Day+5

Teacher: Sari Shapiro Unit: Colonial LifeLesson Plan Title: Food & Cooking materials Grade Level: Second Grade Wiki Space: http://ucf2coloniallifesp10.wikispaces.com/
 * Content Area(s**): Learning about various types of food (mainly butter) individuals ate during Colonial life and cooking materials they used.


 * Learning Objective**: Students will be able to create their own butter and be able to recognize the many useful cooking materials Colonial citizens used in their daily lives.


 * Sunshine** **State** **Standards:**


 * NCSS Theme: Time, Continuity, and Change **

__SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.__ LA.2.6.1.1: The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure.
 * Student Activities & Procedures:** The students will use both active and cooperative learning strategies.

1. KWL: Pre Assessment. **DAY 5**-lesson plan, as a class we will look back on the styles of dress and entertainment in Colonial times, and make connections of how life was different from today’s world. **(Cognitive processing: build knowledge, comprehension)** 2. Students will be told to make sure they write all of the vocabulary words found in the PowerPoint on paper. They will have cut out pictures to place by each definition. After each vocabulary words is presented I will pause so the students have enough time to write. 3. Leading into food and cooking materials, I will then show two pictures of a Colonial kitchen on a PowerPoint and have students use their prior knowledge to see if they could recognize new and different materials used in a colonial kitchen. (Pictures provided on PowerPoint). Questions to be asked: **SLIDES 2 AND 3** (These questions and predictions will go into their “Colonial Pocket folders” at the end of the lesson) · ** What do you see in the first picture? ** · **Can you tell me what these materials may be used for**? 4.. After having a group discussion I will explain to the students “Today we will be focusing our day on colonial cooking and how different their styles of cooking were to daily cooking today.” I will keep the students motivated by explaining at the end of the lesson students will be getting in their cooperative groups and creating their own butter by following a colonial recipe. 5. Before explaining the hands on activity (Butter), I will then take the students on a virtual tour of a Colonial kitchen and introduce the students to the styles of cooking. (Shown in PowerPoint as well). 6.**Start the “Virtual Tour”** 7.Read bullets on “Colonial Kitchen” **SLIDE 5.** Have a group discussion about the fireplace and ask the students to come up with reasons of why the fire place was so big. 8.Cooking tools: Spit, Dutch Oven, Peel, and breakfast items.

· **Discuss that during some holidays today, it is tradition to roast meat on the spit.** · ** Does the Peel look familiar to you? ** · ** Ask the students if the breakfast items look familiar and what they call these items. ** · ** Are these eating times normal to you? ** · ** Why do you think individuals during colonial times ate so early? ** 9. After going over the slides and introducing the students to the various types of cooking tools, the students will then begin their butter activity. 10. Before beginning the activity, have the students **predict** what will happen when following the butter instructions. 11. Have students get in their **groups** and hand out the materials. 12. Show the class how they should act during the lesson and go over the **rules of the classroom** to ensure that they will all be on their best behavior. Leave the butter activity slide up for 13 After the activity, have the students try the butter (if not allergic). 14. Assessment for this lesson will be following the directions of the butter activity as well as writing the **vocabulary**. Students will have a **vocabulary matching exam** the following week. This will ensure that they all paid attention during the lesson and were on task.

· PowerPoint · Dictionary · Digital Photographs · Butter materials: 1. Heavy Cream 2. Jars/Plastic Bags · Pencils · Paper · [] · [|http://library.thinkquest.org/J002611F] __ · __ [] __
 * Resources/ Materials: **

**Pocket Portfolio: With Checklist** Parents will be invited to join our classroom community on Friday to share students portfolios. Students will be assessed on how well they pay attention to the instructions of the butter activity. While going over the slide shows, students will write down the vocabulary words provided. Students will have a vocabulary test on the words following the week (Vocabulary test attached). The use of technology and paying attention to the “Virtual tour” will also be used as a form of assessment. Pausing throughout the slides, students will have to reflect on the pictures and have a class discussion of the various cooking tools used.
 * Assessment: **


 * Exceptionalities: **
 * Seating students in the front of the room
 * Giving directions in simplified language
 * Providing a written copy of assignments
 * Assigning a “Buddy” to work with this student
 * During butter activity I will also help the child
 * Student will also have less vocabulary words on his or her exam.