Sounds of the Kitchen

Indicators: Expressive Language (Speaking) L2.1(3), L2.1(4), L2.2(3), L2.2(4), Observation and Inquiry SC1.1(3), SC1.1(4), Gross Motor Development PD2.2(3), PD2.2(4), Fine Motor Development PD3.1(3), PD3.1(4), PD3.2(3), PD3.2(4), Music CA2.2(3), CA2.2(4), Dramatic Play and Imagination CA4.1(3), CA4.1(4) (More...)



You Will Need:

Record distinctive sounds that can be heard in a kitchen, or search for the sounds on the Internet. Include sounds such as a mixer, water faucet, kitchen timer, can opener, a spoon stirring in a bowl, toast popping up from a toaster, and a kitchen timer. Have children sit in a circle and listen to each sound. If they recognize a sound, they should raise their hands. Give each child a chance to answer and identify at least one kitchen sound.


Extend: Provide pots, pans, bowls, wooden spoons, and whisks for children to create a kitchen band. Turn the pots, pans, and bowls upside down and tap on them with the spoons and whisks. Consider recording the children to capture their creative kitchen sounds! Offer noise-canceling headphones for children who tend to be overstimulated by noise or take the activity outside.

If you've been using drums in your setting, ask children to describe how the kitchen items are similar to and different than the drums.

Transition: Practice counting from 10 to 0 during each transition period today. When the children say "0," say, "It's now time for __________!"