Pumpkins - CPSB by cuiliqing

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									Day 1 Lesson


 Title: Pumpkin Life Cycle

 Subject: Science

 Grade Level: K

 Overview:

 The lesson will focus on the life cycle of a pumpkin.

 Approximate Duration: 1- 30 minute period

 Content Standards:

       Life Science
           The students will become aware of the characteristics and life
        cycles of organisms and understand their relationships to each other
        and to their environment.


 Benchmarks:

       LS-E-B1
           observing and describing the life cycles of some plants and
        animals;


 Grade-Level Expectations (GLEs):

       Life Cycles of Organisms

        Grade K
         Observe life cycles and describe changes (e.g., humans, dogs,
            insects)
        (LS-E-B1)

 Interdisciplinary Connections:

       English/Language Arts : Standard 4
           Students demonstrate competence in speaking and listening as
        tools for learning and communicating.


 Educational Technology Standards:
        Use technology resources to assist in problem-solving, self-directed
         learning, and extended learning activities.


Objectives:
TLW identify the life cycle of a pumpkin.

Lesson Materials and Resources:
• (T) Big book; Growing Pumpkins by Melvin Berger
• (T) Medium size real pumpkin
• (T/S) Pumpkin die cuts
• (T/S) Green yarn
• (T/S) Life cycle pictures
• (T/S) Flower pot
• (T/S) Potting soil
• (T) Pumpkin seeds
• (T/S) Spoon
• (T/S) Tape
• (S) Life cycle booklet
• (T/S) Flipchart with sequencing pictures

Technology Tools and Materials:

Hardware:
Computer
Promethean Board
Projector

Software:
Active Primary
Active Votes

Other:

Background Information:
The student should know that a pumpkin has to go through a series of events
before reaching its full size.

Lesson Procedures:
Gain Attention:
1. The teacher will gain the students attention by singing a transition tune.
• Touch your ears and touch your nose. Now bend down and touch your toes.
Wiggle your fingers; turn around. Now bend down and touch the ground.
Clap your hands. Count 1, 2, 3. Now sit down so quietly. (1 minute)
Rules:
2. The teacher will tell the students, “Today we will be doing several
activities and it is important that we all remember the rules to follow for our
activities.”
• Raise hand when wanting to speak.
• Keep hands and feet to yourself at all times. (2 minutes)
Motivating Introduction:
3. The teacher will show the students a letter. The teacher will explain to the
students that she received the letter in the mail. The teacher will read the
letter to the students. (1 minute)
4. The teacher will select students to find the hidden surprise in the
classroom. The students will find a pumpkin hidden. (1 minute)
State Objective:
5. The teacher will ask the students, “What do you think we will be learning
about today?” The teacher will select 3-4 students to answer and give
assistance as needed. The teacher will explain that the lesson will observe
the life cycle of a pumpkin. (1 minute)
State Importance:
6. The teacher will ask students, “Why do you think it is important for us to
learn about pumpkins?” The teacher will select 3-4 students to answer. The
teacher will explain it is important to learn about the pumpkin life cycle so
students can one day plant and grow a pumpkin. (1 minute)
7. The teacher will ask students, HOTS: “How many stages do you think a
pumpkin must go through before it reaches full size?” The teacher will allow
3-4 students to answer. (1 minute)
8. The teacher will read the big book, Growing Pumpkins by Melvin Berger.
While the teacher is reading, she and the students will count the number of
stages in the life cycle of a pumpkin. (3 minutes)
Transition:
9. The teacher will then allow the students to stand to shake out their
wiggles.
• I wiggle my fingers, I wiggle my toes, I wiggle my shoulders, I wiggle my
nose. Now no more wiggles are left in me, so I can sit as still as can be. (1
minute)
Activity: Promethean Board Presentation
10. The teacher will direct the student’s attention to the Promethean board.
The teacher will explain the activity the students will complete. The
students as a class will use active votes to decide which stage comes next in
the life cycle. The stages of the pumpkin life cycle will be shown on the
Promethean Board in the incorrect order. (3 minutes)
11. The teacher will ask the students, HOTS: “What would happen if the life
cycle was reversed?” (1 minutes)
Activity:
12. After the students have determined the correct order of the life cycle, the
teacher will demonstrate how to plant a pumpkin seed. Each student will be
able to place one scoop of soil over the pumpkin seeds. (5 minutes)
13. The teacher will place more than one seed into the flower pot. The
teacher will ask the students, HOTS: “Why do you think I am putting more
than one seed?” The teacher will allow 3-4 students to answer. ( 1 minute)
14. The teacher will ask the students, HOTS: “What will our pumpkin seeds
need to grow?” (1 minute)
Closure:
15. The teacher will ask the students, Review Objective: “What did we
learn about today?” Review: “How many stages are there in the pumpkin
life cycle?” (1 minutes)
Transition:
16. The teacher will explain the activity that the students will complete at
their tables. The teacher will dismiss students to their tables by the color
clothing they are wearing. (Example: Girls wearing a blue shirt may quietly
tiptoe to their table.) (1 minute)
Activity:
17. The students will sequence pictures of the pumpkin life cycle and attach
them to a piece of green yarn that is connected to a pumpkin die cut. The
teacher will demonstrate how to properly use the tape to complete the
activity. (5 minutes; the students will begin their activity)

*The students will be allowed to complete their activity before going to
centers at the end of the day.

Assessment Procedures:
Formal:

• The completed activity of the students perform on ordering the pumpkin
life cycle, assessed by teacher checklist.

Informal:

• The teacher will observe the students to make sure they understand the
directions of the activity and are using effective communication skills.

Accommodations/Modifications:
• The teacher will repeat directions for all students.
• The teacher will stand near student when teaching.
• The teacher will allow extended time to answer questions and complete the
activities.

       ----- written by Brandy Guidry

Reproducible Materials:

       Pumpkin die cuts
       Life cycle sequence cards
      Letter written to students
      Life cycle booklet
      Sequencing pictures on flipchart


Explorations and Extensions:
Explorations:

• The early finishers will be allowed to go to the carpet and look at books
about pumpkins. They will also be able to color the sequence pictures
attached to the green yarn. When the students have completed each of these
activities, the students will be allowed to draw their own pumpkin.

Extensions:

• While the students are at free centers, I will pull the struggling students to
the carpet. We will review the process of the life cycle and the order. I will
emphasize the terms first, second, next, and last. I will also use resources
from the lesson and other information that I have gathered on growing
plants.

Lesson Development Resources:
Brandy Guidry
Internet

Reflections:

Were the students engaged?
What improvements could I make to my lesson?
Did I cover the material effectively and in an appropriate amount of time?
Was the lesson beneficial to the students?

Contact Information:
Brandy Guidry
bkicker05@aol.com
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
Mrs. Ferguson’s Students,

    Fall is here, what a great time of year! The
weather is getting colder and the leaves are changing
colors. As I was passing through Lake Charles, I
stopped by Mrs. Ferguson’s classroom and left you all a
surprise. However, I left in such a rush; I forgot
where I left it. I can give you directions of where in
the classroom I went and hope you are able to find it.
I hope you enjoy your surprise and have lots of fun.

Good Luck!

Farmer John

  1. Walked through the door, around the carpet and to the reading
     table.
  2. Left the reading table and played on Mrs. Ferguson’s laptop.
  3. After playing on the laptop, I went and made a picture at the red
     table.
  4. Then, I went and played a game on the computers in the back of
     the classroom.
  5. Last, I left out the door and continued on my trip.
Day 1 Lesson
Class Name/Grade: Ms. Ferguson’s Kindergarten
Objective:
    TLW identify the life cycle of a pumpkin.
Teachers' Cue Focus: Pumpkin Life Cycle
                             Cue Checklist Sheet
                 Cue: Correctly sequenced life   Cue: Sequenced life cycle Cue: Unable to
  Student Name
                 cycle                           with assistance          sequence life cycle
* Emily H.       -                               -                        -
* Emily C.       -                               -                        -
* Katelyn        -                               -                        -
* Tyler          -                               -                        -
* Sara           -                               -                        -
* Jaidyn         -                               -                        -
* Brylan         -                               -                        -
* Rice           -                               -                        -
* Asia           -                               -                        -
* Joiya          -                               -                        -
* Aden           -                               -                        -
* Nick           -                               -                        -
* Quentin        -                               -                        -
* Kamden         -                               -                        -
* Kaden          -                               -                        -
* Nakiha         -                               -                        -
* Brayden        -                               -                        -
* Bryan          -                               -                        -
* KeJuan         -                               -                        -
* Annabelle      -                               -                        -
* Hannah         -                               -                        -

(+) Performs this cue almost every time-effortless.
(/) Performs this cue some of the time-almost has it.
(-) Doesn't perform cue correctly.
Day 2 Lesson


 Title: Pumpkin Circumference

 Subject: Mathematics

 Grade Level: K

 Overview:

 The lesson will focus on the term circumference. The students will estimate
 the measurement of a pumpkins circumference.

 Approximate Duration: 1- 30 minute period

 Content Standards:

       Measurement
           In problem-solving investigations, students demonstrate an
        understanding of the concepts, processes, and real-life applications of
        measurement.


 Benchmarks:

       M-2-E
            selecting and using appropriate standard and non-standard units of
        measure (e.g., paper clips and Cuisenaire rods) and tools for
        measuring length, area, capacity, weight/mass, and time for a given
        situation by considering the purpose and precision required for the
        task;
       M-3-E
            using estimation skills to describe, order, and compare measures
        of length, capacity, weight/mass, time, and temperature;


 Grade-Level Expectations (GLEs):

       Measurement

        Grade K
         Measure and estimate length and capacity using non-standard
            units (e.g., sticks, paper clips, blocks, beans)
        (M-2-E) (M-3-E)
         Use comparative and superlative vocabulary in measurement
             settings (e.g., longest, shortest, most, hottest, heaviest, biggest)
         (M-1-E) (M-2-E) (M-3-E)

Interdisciplinary Connections:

        English/Language Arts : Standard 4
            Students demonstrate competence in speaking and listening as
         tools for learning and communicating.


Educational Technology Standards:
   Use technology resources to assist in problem-solving, self-directed
      learning, and extended learning activities.

Objectives:
• TLW estimate the circumference of a pumpkin with a piece of yarn.
• TLW identify and define the term circumference.

Lesson Materials and Resources:
• (T/S) Medium real pumpkin
• (T/S) Yarn
• (T) Tape
• (T) Scissors
• (T/S) Poster board chart
• (T) “What am I?” clues
• (T/S) Promethean graph

Technology Tools and Materials:

Hardware:
Computer
Promethean Board
Projector

Software:
Active Primary

Other:

Background Information:
The learner should know how to use reasoning skills to estimate the
pumpkins circumference.

Lesson Procedures:
Gain Attention:
1. The teacher will gain the students attention by singing a transition tune.
   • Touch your ears and touch your nose. Now bend down and touch your
toes. Wiggle your fingers; turn around. Now bend down and touch the
ground. Clap your hands. Count 1, 2, 3. Now sit down so quietly. (1 minute)
Rules:
2. The teacher will tell the students, “Today we will be doing several
activities and it is important that we all remember the rules to follow for our
activities.”
• Raise hand when wanting to speak.
• Keep hands and feet to yourself at all times.
• When walking around the classroom walk slowly, carefully, and quietly. (2
minutes)
State Objective:
3. The teacher will tell the students, “Today we will talk about
circumference.” The teacher will define the term circumference. (1 minute)
State Importance:
4. The teacher will tell the students, “It is important that we learn about
circumference because it is a term that you will need to know for many years
to come.” (1 minute)
Motivating Introduction:
5. The teacher will play a game with the students to determine the mystery
item (pumpkin) for the lesson. The game will be "What am I?" The teacher
will give the students clues to solve for the mystery item. Once the students
have determined the mystery item is a pumpkin, the teacher will show the
students a large, real pumpkin. (2 minutes)
6. The teacher will ask the students, HOTS: “How do you think
circumference relates to a pumpkin?” The teacher will select 3-4 students to
answer and give guidance as needed. (1 minutes)
Activity:
7. Once the teacher and students have determined how circumference relates
to a pumpkin, the teacher will explain the activity the students will complete.
The teacher will give one student a roll of yarn. The student will look at the
pumpkin and estimate the circumference of the pumpkin using the yarn. The
teacher will cut the yarn for the student and pass the yarn to the next student.
(5 minutes)
8. Before beginning the activity, the teacher will ask the students, HOTS:
“Do you think more students are going to estimate too short, too long, or the
same?” Explain. The teacher will select 3-4 students to answer. (2 minutes)
9. After each student has a piece of yarn, the teacher will find the true
circumference of the pumpkin. Each student will compare their piece of
yarn to the teachers yarn. As a class, the students will determine if the
students yarn is to short, to long, or the same length. The student will move
their name on the Promethean Board to the correct column on the graph.
The teacher will put the students yarn under the correct heading on the
graph. (7 minutes)
Transition:
11. The teacher will allow the students to stand and get their wiggles out
after completing the activity.
    • I wiggle my fingers, I wiggle my toes, I wiggle my shoulders, I wiggle
my nose. Now no more wiggles are left in me, so I can sit as still as can be.
(1 minute)
Activity:
12. The teacher and students will count the amount of students whose
estimate was too short. (1 minute)
13. The teacher and students will count the amount of students whose
estimate was too long. (1 minute)
14. The teacher and students will count the amount of students whose
estimate was the same. (1 minute)
15. The teacher will ask the students, HOTS: “Why do you think more
people estimated shorter/longer/same than the actual circumference of the
pumpkin?” The teacher will choose 3-4 students to answer. (1 minute)
16. The teacher will ask the students, HOTS: “If we measured the
circumference of the pumpkin with another item (example: rocks, blocks,
tape measure), would the circumference be the same?” The teacher will
select 3-4 students to answer. (1 minute)
Closure:
17. The teacher will ask the students, Restate Objective: “What term did
we talk about in today’s lesson?” (Circumference) Review: “Can anyone
define the term circumference?” The teacher will choose students to answer
until given the correct answer. The teacher will ask the students to state one
thing that they liked about the lesson or something that could have been done
differently during the activity. (2 minutes)

Assessment Procedures:
Formal:

• The teacher will use a checklist to assess the student’s performance on
estimating the circumference of a pumpkin.

Informal:

• The teacher will observe the students to make sure they understand the
directions of the activity and are using effective communication skills.

Accommodations/Modifications:
• The teacher will repeat directions for all students.
• The teacher will stand near student when teaching.
• The teacher will allow extended time to answer questions and complete
activities.

      ----- written by Brandy Guidry
Reproducible Materials:

      Graph on Promethean Board
      “What am I?” clues
      Poster board chart


Explorations and Extensions:
Explorations:

      The teacher will allow the early finishers to go to the carpet and
       estimate the circumference of miscellaneous objects (example: apple,
       clock, basketball). The teacher will have pre-cut yarn that is the
       correct measurement of each objects circumference. The students
       will compare their yarn estimation with the actual measurement.

Extensions:

      The teacher will bring the struggling students to the reading table
       while at centers. The teacher will review the terms circumference
       and estimation in depth. To aid the students understanding, the
       teacher will use resources that relate to the students real-life.

Lesson Development Resources:
Brandy Guidry
Internet

Reflections:

Were the students engaged?
What improvements could I make to my lesson?
Did I cover the material effectively and in an appropriate amount of time?
Was the lesson beneficial to the students?

Contact Information:
Brandy Guidry
bkicker05@aol.com
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
We estimated the circumference of our pumpkin.




     Too Short                   Too Long                       Just Right




_________ estimated too short.

_________ estimated too long.

_________ estimated just right.


     Each heading will be written on a piece of poster board and posted on the
      board. After the students have compared their piece of yarn to the
      teachers, the teacher will tape the yarn under the correct heading. The
      number of yarn under each heading will be written on the blanks. After the
      students have compared their piece of yarn to the teachers, the teacher will
      tape the yarn under the correct heading. The number of yarn under each
      heading will be written on the blanks.
                “What am I?”


       A big orange globe on the end of a
                       vine,
     You can take me and make me into a

                        pie.
        As Jack O'Lantern I am famed,

      Now it's time for me to be named.

                            

                        What am I?
                            

                         PUMPKIN
Day 2 Lesson
Class Name/Grade: Ms. Ferguson’s Kindergarten
Objective:
    TLW estimate the circumference of a pumpkin with a piece of yarn.
    TLW identify and define the term circumference.
Teachers' Cue Focus: Pumpkin Circumference
                            Cue Checklist Sheet
                                                  Cue: Estimated and         Cue: Unable to
                 Cue: Correctly used estimation
  Student Name                                    graphed information with   estimate and graph
                 skills and graphed information
                                                  assistance                 information
* Emily H.       -                                -                          -
* Emily C.       -                                -                          -
* Katelyn        -                                -                          -
* Tyler          -                                -                          -
* Sara           -                                -                          -
* Jaidyn         -                                -                          -
* Brylan         -                                -                          -
* Rice           -                                -                          -
* Asia           -                                -                          -
* Joiya          -                                -                          -
* Aden           -                                -                          -
* Nick           -                                -                          -
* Quentin        -                                -                          -
* Kamden         -                                -                          -
* Kaden          -                                -                          -
* Nakiha         -                                -                          -
* Brayden        -                                -                          -
* Bryan          -                                -                          -
* KeJuan         -                                -                          -
* Annabelle      -                                -                          -
* Hannah         -                                -                          -

(+) Performs this cue almost every time-effortless.
(/) Performs this cue some of the time-almost has it.
(-) Doesn't perform cue correctly.
Day 3 Lesson


Title: Pumpkin Adjectives

Subject: English/Language Arts

Grade Level: K

Overview:

The lesson will focus on using adjectives to describe a pumpkin.

Approximate Duration: 1- 30 minute period

Content Standards:

       Standard 4
           Students demonstrate competence in speaking and listening as
        tools for learning and communicating.
       Standard 7
           Students apply reasoning and problem solving skills to reading,
        writing, speaking, listening, viewing, and visually representing.


Benchmarks:

       ELA-4-E1
           speaking intelligibly, using standard English pronunciation;
       ELA-7-E1
           using comprehension strategies (e.g., sequencing, predicting,
        drawing conclusions, comparing and contrasting, making inferences,
        determining main ideas) in contexts;
       ELA-7-E2
           problem solving by using reasoning skills, life experiences, and
        available information;


Grade-Level Expectations (GLEs):

       Speaking and Listening

        Grade K
         Express feelings, needs, and ideas in complete sentences
        (ELA-4-E1)

Interdisciplinary Connections:
        Arts : Creative Expression
            Students develop creative expression through the application of
         knowledge, ideas, communication skills, organization abilities and
         imagination.


Educational Technology Standards:

        Use technology resources to assist in problem-solving, self-directed
         learning, and extended learning activities.


Objectives:
• TLW describe a pumpkins appearance using adjectives.
• TLW illustrate a picture of a pumpkin using adjectives.

Lesson Materials and Resources:
• (T) Medium real pumpkin
• (S) Crayons
• (T/S) White cardstock paper for book
• (T) Poster
• (T) Black marker
• (T) Plumply, Dumply Pumpkin by Mary Serfozo

Technology Tools and Materials:

Hardware:
Computer
Promethean Board
Projector

Software:
Active Primary

Other:

Background Information:
    The student should know how to use effective communication skills.
    The student should know how to use describing words.

Lesson Procedures:
Gain Attention:
1. The teacher will gain the students attention by singing a transition tune.
   • Touch your ears and touch your nose. Now bend down and touch your
toes. Wiggle your fingers; turn around. Now bend down and touch the
ground. Clap your hands. Count 1,2,3. Now sit down so quietly. (1 minute)
Rules:
2. The teacher will explain the rules for the activities that will be completed.
   • Raise hand when wanting to speak.
   • Keep hands and feet to yourself at all times.
   • When walking around the classroom walk slowly, carefully, and quietly.
(1 minutes)
Motivating Introduction:
3. The teacher will sing a song to the students about a pumpkin.

      Pumpkin Song (tune: Have you ever seen a lassie?)

       Have you ever seen a pumpkin, a pumpkin, a pumpkin,
       Have you ever seen a pumpkin, that grows on a vine?
       A round one, a tall one, a bumpy one, a squashed one.
       Have you ever seen a pumpkin, that grows on a vine? (1 minute)

4. After the teacher has sung the song to the students, the teacher will teach
the poem to the students. (2 minutes)
State Objective:
5. The teacher will tell the students, "Today we will be talking about
adjectives." The teacher will ask the students, HOTS: "What kind of word is
an adjective?" The teacher will select 3-4 students to answer as well as give
guidance as needed. (1 minutes)
State Importance:
6. The teacher will tell the students, "It is important that we learn about
adjectives so we know how to correctly use them when speaking or writing a
sentence." (1 minute)
7. The teacher will ask the students, HOTS: "How do you think adjectives
can be used with this pumpkin?" The teacher will select 2-3 students to
answer. (1 minute)
Activity:
8. The teacher will have the poster on the board for all of the students to see.
The teacher will explain the activity that the students will complete. Each
student will give one adjective to describe the large, real pumpkin. The
teacher will write the students adjectives on the poster for all of the students
to see. (4 minutes)
9. The teacher will ask the students, HOTS: "If we looked at the inside of
the pumpkin, would we use the same adjectives to describe it?" The teacher
will choose 3-4 students to answer. (1 minute)
10. The teacher will read the story Plumply, Dumply Pumpkin by Mary
Serfozo. The teacher will ask students questions pertaining to the story
before, during, and after reading. (3 minutes)
Transition:
10. The teacher will then allow the students to stand and get their wiggles
out.
    • I wiggle my fingers, I wiggle my toes, I wiggle my shoulders, I wiggle
my nose. Now no more wiggles are left in me, so I can sit as still as can be.
(1 minute)
Activity: Promethean Board Presentation
11. The teacher will direct the students to turn their attention to the
Promethean Board. The teacher will have a flipchart of a picture and words
to describe the picture. The students will match the adjectives to the picture.
The teacher will select students by using popsicle sticks with the student’s
names on them. (4minutes)
12. The teacher will ask the students, HOTS: "How many times a day do
you think you use adjectives?" The teacher will select 3-4 students to
answer. (1 minute)
Closure:
13. The teacher will ask the students, "What kind of words have we talked
about during our lesson today?" Restate Objective: “We talked about
adjectives” Review: The teacher will ask the students, “What kind of words
are adjectives?” (1 minute)
14. After the teacher and students have reviewed the material learned
throughout the lesson, the teacher will explain the activity that the students
will complete at their table. (1 minute)
Transition:
15. The teacher will dismiss the students by the color of the table they sit at.
(Example: "If you sit at the red table, please quietly tiptoe to your seat.") (1
minute)
Activity:
16. Each student will be given one sheet of white card stock. The bottom of
each sheet will say "My pumpkin is _______." The students will illustrate a
picture of a pumpkin. When the students have completed their pumpkin
drawing, the students will show the teacher. The teacher will ask the student
to tell her an adjective that describes their pumpkin. The teacher will write
the adjective given on the line provided at the bottom of the page. The
teacher will create a book out of the pictures drawn by the students. (5
minutes)

*The students will be allowed to complete their drawing at the end of
the day before going to centers.

Assessment Procedures:
Formal:

• The teacher will use a checklist to assess the student’s performance on the
use of adjectives to illustrate and describe a pumpkin.

Informal:
• The teacher will observe the students to make sure they understand the
directions of the activity and are using effective communication skills.

Accommodations/Modifications:
• The teacher will repeat directions for all students.
• The teacher will stand near student when teaching.
• The teacher will allow extended time to answer questions and complete
activities.
       ----- written by Brandy Guidry

Reproducible Materials:

      Card stock for book
      Flipchart


Explorations and Extensions:
Explorations:

• The early finishers will be allowed to go to the carpet to look at other
harvest related items (examples: real leaves, dried corn, apple). The students
will be instructed to write and talk about adjectives to describe the objects
that they see with other students.

Extensions:

• The teacher will pull the struggling students to the reading table while the
students are at centers. The teacher and students will further discuss the
meaning of an adjective and how they are used. The teacher will use
resources from the lesson as well as other life-related examples.

Lesson Development Resources:
Brandy Guidry
Internet

Reflections:

Were the students engaged?
What improvements could I make to my lesson?
Did I cover the material effectively and in an appropriate amount of time?
Was the lesson beneficial to the students?

Contact Information:
Brandy Guidry
bkicker05@aol.com
McNeese State University
Additional Contacts:

MarcoPolo Lesson: No
Our Pumpkin
 Adjective
   Book
My pumpkin is ______________.
              Day 3 Lesson/ Activity Checklist

Name: _____________________________

                Pumpkin Adjective Activity
                         Objective:
     TLW describe a pumpkin appearance using adjectives.
    TLW illustrate a picture of a pumpkin using adjectives.

______ Student wrote his/her name on paper.

______ Student created a pumpkin only using a pencil and
crayons.

______ Student used an adjective to describe his/her
pumpkin.

______ Student followed all directions given to complete the
activity.

TOTAL: /4
Day 4 Lesson


 Title: Graphing Height with Pumpkins

 Subject: Mathematics

 Grade Level: K

 Overview:

 The lesson will focus on the concept of height. The lesson will also practice
 graphing information found while completing the activity.

 Approximate Duration: 1- 30 minute period

 Content Standards:

       Measurement
           In problem-solving investigations, students demonstrate an
        understanding of the concepts, processes, and real-life applications of
        measurement.


 Benchmarks:

       M-2-E
            selecting and using appropriate standard and non-standard units of
        measure (e.g., paper clips and Cuisenaire rods) and tools for
        measuring length, area, capacity, weight/mass, and time for a given
        situation by considering the purpose and precision required for the
        task;


 Grade-Level Expectations (GLEs):

       Measurement

        Grade K
         Measure and estimate length and capacity using non-standard
            units (e.g., sticks, paper clips, blocks, beans)
        (M-2-E) (M-3-E)
         Use comparative and superlative vocabulary in measurement
            settings (e.g., longest, shortest, most, hottest, heaviest, biggest)
        (M-1-E) (M-2-E) (M-3-E)

 Interdisciplinary Connections:
        English/Language Arts : Standard 4
            Students demonstrate competence in speaking and listening as
         tools for learning and communicating.


Educational Technology Standards:

        Use technology resources to assist in problem-solving, self-directed
         learning, and extended learning activities.


Objectives:
TLW define the concept height.
TLW graph information gathered from their height measured by a non-
standard unit of measure (pumpkin cut outs).

Lesson Materials and Resources:
• (T) Tape measure
• (T) Pumpkin cut outs
• (T) Tape
• (T/S) White poster with graph
• (T/S) Pumpkin clip art
• (T/S) Promethean flipchart

Technology Tools and Materials:

Hardware:
Computer
Promethean Board
Projector

Software:
Active Primary

Other:

Background Information:
The learner should know the difference between short and tall and how to
determine the difference.

Lesson Procedures:
Gain Attention:
1. The teacher will gain the students attention by singing a transition tune.
   • Touch your ears and touch your nose. Now bend down and touch your
toes. Wiggle your fingers; turn around. Now bend down and touch the
ground. Clap your hands. Count 1, 2, 3. Now sit down so quietly. (1 minute)
Rules:
2. The teacher will explain the rules for the activities that will be completed.
   • Raise hand when wanting to speak.
   • Keep hands and feet to yourself at all times.
   • When walking around the classroom walk slowly, carefully, and quietly.
(2 minutes)
Motivating Introduction:
3. The teacher will show the students a tape measure. The teacher will ask
the students, "Does anyone know what this is?" The teacher will select a
student(s) to answer. She will then ask, "What is it used for?" The teacher
will choose 2-3 students to answer. (2 minutes)
State Objective:
4. The teacher will tell the students, "In today's lesson, we will be learning
about height." (1 minute)
State Importance:
5. The teacher will ask the students, "Why should we learn about height?"
"What is its importance?" The teacher will choose 3-4 students to answer. (1
minute)
6. The teacher will ask the students, "Can anyone tell me the definition of
height?" The teacher will allow 3-4 students to answer. The teacher will give
guidance to student’s answers and explain what height is. (1 minutes)
7. The teacher will ask the students, HOTS: "Does anyone know the
difference between height and width?" (2 minutes)
8. The teacher will show examples of measuring height with the tape
measure. (2 minutes)
9. The teacher will ask, HOTS: "Can objects only be measured using a tape
measure?" The teacher will choose 3-4 students to answer. (1 minute)
Activity: Promethean Board Presentation
10. The teacher will show a flipchart on the Promethean Board. The flipchart
will allow the students to see pictures being measured with non-standard
units of measurement. (4 minutes)
Transition:
11. The teacher will allow the students to get their wiggles out by singing a
song.
   • I wiggle my fingers, I wiggle my toes, I wiggle my shoulders, I wiggle
my nose. Now no more wiggles are left in me, so I can sit as still as can be.
(1 minute)
Activity:
12. The teacher will have the students face the wall where there are pumpkin
cut outs. The teacher will explain the activity that the students will complete.
(1 minute)
13. One student at a time will stand next to the pumpkins. The remaining
students will count the pumpkins that equal the student’s height. The student
whose height is being measured will receive a pumpkin clipart from the
teacher. The student will place their pumpkin on the graph to indicate how
many pumpkins tall he or she is. (7 minutes)
14. After each student's height has been measured, the teacher and students
will discuss the graphs information. (Example question: "Which column has
the tallest height?") (2 minutes)
15. The teacher will ask the students, HOTS: "Would the graph change if
the pumpkins on the wall were smaller?" (1 minute)
Closure:
16. The teacher will ask, Restate Objective: "What term did we learn about
today?" (Height) Review: "Can anyone tell me the definition of height?"
The teacher will ask the students, HOTS: “What are some other objects in
the room that we can measure their height?” The teacher will select 2-3
students to answer. (1 minute)

Assessment Procedures:
Formal:

       The teacher will use a checklist to assess the student’s ability to
        graph their pumpkin clipart in the correct number column on the
        graph.

Informal:

       The teacher will observe the students to make sure they understand
        the directions of the activity and are using effective communication
        skills.

Accommodations/Modifications:
• The teacher will repeat directions for all students.
• The teacher will stand near student when teaching.
• The teacher will allow extended time to answer questions and complete the
activities.

       ----- written by Brandy Guidry

Reproducible Materials:

       Pumpkin clipart
       Graph on poster
       Promethean flipchart


Explorations and Extensions:

Explorations:
      Students that complete the activity early will be allowed to sit at their
       table and complete another graph. The teacher will provide the
       students with an activity sheet and clipart images. The students will
       graph their images on the activity sheet.

Extensions:

      While the students are at centers, the teacher will bring the struggling
       students to the reading table. The teacher will go through the process
       of measuring and how to read a graph. The teacher and students will
       practice graphing several different images.

Lesson Development Resources:
Brandy Guidry
Internet

Reflections:

Were the students engaged?
What improvements could I make to my lesson?
Did I cover the material effectively and in an appropriate amount of time?
Was the lesson beneficial to the students?

Contact Information:
Brandy Guidry
bkicker05@aol.com
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
                How many pumpkins
                   tall are you?




   This graph will be created on a poster board by the teacher. The pumpkin
    clipart will be provided by the teacher and each will have the student’s name.
    The graph will provide discussion later in the lesson
Day 4 Lesson
Class Name/Grade: Ms. Ferguson’s Kindergarten
Objective:
    TLW define the concept height.
    TLW graph information gathered from their height measured by a non-
      standard unit of measure (pumpkin cut outs.)
Teachers' Cue Focus: Graphing Height with Pumpkins
                             Cue Checklist Sheet
                                                   Cue: Graphed pumpkin in Cue: Unable to
                 Cue: Graphed pumpkin in correct
  Student Name                                     numerical column with   graph pumpkin in
                 numerical column
                                                   assistance              numerical column
* Emily H.       -                                 -                       -
* Emily C.       -                                 -                       -
* Katelyn        -                                 -                       -
* Tyler          -                                 -                       -
* Sara           -                                 -                       -
* Jaidyn         -                                 -                       -
* Brylan         -                                 -                       -
* Rice           -                                 -                       -
* Asia           -                                 -                       -
* Joiya          -                                 -                       -
* Aden           -                                 -                       -
* Nick           -                                 -                       -
* Quentin        -                                 -                       -
* Kamden         -                                 -                       -
* Kaden          -                                 -                       -
* Nakiha         -                                 -                       -
* Brayden        -                                 -                       -
* Bryan          -                                 -                       -
* KeJuan         -                                 -                       -
* Annabelle      -                                 -                       -
* Hannah         -                                 -                       -

(+) Performs this cue almost every time-effortless.
(/) Performs this cue some of the time-almost has it.
(-) Doesn't perform cue correctly.
Day 5 Lesson


 Title: Origin of Pumpkins

 Subject: Social Studies

 Grade Level: K

 Overview:

 The lesson will focus on the origin of pumpkins and jack-o-lanterns.

 Approximate Duration: 1- 30 minute period

 Content Standards:

       History: Time, Continuity, and Change
           Students develop a sense of historical time and historical
        perspective as they study the history of their community, state,
        nation, and world.


 Benchmarks:

       H-1D-E1
           identifying the characteristics and historical development of
        selected societies throughout the world;


 Interdisciplinary Connections:

       Arts : Creative Expression
           Students develop creative expression through the application of
        knowledge, ideas, communication skills, organization abilities and
        imagination.


 Educational Technology Standards:

       Use technology resources to assist in problem-solving, self-directed
        learning, and extended learning activities.


 Objectives:
 TLW identify the origin of pumpkins and jack-o-lanterns.
Lesson Materials and Resources:
• (S) White paper
• (S) Crayons
• (S) Pencil
• (T/S) Pumpkin shaped sugar cookies
• (T/S) Black icing
• (T/S) Ziploc sandwich bags
• (T/S) Pumpkin activity sheet
• (S) Jack-o-lantern comparison activity sheet
• (T/S) Napkins
• (T/S) Paper plates
• (T) Facts on pumpkin and jack-o-lantern origin

Technology Tools and Materials:

Hardware:
Computer
Promethean Board
Projector

Software:


Websites:
•United Streaming
   http://streaming.discoveryeducation.com/

Other:

Background Information:
• The student should know how to use effective communication skills.
• The student should know that all things have a beginning.

Lesson Procedures:
Earlier in the morning, the teacher and students will cut open a pumpkin and
remove all of the seeds. After the teacher and students have examined the
seeds, the teacher will roast the seeds while the students are at enrichment.
Gain Attention:
1. The teacher will gain the students attention by singing a transition tune.
   • Touch your ears and touch your nose. Now bend down and touch your
toes. Wiggle your fingers; turn around. Now bend down and touch the
ground. Clap your hands. Count 1, 2, 3. Now sit down so quietly. (1 minute)
Rules:
2. The teacher will explain the rules for the activities that will be completed.
   • Raise hand when wanting to speak.
   • Keep hands and feet to yourself at all times. (2 minutes)
   • When walking around the classroom walk slowly, carefully, and quietly.
State Objective:
3. The teacher will tell the students, “Today we will be talking about the
origin of pumpkins and jack-o-lanterns.” The teacher will continue to
explain the definition of origin. (1 minute)
State Importance:
4. The teacher will ask the students, “Why do you think it is important for
us to learn about some things origin?” (1 minute)
Motivating Introduction:
5. The teacher will begin with a poem about a jack-o-lantern. The teacher
will read the poem to the students and then ask them to join in.

                        Once I Had A Pumpkin
                           (from Dr. Jean’s website)

            Oh, once I had a pumpkin, a pumpkin, a pumpkin.
              Oh, once I had a pumpkin with no face at all.
           With no eyes and no nose and no mouth and no teeth.
              Oh, once I had a pumpkin with no face at all.

           So I made a jack-o-lantern, jack-o-lantern, jack-o-lantern.
               So I made a jack-o-lantern with a big, funny face.
           With big eyes and a big nose and big mouth and big teeth.
        So I made a jack-o-lantern with a big, funny face. ( 2 minutes)
6. The teacher will ask the students, HOTS: “Where do you think
pumpkins came from?” The teacher will allow 3-4 students to answer. (1
minute)
7. The teacher will explain the history and origin of pumpkins to the
students. (3 minutes)
8. The teacher will continue to explain how jack-o-lanterns came about
during the holiday of Halloween. (2 minutes)
9. The teacher will ask the students, HOTS: “Why do you think pumpkins
are only used during Halloween time?” The teacher will select 3-4 students
to answer. (2 minutes)
10. The teacher will show the students a short video on United Steaming.
The video will inform the students on the history of Halloween. (4 minutes)
11. The teacher will ask the students, HOTS: “How do you think the
people in the video knew to celebrate different times of the year like
Halloween?” The teacher will choose 3-4 students to answer. (1 minutes)
Activity:
12. The teacher will explain the next activity the students will complete at
their tables. The students will work as a group to create their own jack-o-
lantern. Each table will be allowed to use a clean sheet of white paper,
pencils, and crayons. (2 minutes)
Transition:
13. The teacher will dismiss the students to their tables by the color clothing
the students are wearing. (Example: “If you are a girl wearing a white shirt,
please tiptoe to your table.”) (1 minute)
Activity/ Transition:
14. Once each group has completed their jack-o-lantern, the students will
return to the carpet and present their picture to the class. (2 minutes)
15. After each group has presented their jack-o-lantern, the teacher will ask
the students, HOTS: “If you were a jack-o-lantern, what kind would you
want to be?” The teacher will select 3-4 students to answer. (1 minute)
Closure:
16. The teacher will ask the students, Restate Objective: “What did we
learn about today?” (origin of pumpkins and jack-o-lanterns) Review:
“What time of year do pumpkins come out?” The teacher will select 3-4
students to answer. (1 minute)
Activity:
17. The students will return to their tables to design their own personal jack-
o-lantern. The students will draw their jack-o-lantern on the pumpkin
activity sheet and then later draw the face they created on a pumpkin cookie.
(3 minutes)

*During snack time, the students will create their jack-o-lantern face on
their cookie using black icing. The students will be able to enjoy their
pumpkin seeds as well as their jack-o-lantern cookie.

Assessment Procedures:
Formal:

• The teacher will use a checklist to assess the student’s performance on
identifying the origin of pumpkins and jack-o-lanterns through discussion
while students are completing the final activity.

Informal:

• The teacher will observe the students to make sure they understand the
directions of the activity and are using effective communication skills.

Accommodations/Modifications:
• The teacher will repeat directions for all students.
• The teacher will stand near student when teaching.
• The teacher will allow extended time for answering questions and
completing activities.
      ----- written by Brandy Guidry

Reproducible Materials:

      Jack-o-lantern comparison activity sheet
      Facts of pumpkin and jack-o-lantern origin
      Pumpkin activity sheet


Explorations and Extensions:
Explorations:

      The teacher will allow the early finishers to work with a partner to
       complete their jack-o-lantern comparison activity sheet. If the
       students complete that activity early as well, the students will be
       given a blank sheet of paper to create their own jack-o-lantern. The
       students will also be allowed to read books about pumpkins on the
       carpet.

Extensions:

      The teacher will bring the struggling students to the reading table
       while the students are at centers. The teacher will reinforce the
       origin of pumpkins and jack-o-lanterns. The teacher will relate their
       origin to other objects that are prevalent in the student’s lives.

Lesson Development Resources:
Brandy Guidry
Internet

Reflections:

Were the students engaged?
What improvements could I make to my lesson?
Did I cover the material effectively and in an appropriate amount of time?
Was the lesson beneficial to the students?

Contact Information:
Brandy Guidry
bkicker05@aol.com
McNeese State University

Additional Contacts:

MarcoPolo Lesson: No
Name:____________________________________
Draw and Compare Jack-o-lanterns
#1                        #2




 Draw a jack-o-lantern      Draw a jack-o-lantern

Which   one is smaller? ________________________
Which   one has a bigger mouth? _________________
Which   one is wider? __________________________
Which   one looks scarier? ______________________
                                  Pumpkins
Pumpkin History
                     Pumpkins are believed to have originated in North America. Seeds
                     from related plants have been found in Mexico dating back to 7000
                     to 5500 B.C.

                  References to pumpkins date back many centuries. The name
                  pumpkin originated from the Greek word for "large melon" which is
                  "pepon." "Pepon" was changed by the French into "pompon." The
                  English changed "pompon" to "Pumpion." American colonists
changed "pumpion" into "pumpkin."

Native American Indians used pumpkin as a staple in their
diets centuries before the pilgrims landed. They also dried
strips of pumpkin and wove them into mats. Indians would
also roast long strips of pumpkin on the open fire and eat
them. When white settlers arrived, they saw the pumpkins
grown by the Indians and pumpkin soon became a staple in
their diets. As today, early settlers used them in a wide variety of recipes from desserts
to stews and soups. The origin of pumpkin pie is thought to have occurred when the
colonists sliced off the pumpkin top, removed the seeds, and then filled it with milk,
spices and honey. The pumpkin was then baked in the hot ashes of a dying fire.

             History of the Jack-o-Lantern
              People have been making jack-o-lanterns at Halloween for centuries. The
              practice originated from an Irish myth about a man nicknamed "Stingy
              Jack." According to the story, Stingy Jack invited the Devil to have a drink
              with him. True to his name, Stingy Jack didn't want to pay for his drink, so
              he convinced the Devil to turn himself into a coin that Jack could use to
buy their drinks. Once the Devil did so, Jack decided to keep the money and put it into
his pocket next to a silver cross, which prevented the Devil from changing back into his
original form. Jack eventually freed the Devil, under the condition that he would not
bother Jack for one year and that, should Jack die, he would not claim his soul. The
next year, Jack again tricked the Devil into climbing into a tree to pick a piece of fruit.
While he was up in the tree, Jack carved a sign of the cross into the tree's bark so that
the Devil could not come down until the Devil promised Jack not to bother him for ten
more years.

Soon after, Jack died. As the legend goes, God would not allow such an unsavory figure
into heaven. The Devil, upset by the trick Jack had played on him and keeping his word
not to claim his soul, would not allow Jack into hell. He sent Jack off into the dark night
with only a burning coal to light his way. Jack put the coal into a carved out turnip and
has been roaming the Earth with it ever since. The Irish began to refer to this ghostly
figure as "Jack of the Lantern," and then, simply "Jack O'Lantern."

In Ireland and Scotland, people began to make their own versions of
Jack’s lanterns by carving scary faces into turnips or potatoes and
placing them into windows or near doors to frighten away Stingy
Jack and other wandering evil spirits. In England, large beets are
used. Immigrants from these countries brought the jack o’lantern tradition with them
when they came to the United States. They soon found that pumpkins, a fruit native to
America, make perfect jack o’lanterns.

Source: The History Channel
http://www.historychannel.com/exhibits/halloween/pumpkin.html

Fun Facts About The Pumpkin!
   ·   Pumpkins are a member of the Cucurbita family which includes squash and
       cucumbers.

   ·   Pumpkins contain potassium and Vitamin A.

   ·   Pumpkin flowers are edible.

   ·    The largest pumpkin pie ever made was over five feet
       in diameter and weighed over 350 pounds. It used 80
       pounds of cooked pumpkin, 36 pounds of sugar, 12
       dozen eggs and took six hours to bake.

   ·   In early colonial times, pumpkins were used as an ingredient for the crust of pies,
       not the filling.

   ·   Pumpkins were once recommended for removing freckles and curing snake
       bites.

   ·   The largest pumpkin ever grown weighed 1,140 pounds.

   ·   The Connecticut field variety is the traditional American pumpkin.

   ·   Pumpkins are 90 percent water.

   ·   Eighty percent of the pumpkin supply in the United States is available in October.

   ·   Native Americans flattened strips of pumpkins, dried them and made mats.

   ·   Native Americans called pumpkins "isqoutm squash."
Day 5 Lesson
Class Name/Grade: Ms. Ferguson’s Kindergarten
Objective:
    TLW identify the origin of pumpkins and jack-o-lanterns.
Teachers' Cue Focus: Pumpkin and Jack-o-lantern Origin
                             Cue Checklist Sheet
                                                     Cue: Identified pumpkin Cue: Unable to
                 Cue: Correctly identified
  Student Name                                       and jack-o-lantern origin identify pumpkin and
                 pumpkin and jack-o-lantern origin
                                                     with assistance           jack-o-lantern origin
* Emily H.       -                                   -                         -
* Emily C.       -                                   -                         -
* Katelyn        -                                   -                         -
* Tyler          -                                   -                         -
* Sara           -                                   -                         -
* Jaidyn         -                                   -                         -
* Brylan         -                                   -                         -
* Rice           -                                   -                         -
* Asia           -                                   -                         -
* Joiya          -                                   -                         -
* Aden           -                                   -                         -
* Nick           -                                   -                         -
* Quentin        -                                   -                         -
* Kamden         -                                   -                         -
* Kaden          -                                   -                         -
* Nakiha         -                                   -                         -
* Brayden        -                                   -                         -
* Bryan          -                                   -                         -
* KeJuan         -                                   -                         -
* Annabelle      -                                   -                         -
* Hannah         -                                   -                         -

(+) Performs this cue almost every time-effortless.
(/) Performs this cue some of the time-almost has it.
(-) Doesn't perform cue correctly.

								
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