Christy Lephart
Susan Ayers
Katherine Truitt

Best Play-dough Recipe

Grade Level:

Kindergarten—first grade, whole class participation or small group

Materials:

ingredients: all-purpose flour, salt, oil, alum, very hot water, food coloring, large mixing bowl, dust pan and broom, small bowls to pass out extra flour, food coloring, measuring cups and spoons, paper and pencils

Recipe:

2 ½ cups all-purpose flour, ½ cup salt, 3 tablespoons oil, 1 tablespoon alum, 1 ½ cup very hot water
--mix flour & salt in large bowl
--mix oil, alum, & water together
--add the mixtures together, add food coloring, and knead for about 5-10 minutes until consistency of soft play-dough
--store in air-tight container

Objective:

The students will learn the knowledge of recipes (how to read, use, and write a recipe), concepts of doubling, introduce shapes, introduce relations of color, practice counting, practice simple addition/subtraction, practice writing of numbers

This lesson facilitates a diverse group of learners, because it is almost entirely hands-on. This activity also helps children to develop their fine motor skills, through the manipulation of play-dough.

Procedure:

--write down single recipe on board, have class write this down on their papers
--"We need to double this recipe so there is enough for everyone."
--draw out the units of numbers that are in the single recipe (or use manipulatives on the overhead)
--have the students write these numbers down as well
--"We are know going to make play-dough…..YEEAAAA!!!"
--describe all the ingredients and the importance of having all the ingredients ready in front of you before you start making the recipe (It is important so that you do not have to leave and go find parts of the recipe. You might lose your place. Or it may mix differently, if take too much time in between adding all the parts.)
--show the students the measuring cup and describe the numbers on the sides, also show them the measuring spoons
--describe the process of mixing as you are doing the recipe (importance of mixing it thoroughly, so that all the ingredients are incorporated/mixed)
--show the students the different colors of dye, ask them to raise their hands for which color they like best
--put that many drops of each color into the mixed dough (counting chorally) and mix
--show the students the color that was made and discuss why it became that color
--ask the students if they like the color that has been made, if they do not, then add more drops of one color to create a new, different color, and discuss why the dough became this color
--pass out a clump of dough to each student to work with, have them knead the dough until it is the proper consistency (pliable)
--create different shapes with the play-dough and have the students create them, coaching them on how to make each shape

--make a ball (also known as a sphere)
--make a square
--make a triangle, flat on the table
--make a ball again, and demonstrate how to roll the ball into a long rod --with the rod strip, show them how to break/cut this in half to make two pieces, count out the pieces (can take time here to describe the connection of the doubling done with the recipe in relation to having two pieces to make a whole)
--have the students break each piece into half, now there’s four pieces, have them count 4 pieces out loud with you
--break these pieces into half, now there’s 8 pieces, count 8
--break these pieces into half, now there’s 16 pieces, count 16
--at this point, introduce addition and subtraction into the activity
--"Everybody count out four pieces of play-do and place them at the top of your desk (or above the group of pieces). Now, if I add one more piece, how many pieces are there?" Let the students count them out for themselves first, obtain answers, then count out together.
--repeat using different numbers and subtraction
--allow time for them to simply play with the play-dough and create their own things

Assessment:

--see if students understand the counting of pieces
--assess their understanding of addition and subtraction
--assess their ability to follow directions
--assess their ability to write down numbers (numeration)