Spring 2017

ECED 372

Creative Art and Food Lesson Plan

Name: Haley Kunze

School: Young Childrens Program
Cooperating Teacher: Donna Young
Grade Level: Pre-k (age 4)
Date/time to be completed: March 20th, 2017 at 9:30am
Date to be submitted: to Donna Young (CT) on February 27th, 2017

TITLE OF LESSON Creative art and food lesson plan: Fruit and Vegetables drawing and painted
followed by cutting up the food for afternoon snack. The students will look at fruits and vegetables that
are laid out on the table, discuss the importance of eating healthy and discuss the shapes that each food
looks like and can make. Students will then paint pictures of the fruits/vegetables using their known
shapes. Following this activity and discussion students will get the chance to cut up the food into
smaller pieces for them to eat during their afternoon snack.

CONTEXT OF LESSON

Since I have been at the Young Childrens Program, I have spent a lot of time overserving the children
in my full-day four-year-old class. The first day of our practicum experience we will

Why is this activity appropriate for your children at this time?

What have you observed that indicates your childrens readiness, interest, or need for this
activity?
Talk about their abilities, interest, what they are doing in the classroom and how all of that
content makes it appropriate to teach this lesson
Why is it developmentally appropriate???
Use observation of my children to make an appropriate assessment of why this would be a good
lesson

OBJECTIVES AND ASSESSMENT

Developmental Objectives
1. The students will orally discuss and
describe different foods using their
vocabulary on shapes, colors, smells,
and textures.
Plan for Assessment
I will assess this objective through a Teacher prompted discussion. I
will begin by pointing out the fruits in front of them and ask Can
we all think of how to describe these foods with our eyes? I will
be listening for colors and shapes. Then students will be allowed to
touch the food in front of them. I will be listening for words that
describe the texture and size of the foods. Lastly, students will be
prompted to discuss how the food smells. Here I will be listening to
their vocabulary on if the foods smell, what the smell is like, and if
they like it. I will record the students thoughts, descriptions,
comments, and questions in the attached data collection sheet.

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2. The students will visually represent
the food in front of them using what
they observed and discussed.
I will assess this objective by using photos of the students final
drawings and paintings. Students will be reminded to think about
how they described the color, texture, size, shape, and smell of the
foods while they complete their artwork. Pictures will be taken of
each work and attached to the data collection sheet as well as
comments and descriptions of their work that they may say while
completing it.

COLLECTION OF ASSESSMENT DATA

Data collection sheet attached

RELATED FOUNDATION BLOCKS

Literacy:
Foundation Block 2: The child will develop an understanding of wordsand word meanings
through the use of appropriate vocabulary.

a) Use single words to label objects

b) Listen with increasing understanding to conversations and directions

c) Follow simple, one-step oral directions

e) Use new vocabulary with increasing frequency to express and describe feelings and ideas

Mathematics:

Foundation Block 1: The child will count with understanding, and use numbers to tell how
many, describe order, and compare.

b) Count a group (set/collection) of three to five objects by touching each object as it is counted
and saying the correct number (one-to-one correspondence)

c) Count the items in a collection of one to five items and know the last counting word tells
how many

Foundation Block 4: The child will describe simple geometric shapes (circle, triangle,
rectangle, and square) and indicate their position in relation to him/herself and to other objects.

a) Match and sort shapes (circle, triangle, rectangle, and square)

c) Recognize shapes (circle, triangle, rectangle, and square) by pointing to the appropriate
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figure when the teacher names the shape

Foundation Block 6: The child will identify simple patterns of concrete objects, and use them
to recognize relationships.

a) Sort and classify objects according to one or two attributes (color, size, shape, and texture)

Science:

Foundation Block 1: The child will make observations, separate objects into groups based on
similar attributes, compare lengths and mass, and develop questions based upon observation
using the five senses.

a) Identify basic properties of objects by direct observation

b) Describe objects using pictures and words

Foundation Block 3: The child will develop language to describe an objects position,
movement and physical properties. The child will also describe properties of water.

a) Identify colors (red, orange, yellow, green, blue, purple) and white and black

b) Identify shapes (circle, triangle, square, and rectangle) of an object

c) Identify textures (rough/smooth) and feel (hard/soft)

d) Describe relative size and weight (big/ little, large/small, heavy/light, wide/thin, long/short)

Personal and Social Development:

Foundation Block 1: The child will demonstrate self- confidence and self- reflection

d) Develop personal preferences regarding activities and materials.

e) Demonstrate self-direction in use of materials.

Foundation Block 2: The child will show self-direction and responsibility.

b) Use classroom materials purposefully and respectfully.

Foundation Block 3: The child will show eagerness and persistence as a learner.

a) Show interest and curiosity in learning new concepts and trying new activities and
experiences.

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Foundation Block 4: The child will interact easily with one or more children and with familiar
adults

c) Interact appropriately with other children and familiar adults by cooperating, helping,
sharing, and expressing interest.

d) Participate successfully in group settings.

MATERIALS NEEDED
White Pieces of Paper (YCP)
Red, Orange, Yellow, Green, Blue, Purple, brown, and Black paint (YCP)
Paintbrushes (YCP)
Water/cup for paint brushes (YCP)
Markers and Crayons (YCP)
2 Apples (Me)
Celery (Me)
2 Peppers- One red and One yellow (Me)
Stalk of corn (Me)
Cutting Board (YCP)
Knives (YCP)
Sheet with shapes and names next to it (ME)
Plastic tablecloth for the table (ME)

PROCEDURE: Should be the longest section

PREPARATION OF THE LEARNING ENVIRONMENT

I will set up my learning environment on a round table out in the hallway
The fruit and vegetables will be set up on a platter on the front of the table for all the students to
see
o I will have 2 apples and 2 peppers, one of each cut in half and the other not
o Sticks of celery, some with the stalk still on it and some without it
o Stalk of corn
I will have a pieces of paper, paint, writing utensils set aside
The cutting board and knives will also be put aside where students cannot reach until it is time
to do so
Notecards with instructions on them will be taped on the table in front of the fruit
There will be a sheet with pictures of shapes and their name next to them, on the table as well

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Since the students will be dealing with food, there will be hand sanitizer handy for kids to use
before they start interacting with the food

INTRODUCTION AND ORGANIZATION

Students will decide to come to my center during morning center times
I will ask students (Max of 4 at a time) to sit down around the table in front of me
Students will begin with using hand sanitizer
First I will ask if they know what the food in front of them is?
Then I will ask them if they know what kind of food each of them is?
o Vegetables?
o Fruits?
After we come to the conclusion that apples are fruits and peppers, corn, and celery are
vegetables I will begin a discussion on healthy eating
o Why do you guys think it is important to eat fruits and veggies?
o How often do you guys eat fruits and veggies at home?
o What are your favorites of each?
o I will take turns letting each student answer and continuing the conversation based on
their responses
After we talk about what the foods are, we will move onto describing them
o Students will first describe the food with their eyes
What colors are they?
How big are they? Which one is the biggest? Smallest?
What shapes do they look like?
I will direct their attention to the sheet of shapes if they get stuck and
need some guidance.
What do they see in the apple and pepper that have been cut in half?
o Then students will be able to touch the pepper and apple that havent been cut, the
celery, and the stalk of corn
How do they feel? Smooth? Rough? Bumpy?
o I will then ask students to describe what they smell
Do they smell at all?
What food smells the strongest?
Do you like or dislike the smell?
After this discussion I will show them the instruction notecards and move onto the creative art
project.

IMPLEMENTATION
I will begin by reading the instruction notecards

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Now that we have all those wonderful descriptions that you came up with using your five
senses, we are going to draw or paint pictures of these fruits and vegetables
I will encourage the students to draw them, paint them, draw someone eating them, cooking
them, anything at all.
I will remind them of how they described the different fruits and vegetables
o Colors
o Textures
o SHAPES
I will hand out a sheet of paper to each student, set out the markers and paints, and ask students
who want to paint to put on a smock to protect their clothing
While students draw and paint their pictures I will continue the conversation on why and how
they decided to make it how they did?
o Which fruit and veggies did you decide to draw?
o Why are you using those colors?
o What did you decide to paint/draw?
o What shapes are you making as you draw/paint that fruit or veggie?
o How are you showing that the fruit is smooth, rough, bumpy, like you described earlier?
After all students in the class has had time to come and talk about fruits/veggies and using their
five senses to describe them, I will invite friends back to cut up the peppers, apples, and celery
up for their afternoon snack
Using the cutting board and knives I will invite another practicum student to stand around the
table to ensure the students safety is first priority
Students (4 max at a time) will sit back down to cut the food
o First I will remind the students about the importance of cleanliness when dealing with
our food, so they will have to wash their hands prior to cutting
o Then I will ask students about why its important to be safe and smart when dealing with
knives
o I will demonstrate how to use the knife to cut up the apples, peppers, and celery
o Students will take turns cutting the apple, pepper, or celery, and will watch other
students when they are waiting
o I will be watching carefully and explaining what shapes we want to cut the different
fruits into so that its easy for them to eat it later on during their snack.
o Talk to the students about how cutting the food changes the shape of the fruit/veggies
What shape is the apple now? The pepper? The celery?

CLOSURE
After students have completed their artwork I will encourage them to think about what shapes
they have in their lunch later on in the day
What shape is your sandwich? Cookies? Juice box? Other fruits/veggies?
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Ask them to also think about how they would describe their lunch using their smelling, feeling,
and seeing?
Explain that the food that they just described and helped cut up will be their afternoon snack
and that they played a major part in that!

CLEAN-UP
Paper, markers, paint, paintbrushes, need to be put away
Fruit Platter, knife, cutting board need to be cleaned and put away
Cut up apples, peppers, and celery need to be put in the refrigerator for later
Students artwork needs to be properly put in an area to dry
Plastic tablecloth can be thrown away and then the table cleaned

DIFFERENTIATION

In this four-year-old full day pre-k class, there are multiple ELL students, one speaking only a
few words at a time because of the limited time he has spent in an American school. For these students,
I will have a picture of the shapes on the table to help with their identification of those words. It will be
helpful to refer to that sheet when asking them if an apple looks like a circle or a square? just for
example. The hands on part of the discussion I think will be very beneficial for these students has well,
they will be able to feel the fruit and veggies in order to associate it with the words that we are using to
describe them. The ELL students all know their colors so describing that and using the paints as a
reference should be successful.
The fruit cutting part of the lesson may bring difficulties with students fine motor skills and
having the ability to cut the fruits or veggies properly. I plan to be hovering around the students and be
there to help them and possibly put my hand over theres to guide it as it cuts. Some students may not
have the strength to cut through all the fruits so it will be helpful to have me there and other students to
help them as well.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Students may have trouble identifying what shapes the apple, peppers, and celery look like and
may not know all the shapes that are present like the pepper. I will keep referring to the sheet
that has the shapes and names on it for help and ask them what shapes they may know and if
they see any of those in the food in front of them.
Students could have trouble using touching the food in a responsible and respectable way when
talking about how they feel, smell, and look. It will be important to remind the students that it is
necessary that we are gentle with these foods. If I see this becoming an issue, I will ask the
students if they think these foods are fragile or not? And if they should be touched gently or

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not? Have them think about the questions so they understand the importance of dealing with the
food carefully.
Problems could arise when cutting the fruit up into pieces for lunch, if students are using the
materials safely they may be asked to just watch instead of cut for the safety of themselves and
their friends.
I have seen that during centers time, students will never visit a particular area and show no
interest, so there is a possibility that students may not want to come to my center at the
beginning. If this happens I may have to find a few students who I think will particularly enjoy
it and explain to them what we are doing and how much fun they could have. Hopefully then, if
a few students show interest, more will follow.

Data Collection Sheet

ECED 372- Dr. Kang
Spring Semester 2017

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Lesson Objective #1:

objectives The students will describe different fruits and vegetables using their understanding of shapes,
colors, smells, and textures.
Behavior I will assess this objective through a Teacher prompted discussion. I will begin by pointing out the fruits in front of
Indicators them and ask Can we all think of how to describe these foods with our eyes? I will be listening for colors and
shapes. Then students will be allowed to touch the food in front of them. I will be listening for words that describe the
texture and size of the foods. Lastly, students will be prompted to discuss how the food smells. Here I will be listening
to their vocabulary on if the foods smell, what the smell is like, and if they like it. I will record the students thoughts,
descriptions, comments, and questions in the attached data collection sheet.

Student
#1

Student
#2

Student
#3

Student
#4

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Objective #2
The students will paint or draw pictures of apples, peppers, corn, or celery using what they discussed on how
they look, smell, and feel like.

I will assess this objective by using photos of the students final drawings and paintings. Students will be
reminded to think about how they described the color, texture, size, shape, and smell of the foods while they
complete their artwork. Pictures will be taken of each work and attached to the data collection sheet as well as
comments and descriptions of their work that they may say while completing it.

Take pictures of each childs work.

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