The+Kitchen

The Kitchen (What/What do you do with questions) ** 1. Preplanning ** Objective- Given a PowerPoint worksheet of what goes in a kitchen, the student will recognize things that go in a kitchen and what you do with those things with 100% accuracy. Standards- 4K Good Start Grow Smart Standards: ELA-4K-3.19 Make connections to prior knowledge, other texts, and the world in response to texts read aloud. M-4K-1.7 Begin to show an awareness of numbers in the environment. Materials/Technology SMARTBoard Real Objects from a kitchen (spoon, fork, food, microwave (toy) etc.) Objects that do not belong in a kitchen Kitchen PowerPoint on SMARTBoard with movable pictures ** 2. Set Up  ** Anticipatory Set/Multiple Means of Engagement Getting Attention- This lesson will be presented during Circle Time during afternoon group time. It will be presented in a whole group setting. “I need everyone to find their spots and pat your stomach when you are ready.” Expectations- Students will be reminded of the classroom rules “Listen and do, Sit in spot, feet on floor, and be quiet.” ** 3. Lesson Opening ** “Today we are going to learn about the kitchen, what’s in a kitchen and what you do with those things. We are going to look at some things that go in a kitchen and then I am going to have you help me figure out what we do with those things. After circle, I am going to have each of you individually match the number on each picture to the corresponding number on the SMARTBoard and tell me the function of each object. ** 4. Lesson Body  ** Procedure/Multiple Means of Presentation- Model, Lead, Test // Part 1 //  The teacher will: MODEL: I will first have students brainstorm what goes in a kitchen or what do you do in a kitchen as I write what they say on the SMARTBoard. I will say, “What is something that goes in a kitchen?” I would then write as I say there’s a refrigerator in the kitchen. I will then ask each student the same sort of question and have them answer and I will write them on the Board. I will help them generate a list. LEAD: Teacher guided problems/discoveries (guided practice) Once finished brainstorming I will have students help me figure out what the purpose/function of each of the object on our list is. For example, a refrigerator is used to keep food cold. An oven or stove cooks or heats up food, etc.

// Part 2 // MODEL: Now I am going to model for the students sorting things that go in a kitchen and things that don’t belong in a kitchen. LEAD: We will then take turns sorting the objects. I will prompt students by asking each one of them to find me an object that either does or does not belong in a kitchen and placing it in the correct place. TEST: Now I have a worksheet on the SMARTBoard with a picture of a kitchen and some numbers. I am going to have each of you work with me individually to move the correct number picture to it’s corresponding number on the worksheet and tell me the purpose/function of the kitchen object.

** 5. Lesson Closing ** Remember that we learned what goes in a kitchen and what you do with those things. Can anyone tell me one thing that goes in a kitchen? (Child answers.) And what do you do with ______? Great Job! ** 6. Evaluation/Multiple Means of Expression  ** I will have a chart to record how many pictures the student matched correctly and how many of those objects they knew the function of.
 * Name ||  Items matched correctly (#/5)  ||  Function of Items (#/5)  ||
 * J.W.  ||   ||   ||
 * C.H. ||   ||   ||
 * K.D.  ||   ||   ||
 * J.M.  ||   ||   ||