Title – Rainbow Fruity Clouds

By – Karma Johnson

Primary Subject – Math

Grade Level – PreK-1

Purpose:

The purpose of this activity is to introduce measurements. The children will practice measuring ingredients as well as following directions as the children follow a recipe for making Rainbow Fruity Clouds.

Illinois Standards:

STATE GOAL 6:

Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions

Learning Standard A:

Demonstrate knowledge and use of numbers and their representations

in a broad range of theoretical and practical settings

BENCHMARKS

6. A.ECa Use concepts that include number recognition, counting and one-to-one correspondence.

STATE GOAL 7:

Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

Learning Standard A:

Measure and compare quantities using appropriate units, instruments and methods.

BENCHMARKS

7. A.ECa Demonstrate a beginning understanding of measurement using non-standard units and measurement words.

STATE GOAL 31:

Develop an awareness of personal identity and positive self-concept.

Learning Standard A:

Develop a positive self-concept.

BENCHMARK

31. A.ECb Exhibit eagerness and curiosity as a learner

Integrated Area:

• Environment Print: The poster board with the name Rainbow Fruity Clouds and the ingredients.
  
• Language Literacy: reading of the recipe
  
• Science: Clouds
  
• Health: fruits – healthy snacks
  
• Physical: Large motor, small motor, hand eye coordination
  
• Emotional: Self control, patience, acceptance of different ideas.
  
• Social: Working side by side or with a teacher.
  
• Cognitive: Imagination, critical thinking, levels of complexity, visual language, divergent thinking, special concepts, relationships of objects, observations, creative thinking.

Target Area: Mathematics

Objectives of Lesson:

1. Children will demonstrate a beginning understanding of measurement using non-standard units and measurement words.
   
2. Children will follow directions when given a recipe.
   
3. Children will practice their measuring skills by measuring all the ingredients.

Materials:

For a class size of 15

1. Measuring cups-4 (different types)
   
2. Measuring Spoons-4 (different types; metal-plastic)
   
3. Plastic Spoons-15
   
4. Bowls-15
   
5. Recipe Rainbow Fruity Clouds-use rebus
   
6. Colored Beads-For fruit
   
7. Shaving Cream-For Cool Whip
   
8. Jell-O (any flavor)
   
9. Miniature Marshmallows-1 bag (IF you do not want children to eat them to dry them out to harden)

   IF you can have food in your classroom
   

10. Cool Whip
    
11. Fruit Cocktail (Canned)
    
12. Optional – other recipes for the children to look at
    
13. Optional – other fruits oranges, bananas, apples

Description of Procedures and Questions to be asked:

1. I will start the lesson by showing the children different styles and sizes of measuring cups and spoons. I will ask the children if they know what they are used for. If no response, I will respond with “measuring ingredients”. “I will show the children the different numbers on the cups and spoons. I will show the children 1, ¼, ½, ¾ on the measuring cup. I will encourage questions from the children. By saying “what do you think this is for?” I will then do the same thing with the measuring spoons.

   To get the children more aware of the measurements I will have a variety of measuring cups all that equal 1 cup for the children to look at. I will then ask the children some questions about the measurements on the cups. The question that I will ask will be “Which measuring cup has the most ingredients in it, the cool whip or the marshmallows? Which measurement do you think is the most? 1/3, 1/2, 1/4, or 1 cup? Then we will discuss why it is or is not. Then the same with which is the least?”

2. Then I will go into how we use the measuring cups and spoons when we cook or follow a recipe in science experiments or making crafts like playdough, I will ask the children if they know what a recipe is. I will tell them “a recipe tells us how to make something and that it helps us make it the same way every time.” I will then ask them to look at my rebus recipe for Rainbow Fruity Clouds. I will read the recipe to them. I will encourage the children to make Rainbow Fruity Clouds by following the recipe and directions on the rebus.

3. As the children are making their Rainbow Fruity Clouds, I will ask question like “How much colored powder (Jell-O) will we use?” or “How much Cool whip will you use” or “How many tablespoons of fruit do you use?” I will encourage the children to use the correct vocabulary, like ½ teaspoon or 1 cup.

Conclusion:

When the children have finished making the Rainbow Fruity Clouds, I will ask the children if they want to keep them. If yes, I will help/do spoon it into Ziploc bags for the children to put in their cubbies to take home.

Extensions:

• Dramatic Play: Provide measuring cups and spoons, recipes, cookbooks, aprons for the children to be cooks.
  
• Water Table: Provide funnels, measuring cups and spoons with water or even sand for the children to practice measuring.
  
• Bring in cookbooks and cooking magazines for the children to look at other recipes.
  
• Sorting Marshmallows by color
  
• Making your own recipe or cookbook-Have the children draw or have the teachers dictate what the children describe on how to make their favorite dish.

Source:

• Karma Johnson and Family
  
• Illinois State Standards
  
• Developmentally Appropriate Practice in Early Childhood Programs: NAEYCE – Sue Bredekamp and Carol Copple, editiors.
  
• Illinois Early learning standards

E-Mail

Karma Johnson

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