Kindergarten Unit Plan: Apples

ED 338 Spring 2012

Apple Day!
Dear Caregiver, To celebrate the end of our Apple Unit, we are going to have a celebration! On _________________________ we will be having Apple Day in our classroom. We will be playing apple games, singing apple songs, making apple art projects, and eating apple snacks. If you would like to donate any supplies for our party, please complete the form below and return it to school by:_________________________. When you return the form, I will look at all of the responses and let you know what we need. I will send a note home with your child to let you know what we need (that way we dont end up with tons of applesauce and juice but nothing else). Please check off any items that you would like to donate. I will let you know what we need after our responses have been collected.

Apple Juice Boxes Apple Pie Apple Cider (Half Gallon)

Apple Butter Foam Bowls Plastic Forks or Spoons

Dried Apples
Apple Muffins or Bread

Any other apple snack:

___________________

Caregiver Name: _________________________________ Phone: ___________________________ Thank you for your support!

1. Theme: Apple 2. Determining Prior Knowledge: Class discussion with a KWL Chart to assess what students already know about apples. Example: What we KNOW You can eat apples. Apples are red. Apples are round. They taste good. They are good for you. What we WANT to know Where do they come from? Why are they red? Can they be yellow? How do you grow them? What we LEARNED Apples grow on trees. Apples are good for you. They turn red when they are ready to eat. Apples can also be yellow and green. Apples grow from seeds planted in the ground. The seeds turn into trees. Johnny Appleseed planted apple trees. His real name was John Chapman.

3. Topic: In-depth study of: o Where apples come from, o What can be made from them, and o Who planted apple trees around the United States.

4. Facts-Principals-Terms A. B. C. D. E. F. Part of an apple: seeds, core, flesh, skin, stem, leaves. Not all apples have the same amount of seeds. Not all apples look/feel/weigh/taste the same. There are many different types of apples. There are many things you can make with apples. There are six stages of an apples life cycle -- seed, sprout, seedling, tree, blossoms, and apple. G. John Chapman (Johnny Appleseed) traveled across the United States carrying bags of apple seeds so people could plant the seeds and have apples to eat.

5. Unit Objectives: 1. Students will be able to list foods that come from apples. 2. Students will be able to share orally and in writing the Apple Cycle (seed, sprout, seedling, tree, blossoms, and apples.) 3. Students will be able to graph apples by their color and size. 4. Students will be able to graph which apples they like best. 5. Students will be able to retell information about Johnny Appleseed from story/books.

6, 7, 8, 9 Books: Apples by Gail Gibbons The Seasons of Arnolds Apple Tree by Gail Gibbons How Do Apples Grow? By Betsy Maestro Ten Apples Up On Top! By Dr. Seuss Big Red Apple by Tony Johnston Autumn Is for Apples by Michelle Knudsen Apple Picking Time by Michele B. Slawson Ten Red Apples by Pat Hutchins I Am an Apple by Jean Marzollo Johnny Appleseed by Reeve Lindbergh Johnny Appleseed: A Tall Tale by Steven Kellogg Johnny Appleseed: My Story by David L. Harris

Songs and Poems

A Little Apple Seed (tune: "Eensy Weensy Spider") Once a little apple seed Was planted in the ground. Down came the raindrops Falling all around. Out came the big sun, Bright as it could be. And that little apple seed grew To be an apple tree.

Apple Rock-n-Roll (tune: "Shortenin' Bread") Apples are a rockin', rockin', rockin'. Apples are a rockin'... all around. Apples are a rockin', rockin', rockin'. Shake that tree and All fall down!

Way Up High in the Apple Tree Way up high in the apple tree Two little apples smiled at me. I shook that tree as hard as I could And down came the apples, Mmm, were they good!

Ten Red Apples #1 Here I have five apples. (five fingers up) And here are five again. (five more fingers up) How many apples altogether? (shrug) Why, five and five make ten! (ten fingers up)

Eat An Apple Eat an apple. (bring hand to mouth) Save the core. (close hand in fist) Plant the seeds. (bend down and touch ground) And grow some more. (extend arms out)

Ten Red Apples #2 Ten red apples growing on a tree, (ten fingers up) Five for you and five for me. (show one hand and then the other) There's one little worm that you can't see (wiggle one finger) Where, oh where, could that worm be? (shrug)

Apples Up on Top (tune: "Up on the Housetop") (from Mailbox Magazine) Up in the treetop, way up high, Three red apples for my pie. How will I get them to the ground? I'll shake that tree 'til they fall down! Shake, shake, shake! Watch them fall! Shake, shake, shake, I'll catch them all! Oh, into my basket, One, two, three! No more apples in the tree.

Ten Red Apples #3 Ten red apples grow on a tree. Five for you and five for me. Let's shake the tree just so. And ten red apples will fall below. 1-2-3-4-5-6-7-8-9-10!

Apple Song (tune: "Have You Ever Seen a Lassie?" Have you ever seen an apple, an apple, an apple? Have you ever seen an apple, that grows on a tree? A red one, a yellow one, A red one, a yellow one, Have you ever seen an apple, That grows on a tree?

Have You Ever Had An Apple? (tune: "Have You Ever Seen a Lassie?") Have you ever had an apple, An apple, an apple? Have you ever had an apple, And heard it go "crunch"? Have you ever had an orange, An orange, an orange? Have you ever had an orange, and heard it go "squish"? Have you ever had a banana, banana, banana? Have you ever had a banana, And heard it go "mush"?

Johnny Appleseed Here comes Johnny Appleseed. Apple seeds are all he needs, Planting orchards way out west. Wears a pot upon his head, Beneath the trees he makes his bed. Folks say Johnny's apples are the best!

Climbing Up the Apple Tree Climbing up the apple tree, (climb in place) Swinging on a limb! (sway arms left and right) If I hear a robin, I may (cup hand near ear) Sing along with him! (sing "tra la la") And Robin, if you fly away, (put hands over eyes) Here's what I will do (point finger) I'll wish for a pair of sparrow wings (flap arms) And fly away with you!

Applesauce (tune: "Yankee Doodle") Peel an apple. Cut it up. Put it in a pot. When you do, You will find, It's applesauce we've got!

Look out, Apple! A worker found an apple. She gave it to her boss. He accidentally sat on it. Now it's applesauce!

ACTIVITY There are many kinds of apples. 1. Examine different apples and draw pictures to represent their characteristics. 2. Create apple books based on the apples different characteristics.

DOMAIN

TYPE OF INSTRUCTION

ASSESSMENT

CONCEPTS

1. Aesthetic, Cognitive, Motor, Social 2. Aesthetic, Cognitive, Language, Motor, Social

1. Exploratory, Guided Discovery, Whole group discussion 2. Guided Discovery, Whole Group Discussion, Independent

1. Students work and lines drawn to what they observed. 2. Students work and checklist of key terms discussed in class.

1. A, C, D 2. A, B, C, D, E, F, G

Apples vary in size, shape, color, texture, smell, and taste. 1. Examine different kinds of apples and make a chart graphing apple differences. 2. Generate a list of words that describe apple characteristics. (example: red, juicy, hard, soft) 1. Aesthetic, Cognitive, Language, Motor, Social 2. Cognitive, Language, Social 1. Exploratory, Guided Discovery, Whole group discussion, Individual Log 2. Whole group discussion 1. Students work, Participation in activities. 2. Discussion as a whole class, use of descriptive words in their work. 1. A, B, C, D 2. A, C, D, E

People eat apples in many forms. 1. Examine different apple products. (Graph which you like better). 2. Make applesauce. 3. Create a grocery store: Children can buy and sell different apple products. 1. Cognitive, Language, Social 2. Cognitive, Language, Motor, Social 3. Aesthetic, Cognitive, Language, Motor, Social 1. Cooperative group, Whole group, Exploratory, Whole Group Discussion, Individual Log 2. Cooperative group, Small Group, Discussion 3. Exploratory, Small Group 1. Journal Entry of which they liked better their own graphs and participation in whole groups graph. 2. Whole group participation. 3. Observation of what students are saying/making. 1. C, D, E, 2. A, B, C, D, E 3. A, B, C, D, E, F, G

Apples grow on trees. 1. Life Cycle of an apple. 2. Go on a field trip to an Apple Orchard. 3. Read a book about how apple trees change during the seasons. 1. Aesthetic, Cognitive, Language, Motor, Social. 2. Cognitive, Language, Social 3. Aesthetic, Cognitive, Language, Motor, Social 1. Cooperative group, Whole group, Discussion, Individual Log 2. Whole group, Guided Discover, Exploratory 3. Whole group, Discussion, Individual Log 1. Discussion retelling through improvisation and writing. 2. Thank-you letter, and students stories afterwards. 3. Students drawings of the cycle and participation in improvisation (checklist) 1. A, F 2. A, B, C, D, E, F, G 3. F

John Chapman 1. Who he was and what he did. Why we call him Johnny Appleseed. 1. Cognitive, Language, Social 1. Whole group discussion, Individual Log 1. Students participation while reading books and students writing. 1. D, E, F, G

Poems and Songs

1. Aesthetic, Cognitive, Language

1. Whole Group

1. Observation of participation.

1. A, B, C, D, E, F, G

Shared Readings and Read Alouds of Apple Books **Books will include a variety of people who pick/eat/plant apples. Students will be able to see that people all over the United States/World eat apples.

1. Cognitive, Language, Social

1. Whole Group

1. Discussion Prediction and Retelling

1. A, B, C, D, E, F, G

14. Gather Materials: Materials Needed: Apples (Green/Red/Yellow) (Different Brands) Paper Crayons/Pencils Scissors Books Poems Ingredients for apple sauce Big Forms of Chart Paper Trees for planting (teacher may obtain in advance) (Can get from the Arbor Day Foundation for free!) Shovel & Water source Master gardener/parents/volunteers to assist children Black-pot hats Copies of Johnny Appleseed Grace (Attachment Two) for each student Aluminum foil, one 22 long sheet per student Tag board, cut in 20 x 4 x 1 strips, one per student Staplers and Tape

15. See attached letter

16. Create theme atmosphere in room with pictures, props, posters Carry out plans.

Bulletin Board in Room:

SEED FRUI SEEDLING

FLOWER BUD

TREE

LESSON Activity: Create apple books based on the apples different characteristics. Domain: Aesthetic/Cognitive/Language/Motor/Social Types of Instruction: Guided Discovery/Whole Group Discussion/Independent Assessment: Students work and checklist of key terms discussed in class Concepts: A, B, C, D, E, F, G Materials: Goals: Goals Objective Science For the Kindergarten science student to recognize that learning can come from careful observation so that when given a mini book worksheet they will be able to put in order what How Do Apples Grow? by Betsy Maestro Apple KWL chart Student Book

Standards SC.K.N.1.5 Recognize that learning can come from careful observation. Use tools to help make observations. SC.K.L.14.1 Participate in activities that involve the use of the five senses. LA.K.5.2.2 The student will listen attentively to fiction and non-fiction read-alouds and demonstrate understanding. LA.K.6.4.1 the student will use technology resources to support learning.

Procedures

Ask students to sit on the carpet. Ask students what they know about apples. Introduce students to the K(W)L chart. Ask students one at a time what they know about apples and write their responses on the chart. (correct or not, write them) Read book How apples grow? Ask questions during the story about apples. o Do you like apples?

Where do you think apples come from? Do apples grow all year long or at a certain time of year? What is a leaf bud? Have you ever seen an apple tree? If so what do you remember about it? What is a sepal? What do you think an apple needs to grow? What do you think pollen is? What do you think a pistil is? What helpers do you think the apples need to carry the pollen? What do you think nectar is? What do you think happens when to the pollen when the bees fly away with it? Why do you think the petals fall off the tree? What does the apple tree need to grow? What types of apples do you know of? What kinds of apples have you tasted? Do they taste the same? Why do you think apples have different colors? Once finished with the story ask students what they learned about apples after hearing the story. Write their responses on the chart. Make corrections to the know part as needed. Tell students all week we will be learning about apples. Remind students to bring in apples on Thursday (note sent home this past Friday) Ask students to return to their tables to color and put together a mini book about apples.

o o o o o o o o o o o o o o o o o

Extensions: Enrichment

The students will Fill the student book baskets on students tables with books about apples and Johnny Appleseed.

Accommodations

I will walk around the classroom and assist students having difficulty with any of the hands on projects. I will allow extra wait time for those who need extra time to think about answers to questions in our discussion.

Assessment:

The students put a mini book together which will be arranged in order based on what happens first to last when apples grow.

Lesson Activity: John Chapman: Who he was and what he did. Why we call him Johnny Appleseed. Domain: Cognitive, Language, Social Types of Instruction: Whole Group Discussion, Individual Log Assessment: Students participation while reading books and students writing Concepts: D, E, F, G Duration: Three Forty-Five Minute Class Periods, Plus a Field Trip for Planting Materials: Trees for planting (teacher may obtain in advance) (Can get from the Arbor Day Foundation for free!) Shovel & Water source Master gardener/parents/volunteers to assist children Black-pot hats Copies of Johnny Appleseed Grace (Attachment Two) for each student Aluminum foil, one 22 long sheet per student Tag board, cut in 20 x 4 x 1 strips, one per student Staplers and Tape Goals: Students learn that Johnny Appleseed planted trees for selfless reasons as well as reasons related to his own interests. The students use their time and talent to plant trees in a common area. SCIENCE F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type Social Studies B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events

Objectives: The student will:

Discuss the benefits of planting trees in a common location. Choose a common area within the community to plant some trees. Get permission to plant the trees. Find a source for donated trees. Prepare the area for tree planting. Dig holes and plant trees. Maintain the planted trees over time.

Instruction: Anticipatory Set: Sing the Johnny Appleseed song (Attachment Two: Johnny Appleseed Grace) and encourage the students to sing along with you as they learn the tune and words.

Ask the students why Johnny Appleseed planted apple trees. Talk about whether he was selfish or selfless in his actions. Read through the words of the song together and look for hints about what he did for the common good and what was in his own self interest. Talk about the reasons to plant trees in our time. Ask the following questions: Would we be selfless if we planted trees in a common area of our community? What would be the benefits to the community? What would be the benefits to us? Does anyone have a suggestion for a place in our community where we could plant trees?" Write their ideas for common areas and tell the students that you will investigate these places to find which will work. Later, call the community offices to ask permission to plant in one of the suggested areas. Guide the students to make their own Johnny Appleseed hats. For younger children, you may prepare in advance or invite assistants to help. See directions in Attachment One: Johnny Appleseeds Hat. When the hats are complete, sing the Johnny Appleseed song again while students wear their hats.

Day Two:

Tell the students which common area you selected for the tree planting. Tell them that it is important to write a letter to get permission for planting in the area. Depending on the age and experience of the students, write a letter together or assign the responsibility to one student or a small group of students. The letter should state the reason for the planting and the intended number of trees. Type the letter in the proper format. Show the students how to address the letter and send it. Tell the students that they can either buy some trees with money they earn or ask organizations or individuals to donate the trees. Present some options, such as Arbor Day Foundation (check the web site for free trees http://www.arborday.org).. Make a plan and obtain the desired number of trees. (This may take several days.) Optional:

Day Three: Field trip to plant trees the teacher will need to plan for transportation, volunteers, permission slips and procedure.

Prior to the field trip Plant the trees. (Instructions for planting trees can be found at http://www.treehelp.com/howto/howto-plant-a-tree.asp Let the students do the work with the assistance of the adults. While at the site, sing "Johnny Appleseed Grace," and encourage the students to wear the pot hats on their heads. (Teacher Note: Take a picture to be used in a classroom scrapbook or community promotion of the event.) Upon returning to the classroom, talk about the experience. Give the students a chance to express the good feelings that come from doing something for the common good. "What did you like best about the field trip? What do we need to do to maintain these trees? If we were to go back in 3, 6, 9 months, what would the trees look like? What are the benefits to the community of our actions today? How does that make you feel? What shall we do for the common good next?"

Assessment Assessment will be accomplished through teacher observation during the reflection time. Ask the students to draw pictures of what they think the trees might look like in 3, 6 and 9 months and 20 years (put themselves in the pictures).

***Service Experience: Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate. Students give their time and talent by planting and maintaining donated trees in a common area. Option: Students may also raise the money or contact donors for the trees.