Week 3. Counting and graphing.

Day 1.
Objective. Reinforce the plant cycle. Fine motor skills, student will be able to use a stylus
conventionally. Student will transition appropriately
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
General Knowledge Student will name or point to three colors red, yellow, and
green
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and be sure it is in working order. I will set up the
video that we will be watching to be sure it is still available and about.com is also available. I
will retrieve the iPads from the secured cabinet and put them on the students desks.
1. We will watch the YouTube video http://video.about.com/gardening/How-to-Ripen-
Green-Tomatoes.htm. This video shows the colors of tomatoes as they ripen.
2. On the SmartBoard we will play -
http://www.sheppardsoftware.com/preschool/colors/redflashcards.swf
color flashcards game using the same colors; green, yellow, and red students will
call out the colors as I choose them from the computer. Per the IEP goals this game
helps them recognize different items that are the same color as the tomatoes as they
ripen.
3. We will discuss how the colors in the flashcards are the same colors as in the
How to Ripen Green Tomatoes video.
4. We will play this game for approximately 20 minutes using Random Name Selector
to be sure each student has a turn.
5. Students will quietly transition to their desks using the Too Noisy app to monitor the
volume level.
6. I will ask the students to open Paper53 on their iPads and on a new page in their
Tomato Project journal, with a stylus draw circles of green, yellow, and red to
indicate the stages of the tomatoes and verbally name the different colors as they
draw.
7. When all of the students have had enough time to complete their colored circles they
will transition appropriately to the garden.
8. In the garden the students will observe their tomato plants for any new tomatoes
forming.
9. Using the Random Name Selector the students will take turns watering their plants.
10. When everyone is done watering their tomato plants, the students will transition
quietly back to the classroom using the Too Noisy app.
Closing. We will discuss the color of the tomatoes when they are first forming and then as
they ripen. Each transition, turn taking, and 2-step command will be charted on Appendix F.
Day 2.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly, space letters
and words; fine motor skills, student will be able to use a stylus conventionally. Student will
transition appropriately
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
f. Produce and expand complete sentences in shared language activities.
Mathematics.
KCC.4
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in the standard order, pairing each object
with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they were
counted.
c. Understand that each successive number name refers to a quantity that is one larger.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
General Knowledge Student will name or point to three colors red, yellow, and
green
Writing print legibly; space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Math Student will recognize and name numbers one to ten independently or with
teacher prompts
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and be sure it is in working order. I will set up the
video that we will be watching to be sure it is still available and about.com is also available. I
will turn on the classroom computers and open ABCYa Brick Breaker on each one. I will check
my iPad for a full battery so that I can take it to the garden for Random Name Selector, random
picture taking, random note taking in OneNote, and possibly Class Room Timer, if need be.
1. We will review the YouTube video http://video.about.com/gardening/How-to-Ripen-
Green-Tomatoes.htm colors of tomatoes
2. I will introduce http://www.abcya.com/brick_breaker.htm Brick
Breaker game on the SmartBoard for students to approach and play.
Brick Breaker uses the same colors as the ripening tomatoes and
requires the students to count at least up to three and gradually
higher. Brick Breaker is adapted to the students by first having them name the color
of the bricks and then count how many bricks they will be able to break. I learned of
ABCya during an app sharing session in EDUC 512
3. After everyone understands the concept of the game the students will transition
appropriately to the classroom computers to play independently. Some may still need
help from classroom adults.
4. While the students are playing Brick Breaker, one of the paraprofessionals will take
the iPads from the secured cabinet and put them on each students desk.
5. After 15 minutes, set on the Class Room Timer, I will ask the students to line up by
the door and we will transition appropriately to the garden.
6. In the garden the students will observe their tomato plants for any new tomatoes
forming.

7. Using the Random Name Selector the students will take turns watering their plants.
8. After everyone is done watering their tomato plants, the students will transition back
to the classroom using the Too Noisy app.
9. Once back inside from the garden I will instruct the students to open the Paper53 app
on their iPad and begin a new page of their journal. I will instruct them to write a
short sentence and an illustration of the changes they saw in their plants with a stylus.
Are some of the leaves dying? Are there any new tomatoes? Did any of the tomatoes
change colors? Some may even notice bugs.
Closing. Each student will share what he or she wrote about their tomato plant that they
observed in the garden. Each transition, turn taking, and 2-step command will be charted
on Appendix F.
Day 3.
Objective. Reinforce the plant cycle. Fine motor skills, student will be able to use a stylus
conventionally. Student will transition appropriately
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
Technology standards.
ISTE.
1. b.
1. Creativity and innovation
b. Create original works as a means of personal or group expression
I EP goals.
General Knowledge Student will name or point to three colors red, yellow, and
green
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. This will be a big day for many of the students. They will be learning how to
take pictures and videos with their iPads. Before class begins I will retrieve three iPads from the
secured cabinet. I have one set to take pictures, one to take videos, and the third will have a
spreadsheet already constructed in Numbers. It will have rows labeled: green, yellow, and red on
the far left and column labels with the names and coinciding numbers of one to six along the top
row. I will also have my iPad for random note taking on OneNote. These items will be on my
desk ready to go out to the garden. I will label each iPad with a students name according to the
duty to be performed on the iPad. A classroom adult will carry all iPads to the garden where they
will be distributed according to the name on the label. I will take a walk in the garden to be sure
that all of the plants have a colored ribbon with a name and numbered, on them for record
keeping purposes.
1. After circle time the class will transition to the garden using the Too Noisy app because
other classes are also in session. There will be three teams. Each team will perform their
duty one at a time to prevent any confusion or getting in each others way.
2. Team one: One student will be the counter, the other student will have an iPad with
Numbers open. The first student will identify the plant by the name and number on the
ribbon. Then the student will count the different colored tomatoes and relay the
information to the student with the iPad to complete the table with the help of a
classroom adult. This student will perform all steps each of the six tomato plants. When
finished, the classroom adult will collect the iPad for safe keeping.
3. Team two: The classroom adult will issue two higher functioning students an iPad. The
team will take turns taking a video of the student that transplanted the tomato plant and
the ribbon with his or her name and number on it. The student will then video all sides of
the plant. The team will repeat all steps for all six students with their tomato plants. A
classroom adult will assist the team in how to hold the iPad, how to start the video, keep
fingers out of the way, keeping the iPad very still while the video is recording, and be
sure the plant is in the frame. When finished the classroom adult will collect the iPad for
safe keeping.
4. Team three: Two students will use an iPad and take pictures of the tomatoes on each
tomato plant. A classroom adult will help the student learn how to hold the iPad so that
their fingers are not over the lens, how to be sure everything is in the picture, and to keep
the iPad very still while taking the picture. The first picture will be of the student that
transplanted the tomato plant and the name and number on the plant for identification
purposes. Then the student will take pictures of all sides of the plant to see all of the
tomatoes. The team will take turns repeating the steps for all students. When finished the
classroom adult will collect the iPad for safe keeping.
5. Everyone will take turns watering their plants using Random Name Selector.
6. When everyone is done watering his or her plants the students will transition back to the
classroom using the Too Noisy app.
Closing. Using the iPad connected to the SmartBoard we will view the footage of the videos
and pictures taken in the garden. Students will take turns naming the colors of the tomatoes
on the plants. Each transition, turn taking, and 2-step command will be charted on Appendix
F.
Day 4.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly; space letters
and words; fine motor skills, student will be able to use a stylus conventionally. Student will
transition appropriately
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
f. Produce and expand complete sentences in shared language activities.
Mathematics.
KCC.4
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in the standard order, pairing each object
with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they were
counted.
c. Understand that each successive number name refers to a quantity that is one larger.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
General Knowledge Student will name or point to three colors red, yellow, and
green
Writing print legibly; space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Math Student will recognize and name numbers 1-10 independently or with
teacher prompts
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and retrieve all of the iPads from the secured
cabinet. The three iPads used in the garden the day before will be kept with me so that I can
access the pictures, videos, and Numbers. One more will be for a student to add the total number
of each color tomato using Note Anytime. The remainder will be on the students desk for later
use.
1. After circle time I will review with the class the trip to the garden the day before, looking
at the pictures from of the plants on the SmartBoard.
2. We will view the videos, pausing often to notice the different colored tomatoes.
3. We will discuss what color each tomato is. I will reason when the tomatoes are two
colors as it changes.
4. We will compare the videos with the still life pictures to see if they are the same.
5. From the spreadsheet in Numbers a higher functioning student will add up the numbers
for each color in Note Anytime on the iPad. A classroom adult will help with writing the
numbers or resizing it to add additional numbers.
6. On the SmartBoard I will graph the total number of each color of tomatoes while the
students tell me the number. We will count together the squares to color in on the graph.
7. Students will transition to their desk and write in their Tomato Project journal the graph
or how many of each color of tomatoes were on the plants in the garden with a stylus
using Paper53 on their iPad. By now the students will know how to open Paper53 and
start a new page.
Closing. Students will practice recognizing and naming the colors green, yellow, and red.
Students will recognize and name numbers one to ten on the SmartBoard. Charted by using
Appendices B and D. Each transition, turn taking, and 2-step command will be charted on
Appendix F.
Day 5.
Objective. Reinforce the plant cycle. ELA: Writing, student will print legibly; space letters
and words; reading, student will recognize that letters create words and words sentences. Fine
motor skills, student will be able to use a stylus conventionally. Student will transition
appropriately
Common Core Standards.
Language. K.L.1.f.
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
f. Produce and expand complete sentences in shared language activities.
Reading. RF.1.a-c
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences
of letters.
c. Understand that words are separated by spaces in print.
California State Standards.
Science. K.2.a, c
2. Different types of plants and animals inhabit the earth. As a basis for understanding
this concept:
a. Students know how to observe and describe similarities and differences in the
appearance and behavior of plants and animals.
b. Students know how to identify major structures of common plants.
Science. 1.2.b
2. Plants and animals meet their needs in different ways. As a basis for understanding this
concept:
b. Students know both plants and animals need water, animals need food, and plants
need light.
I EP goals.
General Knowledge Student will name or point to three colors red, yellow, and
green
Writing print legibly; space letters, words, and sentences appropriately. Include
punctuation at the end of each sentence.
Reading - Student will recognize that printed materials provide information, will
recognize that sentences in print are made up of separate words, and will distinguish
letters from words
Fine motor holding a stylus conventionally
Social/emotional transitioning, following multi-step directions
Preparation. I will turn on the SmartBoard and be sure it is in working order. I will turn on
the classroom computers and open the Plant Life Cycle game.
1. At the end of circle time activities we will sing The Plant Part Song
http://www.mrsjonesroom.com/songs/plantparts.html to the tune of
Farmer in the Dell, pointing to the words displayed on the
SmartBoard. I will point to the word that will be the next part of the
plant to see if they know it without me saying it.
2. After a couple of rounds of The Plant Part Song I will ask the students
to play the Plant Life Cycle game http://www.turtlediary.com/kindergarten-
games/science-games/plant-life-cycle.html on the SmartBoard or on classroom computers
student choice, approaching board, calling out answers, or independently playing on
classroom computers. I will be checking for understanding.
3. The students will transition to their desks and review their Tomato Project journal using
Paper53 on their iPad. The students will make any necessary correction according to the
Appendix A rubric that was provided at the start of the project. I will circulate to inspect
each students journal.
Closing. Students will know the parts of a plant, the color of the tomatoes as they ripen, how
to read by pointing to each word, and be able to write three to five word sentences with
correct spacing and punctuation. Each transition, turn taking, and 2-step command will be
charted on Appendix F.