Instructional Assessment Unit Plan

Active Learning with Apples!

Angela Vallecorsa Pre-K September 2013

Contextual Factors
School Factors Within the settings of the Early Connections center, the population is below 150 students throughout the day. There are three classrooms which have both a morning and afternoon group of students that can range anywhere from 8-15 students per group. There is another classroom with full-day preschool, and that group has about 15 or less students. The Early Connections program is a funded program, so that means the students can attend for free. Along with the preschool programs, there is an after-school program where students can stay after school for care for a given amount of time until they are picked up by parents or guardians. The Early Connections center is located in the basement of the United Way building on West Sixth Street in Erie, Pennsylvania. There are six rooms; one of the rooms is a community conference room for the United Way, and one of the rooms is a kitchen. Each instructional classroom is painted a different colorpink, green, blue, and purple. Classroom Factors Materials/Resources Within the classroom I teach, there are two small group tablesenough for all the students to have a seat. There is a bathroom near this area in the room. Within the centers, there are three smaller tables; one for dramatic play, one for art, and the third for the writing center. There are enough tables for two to three students to use while in the appropriate center. There is a reading area with cozy pillows, a mini mattress, and a comfy chair. Within the large group area, there is a rug where all the students meet together. There are manipulatives, such as dominos, chain links, large and small waffle blocks, connectors, large Lego blocks, foam beading, and pegs with peg boards. There are many books and different kinds of puzzles. Within the science center, the current focus is magnets and discovery bottles. There are pans, multiple types of magnets, mazes, and different types of discovery bottles, such as ones with soap and colored water with plastic letters, colored hair gel with glitter, colored hair gel with marbles, water, oil, and food dye, and another with kidney beans and foam shapes. Within the writing center, there is a chalk board on the wall, a stand up chalk and white board, and there is a table with two magnet writing boards. Within the art center, there are many different activities the students can do. It is all considered free art, so they are free to use their imagination to create the artwork. Materials include Play Doh and tools, paper, paper stamps, ink pads and stamps, scissors, glue, crayons, markers, colored pencils, foam, and materials for collages. Within the block center, there are different types of blocks, people, animals, cars, and large Lego blocks with a large

rug for manipulation and creative play. Within the dramatic play center, there are items such as a play kitchen with food and dish items; there are dolls, a table, hats, a pan and broom, and a basket with apples. There is also a sand table with appropriate toys, and a music center with different items to manipulate to make sounds such as sticks, a drum, wooden frogs; there is also ribbon to dance with, and scarves to use for dress or manipulating. For technology, there is one computer which the students do not use. There is also a CD player/radio, and the teachers use this. Routines/Grouping Patterns/Schedule When the students first arrive, they must get their folder out of their book bags and put it into the designated bin. After this, the students must hang up their belongings on the hooks which are on the wall. After this, they must wash their hands to get ready for the day. The students will then find their name and practice writing and spelling it. Once they have done this, they raise their hand and ask for the teacher, so he or she can read off the letters of their name, and then be dismissed to the carpet for manipulatives. After breakfast has arrived and is ready for the students, then they wait for the bell to start the clean-up process. The students sing a little song, and then they wait quietly on the carpet to be called to wash their hands before breakfast. Once they have washed, the students need to find their placement with their name on it, and wait for all the other students to get seated. Once everyone is seated, the students sing a Give Thanks song and then they may eat together. Once finished with breakfast, they raise their hands and may be dismissed to dump any excess food out into the garbage, place their plate, cup, and spoon in the correct area, and wash their hands again. After this, the students go to the carpet and pick out a book or puzzle to focus on. This should be a quiet time for the students. After about ten minutes of books and puzzles, the bell will ring again and the students clean up to get ready for calendar time. During calendar time, all students should be sitting crisscrossed on a designated letter around the rug. We sing a welcome song, talk about what day it is, we sing a weather song and one student will check the weather. After the weather, we work with a pattern, and then recite a poem (currently about apples). For center time, each student has their picture laminated and hung on a string. When the student picks a certain center, they must hang up their picture on the designated poster sign for each center. If the student would like to switch centers, the student must take his or her picture card and move the card wherever they would like to go next. During center time, there is an activity for the students to complete on an individual basis. The students will go to the middle table when called and complete an art project or any developmentally appropriate activity for the day. When finished at the table, the students may go back into their centers and continue their free play. The different centers are music, science and math, dramatic play, blocks, discovery, art, writing, toys, and books and puzzles.

After center time, the students in the morning have a whole group activity that usually happens. We read books, play educational games, and learn about different things during different units. After the whole group time, the students get their things and we head outside for recess. If the temperature outside is 90 degrees or above, we cannot go outside to play. If the temperature is 25 degrees or lower, we cannot go outside to play. If it is raining or snowing we usually stay inside and listen to songs or jump on the trampoline. After gross motor time, the students ride the bus home or are picked up. Student Characteristics The ages of the students in the classroom range from 3-5 years old. In the morning group, there are anywhere from four to five girls at a time, with four to six boys at a time. In the afternoon group there are four girls and three boys. There are many different races including Latino, African American, Iraqi, and Caucasian. Some of the students within my classroom need speech therapy and occupational therapy. Some of my students are lower developed in some areas, such as fine motor skills and speech skills, while other students are successful in fine motor and speech. Some students are developing higher order thinking skills, as well. A few students speak Spanish, and one student speaks Arabic. The students have different skill levels, but when they attempt to complete something in a lesson, they all try to use their current skills and complete the activity. This is definitely a good thing for their skills set, in which they keep trying new tasks. As I teach to my students, I take into account their interests, as well. Many students like being outside, so for some of my lessons, I had the students outside. Some of my students like eating, so I incorporated food into my lessons. The majority of my students like doing art, so I had many different art projects included in my unit plan. Instructional Implications I. Age--The reason why the lessons are very basic is because of the age level of the children. Some small group times are modified to fit the needs of the student. For example, for those students who are lower, I might not give them as many apple number matching dots as those who are higher developed. If those students who are more developed than some others, I will challenge them. For example, I would ask them more difficult questions, or ask them to complete more difficult tasks. Classroom Small Groups--Another reason the way my lessons are developed the way they are is because center time is before whole group time. I have my lessons structured around the way the schedule is set. My students get to experience somewhat of an anticipatory set or an introduction to what we will be discussing during the day. During the small group, I usually only have one student come to see me for their activity at a time, unless it is art or

food. Focus needs to be on what they are saying and how they are reacting to different tasks, art projects, or foods that the students are exposed to. II. Whole Group Time--Within our whole group time together, we only have about 15 to 20 minutes of time together. This is limited because it usually ends up being 10 minutes of solid learning time for the students because clean up time usually runs over, and then the students have to get ready to go home five minutes early, which leaves less time than allotted for whole group. So, this means I have to allow time for that during my lessons. Student Levels/Small Group Time--During small group time during the students' center time, there is a good amount of time to spent with the students, but at the same time, there are many different levels to teach to. I have to be able to modify to reach a five year olds development, and then modify to reach a three year olds development. This can be difficult sometimes because there are students who are giving signs of an early reader, while one of my students is showing signs of being on the autism spectrum.

Learning Objectives Objective One (OBJ#1)-- The students will be able to describe an apple. 3.1a.5 Identify parts of living things For Objective One, the students need to be exposed to those crucial inquiry elements, and observing would be included in this objective. To be able to describe an apple, a student has to have observation skills to complete that task. Objective Two (OBJ#2)-- The students will be able to explain that an apple starts as a seed. 3.1b.2 Describe that seeds grow into plants For Objective Two, the students need to learn about life cycles. A tree just does not produce apples. It has to start out as an apple seed. If the students learn this, then they are able to apply it to different fruits and life in general. Objective Three (OBJ#3)-- The students will be able to identify how apples have changed. 3.2a.4 Experiment with changes in substances when combined For Objective Three, the students should be able to identify the different forms of an apple. An apple can be eaten raw or cooked and the students will identify how the apple has changed

Assessment

OBJ#1

Pre-Assessment: Through discussion, the students will complete the following sentence: Apples are... Formative Assessment: Through discusion, the students will complete the following sentence: Apples are... Post Assessment: Through discussion, the students will complete the following sentence: Apples are... Pre-Assessment: Through discussion, ask the students where apples come from. Formative Assessment: Through discussion, ask the students where apples come from. Post Assessment: Through discussion, ask the students where apples come from.

OBJ#2

OBJ#3

Pre-Assessment: While tasting the apples, ask the student what kinds of thing are made with apples. Formative Assessment: While putting everything together for the apple pie, ask the student what he or she will think will happen. Post Assessment: While eating the apple pie, ask the student what happened to all of the apples.

Formative Assessment

OBJ#1

Adaptations: If the student cannot say what apples are, the teacher can show the student picture cards and have the student pick which picture details an apple.

OBJ#2

Adaptations: If the student cannot say where apples come from, show him or her different picture cards and let the student pick where he or she thinks apples come from.

OBJ#3

Adaptations: If the student cannot say how the apples changed, give the student words to choose from and let the student attempt to choose a word you gave as an option to the student.

The main form of assessment for this apple unit is a checklist. I have a checklist for two weeks worth of lessons. On the checklist, there is a box by each day for each student. I write inside of the boxes a checkmark for participation, and then I write down anything worth mentioning for future reference. For example, if the student makes a few comments during the activity he or she is participating in, then I would write whatever was said down into the students individual box. It is very important to have this information because if you do not create of what the students developmental levels are in the beginning of the year, or the beginning of a unit, a teacher would not have record or proof of any type of progress the student would have made throughout the year or unit. Materials/Resources/Technology Visit to an Apple Orchard, book Chart Paper/Markers Apple to pass around Paper apples to write ideas on Book, Autumn is for Apples Paper Plates Paint/Brushes Construction Paper Stapler or glue Assessment Checklist Five Hungry Worms game (EDM pg. 54) Felt Board Five Apples Way Up High, finger play Apple Poem Poster Assessment Checklist Tape Red, Yellow and Green apples (enough for the class) Apple cutter (teacher use only) Autumn is for Apples, book Ten Apples Up on top, book Pattern Apples Pattern Apple Dots Crayons Sticky tack Inside of an Apple, book Apple Growth sequence cards/feltboard Inside of an apple look board Apples

Paint Smocks Paper plates Cardstock paper Pre cut apples, sugar, flour, cinnamon, nutmeg, pie crust, pie plates, salt, oven The Apple Pie Tree, book Chart paper/markers "Response to apples" papers Crayons/markers

Vocabulary 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Apple Seed Big Small Sour Sweet Eat Pie Stamp Pattern

SCOPE OF INSTRUCTIONAL PLAN

September 17, 2013 -- Big Idea/Essential Questions Children write for different purposes and audiences. How do I share information through writing? How do I describe my writing? Standard 1.4.2. Share information through pictures and dictated words 1.1.4 Answer questions about stories Objective Each student will participate in creating a chart using their knowledge about what they know and understand about apples. The students will collectively create a chart about what they know pertaining to apples. Anticipatory Set The students will pass around an apple to examine, and we will talk a little bit about where the apple came from. The students will ask any questions they have about apples, and the teacher will write these on the board. The students will listen actively to the story, while being prompted to answer questions during specific parts of the story. (When the teacher deems necessary)

Procedures 1. The teacher and students will complete the anticipatory set. 2. 3. 4. 5. 6. After the story is read, the teacher will ask some questions about the story. Each student will come up in front of the class and tell the teacher what they now know about apples. (The teacher will be writing the ideas on paper apples) The student will stick their paper apple onto the chart paper. The student will share his or her knowledge fact about apples to the class.

Adaptations Early Interventionextra scaffolding for the child to reach an answer Closing The students will share their knowledge with the class.

September 18, 2013 Big Idea/Essential Question Mathematic knowledge is built through active manipulation in the areas of numbers and operations by organizing, representing, and comparing numbers. Why do I need to be able to count objects? How do I use numbers every day? How can I record what I count? Children understand and respond to a wide variety of text. How do I indentify parts of books? How do I show print awareness? Can I make and confirm predictions about text? Visual arts allow individual expression of interests, abilities, and knowledge. How do I share ideas about personal artwork and the work of others? Standard 2.1.3 Practice counting and # recognition 1-5 through role play. 1.2.5 Use illustration clues and story sequence to infer and predict what happens next. 9.1c.2 Combine a variety of materials to create new products. Objective The student will be able to drop the correct amount of worms into the bucket. The student will orally tell the teacher what he or she believes will happen next in the story. The student will construct and paint a paper plate apple. Assessment The teacher will assess the students ability (using a checklist) to use fine motor skills by pick ing up a certain amount of worms with a small device. The teacher will assess the students ability to predict what happens next in the story on a checklist. The teacher will assess the students ability to construct and paint a paper plate apple on a ch ecklist.

Anticipatory Set The teacher will have the students play a round of the game, Five Hungry Worms. Procedures 1. Complete the anticipatory set. 2. During circle time, the teacher will read the story and stop at particular parts in the story and ask the students what he or she predicts will happen. 3. 4. The teacher will record their answers on the checklist being used. During center time, the teacher will call each student over to the table.

5. The teacher will explain what the student will be doing, and scaffold the student to help him or her reach the desired result of a painted paper apple. 6. 7. 8. The students will complete their painted paper apple. The teacher will then record what the student accomplished on the checklist. The teacher will write down any comments the student made during the art activity.

Accommodations Early Intervention The teacher will provide extra scaffolding to the students during the lesson. September 19, 2013 Big Idea/Essential Question Music can be used to express and initiate aesthetic and physical responses. How can I express myself through music and movement activities? Emerging reading involves the use of pictures, symbols, symbols, and text to gain information and derive meaning. How do I practice pre-reading skills? How do I understand information and details from a variety of books? Standards 9.1a.1 Practice rhythms in different forms of music and dance 1.1.5 Recite rhymes, songs, or familiar text while using tracking Objectives The student will be an active participant in the finger play. The student will be an active participant by helping to read the poem to the class. Assessment The teacher will assess the student based on his or her participation, through the use of a checklist. The teacher will assess the student based on his or her participation, through the use of a checklist. Anticipatory Set The teacher will ask the student what they remember learning about the previous day (apple painting). Procedures 1. Complete the anticipatory set. 2. The teacher will have the poem tacked onto the wall.

3. apple. 4. 5.

The teacher will explain to the students that when the pointer moves to the picture of an apple, they all say The teacher will read the poem once through and then have all the students participate. After the poem, the students will be introduced to the finger play.

6. The teacher and students will participate in this finger play one or two times, depending on the amount of time and interest. 7. The teacher will have the checklist available to fill out during the finger play and poem.

Adaptations Early Intervention The students might need extra scaffolding during the poem and finger play. The students might need a confidence boost during the poem and finger play. The teacher can encourage the students. Closure The students will take turns telling the class whether they liked the poem or finger play better.

September 20, 2013 Big Idea/Essential Question Learners collect, represent, and analyze data to answer questions, solve problems, and make predictions. How do I collect data? How do I explore and display data? How do I talk about data? What patterns can I create and describe? Standards 2.6.1. Participate in group graphing 2.6.5 Draw conclusions 3.1a.9 Tasted a variety of foods Objectives The student will be able to decide which apple is their favorite, and be able to graph it on the chart. The student will be able to taste a variety of apples. Assessment The teacher will assess the students ability to draw conclusions. The teacher will use a checklist. The teacher will assess the students ability to be an active participant in the group graphing through the use of a checklist. Anticipatory Set During center time, each student (one at a time) will come to the small group table and taste all three color types of apples: red, yellow, and green. Once the student has tasted all three types of apples, then the teacher will ask him or her which apple is the students favorite apple of the three. Then the teacher will mark the apple the student likes on the checklist. The student at this point can go back and play in whatever center they would like to. Procedures 1. Complete the anticipatory set.

2. During circle/large group activity time, ask the students questions such as, Tell me about what you did when you came to visit me during center time. What did you like best about tasting all the apples? Have you ever tasted those apples before? Where? Do you eat the whole piece of apple, or do you just eat the flesh of the apple? Do you like the apple skin? Why/why-not? 3. After the questioning, call each student up to the front of the class and give him or her the apple that he or she liked the best. 4. 5. The student will then take the apple and put it on the correct space on the bar graph. The student will tell the classroom their favorite apple and why.

6. When all the students have graphed their favorite apple, the teacher asks questions such as, Which apple is liked the most? How many students like the red? How many students like the yellow? How many students like the green? Which apple is liked the least? Why did you like the red apple? Why did you like the yellow apple? Why did you like the green apple? Why didnt you like certain apples? 7. The teacher will make sure to ask each student one of the questions above and record their answers on a checklist. 8. The teacher should then place the bar graph chart to be visible to the students during the day, and during the time period of the apple unit. Adaptations Early Intervention The students may need extra scaffolding and redirection during the apple tasting. The students may need extra scaffolding and redirection during the apple graphing. Closure The students will tell their classmates their favorite apple and why. September 23, 2013 Big or Essential Question Mathematic knowledge is built through active manipulation in the area of numbers and operations by organizing, representing, and comparing numbers. Why do I need to be able to count objects? Learners discover how objects are related to each other using models, patterns and functions involving numbers, shapes, and graphs in problem solving situations. How do I respond to routines? How do I use manipulatives to show relationships? What patterns can I create and describe? Curriculum Standards 2.1.1 Name numerals to 10 2.8.3 Recognize and extend simple patterns Lesson Objectives The student will be able to name numerals to 10 and create a pattern using different colored apples. Assessment The teacher will assess the student through the use of pattern dots and how accurate the students are in creating a pattern. The teacher will assess the students through the use of a checklist, so as to see if the students can count to ten.

Materials and Resources 1. Ten Apples Up on top, book 2. Pattern Apples 3. Pattern Apple Dots 4. Crayons 5. Sticky tack Anticipatory Set During calendar time, the students will be introduced to a new pattern type, ABB. Procedures 1. The students and teacher will complete the anticipatory set. 2. During center time, the teacher will call over each student and he or she will complete an patterns that the teacher will show the student. 3. The students will recognize the pattern and then the teacher will give directions to the student, so he or she can finish the pattern. There will be two types of patterns, ABA & ABB. 4. After the students complete the two patterns, the student and teacher will walk over to the apple wall. (A place on the wall where there are apples stacked upon one another (paper apples) vertically with sticky tack) 5. The student will stand beside the vertical apple line on the wall and the teacher will point to the apple that he or she is as tall as. 6. 7. The student will count how many apples tall he or she is. The teacher will write the students name on that particular apple.

8. During whole group time after center time, the teacher will read the story Ten Apples Up on Top. Questioning during the story will happen during the story, and as needed: What do you believe will happen next? Why do you think that? How many apples are there now? Lets count. 9. After the story, the teacher will call each student to the front of the class and tell their classmates how many apples tall he or she is. Adaptations Early Intervention The students may need extra scaffolding during transition times and while identifying the pattern. Closure The students will share how many apples tall he or she is with their during whole group time. September 24, 2013 Big or Essential Question Visual arts allow individual expression of interests, abilities, and knowledge. How do I share ideas about personal artwork and the artwork of others? Curriculum Standards 9.1c.1 PresentationRepresent experiences, thoughts and ideas through visual arts Lesson Objectives The student will represent their personal ideas about apple stamping, ultimately with a completed apple-stamped painting.

Assessment The teacher will assess the students apple painting based on participation. Materials and Resources 1. Inside of an Apple, book 2. Apple Growth sequence cards/feltboard 3. Inside of an apple look board 4. Apples 5. Paint 6. Smocks 7. Paper plates 8. Cardstock paper Anticipatory Set The students will be introduced to the parts of an apple during calendar time: stem, skin, flesh, and seeds and look at them closely. Procedures 1. The teacher and student will complete the anticipatory set. 2. 3. 4. During center time, the teacher will have one or two students come to the small group table. The student will put on a smock and use the apple to stamp/paint their piece of cardstock paper. When the students are finished, they will wash their hands and then go back into their play centers.

5. During whole group we will start to read the story. In each pivotal part of the story, the teacher will put an apple life sequence card on the board. 6. 7. After the entire story is over, all of the apple life sequence cards should be on the board. When the story is over, the teacher and students can review this together.

Adaptations Early Intervention The students are going to need extra scaffolding during this lesson. Closure

The students can talk in large group what they liked best/least about the painting.

September 26-27, 2013 Big Idea/Essential Questions Learners will identify attributes, units, or systems of measurement and apply a variety of tools to explore the distance, weight, length, height, time, and temperature of objects. What do I understand about the measurement? How can I group objects according to common properties? What can I discover about quantities of objects? Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning. How do I practice pre-reading skills? How do I understand information and details from a variety of books. Standards 2.3.6 Practice using measurement instruments 1.2.2 Identify the beginning, middle, and end of a story Objectives

The students will be able to participate in making an apple pie with their classmates. The students will be able to participate in new experiences with confidence and independence. The students will be able to identify begining middle and the end of a story. Assessment The teacher will assess the student's ability to participate in making an apple pie through a checklist. The teacher will assess the student's ability to participate in new experiences through the use of a checklist. The teacher will assess the students ability to identify begining middle and the end of a story through the use of a checklist. Anticipatory Set The students will each have an individual part to complete in making their class pie. Procedures 1.The students and teacher will complete the anticipatory set. 2.During whole group time, the teacher will read the story and ask questions such as: What did we do today? What did our friends in the story do? Where do the apples come from? What was in their yard? 3.The following day comes and during the center time, the teacher will call over one student at a time. 4.The teacher will ask the student what he or she thinks about apples. 5.The teacher will give the student the "response to apples" paper and the student will give a statement about what he or she learned. 6.As the last assessment part to the unit, the students will answer the question, "Apples are..." 7.The students will share their answers in whole group before they go taste their apple pie. Adaptations When the early intervention students need extra help, extra scaffolding is given to these students. During the anticipatory set, they may need extra guidance. Closure The response to apples paper is their closure. A teacher will write what they say about apples.

ANALYSIS OF STUDENT LEARNING OBJECTIVE NUMBER ONE 102% 100% 100% 98% 96% 94% 92% 90% 90% 88% 86% 84% Morning Afternoon 95% 95% PreTest Formative Post 100%

OBJECTIVE NUMBER TWO 120% 95% 98%

100%

80% Pre 60% 50% 45% Formative Post 40% 15%

20%

10%

0% Morning Afternoon

OBJECTIVE NUMBER THREE 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Morning Afternoon 15% 10% 40% 50% Pre Formative Post 95% 95%

OBJ#1 OBJ#2

My students made significant progress for this objective. The students were exposed to two different lessons within the two weeks which can help take into account the reason why my students made progress.

My students made progress for this objective, but it was slower because the students were exposed to this objective only in the second week of lessons.

OBJ#3

My students made progress for this objective, and it was slow as well becase my students only had this objective for a stretch of FridayFriday.

REFLECTION AND SELF EVALUATION The objective where my students were most effective at learning was objective number one. I think the reason why the level of success was so high was because the students were exposed to different information detailing the apple every single day. The students were able to read a poem every day about apples, and there was pertinent information detailing apples within that poem.

The objective where my students were least effective at learning was the third objective. I think this objective could have been more effective if we talked more about changes in apples. The reason why is because we only really touched on it three days-when we tasted the raw apples, when we put the apple pie together, and also when we ate the apple pie. I think if we did more hands on activities with the apples changing then it would have been more effective. I would change the way I read the stories. The length of the stories has to be shorter and the text has to be shorter, as well because the students lose interest. I feel like if I make up my own stories to help the students learn a concept, it might be more effective. Also, if I had the students act out stories they might learn something from doing that, too. I would also change the way I started to teach the concept of measuring. I would have them use different objects to measure an apple, and then have measure themselves with apples. This might of helped the students understand a little bit better what the students were supposed to be learning. I also could read a book about measuring.