activity by having all the
children wash their hands.
activity?
This activity will be available throughout the week during free time. The children will be able to
reflect on their activity by seeing their shapes laid out around the class to dry. They will be able
to use pasta in several activities planned and this will allow them to use knowledge gained from
this activity about the uses and textures of cooked pasta.
28

Name of Activity: Shake Your Butter!
Curriculum Area: Science
Age: 3-5 Years Old
Day of Week: Friday
Daily Schedule Time: Small Group/Free Choice Time
Rationale: I chose this activity because it will allow all the children to be actively involved in
the cooking experience on their own with little adult intervention. This is important because
throughout the week there are cooking activities and the children, with the exception of the
helpers for that specific cooking experience, are mainly watching because of the heat used to
cook it could be dangerous. This activity will allow the children to cook Without the
intervention of the teachers. Also almost every culture uses butter, or something similar to butter
in their cooking so it is most likely to be relevant to all the children.
Learning Objectives:
The children will use their fine and gross motor skills to shake the jars in order to create
their butter.
The Children will be able to measure one cup of cream and pour it through a funnel into a
jar. The children will reproduce the same movement and song illustrated by the teacher
during the circle time demonstration.
Anti-Bias Area: Ability, Language, Belief
Anti-Bias Skills: To strengthen self-esteem and self-identity.
DRDP Measures:
Measure 27: Cause and Effect
Measure 29: Memory and Knowledge
Measure 31: Engagement and persistence
Measure 35: Measurement
Measure 38: Gross Motor Development
Baby Food Jars
Heavy Whipping Cream
Salt
Marbles
Measuring Cups
Preparation (What do you need to do beforehand?):
I will make a jar ahead of time to show the children the end product while I am introducing the
activity.
I will sanitize the Baby jars with boiling water and dry them ahead of time
29

Aprons
Measuring Cups
Pretend Bread
Pretend Knifes
Book Used:
Rickards, Lynne: I Do Not Eat the Colour Green
Lynne Rickards serves up a delectable variation on the picky-eater-themed tale in this
lively text to read aloud accompanied by fabulous contemporary artwork. Marlene
McKean loves
Safety: This activity involves a lot of movement and shaking, the safety issues include plenty of
space to prevent injury to children close to the swinging arms. The second safety issue is
washing hands; there will need to be washing hands before and after the activity due to allergens
in the butter. There is not currently a student with a milk allergy in the classroom that has been
diagnosed.
I will introduce this activity during circle time by pulling out my jar of almost completed
butter and singing the butter song
Butter Boogie
Shake it up,
Shake it down,
Shake it, shake it all around.
Shake it high,
Shake it low,
Shake it, shake it to and fro.
Shake it over,
Shake it under,
Pretty soon we will have butter!
I will create an interest by showing the children the end product and ask question such as Who has ever
eaten butter? What did it taste like? Butter is very good to eat a little bit at a time. We use butter to
cook with very often
The only guidance issue will be to keep the lid closed tightly (the teacher/helper will be closing the lids)
and that the marble must be taken out before consumption is allowed.
30

I will support the children by helping them use the measuring cups appropriately as well
as help close the lids tightly.
I will ask questions such as What do you think we could use this butter for? or What
could we add to the butter next time?
I will encourage the children to work together by having a friend take turns shaking their
butter if their arm gets tired or helping sing the Butter Boogie while their classmate
makes their butter.
I will support individual children by making statements such as I see that you are
shaking your jar side to side, how did you think of that? or I like that you are switching
arms to shake your butter so that neither arm gets too tired
We will transition to the next activity by singing the butter boogie while shaking our
bodies and walking toward the sink to wash hands.
We will be going to the cooking activity next, although the children will have had to wash
their hands before making the butter, they will wash their hands and prepare for the
cooking activity.
I will warn the children when time is almost up to help them maintain focus on creating
the right consistency for their butter.
We will be putting the butter in the refrigerator in the kitchen for use later in the day so
we will be placing masking tape on the lids with their names to keep them with the
correct owner.
activity?
We will be making homemade bread during the cooking activity to go with our own butter. The
children will be able to reflect on this activity during the snack time, during which we will be
able to eat our butter with our bread. Each child will take home the remaining butter so they can
use it at home.
31

Curriculum area: Music and Movement
Age: 3-5 Years Old
Day of the Week: Tuesday
Daily Schedule Time: Free Choice Time/ Large Group Time
Planned by: Morgan Hurst
The Clock on the Wall Song
The clock on the wall says its time to stop,
Time to stop, time to stop!
The clock on the wall says its time to stop.
Its time for circle.
Popcorn Song
Popping popcorn
Popping popcorn
pop pop pop
pop pop pop
Popping Popping popcorn
Popping popping popcorn
pop pop pop
pop pop pop
POP!!!!
Criss Cross Apple Sauce Chant

Criss Cross Applesauce,
Hand on Lap, Gingersnap
Back Straight, Chocolate shake
On my Rear, Root Beer
Lips Zipped, Cool Whip
Shhhhhh!!!!
This song is sung daily Before Circle Time, This

is to inform the children of what comes next and
create familiarity. It also helps develop memory
and knowledge. This song can also be altered if
transitioning to a different area.
This song is full of movement. Each time it is

sung a different area of the body is being
popped This activity is used for Transition or
if the children need an activity that is full of
movement to help them get some of the wiggles
out.
This song is used to help the children get into

position for either a circle time or an activity that
requires some instruction. It is a fun way to add silly
different foods that most of the children will be
familiar with.
32
On Top of Spaghetti
On top of spaghetti, all covered with cheese
I lost my poor meatball, when somebody
sneezed.
It rolled off the table and onto the floor
And then my poor meatball rolled out of the
door.
It rolled in the garden and under a bush
And now my poor meatball is nothing but mush.
So next time you eat spaghetti, All covered with
cheese
Protect your poor meatball, In case of a sneeze.
Good Little Hand

This little hand is a good little hand,
And this little hand is its brother
Together they wash and wash and wash,
One hand washes the other
Shake Your Butter or Butter Boogie

Shake it up,
Shake it down,
Shake it, shake it all around.
Shake it high,
Shake it low,
Shake it, shake it to and fro.
Shake it over,
Shake it under,
Pretty soon we will have butter!
This song is a fun song that is silly that involves

food. This song will be on a recording that will
be used during the Goofy Chef Activity it will
help the children remain in the silly state as well
as have fun pretending to sneeze.
This is a song that will help the children in

healthy practices. The children will sing this
song while washing hands or whenever it is time
to wash hands to let them understand and be
prepared for the transition coming ahead.
This song will be used during the science

activity it will help the children learn opposites
as well as follow directions. This song is used
during the making of butter so the children will
know how to move the container to mix the
ingredients well.
33

Curriculum Area: Cooking Experience
Day of the Week: Every Day
Daily Schedule Time: After Small Group and Before Snack
Planned by: Morgan Hurst
Name of Experience/activity: Lets Get Cooking
Goal and Objectives:
The children will be able to identify their own family recipe
The children will learn kitchen safety and rules
The children will be able to demonstrate knowledge of the order or a recipe
DRDP measure(s)
Measure 2: Recognition of Own Skills and Accomplishments
Measure 12: Shared use of space and materials
Measure 18: Comprehension of age-appropriate text presented by adults
Measure 27: Cause and Effect
Measure 42: Healthy Lifestyle
Measure 43: Personal Safety
Anti-bias area: Ability, Belief, Cultrue, Language
Anti-bias skill: To value uniqueness in ones own family and others families
Materials Needed: Each day there will be a differnent recipe. Each day the family whose
recipe it is will be assisting in the cooking activity and will help provide some of the materials
needed. These include incredients as well as cooking tools.
Dramatic play props used/made: The children will be wearing their chef hats as well as aprons
each day
Book used:
Ehler, Lois: Growing Vegetable Soup
"Dad says we are going to grow vegetable soup." So begins Lois Ehlerts
bright, bold picture book about vegetable gardening for the very young.
The necessary tools are pictured and labeled, as are the seeds (green
bean, pea, corn, zucchini squash, and carrot). Then the real gardening
happens . . . planting, weeding, harvesting, washing, chopping, and
cooking! In the end? "It was the best soup ever." Ehlerts simple,
colorful cut-paper-style illustrations are child-friendly, as is the big
black type. A recipe for vegetable soup tops it all off!
34

Safety: The children will be engaged in many safety instructions including fire and heat safety,
Washing hands and dishes properly as well as cutting safety.
Procedure:
Beginning: I will introduce this activity each day during Large group time. The parents will be
presenting their recipes each day, and each day one of those recipes will be what we are using to
cook during the cooking activity. Each day there will be three children that are the cooking
assistants and they will begin by washing all the tables and then washing their hands and putting
on their chef hats and aprons.
Middle: The activity will be the parents and one of the teachers up using the portable cooking
items including a portable stove. The children will help by recognizing numbers and letters in the
recipe as well as any ingredients that they may recognize that are being used. They will also help
serve the finished product when it is finished and time for lunch.
End: We will end this activity by transitioning into the Good Little Hand Song and the children
will go to the sink and wash hands and then proceed to the snack/lunch time. This is where they
will have the opportunity to try the recipes that were cooked throughout the week.
35

Name of Activity: Setting a Table
Curriculum Area: Social Studies
Length of Activity: 15-20 Minutes
Age: 3-5 Years Old
Day of the Week: Tuesday
Daily Scheduled Time: Small Group/ Free Choice Time
Rationale: I chose this activity because while the amount of families that sit down and eat at the
table for dinner every night it is important to understand what is used during the table setting
process. This activity will also help with counting and matching.
Learning Objectives
1: Show ability to set a dinner table for four people.
2: Be able to describe what a meal consists of.
3: The child will be able to understand the food pyramid and food groups.
4: The children will work together to help set the table.
DRDP Measures:
Measure 5: Taking turns
Measure 37: Patterning
Measure 28: Problem Solving
Measure 38: Gross Motor Movement
Measure 41: Personal Care Routines
Anti-Bias Areas: Ability, Belief, Culture, Family Composition
Anti-Bias Skills: To encourage cooperation and teamwork, to encourage children to act on
behalf of others.
Food Pyramid Chart
Table Setting Poster
Table settings for four people (Plates, Cups, Forks, Spoons, Napkins, and Salt/Pepper
Shakers)
Table short enough for them to reach.
Preparation (What do you need to do beforehand?):
The prep work will consist of having the poster of the Pyramid and the Table Setting up
near the table where they will be setting the table.
Have the settings ready for the children to try.
36

Plates
Cups
Flat Wear
Table Mats
Book Used:
Krouse-Rosental, Amy: Little Pea
If Little Pea doesn't eat all of his sweets, there will be no vegetables for dessert! What's a
young pea to do? Children who have trouble swallowing their veggies will love the way
this pea-size picture book serves up a playful story they can relate to. Little Pea hates
eating candy for dinner, but his parents will not let him have his spinach dessert until he
cleans his plate.
Safety: The safety issues in this activity include using the items appropriately and carefully and
using them as if someone was actually going to eat off of them, this includes washing and
cleaning them.
*Beginning (How will I introduce activity?
I will introduce this activity on the first day of the school week, Monday. It will be
introduced during circle time first thing in the morning.
I will first How many of you eat at a table at home? I will do this to get a feel of what
kind of dinner atmosphere the children have at home.
Next I will ask What kind of things are on the table at dinner time? This will help me
see where the children are in their understanding of the activity.
Next I will show the food pyramid and ask What kind of food do you see on this
picture?
After they describe what they see on the chart I will say This is called a food pyramid, it
shows what kind of food we need to make our bodies strong. Do you like any of the food
that you see?
I will then bring out the picture of a table setting, and ask What do you see here?
I will then say This is a table setting; it shows how to set up a table so that we can have
everything we need to eat with. Today we are going to practice setting a table at our
snack table in the middle of the class (pointing)
At this point we will break up into the free time, I will be sitting near the table with the
table setting and have the picture on the table or near the table for the children to look at
and have the items needed on the table for them to practice.
I can sit near the table and help the children fold the napkins or move the plates.
37
I will ask open ended questions such as Why do you think we set a table? and Could
we add anything else to the table?
I will also encourage the children to work together to finish setting the table by saying It
is fun to work together in a safe way. We want everyone to feel included during a meal
and have fun while we eat.
I will also encourage them to bring items from around the class to add to the table;
whatever they think could be used for dinner.
I can support each child by being near to ask questions commenting on their efforts and
encouraging their improvement in the setting and creativity.
*End: (How will I bring this activity to a conclusion and transition to the next activity? Be
very specific in how you will transition the children.)
We will transition to the next activity by singing the shake your napkin song learned
during circle time.
I will give a five minute warning before the free time ends.
For cleaning up I will have a box to put the dishes in and have the children assist me
clean up the activity.
After the activity we will prepare for snack time and continue the conversation about the
table settings and meal times.
Throughout the day/week, what opportunities will the children have to reflect back on this
activity?
Through the rest of the week we will be looking at the pyramid and the table setting
picture as well as resetting the table for the cooking activities used during the week. The
different helpers in the class will be the ones setting the tables for the entire class.
During the field trip the children will see that the table is set at the restaurant and have the
parents at home help the children set the table for dinner each night.
38

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Lets Get Cooking

Curriculum Planning Activity

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Arrive at Location: 9:45 Am

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Empty Milk Containers, Washed

Running Head: LETS GET COOKING

Los recipientes de leche vacas , lavadas

Running Head: LETS GET COOKING

preparation/implementation of this plan?

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Weekly Lesson Plan (Block Plan)

Greeting & Colored Dry

Different Measuring Find the Number Put the food in

Breakfast Apple Slices

Red Grapes Cut in

Pineapple Slices Pear Slices

Read: Pigs in the Goofy Chef

Criss Cross Apple Good Little Hand

Running Head: LETS GET COOKING

Blueberry Muffins Spaghetti and

Yeast Rolls and

Pop, Pop, Popcorn Vacuum

Anti-Bias Area: AB Anti-Bias Area: Anti-Bias Area:

Running Head: LETS GET COOKING

LAN, FC, CUL, AB, AP

LAN, FC, CUL, AB, AP

Math and Manipulatives

Language and Literacy

1. Milk Cartons (Empty)Brought from Home

1. Different Colored PastaDollar Store ($1-$3)

Running Head: LETS GET COOKING

LAN, FC, CUL, AB, AP

LAN, FC, CUL, AB, AP

LAN, FC, CUL, AB, AP

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Activity Planning Form

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Name of Activity: Cooking Books

Running Head: LETS GET COOKING

Procedures (step by step) Be Specific

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Name of Activity: We know our Shapes

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Running Head: LETS GET COOKING

Activity Planning Form