“Tell me and I'll forget, show me and I may remember, involve me and I'll understand.”
•It all started when…
•Teacher Preparation
•Resource Hunt
•Study Web
•K-W-L Chart
•Small Group Activities
•Call It A Rap
•Photo Opportunity/Documentation Panel
•Indoor/Outdoor Activities
•Connections
•Teachers Helpful Hints
Class #5
TeacherAmarillis DiGiantomasso
ParaprofessionalHennessy Condo
Web Classroom Resources

In the box below, please state originating idea and the anecdote to go along with it.
1/12/14
During Lunch Time at the group table, Yeilina eats her lunch and comments on her food.
Yeilina- “I like chicken nuggets. I like corn and bread. My mommy cooks chicken.”
Ms. Amy- “Does your mommy cook corn too?”
Yeilina- “Yeah, and this one too.” (points to bread)
Ms. Amy- “Which one?”
Yeilina- “This one, bread. My mommy says ‘pan’.”
Adrian- adds, “My mommy says that, too. I have it in my house. I put butter.”
Ms. Amy- “Your mommy cooks bread?”
Yeilina- “Yeah, nooo! She buys bread in the store.”
Ms. Amy-”How does the store get the bread?”
Yeilina-”I don’t know, maybe. They buy it too.”
Then Yeilina continues to eat her lunch.

•Geometry: Create an interactive activity board. Draw or print out pictures of baked goods on tag board. Trace these pictures of baked goods onto black construction paper.
Encourage children to match the corresponding baked goods to its shadow.
•Music: “If I had a Bagel”, “Let's Pretend”, “Little Pretzels”, “Shortening Bread”
•Finger Play: “Five Little Breads”, “Patty Cake”
•Art Materials: play-dough, muffin tin, bread-shaped sponge, cookie cutters, rolling pins, writing tools, paper, camera
•House Area: toy bread props, baker/chef uniform, aprons, bowls, mixing spoons, pans, rolling pins, muffin tins, egg cartons, measuring cups, empty bread packages/boxes, oven mittens, cash register
•Science/Math: scale, sorting tray, measuring cups/spoons
•Books: The Little Red Hen by Byron Barton; Walter the Baker by Eric Carle; Bread Bread
Bread by Ann Morris; Bunny Cakes by Rosemary Wells
•Language Arts and Literacy: baker/chef puppet

•Cooking: bread ingredients: flour, sugar, salt, yeast, milk, banana, raisins, cinnamon, cheese, pizza sauce, pizza dough, toaster oven
•Science/Sensory: bread grains such as wheat, corn, oats, and flour
•House Area: menus from Panera Bread, Wonder Bagel, Subway, Blimpies, poster/pictures of baked goods, sandwich bags.
•Field Trip: trip to local bakery/pizzeria and supermarket
•Social Studies: bread to share with local nursing home
•Group Time: various types of breads (ex. croissants, bagels, French and Italian rolls, pita, wheat, corn, tortilla, pretzels, bread sticks, whole grain), poster/pictures of baked goods, bread baskets, pizza ingredients (pizza dough, cheese, and pizza sauce)

Dear Parents,
Did you know that bread is one of the most widely eaten foods? It is often called the "staff of life" and contributes to providing people with energy.
Our next unit of study will focus on bread. Within our planned activities, children will experience the different types of bread and their ingredients, including the purpose of yeast. Your child will also participate in making bread in our class.
AT SCHOOL
Some of the activities related to the study will include:
• Tasting different types of bread
• Sorting bread by shape and size
• Kneading dough using a variety of baking tools
• Exploring new vocabulary, such as recipe, flour, crust, knead, yeast
• Visiting a neighborhood bakery and/or pizzeria
AT HOME
We encourage you to participate in our celebration of bread. The next time you and your child are in the grocery store, find the bakery or bread department. Point out the different varieties and sizes of breads. Ask questions to help your child recognize similarities and differences.
Bake bread with your child to create warm family memories. Here is a simple recipe that you may want to try, however, we encourage a bread recipe from your culture.

TOTAL TIME: Prep: 15 min. Bake: 55 min. + cooling
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Recipe:
 4 cups of all purpose flour
 2 cups of buttermilk
 2 cups of sugar, divided
 1/2 cup canola oil
2 teaspoons of baking soda
1/2 cup of raisins
 1 teaspoon of salt
 3 teaspoons of ground cinnamon
 2 eggs
Directions:
Preheat oven to 350°. In a large bowl, combine flour, 1-1/2 cups sugar, baking soda, and salt. In a small bowl, whisk eggs, buttermilk, and oil. Stir into dry ingredients just until moistened. Fold in raisins. Combine cinnamon and remaining sugar; set aside.
Spoon half the batter into two greased 8x4-in. loaf pans. Sprinkle with half of the reserved cinnamon-sugar; repeat layers. Cut through batter with a knife to swirl.
Bake 55-60 minutes or until a toothpick inserted in center comes out clean. Cool in pans 10 minutes before removing from pans to wire racks. Yield: 2 loaves (12 slices each).
A variation of this recipe would be to substitute shredded apples for raisins. Enjoy a slice of bread with your child today!

Estimados Padres,
¿Sabías que el pan es uno de los alimentos que más se consumen? A menudo se llama el
" sostén de la vida", y que ofrece una gran parte de la energía y la proteína . Nuestra próxima lección se centrará en panes.
Actividades ayudarán a su hijo a aprender los diferentes tipos de pan y los ingredientes del pan, incluidos los fines de la levadura. Su hijo también participará en la elaboración del pan en nuestra clase.
EN LA ESCUELA
Algunas de las actividades relacionadas con el tema incluirá :
• Degustación de muchos tipos de panes.
• Clasificación varios tamaños y formas de pan.
• Amasar la masa usando una variedad de herramientas de la hornada.
• Explorar nuevo vocabulario como receta, harina, corteza, amasar, levadura.
• A corto viaje de un día visitando una panadería y / o la pizzería de barrio.
EN CASA
Le animamos a participar en nuestra celebración de pan. La próxima vez que usted y su hijo en la tienda de comestibles, encontrar el departamento de panadería o pan. Señale los diferentes tipos y tamaños de los panes. Haga preguntas para ayudar a su niño a reconocer similitudes y diferencias.
Hornear panes con su hijo y crear recuerdos familiares cálidos . Esta es una receta simple que usted puede intentar:

TIEMPO TOTAL: preparación: 15 min. Hornear: 55 min. + refrigeración
Receta
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4 tazas de harina para todo uso
2 tazas de suero de leche
2 tazas de azúcar, cantidad dividida
1/2 taza de aceite de canola
2 cucharadita de bicarbonato de sodio
1/2 taza de pasas
1 cucharadita de sal
3 cucharaditas de canela en polvo
2 huevos
Instrucciones
1 . Precaliente el horno a 350 °. En un tazón grande, combine la harina, 1-1 / 2 tazas de azúcar, el bicarbonato y la sal. En un tazón pequeño, bata los huevos, el suero de leche y aceite. Mezcle los ingredientes secos hasta que se humedezcan. Incorpore las pasas. Combine la canela y el azúcar restante; dejar de lado.
2. Cuchara mitad de la masa en dos engrasado 8x4-in. moldes para pan. Espolvorear con la mitad del azúcar y canela reservado; capas de repetición. Cortar la masa con un cuchillo a girar.
3. Hornee 55-60 minutos o hasta que al insertar un palillo en el centro salga limpio. Dejar enfriar los moldes 10 minutos antes de retirar de los moldes para conectar bastidores. Rendimiento: 2 panes (12 rebanadas cada uno).
Una variación de esta receta sería sustituir las manzanas trituradas para las uvas pasas. Disfrute de una rebanada de pan con su hijo ho y!

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Barton, Byron. (1993). The Little Red Hen. New York: HarperCollins.
Carle, Eric. (1995). Walter the Baker. New York: Simon & Schuster.
Morris, Ann. (1993). Bread Bread Bread. New York: HarperCollins.
Wells, Rosemary. (1997). Bunny Cakes. New York: Penguin Group.
http://youtu.be/cJDwq_VLkKQ http://youtu.be/tw2Ja6Kip_o

YC- “They didn’t help
She did it all by herself
She going to get mad because they not nice”
RL.PK.1
With prompting and support, ask and answer key elements in a familiar story or poem
AM-“He throw it on the floor.
He throw it up.”
JH- “That’s
George and his daddy and the baker.”

https://www.pinterest.com/amberlevel/preschool-bpn/
Baking tools were added to the art areas.
The children explored the possibilities of using baking tools in creative ways!
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I squished the paint.
Because I rolled it
Se parese un montro con tres manos y una cabeza grande
I’m cutting the paint like a pizza.
V.P.A 1.4.5
Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process.

RESOURCE HUNT
http://tinkerlab.com/yeast-sugar-experiment/
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Science- 5.1.4

RESOURCE HUNT
Pat-a-bread, Pat-a- bread, baker's bread,
Make me ______ (name a bread) as fast as you can,
Roll it, pat it, and mark it with a ___(child's letter)
Put it in the oven for_________(child's name) and me.
(Tune of “The More We Get Together")
Let's pretend we are bakers
Are bakers, are bakers.
Let's pretend we are bakers
As busy as can be,
We'll knead all the dough out
And bake loaves of bread,
Let's pretend we are bakers
As busy as can be.
(Tune of "Ten Little Indians”)
One little, two little, three little pretzels,
Four little, five little, six little pretzels,
Seven little, eight little, nine little pretzels,
Ten little pretzels, all for me.
V.P.A. 1.2.1 Sing a variety of songs with expression, independently and with others.

RESOURCE HUNT
(Tune of "If I Had a Hammer")
If I had a bagel,
I‘d eat it in the morning,
I‘d eat it in the evening,
All over this land.
I‘d eat it for breakfast
I‘d eat it for supper,
I‘d eat it with my friends and my sisters and my brothers
All over this land.
Mommy's little baby loves shortnin’ shortnin’,
Mommy's little baby loves shortnin’ bread.
Mommy's little baby loves shortnin’ shortnin’,
Mommy's little baby loves shortnin’ bread.
I went to doctor, and the doctor said,
Feed that baby shortnin’ bread.
Mommy's little baby loves shortnin’ shortnin’,
Mommy's little baby loves shortnin’ bread.
Mommy's little baby loves shortnin’ shortnin’,
Mommy's little baby loves shortnin’ bread

RESOURCE HUNT
 http://youtu.be/92qYeSfKZ7o%20%20
 http://youtu.be/BW9B7fP-Qg8%20
Sesame Street: Here Is Your Life: Bread
 http://youtu.be/KXSfKLT055Q%20
V.P.A. 1.2.8
SSFLA 6.4.1
Begin to demonstrate appropriate audience skills during recordings and music performances.
Learn about and respect other cultures within the classroom and community.

RESOURCE HUNT
Transitional Song
Down by the corner, at the baker shop,
There were five little breads, with sugar on top,
(hold up five fingers)
Along came _________(child's name), all alone.
And she/he took the biggest one all the way home.
(Song was used at Planning Time.)
By Blue Table class #5
We make bread and put eggs inside.-YC
Croissant, pizza and muffin.-HH
Le puse queso y sal y le cocine y me lo comi.-AS
Pan es bueno porque tengo mucho hambre.-EP
You roll it, pat it, I squeeze the dough. Put it in the oven, you eat it. It taste good.-EG
Bagel taste good._HH
SGT Bread Poem and Discussion
MATH 4.3.2
LAL- SLPK4
Begin to use appropriate vocabulary to demonstrate awareness of the measurable attributes of length, area, weight and capacity of everyday objects (e.g., long, short, tall, light, heavy, full).
Begin to describe familiar people, places, things, and events and sometimes with detail

RF.PK.1,a,bc Begin to demonstrate understanding of basic features of print. a)Follow words from left to right, top to bottom, page by page.
b)Recognize that spoken words can be written and read.
c)Recognize that words are separated by space

S cience yeast experiment grain project feeding birds
This web is for the teacher to organize the study for his/her own use.
In each circle, LIST the activity titles to keep an organized, simple form of the study.
Small Group bread grains baking bread bread stick seriation favorite bread graph pretzel sorting shopping for recipe build a sandwich
Large Group
‘Pat-A-Bread’
‘Five Little Breads” bread basket upset hot buns bread tasting party
Indoor/Outdoor bread trail sharing bread-
HarborView Nursing
Home pizzeria supermarket feeding birds
Message
Board new items bread song
T echnology molding tools bake ware camera toaster toaster oven weighing grains
Language Arts
Baker Puppet show
Bread Shop
Shop ingredients
Bread poem
Books
Song/FingerPlay
E ngineering build a sandwich layering items flat bread vs. yeast bread
M ath
“Five Little Breads” bread stick seriation bread trail bread shadows

K
 We can eat bread.
 We can cook bread.
 We can toast bread.
 Eat bread with eggs.
 We buy it.
 It's in my house.
W
 Who gets the bread?
 I wonder who eats bread.
 How to make it?
 Hard and soft bread?
 Big, medium small bread?
L
What did you LEARN?
 Bread can be found in homes, restaurants, bakeries and supermarkets.
 There's bread in pizza.
 Bread can be big or small in size.
 Yeast makes the dough rise.
 We can build a sandwich.
 Bread can have different flavors.
 Bread can be different shapes and colors.
 Bread can be hard or soft.
 Share bread with people and animals.

 APT 9.4.1
Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
 HSPE 2.2.2
Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).
 SED 0.1.1
Express individuality by making independent decisions about which materials to use.

Shopping for a Recipe
Materials Supplied
A variety of shopping bags, materials to set up a market (pretend food and food containers, pretend money and credit cards), materials to cook with (cookware, utensil, measuring cups, and spoons)
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were investigating materials to plan next lesson.
1.
“I buy a lot of food. I'm going to make a big food for my mommy." -AD
2. "I put two strawberries and one pineapple. Then you mix, mix, mix." -AD
3. "I buy soup, meat, bread and pumpkin. I make meat and pumpkin soup." PO
4. "I buy a lot of food. Banana, corn, broccoli, and pepper. I'm going to make a giant food delicious."-- JH
Steps to take:
 Remind children of their experiences cooking in the house area. Ask what was cooked and what items were needed to cook.
 Introduce new vocabulary words such as recipe and ingredients. Explain that ingredients are the food items needed to cook and that the recipe tells us how to cook.
 Provide examples of foods that have a recipe. (Pizza, soup, cake, etc..)
 Ask children what they would like to cook and ask them what items they need to cook it.
 Send children “shopping” by providing shopping bags and allowing them to shop in the “market”
 Place all cook ware on table while they shop. (Pots, pans, measuring cups, measuring spoons, utensils)
 After shopping, discuss the ingredients for their recipe and their plan for what they want to cook.
 As they cook, ask for the recipe. (How many cups, spoons? What are you going to do with the utensils? How long are you going to cook it for.)

Shopping for a Recipe
Questions to Ask:
 What are planning to cook?
 What items do you need for your recipe?
 How many cups, spoons do you need?
 What are you going to do with the utensils?
 How long are you going to cook it for?
Outcome of lesson:
The children planned their activity and followed through with their plan. They used their counting, social skills and prior knowledge to understand new vocabulary. They also used personal experiences to identify with material and activity.
TIPS:
 Have more visual examples of recipes. (Ex. Cakesugar, eggs, milk, etc..)
New vocabulary to introduce

Shopping for a Recipe
Photo Op
AD- "I bought strawberry, bread, pineapples, grapes. I make strawberry soup."
"I buy a lot of food.
I'm going to make a bigger food for my mommy."
"
I put two strawberries and one pineapple.
Then you mix, mix, mix."
"Una sanaoria y
Salsa con tomate para ser sopita."
SG-"Salsa with tomato and carrot. I'm going to cook."

"This is soup. I buy soup and I need pumpkin."
Shopping for a Recipe
Photo Op
PO-"I buy soup, meat, bread and pumpkin. I make meat and pumpkin soup."
"My soup has two meat and one pumpkin. I cook."
"I need banana to make my food."
"I buy a lot of food.
Banana, corn, broccoli, and pepper. I'm going to make a giant food delicious.
JH-"Corn, broccoli, pepper. Make a soup."

Materials Used:
The Little Red Hen , flour, yeast, milk, sugar, salt, eggs, mixing bowls, measuring cups and spoons, bread recipe, tin baking pans, oven mitts, toaster oven, books and magazines.
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson.
1. EG“I like bread for sandwich, with cheese.”
2. OG“My mommy sometimes makes me bread and for my brother Ryan. I put jelly on it.”
3. YC“First you put the flour, then the sugar, then you mix all up. Its yummy, yummy in my tummy, tummy.”
Objective :
SCI- 5.5.1
. Identify and use basic tools and technology to extend exploration in conjunction with science investigations
SCI-5.2.2
.
Explore changes in liquids and solids when substances are combined, heated, or cooled
MATH- 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”)
HSPE 2.1.2
Demonstrate emerging self-help skills
HSPE 2.2.2
Develop awareness of nutritious food choices

Steps to take: *2 day activity
1. Read the The Little Red Hen .
2. Discuss what happened in the story and talk about how much work went into baking bread.
3. Highlight new vocabulary words. (recipe, flour, quantity, measuring)
4. Present and discuss the bread recipe book (available on slides following the activity) with pictures and words.
5. Using the bread recipe (available on slides following the activity), have students bake bread.
Higher Order Questions to ask:
1. What happened to the dry mix?
2. Why is it sticky now?
3. Why did the dough grow/rise?
Outcome of lesson:
• The children learned how to follow a recipe ( quantity, measuring ) and the basic ingredients of bread.
• Children observed the changes in materials when mixed and heated.
• Children observed the effects of yeast after a certain amount time.
• Children made a snack.
• New vocabulary words, such as yeast, dough and knead, were introduced.
• Children had a sensory experience (touching flour, sticky dough)

TIPS:
• Allow two days for activity.
• Provide child-size gloves for children who do not like the flour / dough textures.
• Introduce different types of real bread. ( size, shape, texture .)
New vocabulary to introduce

P

YC“First you put the flour, then the sugar, then you mix all up.
Its yummy, yummy in my tummy, tummy.”

(At the end of each activity, gather all the students to “call it a rap”! During this part of the study, you will need to ask the children to describe the activity in their own words. You can then create a chart of all the responses throughout the study. Great opportunity for COR anecdotes.) This can be during message board, large group or a small group.
1. Yeilina
“We put the recipe in the bowl. We put flour and we mixed it all up.”
“I like the bread. We had to pound it and smash it.” 2. Ella
3. Aiden
4. Heladio
5. Ashley
6. Dariel
7. Omari
8. Brianna
9. Patricia
10. Erwin
“I made two bagels and a croissant. I made it with milk, flour and sugar.”
“Croissant, bagel.”
“I like making bread in the house, in the kitchen with my mommy.”
“I like bread. You cook it.”
“I like making bread because when we cooked it and put butter and jelly on it and I eat all up. It was good.”
“Cocine tortillas, calientando, le puse agua, leche, huevos, y chile con sanaoria.”
“We put it in the oven. It was hot then we blow it. Because it was hot.”
“Me gusta ser pan. Le heche leche, huevo, flour, yeast, sugar y sal y lo cocine para much tiempo. Y me locomi.”
“I made a bagel with milk and flour.” 11. Jeffrey
12. Andrea
13. Adrian
14. Stanley
“Mi papi le gusta comer sandwich porque lo hice para el. Una ves, se me quemo.”
“Its very sticky nd messy. My hands are to small. To knead it.”
“Hice pretzel con agua y leche y sal.”

Materials Used:
Bread, Bread, Bread , premade chart for graphing bread , writing tools, children’s symbols, a variety of breads (croutons, corn bread, braided, bagel)
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson.
1. EP“Se callo el pan. Ahors hay un mess.” 2. HH“I like croissant. Its soft.”
3. AM“I like this one for my salad. Its crunchy.” 4. YC “My favorite is the croissant. I’m the only one that like it.”
5. AMir“This one is crunchy. I like crunchy.” 6. DS “That one more.” (pointing at cornbread)
Objective:
MATH- 4.1.4
Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”)
MATH- 4.1.3
Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10.
H.S.E.P- 2.2.1
Explore foods and food groups (e.g., compare and contrast foods representative of various cultures and taste, color, texture, smell, and shape).
SL.PK.2
Ask and answer questions about a text or other information read aloud or presented orally.

Steps to take:
1. Read Bread, Bread, Bread and allow children to talk about the types of breads they see in the book.
2. Present a variety of bread to taste. Ask students to compare their characteristics.
3. Display a bread chart.
4.
Ask children how they want to chart their bread (Symbols, write, markings. etc…) and have them graph their favorite bread and compare the results for each type .
Questions to ask:
1. Why do you think you like/dislike that one?
2. How are they different/same?
3. Which one is your favorite? Why?
4. Which bread has the most/ least/no votes?
Outcome of lesson:
Children made the connection between quantity and written numbers.
Children were given the opportunity to compare graph results using vocabulary such as more/less/most/least/ none.
Children communicated with others to discuss voting decisions.
Children experienced different tastes and textures from a variety of breads
Used fine motor skills to use tape dispenser and attach symbol to graph.

TIPS:
• Do not number each type of bread. It became confusing as students attempted to compare graph results.
• Give children ample time to make decisions and chart their choices.
• Provide breads with distinctive tastes.
(raisin, grain, garlic, etc..)
New vocabulary to introduce

AMir“This one is crunchy. I like crunchy, its hard.”
EP“Se callo el pan.
Ahors hay un mess.”

AM“I like this one for my salad. Its crunchy.”
YC“My favorite is the croissant.
I’m the only one that like it.”
39. Data analysis : Children use information about quantity to draw conclusions, make decisions, and solve problems
HH“I like croissant.
Its soft.”

Materials Used: a variety of bread, a bread basket, and a nearby park
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children
were using materials to plan next lesson.
1. EG“They went back home to eat.”
2. OG“Birds in the nest eat the acorns.”
3. YC“ Nooo, birds don’t eat acorns, squirrels eat acorn, you silly goose.”
Objective:
ELA - 9.1.5 Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher,
“Look, I finished it all by myself!”).
SL.PK.1.a,b Participate in conversations and interactions with peers and adults individually and in small and large groups. Follow agreed upon rules for discussions during group interactions. Continue a conversation through several back and forth exchanges.

STEPS TO TAKE:
• Remind children about the KWL and ask, Do animals eat bread?
• Let the children know that they will bring a basket of bread to the park.
• Introduce a new word Crumbs and explain how to make crumbs to feed the birds.
Higher Order Questions to ask:
1. Why do you think we are breaking up the bread into crumbs?
2. Why do the birds fly away?
3. Are there other animals in the park that eat bread too?
Outcome of lesson :
Children connected with nature (birds) through observation.
Children participated in conversations with peers and adults through several back and forth exchanges.
Children compared quantities of bread crumbs.

TIPS
Provide basket or bags for each child.
Introduce other types of birds
New Vocabulary to introduce

Materials Used:
Phone number for local nursing home to arrange a visit with residents , Bunny Cakes book, recipe for raisin bread and banana bread, (Raisins, banana, eggs, butter, milk, bowls, mixing utensils, oven, oven mittens, Pillsbury Quick bread raisin-cinnamon mix
Pillsbury Quick bread banana mix, 15 loaf tin pans, tags, ribbons.)
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children
were using materials to plan next lesson.
1.
OG“My bread is going to taste good for the grandmas.”
2.
JH“No, you don’t put the raisins first, you put eggs then the milk.”
3.
EG“You have to hit it to open the egg, bang it like this, harder.”
Objective:
S.E.D.
0.4.2 Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands).
0.5.1 Play independently and cooperatively in pairs and small groups.
0.5.5
Demonstrate understanding the concept of sharing by attempting to share.
H.S.P.E
2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth).
S.S.F.L.S.
6.3.1 Develop an awareness of the physical features of the neighborhood/community
.

STEPS TO TAKE:
• Review the story, Bunny Cakes.
• Discuss and explain the importance of giving and sharing.
• Let the children know that they will be visiting a nursing home to share bread with the residents.
• Children will have the option of baking raisin or banana bread.
• Provide each pair of children with ingredients, utensils and bake ware.
• Children will work in pairs to make two loaves of bread and follow a simple recipe from a bread mix.
Higher Order Questions to ask:
1. How do you think the residents will feel when you share with them?
2. What is the next ingredient? What do we do next?
3. How long does it take to bake? When will it finish baking?
Outcome of lesson :
Children demonstrate socially acceptable behavior to nursing home residents.
Children worked together in pairs.
Children began to understand the concept of sharing with unfamiliar adults.
Children used their self-help skills by using utensils, pouring, and mixing.
Children developed an awareness of their neighborhood and community
.

TIPS
Provide a larger print of recipe steps.
This activity incorporates SGT and
Outdoor activity.
While children are in Work Time, bread is cooking.
New Vocabulary to introduce

AD“Now we have to squish it and bound it.”
JH“No, you don’t put the raisins first, you put eggs then the milk.”
OG“My bread is going to taste good for the grandmas.”
Children will work in pairs to make two loaves of bread and follow a simple recipe from a bread mix.
JB- It needs more and more.”

Materials Used: a variety of fake bread (bagels, croissant, pretzel, loaf, tortilla, corn bread, pita, dinner roll, and Italian) on a table or in a basket radio and music.
Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children
were using materials to plan next lesson.
1. EG“I’m going to get the croissant because its my favorite.”
2. AD“This one looks like a pizza.” (looking at a tortilla)
Objective:
VPA- 1.2.5 Participate in and listen to music from a variety of cultures and times.
S.E.D. 0.1.3 Actively engage in activities and interactions with teachers and peers.
0.5.4 Take turns.

STEPS TO TAKE:
• Review how to play the game, Hot Potato.
• Explain that we are playing the same game but with bread, Hot Buns. Explain bun is a type of bread.
• Ask students to share ideas about why bread might be hot.
• Ask children to sit in a circle. Teacher will play a variety of music.
• Students will quickly pass the bread around the circle until the music stops. Whoever is holding the bread when the music stops will “shop” for another kind of hot bread to pass.
• This will continue until all the bread on the table is gone.
Higher Order Questions to ask:
1.
Do you want to shop for a flat or thick bread?
2.
What’s one way you can quickly pass the bun?
3.
What makes bread hot?
Outcome of lesson :
Children listened to music and responded when music stopped.
Children actively engaged in the activity with peers and teacher.
Children took turns selecting bread.
Children recalled the names of the different breads.

TIPS
Use as a transitional activity.
Provide an opportunity for a child to start and stop the music.
Maintain the variety of bread selection near the circle of children.
New Vocabulary to introduce

Small Group Activity
Children were provided with a variety of condiments, seasonings, breads , meats, vegetables and fruits. They were asked to create their own sandwich to sell at the deli. (Blimpies, Subways, etc..)
SED 0.1.4. Discuss their own actions and efforts.

During our grain project small group activity, the children recalled the story The Little Red Hen . They were provided with a sorting tray, water, spoons, cups, magnifying glasses, and four types of grains (wheat, wheat berry, flour and corn). They sorted, examined and discussed their characteristics when dry and wet.
MATH 4.3.1.
Sort, order, pattern, and classify objects by non-measurable
(e.g., color, texture, type of material) and measurable attributes
JH- “This one is yellow and little. You move this up and down it gets bigger .
AD-“This one goes here because its bigger and brown .”
SG- “Estoy echando agua para hacer pan.”
Grains were added to discovery and house area to extend play.

SCI 5.2.2
Explore changes in liquids and solids when substances are combined, heated, or cooled.
AD-
JB“The water is going to make it sticky.”
BC“SE pego a mis mano quando leche agua.

During planning time, we recreated the story of Hansel and Gretel. Children made their own bread trail to their area of interest. The children were encouraged to discuss which trail was longer or shorter.
 http://youtu.be/92qYeSfKZ7o%20%20
The Story of 'Hansel and Gretel' (1951) Full Movie
MATH 4.3.2. Begin to use appropriate vocabulary to demonstrate awareness of the measurable attributes of length, area, weight and capacity of everyday objects
(e.g., long, short, tall, light, heavy, full).
YC- “Erwin is longer trail.”
EP- “Going up to book area.”
DS- “I shorter to go to block area.” AS- “Voy lejo a house area.”

Sticky bread recipe (glue and bread) was added in the art and discovery area.. Children used the materials to create their own sticky bread.

The children extended their knowledge of bread during work time. The children cooked pizza in the house area and sandwiches in the block area and Wonder Bread market. They worked with play-dough and baking utensils.
AD- “What you want? Wait, I’m the baker now.”

YC- “I’m making muffins. Now its looks like little pieces of bread.”

During our outside time activity, we visited a local supermarket to see a variety of bread. The children used prior knowledge when identifying the bread .
YC- “It goes in here, you see, its yellow hamburger.”
JH- “My dad cooks hotdog and he come here to buy the bread. In the Supermarket.”

During our outside time activity, we visited a local pizzeria (Pizza Master) to see how pizza is made.
The children became familiar with a business in their community. They witnessed the process of making pizza and ate the finished product!

SED 0.4.3. Say “thank you,” “please,” and “excuse me.”

s
In this section of the study, please provide helpful hints to your fellow colleagues. Let everyone know what worked, what didn’t work, what you will do differently next time, etc.
• During Shopping for a Recipe, a visual of a recipe from a simple cook book or magazine was needed. (Ex. Cake-sugar, eggs, milk, etc..)
• During the Baking Bread activity, I had one child who was sensory sensitive. Therefore, the child needed to be accommodated with child-size gloves, or other utensil to knead the dough.
• During Graphing Favorite Bread , I recommend not numbering each type of bread. This became confusing after we recorded the results. Children could not easily determine which number represented the type of bread and which number represented the number of votes. Also, more breads with distinctive tastes (raisin, grain, garlic, etc..) would broaden the experience.
• During Sharing Bread With Nature , we used one basket of bread for all the children to feed the birds. To encourage independence and avoid conflict, provide baskets or bags for each child.

Unit Study
Standards
COR
KDI’s
Connections
Standards, COR, and KDI’s that apply throughout the study
RL.PK.1
With prompting and support, ask and answer key elements in a familiar story or poem.
VPA 1.4.2 Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space.
V.P.A 1.4.5 Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process.
Science- 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.
ELA - 9.1.5 Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, “Look—I finished it all by myself!”).
M. Listening and Comprehension-
CC. Experimenting, predicting, and drawing conclusions
X. Art
P. Reading
21 . Comprehension : Children understand language
50 . Communicating ideas: Children communicate their ideas about the characteristics of things and how they work.
44 . Appreciating the arts : Children appreciate the creative arts.
22 . Speaking : Children express themselves using language
41 . Music : Children express and represent what they observe, think, imagine, and feel through music.
42 . Movement : Children express and represent what they observe, think, imagine, and feel through movement.
31 . Number words and symbols : Children recognize and use number words and symbols.
32 . Counting : Children count things

Connections
Unit Study Standards, COR, and KDI’s that apply throughout the study
Standards V.P.A. 1.2.1 Sing a variety of songs with expression, independently and with others.
MATH 4.4.1
. Respond to and use positional words (e.g., in, under, between, down, behind).
MATH 4.3.2.
Begin to use appropriate vocabulary to demonstrate awareness of the measurable attributes of length, area, weight and capacity of everyday objects.
APT 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
HSPE 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).
SED 0.1.1 Express individuality by making independent decisions about which materials to use.
COR AA. Pretend play
S. Number and counting
Y . Musi
M. Listening and comprehension
U. Measurement
CC. Experimenting, predicting, and drawing conclusions
KDI’s
1 . Initiative : Children demonstrate initiative as they explore their world.
2 . Planning : Children make plans and follow through on their intentions.
8 . Sense of competence : Children feel they are competent
36 . Measuring : Children measure to describe, compare, and order things.
46. Classifying: Children classify materials, actions, people, and events.

Unit Study
Standards
COR
KDI’s
Connections
Standards, COR, and KDI’s that apply throughout the study
SCI- 5.5.1. Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders).
SCI-5.2.2
. Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mixing sand or clay with various amounts of water; preparing gelatin; mixing different colors of tempera paint; and longer term investigations, such as the freezing and melting of water and other liquids).
MATH- 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”):
HSPE 2.1.2 Demonstrate emerging self-help skills
SCI 5.2.2 Explore changes in liquids and solids when substances are combined, heated, or cooled
VPA 1.2.8. Begin to demonstrate appropriate audience skills during recordings and music performances.
Technology 8.2.2
. Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-ROM,
DVD, or other storage device and press “play” and “stop.”
SSFLA 6.4.1. Learn about and respect other cultures within the classroom and community.
MATH- 4.1.3
Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10.
ELA- 9.4.1
Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground).
SL.PK.2
Ask and answer questions about a text or other information read aloud or presented orally.
A.Initiative and planning
C. Reflection
BB. Observing and classifying
43. Pretend play: Children express and represent what they observe, think, imagine, and feel through pretend play.
52. Tools and technology: Children explore and use tools and technology.
6. Reflection: Children reflect on their experiences.
29. Writing: Children write for many different purposes.

Unit Study
Standards
COR
KDI’s
Connections
Standards, COR, and KDI’s that apply throughout the study
S.E.D.
0.4.2 Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands).
0.5.1 Play independently and cooperatively in pairs and small groups.
0.5.5
Demonstrate understanding the concept of sharing by attempting to share.
H.S.P.E
2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth).
S.S.F.L.S.
6.3.1 Develop an awareness of the physical features of the neighborhood/community
.
VPA- 1.2.5 Participate in and listen to music from a variety of cultures and times.
S.E.D. 0.1.3 Actively engage in activities and interactions with teachers and peers.
0.5.4 Take turns.
S.E.D. 0.4.3. Say “thank you,” “please,” and “excuse me.”
J. Fine-motor skills
M. Listening and comprehension
R. Writing
W. Data analysis
57. History: Children understand past, present, and future.
48. Predicting : Children predict what they expect will happen.
46. Classifying: Children classify materials, actions, people, and events.
40. Art : Children express and represent what they observe, think, imagine, and feel through two- and three dimensional art.
39. Data analysis : Children use information about quantity to draw conclusions, make decisions, and solve problems
33. Part-whole relationships: Children combine and separate quantities of objects.