Scribd
Upload
22 views4 pages

Apple Mix-Up: Objectives

The document provides instructions for a lesson where students observe, describe, and identify their individual apple after the apples have been mixed together. The objectives are for students to use descriptive phrases to write about and distinguish their apple from others. Students will examine their apple's properties like color, shape, size, and texture. They will record their observations and later try to identify their apple from the mixed pile using their description. The lesson incorporates vocabulary and a writing activity where students compose a paragraph about their apple.

Uploaded by

orases_papreferred
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
22 views4 pages

Apple Mix-Up: Objectives

The document provides instructions for a lesson where students observe, describe, and identify their individual apple after the apples have been mixed together. The objectives are for students to use descriptive phrases to write about and distinguish their apple from others. Students will examine their apple's properties like color, shape, size, and texture. They will record their observations and later try to identify their apple from the mixed pile using their description. The lesson incorporates vocabulary and a writing activity where students compose a paragraph about their apple.

Uploaded by

orases_papreferred
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Apple Mix-up

Objectives:
Students will use their observational skills to write descriptive phrases about an apple.
Students will be able to distinguish their apple from the others in the class.
Students will be able to use descriptive phrases to write a paragraph about their apple.
Essential Questions:
How detailed does my description need to be in order for me to find it in the mix-up?
Which descriptions are the most helpful?
How many attributes do I need to describe my apple so I can recognize it?
How sharp are my observational skills?
Vocabulary:
observe
property
texture
shape
color
density
size
description
adjective
adjectival phrase
Duration:
Two 45-minute class periods
Optional: expand if teaching scientific process
Materials:
pencils
Graphic Organizer Ideas
Graphic Organizer My Apple
Your Ticket Out The Door
Apple Stationary
hand lenses
paper bag with a common object in it
one paper bag per student
one apple per student
Anticipatory Set:
Hold up a paper bag that contains a common object, e.g. baseball or pencil.

Page 1 of 4

Ask one student to put his/her hand inside the bag. He/she should describe the object without
looking at it. The class should be able to guess the object.
Ask the students to define property. If this term has never been used before, take time to
explain it. The property of an object is a quality like size, texture, color, shape, or density.
Ask, What types of words usually describe an object? The answer is adjectives. Explain
that more than one adjective makes an adjectival phrase.

Introduction:
1. Prior to beginning the lesson, review adjectives by using the BrainPOP website:
http://www.brainpop.com/english/grammar/adjectives/. BrainPOP is designed for students in
fourth through sixth grades. BrainPOP Jr. for students in grades kindergarten through third.
2. Spend a few minutes brainstorming adjectives and listing them on the whiteboard.
3. Distribute a paper bag to each student.
4. Optional homework assignment: ask the students to bring an object from home in the bag.
They should write adjectives and/or adjectival phrases to describe their object.
If you use this homework assignment, the first lesson would end here. Before the apple mixup the following day, the students could work in pairs to guess each others objects. If you do
not use the homework assignment, the class would move on to the procedure.
Procedure:
1. Place the apples on a table in the front of the classroom.
2. Ask the students to choose an apple from the table, and then return to their desks.
3. Ask the students to examine their apples. They should use a hand lens for a closer look.
4. Remind the students to pay special attention to the features that distinguish their apple from
the others.
5. In addition to looking for features that will help them recognize their apples, the students
should describe their properties: color, shape, size, texture, and density.
6. The students should record their observations on Graphic Organizer My Apple.
7. When they are finished, the students should return their apples to the table and stand around
it.
8. The teacher should mix up the apples while the students close their eyes.
9. Once the apples are mixed-up, ask the students to try to find their apples.
Guided Practice:
Model the procedure before doing the activity with the students.
Pick an apple and elicit responses that describe the apple.
If the lesson includes writing a description of the apple, arrange their adjectives and
adjectival phrases into a paragraph.
Independent Practice:
The students should repeat the procedure with their own apple. The process should follow the
teachers discretion.

Closure:
Discuss the outcome of the lesson with the students.
Ask a series of questions:

Page 2 of 4

Did you find your apple?


If you did, how do you know the apple is yours?
If you did not, how do you know it is not yours?

Assessment:
Formative: Students will turn in Your Ticket Out The Door and answer these questions on the
ticket:
What did you learn about your observational skills?
What properties did your apple have?
What adjectives describe your apple?
Summative: Students will turn in their final paragraph about their apples. The final copy of the
writing should be completed on the Apple Stationary.
Related Materials and Resources:
BrainPOP and BrainPOP Jr:
http://www.brainpop.com/english/grammar/adjectives
http://www.brainpopjr.com/readingandwriting/word/adjectivesandadverbs/preview.weml
Accommodations and Adaptations:
The complexity of the activity depends on the grade level of the students and the teachers
discretion.
Younger students could draw their apple.
Younger students could write simple sentences underneath their drawings.
If the students have difficulty coming up with adjectives, they could complete this activity
with a partner.
The students could choose from a list of adjectives as they examine their apples.
Grades 1-5
Common Core Standards:
Science Standards:
3.1.3.A Describe the characteristics of living things that help identify them.
3.2.3.A Process, procedures, and tools of investigations.
S3.A.2.2.1 Identify appropriate tools or instruments for specific tasks, and describe the information
they provide (i.e., measuring [lengthruler; mass balance scale] and making observations [hand
lensesvery small objects]).

English Language Arts


1.6.3.A Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information, or opinions.
CC.1.5.3.A

Page 3 of 4

Engage effectively in a range of collaborative discussions on grade level topics and texts, building
on others ideas and expressing their own clearly.
CC.1.4.3.A
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.3.B
Identify and introduce the topic.
CC.1.4.3.C
Develop the topic with facts, definitions, details, and illustrations, as appropriate.
CC.1.4.3.D
Create an organizational structure that includes information grouped and connected logically with a
concluding statement or section.
CC.1.4.3.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.

Page 4 of 4

You might also like