Name Experience Description Learning Domain & Objective Scientific relevance

Standard

Ian- Searching for Children search for shadows Science and Inquiry Children will be able to Opaque objects
Example Shadows while on the playground. identify that shadows block light
They mark the placement of SC 1.b Develops ability appear to move over time
a shadow by outlining it with to reason about cause by marking shadow Earth’s movement
chalk or sticks. After 20 and effect. positions in 20-minute influences the
minutes, the children will intervals or at different position of
return to their markings to times of the day. They will shadow/perspectiv
see if the shadow moved or begin to ask questions and e of sunlight
stayed in the same place. make hypotheses about
Children will be asked the apparent movement of
preliminary questions like shadows.
“What is a shadow?” and
“How did the shadow
move?”

Ingredients

A Tierney Painting with

Tatosian Ingredients!
(Broccoli) Cognitive Development

CO 2.a. Demonstrates
increasing ability to
think symbolically.

Creative Development:

CR 1.a. Expresses
ideas and feelings
through visual art.

D
E

Kitchen
Safety

F Jordan Karn How to use The students will be given a Physical Development -Students will be able to -Using utensils to
Utensils Safely meaningful opportunity to and Wellness, Motor demonstrate an cook safely, using
in the Kitchen learn how to use real-world Development, 1.b. understanding of safety science and
kitchen utensils safely and Demonstrates practices for how to use cooking with them.
practice using them with developing control of kitchen tools when cooking
play dough as “pretend fundamental fine motor and cutting foods. -Safety in Science
food”. Students will be given skills, including
the following utensils: cutting hand-eye coordination. -Students will be able to -Scientific
board, plastic scissors, strengthen their fine motor Observation of
plastic knives, plastic Physical Development skills by using kitchen tools rolling play dough,
spoons, measuring cups, and Wellness, safely when playing with flattening play
rolling pin, tongs, mixing Wellness, Play-Doh and pretending to dough, placing it in
bowls, mixing spoon, 2.f. Demonstrates prepare food for a kitchen. measuring cups.
spatula, and more. With increasing
proper supervision and understanding of safety
support, students will learn practices and behaviors
how to safely use them.
They will be able to
strengthen their fine motor
skills and show what they
learned within their daily
routines and even in the
home center of the
classroom during play.

G Lily Kvidera Glitter germs! - The students are shown a Physical development - Students will understand - Understanding to
understanding tray of glitter and a separate and wellness - 2.f. and see that germs can wash hands
how germs table of washable toys. I Demonstrates travel from one surface to correctly to cook
spread explain to the students that increasing safely
another.
since we cannot see germs understanding of safety - Scientific
with our eyes, the glitter that practices and behaviors - Students will learn how to observation skills
I have shown you is going to eliminate germs by washing (using touch) -
serve as the germs. Each Cognitive development their hands with warm water seeing how things
student one by one will be - 3.a. Uses increasingly and soap for at least 20 can transfer onto
able to put their hands into complex strategies to seconds. others
 the tray of glitter and then solve problems.
carefully walk over to the
table of toys. They will then
take their hands that are
now full of glitter and use
them to play with the toys.
This will show the students
how the germs (glitter)
transfer from place to place.
Afterwards I will ask them
how we can get rid of germs.

Mixing and
Food
Transformati
on

K KC Finfrock What Makes The children will make Science and Inquiry The student will be able to The heating
Popcorn Pop? scientific observations about make inferences, process (heat,
popcorn kernels before they Science 1.b.6: Makes generalizations, and expanding,
are heated in the inferences, explanations about why condensation,
microwave. Then, the generalizations, and popcorn pops based on steam).
children will watch the explanations (may not prior knowledge and
popcorn as it is being be correct) based on experiences with popping Scientific
cooked in the microwave prior knowledge or popcorn. observation skills
and make scientific evidence using the five
observations based on what The student will be able to senses.
they are hearing, smelling, Science 1.a.5: Engages engage in the science of
and seeing during the in investigations, makes cooking investigation, Safety in science
popcorn cooking process. comparisons between make comparisons
Finally, the children will have two or more items or between popcorn kernels
the opportunity to use their events, and makes and cooked popcorn, and
five senses to compare predictions based on make predictions about
popcorn kernels with cooked previous observations. what will happen to the
popcorn as well as explore popcorn kernel when they
 the effect that the application are heated based on
of heat has on food. The previous observations.
children will be assessed
during the pre-assessment
and post-assessment on
their ability to answer the
following questions: “Do you
know how popcorn is made,”
“Can you identify what
popcorn looks like before,
during, and after the heating
process,” “How is popcorn
transformed from a popcorn
kernel to cooked popcorn,”
and “What are the important
kitchen safety rules that we
should follow when working
with hot materials?”

L Emme Is it a solid or a The children will mix water 1.A - The students will be - The
Slaght liquid? and cornstarch to household Creative development able to identify changing of
kitchen ingredients to create Expresses ideas and cornstarch and the
oobleck. The students will feelings through visual other kitchen items, ingredients
art
mix the ingredients together they will use these making a
Demonstrates
and then the question of the preferences, pleasures
items to combine new
oobleck while observing it or displeasures when and mix the substance
will be is it a solid or liquid? interacting with various ingredients. - The
Once they have observed materials and activities - The students will be changing of
the oobleck they will then able to think about viscosity of
begin playing with it. The the oobleck and the oobleck
question while they play with 2.a substance of the when
the oobleck is, “is this a solid Cognitive development oobleck, thinking pressure is
or a liquid”. Once they have Demonstrates increasing and wondering applied to it
discussed with each other ability to think about it being a -
that the oobleck becomes a symbolically solid or a liquid
solid when touched, the Explores real objects, - The students will be
people, and actions
question will be asked “so is able to use
this a solid or a liquid”. The measuring cups
students will discuss but I and mix the
will lead them in discussion ingredients together
 interrupting with questions creating a
such as “how can it look like transformation.
a liquid but feel like a solid?”
“why does it become a solid
when it is touched” Once
they have discussed why the
oobleck looks like a liquid
but feels like a solid. I will
also discuss why they think
water and cornstarch when
mixed completely changes
substance and transforms.

M Emma Making No The students will have the Domain:PhysicalDevelo 1. The children will learn - exploring
Golden Bake Cookies opportunity to mold non pment and Wellness, about cooking by practicing concept of
bake cookie dough into any Strand:Motor preparing chemistry
shapes they want. They will Development,Standard: cookies,completing the behind
have their own plate, napkin 1.b.Demonstrates activity,and having a cooking
and fork set up. They will Developing Control Of discussion
wash their hands, put on fundamental fine motor - Mixing
their smock, and wait for me skills, including 2. The children will be able ingredients
to start a 5 minute timer. hand-eye coordination. to identify cooking tools to form a
Once I explain the and matter functions by new
directions, I will start the Domain:Language and completing an activity that substance
timer to let them make their Literacy, Strand: will allow them to identify (cookie)
cookies. While making their Language and cooking tools.
own cookie, I will facilitate a Communication,Standar
discussion about cooking, d:1a.Demonstrates
recipes, and why these Understanding of
cookies don’t need to be increasingly complex
baked. language.

Cooking
Tools

O Kellie Understanding The students will be given -Domain: Cognitive -​​-The students will be able to -Using specific
Fedkoe Cooking Tools! the opportunity to share prior Development demonstrate their kitchen tools to
knowledge about cooking Strand: Memory understanding of kitchen tools prepare and eat
tools displayed. The teacher Standard Statement: 1. A. by naming a food item that different types of
 will explain to the students Develops the ability to could be made or eaten by foods relates to the
the use of each cooking tool, recall information about using a given tool science of how
and what foods can be objects, people, and past each tool was
prepared or eaten with the experiences. -The students will be able to designed to have a
demonstrate their
tool. The students each get purpose.
-Domain: Language and understanding of kitchen tools
the name of two cooking by identifying the correct tool,
tools that were discussed. Literacy -observing the
Strand: Language and provided it’s given name.
They will be assessed on cooking tools
Communication
whether they are able to enhances sensory
Standard: 1.b. Develops
identify the given tools and and expands exploration by
provide an example of a understanding of allowing the
food that can be prepared or vocabulary and concepts. students to explore
eaten using the tools. The the different tools
students will be given time to and observe their
investigate and play with the texture, structure,
provided kitchen tools. and shape.

P Molly Painting with The kids will have a chance Domain: Creative 1. Students will This activity
Becker Cooking Tools to talk about kitchen tools development experiment with provides scientific
and share what they know. Strand: 1. Artistic using cooking relevance by
Then, I'll add any extra Engagement and utensils as allowing children to
information they might have Expression paintbrushes. explore cause and
missed. After that, we'll 1.a. Expresses ideas 2. Students will effect, sensory
move on to the fun part! The and feelings through understand the experiences, and
kids will get to use those visual art uses and purposes material properties.
same kitchen tools in a new of cooking tools By experimenting
way—by making art. They Domain: Physical 3. Students will with various kitchen
can pick tools like a rolling Development and demonstrate tools as
pin, pizza cutter, cup, fork, Wellness creativity and fine paintbrushes, they
spoon, or whisk. Then, Strand: Motor motor skills while learn about texture,
they'll dip them in paint and Development painting with pattern, and color
use them to make cool 1.b. Demonstrates different utensils. mixing. Through
designs on paper. They can developing control of hands-on
try different ways of painting, fundamental fine motor exploration, they
like swirling or tapping, to skills, including observe how
see what happens and have hand-eye coordination. different tools
fun experimenting with produce different
colors and shapes. effects on paper,
fostering scientific
inquiry through
 observation and
experimentation.

Q Kate Newell Making Music The children will be asked 1. Artistic Engagement 1. Students will be able This allows for
with Utensils what they know about the and Expression b. to name kitchen children to
kitchen tools and if they can utensils. investigate the
Expresses self
name them and their use in 2. Students will be able science of sound
creatively through to engage with the
the kitchen. The children will music and dance. and texture. The
be provided with kitchen utensils in a way that students make
Explores making sounds they would not in the
tools. The tools include sounds with
with a variety of kitchen.
spoon, fork, bowl, plate, different materials
whisk, spatula, etc. I will ask objects. and learn that
the students if they have any different materials
alternate uses for the 1. Motor Development make different
utensils. After they share b. Demonstrates sounds.
their ideas, I will suggest developing control of
using them for music if fundamental fine motor
nobody brought it up. Then skills, including
the students will begin to hand-eye coordination.
make music with the kitchen Uses one or both hands
utensils. to reach for, hold, shake,
and release objects.

R Angela Using The students will be Creativity This activity allows

Murphy engaged in a hands-on A11- Use imagination - Students will be able to students to
experience when learning and creativity to interact model how you would use a investigate different
about kitchen utensils. with objects and spatula, tongs, tablespoons, kitchen utensils
ladle, and strainer
Students will be asked about materials hands-on through
their prior knowledge of incorporating music
- Students will be able to
cooking and using utensils. Initiative: recognize the names of and dancing.
Then students will be A7- Use prior spatula, tongs, tablespoons, Students will learn
introduced to spatulas, knowledge and ladle, and strainer to show how each
tongs, tablespoons, ladles, information to assess, utensil is used and
and strainers, explaining inform, and plan for what you use the
their purpose. Students will future learning utensils for.
be given one of these
utensils to hold during the
song. The teacher will
instruct students to dance to
and raise their hands high
when their assigned utensil
is mentioned in the song.
When student's utensils are
not being mentioned
students should be modeling
how the utensil is used and
dancing. The teacher will
dance with all students
providing a model of the
expected behavior.