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Creating a Lesson Plan for a Webbed Curriculum about Food

Subjects: Reading, Art, Math, Writing, Social Studies.

Ages: Pre-school (ages 4-5 years).

Curriculum context and long-term goals: by the end of this lesson,

· Students should know how to make food crafts

· Students should know how to use math to measure cooking ingredients and recipes

· Students will have learned and practiced reading and writing recipes to promote language

· Children should know at least one other food type recipe from a different social and cultural background

Pre-assessment: since food is a core component of everyone’s life, it is expected that most children have some knowledge about it. However, given their young age, it is expected that most (if not all) of these children have knowledge in culinary skills.

Objectives: at the end of this class, children should be able to make food crafts, measure cooking ingredients, read and write cooking recipes.

Objectives: students will be able to

· Read recipes prepared by the teacher

· Write simple recipes for the foods they are familiar with

· Correctly identify cooking ingredients for these foods

· Accurately measure ingredients for a simple and familiar meal

· Do all the above for at least one other meal type from another culture (most preferably a Spanish recipe).

Post-assessment: the unit will adapt all materials and activities available from the district’s state and are related to state standards.

Special Needs:

· I would encourage Johnny to work more with other students in order to improve his communication skills with his peers. I would also make sure that he spends more time at the art center and work more with marker pens and other materials to improve his fine motor skills.

· I would encourage Maya to use English more often and compare recipes for the same meals written in both Spanish and English.

· In order to improve Jane’s communication abilities, I would have her speak everything to me before doing it.

· Caleb will be encouraged to work more with materials such as scissors and manila paper and pencil so as to improve some of his fine motor skills such as cutting with scissors and tracing.

· Kyla needs not only to be told what to do, I will also demonstrate to her how something is done.

· In order to determine if Jack has a problem with a given gender or ethnic group, I will have him interact more in small groups with his peers.

Management and guidance: throughout the class, students are expected to cooperate with each other by working in groups and treat each other with respect. They will also be expected to be keen to the instructions as given by the teacher. No one is expected to cause disturbance to others while they are doing tasks. All rules and regulations will be read to the students at the commencement of the class.

Instructional Materials: Manila paper/ drawing paper, marker pens, sample food recipes (both English and Spanish foods), pencils, crayon colored pencils, weighing machine, and sample foods.

FEED BACK

Kaleena, all children can relate to food and I feel that your lesson would be a success. You planned the lesson to fit in your struggling students by making specific recommendations and or accommodations to help in their area of struggle. Setting rules and expectations before starting an activity is very important. Children need to be aware of the classroom and individual expectation in order to get the best out of a learning activity. 

I like the idea of introducing developmentally appropriate culinary skills at this young age. Setting the stage with introduction activities like this will set the foundation that can be built upon.  You did a great job in each of the descriptions in your lesson plan.  

Objective(s) are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. There is a brief connection between the objective and a learning standard

A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided.

A list of additional/alternative materials and resources is also provided.

Appropriate prerequisite knowledge and skills needed by students are provided are provided on the pre-assessment.

Instructional sequence contain all steps necessary to complete the activity, but more details

would be helpful

Modifications and implementation procedures are clearly stated and are appropriate

A detailed list of the expectations for student behavior is included.

Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson.