Kitchen+Items

=﻿Kitchen Items = ** 1. Pre Planning: ** ** Objective: ** Given a bar graph, the student will compare the number of kitchen items using more, less, or same at 100% accuracy. Depending on the student’s skill level, instruction will be modified for students according to their IEP goals. ** Materials: ** Excel Spreadsheet Play Kitchen Ware

** 2. Lesson Opening: ** We have been talking about food in this unit. What do we do with food? Super! We eat food. We need materials and things to eat our food with. You can eat your food with a spoon, a fork, and your fingers. Now we need something to put our food on. We can put our food on a plate, in a bowl, and on a placemat. Something else we need is an item to put our drink in. We need a cup. These are kitchen items we use to eat food. All of these items help us hold and move foods to our mouth to eat. Without these kitchen items it would be hard to eat. Let’s find the kitchen items and count how many. Then we will make a graph. At the end of this lesson you will be able to look at the graph and compare kitchen items using more, less, and same.

** 4. Lesson body: **

** MODEL: ** I lead the children to the kitchen center in our room. We search for the kitchen items. Each child helps carry of the kitchen items to circle. I hold up each kitchen item and label it with name and number. · Plate – 1 · Cup – 1 · Spoon – 1 · Plates 1, 2, 3, 4 – There are 4 plates · Cups 1, 2 – There are 2 cups · Plates – More · Cups - Less Discuss that in the box there is cups, plates, spoons, knifes, and bowls. Talk about how they are kitchen materials. You use these to eat with and hold your food. ** LEAD: Teacher guided problems/discoveries (guided practice) ** Now together, we will say the kitchen item, when my finger touches the picture. Then count with me as I touch each of the same item and tell me how many. We use the spoons and the cups this time. Then tell me more or less. ** TEST: ** I will say each child’s name to let you know it’s your turn, we will go in groups of two to compare which one is more, less, or the same. Friend one will the name of the kitchen item and count how many. The friend number two will do the same as friend one. I will put the numbers in the graph and the friends will tell me if it is more, less, or the same. ** DIFFERENTIATION: ** All students will have many opportunities to manipulate the kitchen items to count how many. During the lesson, children will have multiple ways to expressively label the kitchen item, and count the kitchen items. One student will use an Ipod touch. The graph will enable the children to visually see the difference in more, less, and the same using length. Two graphs are provided with varying visual analysis of the data for children to see in a pie graph and a bar graph.

** 5. Lesson closing: ** Remember we are working on counting kitchen items to find out if we have more or less of an item. We want the kitchen utensils to all be the same, so that we can all drink from a cup, eat with a spoon, and have food on our plates. When we know how many we have of each we can talk about how many more of an item we will need to make them the same.

** 7. Evaluation: ** During the next week we will be reviewing more, less, and the same of kitchen items. I along with my paraprofessionals will record each student’s recognition of more, less, and the same. Objectives will be evaluated based on the IEP goals for each student (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy).

I touch || /20 ||
 * || Identification of more, less, the same ||
 * ** James **
 * ** John ** || /20 ||
 * ** Jake ** || <span style="color: #000000; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;">/20 ||
 * ** Joe ** || <span style="color: #000000; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;">/20 ||
 * Excel Graph 1:**
 * Excel Graph 2:**