ALEX Lesson Plan

     

Peeking At Pumpkins

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  This lesson provided by:  
Author:Carolyn Hayes
System: Shelby County
School: Helena Elementary School
  General Lesson Information  
Lesson Plan ID: 519

Title:

Peeking At Pumpkins

Overview/Annotation:

As part of a unit about pumpkins, students will learn about the life cycle of a pumpkin. Student understanding will be aided by the use of the flannel board, individual booklets, and Kid Pix software.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

English Language Arts
ELA2015 (2015)
Grade: K
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

English Language Arts
ELA2015 (2015)
Grade: K
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



Local/National Standards:

 

Primary Learning Objective(s):

Students will state the steps of the pumpkin life cycle. Students will use new vocabulary in speaking.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Pumpkin Circle: The Story of a Garden by George Levenson, pumpkin seeds, several varieties of pumpkins, green curly ribbon (one curled strand to be used to show what a tendril looks like), flannel board, flannel board pieces (seed, sprout, plant, flower, pumpkin, brown pumpkin), example of the accordion-folded pumpkin life cycle book.

Each child will need the following: scissors, markers (green blue, brown), yellow tissue paper (2"x2" square), glue stick, green construction paper (2"x2" square), orange construction paper (2"x2" square), brown construction paper (2"x2" square), accordion-folded paper booklet made from 12"x18" white construction paper

Technology Resources Needed:

computer and Kid Pix or other simple drawing software needed for the extension activity

Background/Preparation:

This could be the first time a child is introduced to the life cycle concept. No prerequisites are necessary.

  Procedures/Activities: 
1.)The teacher will state the following rationale: As students, it is important that we learn about the world around us. Today we will learn about the life-cycle of a pumpkin. A cycle is a series of things that happen over and over in the same order. For example, the seasons of the year occur over and over. This is a cycle. What are some other things that occur in a cycle? Life-cycles are found throughout nature, even in people. Understanding life-cycles helps people grow fruits and vegetables for food, and flowers for gardens. Later, we will learn about the life-cycle of animals. This knowledge may help us find ways to protect animals.

2.)The teacher will read Pumpkin Circle: Story of a Garden to the class. While reading, the teacher will discuss the following vocabulary words: seeds, sprout, roots, vines, and tendrils. The teacher will use concrete objects to help students understand the terms.

3.)The teacher will ask, "Why does the book have the word circle in the title?"

4.)The teacher will place the flannel board pieces on the flannel board. The teacher will state each step in the pumpkin life-cycle as she/he places the pieces on the flannel board.

5.)The teacher will show the students the example of the pumpkin life-cycle booklet.

6.)The teacher will demonstrate what to do on each page as the students complete the book.

  Assessment  

Assessment Strategies

At a later time, the student will state the steps of the pumpkin life cycle, using the appropriate vocabulary.

Acceleration:

The student will use the circle tool in Kid Pix to draw a pumpkin patch.

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.