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Apple Lesson Plans

Teacher Candidate: Ms. Roni Radcliffe

Title of
Activity/Lear
ning
Experience

AAAAll About Apples!


This lesson will be divided into three lesson activities and
implemented within two days. After reading the book Johnny
Appleseed by Jodie Shepherd:
Lesson 1:
Children will observe and evaluate apples brought in from the
local farmers market. Children will be able to meticulously

observe the different parts of an apple and compare the


different types of apples by shapes, color and size.
Lesson 2:
Children will draw an apple and color it in the color of the apple
they had. They will then be able to cut out their drawings, write
their name under the apple and paste it onto the large
construction paper where everyone is able to display their work.
Lesson 3:
Children will plant apple seeds in the schools backyard garden
to study the life/growth cycle of trees.
Age
group/Grade
Subject Area
Objectives
(What content
area is the
central focus of
this learning
experience?
List additional
content areas
that may be
embedded into
this activity?
Also provide a
concise
statement
explaining
what students
will know/be
able to do as a
result of this
activity)
Language
and Literacy
Objectives
(using NAEYC
or Common
Core
standards, list
specific
objectives for

5 year olds/Kindergarten
Math and Science are the central focus of these lesson plan,
however Language and Literature and Art and Crafts are also
subject areas that will be explored as well. Children will develop
their Science and Math skills as they learn about different types
of apples, identify characteristics of apples and also do a graph
to identify the number of seeds found in different types of
apples.

The lesson objectives are in correlation with and meets the


standards of NYS Prekindergarten Foundations for Common
Core:
Domain 4: Communication, Language, and Literacy
Motivation:
Motivation:
1. Demonstrate
communicate.

that

they

are

motivated

to

building
childrens
language and
literacy skills
and
knowledge)

a) Participates in small or large group activities for story telling,


singing or finger plays.
b) Asks questions.
c) Listens attentively for a variety of purposes (e.g., for
enjoyment; to gain information; to perform a task; to learn what
happened; to follow directions).
d) Initiates conversations, both verbally and nonverbally, about
things around them.
Background Knowledge:
2. Demonstrates he/she is building background
knowledge.
a) Asks questions related to a particular item, event or
experience.
c) Uses new vocabulary correctly.
d) Makes comparisons to words and concepts already known.
Viewing:
3. Demonstrates that he/she understand what they
observe.
a) Uses vocabulary relevant to observations.
c) Asks questions related to visual text and observations.
d) Makes inferences and draws conclusions based on
information from visual text.
Vocabulary
6. Demonstrates a growing expressive vocabulary.
d) Correctly names picture when asked, What is this?

Content
Standards
(Using NAEYC
or Common
Core
standards, list
specific
objectives for
building
childrens skills
and knowledge
associated
with the
Subject Area
Objectives)

The lesson objectives are in correlation with and meets the


standards of NYS Prekindergarten Foundations for Common
Core:
Domain 4: Communication, Language, and Literacy
Motivation:
Background Knowledge:
2. Demonstrates he/she is building background
knowledge.
a) Asks questions related to a particular item, event or
experience.
b) Correctly identifies meanings of words in read alouds, in
conversation, and in the descriptions
of everyday items in the world around them.
c) Uses new vocabulary correctly.

d) Makes comparisons to words and concepts already known.


Viewing:
3. Demonstrates that he/she understand what they
observe.
a) Uses vocabulary relevant to observations.
c) Asks questions related to visual text and observations. d)
Makes inferences and draws conclusions based on information
from visual text. e) Begins to identify relevant and irrelevant
information, pictures, and symbols related to a familiar topic.

Justification
and Theory
(How is this
activity
appropriate for
the age group
you are
working with?
How does the
activity help
your students
meet the
desired
outcomes or
objectives?)
Teaching
Strategies
Employed
(How do you
plan to carry
out this
activity? Will it
be a whole
group
experience?
Small group?
Independent
learning?
What
cooperative
learning
strategies will
you employ (if

These activities are developmentally appropriate because they


introduce phonetics, numbers and simple vocabulary to the
young students in kindergarten through fun games and
interesting hands-on activities that they will enjoy. While doing
these activity students are able to learn simple scholastic skills
through craft activities.

The entire lesson will be brought out in a group work.

any)?
Anticipatory
Set (How will
you introduce
the activity?
Describe plans
to get students
interested and
engaged in the
activity. In
addition
describe how
you plan to
activate
students prior
knowledge)
Instructional
Input
(Procedures
This is an
outline of all
the steps
needed to
complete this
activity. Be as
detailed and
comprehensive
as possible)

As an introduction or motivational opening on the white board I


will write the following question: What is an Apple? What can
you do with an apple? I will then show the children the
book Johnny Appleseed to look at the cover and infer what the
story is about. We will then do a quick picture walk through to
activate their knowledge and encourage them to think and try
to predict the sequence of the story based on the pictures. I will
then review the questions that are written on the whiteboard
and ask the children to think of different things that can be
done with an apple after it has been picked from the tree and
make a note of their answers.

After reading the book Johnny Appleseed by Jodie Shepherd,


which tells the beautiful story about how Johnny Appleseed
bloomed from a young boy who loved the outdoors into the
legendary man who spread apple trees all across the United
States, showing that small acts of generosity and the love of
nature can make a big difference.
After reading the book I will ask the children questions about
the story, which is a form of oral assessment. Questions will
include: Have you ever seen an apple? Do you like apples?
What is your favorite kind of apple? Have you ever gone apple
picking?
After the verbal assessment, we will then give each child 2
freshly bought apples from the local farmers market. The
children will have one for their experiment and one for them to
take home.
Lesson 1 Activity:
In the classroom, we will conduct our Science experiment,
which will include the children washing their apples. They will
then write down the type of apple they have (eg. golden
delicious, fuji, red delicious ect), and the color of their apples.
With assistance from the assistant teacher, and myself each
child will slice his/her apple into 4 quarters. Here they will be
incorporating Math as they will make a note that 4 quarters
makes a whole.
We will then indicate and explain the parts of the apple and its

use, (i.e the stem, skin and seeds).


They will then take out and count the amount of seeds that was
in the apple and make a note of it as well.

Lesson 2 Activity:
As a group activity, they will then turn and talk and compare
their notes and the characteristics of the apple they had to their
partners. They will then draw a picture of the apple they had
and cut it out pasting it on the class apple chart construction
paper.
I will then make a graph on the white board with all the different
kinds of apples and have the children feed me the information
to complete this chart, including the color of the types of
apples, how many seeds and the difference in their circular
shapes.

Lesson 3 Activity:
Collectively, we will plant the seeds from each kind of apple and
place them in our schools backyard garden. (Once the trees
have started to grow, we will donate them to the local farm)

Instructional
Book
Resources
White board
and Materials
Writing paper
(What
Construction paper
resources and
Markers
materials will
Several color varieties of apples (red delicious, golden
be used in this delicious, granny smith)
activity? List
Soil
any text,
Plastic cups
digital
Masking tape
resources, and
Construction paper: white, brown, red, yellow, green
materials
Glue sticks
used)
For planting: soil, apple seeds, plastic cups or pint-size
milk cartons

Anticipated
Time Frame

All three lessons will be done over a two-day time frame.


Around 20 minutes for the book reading 30-45minutes for our
Science and Math observations and 30 minutes for our Art
project.

Plans for
Assessment/
Check for
Understandin
g (Describe
your plans to
ensure
students are
meeting the
objectives of
the activity, or
gaining new or
enriched skills
or knowledge)

As a form of assessment, I will have a worksheet with an apple


cut in four pieces. Students will be asked to label the apples
parts, encouraging them to rely on their memory of the lessons
activity. The parts will be written on the white board, SKIN,
STEM and SEED, as I have already taught them each word. I will
also verbally ask them what each part is used for again.

Plans for
Differentiatin
g Instruction
(How will you
ensure all
students can
participate in
this activity?
Explain what
modifications
or
accommodatio
ns will be
provided to
include all
learners.)
Extension
Activities
(What
activities can
students
participate in
to reinforce the
skills and
knowledge
taught in this
activity? Will
students

My classroom will be very inclusive friendly and all lessons will


be made simple and comprehensive for children on all levels to
understand yet challenges their cognitive and other domains
development as well. Kindergarten is a time for students to
realize their strengths in several areas and to become excited
about learning.
For English Language Learners I would label certain key words
in their native language, which would make it easier for them to
understand.

As an extension activity, every Friday evening before dismissal,


we will revisit the apple seeds we planted to monitor their
growth. Children will also be able to make notes of the growth
here as well.

engage in
independent
practice
activities? Is
there
homework
involved?
Closure (How

will the students


actively
summarize the
learning? How
will you
transition
students to the
next
assignment/lesso
n?)

As a closure, I will have the children go home with their second


apple that is still whole, and explain to their parent or guardian
what they learned about that apple today. They can then
indulge in consuming that apple, if they so please. As a follow
up I would ask the child to tell me what they told their
parent/guardian about the apple and in addition what did it
taste like. If possible, I would also ask the parent/guardian what
they were told as well.