Social

Studies Fair Lesson Plan

Name: Program: Course:
Carson Hope and Brianna Fowles Early Childhood Special Education ECH 232
Lesson Topic/Title:
Social Studies Fair (Careers): “Chef Creations”
Lesson Date: Grade/Age:
March 23, 2017 Preschool: 2.5-5 years old
Learning Objectives (Targets):
1. The children will be able to follow a recipe for a smoothie by measuring out and mixing
fruits together as a group with teacher support.
2. The children will be able to recall 2 or more new chef vocabulary words (blend, recipe,
measure).
3. The children will be able to name 2 or more fruits (blueberries, blackberries,
raspberries, bananas, oranges).
Standards (MELDS): Standards Alignment & Justification:
1. Social Studies: Geography - “Recognize 1. The lesson relates to the way some people
various ways people communicate, travel, work as being a chef is a career, and it also
live and work.” relates to the way people live through
2. Mathematics: Measurements and Data – making and eating food. (Smoothies)
“Explores and begins to use measurement 2. The lesson allows children to measure out
tools.” ingredients using measuring cups and
3. Language and Literacy: Vocabulary spoons. (Smoothies)
Acquisition and Use – “Begins to ask and
answer questions about the meanings of 3. Children will be exposed to new
new words and phrases introduced vocabulary words and will be asked to
through books, activities and play.” explain them after. (Blend, measure,
recipe)

Assessment:
During the smoothie making activity, we will ask children questions throughout the process.
For example, we will ask “how many berries do you think we need to make the smoothie?” or
“what does this kitchen tool (ex. blender) do?” We will also observe the process of the
students making the smoothie, as well as facilitate and assist when needed.
Throughout the time at the center, we will expose children to chef-related vocabulary words.
Toward the end of the time at our center, we will ask the children what new words they
learned and what these words mean.
Integration of Other Content Areas:
• Math
• Language and Literacy



Instructional Strategies to Differentiate Instruction:
We will provide less assistance with the measurements for children who need more of a
challenge. We can also ask them how to get 1.5 cups of berries instead of showing them the 1
cup and ½ cup measuring devices (we’d see if they could figure it out on their own).
When testing vocabulary, we could ask children who need more a challenge if they could spell
the word or if they knew it’s definition without our help.
Modifications/Accommodations/Extensions for Individual Students with Identified
Needs:
• Take in consideration of the staff and children’s allergies:
Allergies: strawberries, kiwi, mango, dairy
• Latex free gloves provided for children to prevent the spread of germs: if children choose
not to wear gloves they will be given a job that doesn’t require touching the food (pouring
juice in from the cups).
Materials and Resources:
• Blender (1)
• Frozen berries (16+ cups worth)
• Orange juice (20+ cups worth)
• Bananas (15)
• Measuring cups (1 cup, ½ cup)
• Dixie cups (40+)
• Foam cooler (1)
• Poster (Recipe/vocab/pictures)
• Like/dislike chart
• Aprons (2)
• Latex free gloves (40+ pairs)
• Happy and sad face stickers (40+)
• Chef stickers (40+)
• Recipe: http://www.tasteasyougo.com/2009/04/simple-mixed-berry-
smoothie.html#.WMrT7hIrLaZ
Teaching & Learning Sequence:
We will begin using the poster at our center that contains pictures and vocabulary words to
expose children to new vocabulary. We will go through each word/picture in a timely manner.
Then, we will begin explaining the activity: smoothie making. We will walk the children
through the process of making a smoothie:
1. Verbally list needed ingredients to make the smoothie (frozen berries including each
type, orange juice, banana).
2. Jobs will be dispersed to children. Children who choose not to wear gloves will be
given the job of pouring in juice. If not, juice will be part of the count off. We will count
off “berries, bananas, juice” in that pattern.
3. Ingredient by ingredient, tell students how much we need to measure out. They will
measure it out then put the measured ingredients into the blender. Teachers will put
juice in cups and have the students pour juice in cup by cup until they say to stop (we
will tell them that the juice must cover the berries but if they decide to keep going, that
is their choice so we can encourage decision making).
4. Ask children if anything else needs to be added or if they would like to adjust the



recipe in anyway. Allow them to make these changes.
5. Students will be given safety rules for when the blender is being used. They should
never touch a blender that is on due to the blades so children will be asked to take a
step back and put their hands where we can see them.
6. Teachers will pour each child a smoothie in a paper Dixie cup.
7. Students will try the smoothie and teachers will ask:
“What does it taste like?”
“Was it hard to make a smoothie?”
“Did you like it?” If they did, they will put a smile on the chart, and if they didn’t they
will put a frowny face.
8. Students will be asked what vocabulary they learned at our center.
“What new words did you learn?”
“What do they mean?”
Post-Lesson Reflection:
I think Brianna and I’s center was successful. The first rotation that came through was
definitely a little flawed, but I expected this. We got a little lost on what to say and how to
transition from one step to the next. I think this is because we were a little nervous. I know
that I was nervous that the activity wouldn’t work out, and that we would’ve had to create a
backup plan in the spur of the moment. One issue we had in the first session is one of the
children picked up one of the cups of orange juice meant to be poured into the blender for the
smoothie and drank it. This was much more comical than it was a problem, though. We let him
have that cup of orange juice and used a clean, full one for him to pour into the blender.
Instances like this are why we made sure to have more ingredients and other supplies than
we needed. Even though the first rotation was a little bit rocky, the students still seemed to
enjoy they activity and 3 of the 4 really liked the smoothie.
By the time the second group came through, Brianna and I got into our groove and we worked
like a well-oiled machine together. We knew what to say when the other person stopped
talking and we worked with the children quickly and effectively which was important with the
time crunch we were given. With each group, it seemed to go better and better.
One problem we did have was the children being on the stool when they shouldn’t be. After
group 3 or 4, I started moving the stool under the table until it was absolutely necessary. We
also figured out ways to keep the children in line by having them put their toes on the edge of
the blue tarp until it was their turn.
The teachers and student assistants from Sweatt-Winter were very helpful when they came
through to our table with the children. Brianna and I collaborated with them well so neither
party overstepped their boundaries.
I am glad we did the like/dislike chart for the children after taste testing the smoothie. All but
3 of the children liked the smoothie, which is a worry that I had. I was afraid that they
wouldn’t like it, but it worked out quite well.
I learned a lot about time management and quick thinking/problem solving through the social
studies fair. It also helped me build confidence in executing lessons which is extremely
important. I also really enjoyed the social studies fair and I am glad we chose the topic Careers
because the children all seemed really interested. All in all, I think Brianna and I’s “Chef
Creations” center was even more effective than I thought it would be.