Ingredients Journey

Context

This 50-minute session is designed for a preschool learner in New Zealand to engage with a hands-on technology-related activity: sourcing and placing ingredients to make cheese scones. The lesson focuses on progressing from the use of both verbal and visual prompts to verbal prompts only, supporting the learner’s communication and practical skills development. It aligns explicitly with the New Zealand Curriculum’s Technology learning area and key competencies for early childhood, emphasising innovation, communication, and managing self.

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Curriculum Links

Learning Area: Technology (The New Zealand Curriculum: Technology)

• Nature of Technology: Understanding and using technological systems and products in authentic contexts.
• Strand: Technological practice – Planning and outcome development.
• Achievement Objective (Level 1 / Early Level): Develop and use verbal and visual prompts to follow simple procedures to complete a task.
• Key Competencies:
  • Using language, symbols, and texts: interpreting and using visual and verbal communication.
  • Managing self: using prompts to organise and complete steps.
  • Relating to others: responding to and understanding verbal instructions.

Additional relevant curriculum aspects:

• Supports holistic development of communication (verbal and visual).
• Encourages active engagement in technology through practical, real-life connected activity.
• Focus on inclusive teaching strategies by scaffolding prompts from visual+verbal to verbal only.

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Learning Outcomes

By the end of the lesson, the preschooler will be able to:

1. Identify and match pictures of ingredients needed for cheese scones.
2. Respond to and follow verbal prompts to select the correct ingredient.
3. Place the sourced ingredients in the correct order or designated place.
4. Progress from requiring both verbal and visual prompts to responding to verbal prompts alone.

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Resources Needed

• Large laminated pictures of the ingredients for cheese scones (flour, butter, cheese, milk, baking powder, salt).
• Physical samples or real ingredients (safe, allergen-considered) for tactile engagement.
• Large tray or baking bowl labelled for “cheese scone ingredients.”
• Visual timeline/poster showing the sequence of steps (optional for initial stages).
• Space set up in “ingredient stations” to walk to the correct ingredient.
• Simple verbal prompt cards (teacher use).

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Lesson Outline

Time	Activity	Details	Alignment & Notes
0-5 min	Welcome & Introduction	Greet learner; introduce the activity: “Today we are going to find all the ingredients to make cheese scones!”	Connect to prior knowledge, build excitement and focus.
5-15 min	Exploration with Visual & Verbal Prompts	Show laminated visual cards of each ingredient. Model verbal prompt and picture matching: “Can you find the flour?” while showing card + verbal cue. Encourage learner to find and place the ingredient on the tray/bowl.	Scaffold support using both prompt types; promotes understanding of ingredient identity.
15-25 min	Guided Sourcing using Visual & Verbal Prompts	Repeat the process for remaining ingredients, prompting verbally and visually initially, fading visuals as learner becomes confident. Use positive reinforcement.	Supports learner managing self + using symbols for communication.
25-35 min	Sourcing with Verbal Prompts Only	Remove the picture cards. Give only verbal prompts (“Go get the cheese”). Observe the learner’s response and assist as needed.	Developmentally appropriate progression towards independent processing of verbal cues.
35-45 min	Sequencing & Placing Ingredients	Learner places ingredients in the bowl/sequence as prompted verbally. Support learner to recall ingredient order using memory and verbal prompts.	Reinforces remembering sequence; connects to technological practice.
45-50 min	Reflection & Closing	Talk about the activity (“You found all the ingredients!”). Highlight successes in listening and following instructions.	Supports language development and self-assessment awareness.

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Teaching Strategies

• Modelling: Demonstrate sourcing with visual and verbal prompts.
• Prompt Fading: Gradually remove visual supports to promote verbal-only understanding.
• Positive Reinforcement: Praise efforts, increasing engagement and confidence.
• Repetition: Reinforce learning through repeated practice in a fun and relaxed manner.
• Inclusive Support: Tailor verbal prompt clarity and pace, allowing for pauses and learner responses.

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Assessment Evidence

• Observation: Record learner’s ability to identify ingredients with both prompts and then verbal only.
• Checklist:
  • Initially responds correctly to combined verbal+visual prompts.
  • Progresses to responding correctly to verbal prompts alone.
  • Successfully places ingredients in the correct place/order on request.
• Anecdotal Notes: Document responses, engagement levels, and independence in task.

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Reflection for Teacher

• How effectively did the learner move from dual prompts to verbal only?
• Which ingredients or prompt types were challenging?
• How might further scaffolding or adaptation support next steps?
• Could this activity be extended (e.g., actual scone making) to integrate broader technology process skills?

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This plan provides a developmentally appropriate, curriculum-aligned, scaffolded experience that blends key competencies with tangible learning in technology through a familiar, meaningful context for preschool learners in New Zealand.

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References:

• New Zealand Curriculum: Technology learning area (Level 1): Emphasises using verbal and visual prompts to engage in technological practice.
• Key Competencies: Using language, symbols and texts; managing self; relating to others.
• Guidance on accelerative approaches using verbal and visual prompts