LESSON PLAN OUTLINE JMU Elementary Education Program. Cooking Lesson: Fruitastic Healthy Smoothies

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1 LESSON PLAN OUTLINE JMU Elementary Education Program The following information should be included in the header of the lesson plan: Allison Kaye (Plan must be initialed and dated by the teacher when it is reviewed at least one week in advance.) (Include the title of each of the following sections in your written plan.) A. TITLE/TYPE OF LESSON Cooking Lesson: Fruitastic Healthy Smoothies B. CONTEXT OF LESSON What pre-assessment did you do that tells you the students readiness, interests, and/or learning preferences? Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development? The children show an interest in both cooking and what types of food they eat through their play as well as asking around what people are eating for lunch each day. I have also had a discussion on what healthy foods are with many students and this led to talking about fruits. Some students have seen me eat strawberries and commented how they really like those. One even asked if she could have one. This activity is appropriate at this time because the students are ready to do a more hands on cooking activity. They have watched me prepare apple sauce in a croc pot and seemed very interested to help prepare. I have learned in my child development class through research how exposure to and positive experience regarding healthy foods can lead to an increased healthy lifestyle. Curriculum wise this lesson fits because it is helping the children learn to maintain a healthy lifestyle. Also, we have just finished a unit on apples so talking about more fruits will go in nicely. C. LEARNING OBJECTIVES Understand what are the broad Know what are the facts, rules, Do what are the specific thinking generalizations the students should begin to develop? (These are typically difficult to assess in one lesson.) specific data the students will gain through this lesson? (These knows must be assessed in your lesson.) behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.) Understand the importance of eating healthy foods such as fruit. Confidence in discussing & writing about experiences and opinions. Know names of certain fruits & veggies. Express ideas on health (through pictures, kindergarten words, or narrating for teacher to write) Make healthy eating choices and be aware of why this is important, realize through tasting smoothie that healthy snacks can be yummy. Be able to draw (and explain picture for teacher written caption) some healthy foods and some eat only sometimes food (aka unhealthy foods)

2 D. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student! -Each student draw examples of healthy foods and only sometimes foods -Conference with students to ask follow up questions. -If time play a smartboard game about grouping foods into proper categories! E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required) K.1 The student will explain that the body is a living and growing organism. Key concepts/ skills include a) the importance of making healthy food choices (e.g., eating a variety of foods from all food groups, eating breakfast, choosing healthy snacks, eating at least five fruits and vegetables a day); c) the five senses (sight, sound, smell, taste, touch) and major body parts (e.g., head, trunk, arms, egs, hands, feet); d) the need for regular physical activity. F. MATERIALS NEEDED List all materials that will be needed to teach this lesson. Who will be responsible for securing each item? blender spoon cutting board knife cups paper towels (in case of spills) fat free vanilla yogurt strawberries bananas other types of fruits (based on sale prices at grocery *Raspberries (Note: I will cut up fruit ahead of time and save one fruit to have the children watch me cut it up) milk orange juice Ice (cafeteria) I will be paying for these items, I realize this is not the cheapest assignment, but I believe in it so will pay for it. G. PROCEDURE (Include a DETAILED description of each step. Write what you will SAY and DO.) Preparation of the learning environment (if required) Set up the cooking station at the back table with the fruit out and washed and chopped and all the supplies handy. Make sure everyone has clean hands! Engage -Introduction of the lesson Discuss with the children that we are making smoothies. Let a few students share experiences they have had making or eating smoothies before. Get children to start thinking about fruit and see if someone can explain WHY we eat fruit. (see if anyone knows why it is healthy!) Explain how students in pairs can help pour different ingredients in -19 students so there will be 9 (1 can go with teacher) different steps 1. Pour in ice 2. Pour in fruit 1 (strawberries) 3. Pour in fruit 2 (bananas) 4. Pour in fruit 3 (blueberry or other berry*raspberry ) 5. Pour in milk 6. Pour in juice

3 7. Scoop in yogurt 8. Push the button for the blender. Implementation of the lesson (specific procedures and directions for teacher and students) Have children gathered around watching and different students get to help adding ingredients (see above for order and procedure of how to add in pairs) Closure Students will go back to seat while teachers will pour into cups. (Miss Kaye can whip up another batch real quick if needed) Each student can enjoy and sample smoothie in the small cup. During writing students will draw and write different healthy and only sometimes foods. Teachers will go around and help them with writing and spelling the names of foods. Clean-up (if required) I will wash the blender out and throw away trash. Students will wipe up their tables if there is a spill and dispose of their cups. H. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied learning styles and abilities, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? I have already checked with the teacher about allergies so health is not a concern. However students who do not seem engaged in the lesson or claim to do not like the smoothies can always have leftover snack from the day before. I will be there to circulate and make sure all children seem to be enjoying themselves and noticing the fruits. Even just getting to look at and see the fresh fruit for some children may be something they do not regularly do. For children who do not like the loud noise we can have a quiet corner in the room they can walk to if the blender is too loud. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Think about this! It may help you avoid an embarrassing situation. The children dislike the smoothie! It turns out bad for some reason! Or of course there is always what if I run out of time. However by having fruit cut up before hand I feel as though we will have enough time, I have laid out approximant times and know flexibility is key. One advantage of the day I am doing it is that it is already an early release day because of a teacher workday so we have some flexibility with time.

4 Lesson Implementation Reflection As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights. I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. We ended up having only 18 students present so each student had their own partner. This worked out as I ended up only having three different fruits. However, this was not a problem. Every student seemed quite satisfied with the task they contributed to help make the smoothie. II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? Almost all students did seem to learn more about different healthy foods they can eat and how they can be delicious (as noted from simply enjoying the smoothie!) The assessment where students drew and in some instance wrote fruits in the healthy and only sometimes category provided evidence that they did indeed learn. III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. I would probably try to bring in more fruits and vegetables from the students to hold, taste, and smell. Kindergarteners especially love uses all their senses and while drawing a carrot can help them know carrots are healthy to some level, holding an actual whole raw carrot could do that at a higher level. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? I would try to get some parent volunteers and cafeteria staff to try to cook a kindergarten family and class healthy meal. This would be an incredible experience for students who have never helped to cook, or often only eat fast food. It would require lots of planning and administrator interaction.

5 V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? This has reinforced how wonderful cooking is for young children and in fact students of all ages. Having made many different foods with preschoolers, I knew how much they enjoy and learn from this. I had never seen this class of kindergarten children as attentive and engaged as they were when they were sitting in front of the set up table waiting to make smoothie. VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? This has truly reinforced how I can bring my personal passions into the classroom and use as a part of developmentally appropriate practices that also meet the standards. It has also reinforced the need to really think ahead about all aspects of the project. I had specifically planned and divided enough tasks for the number of students, in pairs however I did not plan a way for the students to find a pair. My CT looked nervous when I asked everyone to find a partner. However, we were both pleasantly surprised at how smoothly that went! VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself My mom may be on to something when she tells me how I should lead a cooking club after school when I am a teacher. Making the smoothies with my students I felt 100% in my element and it brought me a lot of joy. When thinking about school districts I am applying to whether cooking is allowed may be something I will pay more attention to.