Early Childhood Education

Learning Experience Template

Name: Clara Minardi Lesson Title: Kitchen Safety Mix n’ Match

Date: 4/15/2024 Grade Level:Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s): Approaches to Learning: 1a- Engagement and Persistence: Engages in new and unfamiliar experiences and activities.

Standard(s)/Guideline(s): Cognitive Development: 1a- Memory: Develops the ability to recall information about objects, people, and past experiences.

Pre-assessment of current knowledge: Ask open ended questions about rules they have in the kitchen: What do we do in the kitchen that keeps us
safe? What kind of things do we do in the kitchen when cooking that keep us safe? What rules are used in the kitchen when cooking?
Observe their answers

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

Rev. 1/2024

One/Two Assessed Instructional
Objective(s): The student will be
able to...
Recall past knowledge of what
they know on kitchen safety and
what they need to do to keep
themselves safe.
One Assessed Developmental
Skill:
I will asses their knowledge on
what they know about kitchen
safety and how they can identify
what is safe and not safe.
Safety Considerations:
A safety consideration could be
students tripping over chairs
while making their way to the
front of the group or getting a
small paper cut.
Resources & References:https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Early-Learning-and-
Development-Standards.pdf.aspx?lang=en-US
Rev. 1/2024
Early Childhood Education
Learning Experience Template
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will take pictures of the students engaging in the activity
as well as having the poster paper at the end of the activity.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
The evidence is provided for the group view by the
students taping their photo cards onto the correct side of
the table that is given.
Differentiation: If their is a student with impaired vision,
I can provide that student with blown up images of the
photo cards so they can see it well or I can tell them
what is on the photo card.
Academic Language:
Safety
Kitchen rules
Procedural steps:
Gather a group of 4 students at a time at a table and begin
the conversation by asking open ended questions of what
kitchen safety is and what rules they have in the kitchen at
their house.
Distribute two picture cards to each student that either
present something that is sharp or not sharp and have them
observe them.
Bring them to the front of the group and in front of the poster
paper and have the student tell you if it is sharp or not sharp
and have them explain their reasoning.
Repeat what the student says to the rest of the group so they
can be involved as well.
Give the student a piece of tape and have them stick it to the
correct side of the table that is given for sharp or not sharp
items.
Repeat this for the other two topics. (Hot or not hot, safe to
touch or not safe to touch
Conclude with group discussion of why kitchen safety is
important not just to keep them safe, but to help them
develop their skills over time.
Authentic Materials: (Describe authentic real-life, hands-on
materials.)
Big poster paper
Markers
Picture cards that show safe and not safe utensils
Picture cards that show sharp and not sharp
Picture cards that show hot and not hot items in the kitchen
Tape
Adult Roles: My role as the leader of the lesson is to
keep students engaged in learning about the differences
between what is safe and not safe in a kitchen while
cooking.
 Early Childhood Education
Learning Experience Template

https://www.teacherspayteachers.com/Product/Kitchen-Cooking-Safety-Worksheets-tools-and-appliances-4920241 : Utilized their worksheets for this

lesson.

Reflection:

Rev. 1/2024