Category Archives: Apples
I’ve posted a new product in my Teachers Pay Teachers store:
Here’s what they look like after they are all laminated and ready to use (pom-poms are not included):
The children place the correct number of pompoms on each apple basket according to the number printed on the basket. Click here if you’d like to purchase your own set–all you have to do it laminate and cut out and they are ready to go!! 🙂
Because we are going to be going on our field trip to the pumpkin patch/apple orchard later this week, I thought it might be a good idea to introduce sinking and floating to my students. You might ask what these two things have in common…
This wee we have been talking/learning about apples so once we get back from the orchard, we will be “testing” our apples in different ways including seeing if they float or sink. We will also try the same thing with different sized pumpkins the following week.
Here is the sheet I created for our Science notebooks: (We filled in the Prediction side before we got any materials out–however, I did show the children what each material looked like before we predicted)
Here are some pictures of the great experiment:
This was one of those lessons when I had a great idea of the direction we were headed and after looking at the cups of water and 24 children, my directions suddenly changed so that this experiment would be more “controlled”. I placed each cup of water on a tray and then assigned specific materials to each child to place in the water. I led the class like this…, “If you have the crayon, please place it in the water now”….wait 30 seconds to watch what happens…”If you put the crayon in the water, please remove it now”. Then we continued with all the other items, one at a time. This way prevented all the items from going in at once and from the kids fighting over which person got to put what item into the water. There are 8 items on the sheet, so at my tables of 4 each child was responsible for 2 items. After we were all cleaned up, the children brought their science journals (with this page glued in) to the floor and we discussed the results and marked them accordingly on our charts.
I just wanted to do a quick update and share some ideas that you could use in your classroom to teach about Apples:
These are all ideas previously posted, but hey, everything old is new again sometime right?? 🙂
Hope this helps you with some ideas! 🙂 I’ll start posting again regularly in about one to two weeks! 🙂 Can’t wait–it’s like waiting for Christmas or something! 🙂
Here is what we did on day 5 of apple day…
We predicted whether or not we thought the apples we had would float or sink. Before testing the apples in the water, we talked about why or why not the apples would float or sink.
We then made a graph to show our predictions…
I was going to use a huge galvanized tin bucket I had, but then decided that for a 15 minute lesson, it would take just as long to fill it, wasting their time and mine! I went with a dish pan instead, and so everyone could see the experiment, I had one row of children sit, the next row sat up on their knees and the third row stood behind them.
I asked the children in what order they would like for me to test the floating/sinking abilities of the apples and they decided upon size, so in went the small red apples, then the small green apples. They floated! In went the medium sized and then the large apples. They were very sure that the larger the apples got, the more likely they were to sink–a common misconception!
After we concluded that all the apples were going to float, no matter what size, we talked about why they floated. One child said that the apples floated because they were pretty lightweight in comparison to rocks. Another child said that the apples floated because the skin and the fleshy part of the apples weren’t very heavy. We then compared the apples to bird bones, talking about how they were hollow, and because of that it was easy for the birds to fly. We looked at the apples up close and determined that we thought that there might be tiny holes in the fleshy part of the apples, making them full of air and giving them the ability to float. The children wanted to know why they could not float when they swam. We talked about our lungs and how they help us do that and then discussed some materials that would help us float and stay safe near the water.
After that…, we made our pattern block graphs (we made the pattern block apples on Day 4).
I purposely gave each of the tables different options for filling in their apples. Some had lots of hexagons, some had none, other tables had only blue diamonds and green triangles. I wanted them to see that it was possible to fill in their apples different ways. When it came time for us to do the graphing portion, we talked about why each graph would look different from the others. I modeled a graph for the children, asking them to put a light “x” on each shape once it has been counted, so that it is not counted twice.
Next week, we will do a quick overview of Pumpkins, so that we can learn about both apples and pumpkins before our trip to Stuckey Farm in a few weeks. Stuckey Farm is an apple orchard, pumpkin patch, farm, and store where you can purchase all the apple products, pumpkin products, and honey you could ever want. We will get to see how they press apples to make them into apple cider, and get to taste several varieties of apples and apple cider. We then take a tractor ride to the pumpkin patch were I get to pick a pumpkin (we will do lots of things with it, so check back next month for that) and then we watch how corn meal is made (we will then bake corn bread from it and make our own butter to go with it). We also check out the inside of a beehive and talk about the jobs of the different bees.
See you Monday!
Today we got to make our Apple Happy books. I had each child read with either me or my assistant and we stamped their books when we were done. It was also very cute to hear them–some of my more vocal children were very quiet when reading and some of the soft spoken ones were very loud and proud that they could read. It is interesting to see those levels of certainty even at this age! 🙂
On to Apple Day…
We read our “I like ______ apples.” chart again today and this time I cut apart the sentences for the children to read. I write them on a sentence strip and cut them apart. I then ask the student belonging to the sentence to pick “x” number of boys and girls to hold the other words in their sentences. I mix them up pretty good and we have to put the sentence back in order. The children love to hear the silly sentences read aloud when they are all mixed up. I love this activity because it has so many wonderful literacy skills embedded in it, but also at the beginning of the year, it’s a great way to get to know each other’s names. In my classroom, we use the children’s names to tell each other the children that need to switch places to get the words in the correct order. “Susie has “like” and needs to switch with Jon, who has “the””.
I also have the children use necklaces occasionally to hold their word cards if I see they are getting to mangled being held.
We also FINALLY got around to making our pattern block apples:
Tomorrow we will experiment with apples to see if they sink or float and if there is a difference between colors and sizes. Of course, we will make predictions first and then see what happens. We didn’t get to use the balances today, but I’ve penciled in time to make it happen tomorrow!
Well we didn’t get done nearly everything I wanted to get done because my kids found out it is my birthday today and they were more interested in that! They made me write about myself in our Morning Message today–I feel so selfish doing that! They said that because I write about their birthdays in the message, I have to write about mine too! So I said, fair enough–and wrote about my b-day. I’ll post pictures later today or tomorrow about what we did, but here it is in a nutshell….
We looked back over our tasting graph from yesterday and talked about what we could write about it. They came up with some great ideas and you will see those in the pictures later. We also put an apple in our balance scale and estimated how many 1 inch cubes it would take to make the scale balance. We wrote down the estimates and then checked them. It was a great way to introduce the scales for this year and it got the kids excited about using them–like they aren’t already! 🙂 We will use them tomorrow with a variety of math tools. We then wrote about our estimates, who was the closest and furthest. We also read The Apple Pie Tree (Big Book) from Scholastic–it was in one of our old reading series.
We were going to do the pattern block apples, and the Apple Happy book that I made, but I guess that’s for tomorrow! It’s also exactly why I do my lesson plan book in pencil! 🙂
Here are the photos:
We had so much fun today reading and learning about apples. We again read our big book “Apples” by Melvin and Gilda Berger. Today, we looked for seasonal words: Fall, Winter, Spring, Summer and highlighted these words in the book.
I store them in these large envelopes labeled with the title of the book and paper clip them to the front of the book to use in our Big Book Work Station.
We also read these books for read alouds today:
During our Math/Science time today, we cut up apples and tasted them. We talked about how each kind tasted, how it was alike or different from the other (red vs. green) and then we graphed our favorite tasting apple:
We had a wonderful discussion about the title of the graph. I talked with the children about the older children in our building who are currently taking ISTEP+ (standardized testing for Indiana). They are asked on the test in the math portion to identify what the best title would be for the graph they see in front of them, so we talked about what the best title would be for the graph we see. We came up with, ” What kind of apples do you like best?”
One child then recognized that we did not put a title on the picture graph we made yesterday, so we did that too! **wink, wink** Don’t you just love how they pick it up so quickly! 🙂
We began our study of apples by guessing what I had hidden in my Science Mystery Box. After a few questions, the children guessed that I had an apple and so it began….
During our math/science time (it was brilliant of me to put them together in the same time block, because of all the overlap in concepts!), we each got the apple that we brought. We then sorted them by color into rings that I have for making actual Venn Diagrams. I labeled the circles for my friends who are visual learners:
We then took those apples and made them into a real graph:
We then moved our real graph into a picture graph:
We then wrote about our graph. The thing I love most about graphing is that it allows me to meet the needs of so many kids at a time. I can ask the lower students to tell me what the colors are, and to show which column is biggest or smallest. I can ask the middle students to tell me how many of each apple there are and which are the most, least and equal. The higher students are asked to tell me what I would get if I added two columns together or if I took one column away from the other.
Tomorrow, we will taste apples and graph which ones we like the best.
Here is the big book we read:
And here are the read alouds for today:
Stay tuned…..all week long we will be doing other apple activities that I will share!
For each seasonal “time” in our year, I have my kids complete a pattern to display. These go along with the Pattern Block Graph I created (under the Math tab and in the PDF files). I have an apple, pumpkin, (the turkey is in progress!) scarecrow (on the PDF page) ,a snowman, snowflake, heart, shamrock, and I hope to make an egg or bunny, and get the flower posted soon too!
Basically, what I do with these is this: When I had 1/2 day, the kids would glue the pattern block shapes on one day and complete the graph the second day. Now with Full Day, I think we could get them totally done in about 1 hour–they take a lot longer than you think! 🙂 The kids complete the shape and then count and graph the number of each shape that they used. Sometimes, I only put out a few shapes, and leave the kdis to problem solve (What can we do if we don’t have any trapezoids?), so that each graph will turn out a little differently! Each table might also get different shapes and some of my more advanced children will notice and go and borrow from another table! 🙂
I like these because even though it looks like a “crafty project”, I can justify my students matching shapes, problem solving, and graphing.
I use those vegetable party trays to put the shapes on the tables. Each little section gets its own shape. I keep pattern block shapes in the trays all year long. I get the veggie trays at the Dollar Tree! 🙂 I purchased a class set and we use them all the time for sorting and for when we have special create a character (gingerbread man) felt store days—much more on that later! 🙂
I am posting them here and will convert them to PDF and have them there under the letter P.
This is a graph I made a few years ago that I just love! I have a seasonal shape that I have my kids fill in with paper pattern block and then to stretch the learning just a bit, and since each child fills in a hexagon a different way, I have them graph their results on this page.