Cooking Lesson Plan

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23 October 2014

Lesson Plan

Name: Bread and Butter! Date: October 23, 2014 Age of Group: 4-5 years

1. Activity: Spreading butter on bread. Subject: Cooking

2. Rationale

This activity is being done to help children learn and appreciate the fact that they should

maintain cleanliness when dealing with food. Health is an important aspect in the

development of a child. Children of this age are likely to engage in light activities related

to food preparation in an attempt to mimic observations they make in the kitchen, while

dining and in many other different places. They may have observed older children and

adults washing hands, utensils and other kitchen equipment. They might have also been

subjected to cleanliness procedures before eating. This topic develops on this aspect of

child development to help them embrace healthy habits when handling food.

3. Concepts

Children will be introduced to the healthy habit of maintaining cleanliness when

handling food.

4. NYS Learning Standard/s that would be enhanced

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The involvement aspect of the activity will enhance the NYS Learning Standard that

suggests all children are active learners. Teacher interactions with the children during the

activity will also be consistent with the Standards’ guide on the importance of

interactions and relationships between a child and other parties. The learning activity is

multidimensional, which is in line with the NYS Learning Standard on the nature of early

learning and development

5. Learning Outcomes/Behavioral Objectives

Following the activity, children will be able to perform cleanliness routines before

handling food. This improvement will be manifested in behaviors such as washing hands

before meals, and selecting clean utensils for use.

6. Materials

Sliced garlic bread, 2 slices for each child and an extra two for each in case of messes

Softened butter

Clean water

Plastic knives

Table napkins

Plastic plates

7. Procedure

a. Motivation:

Past experience indicates that kids tend to like garlic bread. The reward of participating in

the activity will be eating the bread. This type of motivation is extrinsic. Children in this

age group also tend to enjoy helping parents in activities such as preparation of meals.

This aspect implies that part of the motivation will be intrinsic.

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b. Introduction

As an introduction, children will be asked to state the things that happen before cooking

or eating at home, school or at a restaurant.

c. Activity

The activity will be preceded by checking any cases of food allergy. The steps in

performing the activity will be as follows:

1. Ask the children to name the items needed to spread butter on bread.

2. Guide them in washing hands.

3. Ask the children why they think washing hands was necessary and respond to

their opinions.

4. Ask them to pick a plate and a knife

5. Ask them to rinse these utensils

6. Give two slices of bread and a small pack of butter to each child.

7. Ask them to open the butter and guide them through spreading it on bread using

the knife.

8. Ask them to cover the side of the slice containing butter with the second slice

9. Ask them to cut the slices down the middle

10. Identify children facing difficulties and assisting them through the process.

11. Allow the children to eat upon confirming that the process followed by each child

is hygienic.

12. Ask them to wash and dry their hands.

d. Closure

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Review the process followed, paying more attention on aspects of washing hands and the

utensils, and the use of plates. Specifically, ask the children questions on why they should

wash their hands and utensils, and the reason for using plates and not clothing or the floor

to hold the food.

8. Evaluation

The activity is process-oriented because it emphasizes on the steps involved rather than

on the actual outcome. This is represented by interactions between the teacher and the

children, including questions and child-specific guidance. The use of questions

throughout the process provides the children with an opportunity to grab the concepts.

However, the process can be enhanced by allowing for more interactions among the

children.

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