Active Learning Process
Activity Planner
□ Music / Drama
Plan
Do
Reflect
□ Cooking
Staff name ________________________
Site: Fairview
Activity Name:
Energy Level:
Topic:
□ Arts/Crafts
□ Getting to Know You
□ Science / Math
Power Up Fruit KA-POWS
Low
□ Teambuilding □Thrive □ Gym □ SEL □ Introducing Topic □ Reinforcing Topic □ Technology
Learning Objective (main thing you want youth to have an opportunity to do / to practice):
Youth will be able to make their own healthy fun snacks that give them the necessary energy to become potential heroes.
Kid-Friendly Way to Introduce “Learning Objective” to Youth (1—3 sentences):
How many kids love fruit? How would you like to learn a fun easy col way to eat it?
Kid-Friendly Way to Introduce Activity to Youth (bring the excitement here--this is what you would say to help youth pick between multiple activity options):
Who needs a power up to achieve epic hero status?
PLAN
Environment Set Up
Cleaned and sanitized table with all ingredients and tools
out and ready to go
Youth may have struggles cutting up the fruit, taking turns,
and perhaps even not using the skewers in appropriate
ways.
1. Ok kids we need 4 groups. Each group will be in charge of one type of
fruit.
2. Knife safety: keep your plastic knife (paring knife depending on ability)
pointed down/at the fruit. The bumpy side is the part that cuts the fruit.
If we are not using our knives appropriately then we might loose the
knife privilege.
3. Apple group: you can peel off the skins if you want and cut the apples
into bite sized chunks.
4. Banana group: Peel your bananas and cut into bite sized chunks
5. Strawberry group: cut those tops off and cut into bite sized pieces.
6. Cantaloupe group: I will cut the Cantaloupe in half and you guys can
scoop out the melon with the ice cream scooper.
7. After everyone is done, place your prepared fruit on a plate.
8. Everyone is getting a skewer and these are not weapons. Real heroes
can solve problems without violence.
9. Pick your fruit and make sure you are not taking too may so everyone
can have some.
10. Arrange your fruit in any order. Maybe think of a hero’s costume!
To set structure, make sure to
set clear limits and consequences
Anticipate Potential Challenges
Kid-Friendly Version of Directions
Step-by-step of the activity:
DO
Processing Questions: (questions to ask youth DURING the activity to encourage learning and reflection)
1. What are some of the vitamins in fruit? [Vitamin C]
2. What are some benefits of vitamin c? [protection against immune system deficiencies, heart disease, eye disease, and
skin wrinkling]
3. What else does fruit have that your body needs? [fiber]
REFLECT
Questions to Review Activity: (group experience)
1.
2.
3.
4.
Is this easier to make when everyone divides up the work?
Did everyone get a chance to help a friend when they needed help? – How did you help?
How does the food give you energy?
What are the benefits of eating fruit?
Questions to review learnings: (individual experience)
1. How were you caring?
2. How were you striving?
3. How were you thriving?
Questions to predict how to apply learning: (future experience)
1. Would you be able to do this on your own at home?
2. Would you add or subtract anything from this recipe?
Any opportunities to increase the challenge
with extensions or variations?
Timeframe
including 10-5-2-1 Transitions
1. Wash and cut the fruit up into bite sized pieces.
2. Arrange the fruit in alternating patterns on skewers, or perhaps a superhero pattern?
3. Enjoy
SUPPLIES
At site
Recycled supplies needed
Paring Knives
Plastic knives
Ice Cream scoopers
Bowls
Plates
Gloves
Apple peeler
Apple Slicer
Need to purchase
Makes 20:
5 large strawberries
¼ cantaloupe
2 bananas
1 apple
20 skewers
SITE DIRECTOR COACHING CHECKLIST
□ Yes □ No
Is the planner full and complete? (Grayed out sections for newer staff, more sections for more veteran staff)
□ Yes □ No
Does the planner state a clear learning objective? Does the activity / the “Do” section meet the objective?
□ Yes □ No
Is the kid-friendly language simple, concise, and in the right order? Does it set clear limits?
□ Yes □ No
Will the activity fit the time scheduled for it?
□ Yes □ No
Have the two other parts in the “Plan” section been considered: Environment Set Up & Anticipate Potential Challenge?
(If staff are not able to complete this section on their own yet, use it as a coaching opportunity to guide reflection before staff facilitate the activity)
□ Yes □ No
Does the “Reflection” tie to the activity / the “Do” section?
Does the “Reflection” tie to the “Kid-Friendly Way to Introduce ‘Learning Objective’ to Youth”?
□ Yes □ No
Are supplies clearly listed (meaning ALL items needed, i.e., a cooking activity lists ingredients AND cookware needed)?
(POST ACTIVITY FACILITATION) STAFF REFLECTION
How did it go?: (Don’t forget to identify what went well!)
While facilitating, did you come up with any additional “Reflect” questions?: (List any/all impromptu questions that helped youth reach a meaningful insight)
If you did this activity again, would you:

set clear limits and consequences any differently (in the “Plan” section)?

have any (new) ideas of how to increase the challenge with extensions or variations (in the “Do” section)?
Example of how super hero costumes can influence the pattern of fruit.
If youth finish activity fast, the can make heads for their super heroes!