TITLE OF LESSON- MONKEY SHAKES
Cooking Food Preparation Activity: Monkey Shakes
The students will get to make their own Monkey Shakes by combining various types of fruit, letting the teacher blend the ingredients together, and enjoying their healthy shakes after it has been blended. This lesson involves math and nutrition. The students will be cutting their ingredients in half and measuring their own orange juice. The students will justify the importance of healthy snacks and why it is important to consume fruits.
CONTEXT OF LESSON
OBJECTIVES AND ASSESSMENT
1. The students will demonstrate healthy snack choices from non-healthy snack choices.
COLLECTION OF ASSESSMENT DATA
I will write down my observations and the answers to the questions that I ask the students. I will also staple the student’s handout with my lesson plan. This data will be how I assess the students on what they learned. This assessment will show me that they know what healthy snacks are by comparing them for non-heathy snacks. This assessment will also show me that the students know that two half’s make a whole.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
Oral Language
K.2 The student will expand understanding and use of word meanings.
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.
f) Ask about words not understood.
K.3 The student will build oral communication skills.
e) Participate in group and partner discussions about various texts and topics
g) Follow one- and two-step directions
h) Begin to ask how and why questions
Reading
K.5 The student will understand how print is organized and read.
c) Distinguish between print and pictures
d) Follow words from left to right and from top to bottom on a printed page.
K.6 The student will demonstrate an understanding that print conveys meaning.
a) Identify common signs and logos
b) Explain that printed materials provide information.
Number and Number Sense
K.5 The student will identify the parts of a set and/or region that represent for halves and fourths.
Measurement
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of non-standard units include foot length, hand span, new pencil, paper clip, and block.
Probability and Statistics
K. 14 The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data.
Scientific Investigation, Reasoning, and Logic
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
h) Observations are recorded
k) Objects are described both pictorially and verbally
K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include
a) The five senses and corresponding sensing organs; and
b) Sensory descriptors used to describe common objects and phenomena.
Matter
K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include
a) Colors of objects;
b) Shapes and forms of objects;
c) Textures and feel of objects;
d) Relative sizes and weights of objects; and
e) Relative positions and speed of objects.
K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include
a) Water occurs in different phases;
Civics
K.8 The student will demonstrate that being a good citizen involves
a) Taking turns and sharing
b) Taking responsibility for certain classroom chores;
g) Participating successfully in group settings.
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, legs, hands, feet);
MATERIALS NEEDED
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
I will be sureto arrive to the classroom earlier then I would normally. This will give me plenty of time set up the classroom. School starts at 8:45 and my lesson will begin at 9:30. I will arrive at the school around 8:15 with my materials. There four tables in the classroom, a sink, and a counter for the writing center. I will use these areas for my lesson so that I have enough room and the students do not over crowd one another. I will have one table for the banana station, one table for the pineapple station, one table for the orange juice station, one table for the sugar and ice cubes, and lastly the writing center counter for the two blenders. At the banana station, there will be a bowl for the bananas, the banana place card, napkins, paper plates, and plastic knifes for the students to use. The bananas will be already pealed and ready for them to cut in half. The napkins are located on this table so that the students can wipe their hands after they have cut the bananas. The place card is located in the middle of the table to show the instructions. The paper plates are used for cutting the bananas, so they do not have their bananas on the table where they color and work. The next table, the pineapple station, will have a bowl filled with pineapples chunks or rings, the pineapple place card, paper plates, and plastic forks. The students will use the forks to get the pineapples out of the bowl. The place card will be placed in the middle of the table to show the instructions. There will be paper plates so the students can show how many pineapple chunks or rings they are to put into their monkey shake. The next table, the orange juice station, will have orange juice, measuring cup, place care, and napkins. The place card is put in the middle of the table to show instructions. The measuring cup is for the orange juice and the napkins are placed on the table in case of spills or accidents. The last station, is the blender station. There will be three place cards here (ice cube place card, sugar place card, and blender place card), tongs, measuring spoons, a bowl for the sugar, a bowl for the ice, napkins, and two blenders. Each place card will be placed beside the bowls of each part of the station, to reassure that the students follow directions. The preparation for this lesson is simple and spacious for the students. This gives the students plenty of space to move around and for them to walk around and not stand in one spot. The paper cups will be given to the students after I have told them what they are doing and the instructions to the lesson.
INTRODUCTION AND ORGANIZATION
When school starts and until my lesson begins, the students have about thirty minutes of free time. When the students walk into the class they have a few things that they have to do, that do not involve their tables that I am using for this assignment. I will let the students be aware not to touch the stations and for them to continue with free time. Afterwards, I will call the students over to the carpet for a discussion about what we will be doing for the activity. I will begin the lesson asking the students what are some example of healthy foods versus non-healthy foods. This will generate a nice discussion and a great way to start the lesson. I will then ask them if they have ever made a shake before. I will then explain to them how we will be making monkey shakes. I will thoroughly explain the instructions and I will also show the students what they will be doing on their own. While they are sitting on the rug I will let them watch me perform the assignment. During my demonstration, I will let the students see how two half bananas make a whole. I will also show how many ice cubes they are supposed to get, how many pineapples they are supposed to get, how much sugar they are supposed to use, and how to pour the orange juice. I will let the students be aware of how sharing, helping others, and following the instructions is very important. After I have explained the instructions and any questions or concerns, I will let the student be aware that after they have made their shakes, they will get to enjoy them while working on their assignment, for their assessment on examples of healthy snakes and non-healthy snakes.
DIFFERENTIATION
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Cooking Food Preparation Activity: Monkey Shakes
The students will get to make their own Monkey Shakes by combining various types of fruit, letting the teacher blend the ingredients together, and enjoying their healthy shakes after it has been blended. This lesson involves math and nutrition. The students will be cutting their ingredients in half and measuring their own orange juice. The students will justify the importance of healthy snacks and why it is important to consume fruits.
CONTEXT OF LESSON
- Although I am only at my practicum one day a week, I have learned a lot about the students. I have grown a personal relationship with each individual students. I know that each student is unique and their different levels of development. I know that some students will need help more than others. Each table will have a place card explaining the instructions, however some students can read better than others, so each place card will have a picture explaining what to do. If the students are having trouble, he/she can ask for my help or my cooperating teachers help as well.
- I only have twelve students in my class, this will be helpful when it comes to time management. I have observed the students for a month now and I know that they listen to instructions and are very good about helping their other classmates. The students will not all start at the same table and follow each instruction as their peers. While some students will start at the orange juice table, some students may start at the banana table. This will help the students not crowd the tables and let them decide what they want to put in their shake first and what they want to put in their shake last. This will also help when it comes to blending the materials, so not every student is ready to blend their shakes all at once. I will also be sure to have two blenders, this way the students are not waiting too long.
- This lesson is appropriate for Kindergarten because they are at the age to where they can handle this assignment and follow instructions. Last Tuesday, I was able to teach my cooperating teachers lesson on Apple Pizza. The students were able to follow instructions and wait their turn. This cooking lesson helped me prepare for what lesson that I would teach to the students. The students in my Kindergarten class are capable of making the shakes and helping their peers. This lesson will help them become aware of healthy eating habits and healthy snakes that they can make at home.
- This lesson will consist of nutrition and health. This is appropriate for the students because it is important for them to know what healthy snakes are. Each day the students eat a snack near the end of day. Their snakes are always healthy and my cooperating teacher explains what they are eating and how it is good for their bodies. Therefore, the students are already aware of why healthy foods are important for their bodies and a better choice than food that is considered “junk food”. In reality, all children eat “junk food” but letting the children explore the different types of food and showing how combining them can make a healthy shake is exciting for the students and a good way to show that healthy shakes can be made with other fruits as well.
- This lesson will also consist of math, involving fractions, measuring, and counting. The students already know that fractions makes a whole, how to count to ten, and how to measure. Of course, if the students are having trouble, they are more than welcome to ask for help. The math that is presented in this lesson is more of a review for them. The students will measure their own orange juice, count how many pineapple pieces and ice cubes go in their shake, and explain how fractions make a whole, by cutting their banana in half.
OBJECTIVES AND ASSESSMENT
1. The students will demonstrate healthy snack choices from non-healthy snack choices.
- While the students are drinking their shakes, they will be given a hand out. The hand out will consist of them cutting out pictures of healthy snacks and non-healthy snacks and grouping them in the correct column. This will help them make better choices on what they eat at home and show me what they learned.
- With my class being so small, I will be sure to watch each student cut their banana in half. While they are at the banana station, I will ask them “how can you cut the banana to show two half’s?” I will then ask them “how they know that the two half’s make a whole?” When they cut the banana in half, this will show them how to explain the questions that I am asking them. I will record their answers on a piece of paper for my assessment of what they learned about fractions.
COLLECTION OF ASSESSMENT DATA
I will write down my observations and the answers to the questions that I ask the students. I will also staple the student’s handout with my lesson plan. This data will be how I assess the students on what they learned. This assessment will show me that they know what healthy snacks are by comparing them for non-heathy snacks. This assessment will also show me that the students know that two half’s make a whole.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)
Oral Language
K.2 The student will expand understanding and use of word meanings.
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.
f) Ask about words not understood.
K.3 The student will build oral communication skills.
e) Participate in group and partner discussions about various texts and topics
g) Follow one- and two-step directions
h) Begin to ask how and why questions
Reading
K.5 The student will understand how print is organized and read.
c) Distinguish between print and pictures
d) Follow words from left to right and from top to bottom on a printed page.
K.6 The student will demonstrate an understanding that print conveys meaning.
a) Identify common signs and logos
b) Explain that printed materials provide information.
Number and Number Sense
K.5 The student will identify the parts of a set and/or region that represent for halves and fourths.
Measurement
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of non-standard units include foot length, hand span, new pencil, paper clip, and block.
Probability and Statistics
K. 14 The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data.
Scientific Investigation, Reasoning, and Logic
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
h) Observations are recorded
k) Objects are described both pictorially and verbally
K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include
a) The five senses and corresponding sensing organs; and
b) Sensory descriptors used to describe common objects and phenomena.
Matter
K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include
a) Colors of objects;
b) Shapes and forms of objects;
c) Textures and feel of objects;
d) Relative sizes and weights of objects; and
e) Relative positions and speed of objects.
K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include
a) Water occurs in different phases;
Civics
K.8 The student will demonstrate that being a good citizen involves
a) Taking turns and sharing
b) Taking responsibility for certain classroom chores;
g) Participating successfully in group settings.
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, legs, hands, feet);
MATERIALS NEEDED
- Tables for each station (cooperating teacher)
- 8 Bananas (myself)
- 2 cans of pineapple rings or chunks (myself)
- Orange juice (myself)
- Pitcher for orange juice (myself)
- Ice cubes (cooperating teacher)
- Plates for stations (myself)
- Plastic cutting utensils for banana station (myself)
- Plastic forks for pineapple station (myself)
- 3 small bowls (for ingredients) (myself)
- 2 Blenders (myself)
- Measuring cup for orange juice (myself)
- Labels for each station (myself)
- Cups (myself)
- Can opener (myself)
- Tongs for ice (myself)
- Measuring spoons (myself)
- Assessment Paper (for me)
- Assessment worksheet (for students)
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
I will be sureto arrive to the classroom earlier then I would normally. This will give me plenty of time set up the classroom. School starts at 8:45 and my lesson will begin at 9:30. I will arrive at the school around 8:15 with my materials. There four tables in the classroom, a sink, and a counter for the writing center. I will use these areas for my lesson so that I have enough room and the students do not over crowd one another. I will have one table for the banana station, one table for the pineapple station, one table for the orange juice station, one table for the sugar and ice cubes, and lastly the writing center counter for the two blenders. At the banana station, there will be a bowl for the bananas, the banana place card, napkins, paper plates, and plastic knifes for the students to use. The bananas will be already pealed and ready for them to cut in half. The napkins are located on this table so that the students can wipe their hands after they have cut the bananas. The place card is located in the middle of the table to show the instructions. The paper plates are used for cutting the bananas, so they do not have their bananas on the table where they color and work. The next table, the pineapple station, will have a bowl filled with pineapples chunks or rings, the pineapple place card, paper plates, and plastic forks. The students will use the forks to get the pineapples out of the bowl. The place card will be placed in the middle of the table to show the instructions. There will be paper plates so the students can show how many pineapple chunks or rings they are to put into their monkey shake. The next table, the orange juice station, will have orange juice, measuring cup, place care, and napkins. The place card is put in the middle of the table to show instructions. The measuring cup is for the orange juice and the napkins are placed on the table in case of spills or accidents. The last station, is the blender station. There will be three place cards here (ice cube place card, sugar place card, and blender place card), tongs, measuring spoons, a bowl for the sugar, a bowl for the ice, napkins, and two blenders. Each place card will be placed beside the bowls of each part of the station, to reassure that the students follow directions. The preparation for this lesson is simple and spacious for the students. This gives the students plenty of space to move around and for them to walk around and not stand in one spot. The paper cups will be given to the students after I have told them what they are doing and the instructions to the lesson.
INTRODUCTION AND ORGANIZATION
When school starts and until my lesson begins, the students have about thirty minutes of free time. When the students walk into the class they have a few things that they have to do, that do not involve their tables that I am using for this assignment. I will let the students be aware not to touch the stations and for them to continue with free time. Afterwards, I will call the students over to the carpet for a discussion about what we will be doing for the activity. I will begin the lesson asking the students what are some example of healthy foods versus non-healthy foods. This will generate a nice discussion and a great way to start the lesson. I will then ask them if they have ever made a shake before. I will then explain to them how we will be making monkey shakes. I will thoroughly explain the instructions and I will also show the students what they will be doing on their own. While they are sitting on the rug I will let them watch me perform the assignment. During my demonstration, I will let the students see how two half bananas make a whole. I will also show how many ice cubes they are supposed to get, how many pineapples they are supposed to get, how much sugar they are supposed to use, and how to pour the orange juice. I will let the students be aware of how sharing, helping others, and following the instructions is very important. After I have explained the instructions and any questions or concerns, I will let the student be aware that after they have made their shakes, they will get to enjoy them while working on their assignment, for their assessment on examples of healthy snakes and non-healthy snakes.
This lesson is for the students to do the activity on their own. I think that this is important for the students to learn on their own with my guidance. I will be located at the banana station, I will have my cooperating teacher located at the blender station, and the teacher’s aide keeping an eye out on the pineapple station and orange juice station. Each student will receive a plastic cup before they leave the rug to make their monkey shake. The students can walk around the room and begin any station as they please. At the banana station, the students will be given a banana and they will used the plastic knife to cut the banana in half. I will ask the students “how can you cut the banana to show two half’s?” I will then ask them “how they know that the two half’s make a whole?” I will also ask them, “If you cut the banana in two, you have one half to put in your shake, what does two half bananas make?” I will record their answers for my assessment. The next station, the pineapple station, the students will take either one ring from the bowl or six pineapple chunks and put them in their cup. Each student can count to ten, so this will be no problem for them, but if they do need help they will have three teachers to be there. The next station, the orange juice station, is where the teacher’s aide will be located the majority of the time. This will also be a great way to show fractions. The students will pour the right amount of orange juice into the measuring cup then pour the measured orange juice into their shake. They will then go to the next station, the blender station. The blender station consist of the sugar, ice cubes, and blenders. They will measure the sugar using the measuring spoons and will put the sugar into their shakes. They will then use the tongs to count out three ice cubes to put in their shakes. After they have followed all the instructions they will then go to my cooperating teacher so she can blend the ingredients together. I will have my cooperating teacher ask each student if they went to each station and followed the instructions that were told to them. If they answer no, then she will send them to the station that they still need to visit. If they say yes, then she will blend their ingredients together and give them a straw. She will then ask them to go to the rug with the other students and drink their shakes.
While they enjoy their shakes, I will move all the materials from their tables. They will then be asked to finish their shakes at their table so they can begin working on their assignment. Their assignment is a handout on healthy snack choices verses non-healthy snack choices. They will have pictures of both healthy snacks and non-healthy snacks. While they are drinking their shakes they will have time to color the pictures. After they have colored, the students will cut the individual pictures of food and categorize them under either the healthy snack column or the non-healthy column. They will then glue their pictures to the right column and I will use this as my assessment on what they learned about healthy snack choices. When the students are close to finishing up with their assignment I will have a small discussion with them. I will ask them “why is it important for our bodies to consume healthy snacks over non-healthy snacks?” I will also ask them why they considered the pictures on the healthy snack column to be considered healthy. After we have had a small discussion and the students are finishing up their assignment, we will all work together to clean up before their transition to lunch.
The students are very good at cleaning up, so this should be an easy transition. After their morning free time, my cooperating teacher sings a clean-up song and all the students pitch in and begin cleaning, then they meet at the carpet. I will have a tub that I used to bring the material to the class, with the help of the students, we will put my materials that I brought into the tub. I will assign some students to wash the bowls that were at each station. I will have students throw paper plates, napkins, plastic wear, etc. in the trash. I will dump the ice in the sink and throw away any of the food materials that cannot be taken with me. I will then let each child take a sanitizing wipe to clean their tables.
DIFFERENTIATION
- Some of students may have troubles reading the instructions on the place cards due to their academic development. Therefore, the place cards will have pictures so that they can have a better understanding and if they are still having trouble, then they are more than welcome to ask for help.
- My class does have children that are English language learners. If they are also having trouble reading the instructions on the place cards, they can also refer to the pictures on the place card.
- There is one student in particular that is considered to be permanently blind. However he is able to read and look at the pictures on the place cards if he puts the card close to his face, so he can see the picture. He enjoys being like any other student in the class and does not like to be excluded from things. He can do what the other students can do but he just needs to be very close to the assignment and listen very closely to the instructions.
- If students are having trouble understanding what is being asked of them and their objectives then I will be sure to answer any questions and help them comprehend the material being taught. If they do not understand that two halves make a whole, then I will use other examples, such as pizza. I have a good understanding of each individual student and their needs, therefore I choose this assignment because it challenges them but it is achievable.
- For students who need to be challenged more, I will ask them more difficult questions, such as, “If I cut the banana into four equal pieces and put one of the pieces in my shake, what would be the fraction of the banana in my cup?” There are a couple students that could easily answer this question and need to be challenged more than others. These questions would be asked to only those individual students so that other students don’t feel left out.
- If students are struggling with the assignment, even after reading or looking at the pictures on the place card, then I will be there to assist them but not to tell them what to do and give them the answers. I still want each student to achieve the objectives on their own.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
- The banana station is the most concern because the students may not comprehend fractions as well as others. Since I am the one that will be located at the banana station then I will be sure to assist the students and let them aware of how the two halves make a whole and let them answer my questions after they have had a mini lesson.
- The students could make spills or messes, this is why each station has napkins and if there is a big mess, then we can all work together to clean it up.
- If I forget an important material that I need for the assignment, I will be sure to ask the kitchen for help. If this does happen and the kitchen does not have what I need, then we will reschedule the lesson for the next day.
- If the children get disrupted during the lesson, then I will redirect them back to the lesson and what they are supposed to be doing.
- In my materials, I listed that I would have two blenders. If one of the blenders were to brake, then there would be another one available for use.
- The students may not follow the directions, resulting with their monkey shake not tasting like it should. If this is the case, I will try to help them by adding more to the shake and splitting the shake at the end of the ingredients after being mixed together.
- If the student does not like the shake, I will have more orange juice and they are welcomed to have some orange juice instead but I would like them to still try the shake.
- The students do not attend every station, the cooperating teacher will be at the blender station asking the students if they attended every station and if they haven’t they need to do so before they have their ingredients mixed in the blender.