BYU-Idaho Preschool Lesson Plan

Lesson Plan #4
Lab 1
Baking

Date: Monday May 8, 2017

Supervisor: Sandra
Lead Teacher: Brynn Larsen (Lesson 1)

Children’s Names and Strengths, Interests, and/or Learning/Development Needs:

1. Baylee’s goal is to use words to communicate with other children. She will be able to
practice this at all of the activities planned. Teachers will use strategies such as parallel
talk and self-talk to help her understand the words she needs to use. Whenever she
wants a toy or object the teachers will have her ask for it before giving it to her. At
dramatic play she will have the opportunity to play with the other children and create
stories with them.
2. Patrick’s goal is to develop better fine motor skills. He can do this in the art area as he
paints with cars. He usually isn’t interested in art activities, but he loves cars so he will
hopefully be drawn to the activity because of the cars.
3. Emily can work on her gross motor skills as she plays outside. We will have the jungle gym
that she can climb on, and she can ride the bikes that are provided. She loves playing
kitchen and we will have a bakery set up in dramatic play.
4. Payson’s goal is to drink out of a cup without a straw. He will be able to practice this at
snack as teachers and peers model drinking out of a cup and encourage him to do the
same.
5. Robert has a goal to be interested in fine motor activities. I have planned an art activity
where the children will paint with cars. Since he is interested in cars he will hopefully be
drawn to the art table.
6. Charles can learn when it’s appropriate to be quiet and loud at all of the activities.
Teachers will help him to be quiet at large group when others are speaking, and we will
let him know its ok to be loud when he is outside. Also, in large group teachers can
model having a quiet voice. If he ever gets too loud teachers will gently remind him to
use his inside voice.

Preassessment and Findings:

 During home visits we asked the children if they ever cooked/baked with their parents.
Payson, Baylee, Payson, and Patricia all have helped their parents cook in the past, but
the other children have had either no cooking experience or a limited amount.

 The children who cooked/baked with their parents had some experience with measuring
the ingredients out, but mostly they just mixed the recipe. In lab Vincente use a spoon to
measure water and pour it from one bowl to another.

 Braxton knows that cheese will melt if you put it in the oven, but she does not know what
will happen to bread if you put it in the oven. She said that it will stay bread. When I

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 asked Cody and Patty what happened when you put cookie dough in the oven they did
not know.

 The children will need to learn more about measuring ingredients and understanding
that heat will change a mixture. They will begin to learn this in large group when I show
them how to make pancakes, and then they will really be able to experience it during
self-selected activities as they make their own pancakes to eat for snack.

Ideas to be Emphasized:
1. It’s important to properly measure ingredients.
2. Adding heat to a mixture changes it.

Preschool Concepts or Skills:

1. Measuring
2. Compare and contrast
3. Cause and effect

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan #4
Lab 1
Baking
Date: Monday May 8, 2017
Supervisor: Sandra
Lead Teacher: Brynn Larsen (Lesson 1)

Ideas to be Emphasized:
1. It’s important to properly measure ingredients.
2. Adding heat to a mixture changes.

Preschool Concepts or Skills:

1. Measuring
2. Compare and contrast
3. Cause and effect

Assignments:
___________________ Self-Selected
___________________ Small/Focus Groups
__________ /_________ Outdoor play
_________ /_________ Snack
_______________ Check-in/Check-out
_______________ Handwashing/Cubbies
_______________ Photographer
_______________ Other

OPENING CIRCLE 8:20 – 8:35 a.m.

Activity Name Description Materials

Book If You Give a Pig a Pancake? By Laura Numeroff. If You Give a Pig a Pancake?
This book will allow the children with their By Laura Numeroff (WR B N3)
deduction skills as they try to figure out what the
pig will want next.
Movement Activity Shake Your Sillies Out. I will sing the Shake Your CD
Sillies Out song and the children will use their
cognitive skills to remember the words to the
song, and use their gross motor muscles as they
shake, clap, and jump their sillies out.
Phonemic (Hold up Bee). “This is Hickey Pickety Bumblebee. Paper bumble bee (IWP)
Awareness She has some words that she wants to learn can Pictures of: cheese, chips,
you help her out?” I will hold up a picture of an chain, chair, chess, and a
object and then say this chant….. “Hickety chick (IWP)
Pickety Bumblebee, can you say this word with
me? Now singt it! Now whisper it! Now clap it!
Now cheer it!” I will point out the “ch” sound to
them when I say each word.

Words: Cheese, chips, chain, chair, chess, chick

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Music Activity or The itsy bitsy spider climbed up the water spout
Song or Fingerplay: (make spider with fingers and have it climb)
The Itsy Bitsy Spider down came the rain (make the rain come down
with your hands) and washed the spider out
(wash the spider out with your hands) out came
the sun and dried up all the rain (make the sun
come out) and the itsy bitsy spider climbed up
the spout again. (make a spider with your fingers
and have it climb)
Story (non-book) Read “Go Away Big Green Monster” as a felt Felt board. Go Away Big
Go Away Big Green board story. Green Monster by Ed
Monster Emberley (IWP)
Game: What Time is What Time is it Mister Fox? The children gather on
it Mister Fox one side of the space and I will stand on the
other side. I will give a signal (both hands up in
front of me) and the children will say, "What time
is it, Mister Fox?" Mister Fox says, "It's time to hop!"
The children hop toward me until I give the
signal to stop. Repeat this, substituting different
movements (skipping, crawling, walking
backwards) until children draw near to Mister
Fox. As they near Mister Fox and ask the
question, the last answer I give will be "It's
midnight!" I will then have them stretch and
yawn and walk back to the edge of the carpet.
The game can then start again.
Book Who Took the Cookies from the Cookie Jar? By Who Took the Cookies from
Bonnie Lass. This book will allow the children to the Cookie Jar? By Bonnie
guess and help the skunk find out who took the Lass (RR2 L0)
cookies. They will be involved as they help me
guess who stole the cookie and repeat the
phrase, “Who took the cookies from the cookie
jar?”

GATHERING TIME 8:35 – 8:45 a.m.

Activity Name Description Materials

1. Measuring ***have the griddle heating up before you start 1/3 cups flour (kitchen)
activity and put it on the shelf behind you.*** Show a big 3/4 teaspoons baking
picture of a pancake. Say, “Who likes to eat powder (kitchen)
pancakes for breakfast?” Today we are going to 1/8 teaspoon salt (kitchen)
learn how to make pancakes. First we are going 1 tablespoon of sugar
to measure 1/3 cup of flour. Get out your (kitchen)
pretend measuring cups and help me pour the 1/3 cups water (kitchen)
flour in the bowl. Now I need to measure ¾ 1/4 cup applesauce (kitchen)
teaspoon of baking powder. Pretend to help me 1/8 teaspoon vanilla (kitchen)
scoop out the baking powder and pour it in the Mixing bowl (kitchen)
mixing bowl. Next we need to put in 1/8 Whisk (kitchen)
teaspoon of salt and ½ a tablespoon of sugar. Measuring cups/spoons
Now we need to mix it all together before we (kitchen)
add the wet ingredients. I need you all to stand
up and when I start stirring you will all need to I will need bowls for all of the

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 spin around in a circle to help me stir. When I ingredients so that I can take
say, ‘All done!’ then we need to stop spinning the ingredients out of the
and sit back down so we can finish making the bowls when I’m measuring.
pancakes. ” When they all sit back down have (kitchen)
them look at the dry mixture. Then say, “Once
we add our wet ingredients watch how the
mixture changes. First we need to measure 1/3
cup of water. Pretend to help me pour the
water in the mixing bowl. Next we put in ¼ cup
of applesauce. Pretend to help me pour the
applesauce in. Last we are going to mix in the
vanilla. We need ¼ of a teaspoon. Pretend to
help me pour the vanilla in. Now we need to mix
again! I need you all to stand up and when I
start stirring you will all need to spin around in a
circle to help me stir. When I say, ‘All done!’ then
we need to stop spinning and sit back down so
we can finish making the pancakes.” Say, “All
done! See how the mixture changed from a dry
mixture to a wet mixture? This mixture is called a
batter.”
2. Making the “Now we are going to pour this pancake batter Griddle (kitchen)
pancake on the hot griddle and see how it changes.” Pam (kitchen)
Pour the mixture on the griddle. Watch how it Spatula (kitchen)
changes. When it bubbles on the top flip the Plate (kitchen)
pancake over. When it’s all done flip the Fork (kitchen)
pancake onto the plate and cut it open to show
the inside. While waiting for the pancake to
cook on both sides we’ll sing the Pancake Song
Explain how it changed from a dry mixture to a
wet mixture, and then when we applied heat it
changed from a wet mixture into a pancake
with a solid form. Throughout the activity have
the children pretend to help you pour the batter
and flip the pancake.
Transition to Self- “Thank you for all of your help making this
Selected pancake! Now you can go and play at the
activities around the room. If you want, we have
an activity where you can make your pancake
batter, cook it on the griddle, and then eat it for
snack.”

SELF-SELECTED ACTIVITIES 8:45 – 10:10 a.m.

Books: Curious George Makes Pancakes by H. A. Rey (P R7), Bread, Bread, Bread by Ann Morris (P M1),
Grains by Acorn (P A8), If You Give a Mouse a Cookie by Laura Joffe Numeroff (P N1), Pancakes,
Pancakes! by Eric Carle (C3), The Gingerbread Man by Jim Aylesworth (A12), Bread Comes to Life by
George Levenson (L16), Let's Cook a Treat by Helen Drew (D16), Colors Everywhere by Tana Hoban
(H17), It Looked Like Spilt Milk by Charles G Shaw (IWP), The Dot by Peter Reynolds (IWP), The Little Red
Hen Makes a Pizza Philemon Markun (S38)
Activity Name Description/Activity Objective Materials, Special Set-up

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Creative Art: Car Activity Description: Children will have the White butcher paper to cover
Painting (6) opportunity to work on their fine motor skills as the art table (WR)
they grasp the cars with their fingers and roll A bowl of red, blue, and
them across the paper. They will also be able to yellow paint (RR1)
express their unique creativity as they paint with 6 aprons (laundry room)
the cars. The children will be able to choose from 6 painting cars (RR1 11)
3 different colors and 6 different types of cars.
Language/Literacy Literacy will be embedded in the other self-
Activity: selected activities

Manipulatives: Activity Description: Children will be able to Marble works A and B (RR1
Marble works (6) explore cause and effect as they drop marbles W38)
down the chutes. Towel (Laundry Room)
Place a towel down on the table to help the
marbles not go anywhere.
*Math: Measuring Activity Description: Children will go to the math 2 recipes (IWP)
ingredients for area to measure out ingredients for their Labels for each bowl of
pancakes (4) @ pancakes. The children will be able to read the ingredients (IWP)
recipe with the teacher and measure out their 5 ½ cups of flour in a bowl
ingredients appropriately. (kitchen)
1 container of baking powder
(kitchen)
5 teaspoons salt in a small
container (kitchen)
10 tablespoons of sugar in a
bowl (kitchen)
5 1/2 cups water in a bowl
(kitchen)
5 cups of applesauce in a
bowl (kitchen)
1 bottle of vanilla (kitchen)
17 small bowls (kitchen)
4 whisks (kitchen)
4 one third cups (kitchen)
4 one fourth cups (kitchen)
4 one eighth teaspoons
(kitchen)
4 tablespoons (kitchen)
17 disposable cups
*Science: Cooking Activity Description: Children will take their 1 griddle (kitchen)
pancakes (2) @ pancake mixture from the math area over to the 1 Pam spray (kitchen)
science area. They will pour their mixture onto 2 spatulas
the griddle and watch as it turns from a liquid 17 plates
mixture to a solid as the heat is applied. A
teacher will help the children to pour the
pancake batter and flip their pancakes. They will
also help the children flip their pancakes onto
their plates and direct them to the snack table.
Teachers here need to be aware of how many
children are at the snack table and only let
children cook their pancakes if there is room for
them at snack.

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Sensory Table: Activity Description: In the sensory table there will Shaving cream (RR1 14)
Shaving cream be shaving cream that the children can spray 5 spray bottles (RR1 under
and water (6) @ with water color in spray bottles. They will mix it sink)
together and see that the shaving cream can 5 different water colors (RR1)
transform its consistency as water and colors are Mixing spoons (kitchen)
mixed together. 6 aprons (laundry room)
Blocks: Farm (6) Activity Description: Children will have the 8 small farm animals (RR2 167)
opportunity to build structures with blocks in the Wooden farm (RR2 182)
block area. They can build structures for their 6 cars and/or trucks (RR2 178)
farm animals, and they can follow the roads with 6 people (RR2 205)
their trucks and tractors. They will also be able to Car mat (RR2 200)
engage in pretend play as they play with the
farm animals and toys people. Place the car mat in the
middle of the block area. Set
the wooden farm up on the
car mat. Place animals and
cars throughout the area.
*Dramatic Play: Activity Description: Children will pretend to Trays (RR2 244)
Bakery (6) make bread and other treats in the bakery. They Chefs hats (RR2 Y252)
will also be able to read a recipe book and Recipe cards (RR2 Y252)
recipe cards. They will be able to pretend to Table cloth(RR2 Y252)
write on the order pad. They will also have the Calculator(RR2 Y252)
opportunity to sort the bakery items and count Order pad(RR2 Y252)
money. Set up: Place the cash register, pen, and 1 pen (WR)
order pad on top of the cupboards by the Oven mitts(RR2 Y252)
dramatic play area. Put the tablecloth on the Play food, assorted (RR2 Y229,
table with the placemats around the top. Behind 234)
the counter, have the kitchen area set up as Recipe book (IWP)
usual, make sure there is food for sandwiches Measuring tools: 1 cup, ½
and condiments in the fridge. Put the baked cup, ¼ cup, 1 tablespoon, 1
goods ingredients on the shelves and in the teaspoon (Kitchen)
fridge. Put the recipe cards up on the walls in 3 mixing bowls (Kitchen)
the kitchen area. 3 whisks (Kitchen)
3 Spatulas (Kitchen)
Alternatives:
1st: Bakery Play Activity Description: Children will play with play Play dough (Closet)
Dough dough and have tools to mold it into food Variety of play dough tools
objects. They will have rolling pins, cookie cutters, (RR2 G124)
and other tools to help mold the dough.
2nd: Sorting cars Activity Description: Children will sort the cars by Sorting cars (RR1 W44)
color, size, and type. They will also be able to Color of the cars (IWP)
count how many cars they have in each group.
The colors of the cars will be printed out and set
on the table so the children can read them. Set
up: Place the sorting cars on the table. Place the
color labels on the table and put some cars on
each color.

ROTATING SNACK 9:00 – 9:45 a.m.

Pancakes with juice

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OUTDOOR PLAY 9:10 – 10:00 a.m. Location: South Playground

Gross Motor: Jungle Activity Description: Children will use their gross Jungle gym (GG)
gym @ motor muscles to climb on the jungle gym.

2nd: Mixing bowls Activity Description: Children will have the 4 measuring cups (Kitchen)
and measuring opportunity to practice their measuring as they 4 mixing bowls (Kitchen)
cups in the sand use measuring cups to dump sand into mixing 4 mixing spoons (Kitchen)
bowls.

3rd: Legos with stick Activity Description: Children will have the Legos with stick connectors
connectors opportunity to build structures as they play with (GG)
the large Legos. They will begin to understand
basic scientific and mathematic principles such
as, center of mass and patterns, as they build.

CLEAN UP 10:10 – 10:20 a.m.

We will sing the clean-up song twice.
Transition to Small Play the Freeze Dance to get the children to Pictures of a pancake,
Focus Groups come over. Before class begins place pictures of griddle, spatula, and
pancake making materials on each groups measuring cup to place on
name tag (pancake, griddle, spatula, measuring name tags (IWP)
cup). After the song has everyone freeze I will
stop the song and one teacher will stand up and Music and Movements in the
hold a red square. I will say, “Anyone who has a Classroom Grades 1-2: CD#
pancake on their name tag like the one Ms. ___ is The Freeze (WR)
holding, follow her to a table!” Once the
pancake group has left I will play the song again CD player
until it tells us to freeze, and I will repeat the
process until the groups are all dismissed.

SMALL FOCUS GROUP 10:20 – 10:30 a.m.

Group 1 Group 2 Group 3 Group 4

Your Activity Description Materials

Milk and Soap Magic Description: The teachers will read the book that is at 8 metal trays
their table to their groups of children. They will then (kitchen)
perform the milk and soap activity. This is done by 4 quarts of milk (IWP)
filling a metal pan about 1 to 2 inches full of milk. The 4 blue towels
teacher will then drop a variety of food coloring (kitchen)
drops in the milk. Then the teacher will add the soap 4 sets of food
to the colored milk and the students will see how the coloring (kitchen)
food coloring moves and swirls once the soap is 4 containers of soap
added. The teacher will ask the children what they (kitchen)
are seeing, and what happened once the soap was 17 droppers with
added. The teacher will then do the demonstration color already in them
again. This time, however, there will be droppers full (RR1 and Kitchen)
of color so the children can add the colors
themselves. Sometime before adding the soap the Books:

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 teacher should say, “Do you think the same thing will It Looked Like Spilt
happen again?” The second time the teacher should Milk by Charles G
explain what is happening to the colors in the milk Shaw (S15)
using descriptive and preposition words. Example: Colors Everywhere by
The colors are swirling into each other and mixing Tana Hoban (H17)
together. Color Zoo by Lois
At this activity the children will explore cause and Ehlert (E5)
effect as they observe what happens when soap is The Dot by Peter
added to the colored milk. Reynolds (IWP)
Extra Books:
If the activity is not long enough there will be an extra The Very Busy
book at each table for the teacher to read. Spider by Eric Carle
(C6)
Catch That
Hat! (2) by Emma
Chichester Clark
(C20)
Just the Way I Am by
Sean Covey (C23)
Oliver’s Fruit Salad by
Vivian French (F15)

CLOSING CIRCLE 10:30 – 10:40 a.m.

We Are the Dinosaurs CD, CD

Transition to Closing Circle We Are the Dinosaurs
Player
Do any activities not done during Opening Circle, and repeat activities that they enjoyed.

WORDS TO SONGS & FINGERPLAY:

Shake Your Sillies Out:

We’re gonna shake, shake, shake our sillies out. Shake, shake, shake our sillies out. We’re gonna
shake, shake, shake our sillies out and wiggle our waggles away.
We’re gonna clap, clap, clap our crazies out. Clap, clap, clap our crazies out. We’re gonna
clap, clap, clap our crazies out and wiggle our waggles away
We’re gonna jump, jump, jump our jiggles out. Jump, jump, jump our jiggles out. We’re gonna
jump, jump, jump our jiggles out and wiggle our waggles away.

Hickey Pickety Bumblebbe:

This is Hickey Pickety Bumblebee. She has some words that she wants to learn can you help her
out?” I will hold up a picture of an object and then say this chant….. “
Hickety Pickety Bumblebee, can you say this word with me? Now sing it! Now whisper it! Now
clap it! Now cheer it!”

The Itsy Bitsy Spider:

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The itsy bitsy spider climbed up the water spout
Down came the rain and washed the spider out
Out came the sun and dried up all the rain
And the itsy bitsy spider climbed up the spout again

The Pancake Day Song (To the tune of I Had a Little Nut Tree)
We made pancakes on Monday,
We tossed them in the air,
One fell on the table, and
One fell on the chair.
One stuck on the ceiling, and
One fell on the grate, but
Luckily for me, then I
Caught one on my plate!

RESOURCES:
http://kidshealth.org/en/parents/games-preschool.html# (What Time is it Mister Fox?)
Sister Olsen (Milk and Soap activity)

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