PROJECT: EASTER EGGS

TEACHER: AMANDA ROGERS

SCHOOL: THIBODAUX ELEMENTARY SCHOOL

CONTENT: Science

GRADE LEVELS: Kindergarten

OBJECTIVES:
The student should be able to:

• Observe and create a life cycles of a chicken. (LS-E-B1)

• Understand how to boil an Easter egg. (SI-E-A5)

• Predict the steps how to boil an egg. (SI-E-A2)

• Understand the safety procedures when boiling an egg.(SI-E-A7)

TIME: 45 minutes

MATERIALS
“The Golden Egg” by A.J. Wood
Plastic pot
Pretend kitchen
Purse
Stirring wheel
Blankets
Clip art
Plastic eggs
Jewelry
Man’s shirt
Stuff animals
Blue Easter grass

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read “The Golden Egg” by A.J. Wood. 

ACTIVITY:
Teach / Model: The teacher will talk about eggs. The teacher will discuss how eggs are made and where eggs come from.  The teacher will ask the students what holiday is next. The teacher will talk about how during Easter time many families dye and decorate eggs for fun.  The teacher will talk about the steps on how to dye eggs. The teacher will introduce the steps to the students. Step one the students have to buy the eggs and dye kit at the store. Step two the students have to add water to the pot, turn on the stove, and place the eggs in to the water to boil. When the eggs are done boiling then you have to drain the water, and let the eggs cool. Step three the students have to dye the eggs. They add the vinegar, and the dye tablets to the dye containers. The last step the students will decorate the egg using glitter, feathers, and pom poms.

Guided Practice: The teacher and the learner will explain the steps on dying eggs using a chart. The students will reenact the steps in smalls groups directed by the teacher. The class is to name the steps on how to dye an egg. For the reenactment, the teacher will split the students into groups and each group will be steps on how to dye an egg. The first group will go to the store and buy the eggs. They would have to drive to the store and from the store. The students can dress like a mom, dad, and children by using different customs provided by the teacher. Some items that will be used are a purse and jewelry for the mom, a hat, a t-shirt for the dad, and stuff animals for the children. The students could use plastic eggs to purchase, dye kit.  I would have a stirring wheel to drive them to and from the store. The teacher will set up a register, and money for the pretend store.  The second group is the going to boil the egg. They would add water to the pot and have to boil the egg. The students could use blue plastic Easter grass for the water. They can use their bodies to reenact. The third group will dye the egg. I will have different colored material that the students can use as the dye. They can wrap the material around their bodies as the different colored dyes.  The last group will decorate the eggs using cut outs or any items around the classroom.  

Independent Practice: The students will complete a worksheet on the cycle of a chicken.

Closure: The teacher will review what the children learned today. The students will share how if they liked to perform.

EVALUATION/ASSESSMENT:
Developmentally delayed children will receive help from the teacher in any area that is needed.
Advanced learners will be asked to help other students and take pictures of the groups.
The teacher will relate diversity of each child by emphasizing everyone is different. She/he will explain that even though we are different we are capable of doing the same things.

ART CONTENT/CONCEPTS:
ELA-4-E2 (GLE 35) give and follow one- and two- step verbal and nonverbal directions without interrupting
 ELA-2-E3 (GLE 23) use classroom resources (e.g., words walls, picture dictionaries, teachers, peers) to support a writing process
TH-CE-E2 Interact in group situations and show differentiation of roles through experimentation and role playing
TH-CE-E3 Exhibit physical and emotional dimensions of characterization through experimentation and role playing
TH- AP- E4- Recognize that there are many possibilities and choices in the creative processes for theatre arts

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
H-1C-E1            identify customs associated with national holidays
C-1A-E1            Identify home and class rules, and the persons responsible for enforcement
H-1C-E1            identify customs associated with national holidays

MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed children will receive help from the teacher in any area that is needed. Advanced learners will be asked to help other students and take pictures of the groups. The teacher will relate diversity of each child by emphasizing everyone is different. S/he will explain that even though we are different we are capable of doing the same things.

TEACHER'S REFLECTION:
When planning this lesson I was very optimistic about doing this lesson with my class. I was not sure how they were going to react. I had so many worries. Were they going to perform?  Were they just going to stand there? Were they going to talk? I honestly did not know what was going to happen. I really thought I might have planned a lesson that would be too hard for them.

When the students walked into the classroom from recess realizing the classroom was different. They were excited to know what we were going to learn. I started my lesson reading the story with questions still going through my head. The students love to listen to stories.  They realized the book had rhyming words, and the student could name the colors of the eggs in the book. I introduced the steps on how to dye an egg. Many of the students had somewhat of an idea on how to dye an egg. Then I explained to the students we are going to reenact the steps on how to dye an egg. I explained to them that they can reenact the steps how they want to.  I showed them the clothes and accessories they could wear. Next year, when I do this lesson I have more types of clothes for them to choose from.  I could also have the students design a car for them to drive. I would have the students to decorate the car a week before the lesson. My students impressed me on step one. They drove around the classroom dancing like they were in a real car. They drove to the store and brought the eggs and dye kit. The cashier told the family they owed $125.00. It was too cute. For the next couple of steps, I should have discussed with the student the steps more about the steps. Next time I will have a play stove to demonstrate how to use a stove. I should have given them examples on how you can become and egg.  The student who was the boiling egg bounces around my floor has if he was in a pot. Next year, I would like to have a huge circle representing a pot so the students do not roll all over my floor. A student did act as the stem that comes from the pot. They did a fantastic job. As for dying and decorating the egg I should have had a cut out of an egg using poster board. The children could have dyed and decorated the egg. I do not like how the finished product came out.  The students were too worried about wanting to be the mom and dad. I lost their attention.  The students all wanted to dress in the clothes so they could drive.  This was the only real problem in my lesson.
             I do believe this lesson helped me actual she how my students can use their imagination. All my students wanted to have part, which surprised me. Some of my quiet students preformed, they talked and danced around the classroom.  This lesson also helped my students with learning how to follow steps and work with other students. I do believe this lesson could be used in any classroom during Easter time.

RESOURCES:
word clip art
Egg dye kit- Wal-mart

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