salt dough print lesson plan

8/18/2019 Salt Dough Print Lesson Plan

1/7

College of Education

Early Childhood Center

LESSON PLAN

Name:Aonh Le

Date: March 3, 2015

o!ic"#tudy: $rint% and !attern% can &e made 'ith o&(ect%Le%%on itle: #alt Dough $rint%

Conce!t to &e )einforced:

*chec+ one Curriculum"-ntere%t Area:

Large .rou! #mall .rou!

ECSQ Standards Met:#tate the %tandard and the o&%er/a&le &eha/ior *eg, 21 Children 'ill demon%trate a gro'ing a&ility to collect,

tal+ a&out, and record information a&out li/ing and nonli/ing thing% a% they ma+e o&%er/ational dra'ing% of real

'orm%

*If applicable, include at least 1 standard for these developmental domains or content areas.Approaches to Learning (2):

1 #tudent% 'ill manage rea%ona&le fru%tration, eg fini%hing their turn to !our or mi4

ingredient%, redoing their !rint if !rint i% not /i%i&le or alter% after !eeling off ta&le

2 #tudent% 'ill %ho' gro'ing ca!acity to maintain concentration in %!ite of di%traction% and

interru!tion%

Creative Arts*:

Language & Early Literacy Development (2):

1C3 #tudent% 'ill under%tand that !eo!le read for many !ur!o%e% *eg to follo' or

under%tand direction% 'hen creating %omething

51 #tudent% 'ill /ie' image% and other media material% for a /ariety of !ur!o%e% *eg, to

gain information 'hen creating %omething, to hel! u% remem&er 'hat 'e need to do ne4t

31 #tudent% 'ill u%e %!o+en language for a /ariety of !ur!o%e% *eg, to a%+ for more dough,

to a%+ for a%%i%tance in +neading, flattening, !rinting, or !eeling dough to e4!re%% feeling%, to

a%+ 6ue%tion%, to tal+ a&out their e4!erience%, to a%+ for 'hat they need, to re%!ond to

other%

Dual Language Learning*:11 #tudent 'ill o&%er/e !eer% and adult% 'ith increa%ing attention to under%tand language

and intent, eg ta+ing turn%, !ouring and mi4ing ingredient%

Technology Literacy – Early Learning & Technology*:

ocial! Emotional Development & "ealth (2):

37 #tudent% 'ill !artici!ate %ucce%%fully a% a grou! mem&er, eg ta+ing turn%, !ouring and

mi4ing ingredient%, re%!ecting other%8 %!ace%, u%ing re%!ectful and a!!ro!riate 'ord% 'hen

tal+ing

Revised 9/16/13


2/7

22 #tudent% 'ill gro' in their a&ility to follo' %im!le, clear, and con%i%tent direction% and

rule%, eg ta+ing turn%"!a%%ing mi4ing &o'l 'hen in%tructed, +neading dough, !rinting o&(ect%

on dough, !eeling dough off ta&le, 'a%hing hand%, cleaning u!, tran%ferring dough to coo+ie

%heet

2 #tudent% 'ill &egin to +no' 'hen and ho' to %ee+ hel! from an adult or !eer, eg

+neading dough, !rinting o&(ect% on dough, !eeling dough off ta&le

#hysical Development (2):

2 #tudent% 'ill &egin to under%tand %!atial a'arene%% for them%el/e%, other%, and their

en/ironment, eg %taying in their %eat and not &loc+ing another grou! mem&er8% /ie'

91 #tudent% 'ill de/elo! and refine motor control and coordination, eyehand coordination,

finger"thum& and 'holehand %trength coordination and endurance u%ing a /ariety of age

a!!ro!riate tool% *eg, u%ing finger% and hand% to +nead dough, to flatten dough 'ith rolling

!in, to !rint o&(ect% onto dough, to !eel o&(ect% off dough, to !eel dough off ta&le

Early Learning in $athematics (%):

97 #tudent% 'ill &egin to under%tand that tool% *eg mea%uring %!oon% and cu!% can &e

u%ed to mea%ure !ro!ertie% of o&(ect% and amount% *%alt, flour, 'ater

29 #tudent% 'ill &egin to recognie that information come% in many form% and can &e

organied and di%!layed in different 'ay%, eg, /i%ual cue 'ith 6uantitie% of %!oon% or cu!%

of ingredient% needed

Early Learning in cience (%):

1 Children 'ill e4!and their o&%er/ational %+ill% *eg, e4tending the time theyo&%er/e,

o&%er/ing that the ingredient% mi4ed together to form into dough, rough dough turn% into

%mooth dough the more it8% +neaded

Early Learning in ocial tuies (%):

93 Children 'ill engage in acti/itie% that !romote a %en%e of contri&ution, eg creating dough

together, !ouring ingredient%, and mi4ing ingredient%

Main Objectives (minimum of 4)

1C3 #tudent% 'ill under%tand that !eo!le read for many !ur!o%e% *eg to follo' or

under%tand direction% 'hen creating %omething

37 #tudent% 'ill !artici!ate %ucce%%fully a% a grou! mem&er, eg ta+ing turn%, !ouring and

mi4ing ingredient%, re%!ecting other%8 %!ace%, u%ing re%!ectful and a!!ro!riate 'ord% 'hen

tal+ing

1 Children 'ill e4!and their o&%er/ational %+ill% *eg, e4tending the time theyo&%er/e,

o&%er/ing that the ingredient% mi4ed together to form into dough, rough dough turn% into

%mooth dough the more it8% +neaded

Revised 9/16/13


3/7

91 #tudent% 'ill de/elo! and refine motor control and coordination, eyehand coordination,

finger"thum& and 'holehand %trength coordination and endurance u%ing a /ariety of age

a!!ro!riate tool% *eg, u%ing finger% and hand% to +nead dough, to flatten dough 'ith rolling

!in, to !rint o&(ect% onto dough, to !eel o&(ect% off dough, to !eel dough off ta&le

22 #tudent% 'ill gro' in their a&ility to follo' %im!le, clear, and con%i%tent direction% and

rule%, eg ta+ing turn%"!a%%ing mi4ing &o'l 'hen in%tructed, +neading dough, !rinting o&(ect%

on dough, !eeling dough off ta&le, 'a%hing hand%, cleaning u!, tran%ferring dough to coo+ie%heet

Materias Needed:

;i%ual of 6uantitie% and mea%urement% of ingredient% needed to ma+e %alt dough

;i%ual %te!% of le%%on to ma+e dough and dough !rint%, tran%itioning

Di/ider to hang u! /i%ual %te!%

cu!% %alt

cu!% flour

2 cu!% 'ater

Large mi4ing &o'l


4/7

done

• Model +neading

• ell them to thin+ a&out 'hat +ind of !attern they 'ant to u%e for your dough

• )efer to ne4t %te! of /i%ual %te!% of le%%on

th @latten dough 'ith rolling !in


5th %e circle cutter% to create round %ha!e


9th Ma+e !rint%

• ell them it8% o+ay if they me%% u! their !rint"!attern they can +nead and flatten the

dough again to %tart o/er

• ell them if they are done ma+ing their !rint, they can a%+ for more dough to ma+e

more !rint% and !attern%

• A%+ %tudent% a&out their !rint% and !attern%: 'hy did you choo%e thi% !rintB


5/7

*Con%ider re%!on%e to and mani!ulation of material%, interaction% 'ith other%, grou!

dynamic%, etc

#, F, and G 'ere !laying 'ith the o&(ect% 'hen - handed them out

I 'a% &eing %illy &y commenting on the loo+ of the ingredient%

# and I !ut %ome of the ingredient% in their mouth%

F got u! to get rolling !in%, not only for him &ut for the other %tudent% too

.rou! 'aited !atiently and did not get u!%et o/er ta+ing turn% !ouring and mi4ing

ingredient%I !oured a little &it of 'ater, not all, from the mea%uring cu! a% - a%+ed

+efective Evauations:

Achievement o Lesson utcomes:

My grou! did a good (o& &eing !atient 'hile 'aiting for their turn to !our and mi4 ingredient%

E/en though %ome of them a%+ed for a turn or %aid it 'a% their turn, they did not &ecome

fru%trated, and - a%%ured e/eryone that they 'ould ha/e a turn !ouring and mi4ing Gecau%e

of their !atience and re%!ect to'ard their !eer% 'hile ta+ing turn%, - 'ould %ay that my grou!

!artici!ated %ucce%%fully a% grou! mem&er%

hi% tactile learning e4!erience allo'ed %tudent% to %tay on ta%+ de%!ite di%traction% around

them I %aid %ome comment% a&out the loo+"ta%te of the dough the%e comment% a&out the

dough 'ere di%tracting to the grou! %o - redirected the to!ic ho'e/er, the grou! 'a%

engaged in higherorder thin+ing 'ith their !eer% &ecau%e they 'ere ma+ing com!ari%on%

&et'een t'o thing% he /i%ual %te!% - !ro/ided al%o hel!ed the grou! %tay on ta%+ &ecau%e

they 'ould continue to loo+ at 'hat the ne4t %te! 'a%

#ome outcome% that 'ere not achie/ed 'ere the mathematic% learning %tandard% &ecau%e

the %tandard 'a% not o&%er/a&le, e/en though %tudent% could %ee that o&(ect% and amount%

could &e mea%ured 'ith tool% (6.7 Students will begin to understand that tools [e.g.measuring spoons and cups can be used to measure properties of ob!ects and amounts

[salt, flour, water". Al%o, the /i%ual cue 'a% not referred to a% much a% - e4!ected - referred

to it a fe' time%, &ut not after e/ery %te! (#.6 Students will begin to recogni$e that information

comes in man% forms and can be organi$ed and displa%ed in different wa%s, e.g., visual cue

with &uantities of spoons or cups of ingredients needed". he /i%ual cue 'ith 6uantitie% of

%!oon% or cu!% of ingredient% needed to ma+e the dough 'a% referred to once then it 'ent

mi%%ing from the ta&le, %o - didn8t thin+ thi% 'a% %ufficient enough for %tudent% to %ee that

information could &e di%!layed in different 'ay%

Evaluation of Your Teaching & Additional Reections:

Analysis & Eective Elements o +n Teaching #ractice:

During the le%%on, - had good management %trategie%, &ut there i% al'ay% room to !rogre%% -

Revised 9/16/13


6/7

&elie/e - am !roficient in !lanning ahead to !re/ent ma(or mi%&eha/ior and conflict &y

%trategically !lacing %tudent% in certain %eat% and allo'ing all %tudent% to ha/e fair

o!!ortunitie% - ga/e each %tudent the o!!ortunity to contri&ute to the ma+ing of dough &y

!ouring and mi4ing ingredient% Gy !a%%ing the mi4ing &o'l around in a circle, %tudent% 'ere

a&le to %ee that - didn8t !ic+ and choo%e %tudent% to !our"mi4 ingredient%


7/7

a%+ %tudent% to loo+ at the !o%ter, they 'ere a&le to %ee 'hat the ne4t %te! 'a%, or that the

!o%ter 'a% there to hel! u% remem&er 'hat the ne4t %te! 'a%

salt dough print lesson plan

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