Lourdes College School of Education
LESSON PLAN
Student __________Melissa Mastie________________ Date ___03/9/11________
Content Area ___Science____________ Grade __K __ Time: ____
Objectives:
The student will be able to match foods according to their properties.
Standard: Observations of the Environment
Benchmark: Physical Science
Indicator: Properties of Everyday Objects and Materials
Building on Past/Leading to Future:
Past Knowledge (Pre-K): Observations of Objects and Materials
This topic focuses on making sound and observing, exploring and describing properties of
objects and materials that can be found in nature, classrooms and homes.
Future Knowledge (1st Grade):Motion and Materials
This topic focuses on the changes in properties that occur in objects and materials. Changes of
position of an object are a result of pushing or pulling.
.
Vocabulary Review/New:
Vocabulary Review:
Students will need to review the levels of the Food Pyramid:
Grains, Fruit, Vegetables, Meat, Dairy, Sweets
Students will also need to be familiar with the foods that the caterpillar ate in the book.
Essential Leading Questions for Critical Thinking: Use bloom’s terminology and
include what level Bloom’s question it is, k/c/a/a/s/e
1. Can anyone recall what the levels of the food pyramid are? (Knowledge)
2. Who can discuss which types of food would fit into each section of the pyramid?
(Comprehension)
3. Who can interpret what the caterpillar ate? (Comprehension)
Materials/Resources/Technology/Set-up/Grouping:
The Very Hungry Caterpillar book
Worksheets for the specified group: Red, Blue, Yellow
Bulletin board titled “What Did the Hungry Caterpillar Eat?”
Small Groups of students about 3 students per board
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Procedure (Beginning, Middle, Closing): Clear steps that a substitute can read
and know exactly what to do- Indicate the activities for each learning task*
.
Beginning:
-Have students relocate to the carpet area.
-Teacher will read the story The Very Hungry Caterpillar to the entire class.
-Teacher will then ask the following question to the class:
--Who can interpret what the caterpillar ate?
-The teacher will then discuss with the class if the certain things the caterpillar ate where good
for him or not.
-Teacher will now ask the following question to the entire class:
-- Can anyone recall what the levels of the food pyramid are?
-Next, the teacher will review with the class the levels of the food pyramid.
(Use the bulletin board by the door to give the class a visual and the correct levels and layers)
-Now the teacher will ask the students as a whole the following question:
-- Who can discuss which types of food would fit into each section of the pyramid?
Middle:
-Teacher will next distribute the students into their designated groups.
(Sheet on my desk labeled “Student Groupings)
-Teacher will then go over the directions on the students stations with them orally.
-Next, students will begin to do their own tasks according to their colors.
-Teacher will walk around the classroom observing the students and help out if needed.
Closing:
-After the 20 minutes at the stations is up, the teacher will review with the students what they
just reviewed.
*If the students did not finish their worksheet, they are allowed to take them home and
bring them back tomorrow for class.
-Teacher will ask the following questions to the students:
--Who can tell me what the layers of the food pyramid are again?
--Who can give me an example of a food that would be in the dairy, fruit, vegetable,
grain, and sweets category?
Evaluation methods to be used:
Students will be evaluated based on their completion of the designated worksheet.
Teacher observation will also be used to evaluate the student.
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