MAKING BUTTER

I. Topic/Grade Level:
Making Butter
K-3 Special Education
Investigation and Experimentation/Speaking and Listening
II.
Standards:
Investigation and Experimentation
K.4 Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Observe common objects by using the five senses.
b. describe the properties of common objects
c. Describe the relative position position of objects by using one reference (e.g., above
or below)
d. Compare and sort common objects by one physical attribute (e.g., color, shape,
texture, size, weight)
e. Communicate observations orally and through drawings
Speaking and Listening Standards
K.1- Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns
speaking about topics and texts under discussion).
b. Continue the conversation through multiple exchanges.
K.4- Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
K.5- Add drawings or other visual displays to descriptions as desired to provide additional
detail.
K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

III.Goals and Student Learning Outcomes:

Goal 1: Students will learn how to make butter

Student Learning Outcome 1: students will follow a recipe
Student Learning Outcome 2: students will understand that food items can be made by
mixing different ingredients
Goal 2: Students will share their finished product (butter) with other classes

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Student Learning Outcome 1: Students will use speaking skills when visiting
other classroom to share their butter
Student Learning Outcome 2: Students will use listening skills when visiting other
classrooms to share their butter
IV.

Learning Environment(s):
This lesson will be face-to-face and take place in the classroom and other classrooms on
the same school campus.
Resources:

V.
http://youtu.be/68o3jaohJSw (How to make butter-for kids)

http://www.instructables.com/id/How-To-Make-Butter-and-Buttermilk/
small jam jars
cream
salt
Ipad
Elmo projector and screen

VI.

VII.

Diversity / Differentiation:
This class is a moderate/severe SDC class with students ranging from kindergarten
through 3rd grade. The lesson has been fully adapted to meet the needs of all learners.
The information is projected on the large screen so it is easy for all students to see. The
students are divided into small groups with classroom aides to assist in the assignment
of making butter.
Technology Inclusion:
The technology in the class will first include the Elmo projector and screen. This will
enable the YouTub video to be projected large enough for the whole class to see clearly.
Also, for non-verbal students who are also unable to speak the App Proloquo2Go will
be available to assist the students with the assignment. The iPad will be used to display
the recipe on the website Instructibles.

VIII. Prior Knowledge: Prior to this lesson, students have: learned about dairy farms and the products
that they produce
Lesson Placement in the Unit: This is lesson _4_ of _10__.
IX.

Procedures:
1. Lesson Introduction / Anticipatory Set:
Review the lesson on dairy farms. Tell the students that they will be making
butter today. Show the short video using the Elmo projector connected to the
teacher computer.
2. Direct Instruction:
Go through the steps with the class on how they will be making butter. Allow them to

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have their iPads with them to follow along as you go through the steps listed.
3. Independent Practice:
Each student will use his/her IPad as a guide for following directions to make the
butter. It would be best to have the Instructibles web page already displayed on the
IPad and locked into guided access. With the assistance of adult helpers, let the
children follow the directions for making the butter.
4. Review / Closure:
Have the students come back to the rug to discuss how the process of making butter
went. Did anyones butter not turn out, etc.?
Discuss delivering the butter to other classrooms (e.g. etiquette, good speaking voices,
good listening ears, etc.)
5. Presentations:
Students will go in groups of 2 (with an adult) to other classes with samples of butter to
share
X.

XI.

Evaluation/Assessment:
1. Identify formative and summative assessment of student engagement, homework, media
presentations. Include rubrics, or other forms of assessment.
References:
How to make butter- for kids. (n.d.). Retrieved March 3, 2015, from
http://youtu.be/68o3jaohJSw (
How to make butter and buttermilk. (n.d.). Retrieved February 10, 2015, from
http://www.instructables.com/id/How-To-Make-Butter-and-Buttermilk/