Unit- Ice Cream

ANTICIPATION GUIDE

Name: Allie Kolz & Kristen Maddox Grade: 1st grade

Concept:

Explaining where ice cream is from and how it is made using nonfiction picture book.
Purpose: promote thinking before reading text.

State Academic Standards:

1.4.1 Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.
This standard supports our lesson because we are talking about ice cream, which is a good that satisfies people's wants. Talking about the process of how ice cream is made helps the students realize how important it is to the farmers and companies in order for them to make an income.

1.SL.1 Listen actively and adjust the use of spoken language (e.g. Vocabulary) to communicate effectively with a variety of audiences and for different purposes.
This standard supports our lesson because this standard fits our lesson because we not only state the definition of our words on our word wall but we also are going to display posters for students who are deaf or visual learners. We chose to display the posters to adjust our lesson considering the variety of learners.

1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.
This standard supports our lesson because we are talking about specific ingredients that are used in ice cream such as milk from a cow and eggs from a chicken. These are considered natural resources.

Objectives:

The students will describe how ice cream is produced in the factory.
The students will predict if statements are true or false using prior knowledge before reading the text.

Materials List:

Let’s Find out about Ice Cream by Mary Ebeltoft (book)
YouTube video: https://www.youtube.com/watch?v=Y8l9u6ot-Oc&nohtml5=False
Pictures posters to match words on word wall (at end of lesson)
Picture of a cow (at end of lesson)
Projector and computer

Engagement & Exploration:

We will watch a YouTube video about ice cream.
Stop at 1 minute

https://www.youtube.com/watch?v=Y8l9u6ot-Oc&nohtml5=False

What kind of ice cream did you notice that Alvin mentioned in the video?
What kind of ice cream is your favorite? Why?
How do you think that ice cream is made?

Word Wall

Factory- a building where products/ goodsare made (pg.8)
Flavorologist- invent new ice cream flavors.(pg. 20)
Flavors- liquids added to ice cream to make it taste good.(pg. 11)
Mixologist- blends everything together to make the ice cream mix. (pg. 8)
Sugarcane-a tall grass grown in warm places as a source of sugar.(pg. 6)
Soupy- a liquid that looks like soup.(pg. 12)
Udder-the bag shaped part of the cow that produces milk. (in teach session)
Before we read, we will mark the pages of the book where these words are found. We will introduce these words as we are reading the book to the children.
We will display our word wall on the board with the word and a picture that corresponded with the word.

Explanation:

Write the statements for your “Ready to Read Guide”and make a chart like below on the board by the reading circle.
Ask the boys and girl to move to circles on the carpet.
Today boys and girls, we are going to predict if we think a sentence is true or false. If you think a statement is true you will raise your hand and do a thumbs up. If you think the sentence is false you will do a thumbs down.
I will read one statement out loud and write it on the board. Then I will write true or false in front of the statement based on the students responses. Repeat for all three.

· As a class, we will read the entire book. All the students will sit on the floor while the teacher reads with their hands in their laps. The book is short enough to read as a whole.

Evaluation:

· After reading, we will revisit each statement from above and see if students are correct or not. We will re-read each statement and revisit what they predicted the answer would be. We will ask the students if they believe they were correct to stand up and if they think they need to change their answer to clap once

For example: Ice cream comes from cows milk and cream. As a class we decided that it was false. If you still think it is false after reading the book clap once and if you think it is true after reading stand up. Then say yes or no compared to what the majority said and put on the board that it is True. Then explain why.

1st -Ice cream comes from cows milk and cream is true, becauseThe milk used in ice cream comes from a cow’s udder. We will show a picture of where an udder is located on a cow and add it on the word wall in the process. Takes 3 gallons of milk to make one gallon of ice cream. One cow can make 2 gallons of ice cream in a day and 730 gallons per year.
2nd- This is false because after the ice cream is mixed, a scientist has to heat the mix and check the mix to see if it is healthy enough for the people who eat it. We will use the map in the book to show when the ice cream is tested.
Why is important that the ice cream is tested?
3rd- Flavorologist invent new ice cream flavors is true, because in our word wall Flavorologist invents new ice cream flavors. Flavorologist can create ice cream such as: chocolate, vanilla, or strawberry. They can also add other toppings such as nuts, fruit, or candy
Can anyone think of anything else they can add?

Follow Up Question: Who is involved in making ice cream?

Discuss as a class. No answer is a silly answer.

Gearing Up and Down:

Gear down (ADHD) : we will allow the students to have brain breaks if we feel that it is necessary. This could involve standing up to stretch, dance videos, or resting their head etc.
Gear up: We will have the students write down their answers to the true or false questions and the follow up questions so they will be required to use their own personal knowledge about the topic.

IDEA TEACH

Name: Allie Kolz & Kristen Maddox

Grade: 1st grade

Concept:

Students are learning how ice cream is made.

State Academic Standards:

1.4.1 Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.
This standard supports our lesson because we are comparing two goods to each other by how they can be used. This is important because cookies and ice cream both satisfy people’s wants but there is a difference between the two products.
1.RN.3.2 Identify how a nonfiction text can be structured to indicate order (e.g. sequential)
This standard s supported in the lesson, because we are talking about the order/ steps in making ice cream and making cookies.
1.RN.4.2 identify basic similarities in and differences between two topics in text.
This standard is supported in the lesson, because the students are comparing how ice cream is made to how chocolate chip cookies are made.

Objectives:

The students will be able to compare and contrast how to make cookies compared how to make ice cream.

Materials List:
https://www.youtube.com/watch?v=MSbJojWfb4Y making cookies
https://www.youtube.com/watch?v=mZDY8DgwWEo making cookies stop at 20 sec
[if !supportLists][endif]https://www.youtube.com/watch?v=7XBTRe0Wc_M making cookies stop at 20 sec
From Milk to Ice Cream by Stacy Taus-Bolstad (book)
Venn Diagram Video (Link Below)
Venn Diagram Handout (small example below)
Word Wall words with picture (end of lesson)
Exit Ticket (sample below)

Engagement & Exploration:

Revisit the true and false statements from the previous lesson.
Discuss answers to the Follow- up question.
Explain venn diagrams
Start at 2:08
End at 2:32
Read the book by Stacy Taus-Bolstad
Introduce the word Vat and Germs and add to word wall.

Word Wall

Past Words

Factory- a building where products/ goods are made
Flavorologist- invents new ice cream flavors.
Flavors- liquids added to ice cream to make it taste good.
Mixologist- blends everything together to make the ice cream mix.
Sugarcane-a tall grass grown in warm places as a source of sugar.
Soupy- a liquid that looks like soup.
Udder-the bag shaped part of the cow that produces milk.

New Words

Baker- a person who bakes (after video in making cookies)
Germs- tiny living things that can make people sick (pg.8)
Vat- huge pot (pg. 6)

Explanation:

Procedures:

(What the idea is)-Who can tell me what we have read about in the two books we read in the past lessons? (Show books)
Review order/ steps to making ice cream
Farmer milks the cow
Milk turns into a ice cream mix by adding sugar and other ingredients.
Mix is heated.
Flavor is added.
Mix is stirred.
Put the mix in the freezer.
Put in containers.
Shipped out to eat.

(What the idea is not). Rise of hands, how many of you have baked cookies before? Pat your head if you like cookies. Rub your tummy if you know who the cookie monster is.
[if !supportLists]○ [endif]https://www.youtube.com/watch?v=MSbJojWfb4Y

[if !supportLists]○ [endif]https://www.youtube.com/watch?v=mZDY8DgwWEo stop at 20

[if !supportLists]○ [endif]https://www.youtube.com/watch?v=7XBTRe0Wc_M stop at 20

Preheat the oven to 375
Baker mixes in a medium bowl, combine flour, salt, and baking soda.
Introduce word baker to word wall.
In a large bowl, beat the butter and sugars together, then beat in eggs and vanilla extract.
Gradually a cup at a time is added the dry ingredients from the medium bowl to the wet ingredients in the large bowl, then add toppings.
Drop spoonful’s of cookie dough onto a pre-greased or a lined baking sheet.
Bake for about 9 to 11 minutes or until light golden brown.

Using Venn diagram students will be comparing and contrasting making ice cream compared to making cookies. Students will be able to talk at a level 2 and work in groups of two.
After completing Venn diagram, students will be able to share what they learned by discussing their answers and creating a Venn diagram as a class.
The class will summarize what they learned by turning in their Venn diagram and completing an exit ticket. On the exit ticket, students will write about something they learned about in the lesson.

Evaluation:

Evaluate students learning Informally by assessing from class discussion and students participation.
Students will apply their knowledge from the lesson by completing a Venn Diagram in partners. At the end of the lesson, I will be able to evaluate students by their Venn Diagrams created in partners.
Students will apply their knowledge by writing on their exit something that they learned. At the end of the lesson, I will be able to evaluate students by their exit slips.

Gearing Up and Down:

For the comparing and contrast to gear down the lesson, students with their partner will have a word bank to use for their activity.
Gear down (ADHD) : We will allow the students to have brain breaks if we feel that it is necessary. This could involve standing up to stretch, dance videos, or resting their head etc.
To gear it up, students with their partner will write two sentences explaining which they think is an easier process making cookies or making ice cream. If needed to make the activity more challenging have the student work independently.

INQUIRY TEACH

Name: Allie Kolz & Kristen Maddox

Grade: 1st grade

Concept:

Engage students in critical thinking by presenting them with a thought provoking-question that doesn’t have a right or wrong answer
Students are looking at how ice cream can impact America such as what state and what cities produce the most ice cream.

State Academic Standards:

1.4.1 Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.
This standard supports our lesson because we are talking about the good, ice cream, and how it satisfies the company employee’s needs in a way that it is their source of income.

Objectives:

The students will demonstrate their knowledge of ice cream by making educated guesses and developing them into logical answers to our question.

Materials List:

[if !supportLists][endif]http://visual.ly/ice-cream-country?utm_source=visually_embed
Paper for guesses for Gear Up
Board to write on in front of the class
Venn Diagram for Class
Class Venn Diagram

Engagement & Exploration:

Revisit the true and false statements from the previous lesson.
Discuss answers to the Follow- up question.
Revisit Venn Diagram from Idea Teach lesson and review responses

Word Wall

Old words:

We will have the words on the board with a picture and the definition. We will also introduce the new vocabulary words by showing the new picture with the definition.

Baker- a person who bakes
Factory- a building where products/ goodsare made
Flavorologist- invent new ice cream flavors.
Flavors- liquids added to ice cream to make it taste good.
Germs- tiny living things that can make people sick
Mixologist- blends everything together to make the ice cream mix.
Sugarcane-a tall grass grown in warm places as a source of sugar.
Soupy- a liquid that looks like soup.
Udder-the bag shaped part of the cow that produces milk.
Vat- huge pot

New Words

Inquiry- a seeking or request for truth, information, or knowledge

Explanation:

Introduce the question by writing it on the board.

Why is ice cream important in the U.S?

Make Predictions

Allow students to talk to their classmates at a level 1 to talk about what they are thinking.
Ask students to share their guess.
We will write it on the board.
We will ask the question to the students letting them guess at first and if they are guessing only about the consumption we will remind them about the production part of ice cream and the companies that make it.

Visit Website Number 1

Look at top 5 consuming countries

America is number 2

Vanilla is most popular in US
87% of people have ice cream in freezer
California produces the most

Revise predictions

Allow students to talk to their classmates at a level 1 to talk about what they are thinking.
Ask students to share their guess.
We will write it on the board.

Visit Website Number 2

Look at the different headquarters location
Look at the state’s colors and how they correlate to ice cream
Look at Top Ten consuming cities
Look at Top Ten consuming States

Allow students to talk to their classmates at a level 1 to talk about what they are thinking.
Ask students to share their guess.
We will write it on the board.
Ask students what new information might cause them to change their conclusions.
We will write it on the board.

Evaluation:

We will revisit the steps that were recorded on the board. We will share how their answers changed and got more specific based on each website we visited.

We will then inform students that they engaged in inquiry, where they went on an investigation to get an answer to a challenging question.

Introduce the word Inquiry and add it to our word wall.

Gearing Up and Down:

Gear down (ADHD) : we will allow the students to have brain breaks if we feel that it is necessary. This could involve standing up to stretch, dance videos, or resting their head etc.
Gear up: We will have the students write their guesses on a piece of paper so they have to use their own prior knowledge and new gathered information and use that to guess the answer.

R.A.F.T.

Name: Allie Kolz & Kristen Maddox

Grade: 1st grade

Concept:

students think from another person’s perspective and the teacher informally assesses what they have learned
Students are inventing and ice cream and writing about why their ice cream should be produced.

State Academic Standards:

1.4.1 Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.
This standard supports our lesson because we are are allowing the students to create their own ice cream flavor, which is a good example of using the good to satisfy their needs because of the choice of toppings and ice cream flavors they will choose.

1.W.3.1: Write logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate, etc.) and give reasons why the proposal should be considered.
This standard supports our lesson because the students will be asked to write why their ice cream should be sold in stores. Therefore, the students will have to come up with validated reasons.

Objectives:

The students will demonstrate their knowledge of ice cream by presenting their ice cream project to their group.

Materials List:

Youtube video: https://www.youtube.com/watch?v=Y8l9u6ot-Oc&nohtml5=False
Class Venn Diagram
Picture to help describe parts of RAFT
RAFT pre-made templates on big paper
RAFT rubric
Pencil, Crayons, Markers
bowls
spoons
Vanilla Ice Cream
Assortment of Candies
Assortments of Toppings

Engagement & Exploration:

Revisit the true and false statements from the previous lesson.
Discuss answers to the Follow- up question.
Revisit Venn Diagram from Idea Teach lesson and review responses
Revisit Inquiry Teach Question and their answers

Watch: https://www.youtube.com/watch?v=E-xgXr6-HkU
This video looks at crazy ice cream flavors to get the students ready to invent their own.

Word Wall

Old words:

Baker- a person who bakes
Factory- a building where products/ goodsare made
Flavorologist- invent new ice cream flavors.
Flavors- liquids added to ice cream to make it taste good.
Germs- tiny living things that can make people sick
Inquiry- a seeking or request for truth, information, or knowledge
Mixologist- blends everything together to make the ice cream mix.
Sugarcane-a tall grass grown in warm places as a source of sugar.
Soupy- a liquid that looks like soup.
Udder-the bag shaped part of the cow that produces milk.
Vat- huge pot

No New Words

Explanation:

RAFT Procedures:

Introduce each part of the acronym to the students using the following picture.

Topic will be introduced first.
Role will be introduced second.
Format will be third.
Audience will be last.

Have the student review the concept and assignment orally first. Be sure the student can explain to you what is meant by role, audience, format and topic.

R- Role of the writer (Second)

The students will be given the role as an inventor of an ice cream flavor.

A – Audience (Forth)

The audience will be the Ben & Jerry’s Flavorologist.

F – Format of the writing (Third)

The students will complete a pre made template including the name of their ice cream, the toppings included in their ice cream a picture of what their ice cream looks like for visual learners, and why their ice cream should be sold in stores.

T – Topic (First)

This is where you get to become an inventor of ice cream. Create an ice cream flavor that reflects your personality, interests, and qualities.

Examples:

Name :Ocean I Yummy
Ingredients
Blueberry Ice cream
Swedish Fish
Fish shaped sprinkles
I feel that this flavor should be sold in stores, because it would be something light and sweet for the beach or to eat on a hot day. I chose Blueberry Ice cream to represent the water that I love, swedish fish to represent the fish in me, and fish shaped sprinkles to represent that I like to play, because sprinkles are fun.

Evaluation:

How the students will share their R.A.F.T.
We will divide the students into little groups. They will present their poster to the group members including the name of their ice cream, the toppings used in the ice cream, and will show them the picture of their ice cream. After the students present all their presentations we will have students vote by raising of hands who’s ice cream they believe is the best.
We will assess students with the rubric.

Gearing Up and Down:

Gear down (ADHD) : we will allow the students to have brain breaks if we feel that it is necessary. This could involve standing up to stretch, dance videos, or resting their head etc.
Gear up: Students will have to write a paragraph on why they voted for the specific ice cream that they did. They will have to explain their reasoning in their paragraph.

Closing: