BYU-Idaho Preschool Lesson Plan

Lesson Plan #24

Lab 3
Cooking Utensils and Appliances

Date: Wednesday, November 28

Supervisor: Abbye
Lead Teacher: Leah Lesson #5

Children Receiving Specific Focus Today:

1. AAAA: language, peer interactions: see sensory
2. BBBB: sharing, turn taking, peer interactions: see language
3. CCCC: peer interactions: see Small Focus
4. DDDD: writing her name: see language
5. EEEE: colors, peer interactions: see Manipulatives
6. FFFF: equal interactions: see Dramatic Play

Preassessment and Findings:

Interests: I have observed that GGGG, AAAA, and HHHH play in the dramatic play kitchen
every time it is offered. BBBB, EEEE, IIII, JJJJ, CCCC, KKKK, played with the egg beaters in the
sensory area over playing with the toys in the sensory bin (11/5). LLLL and AAAA played with
measuring cups pouring water for at least 30 minutes (11/5). CCCC and AAAA played with the
food tongs for at least 15 minutes feeding monsters (10/10).
Known information: When asked what she was cooking, GGGG said cupcakes (referring
to a tray full of one muffin and donuts). When I asked her how she made it, she responded, “With
ingredients” (11/2). GGGG warned friends nearby that the oven was too hot to touch and to be
careful (11/2). When asked what things his mom uses to cook, EEEE said, “She just uses a frying
pan and a roll to make cookies” (11/7). When asked the same question, MMMM pointed to the
microwave, and BBBB said his mom makes him chicken nuggets in the microwave (11/7).
Misconceptions and information gaps: The children playing with the egg beaters called
them spinners, “that thing”, the mixer, and the bubble makers. FFFF, CCCC, and NNNN said they
didn’t know toast was made in the oven/ toaster (11/2). BBBB said that his mom makes cookies
in the stove 11/7. DDDD and HHHH said they love to eat cake but don’t know how they are
made 11/2. LLLL made a pizza with play dough, “I’m going to make a pizza.” When I asked him
how to make it he said, “You roll it up like this.” He then proceeded to get a Christmas tree
cookie cutter and said, “Then you put a Christmas tree on it. And then you cut it and eat it.
Yum!... And that’s how you make a pizza!” When I asked NNNN, what are things we use to cook,
he said, “bacon” (11/7).
Because of the interest in using the different kitchen utensils and because of the
misconceptions of kitchen appliances, I have decided to focus on what the utensils and
appliances are, and how we can use them for food and for other things. I decided to leave out
appliances like the oven and microwave, as most children know what those are, and to focus
on toasters, ovens, blenders, and mixers, since they did not mention them, or have
misconceptions about them.

Ideas to be Emphasized and Overall Developmental Focus:

1. When we cook, we use a lot of different kinds of cooking utensils for different things (tongs,
ladles, spatulas, measuring cups, strainers, funnels, whisks, muffin tins).
2. We use different machines when we cook: blenders, ovens, microwaves, mixers, teapots,
stoves.
3. Today we will be focusing on developing the math skills of understanding quantity and
using corresponding language, such as less, more, most, full, empty.
BYU-Idaho Preschool Lesson Plan
 Lesson Plan #24
Lab 3
Cooking Utensils and Appliances

Date: Wednesday, November 28

Supervisor: Abbye
Lead Teacher: Leah Lesson #5

Ideas to be Emphasized and Overall Developmental Focus:

1. When we cook, we use a lot of different kinds of cooking utensils (tongs, ladles, spatulas,
measuring cups, strainers, funnels, whisks, muffin tins).
2. We use different machines when we cook: blenders, ovens, microwaves, mixers, teapots,
stoves.
3. Today we will be focusing on developing the math skills of understanding quantity and
using corresponding language, such as less, more, most, full, empty.
Assignments:
Self-Selected: All Check-in/Check-out: Paige
Small/Focus Groups: Paige, Diannah, Abbye, Lindee Handwashing/Cubbies: Lindee
Outdoor play: Diannah, Lindee Photographer: Abbye
Snack: Paige Put Away Materials:
Special instructions for the day: None

OPENING CIRCLE 8:20 – 8:35 a.m.

Activity Name Description Materials
Book: Mouse Paint I will read the book with the children while asking Mouse Paint
them questions.
Movement Activity: The children will run in place when the green Traffic Light (IWP)
Traffic Light Game light is showing, slow motion when the yellow
light is showing, and freeze when the red light is
showing.
Phonemic I will say the rhyme: Willaby Wallaby Woo, an Elephant (WR C2)
Awareness: Willaby elephant sat on you, Willaby Wallaby W____ an
Wallaby Woo elephant sat on ____, rhyming with the children’s
names. As I say names, I will bounce the puppet
on their heads and have them flatten.
Music Activity or I will play the song on the speaker and dance Speaker
Song or Fingerplay: and sing along with it.
Milkshake song
Story (non-book): I will tell the children the story as I use visuals. I will Felt (IWP)
Are You My Mother ask the children if they think the animal/thing is
the bird’s mother as we tell the story.
Age Appropriate I will have a tray of items and tell the children Tray (RR1)
Game: What’s that there is two of everything. I will have the Random Matching Items
Matching children point to the items that match. This will (RR1)
be done in the beginning when there are less
children.

GATHERING TIME 8:35 – 8:45 a.m.

Activity Name Description Materials
1. Shadow Box: First I will get out the shadow box again. “Boys and Shadow Box (IWP)
ITBE girls, I have some different cooking utensils with Whisk (Kitchen)
me that I would like to show you!” Roller (Kitchen)
Tong (Kitchen)
I will show one at a time, then give its name and Ladle (Kitchen)
say what we use it for. We will then turn the lights Potato Masher (Kitchen)
on and do motions with each utensil. Bowl (kitchen)

“Boys and girls, we just saw a lot of different

cooking utensils, so let’s look at them one more
time with the lights on. This is the ____ and we use
it to _____. Everyone _________ like the _____
does.”

Whisk= whisk motion (mix things together)

Rollers= roll on the ground (roll dough out flat)
Tongs= snap your arms together (pick things up)
Ladles= scoop with your hands (scoop up
liquids)
Potato mashers= mash the ground with your feet
(mash potatoes into mashed potatoes)

2. Stone Soup: “Boys and girls, I have a story for you called, Stove (IWP)
Second ITBE Stone Soup. Once there was a boy that was very Pot (Kitchen)
hungry, so he stopped by a house an asked an Bowl (Kitchen)
old lady to make him a soup, but she didn’t Ladle (Kitchen)
want to, so she said she didn’t have any food. Big Wooden Spoons (IWP)
He then thought of an idea! He told the old lady Stone (outside)
that they didn’t need any food, because he Ingredients (printed out)
could make a soup out of just a stone. She was
so amazed that she let him in and they started
the soup. She grabbed a large pot, and put it on
the stove. The old lady said she was so excited
to try it, but the boy said it would be better with
some carrots, so the old lady got some carrots
(and repeat with cabbage, salt and pepper,
onions, some chicken...) and finally the boy said,
the soup is finished! The woman ladled the soup
out of the pot and into two bowls. The woman
was amazed the boy made a soup out of a
stone, and the boy got some soup and happily
went on his way.”

While telling the story, I will have the children

pretend to mix the soup with me as we add in
each food item.
3. Little Teapot “Boys and girls, we are going to sing a new song! Teapot (IWP)
I will say a line first, and they you repeat it! The
second time, we will sing it together!

I’m a little teapot, short and stout,

 Here is my handle, here is my spout
When I get all steamed up, hear me shout,
Tip me over and pour me out

That is a song about a teapot! Teapots are for

warming up water over the stove for hot drinks,
like cocoa. *show teapot
Transition to Self- It is time to go see what different utensils you
Selected can use around the room!

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

Books:
Bee-bim Bop! By Linda Sue Park (P2)
The Giant Jam Sandwich by John Vernon Lord (L26)
Stone Soup by Heather Forest (F17)
Pancakes, Pancakes! By Eric Carle (C3)
Curious George Makes Pancakes by H. A. Rey (P R7)
We’re Going on a Picnic by Pat Hutchins (P H6)
Growing Vegetable Soup by Lois Ehlert (p E1)
The Gigantic Turnip by Aleksei Tolstoy (T6)
Let’s Look at Kitchen by Nicola Tuxworth (T3)
The Little Red Hen Makes a Pizza by Philemon Sutton (S38)
Pete’s a Pizza by William Steig (S34)
Hi Pizza Man by Virginia Walter (P W3)
Activity Name Description/Activity Objective Materials, Special Set-up
*Creative Art: Activity Description: Children will use a turkey Butcher Paper (Workroom)
Basting Paper (4) baster to drip paint down a piece of paper on Turkey Basters (Kitchen)
top of a ramp. At the bottom, children will paint Silicon Brushes (Kitchen)
with a silicon brush. Cardboard ramp (IWP)
Paint (Watered down)
Intentional Teaching: Emphasize that the baster is Paint cups (RR2)
for putting sauces on a turkey and the brush is for Tape (closet)
buttering things, or putting glazes on foods.
*Language/ Activity Description: Children will ladle different
Literacy Activity: sized and colored letters out of pots into bowls or
Alphabet Soup (2) thermoses.
Teachers will help BBBB with his goals of sharing
and initiating peer interacting at this area by
suggesting he offer his toys to the other children.
Letters (RR1 45)
Emphasize that BBBB does not need all of the
Ladles (Kitchen)
pieces, and that there is enough for everyone to
Pots (Kitchen)
have plenty.
Bowls (Kitchen)
Teachers will help DDDD with her goal of spelling
Thermoses (IWP)
out her name by challenging, and assisting if
“Stove Top” (IWP)
necessary, her to pick out the letters in her name
with a ladle and put them in a bowl.
Intentional Teaching: Emphasize that we cook
things in pots on the stove, use a ladle to scoop
out liquids, and use thermoses to keep our food
warm for a long time.
*Manipulatives: Activity Description: Children will create their own Pizza boxes (RR2 252)
Pizza Party (5) pizza out of playdough. They will have different Playdough (IWP)
colored playdough to represent dough, sauce, Bowls for toppings (RR1 D2)
cheese, and different toppings. The children will Cutting boards (Kitchen)
use rolling pins, cutting boards, playdough knives, Playdough knives (RR2 125)
Teachers will help EEEE with his goals of Rolling pins (Kitchen)
identifying colors by labeling the colors they see
him use, and have him label them back, or see
what colors he can name on his own (especially
red and green).
Intentional Teaching: Teachers should emphasize
the use of cutting boards, pizza cutters, and
rolling pins.
Math: TBD This activity is being planned by the CHILD 150
students.

*Science: Foam Activity Description: The children will have the Whisks (Kitchen)
Mixers (2) opportunity to mix foam up as they use whisks, Egg Beaters (Kitchen)
and egg beaters Foam (IWP)
Intentional Teaching: Tell the children about Water Color (RR2)
different uses for whisks and egg beaters.
*Sensory Table: Activity Description: Children will use strainers to Sensory Noodles (RR2 126)
Hide and Seek (4) find items in the foam, and measuring cups or Letters (RR1 45)
tongs to fill the strainers. Numbers (RR1 45)
Teachers will help AAAA with her goals of Strainers (Kitchen)
articulation and positive peer interaction at this Tongs (Kitchen)
area by having her label the things she is doing, Measuring Cups (Kitchen)
and mediating sharing or turn taking with other Water
children in the area. Soap (RR2)
Intentional Teaching: Emphasize that egg
beaters are used as hand held mixers, or as egg
beaters, strainers are to get rid of the liquids you
don’t want in your food, and measuring cups are
to make sure you get the right amount of
ingredients for a recipe.
Blocks: Train Station Activity Description: Children will build their own Wooden Railroad Set (RR2
(5) railroad system and town with railroad tracks, 171)
wooden blocks, and community buildings. Community Buildings (RR2
181)
Community People (RR2 175)

*Dramatic Play: Activity Description: Children will order their own Desserts (RR2 228)
Restaurant (6) meals and eat them, cook meals for their friends Assorted food (RR2 228)
in the kitchen, and serve their friends their foods Cash Register (RR2 218)
and take their orders. Spatulas (RR2 252) (Pizzeria)
Rolling Pins (RR2 252) (Pizzeria)
Have the kitchen furniture in one area and add a Restaurant Box (RR2 252)
preparation table. Add two or three little tables Hot pads, chef hats, chef
in the open area. Have a checkout/ waiter outfit, hand mixer, wooden
stand. spoons (RR2 248)
Math: Cash Registers
Literacy: Children will order from menus. There will
be various signs in the Dramatic Play area.
Teachers will support FFFF by encouraging her to
 share the babies by suggesting one person only
gets one baby, or turn taking. Teachers should
be ready to mediate power struggles.

Alternatives:
Creative Art: Description: Children will be able to stick a Contact Paper (WR)
Contact Paper (6) number of objects onto contact paper. Foam Shapes (RR1 24 Drawer
2)

2nd: Potato Heads Description: Children will put different body parts Mr. Potato Head and Friends
(5) onto the potato head, practicing their fine motor (RR2 Orange 205)
skills and planning.

ROTATING SNACK 9:00 – 9:45 a.m.

******1 piece of Toast, water, and 4 apple slices
The teacher will let the children press the button on the toaster, pour their water with a tea pot, and see
an apple slicer being used.

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

Gross Motor: Ramps Activity Description: Children will send an object 2 Ramps (RR1 top shelf)
(4) down the ramp, then will run down to go get it, Cars (RR2 176)
and send it back down the ramp. Balls (RR2 192)

2nd: Ball Pit Activity Description: Children will have a ball pit in Tent (RR2 246)
the tent to stay warmer as they throw balls, or use Assorted balls (GG floor)
them in other outdoor games.
*3rd: Kitchen (5) Activity Description: Children will use sand or Outside Kitchen (Small Shed)
snow as food that they prepare in the kitchen. Dishes (Closet)

CLEAN UP 10:10 – 10:20 a.m.

We will sing the clean-up song twice, then play I will play the Clean Up Song by Singing Walrus as the
children clean.
Transition to Small I will play the walking walking hop hop hop and Spatula (Kitchen)
Focus Groups dance with the children. When the song is done, Whisk (Kitchen)
I will have them sit on the tape. I will review Ladle (Kitchen)
different utensils with the children and play the Tongs (Kitchen)
what’s missing game. I will give the missing item
to the teacher and they will take their group.

SMALL FOCUS GROUP 10:20 – 10:30 a.m.

Abbye: MMMM, NNNN, Diannah: HHHH, OOOO, Lindee: IIII, PPPP, Paige: FFFF, DDDD,
KKKK, EEEE Mason, BBBB, AAAA CCCC, Owen, Alma GGGG, JJJJ, LLLL
Your Activity Description & Objective Materials
Smoothie Chefs Description: Teachers will go with their group to wash -Blenders (Kitchen)
hands (at different times). Teachers will first introduce -Smoothie Ingredients
the different utensils they are using, as well as the (sister Pond)
blender. Teachers will then introduce the recipe -smoothie recipe
(refer back to Paige’s Lesson). Follow the recipe, cards (IWP)
have the children help cut things, pour things, -4 cutting boards
 measure things, etc… Let each of the children press (Kitchen)
a button on the blender. Once the smoothie is done, -knives (Kitchen)
pour in small pitcher for them to pour for themselves. -Measuring Cups
You will have to divide the smoothie equally so they (Kitchen)
can each have the same amount. They can drink -cups (Kitchen)
the smoothie while you read them a book. -small pitcher
Teachers will help CCCC with his goal of peer (Kitchen)
interactions by suggesting CCCC help another child -4 rubber spatulas
do something, or another child help him do (Kitchen)
something. Create situations where he can work with
other students. 1) Pancakes,
Objective: IELG: D4 G40 Age 36 to 60 months: Pancakes! By Eric
Children use spatial reasoning; children use picture Carle (C3)
cookbooks to follow sequence and measure 2) Stone Soup by
amounts for cooking projects with assistance. Heather Forest
Intentional Teaching: Reflect back on Paige’s lesson (F17)
about recipes. When introducing the utensils, ask 3) The Giant Jam
them where they have seen them around the room Sandwich by
and inform them of different things they are used for. John Vernon Lord
Create situations for children to work together and (L26)
help one another. 4) Bee-bim Bop! By
Linda Sue Park
(P2)

CLOSING CIRCLE 10:30 – 10:40 a.m.

I will play the Let’s Shake Hands song and dance Speaker
along until all the children have joined me. Ladle (Kitchen)
Rolling Pin (Kitchen)
Boys and girls, we used so many different cooking Pizza Cutter
utensils today! But my friend (the puppet) is still a little (Kitchen)
confused on what to use some of them for… Measuring cup
- If I made a soup, and wanted to scoop it into (Kitchen)
a bowl, what would I use? (have them point) Strainer (Kitchen)
That’s right, I would use a ladle!
Transition to Closing - If I needed to roll out some cookie dough,
Circle what would I use? (have them point) That’s
right, I would use a rolling pin!
- If I wanted to cut my pizza, what would I use?
(have them point) That’s right, I would use a
pizza cutter!
- If I wanted to measure out one cup of sugar,
what would I use? (have them point) That’s
right, I would use a measuring cup!
- If I wanted just my noodles without water, what
would I use? (have them point) That’s right, I
would use a strainer!
I will have enough frogs for each child to have on Frogs (WR)
5 green and speckled
their finger. We will sing the song together and do the
Frogs
motions.
We will sing the song and have the children wake up
The children are
to be different animals like horses, dogs, lions,
sleeping
monkeys, and snakes.
Action Cards I will have each of the children stand on a color. I will Action Cards (IWP)
 say, if you are wearing _______ color, then (do the
action on the card). Actions may include jump, twirl,
stomp your feet, clap your hands, or sit down.
Children will sit down and dance along to the song. https://www.youtub
From Your Seat Song e.com/watch?v=69f
9sCwhwYk

WORDS TO SONGS & FINGERPLAYS:

The children are sleeping, sleeping, sleeping, and when they wake up, they’re going to be…
(cow, dog, horse, snake, monkey, lion, fish)

5 green and speckled frogs sat on a speckled log eating the most delicious flies
One jumped into the pool where it was nice and cool
Now there are 4 speckled frogs

RESOURCES:
Previous Lesson Plans
https://www.youtube.com/watch?v=gPq7wzGEjqE
https://www.youtube.com/watch?v=r6cJB7k6eEk&list=PLxzA1TrsZLxvCJJOtL0jN24FlY8RQYFBt&ind
ex=3
https://www.youtube.com/watch?v=pHmsE1mnhgg
Song List
The Kitchen
Lead Teacher Reflection

1. What went well today? Provide 2 specific examples of children’s actions/comments that
occurred during self-selected activities. What evidence do you have for your conclusion?
a. Every activity was played with by at least 6 children. At the alphabet soup
activity, there were 6 children there at one time. There were 7 children at the
block area at one time, and 3 children that were there for 25 minutes. One boy
was at the science activity for 20 minutes. There was some collaboration today,
as children made each other sandwiches and pizzas, and shared the cupcakes
they “made”.
2. Evaluate gathering time. What were some positive aspects of gathering time? What
were the participation needs of the children and how were they met? What would you
change for next time?
. The children were really engaged. The first activity, they really enjoyed guessing what
the shadow was, and every child did the actions that went with the utensil. During the story,
the children were all quiet, and counted with me as I added food to the stone soup. The
children were a little confused while singing, “I’m a Little Teapot”. Next time I would sing it a
first time, then have them sing it with me line by line while doing the actions. There was plenty
of movement in the first and last activities, and they were able to talk during the first and the
last activities as well.
3. Evaluate small focus groups. What were some positive aspects of small focus groups?
What were the participation needs of the children and how were they met? What would
you change for next time?
. The children seemed really engaged in the activity, as the children were jumping over
each other to get a turn to scoop food into the blender. The children were each given a turn to
pour different ingredients into the blender. I thought they would like pressing the buttons on
the blender, but they mostly just wanted to cover their ears, and seemed a little weary of it. I
think the biggest problem for this small group was teachers not reviewing the activity before
hand, and tables. The tables make it really hard for all the children to be able to participate. We
needed more of the U tables for this activity.
4. Evaluate opening and closing circle. What were some positive aspects of closing circle?
What were the participation needs of the children and how were they met? What would
you change for next time?
. The children have become less enthused for some of the songs we would play all the
time, so we are trying to find new songs. The new songs take time for the children to get used
to, so they weren’t too over the moon excited for them, but they tried to participate. I think I
did a better job at having an even mix of games, songs, and stories today. The children cheered
when I brought out a prop for a certain game, and when I brought out the pieces to a felt story
they really liked. One little boy that was the last to leave asked to play with the felt pieces. I
tried a new activity, which was having each child hold up a picture of the story of, “Are You My
Mother?” to help them interact with it more. They really got into it, but it would have been
better if I had them all stand up, so everyone could see better.
 5. How did you set clear expectations for children’s learning/ behaviors throughout the
day?
. The activities were set up in a way that the play could be child-led. Monday and today
we had a few children that seemed to have off days, so there was a little bit of teacher
mediation to remind the children to explain their feelings in a nice way, rather than yell. The
CHILD 150 students brought in an activity that was not child led, and we all prepared a backup
because another teacher tried that activity before, and not a single child touched it. However,
this time, the children were really engaged and kept going back to play their game. The
students did a great job at inviting children over, and making the game really exciting.
6. What changes, or deviations, from the written plan did you make? Were they helpful?
Why or why not?
. We agreed as a team that we would change the transition to small groups, so that it
would be the same everyday, which is an awesome idea that I have been wanting to do all
semester. So instead of my transition, we did the song. The song worked pretty well, but we
were not very practiced in it, as we had just learned it that morning. It went just as well as the
other transitions have gone, but I think it will really help the children as we consistently use it
for the same transition every day.
7. If you were to teach this plan again what would you do differently?
. If I did it again, I would make better playdough. I tried to make different colored play
dough for pizza dough, sauce, and toppings, but every playdough I made came out as a
different texture, and some hardened overnight. So we used our backup playdough instead. I
think the activity would have been better if I could have made successful playdough. Only half
of our class visits the art table, so I tried to do a different kind of art, but it wasn’t as popular as
paint and brushes were, which is what our children like the most. I think I should have stuck
more to the painting with brushes idea, rather than switching it up.
8. How was your lead teaching better this time compared to the last time you taught?
. I was a lot more relaxed and confident in what I was doing. I think opening circle, closing
circle, and gathering time went a lot better because of that. I felt more comfortable with the
activities that I planned, and planned them to be more active, especially for gathering time, and
the children were so well behaved throughout all of those, so I think it worked.
9. What did you learn about yourself as a preschool teacher? What are some specific goals
you would like to work on for your next lead teaching day?

. Seeing the CHILD 150 activity go really well, instead of a total flop really struck me. I
think it had a lot to do with the energy the students brought, the display of their activity, and
their intentionality of the game. I feel bad for being so negative about their activity now, and
can see that it really just depends on the teachers for activities like those. I learned that I do a
lot better and get way more into activities that I am excited about. I am done with my lead
teaching, which is super exciting and relieving to me. However, we do have another team day,
and I am excited about being able to lead another part of the day again, whatever that may be.

Activity Time
Writing and Reporting Goals 10 minutes
Reflecting on Support Teaching 25 minutes
Writing a Preplan 0 minutes
Writing a Lesson Plan 1 hour
Set Up out of class time 4 hours
Writing Child Summary Report 3 hours