RUNNING HEADER: Apple Thematic Unit

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Table of Contents

Overview..3-5 Culminating Activity...5 Rationale & Planning6-7 Common Core State Standards & GLCEs8-9 Concept Map..10 Book List11 Vocabulary.12 Introductory Activity13-14 Parent Letter...15 Permission Slip.16-18 Lesson 1: Seasons.19-25 Lesson 2: Parts of an Apple..26-33 Lesson 3: Apple Graphing34-38 Lesson 4: Johnny Appleseed39-45 Lesson 5: Readers Theater Presentations46-81 Culminating Activity.82 Bibliography.83-84 References85-86 Appendix87

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Apple Thematic Unit Overview

Introductory Activity: Our introductory activity will begin with a short story by Steven Kroll, The Biggest Apple Ever. Following there will be a class discussion on the characters, setting, problems and solutions of the story. Students will be asked to share what they know about apples and begin a KWL chart. The students will be asked to bring in their familys favorite apple dish recipe to share with the class and to compile a class cookbook. A video will be viewed on YouTube about Knaebes Apple Farm in Rogers City, MI informing the students where we will be traveling. During our visit to the apple farm students will learn how to grow apples among many other fun and exciting things. Upon returning to class, students will continue to fill out their KWL chart with the new knowledge they have received about apples as well as completing and narrative about the field trip and An Orchard Map worksheet. Lesson 1: Lesson number one of our two-week thematic unit will be all about the life cycle of an apple tree. Before beginning, the first lesson students will fill in another KWL chart on the life cycle of an apple tree. What do they know, what do they want to know, and then finally what did they learn (this portion is filled out after the lesson). Our lesson starts out with a story called The Apple Pie Tree book by Zoe Hall. An art project will follow. During this time, students will create their own representation of the four seasons. A sequencing game will be played after the four seasons art project on the classroom SMART Board. Finally, students will complete a sequencing worksheet of life cycle of an apple tree.

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Lesson 2: Lesson two is the Apple Investigation. During this lesson, students will be given the opportunity to look deeper within an apple. We will begin with a story written by Nancy Elizabeth Wallace entitled Apples, Apples, Apples. Upon reading this story, students will complete the "Apple Investigation" worksheet along with the "Parts of an Apple" worksheet. Lesson 3: Lesson three is our Apple Graphing lesson. Students will be asked to bring in their favorite kind of apple prior to class. We will begin with the story Apples by Gail Gibbons. Following the story, everyone will place their favorite apple that they have brought in on a chart, an apple chart. Students will then transfer the information they have gathered as a class on to their own Apple Graphing worksheet. Lesson 4: Lesson four is our Johnny Appleseed lesson. We will begin our lesson with a short YouTube video on Johnny Appleseed. Following the video, the teacher will model a "3-2-1" worksheet and have each student complete one individually. Our 3-2-1 worksheet is 3 facts the students learned, 2 opinions they may have, and 1 question they have after viewing the video. Students will then create Johnny Appleseeds hat out of construction paper and write their own name on the front. For example, Ava Appleseed might be written on one students hat. During day two of lesson four we will read Walt Disney's Johnny Appleseed story to the cl ass. Teacher will then model how to write short letter to Johnny Appleseed himself. The class together will write him a letter and then the students will then go ahead and write their own letter.

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Lesson 5: Lesson five is our Readers Theater lesson. Our lesson will begin with a read of the The Giving Tree by Shel Silverstein. The teacher will then model for the students how to do a Readers Theater story. She will model the story The Apple and the Worm by Joanne Griffin and show students the YouTube Readers Theater Performance. The students will then be broken up groups and will then practice a short RT script. Then the students will be placed into four groups, based on ability levels, to practice a new RT scripts that will be performed at the Apple Fest, the culminating activity. Students will write short opinion piece on a classmate's presentation and a reflective narrative on their own groups performance. Culminating Activity: At the end of this unit, the students and their parents will be invited to join us for Apple Fest. During this time, parents will receive cookbooks put together by the students, which will include everyones favorite family apple recipes. Multiple centers will be set up throughout the classroom where students artifacts and activities that have been created and completed throughout the entire two week unit will be on display. At the end of Apple Fest there will be four Readers Theatre presentations given by the students. Everyone is welcome to stay and enjoy the presentations as well as eat and drink our special apple deserts.

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Rationale and Planning

Math: Through the Apple Thematic Unit, the students will learn sorting, counting, numeration, and graphing skills. They will have an opportunity to practice data gathering and analyzing skills. These skills will help the students represent and interpret data, make sense of problems and solve them, and reason abstractly and quantitatively. Students will look for and make use of structure as well as, look for and express regularity in repeated reasoning. Science: The Science concepts covered in this thematic unit will teach investigation through the five senses. The students will learn and be able to name the parts of an apple. In addition, they will learn about the seasons and their effect on the life cycle of an apple and apple tree. Through these activities, the students will gain an understanding of the five senses and how the use of their senses helps in science observations and investigations. They will develop skills and an understanding in making observations, generating questions, planning and conducting simple investigations and presentations of findings. This thematic unit will cover two of the science disciplines, life and Earth, which will teach observation skill used to raise questions, investigate, and make meaning of their findings. Social Studies: For the social studies lesson, the student will learn about an American historical figure, Johnny Appleseed. Through this lesson, they will have the opportunity to apply their understanding of time and chronology by using events from family and school, extending their understanding of the past to events beyond their own lifetimes. They will gain knowledge of people who are celebrated through national holidays; students begin to appreciate the influence history has on their daily lives. They learn that people not only use the environment, but also modify or adapt to the environment.

Apple Thematic Unit 7 Language Arts: In Language Arts, students will create their own cookbooks. They will also use the skill of brainstorming to enhance their learning. They will make use of a KWL chart to analyze their learning. Students will also be introduced to various poems, books, and chants about apples. Through the introduction of different genres, they will build reading skills from a broad range of high-quality literary and informational texts. Through extensive reading of stories, dramas, poems, informational text, and historical accounts, students will gain literary and cultural knowledge as well as familiarity with various text structures and elements. In addition, students also acquire the habits of reading independently and closely, which are essential to their future success.

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Common Core State Standards/GLCEs

Math 1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another 1.G.A.3 - Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Science S.IP.01.16 - Construct simple charts from data and observations. L.OL.E.2 - Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms. S.IP.01.13 - Plan and conduct simple investigations. E.ES.01.22 - Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. Language Arts W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.6 Identify who is telling the story at various points in a text. RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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RF.1.3f Read words with inflectional endings. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. RF.1.4a Read grade-level text with purpose and understanding. RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Social Studies G5.0.1 - Describe ways in which people modify (e.g., cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).

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Book List
1) The Apple Pie Tree by Zoe Hall 2) Amelia Bedelias First Apple Pie 3) Ten Apples Up on Top! By Dr. Seuss 4) Apples by Gail Gibbons 5) Picking Apples and Pumpkins by Amy & Richard Hute 6) The Biggest Apple Ever by Steven Kroll 7) The Giving Tree by Shel Silverstein 8) Up, Up, Up! Its Apple Picking Time by Jody Fickes Shapiro 9) Apples, Apples, Apples by Nancy Elizabeth Wallace 10) How Do Apples Grow? By Betsy Maestro 11) A is for Autumn by Robert Maass 12) Johnny Appleseed by Patricia Demuth 13) I am an Apple by Jean Marzollo 14) Fancy Nancy: Apples Galore! By Jane OConnor

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Apple Thematic Unit Vocabulary

Pollen Nectar Pollination Autumn Brim Author Illustrator Blossoms Buds Guard Bare Chirp Eggshell Robin Breeze Stem Core Skin Seeds Leaves Branch

Trunk Roots Pictograph Tally Roam Sack Native Americans Spring Summer Fall Winter Delicious Fact Opinion Setting Character Plot Genre Beginning Middle End

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Introductory Activity
For the Apple Thematic Unit introductory activity, the teacher will read The Biggest Apple Ever by Steven Kroll to the class. The teacher will discuss the story having students identify characters, settings, problems, and solution. Then the teacher will explain to the class that they will be learning about apples. The teacher will ask students what they know about apples, and lead the discussion to include who, what, where, when, why, and how questions. (e.g. Who grows apples? What are apples? Where do they come from? Why should you eat apples? How do apples grow?) The teacher will write this information on the board. The teacher will hand out a KWL chart for each student to complete what they know about apples, what they learned through the story, and what they want to know about apples. The teacher will gather these worksheets and create a large KWL chart with a culmination of the students KWL charts. This KWL chart will be added to throughout the thematic unit. In addition, the teacher will discuss what types of foods their families eat that have apples in them. The teacher will ask the students to bring their families favorite apple dish or dessert recipe. The class will compile the recipes to create an apple cookbook to distribute to each student. Then the students will students will attend a field trip to Knaebes Apple Orchard in Roger City, Michigan (http://www.mmmunchykrunchyapplefarm.com/ website and YouTube video). On this field trip the students will walk thru the orchard to learn how apples grow, take a wagon ride to pick an apple, visit the teaching in the tent and learn "what to do with all those apples," taste a glass of fresh cider and donut, visit the animals in the petting farm, and receive small gift to take home.

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Upon returning to the classroom, the students will discuss the field trip highlights. Student will write from a writing prompt The day I traveled to the apple orchard . . . then color and complete a worksheet An Orchard Map. The class will work together to fill in new knowledge on the KWL chart.

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Apples, Apples, Apples!

Dear Parents, We will begin our new unit on apples next week. This unit will provide your student with a variety of learning experiences. They will be learning graphing, diagraming , and investigation skills. Your child will have the opportunity to learn about Johnny Appleseed and his impact on American history. In addition, your student will be practicing their reading and writing strategies. The unit will be filled with fun art projects. We need your help! We will need apples. You can help make our learning meaningful and engaging by donating on of the following types of apples: Golden Delicious, Gala, or Granny Smith. We will be doing many hands-on activities using these apples. Please send the apples before September 30, 2013. One more thing we need from you. Our class will be creating an Apple cookbook, we need each student to bring in an apple recipe. We encourage favorite family recipes, it can be any dessert, side dish, or snack made from apples. We will be celebrating all of our learning on October 11, 2013 with an Apple Fest. Please mark your calendars to join us at 6:30 p.m.. During this celebration we will be presenting our Readers Theater Presentations and exhibit samples of your students work. We invite you to bring in a sample of your favorite apple dish to share with the class.

What we need from you:

At least two apples, Golden Delicious, Gala, or Granny Smith, sent on or before September 30, 2013. An apple recipe sent in with your student before September 30, 2013. Join our Apple Fest Celebration on October 11, 2013 at 6:30 pm. Please bring an apple dish to share.

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Field Trip Permission Slip Our class will be taking a field trip to: Knaebes MMMunchy Krunchy Apple Farm and Cider Mill in Roger City, Michigan Date: September 26, 2013 9:00 a.m. 1:00 p.m. school bus admission fee

We will be leaving at: and returning at: We will be traveling by: Please return $4.00 for:

Please pack a disposable sack lunch, with your childs name on it; we will be eating at the apple orchard. Students will also have an opportunity to visit the gift shop. Please send any spending money your child may need. As a school sponsor event, all school rules are expected to be followed by students. This permission slip must be returned no later than the day before the field trip. ------------------------------------------------------------------I give permission for my child: ______________________________________________________________________________ (Name of student) to attend the field trip to Knaebes MMMunchy Krunchy Apple Farm and Cider Mill in Roger City, Michigan on September 26, 2013. _______________________ _______________________ __________________________ (Emergency phone number #1) (Emergency phone number #2) (Emergency phone number #3) RELEASE: If emergency treatment is required, and the parents or legal guardian cannot be reached immediately, your signature in the space below empowers the school authorities exercise their own judgment to transport the child to hospital emergency room.

______________________________________________________________________________ (Signature of Parent) (Date)

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Spring Arbor University School of Education Thematic Unit: The Apple Pie Tree

Title: Seasons

Teacher Candidate: Caroline Peters

Grade Level: First

Time Allotted: 1 hour 30 minutes

Materials Required: The Apple Pie Tree by Zoe Hall, seasons of a tree worksheet, sequencing worksheet, red, orange, and yellow tissue paper, small foam apples, cotton balls, glue, scissors, construction paper, pencil, and brown marker.

_____________________________________________________________________________________ Common Core Standard:

E.ES.01.22 - Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. L.OL.E.2 - Life Cycles- Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.
Objective(s): Stated in terms of Blooms taxonomy (level/verb) The student will {Blooms taxonomy verb} 1. Students will demonstrate an understanding of the four different seasons and how it affects an apple tree. 2. Students will analyze a narrative and recall specific events in order to properly sequence them. 3. Students will build knowledge upon the idea that plants and animals go through life cycles. Purpose of lesson: The students will learn about seasons, life cycles, and review sequencing skills. _____________________________________________________________________________________

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Instructional Procedure: What information do students need to accomplish the objective? Time Allotted Day 1 20 min 1. Anticipatory Set: Complete a book walk with the students for The Apple Pie Tree by Zoe Hall. Read the book aloud as a whole group. After reading the book, fill in the KWL chart (what we have learned section). 2. Discuss with the class about how this book connects to our apple orchard visit. Days 1&2 3 min 1. State Purpose and Objective(s) of Lesson: a. We are going to learn about life cycles, seasons, and sequencing. Essential Elements

b. Seasons are important to you because you will need to know what to wear outside in summer versus winter. You need to know when you can plant a seed in order for it to grow and what will happen when you plant the seed. In order to retell a story, you need to remember the details in the correct order. c. Review classroom rules.

2. Instructional Input Plan: Day 1 40 min a. Modeling: i. Show students the teacher example of the four seasons. Tell them they will be making their own project. Provide students with the materials needed and have them get out the remaining. ii. Students will make their own representation of the four seasons. iii. Make sure you look at my example so you spell the seasons correctly Day 2 25 min b. Guided Practice: i. SMART Board activity completed with class. Sequencing games with students to practice the idea of it. ii. Sequencing worksheet of life cycle of an apple tree. iii. Teacher will monitor students throughout activities.

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c. Independent Practice: Pass out Seasons of a Tree worksheet for students to complete individuals. Make sure they wrote their sentences completely, keeping in mind what a five star sentence is. 3. Differentiation Considerations (accommodations): a. Any students who finish quickly, can have the option of coloring their worksheet or choosing a center. 4. Assessment: Once students complete the Seasons of a Tree worksheet, teacher will assess understanding. See attached rubric. 5. Closure: a. Tell me which season has blossoms present on an apple tree? Tell me which season has no leaves and the branches are bare. b. Reinforce the objectives

Teacher Reflection: Your reflection of the lesson should include the following: What did I want the students to learn? How will I know they learned it? What will I do for the student(s) that didnt?

What will I do for the student(s) that did? What went well? What would I change if/when I teach this again?

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Seasons
Teacher Name: Mrs. Peters

Student Name:

________________________________________

CATEGORY Illustrations

4 Original illustrations are detailed, attractive, creative and relate to the text on the page. All of the art project\'s colors are appropriate. All facts presented on the worksheets are accurate.

3 Original illustrations are somewhat detailed, attractive, and relate to the text on the page. Most of the art project\'s colors are appropriate. Almost all facts presented on the worksheets are accurate. There is one spelling or punctuation error.

2 Original illustrations relate to the text on the page.

1 Illustrations are not present OR they are not original.

Creativity

Some of the art project\'s colors are appropriate. Most facts presented on the worksheets are accurate (at least 70%). There are 2-3 spelling and punctuation errors.

None of the art project\'s colors are appropriate. There are several factual errors on the worksheets.

Accuracy of Facts

Spelling and Punctuation

There are no spelling or punctuation errors.

The worksheets have more than 3 spelling and punctuation error.

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