Fall 2015

ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
Meagan Brewster
Ms. Guerrier and Ms. Rooney, PreK, Young Childrens Program
October 20, 2015, Morning and Afternoon Class during snack
Thursday, October 8, 2015

TITLE OF LESSON Going Bananas!

CONTEXT OF LESSON
This activity is appropriate for my children at this time because at the stage of their development, this
will promote learning in terms of literacy, math, science, and social studies. The students will follow
step-by-step instructions to create their monkey shake, which promotes literacy. They will also
listen with increasing understanding to conversations and directions. For math, the children will work
on their measurement and number and number sense skills. The students will use their five senses to
explore the monkey shake which will promote learning in terms of science. For social studies, the
children will learn that monkeys eat all kinds of fruits, and that the fruit they eat is grown in places
with warm climates. The children also will use descriptive words and use labels to describe the
ingredients in their monkey shake.
I have observed the students following step-by-step instructions when preparing their snacks. I have
also observed my students using cutting tools and counting out portions during their snacks. All of the
above activities show that the students are ready to combine these skills and use them to create a
monkey shake.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will count with 1:1
correspondence by placing the correct
number of each item in their cups with
minimal assistance.
2. The students will cut a piece of fruit
with a blade.

Plan for Assessment

For the monkey shake, the students are expected to count out
of an orange, of a banana, 6 pineapples chunks, and 3 ice cubes. I
will assess their ability to count by watching the students place
each item into their cup and observing the cup before each child
places their ingredients into the blender.
For the monkey shake, the students are expected to cut an orange
in half and a banana in half. I will assess each child as they cut the
orange and banana in half to see if they have the ability to cut
accurately and through the entirety of the piece of fruit.

COLLECTION OF ASSESSMENT DATA

See the attached Assessment Data form.

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RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS

(Preschool)
Virginia Literacy Foundation Block 1 Oral Language
h) Follow simple one - and two-step directions.
Virginia Literacy Foundation Block 2 Vocabulary
b) Listen with increasing understanding to conversations and directions.
Virginia Mathematics Foundation Block 1 Numbers and Number Sense
b) Count a group (set/collection) of five to ten objects by touching each object as it is counted and
saying the correct number (one-to-one correspondence).
Virginia Mathematics Foundation Block 3 Measurement
b) Know the correct names for the standard tools used for telling time and temperature, and for
measuring length, capacity, and weight (clocks, calendars, thermometers, rulers, measuring cups, and
scales).
Virginia Science Foundation Block 1 Scientific Investigation, Reasoning, and Logic
a) Use the five senses to explore and investigate the natural world.
Virginia History and Social Sciences Foundation Block 4 Geography/Descriptive Words
e) Use labels and symbols for what the child has seen.
MATERIALS NEEDED
1. Blender YCP
2. Juicer YCP
3. Cutting Utensils YCP
4. Napkins YCP
5. 3 Bowls YCP
6. Measuring Cup YCP
7. Teaspoon - Me
8. Smaller Cup for the Orange Juice YCP
9. Cutting Board(s) YCP
10. Sugar - Me
11. Straws - Me
12. Cups Me
13. 15 Oranges Me
14. 25 Bananas Me
15. 6 Cans of Pineapple Chunks Me

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16. 1 Large Pineapple

17. 1 Bag Ice Me
18. 2 Jugs Orange Juice Me
19. Instruction Cards Me
PROCEDURE
1. When I arrive at the YCP for the day, I will gather all materials listed above and set them out on the
snack table. I will wash all fruit; gather the blender and the juicer, the cutting utensils, napkins,
bowls, ice, sugar, cups, straws, and instruction cards and set them up neatly and efficiently on the
rectangular table next to the snack table.
2. At group time, I will introduce each fruit and ask the children to describe the fruits. I will pass them
around the circle and let each child see, touch, and smell the fruits. I will tell them that they will be
using all of these fruits to make a monkey shakes at snack time, where they can taste the fruit as
well. I will also talk about how monkeys eat each of the fruits shown and that the fruits must grow in
warm climates.
3. During choice time I will be stationed at the snack table, ensuring that I am present each time a
student approaches the table.
4. To make the monkey shake, the steps are as follows:
a. Take an empty plastic cup.
b. Count out 1 orange half.
c. Juice the orange half.
d. Pour the juice from the juicer into the measuring cup.
e. Add orange juice from the cup to the measuring cup until the child reaches cup, which will
be marked with tape on the measuring cup.
f. Pour orange juice into the plastic cup.
g. Cut 1 banana in .
h. Peel the banana.
i. Place the banana into the plastic cup.
j. Count out 6 pineapple chunks and place them into the plastic cup.
k. Count out 3 ice cubes and place them into the plastic cup.
l. Add 1 teaspoon of sugar.
m. Place all ingredients into blender.
n. Blend together for 20 seconds.
o. Pour contents back into plastic cup.
p. Take a straw and enjoy!
5. While the students are completing the steps, I will be assessing their abilities to count out their
materials and cut the fruit in its entirety. I will be providing assistance as needed and observing how
the activity is going. To provide assistance, I will help the students read the instruction cards, count
out the fruits, and measure the orange juice, sugar, etc.
6. When the students are completing the activity, I will be encouraging the students and providing
positive praise and helpful scaffolding comments. For example, if a student is correctly counting the
number of pineapple chunks, I will say, Wow, that was awesome! or if they only counted 3 chunks,

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I could say, You have 3 chunks. That is half of 6. We need to count out 3 more! If the student
cannot count without assistance, I will intervene. For example, if a child has 3 pineapple chunks in
their cup, I could say, Wow, (the child), I see you have 3 pineapple chunks in your cup. How many
more do we need to add to get to 6 pineapple chunks?
7. I will repeat these steps with every child until each child that wants to eat snack has done so.
8. When all of the students are done, I will clean up the area and prepare it again for the afternoon class
and repeat all above steps.
PREPARATION OF THE LEARNING ENVIRONMENT
To prepare the learning environment, I will begin by washing all of the fruit with cold water. I will then
place the juicer and the blender on the snack table. I will pour sugar into a small bowl and I will gather
enough ice cubes and place them into a separate bowl. Next, I will put the oranges onto a tray and the
bananas on a separate tray. Then, will place the pineapple chunks into a bowl. I will place a cutting tool
next to the oranges and the juicer, and I will place another cutting tool near the bananas. Next, I will
place the orange juice from a jug into a smaller cup for easier pouring. I will set out the measuring cup,
which will be marked exactly at cup, next to the orange juice. Finally, I will tape the instruction
cards in front of the ingredients in their correct places and have my assessment data sheet on the table
as well.
INTRODUCTION AND ORGANIZATION
To introduce the lesson, I will first write a message on the welcome board to tell the children that we
will be making monkey shakes today. At group time, I will introduce an apple, banana, and
pineapple. I will explain that each fruit grows where it is very warm all year, where there can be
jungles and even monkeys! I will explain that monkeys live in these areas and like to eat fruit, just like
we do, and all of the fruits are sweet because they have sugar. The children could take turns exploring
each fruit and describing their characteristics (big, small, yellow, orange, rough). Hopefully, seeing
each fruit would gain the childrens attention and make them look forward to making their monkey
shakes and tasting the fruit that they just explored.
IMPLEMENTATION
To implement this activity, I will set up the ingredients for the duration of both school days and leave
them available for the students to make whenever they may choose. When talking with the children
during choice time, I will encourage the children to make snack and Go Bananas! for the monkey
shake! For example, I might approach a child and ask, Lets get started on our monkey shakes! If
the child responds, Yes! I will ask what they are most excited to do (taste the final product, peel the
banana). I could also ask the students if they can taste the sweetness of the fruits and ask, Why did we
add the ice cubes? For the 3-year-old class, I will work with only one child at a time, using their name
cards and a pocket chart. For the 4-year-olds, I will have them write their names on a list in the order
that they would like to participate. While I am working with one child, I will ask them what they think
each direction card says or is telling them to do. After hearing their responses, I will read each card
while pointing at the words and numbers. Hopefully, the children who have made monkey shakes
before will be excited to make them again and encourage their friends to make them as well.

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CLOSURE
After the children finish making their monkey shakes, I will ask them how they taste. I will ask the
children which fruit they could taste the most in their shake and what their favorite step was (cutting,
measuring, juicing, blending). I will encourage the children to throw away their cups and fruit peels
and ensure that they move their name on the snack tray to I have eaten snack.
CLEAN-UP
I will wait until the children have left for the day to clean up the entirety of my activity. While the
children are completing the activity, I will monitor if the area needs to be wiped down or rearranged
due to any problems. I will wash all of the dishes and utensils used in my project and place them back
where they belong.
DIFFERENTIATION
To meet the needs of every student in the classroom, I will provide extra assistance when needed. At the
beginning of the lesson, I will see how the students handle the tasks presented to them before providing
assistance. When I see a student that is unable to read a sign, having trouble cutting his/her orange or banana,
or counting out 6 pineapple chucks, I will scaffold them until they are comfortable with the task. For the
ESL/non-vocal students in the 3-year-old class, I will provide extra assistance as needed to the best of my
ability. Hopefully, the photos on my instruction cards will guide those children with limited English
proficiency to still be able to participate actively in my activity. To support those who might need an
additional challenge, I can ask them to describe the textures and colors of the fruits. I can challenge them and
ask, How many more pineapple chunks would you need to make 10 pineapple chunks? For those who
struggle with the objectives of the activity, I will provide limited assistance at first to challenge them to think
independently, but I will step in when needed to ensure that they make their monkey shake correctly.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The main issue that could go wrong with my lesson would be that the majority of the class would not want
snack on this particular day. To fix this issue, I will try my very best to encourage the students to participate,
but I cannot force them. If no one participates in my activity, I will revamp my ideas and try again another
day with a new idea.
Some children also might be bothered by the sound of the blender while I am implementing my lesson. I will
reassure them that it is just a sharp blade inside of the blender turning around to cut up the fruits, and that it
will be over soon. I will reassure them and make sure that they are completely comfortable.
Another issue that could arise might be that the steps are too advanced for the 3 year olds. To ensure that this
does not happen, I will do my best to assist the children in any way that they might need. I want this activity
to be fun and interesting and not overwhelming for any student.

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