“Tell me and I'll forget, show me and I may remember, involve me and I'll understand.”

1. Early Childhood Department “Tell me and I'll forget, show me and I may remember, involve me and I'll understand.” STEM: INQUIRY BASED LEARNING Unit Study BREAD Index • It all started when… • Teacher Preparation • Resource Hunt • Study Web • K-W-L Chart • Small Group Activities • Call It A Rap • Photo Opportunity/Documentation Panel • Indoor/Outdoor Activities • Connections • Teachers Helpful Hints Jersey City Public Schools Happy Face Day Care Class #5 • Teacher- AmarillisDiGiantomasso Paraprofessional- Hennessy Condo • Web Classroom Resources

2. It all started when a child asked a question or made a statement… In the box below, please state originating idea and the anecdote to go along with it. 1/12/14 During Lunch Time at the group table, Yeilina eats her lunch and comments on her food. Yeilina- “I like chicken nuggets. I like corn and bread. My mommy cooks chicken.” Ms. Amy- “Does your mommy cook corn too?” Yeilina- “Yeah, and this one too.” (points to bread) Ms. Amy- “Which one?” Yeilina- “This one, bread. My mommy says ‘pan’.” Adrian- adds, “My mommy says that, too. I have it in my house. I put butter.” Ms. Amy- “Your mommy cooks bread?” Yeilina- “Yeah, nooo! She buys bread in the store.” Ms. Amy-”How does the store get the bread?” Yeilina-”I don’t know, maybe. They buy it too.” Then Yeilina continues to eat her lunch.

3. TEACHER PREPARATION Materials that are within the classroom: • Geometry: Create an interactive activity board. Drawor print out pictures of baked goods on tag board. Trace these pictures of baked goods onto black construction paper. Encourage children to match the corresponding baked goods to its shadow. • Music: “If I had a Bagel”, “Let's Pretend”, “Little Pretzels”, “Shortening Bread” • Finger Play: “Five Little Breads”, “Patty Cake” • Art Materials:play-dough, muffin tin, bread-shaped sponge, cookie cutters, rolling pins, writing tools, paper, camera • House Area: toy bread props, baker/chef uniform, aprons, bowls, mixing spoons, pans, rolling pins, muffin tins, egg cartons, measuring cups, empty bread packages/boxes, oven mittens, cash register • Science/Math: scale, sorting tray, measuring cups/spoons • Books:The Little Red Hen by Byron Barton; Walter the Baker by Eric Carle; Bread Bread Breadby Ann Morris; Bunny Cakes by Rosemary Wells • Language Arts and Literacy: baker/chef puppet

4. TEACHER PREPARATION Materials that need to be borrowed or bought: • Cooking: bread ingredients: flour, sugar, salt, yeast, milk, banana, raisins, cinnamon, cheese, pizza sauce, pizza dough, toaster oven • Science/Sensory: bread grains such as wheat, corn, oats, and flour • House Area: menus from Panera Bread, Wonder Bagel, Subway, Blimpies, poster/pictures of baked goods, sandwich bags. • Field Trip:trip to local bakery/pizzeria and supermarket • Social Studies: bread to share with local nursing home • Group Time: various types of breads (ex. croissants, bagels, French and Italian rolls, pita, wheat, corn, tortilla, pretzels, bread sticks, whole grain), poster/pictures of baked goods, bread baskets, pizza ingredients (pizza dough, cheese, and pizza sauce)

5. Home School Connection Dear Parents, Did you know that bread is one of the most widely eaten foods? It is often called the "staff of life" and contributes to providing people with energy. Our next unit of study will focus on bread. Within our planned activities, children will experience the different types of bread and theiringredients, including the purpose of yeast. Your child will also participate in making bread in our class. AT SCHOOL Some of the activities related to the study will include: • Tasting different types of bread • Sorting bread by shape and size • Kneading dough using a variety of baking tools • Exploring new vocabulary, such as recipe, flour, crust, knead, yeast • Visiting a neighborhood bakery and/or pizzeria AT HOME We encourage you to participate in our celebration of bread. The next time you and your child are in the grocery store, find the bakery or bread department. Point out the different varieties and sizes of breads. Ask questions to help your child recognize similarities and differences. Bake bread with your child to create warm family memories. Here is a simple recipe that you may want to try, however, we encourage a bread recipe from your culture.

6. Cinnamon Raisin BreadTOTAL TIME: Prep: 15 min. Bake: 55 min. + cooling Recipe: • 4 cups of all purpose flour • 2 cups of buttermilk • 2 cups of sugar, divided • 1/2 cup canola oil • 2 teaspoons of baking soda • 1/2 cup of raisins • 1 teaspoon of salt • 3 teaspoons of ground cinnamon • 2 eggs  Directions: Preheat oven to 350°. In a large bowl, combine flour, 1-1/2 cups sugar, baking soda, and salt. In a small bowl, whisk eggs, buttermilk, and oil. Stir into dry ingredients just until moistened. Fold in raisins. Combine cinnamon and remaining sugar; set aside. Spoon half the batter into two greased 8x4-in. loaf pans. Sprinkle with half of the reserved cinnamon-sugar; repeat layers. Cut through batter with a knife to swirl. Bake 55-60 minutes or until a toothpick inserted in center comes out clean. Cool in pans 10 minutes before removing from pans to wire racks. Yield: 2 loaves (12 slices each). A variation of this recipe would be to substitute shredded apples for raisins. Enjoy a slice of bread with your child today!

7. Home School Connection Estimados Padres, ¿Sabíasque el pan esuno de los alimentosquemás se consumen? A menudo se llama el "sostén de la vida", y queofreceunagran parte de la energía y la proteína. Nuestrapróximalección se centrará en panes.Actividadesayudarán a suhijo a aprender los diferentestipos de pan y los ingredientes del pan, incluidos los fines de la levadura. Su hijotambiénparticipará en la elaboración del pan en nuestraclase. EN LA ESCUELA Algunas de lasactividadesrelacionadas con el temaincluirá: • Degustación de muchostipos de panes. • Clasificaciónvariostamaños y formas de pan. • Amasar la masausandounavariedad de herramientas de la hornada. • Explorarnuevovocabulariocomoreceta, harina, corteza, amasar, levadura. • A cortoviaje de un díavisitandounapanadería y / o la pizzería de barrio. EN CASA Le animamos a participar en nuestracelebración de pan. La próximavezqueusted y suhijo en la tienda de comestibles, encontrar el departamento de panadería o pan. Señale los diferentestipos y tamaños de los panes. Hagapreguntasparaayudar a suniño a reconocersimilitudes y diferencias. Hornear panes con suhijo y crearrecuerdosfamiliarescálidos. Estaesunareceta simple queustedpuedeintentar:

8. Pan de Canela y Pasas TIEMPO TOTAL: preparación: 15 min. Hornear: 55 min. + refrigeración Receta • 4 tazas de harinaparatodouso • 2 tazas de suero de leche • 2 tazas de azúcar, cantidaddividida • 1/2 taza de aceite de canola • 2 cucharadita de bicarbonato de sodio • 1/2 taza de pasas • 1 cucharadita de sal • 3 cucharaditas de canela en polvo • 2 huevos Instrucciones 1. Precaliente el horno a 350 °. En un tazóngrande, combine la harina, 1-1 / 2 tazas de azúcar, el bicarbonato y la sal. En un tazónpequeño, bata los huevos, el suero de leche y aceite. Mezcle los ingredientessecoshastaque se humedezcan. Incorporelaspasas. Combine la canela y el azúcarrestante; dejar de lado. 2. Cucharamitad de la masa en dos engrasado 8x4-in. moldespara pan. Espolvorear con la mitad del azúcar y canelareservado; capas de repetición. Cortar la masa con un cuchillo a girar. 3. Hornee 55-60 minutos o hastaque al insertar un palillo en el centrosalgalimpio. Dejarenfriar los moldes 10 minutos antes de retirar de los moldesparaconectarbastidores. Rendimiento: 2 panes (12 rebanadascadauno). Unavariación de estarecetaseríasustituirlasmanzanastrituradasparalasuvaspasas. Disfrute de unarebanada de pan con suhijohoy!

9. Thank you for making and videotaping your experience with making bread at home! • Natasha Garcia • Michele Miskinis • Yaduany Bautista • AideeGortiza • Nikauris Miranda • Jessica JaraCevallos • Raquel Crespo • Noemi Hernandez • KelleanDeJesus

10. RESOURCE HUNT Books Barton, Byron. (1993). The Little Red Hen. New York: HarperCollins. Carle, Eric. (1995). Walter the Baker. New York: Simon & Schuster. Morris, Ann. (1993). Bread BreadBread. New York: HarperCollins. Wells, Rosemary. (1997). Bunny Cakes. New York: Penguin Group. http://youtu.be/tw2Ja6Kip_o http://youtu.be/cJDwq_VLkKQ

11. Books Photo Op RL.PK.1 With prompting and support, ask and answer key elements in a familiar story or poem YC- “They didn’t help. She did it all by herself She going to get mad because they not nice” AM-“He throw it on the floor. He throw it up.” JH- “That’s George and his daddy and the baker.”

12. RESOURCE HUNT Websites Painting with baking tools https://www.pinterest.com/amberlevel/preschool-bpn/ Baking tools were added to the art areas. The children explored the possibilities of using baking tools in creative ways! Items Needed: • rolling pins • variety of pizza cutters • plates and muffin tins

13. Painting with Baking Tools Photo Op I’m cutting the paint like a pizza. Se parese un montro con tresmanos y unacabezagrande I squished the paint. Because I rolled it

14. RESOURCE HUNT Websites Yeast Experiment http://tinkerlab.com/yeast-sugar-experiment/ What makes the dough rise? Through this activity, children will be able to see the changes that occur when yeast and water mix. • Items Needed • sugar, 2 tablespoons • active dry yeast, 1 packet or 2 1/4 tablespoons • balloon • warm water • mixing bowl + funnel • bottle that you can fit a balloon over

15. Yeast Experiment Photo Op Science- 5.1.4 Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions.

16. RESOURCE HUNT Songs Pat-A-Bread Pat-a-bread, Pat-a- bread, baker's bread, Make me ______ (name a bread) as fast as you can, Roll it, pat it, and mark it with a ___(child's letter) Put it in the oven for_________(child's name) and me. Let's Pretend (Tune of “The More We Get Together") Let's pretend we are bakers Are bakers, are bakers. Let's pretend we are bakers As busy as can be, We'll knead all the dough out And bake loaves of bread, Let's pretend we are bakers As busy as can be. Little Pretzels (Tune of "Ten Little Indians”) One little, two little, three little pretzels, Four little, five little, six little pretzels, Seven little, eight little, nine little pretzels, Ten little pretzels, all for me. V.P.A. 1.2.1 Sing a variety of songs with expression, independently and with others.

17. RESOURCE HUNT Songs If had a Bagel (Tune of "If I Had a Hammer") If I had a bagel, I‘d eat it in the morning, I‘d eat it in the evening, All over this land. I‘d eat it for breakfast I‘d eat it for supper, I‘d eat it with my friends and my sisters and my brothers All over this land. Shortnin’ Bread Mommy's little baby loves shortnin’ shortnin’, Mommy's little baby loves shortnin’ bread. Mommy's little baby loves shortnin’ shortnin’, Mommy's little baby loves shortnin’ bread. I went to doctor, and the doctor said, Feed that baby shortnin’ bread. Mommy's little baby loves shortnin’ shortnin’, Mommy's little baby loves shortnin’ bread. Mommy's little baby loves shortnin’ shortnin’, Mommy's little baby loves shortnin’ bread.

18. http://youtu.be/92qYeSfKZ7o%20%20 The Story of 'Hansel and Gretel' (1951) Full Movie http://youtu.be/BW9B7fP-Qg8%20 Sesame Street: Here Is Your Life: Bread http://youtu.be/KXSfKLT055Q%20 Sesame Street - How to make Mexican bread RESOURCE HUNT Videos

19. RESOURCE HUNT Transitional Song • Poems • Five Little Breads Down by the corner, at the baker shop, There were five little breads, with sugar on top, (hold up five fingers) Along came _________(child's name), all alone. And she/he took the biggest oneall the way home. (Song was used at Planning Time.) • All the Bread • By Blue Table class #5 We make bread and put eggs inside.-YC Croissant, pizza and muffin.-HH Le pusequeso y sal y le cocine y me lo comi.-AS Pan esbuenoporquetengo mucho hambre.-EP You roll it, pat it, I squeeze the dough. Put it in the oven, you eat it. It taste good.-EG • Bagel taste good._HH • SGT Bread Poem and Discussion

20. Vocabulary recipe yeast crust knead flour • RF.PK.1,a,bc Begin to demonstrate understanding of basic features of print. • Follow words from left to right, top to bottom, page by page. • Recognize that spoken words can be written and read. • Recognize that words are separated by space

21. Study Web This web is for the teacher to organize the study for his/her own use. In each circle, LIST the activity titles to keep an organized, simple form of the study. bread grains baking bread bread stick seriation favorite bread graph pretzel sorting shopping for recipe build a sandwich Small Group Indoor/Outdoor Large Group bread trail sharing bread-HarborView Nursing Home pizzeria supermarket feeding birds ‘Pat-A-Bread’ ‘Five Little Breads” bread basket upset hot buns bread tasting party Message Board new items bread song Science yeast experiment grain project feeding birds Bread Language Arts Baker Puppet show Bread Shop Shop ingredients Bread poem Books Song/FingerPlay Technology molding tools bake ware camera toaster toaster oven weighing grains Math Engineering “Five Little Breads” bread stickseriation bread trail bread shadows build a sandwich layering items flat bread vs. yeast bread

23. Small GroupActivity OneInvestigate MaterialsShopping for a Recipe Objective: • APT 9.4.1 Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground). • HSPE 2.2.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings). • SED 0.1.1 Express individuality by making independent decisions about which materials to use.  

24. Shopping for a Recipe Materials Supplied A variety of shopping bags, materials to set up a market (pretend food and food containers, pretend money and credit cards), materials to cook with (cookware, utensil, measuring cups, and spoons) Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were investigating materials to plan next lesson. • “I buy a lot of food. I'm going to make a big food for my mommy." -AD • "I put two strawberries and one pineapple. Then you mix, mix, mix." -AD • "I buy soup, meat, bread and pumpkin. I make meat and pumpkin soup." PO • "I buy a lot of food. Banana, corn, broccoli, and pepper. I'm going to make a giant food delicious."-- JH Steps to take: • Remind children of their experiences cooking in the house area. Ask what was cooked and what items were needed to cook. • Introduce new vocabulary words such as recipe and ingredients. Explain that ingredients are the food items needed to cook and that the recipe tells us how to cook. • Provide examples of foods that have a recipe. (Pizza, soup, cake, etc..) • Ask children what they would like to cook and ask them what items they need to cook it. • Send children “shopping” by providing shopping bags and allowing them to shop in the “market” • Place all cook ware on table while they shop. (Pots, pans, measuring cups, measuring spoons, utensils) • After shopping, discuss the ingredients for their recipe and their plan for what they want to cook. • As they cook, ask for the recipe. (How many cups, spoons? What are you going to do with the utensils? How long are you going to cook it for.)

25. Shopping for a Recipe Questions to Ask: • What are planning to cook? • What items do you need for your recipe? • How many cups, spoons do you need? • What are you going to do with the utensils? • How long are you going to cook it for? Outcome of lesson: The children planned their activity and followed through with their plan. They used their counting, social skills and prior knowledge to understand new vocabulary. They also used personal experiences to identify with material and activity. New vocabulary to introduce Ingredients Recipe TIPS: • Have more visual examples of recipes. (Ex. Cake-sugar, eggs, milk, etc..)

26. Shopping for a Recipe Photo Op "I put two strawberries and one pineapple. Then you mix, mix, mix." "I buy a lot of food. I'm going to make a bigger food for my mommy." AD- "I bought strawberry, bread, pineapples, grapes. I make strawberry soup." "Una sanaoria y Salsa con tomate para ser sopita." SG-"Salsa with tomato and carrot. I'm going to cook."

27. Shopping for a Recipe Photo Op PO-"I buy soup, meat, bread and pumpkin. I make meat and pumpkin soup." "This is soup. I buy soup and I need pumpkin." "My soup has two meat and one pumpkin. I cook." "I need banana to make my food." "I buy a lot of food. Banana, corn, broccoli, and pepper. I'm going to make a giant food delicious. JH-"Corn, broccoli, pepper. Make a soup."

28. Small Group Activity Two Baking Bread Materials Used: The Little Red Hen, flour, yeast, milk, sugar, salt, eggs, mixing bowls, measuring cups and spoons, bread recipe, tin baking pans, oven mitts, toaster oven, books and magazines. Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. • EG- “I like bread for sandwich, with cheese.” • OG- “My mommy sometimes makes me bread and for my brother Ryan. I put jelly on it.” • YC- “First you put the flour, then the sugar, then you mix all up. Its yummy, yummy in my tummy, tummy.” Objective: SCI- 5.5.1. Identify and use basic tools and technology to extend exploration in conjunction with science investigations SCI-5.2.2.Explore changes in liquids and solids when substances are combined, heated, or cooled MATH- 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”) • HSPE 2.1.2 Demonstrate emerging self-help skills • HSPE 2.2.2 Develop awareness of nutritious food choices

29. Baking Bread Steps to take: *2 day activity • Read the The Little Red Hen. • Discuss what happened in the story and talk about how much work went into baking bread. • Highlight new vocabulary words. (recipe, flour, quantity, measuring) • Present and discuss the bread recipe book (available on slides following the activity) with pictures and words. • Using the bread recipe (available on slides following the activity), have students bake bread. Higher Order Questions to ask: • What happened to the dry mix? • Why is it sticky now? • Why did the dough grow/rise? Outcome of lesson: • The children learned how to follow a recipe (quantity, measuring) and the basic ingredients of bread. • Children observed the changes in materials when mixed and heated. • Children observed the effects of yeast after a certain amount time. • Children made a snack. • New vocabulary words, such as yeast, dough and knead, were introduced. • Children had a sensory experience (touching flour, sticky dough)

30. Baking Bread New vocabulary to introduce Knead Flour Yeast TIPS: • Allow two days for activity. • Provide child-size gloves for children who do not like the flour / dough textures. • Introduce different types of real bread. (size, shape, texture.)

31. Bread Recipe Book Cooking with Class #5 Making and Baking Bread

32. Bread Recipe 3 Spoons Sugar 2 Spoons Salt 1Pack Yeast 2 Cups Flour

33. Bread Recipe 2 Cups Milk Mix Knead Dough rests

34. Bread Recipe Day two Knead Bake • YC- “First you put the flour, then the sugar, then you mix all up. Its yummy, yummy in my tummy, tummy.” Wait Eat

35. Call It A Rap! (At the end of each activity, gather all the students to “call it a rap”! During this part of the study, you will need to ask the children to describe the activity in their own words. You can then create a chart of all the responses throughout the study. Great opportunity for COR anecdotes.) This can be during message board, large group or a small group. Students First Name Student’s Response

36. Call It A Rap! Photo Op

37. Small Group Activity Three Graphing Favorite Bread Materials Used: Bread, Bread, Bread, premade chart for graphing bread, writing tools, children’s symbols,a variety of breads (croutons, corn bread, braided, bagel) Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. • EP- “Se callo el pan. Ahors hay un mess.” 2. HH- “I like croissant. Its soft.” • 3. AM- “I like this one for my salad. Its crunchy.” 4. YC- “My favorite is the croissant. I’m the only one that like it.” • 5. AMir- “This one is crunchy. I like crunchy.” 6. DS- “That one more.” (pointing at cornbread) Objective: • MATH- 4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”) • MATH- 4.1.3 Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10. • H.S.E.P- 2.2.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures and taste, color, texture, smell, and shape). • SL.PK.2 Ask and answer questions about a text or other information read aloud or presented orally.

38. Graphing Bread Steps to take: • Read Bread, Bread, Bread and allow children to talk about the types of breads they see in the book. • Present a variety of bread to taste. Ask students to compare their characteristics. • Display a bread chart. • Ask children how they want to chart their bread (Symbols, write, markings. etc…) and have them graph their favorite bread and compare the results for each type . Questions to ask: • Why do you think you like/dislike that one? • How are they different/same? • Which one is your favorite? Why? • Which bread has the most/ least/no votes? • Outcome of lesson: • Children made the connection between quantity and written numbers. • Children were given the opportunity to compare graph results using vocabulary such as more/less/most/least/ none. • Children communicated with others to discuss voting decisions. • Children experienced different tastes and textures from a variety of breads • Used fine motor skills to use tape dispenser and attach symbol to graph.

39. Graphing Bread New vocabulary to introduce • Crust • Bagel Braided TIPS: • Do not number each type of bread. It became confusing as students attempted to compare graph results. • Give children ample time to make decisions and chart their choices. • Provide breads with distinctive tastes. (raisin, grain, garlic, etc..)

40. AMir- “This one is crunchy. I like crunchy, its hard.” Graphing BreadPhoto Op EP- “Se callo el pan. Ahors hay un mess.”

41. Graphing BreadPhoto Op HH- “I like croissant. Its soft.” 39. Data analysis: Children use information about quantity to draw conclusions, make decisions, and solve problems YC- “My favorite is the croissant. I’m the only one that like it.” AM- “I like this one for my salad. Its crunchy.”

42. Indoor/Outdoor Activities Activity OneSharing Bread with Nature Materials Used: a variety of bread,a bread basket, and a nearby park Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. • EG- “They went back home to eat.” • OG- “Birds in the nest eat the acorns.” • YC- “Nooo, birds don’t eat acorns, squirrels eat acorn, you silly goose.” Objective: • ELA - 9.1.5 Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, “Look, I finished it all by myself!”). • SL.PK.1.a,b  Participate in conversations and interactions with peers and adults individually and in small and large groups. Follow agreed upon rules for discussions during group interactions. Continue a conversation through several back and forth exchanges.

43. Sharing Bread with Nature STEPS TO TAKE: • Remind children about the KWL and ask, Do animals eat bread? • Let the children know that they will bring a basket of bread to the park. • Introduce a new word Crumbs and explain how to make crumbs to feed the birds. Higher Order Questions to ask: • Why do you think we are breaking up the bread into crumbs? • Why do the birds fly away? • Are there other animals in the park that eat bread too? Outcome of lesson : Children connected with nature (birds) through observation. Children participated in conversations with peers and adults through several back and forth exchanges. • Children compared quantities of bread crumbs.

44. Sharing Bread with Nature TIPS Provide basket or bags for each child. Introduce other types of birds • New Vocabulary to introduce Crumbs

45. Indoor/Outdoor ActivitiesActivity TwoSharing Bread Materials Used: • Phone number for local nursing home to arrange a visit with residents, Bunny Cakes book,recipe for raisin bread and banana bread, (Raisins, banana, eggs, butter, milk, bowls, mixing utensils, oven, oven mittens,Pillsbury Quick bread raisin-cinnamon mix, Pillsbury Quick bread banana mix, 15 loaf tin pans, tags, ribbons.) Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. • OG- “My bread is going to taste good for the grandmas.” • JH- “No, you don’t put the raisins first, you put eggs then the milk.” • EG- “You have to hit it to open the egg, bang it like this, harder.” Objective: • S.E.D. • 0.4.2 Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands). • 0.5.1 Play independently and cooperatively in pairs and small groups. • 0.5.5 Demonstrate understanding the concept of sharing by attempting to share. • H.S.P.E • 2.1.2 Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth). • S.S.F.L.S. • 6.3.1 Develop an awareness of the physical features of the neighborhood/community.

46. STEPS TO TAKE: • Review the story, Bunny Cakes. • Discuss and explain the importance of giving and sharing. • Let the children know that they will be visiting a nursing home to share bread with the residents. • Children will have the option of baking raisin or banana bread. • Provide each pair of children with ingredients, utensils and bake ware. • Children will work in pairs to make two loaves of bread and follow a simple recipe from a bread mix. Sharing Breads Higher Order Questions to ask: • How do you think the residents will feel when you share with them? • What is the next ingredient? What do we do next? • How long does it take to bake? When will it finish baking? Outcome of lesson : Children demonstrate socially acceptable behavior to nursing home residents. • Children worked together in pairs. • Children began to understand the concept of sharing with unfamiliar adults. • Children used their self-help skills by using utensils, pouring, and mixing. • Children developed an awareness of their neighborhood and community.

47. Sharing Breads TIPS Provide a larger print of recipe steps. This activity incorporates SGT and Outdoor activity. While children are in Work Time, bread is cooking. • New Vocabulary to introduce Residents Quick bread

48. Children will work in pairs to make two loaves of bread and follow a simple recipe from a bread mix. Sharing BreadsPhoto Op • JH- “No, you don’t put the raisins first, you put eggs then the milk.” • OG- “My bread is going to taste good for the grandmas.” JB- It needs more and more.” AD- “Now we have to squish it and bound it.”

49. Indoor/Outdoor ActivitiesActivity ThreeHot Buns Materials Used: • a variety of fake bread (bagels, croissant, pretzel, loaf, tortilla, corn bread, pita, dinner roll, and Italian) on a table or in a basket • radio and music. Allow students to test theories with materials supplied. Please add two anecdotes of what happened when children were using materials to plan next lesson. • EG- “I’m going to get the croissant because its my favorite.” • AD- “This one looks like a pizza.” (looking at a tortilla) Objective: • VPA- 1.2.5 Participate in and listen to music from a variety of cultures and times. • S.E.D. 0.1.3 Actively engage in activities and interactions with teachers and peers. • 0.5.4 Take turns.

50. Hot Buns STEPS TO TAKE: • Review how to play the game, Hot Potato. • Explain that we are playing the same game but with bread, Hot Buns. Explain bun is a type of bread. • Ask students to share ideas about why bread might be hot. • Ask children to sit in a circle. Teacher will play a variety of music. • Students will quickly pass the bread around the circle until the music stops. Whoever is holding the bread when the music stops will “shop” for another kind of hot bread to pass. • This will continue until all the bread on the table is gone. Higher Order Questions to ask: • Do you want to shop for a flat or thick bread? • What’s one way you can quickly pass the bun? • What makes bread hot? Outcome of lesson : • Children listened to music and responded when music stopped. • Children actively engaged in the activity with peers and teacher. • Children took turns selecting bread. • Children recalled the names of the different breads.