College of Education

Early Childhood Center

LESSON PLAN
Name: Katrina Case
Date: 12/1/2015
Topic/Study: Bread
Lesson Title: Sugar Cookies
Concept to be Reinforced: Forming a recipe for cookies
(check one)

Curriculum/Interest Area:
Large Group

Small Group

ECSQ Standards Met:

State the standard and the observable behavior (e.g., 2.1 Children will demonstrate a growing ability
to collect, talk about, and record information about living and non-living things as they make
observational drawings of real worms).
*If applicable, include at least 1 standard for these developmental domains or content areas.
Approaches to Learning Habits of Mind:
1.5 Expand current knowledge onto a new solution, new thinking or new concept when
discussing their ideas of what ingredients go into a sugar cookie recipe and the baking process
that will be used to make the cookies.
1.7 Grow in eagerness to learn about and discuss a growing range of topics, ideas, and tasks
as they give ideas of their own recipe of sugar cookies using pictures and baking utensils.
2.5- Explore, experiment and ask questions freely when exploring the different ingredients that
go into cookies and discuss how those items could be used to create their own recipe.
5.1- Begin to hypothesize or make inferences when drawing a picture of what their sugar cookie
will look like when they follow the recipe they helped to create.
Approaches to Learning Social Dispositions:
6.1 Learn from and through relationships and interactions when speaking to the teacher
about their ideas of baking utensils, the ingredients needed to make sugar cookies, and the
steps to follow to bake the cookies.
Language & Early Literacy Development Spoken Language: Expression:
3.1 Use spoken language for a variety of purposes, which includes discussing their ideas of
the different ingredients in a sugar cookie, whether or not theyve ever made sugar cookies, and
respond to conflicting ideas about these cookies.
3.2 Show increasing comfort and confidence when speaking about their ideas of ingredients
in a sugar cookie, how much of each ingredient should be used in baking a sugar cookie, and
the steps to follow to make the cookies
Language & Early Literacy Development Spoken Language: Receptive:
4.4 Respond with understanding to speech directed at them when answering questions about
what ingredients will be needed for the cookies, how much of that ingredient will be needed,
and how those cookies will be baked.
Language & Early Literacy Development Viewing Images & Other Media:
5.1 View images and other media materials for a variety of purposes to gain information
about what ingredients should be used in the sugar cookie recipe and discuss how much of
each ingredient should be used to make the sugar cookies.
Early Learning in Science Observation & Inquiry:
1.2 Ask questions related to their own interest and observations when questioning what
Revised 9/16/13

ingredients should go into sugar cookies and discussing this with peers and the teacher.
Dual Language Learning
2.2- Participate with peers and adults in simple exchanges in English when talking about what
ingredients go into sugar cookies (Having the teacher ask Does Salt go into the cookies?), how
much of that ingredient will be used (Having the teacher ask Do we need just one cup of
flour?), and how to bake those cookies (Having the teacher ask Do we just put it in a bowl and
thats it? Do we have to do anything to our ingredients?).
1.1-Observe peers and adults with increasing attention to understand language and intent
when watching what others are saying and responding appropriately when asked about the
ingredients that goes into sugar cookies.
Main Objectives (minimum of 4)

Children will explore, experiment and ask questions freely when exploring the different
ingredients that go into cookies and how to bake them.
Children are comfortable sharing their ideas and work with others when explaining their idea
of what they believe goes into a sugar cookie, the process of baking a sugar cookie, and what
they believe the finished cookies will look like.
Children will begin to hypothesize or make inferences about what their sugar cookie will taste
like after creating their recipe.
Children will learn from and through relationships and interactions when speaking to the
teacher about their ideas of baking utensils, the ingredients needed to make sugar cookies, and
the steps to follow to bake the cookies.

Materials Needed:
Pictures and various ingredients children observed in their research the previous day, which includes:
Salt
Butter
Flour
Sugar
Vanilla
Eggs
Baking soda
1 cup measuring tool
1/2 cup measuring tool
1/3 cup measuring tool
1/4 cup measuring tool
1 tablespoon
1/2 tablespoon
1 teaspoon
1/2 teaspoon
1/3 teaspoon
1/4 teaspoon
Large easel and paper
Markers for each child
Paper for each child
Key Vocabulary Words:
Revised 9/16/13

Measuring
Recipe
Research
Salt
Egg
Butter
Flour
Sugar
Stir
Mix
Ingredients
Materials
Oven
Sifter
Rolling Pin
Dough
Roll out the Dough
Cookie Cutters
Decorate
Frosting
Icing
Procedure (motivation, development, & closure)
Motivation:
As students arrive in the discovery area the teacher will pull out a stuffed bear and say, Hello, this is
Berrilina and she really wants to make some cookies for her friends, but she doesnt know how do that.
Do you all think that you can help her? Were going to need to come up with a recipe that her friends
will really like.
Development:
The discovery table should be set up with the measuring cups sat on hollow blocks and lined up on one
side. The table will have four spots for each child, which will include markers and paper for them to
draw what ingredients they think well need for our recipe.
When children arrive at the discovery area they will be introduced to Berrilina and be introduced to
the problem she is facing (see Motivation). They will then be asked to look at all of the ingredients and
think for a moment about what they can be used for. The students will also be asked to think about the
research they did on cookies the previous day.
As students are sat at the table the students will be asked by Berrilina
-What ingredients do we need for our cookies?
-How much of that ingredient do we need?
-What tool will we use to measure that ingredient?
-What will we do after we have put all of our ingredients together?
-How long will we bake them for?
As the student answer the questions they are being asked by Berrilina the teacher will write the
student responses on a large piece of chart paper.
Closure:
As a closure students will be asked to draw a picture of how they think the cookies will look when they
are finished baking. Students will come up and tell the stuffed animal, Berrilina, how they think the
cookies will taste. Berrilina will tell the students that they gave her a lot of information and that she
needs to go home and look all of it over. When the bear gets home she will compile all of their ideas
into one recipe, which they will have to help her test out the following day.
Revised 9/16/13

Possible Extensions of This Lesson:

(How would you build on/develop this concept or skills over a three-day period?)

On day one students will be asked to research sugar cookies using cookbooks and the Ipads. Students
will be asked what ingredients go into sugar cookies and how they are baked.
On day two students will be able to come up with their recipe for the stuffed animals friends. Students
will be asked to think about the ingredients and the process of baking the cookies.
On day three students will put their recipe to the test. They will be adding their ingredients and
completing the baking process.

Adaptations:
(How will you adapt materials, environment, strategies, or teaching methods to address individual needs and/or
learning styles? Identify specific children that you will be making adaptations for.)

Aarushi and Jayadita will need support in understanding what is expected of them, which means they
will need more time/ reminders than the other students. Also, as English Language Learners these
students will need language support to ensure they comprehend the lesson. They may not have any
experience with making cookies, which may also require extra support.
The bear will help motivate all of the children to come over to the discovery area and discuss their
ideas of sugar cookies. The bear will also help them feel needed, which will encourage them to work
together to come up with a recipe.

Observations of Children:
(Consider response to and manipulation of materials, interactions with others, group dynamics, etc.)

The children were very distracted by the paper and markers. Madison seemed to want to be
the only child wanting to point to the measuring cups.
Reflective Evaluations:
Achievement of Lesson Outcomes:
Overall, the children realized that many different ingredients go into cookies and depending
on the variety of cookie, the ingredients can be unique. The students began to see that
ingredients used in a recipe need to be measured. After a few adjustments I believe this lesson
would be very valuable to students.

Evaluation of Your Teaching & Additional Reflections:

The lesson went well overall. The lesson could have went better, but any lesson can always go
better. The classroom was extremely loud and noisy on this specific day, which I was not
planning. The classroom had a special visitor helping the children make something, which
was incredibly distracting. The children were in self-selection for a lot longer than they
normally are. Lastly, the children knew that they were being videotaped, which did not help in
keeping them focused.
During my time student teaching I have realized that no lesson will go perfectly as planned.
As teachers we can plan for certain behaviors and personalities, but children are wildcards
and we never know what attitudes we are going to have. I believe that my plan was incredibly
well written( the best plan I have written this semester) and I am very proud of it. The next
time I implement this lesson plan I will make a few tweaks, but the overall plan will remain
the same.
The environment was setup to assist children while they helped to create the cookies. The
pictures of each ingredient were setup so that students had some basis to form their ideas. I
did not want children to start talking about peanut butter or chocolate chips when we were
Revised 9/16/13

making sugar cookies. The pictures really seemed to encourage children of the ingredients in
cookies.
The next time I implement this plan I will not have the paper and markers on the table when
the children arrive. In fact, I would only give children the paper and writing utensils when the
children were completely finished forming the recipe. Also, I would set Berrilina up on a block
so she is easily visible to all the children.

Chec

WSU STUDENT TEACHER STANDARDS

1. Knows the subject area content and best
practices in those areas.
1.1 Demonstrates knowledge of content.
1.3 Use of a variety of appropriate strategies.
1.4 Teaching strategies are chosen to anticipate
difficulties in content.
1.5 Sufficient amount of materials utilized for varying
ability needs.
1.6 Activities within lesson plan support mastery of
objectives and state standards.

2. Organizes & implements effective

instruction including the integration of
content across curriculum areas.
2.2 Consistent evaluation of student learning.
2.3 Modifications of instruction when necessary.
2.4 Consistent evidence of adaptation for learning
needs (e.g., groups, individual learning, materials
and strategies).
2.5 Consistent use of technology by teachers and
students.
2.6 Consistent demonstration of clarity, accuracy,
and effectiveness in both oral and written
communication with students.

3. Utilizes appropriate classroom

organization and management
techniques to ensure a safe and orderly
environment conducive to learning.
3.1 Expectations are clear; routines, rules, and
transitions are in place and seamless.
3.2 Consistent use of management plan that is
understood by all.
3.3 Consistent and appropriate interaction with and
between students.
3.4 Consistent and clear expectations for student
conduct, students consistently on task and
learning (most students comply).
3.5 Ability to address a range of student behavior
through the consistent use of materials and
strategies that maximize student engagement.

Revised 9/16/13

DEMONSTRATIONS/COMMENTS
Students were given appropriate materials and
scaffolding was used to ensure all students were
taught to their independent level. At the end of the
lesson students had an idea about the different
ingredients that are used in making sugar cookies,
and the process of making the cookies.

Students were constantly evaluated during this

lesson. If it appeared they needed a little more
support, then they were given that support. After I
saw that many students were not paying attention
when the markers and paper were on the tables I
decided to collect the materials.

All expectations were made clear and student

behavior was quickly addressed. The environment
was as orderly as it could be on this specific day.

4. Provides a learning environment that

engages students creative and critical
thinking.
4.1 Consistent use of methods, materials and
resources to engage students to think creatively
and critically.
4.2 Consistently recognizes and capitalizes on
teachable moments; addresses student
misconceptions.
4.3 Consistent use or purposeful discussion and
questioning by and with students; utilizes
questions to encourage multiple viewpoints;
encourages learners to think creatively or
critically about examples from their own
experiences (consistently asks open-ended
questions).

5. Demonstrates knowledge of human

growth by providing an inclusive setting
for all students grounded in
developmental theory.

The use of the bear encouraged children to think

critically about the baking process and the types of
ingredients that may be used in making sugar
cookies. Students were engaged in purposeful
discussion from start to finish.

Children were scaffolded to fit their individual needs.

Students that needed help for dual language were
planned for in the lesson.

5.1 Consistent use of developmentally appropriate

materials.
5.2 Consistent evidence the environment reflects
knowledge of human growth and development
as it relates to students individual and social
needs.

6. Exhibits Professional Dispositions:

Behaves in an ethical, reflective and
professional manner and is committed to
all students and their learning.

I was committed to all students learning and behaved

professionally.

7. Understands and integrates varying

perspectives to enhance students
awareness, respect and appreciation of
diverse populations (e.g., race, gender,
ethnicity, ability, culture).

As students came to the discovery table they had

different ideas about the ingredients that may be
used in making cookies. Prior experiences colored
students ideas of the process of baking cookies and
the ingredients that go into them.

7.1 Demonstrates ability to enhance students

Awareness, respect, support, and appreciation of
diverse populations.
7.2 Consistent evidence of diverse perspectives in
lesson/unit plan and classroom instruction.

8. Selects appropriately from a variety of

assessment strategies to evaluate student
learning and uses this information to
make informed curriculum decisions.

As students left the discovery area they were asked to

draw a picture of what they believed the cookies
might look like after we bake them.

8.2 Consistently selects appropriate assessment

instruments.

9. Utilizes school/district/community
resources.

School materials were used in this lesson. The

resources were used to enhance student learning.

9.1 Utilization of school, district and community

resources.
9.2 Uses resources to enhance learning and to meet
the needs of the students.

10. Communicates and interacts with

parents/guardians/families to enhance
student success.

Revised 9/16/13

After the lesson occurred, a letter was sent home to

parents explaining what we were working on in the
discovery area for the entire week. Parents were
informed on the types of things they could ask their
child about. Also, the recipe that we came up with as
a class was sent home to children.

Revised 9/16/13

Revised 9/16/13

Revised 9/16/13