classroom chefs
Grade Level: 1-2
Time: 45-60 Minutes
Objectives: Students will be able to measure out materials accurately while following a recipe card.
Materials:
· Measuring Cups
o 1 cup, ½ cup, ¼ cup, 1/3 cup
· Sand
· Salt
· Beads
· Water
· Marbles
· Rocks
· Large mixing bowls
· Spatula
· Aprons
· Chef hats
· Recipe’s
Prior Knowledge: Students will have already had an introduction to measuring and measurement tools.
Procedure:
Prior to the Lesson:
1. Create recipe cards with made up measurements using the above materials.
2. Gather and prepare materials
Lesson:
1. Divide the class up into groups of 3.
2. Give each student an apron and chef hat.
3. Have a class discussion about what chefs are and what they do. Write their different community roles up on the board.
4. Give each group of students 1 large mixing bowl and spatula.
5. Put materials (fake ingredients) on a table in the center of the room. This will be the measuring table. Also provide measurement tools at this table.
6. Do one recipe together as a class to model the process, then students will do a recipe on their own within their group.
7. Students will take turns going to the measurement table and measuring out the ingredients listed on the recipe card. Once one student measures, they must return to their group and allow the next person to go.
8. After all students finish this recipe, they will swap cards with another group and measure out another recipe.
Assessment:
· Teacher will be at the measurement table, making observations and taking notes of students’ accuracy of measuring and following the recipe.
Differentiation:
· Pair strong students with struggling students if groups are struggling with measuring.
Extension:
· After the groups get practice and have caught on quickly, a relay race may be done among the teams/groups.
Time: 45-60 Minutes
Objectives: Students will be able to measure out materials accurately while following a recipe card.
Materials:
· Measuring Cups
o 1 cup, ½ cup, ¼ cup, 1/3 cup
· Sand
· Salt
· Beads
· Water
· Marbles
· Rocks
· Large mixing bowls
· Spatula
· Aprons
· Chef hats
· Recipe’s
Prior Knowledge: Students will have already had an introduction to measuring and measurement tools.
Procedure:
Prior to the Lesson:
1. Create recipe cards with made up measurements using the above materials.
2. Gather and prepare materials
Lesson:
1. Divide the class up into groups of 3.
2. Give each student an apron and chef hat.
3. Have a class discussion about what chefs are and what they do. Write their different community roles up on the board.
4. Give each group of students 1 large mixing bowl and spatula.
5. Put materials (fake ingredients) on a table in the center of the room. This will be the measuring table. Also provide measurement tools at this table.
6. Do one recipe together as a class to model the process, then students will do a recipe on their own within their group.
7. Students will take turns going to the measurement table and measuring out the ingredients listed on the recipe card. Once one student measures, they must return to their group and allow the next person to go.
8. After all students finish this recipe, they will swap cards with another group and measure out another recipe.
Assessment:
· Teacher will be at the measurement table, making observations and taking notes of students’ accuracy of measuring and following the recipe.
Differentiation:
· Pair strong students with struggling students if groups are struggling with measuring.
Extension:
· After the groups get practice and have caught on quickly, a relay race may be done among the teams/groups.
classroom post office
Grade Level: 1-2
Time: 45-60 Minutes
Objectives: Students will be able to correctly use a scale and accurately record weight in pounds.
Standards:
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measureable attributes of a single object.
Materials:
· Letters (filled envelopes of different sizes)
· Boxes of different weights and sizes
· Scales (digital)
· Data chart (t-chart)
· Clip boards
· Pencils
· Mailbox
· Post office sign
Prior Knowledge: Students will have already had an introduction to scales and weighing objects using pounds.
Procedure:
Prior to the Lesson:
1. Fill various envelopes and boxes to amount to different weights. Number each envelope and package to identify them later on. (about 15 packages)
2. Set out materials (mailbox, post office sign, scale, etc)
Lesson:
1. Postal workers or those who deliver mail door to door are people who help the community daily. Explain to the children about the use of stamps and the cost associated with sending mail.
2. Divide the class up into groups of 3.
3. Provide each group with a digital scale and have each group draw/copy t-chart on a sheet of paper.
4. Have one student go and grab a package to “mail” and bring it back to their group or “post office”. The other two group members will weigh the package and one will record.
5. Students will then rotate roles and take turns doing each task until all packages have been “mailed”.
Assessment:
· Teacher will collect the data sheets from each group.
· Teacher will observe the weighing process throughout the activity.
Differentiation:
· Pair strong students with struggling students if groups are struggling with weighing.
Extension:
· Create a classroom post office to keep year round. Have jobs (scale person and delivery person) and have students write letters to deliver to fellow classmates or others within the school.
Time: 45-60 Minutes
Objectives: Students will be able to correctly use a scale and accurately record weight in pounds.
Standards:
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measureable attributes of a single object.
Materials:
· Letters (filled envelopes of different sizes)
· Boxes of different weights and sizes
· Scales (digital)
· Data chart (t-chart)
· Clip boards
· Pencils
· Mailbox
· Post office sign
Prior Knowledge: Students will have already had an introduction to scales and weighing objects using pounds.
Procedure:
Prior to the Lesson:
1. Fill various envelopes and boxes to amount to different weights. Number each envelope and package to identify them later on. (about 15 packages)
2. Set out materials (mailbox, post office sign, scale, etc)
Lesson:
1. Postal workers or those who deliver mail door to door are people who help the community daily. Explain to the children about the use of stamps and the cost associated with sending mail.
2. Divide the class up into groups of 3.
3. Provide each group with a digital scale and have each group draw/copy t-chart on a sheet of paper.
4. Have one student go and grab a package to “mail” and bring it back to their group or “post office”. The other two group members will weigh the package and one will record.
5. Students will then rotate roles and take turns doing each task until all packages have been “mailed”.
Assessment:
· Teacher will collect the data sheets from each group.
· Teacher will observe the weighing process throughout the activity.
Differentiation:
· Pair strong students with struggling students if groups are struggling with weighing.
Extension:
· Create a classroom post office to keep year round. Have jobs (scale person and delivery person) and have students write letters to deliver to fellow classmates or others within the school.
classroom store
Grade Level: 1-2
Time: 45-60 Minutes
Objectives: Students will be able to identify different coins and their values and will be able to pay for an item using the correct change.
Standards
CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.
Materials:
· Real money (dimes, nickels, pennies, quarters, dollar bills)
· School supplies
o Pencils
o Erasers
o Glue
o Markers
o Etc.
· Price Tags
Prior Knowledge: Students will have already had an introduction to money.
Procedure:
Prior to the Lesson:
1. Price all school supply items using price tags. Set up items in a store setting/format. (Checkout, isle, shopping cart, etc.)
2. Price items real basic to fit student’s level/understanding of money.
Lesson:
1. Have a discussion with the students about store clerks and people that deal with money. For example, grocery store clerks add and subtract the cost of food and household items every day.
2. Begin by having students working with their pod or table partners completing a money bingo card sheet. They will match the coin to the correct square. When students complete the card, they will swap with others in their group and complete another card.
3. While students are working within their groups at their tables, call one table/group at a time to the classroom store. The students will “shop” for items and will provide the correct/exact amount due at the checkout. The teacher will be the cashier.
4. Complete all of the above until all students have had a chance to shop at the store.
Assessment:
· Teacher will observe students at the checkout and will create a checklist of whether or not they can provide the correct amount. The teacher will also make personal notes about student struggles, etc.
Differentiation:
· If there is a student who finds this activity too easy, they could be the cashier.
Extension:
· Create a real store for the school where the students can sell school supplies.
Time: 45-60 Minutes
Objectives: Students will be able to identify different coins and their values and will be able to pay for an item using the correct change.
Standards
CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.
Materials:
· Real money (dimes, nickels, pennies, quarters, dollar bills)
· School supplies
o Pencils
o Erasers
o Glue
o Markers
o Etc.
· Price Tags
Prior Knowledge: Students will have already had an introduction to money.
Procedure:
Prior to the Lesson:
1. Price all school supply items using price tags. Set up items in a store setting/format. (Checkout, isle, shopping cart, etc.)
2. Price items real basic to fit student’s level/understanding of money.
Lesson:
1. Have a discussion with the students about store clerks and people that deal with money. For example, grocery store clerks add and subtract the cost of food and household items every day.
2. Begin by having students working with their pod or table partners completing a money bingo card sheet. They will match the coin to the correct square. When students complete the card, they will swap with others in their group and complete another card.
3. While students are working within their groups at their tables, call one table/group at a time to the classroom store. The students will “shop” for items and will provide the correct/exact amount due at the checkout. The teacher will be the cashier.
4. Complete all of the above until all students have had a chance to shop at the store.
Assessment:
· Teacher will observe students at the checkout and will create a checklist of whether or not they can provide the correct amount. The teacher will also make personal notes about student struggles, etc.
Differentiation:
· If there is a student who finds this activity too easy, they could be the cashier.
Extension:
· Create a real store for the school where the students can sell school supplies.
fingerprinting and police officers
Grade Level: 1-2
Time: 45-60 Minutes
Objectives: Students will be able to copy, create, and extend patterns.
Materials:
· Strips of paper
· Ink (washable) Variety of colors
· Wet wipes
Prior Knowledge: Students will have already had an introduction to patterning.
Procedure:
Lesson:
1. Police officers fingerprint children in order to keep them safe. Have a group discussion about the duties of police officers and how police officers are there to help and that students should not be afraid of them.
2. Have students get into pairs. Students will take turns fingerprinting each other. One student will be the cop, and the other will be the child getting fingerprinted.
3. To fingerprint: The cop will be making the pattern using their partner’s thumb finger. The cop will press their partners thumb into the ink pad and onto the strip of paper. When the cop needs to change colors of ink to make their pattern, they will have their partner wipe their thumb clean using a wipe.
4. Students will switch once pattern is done.
5. When both students get a turn, they will then work together to start and finish a pattern.
6. After all patterns are made, students will work together to identify the pattern on each strip. They will write the letter identification of each thumbprint under the thumbprints. EX: AB, ABB, ABAA, AABB, etc.
Assessment:
· Teacher will observe students throughout the activity, jotting anecdotal notes. The teacher will also collect the pattern strips.
Differentiation:
· If there is a student who finds this activity too easy, they could make the pattern trickier by their fingerprint position, etc. (sideways for example)
Extension:
· Guess the pattern activity: Groups could create patterns and switch with other groups, having to guess and explain the pattern.
Time: 45-60 Minutes
Objectives: Students will be able to copy, create, and extend patterns.
Materials:
· Strips of paper
· Ink (washable) Variety of colors
· Wet wipes
Prior Knowledge: Students will have already had an introduction to patterning.
Procedure:
Lesson:
1. Police officers fingerprint children in order to keep them safe. Have a group discussion about the duties of police officers and how police officers are there to help and that students should not be afraid of them.
2. Have students get into pairs. Students will take turns fingerprinting each other. One student will be the cop, and the other will be the child getting fingerprinted.
3. To fingerprint: The cop will be making the pattern using their partner’s thumb finger. The cop will press their partners thumb into the ink pad and onto the strip of paper. When the cop needs to change colors of ink to make their pattern, they will have their partner wipe their thumb clean using a wipe.
4. Students will switch once pattern is done.
5. When both students get a turn, they will then work together to start and finish a pattern.
6. After all patterns are made, students will work together to identify the pattern on each strip. They will write the letter identification of each thumbprint under the thumbprints. EX: AB, ABB, ABAA, AABB, etc.
Assessment:
· Teacher will observe students throughout the activity, jotting anecdotal notes. The teacher will also collect the pattern strips.
Differentiation:
· If there is a student who finds this activity too easy, they could make the pattern trickier by their fingerprint position, etc. (sideways for example)
Extension:
· Guess the pattern activity: Groups could create patterns and switch with other groups, having to guess and explain the pattern.
firefighter obstacle course
Grade Level: 1-2
Time: 45-60 Minutes
Objectives: Students will be able to record time in terms of minutes and seconds and create a class graph using the results.
Standards:
CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest minute and second.
2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set.
Materials:
· Boots
· Overalls
· Jacket
· Helmet
· Stop watch
Prior Knowledge: Students will have already had an introduction to graphing and how to work and read a stopwatch.
Procedure:
Prior to the Lesson:
1. Set up an obstacle course for the students. Spread out the overalls, boots, jacket, and helmet along a line within the classroom. (in that order)
Lesson:
1. Fire fighters need to be quick and always on their toes. They never know when they will get a call to go out into the community and fight a fire. Have a discussion about what firemen do and the clothing they wear and why they wear the gear they do.
2. Make a layout of a graph (X-axis name of student, Y-axis Time)
3. Have students go through the course one at a time, while the rest should be cheering and supporting their classmate. Have students take turns being in charge of the stopwatch (create a “batting” order, the person “on-deck” will do the stopwatch). After one person goes, record the time and have students help plot it on the graph using circle stickers. The person who just went through the course will plot their own time on the graph.
Assessment:
· Teacher will observe students who are reading the stop watch along with the students plotting their times on the graph.
Differentiation:
· If students struggle with plotting points, they may choose a friend to help them.
Extension:
· Students could make their own graph using the different times.
Time: 45-60 Minutes
Objectives: Students will be able to record time in terms of minutes and seconds and create a class graph using the results.
Standards:
CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest minute and second.
2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set.
Materials:
· Boots
· Overalls
· Jacket
· Helmet
· Stop watch
Prior Knowledge: Students will have already had an introduction to graphing and how to work and read a stopwatch.
Procedure:
Prior to the Lesson:
1. Set up an obstacle course for the students. Spread out the overalls, boots, jacket, and helmet along a line within the classroom. (in that order)
Lesson:
1. Fire fighters need to be quick and always on their toes. They never know when they will get a call to go out into the community and fight a fire. Have a discussion about what firemen do and the clothing they wear and why they wear the gear they do.
2. Make a layout of a graph (X-axis name of student, Y-axis Time)
3. Have students go through the course one at a time, while the rest should be cheering and supporting their classmate. Have students take turns being in charge of the stopwatch (create a “batting” order, the person “on-deck” will do the stopwatch). After one person goes, record the time and have students help plot it on the graph using circle stickers. The person who just went through the course will plot their own time on the graph.
Assessment:
· Teacher will observe students who are reading the stop watch along with the students plotting their times on the graph.
Differentiation:
· If students struggle with plotting points, they may choose a friend to help them.
Extension:
· Students could make their own graph using the different times.