Michelle Ridder

Mrs. Jennifer Brunk

Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

LESSON PLAN OUTLINE

JMU Elementary Education Program
TITLE OF LESSON
This lesson is to enhance the understanding of how fire trucks operate and their many parts through a
read aloud and creative food activity.
CONTEXT OF LESSON

During Fire Safety week, the Kindergarteners will be exploring the different ways to protect
themselves against fires, what a firefighter looks like with all of their gear on so they will not
fear them in case of an emergency, and how to dispose of fires if one does occur. These skills
are very important things to know for young children, and they will likely carry this information
with them for the rest of their lives. I have observed my students and know they are capable of
creating an edible representation of a real fire truck and explain, in detail, at least three specific
pieces of their creation and how it looks like a real fire truck.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will explain at least 3 of
the real aspects of a fire engine in their
edible fire truck creation.

Plan for Assessment

Upon asking 2-3 students to explain the parts of the fire truck that are
relatable on their creations, I will record their responses on my phone and
then later transcribe their responses on a data collection sheet provided, as
well as document the final product through photography.

COLLECTION OF ASSESSMENT DATA

As a form of assessment, I will attach some photos of the finished edible fire trucks and ask a few
follow-up questions, which will be recorded via cell phone and then transcribed on paper and attached as
well.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
English
K.1: The student will demonstrate growth in the use of oral language
a) Listen to a variety of literary forms, including stories and poems
b) Participate in a variety of oral language activities including choral and echo speaking and recitation of
short poems, rhymes, songs, and stories with repeated word order patterns.
c) Participate in oral generation of language experience narratives.
d) Participate in creative dramatics
e) Use complete sentences that include subject, verb, and object.
K.2: The student will expand understanding and use of word meanings
a) Increase listening and speaking vocabularies
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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

b) Use number words

c) Use words to describe/name people, places, and things
d) Use words to describe/name location, size, color, and shape
e) Use words to describe/name actions
f) Ask about words not understood
g) Use vocabulary from other content areas
K.3: The student will build oral communication skills
a) Express ideas in complete sentences and express needs through direct requests
b) Begin to initiate conversations.
c) Begin to follow implicit rules for conversation, including taking turns and staying on topic
d) Listen and speak in informal conversations with peers and adults
e) Participate in group and partner discussions about various texts and topics
f) Begin to use voice level, phrasing, and intonation appropriate for various language situations
g) Follow one- and two-step directions
h) Begin to ask how and why questions
K.5: The student will understand how print is organized and read.
a) Hold print materials in the correct position
b) Identify the front cover, back cover, and title page of a book
c) Distinguish between print and pictures
d) Follow words from left to right and from top to bottom on a printed page
e) Match voice with print (concept of word)
K.8: The student will expand vocabulary
a) Discuss meanings of words
b) Develop vocabulary by listening to a variety of texts read aloud
Visual Communication and Production
K.3: The student will follow a sequence of steps used in creating works of art.
K.5: The student will create works of art that connect to every day life.
K.7: The student will identify and use the following in works of art:
a) Color
b) Line
c) Shape
d) Texture
e) Pattern
K.9: The student will identify spatial relationshipsleft, right, top, bottom, side, center, front, back, over and
under
MATERIALS NEEDED
Book (TBDProvided by Michelle)
Graham crackers (Provided by Michelle)
Icing, colored red (Provided by Michelle)
Oreos (Provided by Michelle)
Pretzel sticks (Provided by Michelle)
Chex cereal (Provided by Michelle)
Gummy (Provided by Michelle)
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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

Licorice strings (Provided by Michelle)

Paper plates (Provided by Michelle)
Plastic spoons (Provided by Michelle)
Follow-up sheet (Provided by Michelle)
Napkins (Provided by Michelle)

PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
In preparation of this lesson, I will set up during the students specials time by placing a paper plate at each
students seat, one graham cracker, two Oreos, one Chex cereal, one gummy, 4 pretzel sticks, and a
spoonful of red icing on each plate. For teaching purposes, I will make myself a plate as well so I can
create the fire truck along with the students. I will also provide napkins and fill their cups with water so
that they are ready for when they get back to the classroom. If they have not been printed already, I will
also print out the response papers at this time as well.
INTRODUCTION AND ORGANIZATION
Once the students return to the classroom, I will ask them to join me on the rug for a short story. I will
then introduce my topic by asking the students if they have ever seen a fire truck before. I will also ask the
students who rides in fire trucks. I will ask what color a fire truck is and point to the cover of the book. I
will then begin to read my book, and depending on which book is chosen, I will periodically ask the
students questions to keep them interested and engaged.
IMPLEMENTATION
After reading the book, I will then ask the students to walk to their seats, but not touch anything quite yet.
I will tell them that we will be making fire trucks that we can eat! First, I will ask what color the icing
they have on the plate is and when they respond red, I will ask them if that is what color fire trucks are.
Following their responses, I will then ask them to take the spoon with icing on it and have them spread it
on one side of the graham cracker. After they have each spread the icing on the graham cracker, I will ask
the students what the Oreos look like on the fire truck. Hopefully, they will respond that they look like
tires, and then I will ask the students to place the tires on the fire truck. I will then pick up the pretzel
sticks and ask what they could represent on a fire truck. When we finally agree on ladder, I will ask the
students to put two long sticks on the truck horizontally and ask the students to break the other two pretzel
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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

sticks in half and have them place the halved sticks vertically to represent the steps of the ladder that fire
fighters climb up. I will then pick up the Chex cereal and ask what it might look like on a fire truck.
When we land on a window, I will ask them to place the cereal on the spot they think the window should
go. After all of that has been placed, I will ask what the last piece, the gummy, could represent. After a
little discussion and finally land on a siren, I will ask the students to place the gummy where they think the
siren should go.
CLOSURE
Upon completing the edible fire truck, I will then ask them to review the parts of the fire truck with me. I
will point to the wheels and ask what they do on the fire truck. I will point to the ladder and ask what that
does for the fire fighters. I will point to the window and ask what that does for the fire fighters. I will ask
what the siren does for the fire fighters and then ask them to make a fire truck siren noise. Then, they will
be able to eat their edible truck. If there is time, I will ask my students to complete a journal/worksheet on
the fire truck discussion.

CLEAN-UP
After every student has eaten their snack, they know where the cups go and where to throw away their
trash. I will help wipe down tables that have icing smothered on them and collect excess trash left on the
tables. I will then help to clean up the students by wiping faces and hands after the messy icing gets all
over them. Any tables that have been moved will be put back where they should be. I will then direct the
students attention back to my cooperating teacher for the next activity.
DIFFERENTIATION
Some ways that this lesson can be adapted is, if there are food allergies in the classroom any of the items
used to create the fire truck can be replaced by an item that looks similar to what it is representing. For
example, if there is an allergy to red dye, there have been known to be other colored fire trucks, so the
color can change. This would also open discussion about why some fire trucks may be different colors
and what they mean if they are a different color. Instead of reading a book, you can use a chart and have
the students follow along with the chart as they put the cookie together. This would offer a different
approach to following directions and following a chart to create something, which is an important critical
thinking component.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Astudentcouldcomeinandsitdowntoeattheitemsontheplateassoonastheycomebackfrom
specials,inwhichcaseIwillaskthatstudenttowaitandjoinmeontherugfirst.
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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

Astudentcouldputtheentirespoonoficingintheirmouthbeforewegettospreadtheicingonthe
cracker,inwhichcaseIwilllikelygivethemanotherspoonoficing,butamuchsmalleramountthan
before.
Icouldstumbleuponmywordswhilereadingmyreadaloud,duetonerves,inwhichcaseIwillsimply
correctmyselfandkeepreading.
Astudentcouldinterruptmewhilereadingandpointoutsomethingtheyseeonthepages,inwhichcase
Iwillacknowledgetheirfindingandkeepreading.
Therecouldbeadrilloremergencyduringmyactivity,inwhichcaseIwillsimplypicktheclassup
whereweleftoff,timepermitting.
Thestudentscouldcompletelyignoremydirectionsforthecrackeranddotheirownthing,whichIwill
encourage,butwithguidance.

ASSESSMENT & DATA COLLECTION

Photographs

Student #1:

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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

Student #2:

Student #3:

Interviews:
With Student #1:
Teacher: Can you show me the ladder on your fire truck? What do firefighters use the ladder for?
Student: To climb into tall buildings and save people.
Teacher: Can you show me the siren on your fire truck? What does the siren sound like on a fire
truck? Why did you place the siren at the top of your fire truck?
Student: *mimics fire truck siren sound* The siren goes on top because that is where it goes.
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Michelle Ridder
Mrs. Jennifer Brunk
Kindergarten, River Bend Elementary School
Date of Presentation: Immersion Week (October 19, 2016)
Date of Submission: October 4, 2016

Teacher: Where is the fire hose on your fire truck? What does the fire hose do for firefighters?
Student: The fire hose is in the middle so that the fire fighters can reach the water to tall buildings.
The fire hose has water in it to put out fires.
With Student #2:
Teacher: Can you show me the ladder on your fire truck? What do firefighters use the ladder for?
Student: The fire fighters use the ladder to get the cats down from trees.
Teacher: Can you show me the siren on your fire truck? What does the siren sound like on a fire
truck? Why did you place the siren at the top of your fire truck?
Student: *mimics fire truck siren sound* The light goes on the top of the truck so people can see to get
out of the way.
Teacher: Where is the fire hose on your fire truck? What does the fire hose do for firefighters?
Student: I put my fire hose on the back because that is where it was in the book we read. The fire hose
shoots water on fires to put it out.
With Student #3:
Teacher: Can you show me the ladder on your fire truck? What do firefighters use the ladder for?
Student: Fire fighters use the ladder to climb up tall to reach people who need help in a burning
building.
Teacher: Can you show me the siren on your fire truck? What does the siren sound like on a fire
truck? Why did you place the siren at the top of your fire truck?
Student: *mimics fire truck siren sound* The siren is at the top of my fire truck so that it can be the
loudest and get people to move when they have to go fast on the road.
Teacher: Where is the fire hose on your fire truck? What does the fire hose do for firefighters?
Student: My fire hose is in the middle of my truck so that the fire fighters can hook it up to the fire thing
on the sidewalk. The fire fighters use the hose to put out fires with water.

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