An Apple for All Seasons

Created by Cheryl Phillips

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Grade Level: 1-2

Introduction

If you go to an apple orchard today you will find trees full of ripe, juicy apples. In Virginia, fall is apple season. But if you visit the same apple orchard in the winter, spring and summer, the trees would look a lot different.

In this activity, you will be making a book which shows what an apple tree looks like during each of the four seasons.

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The Task:

You will make a booklet, which has one page for each of the four seasons. On each page will make a picture of what an apple tree looks like. Part of your artwork will be done on the computer using Paint shop, and the other pages will be done in your class or art by using crayons, markers, colored pencils, or anything else that you like.

Your project should include:

A book cover
four pages with titles (Spring, Summer, Winter, Fall)
Drawing of an apple tree in each season
One sentence on each page describing the tree

Where to start:

To make your book you will need to:

Look at pictures in the books from the library

Click on Web Sites on this page to help you with ideas.

Practice drawing your pages with the computer. Remember, at least one paper has to be done with the computer.

Before you draw your other pages, sketch them out with a pencil first.

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Example:

Fall means it's time to pick those apples.

It is winter and there are no apples anywhere.

Spring is here but there are still no apples in sight.

Evaluation

When your book is finished you should turn it in to your teacher. Your teacher will check to see if you have:

1. You have drawn 4 apple trees in each season.

2. Written a sentence with each tree.

3. Did you make a cover and remember to put your name on your book?

4. Did you do your best?  

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What did you learn?

Most trees change with each season, some don't, like the pine tree.

Trees don't die in the winter, they just go dormant, sort of like a bear hibernates.

Just like people, trees need food and water to live.

Virginia is a great place to grow apples!

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Teacher Notes:

•  I have asked the Art teacher for their summer picture
• The librarian will read Johnny Appleseed and follow up with a fall apple picture
• Their First Grade teachers will have students complete the Spring Apple picture
• Instructional Technologist will do the Winter Picture

SOL objectives:

Science: Life Processes

1.4        The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include

a)      needs (food, air, water, light, and a place to grow);

b)      parts (seeds, roots, stems, leaves, blossoms, fruits); and

c)      characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous).

1.5        The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include

a)      life needs (air, food, water, and a suitable place to live);

b)      physical characteristics (body coverings, body shape, appendages, and methods of movement); and

Language Arts:

1.8        The student will read familiar stories, poems, and passages with fluency and expression.

1.12      The student will write to communicate ideas.

a)      Generate ideas.

b)      Focus on one topic.

c)      Use descriptive words when writing about people, places, things, and events.

d)      Use complete sentences in final copies.

e)      Begin each sentence with a capital letter and use ending punctuation in final copies.

f)       Use correct spelling for high-frequency sight words and phonetically regular words in final copies.

g)      Share writing with others.

Technology Standards for Students

NET Standards: 1, 2, 3, 4, 5, 6    Performance Indicators 1, 2, 3, 4, 9, 10

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3.  Communicate about technology using developmentally appropriate and accurate terminology. (1)

4.  Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

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