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EGP 322 Unit Plan: Sensory Learning Activity

Alyssa Carmona

Today's Date: November 30, 2015

Date of Implementation:

Title of Lesson: EGP 322-03 Making Bread

Age Level and Number: Six four-year-olds

Curriculum Areas (being assessed): Mathematics

Standards:
PA.15.1.1 Utilize all available senses to explore and learn from the environment.
PA.15.2.1 Attend and follow through on adults one or two step directions.
PA.2.3.6 Practice using measurement vocabulary with adult support.
PA.4.4 Identify the products that are produced on a farm.
PA.6.2.5 Identify where some products originate.
PA.10.5.1 Use hands, fingers and wrists to manipulate objects.
PA.10.5.2 Coordinate eye and hand movements to perform a task.
PA.1.6.1 Follow two-step directions.
PA.1.6.3 Contribute to class discussion.
PA.1.1.2 Associate some names of letters with their shapes and sounds.
PA.1.1.2 Differentiate words and letters.

Purpose: To provide children with a unique sensory (and fine motor) experience through
the use of a bread making activity. Also, to present the children with the opportunity to
discover how certain farm [animal] products (namely, milk) are used in everyday life by
humans via a hands-on experience. Another purpose of this activity is also to provide the
children with a meaningful opportunity to follow and respond to directions, in order to
encourage them to both employ and develop some of their math (measurement) and
language (listening, reading, and speaking) skills.

Work Sampling Assessment:

II. A. 2. Follows two- or three-step directions.
II. B. 2. Speaks clearly enough to be understood without contextual clues.
II. C. 3. Begins to develop knowledge about letters.
III. B. 1. Shows beginning understanding of number and quantity.
III. E. 2. Participates in measuring activities.
IV. A. 1. Asks questions and uses senses to observe and explore materials and
natural phenomena.
VII. B. 1. Uses strength and control to perform simple tasks.
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VII. B. 2. Uses hand-eye coordination to perform simple tasks.

Behavioral Objectives:
1. Throughout the entire bread making activity, the children will talk about how the
ingredients and final uncooked product (dough) look whenever they are prompted
by the teacher.
2. Throughout the entire bread making activity, the children will talk about how the
ingredients and final uncooked product (dough) feel whenever they are prompted
by the teacher.
3. Throughout the entire bread making activity, the children will talk about how the
ingredients and final uncooked product (dough) smell whenever they are prompted
by the teacher.
4. Once the dough has been made, the children will recall the ingredients that were
used to make it when they are prompted by the teacher.
5. Upon recalling the ingredients that were used to make the dough, the children will
recall the amount of each ingredient that was used when they are prompted by
the teacher.

Materials:
1. Bread recipe (http://breadbaking.about.com/od/yeastbreads/r/miniwhite.htm)
a. Ingredients (amounts listed are per child)
i. cup water ( cup 1 big scoop)
ii. 2 tbsp milk (2 tbsp 1 medium scoop; talk about how if we used the
little spoon ( tsp) we would have needed 24 little scoops)
iii. 1 tsp vegetable oil ( tsp 4 little scoops)
iv. tsp active dry yeast ( tsp 2 little scoops)
v. tsp sugar ( tsp 3 little scoops)
vi. tsp salt ( tsp 1 little scoop)
vii. 1 cup bread flour, about ( cup 4 big scoops)
b. Directions (Note: this is the entire recipe with the steps not completely
broken down. The children will only be responsible for steps i-iii, while the
teacher will take care of the other steps as needed. The steps that the
children are responsible for, however, will be broken down into smaller
steps throughout the procedures portion of the activity).
i. In medium bowl, mix together the water, milk, oil, yeast, sugar, and
salt.
ii. Slowly mix in flour until a firm dough is formed.
iii. Knead dough on lightly floured board for 3 minutes, adding small
sprinkles of flour only as needed.
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iv. Place dough in greased bowl. Flip dough over inside bowl so that the
dough top is also lightly greased. Cover and let rise in warm place for
45 minutes.
v. Turn dough out onto floured board and knead out air.
vi. Shape into mini loaf and place in greased mini loaf tin.
vii. Cover and let rise for 30 minutes.
viii. Bake at 350 degrees F for 40 to 50 minutes or until golden brown.
Baking time will be longer if baked in solar oven.
ix. Remove loaf from pan and let cool on wire rack. Slice bread after it has
cooled.
2. Containers, bowls, and forks
a. One labeled container for each ingredient, placed at the center of the table
b. One medium bowl per child
c. One fork (for mixing) per child
3. Labels for ingredient containers
4. Measuring cups and spoons (one of each per child)
a. cup measuring cup ( cup equals 1 big scoop)
b. tsp measuring spoon ( tsp equals 1 little scoop)
c. 2 tbsp measuring spoon (2 tbsp equals 1 medium scoop; would equal 24 little
scoops)
5. Clean plastic placemat for kneading dough (one per child)
6. Timer
7. In order for the teacher to carry out the remaining steps, he/she would also need:
a. Greased bowls
b. Plastic wrap
c. Greased mini loaf tins
d. Oven
e. Wire Rack
f. Knife

Set-up: To begin, the teacher will have all of the materials that the children will need
(with the exception of the plastic placemats) already set out. The labeled containers
with the ingredients will be placed at the center of the table, where all children can
reach them. At each childs individual spot, the teacher also would have already set out
the bowl and fork for mixing, as well as the measuring cup and spoons.

During the Activity: The teacher will provide each child with his/her own clean plastic
placemat when it is time to begin kneading the dough.
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Motivation/Anticipatory Set

1. Anticipatory Set: The teacher will activate children's prior learning/experience by

calling their attention back to two related activities from earlier in the day. The first of
these activities would be the literacy storyboard activity that incorporated the use of Gail
Gibbons The Milk Makers, while the second activity would be the science Milk a Cow
activity that the children engaged in. The teacher can have children recall these activities
by asking several questions (i.e. Can anyone remember the farm animal that we read
about earlier today? Can anyone remember the product that comes from this animal that
people use?). Throughout each of these previous activities, the children not only learned
about where milk comes from, but also learned about the steps and procedures involved.
Being that the children have already discovered and discussed such things, this activity will
provide them with a hands-on experience that will help them to further develop their
learning, by allowing them to discover just one of the ways in which milk (a farm animal
product) is used by people. By briefly calling the childrens attention back to and discussing
the previously conducted and related activities, the goal is for the teacher to activate the
childrens prior knowledge regarding the relevance of the bread making activity, in
addition to gaining the childrens interest before beginning the activity.

2. Motivation: After the teacher briefly recalls and discusses The Milk Makers and Milk a
Cow activities with the children, he/she will ask them to raise their hands if theyve ever
eaten bread before. The teacher will then tell the children that one of the main ingredients
in most breads comes from one of the farm animals (cow) that they have been learning
about: milk! He/she will then tell the children that today they are going to use milk (along
with some other ingredients) and work together to make their very own mini loaves of
bread!

Procedures:
1. Set out the needed materials (except for the placemats).
2. Have the children who will be participating take a seat at the table.
3. The teacher will call the childrens attention back to The Milk Makers and Milk a
Cow activities from earlier in the day (anticipatory set).
4. After the teacher and children have recalled and briefly discussed these activities,
the teacher will tell the children that they are going to use milk (T can point out this
particular labeled ingredient) in this next activity.
5. At this point in time, the teacher will ask the children to raise their hands if theyve
ever eaten bread before.
6. The teacher will then tell the children that one of the main ingredients in most
breads comes from one of the farm animals (cow) that they have been learning
about: milk!
7. He/she will then tell the children that today they are going to use milk (along with
some other ingredients) and work together to make their very own mini loaves of
bread!
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8. The teacher will then begin carrying out the actual bread making portion of the
activity with the children.
a. The teacher will introduce the ingredients by pointing to and naming each
one (i.e. To make our bread today, we will be using).
b. Next, the teacher will tell the children that they will be using big scoops (T
will hold up cup measuring cup), medium scoops (T will hold up 2 tbsp
measuring spoon), and little scoops (T will hold up tsp measuring spoon)
to measure their ingredients.
c. The teacher will also explain to the children that they each have a mixing
bowl and fork to mix their ingredients together.
9. First, the teacher will tell the children that they need to take one big scoop of water
and put it into their mixing bowl.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is water.
b. Once correctly decided, T will ask the children to hold up their big scooper, as
well as to recall how many big scoops are needed.
c. Next, the children will take turns scooping their water and placing it in their
mixing bowl.
d. Once this step has been completed, the teacher will ask each child to describe
how the water looks, feels, and smells.
10. Next, the teacher will tell the children that they need to take one medium scoop of
milk.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is milk.
b. Once correctly decided, T will ask the children to hold up their medium
scooper, as well as to recall how many medium scoops are needed.
i. The teacher will tell the children that if they did not have a medium
scooper, they would have needed to use 24 little scoops!
c. Next, the children will take turns scooping their milk, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
d. Once each child has scooped (but not poured) their milk, the teacher will ask
each child to describe how the milk looks, feels, and smells.
e. The children may then pour the milk into the mixing bowl.
11. The teacher will then tell the children that they need to take four little scoops of oil.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is oil.
b. Once correctly decided, T will ask the children to hold up their little scooper,
as well as to recall how many little scoops are needed.
c. Next, the children will take turns scooping their oil, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
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i. Once each child has taken (but not poured) one little scoop, the
teacher will ask each child to describe how the oil looks, feels, and
smells.
d. The children may then pour their first scoop of oil into the mixing bowl.
e. Taking turns, each child will then count, scoop, and pour three more little
scoops of oil into their mixing bowl.
12. The teacher will then tell the children that they need to take two little scoops of
yeast.
a. T will tell the children that yeast is the ingredient in bread that makes it rise.
b. T will ask the children to look at the labels and decide which ingredient in the
center of the table is yeast.
c. Once correctly decided, T will ask the children to hold up their little scooper,
as well as to recall how many little scoops are needed.
d. Next, the children will take turns scooping their yeast, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
i. Once each child has taken (but not poured) one little scoop, the
teacher will ask each child to describe how the yeast looks, feels, and
smells.
e. The children may then pour their first scoop of yeast into the mixing bowl.
f. Taking turns, each child will then count, scoop, and pour one more little
scoop of yeast into their mixing bowl.
13. The teacher will then tell the children that they need to take three little scoops of
sugar.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is sugar.
b. Once correctly decided, T will ask the children to hold up their little scooper,
as well as to recall how many little scoops are needed.
c. Next, the children will take turns scooping their sugar, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
i. Once each child has taken (but not poured) one little scoop, the
teacher will ask each child to describe how the sugar looks, feels, and
smells.
d. The children may then pour their first scoop of sugar into the mixing bowl.
e. Taking turns, each child will then count, scoop, and pour two more little
scoops of sugar into their mixing bowl.
14. Next, the teacher will tell the children that they need to take one little scoop of salt.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is salt.
b. Once correctly decided, T will ask the children to hold up their little scooper,
as well as to recall how many little scoops are needed.
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c. Next, the children will take turns scooping their salt, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
d. Once each child has scooped (but not poured) their salt, the teacher will ask
each child to describe how the salt looks, feels, and smells.
e. The children may then pour the salt into the mixing bowl.
f. The teacher will then instruct the children to use their fork to mix the
ingredients in their bowl together.
15. The teacher will then tell the children that they need to take four big scoops of flour.
a. T will ask the children to look at the labels and decide which ingredient in the
center of the table is flour.
b. Once correctly decided, T will ask the children to hold up their big scooper, as
well as to recall how many big scoops are needed.
c. Next, the children will take turns scooping their flour, and the teacher will
instruct the children to wait before pouring it into the mixing bowl.
i. Once each child has taken (but not poured) one big scoop, the teacher
will ask each child to describe how the flour looks, feels, and smells.
d. The children may then pour their first scoop of flour into the mixing bowl.
e. Taking turns, each child will then count, scoop, and pour three more big
scoops of flour into their mixing bowl.
16. The teacher will then instruct the children to use their hands to begin mixing in the
flour.
a. As the children do so, the teacher will ask them to describe how the mixture
looks, feels, and smells.
i. This process will continue until a firm dough is formed.
17. The teacher will then provide each child with a clean plastic placemat for their
dough.
18. He/she will then show the students how to knead their dough, and instruct them to
do so for three minutes (T will use a timer to keep track of time).
a. As the children knead their dough, the teacher will continue to prompt them
to talk about how it looks, feels, and smells.
19. Once the children have finished kneading their dough, the teacher will prompt them
to recall the ingredients that were used in order to make it.
20. As each ingredient is recalled, the teacher will also prompt the children to recall the
amount of each ingredient that was used (type and number of scoops).
a. The teacher may also use this opportunity to have the children talk about the
ingredient amounts in relation to one another (more or less) by asking
various questions (i.e. Did we use more water or flour? What did we use
less of: milk, or salt? How do you know?).
21. The teacher will then provide closure (described below).
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Differentiation:
1. If the child is having a difficult time talking about how the ingredients and/or
uncooked product (dough) look, feel, and smell, offer additional support.
a. For instance, the first time a child seems to have difficulty with this task, the
teacher could model what this would look like. Another option would be to
ask the child guiding questions (i.e. Does the [item] look wet? Does the
[item] feel soft? Does the [item] smell sweet?). Depending on the item at
hand, the teacher could alter the way in which these questions are asked.
2. If the child is having difficulty recalling the ingredients that were used and/or the
amount of each ingredient that was used, offer additional support.
a. For instance, the teacher can call the childs attention back to the ingredients
and/or labels on the ingredient containers located at the center of the table.
b. In addition, the teacher can ask the child to recall if we used a little or a
lot of the specific ingredient. If the child is able to recall the information in
this way, the teacher can guide the child to come up with the more specific
answer that he/she was looking for.
3. If the child is having difficulty using the materials being used (i.e. measuring cups
and spoons), the teacher can offer adaptive materials (i.e. by wrapping the handles
with duct tape).
4. For a child who is more advanced, the teacher can urge the child to use more
descriptive and varied words when talking about how the ingredients and/or
uncooked product (dough) look, feel, and smell.
5. For a child who is more advanced, encourage the child to recall the ingredients that
were used without referring back to the ingredients and/or labels on the ingredient
containers located at the center of the table.
6. For a child who finds the materials being used too easy to manipulate (i.e.
measuring cups and spoons), the teacher can offer materials that provide more of a
challenge.

Closure: Once all of the procedural steps have been carried out, the teacher will bring the
activity to a close. In order to do this, the teacher will tell the children that he/she will bake
the bread, and that they will get to eat it later. The teacher will also tell the children that
before eating the bread, they will be making something else that uses a cow product:
butter! Once the bread has been baked and the butter had been made, the children will get
to eat the two items that they made together.

Assessment: The teacher will use the following rubric in order to assess the child.
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Name: ________________________________________________ Date:________________________

Making Bread Assessment Rubric

Criteria Beginning to Progressing Proficient Exemplary

Emerge 2 3 4
1
Sometimes (1-4 Usually (5-8 Always (9 Described how
Descriptions times) times) times) 5-8 ingredients
via Looking described how described how described how and dough
ingredients and ingredients and ingredients and looked without
dough looked dough looked dough looked prompting.
when when when
prompted. prompted. prompted.
Sometimes (1-4 Usually (5-8 Always (9 Described how
Descriptions times) times) times) 5-8 ingredients
via Feeling described how described how described how and dough felt
ingredients and ingredients and ingredients and without
dough felt dough felt dough felt prompting.
when when when
prompted. prompted. prompted.
Descriptions Sometimes (1-4 Usually (5-8 Always (9 Described how
via Smelling times) times) times) 5-8 ingredients
described how described how described how and dough
ingredients and ingredients and ingredients and smelled
dough smelled dough smelled dough smelled without
when when when prompting.
prompted. prompted. prompted.
Recall Recalled some Recalled most Recalled all (7) Recalled 4-6
Ingredients (1-3) (4-6) ingredients ingredients
Used ingredients ingredients used when used without
used when used when prompted. prompting.
prompted. prompted.
Recall Amounts Recalled Recalled Recalled Recalled 4-6
of Ingredients amount of some amount of most amount of all amount
Used (1-3) (4-6) (7) ingredients ingredients
ingredients ingredients used when used without
used when used when prompted. prompting.
prompted. prompted.

Additional notes, if any: ___________________________________________________________________________

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