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October 6-9; 15-16
October 6-9; 15-16
After much discussion during snack time of the different apples the children were eating both at school and at home, we decided to bring apples into the classroom to investigate. We developed a multi-sensory and multi-subject STEAM experience that extended over several days in order to fully embrace apples and all that we can do with them.
After much discussion during snack time of the different apples the children were eating both at school and at home, we decided to bring apples into the classroom to investigate. We developed a multi-sensory and multi-subject STEAM experience that extended over several days in order to fully embrace apples and all that we can do with them.
The overarching aim of STEAM education is to inspire curiosity in students. This way of teaching empowers students to ask thought-provoking questions that promote creativity and innovation, helping them connect their problem-solving to real-world solutions.
The overarching aim of STEAM education is to inspire curiosity in students. This way of teaching empowers students to ask thought-provoking questions that promote creativity and innovation, helping them connect their problem-solving to real-world solutions.
Develops Essential Skills: Children gain critical thinking, problem-solving, and innovative skills necessary for a rapidly changing world.
Fosters Confidence and Resilience: Facing challenges in projects and learning from mistakes builds self-confidence and a growth mindset.
Supports Social-Emotional Growth: Collaborative projects teach teamwork, communication, empathy, and patience.
Connects Learning to Life: Real-world examples make concepts more accessible and relevant, making learning more engaging.
Builds a Foundation for Future Learning: Early exposure to STEAM concepts prepares children for future academic and career success.
The apple STEAM experience began with an exploration of ELA materials in order to give the children a frame of reference for the theme. The letters APPLES were written on large red, green and yellow apples as well as a few sets of smaller apples with the letters A-Z on them. The books were non-fiction texts about apples and apple orchards, so they provided realistic pictures and descriptive text that matched the oral conversation we had about apples, apple orchards and apple picking. The children explored the books and matched the small letters to each other and to the letters spelling out APPLES on the large apple cards.
Next we moved to a fiction book (and a very silly book for that matter) about apples that incorporated science and math. Ten Apples Up On Top follows a dog, a lion, and a tiger as they have a contest to see who can balance the most apples on their heads, helping young readers practice counting from one to ten. As we read we made predictions about whether or not the apples would fall as the number increased, guessed the next number and counted the apples.
After reading the book we introduced the small red and green manipulative apples and compared them to the apples in the book. We then created a pattern with the apples that each child contributed to.
Next we discussed what we thought was keeping the stacks of apples up. "Glue" was the common answer so we asked what we had in the classroom that could act like glue that we could use with our manipulative apples to try to stack them. Playdough!
We continued to incorporate math experiences by introducing number cards. After exploring them and describing what they were seeing we asked the children to match the number card to the matching apple card and then count out that many apples. This multi-step direction task was broken down for the first few numbers and then the children picked up on the order of tasks and completed the rest on their own. They used their counting fingers to practice one-to-one correspondence as they pointed, counted and stated the total number.
Our next experience combined science and math to further explore the apples.
We weighed the different apples to compare them...
...and to see which one was the heaviest and the lightest.
Then we matched up our numbers to practice number recognition and visual-spatial awareness (put the correct number card in the correct row) to prepare to count our cubes when we...
...measured our apples! The unifix cubes are very popular in our classroom, and the children enjoy building with them and manipulating them. Since we know the children will want to play with them, we used them as our measuring tool to measure the apples and see how tall each one was. Once the children measured their apple and counted the cubes, they found that number on the carpet and matched it up.
Measurement before 2nd grade is done with everyday objects, not rulers. The concept of something being "X" long or "X many" long needs to be instilled with regular materials first, and then units of measure will make sense later. This also gave us an opportunity to observe each child's one-to-one correspondence (pointing to each object as they count it) when they counted the cubes.
Exploring Apples Using Our 5 Senses
Exploring Apples Using Our 5 Senses
Throughout our apple conversations the children shared that they know there are red, green and yellow apples. We decided to explore these three types of apples, which was a perfect opportunity to introduce their five senses. Then we could use each sense to explore each type of apple. We began on the carpet by matching pictures of each sense to real pictures of the body part involved. This real life experience made the senses more relevant and realistic to the children - they had to use each one as we reviewed it. Through hands-on exploration, the children practiced their observational skills and oral language development. They used detailed describing words as they explored (sweet, sour, soft, hard), and had to listen to and respond to each other's ideas and descriptions. They also compared and contrasted the different types of apples when they discovered similarities and differences. As they verbally identified what they were discovering using their senses, their words were written down in the appropriate category. This modeled writing for the children, as well as the important concept of "what I say can be written down and read back."
Our final apple experience was Apple Art! We sliced the apples in half and stuck popsicle sticks in them for easy pick up. Each half was put on a tray of colored paint and the children were free to make apple art in any way they wanted to. This was a very creative experience that also incorporated many social skills. There was only one tray of each color so the children had to share, pass each other the colors and ask each other to pass the colors. A great natural way to practice these important social skills!
Through this STEAM Apple Experience the children practiced:
Through this STEAM Apple Experience the children practiced:
Science
Science
• Observation & Inquiry: Children make predictions, use tools, and record findings.
• Life Science: Identify parts of an apple and understand growth and natural changes.
• Physical Science: Explore weight, measurement, balance, and properties of objects.
Math
Math
• Counting & Number Sense: Use number cards and apple-themed counting sets to reinforce numbers 1–10; make patterns with the apples.
• Measurement & Data: Practice non-standard and standard measurement of the apples with cubes.
• Sorting & Classifying: Group apples by size and color.
Engineering & Problem Solving
Engineering & Problem Solving
• STEM Challenges: Build structures to hold the small apples and use problem-solving strategies during hands-on tasks.
Literacy & Communication
Literacy & Communication
• Documentation & Retelling: Oral conversation and written documentation of the children's observations.
Artistic Expression
Artistic Expression
• Experimenting with colors, textures and different art tools; express themselves and build confidence; engage with concepts like composition and spatial recognition.
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