Kindergarten

Small-Group Apple Tree Project

The Combination of Science, Spelling, Math, and Visual Art

Standards
● CC.1.4.K.L - Demonstrate a grade-appropriate command of the conventions of
standard English grammar and spelling
● CC.2.1.K.A.1 - Know number names and write numbers correctly
● S.K-2.B.1.1.1- Describe basic external structures of plants
● 9.1.V.K.B1 - Combine a variety of materials to create a work of art

Essential Question
● How can we combine what we know about science, spelling, and numbers to
create and describe a tree painting?

Objectives
● The students will write and spell their names correctly with capitalization and
letter formation
● The students will spell the high-frequency words on and the correctly after being
given direct instruction from the teacher
● The students will write the number of apples seen on the tree in the correct
formation after being given direct instruction from the teacher
● The students will internally recall the four parts of a tree (branches, roots, leaves,
and bark) and paint them on a piece of paper
● The students will use art materials to design an apple tree with the supervision of
the teacher

Materials
● Tree anchor chart
● Labeled parts of a tree
● White cardstock
● Yellow writing half-sheets
● Pencils
● Paintbrushes
● Q-tips
● Brown paint
● Yellow paint
● Red paint
● Stapler (teacher use only!)

Procedures
● Introduction
Take a small group of two to three students at a time for this project. Invite them
to sit at a table where all of the supplies for the project are set up.

“Hi, friends! I have a fun activity for us to complete today. Each of you will paint
your own apple tree today and write a sentence that describes what you can
see.”

● Active Learning Strategies

Complete an anchor chart with the students. The chart is a poster of a tree that
showcases the parts of a tree that the students previously learned about. Hang it
up on the small whiteboard cart.
ASK - “Last week, we talked about the parts of a tree. There are four of them that
we learned, can you name them?”
Expected Answers - Roots, trunk, branches, and leaves
When the students call out the answers, hand the correct label for the students to
attach to the corresponding spot on the anchor chart. Once the anchor chart is
complete, continue to the project.

● Sequence of Learning
Sentence - Hand each student a yellow writing half-sheet with the following
sentence: ___________ can see ____ apples ____ _____ apple tree. First,
instruct students to write their names on the first line. Next, ask the students to
choose a number between one and ten. Explain that this is how many apples
they will paint on their apple tree and that there is no correct answer. Finally,
have the students write the words on and the on the two remaining lines in that
order. The students should recall the spelling of those words since they were
worked on during the previous week. If they need assistance, sing the word
songs with them.

Rules for Painting - Take the students’ yellow half-sheets and keep them in
front of you for the remainder of the project. Hand each student a white piece of
cardstock. They will also get a paper plate with brown, green, yellow, and red
paint. Ask them not to touch anything yet as we are about to review the rules for
painting. “The rules for painting are very simple, but they are important to follow
so that we don’t get our clothes messy. Let’s roll up our sleeves together and
grab the paintbrush in the brown paint. The first rule of paint is that a little bit
goes a long way, so we must dab our brushes in the paint instead of scooping it
up.” After demonstrating this for the students, allow them to dab some paint on
their brushes. “You all are doing a nice job getting paint! The next rule for
painting is to paint with strokes. This means to be gentle moving your brush
 instead of being rough. Let’s do the trunk of the tree together and show me your
strokes!” At this point, the students will dab paint onto their brush and use the
stroke technique to make the trunk of the tree.

Creation - Allow time for students to create the rest of their apple trees with
roots, branches, and leaves to accompany the trunk they already painted. While
the students paint, converse with them about their trees and notice similarities
and differences among the students’ creations.

Apples - When the students are finished painting the parts of a tree, remind
them that this is an apple tree. Ask them to recall the number of apples that they
had chosen to write on their yellow half-sheet. This is the number of apples that
they are allowed to paint on their tree. Direct the students to use yellow paint, red
paint, or a combination of both to paint the apples on the tree.

● Summarizing Strategy
Explain to the students that the final rule of painting is to let it dry. At this point,
the brushes are back on the plates of paint and the students are not touching
their apple trees. Ask each student to point out a part of their tree and describe it.
They should be able to name a part of a tree and identify it by pointing to it.

● Evaluation
Hand back each student’s yellow half-sheet that they wrote on. “Before you rejoin
the rest of the class, let’s read the sentence together: **Each says their name**
can see **specific number** apples on the apple tree.” The students should use
their pointer fingers to read the sentence correctly. After they read the sentence,
thank them for their time and send them back to their seats.

Assignments
● This project serves as a formative assessment of what the students have
learned, so there is no additional assignment. The following is a list that
describes what this assessment is looking for:
○ Spelling their names correctly using the corresponding graphemes with
correct capitalization
○ Choosing a number between one and ten and writing it correctly
○ Spelling the words on and the correctly without assistance
○ Naming the four parts of a tree and identifying them by pointing to them in
their paintings

Special Considerations
● Special Accommodations - Student with ASD
 Rules for students with Autism may be tricky to relay with only verbal directions.
For this specific student, go through an I do, we do, you do procedure to explicitly
show the steps for painting.

Bibliography

“Standards.” SAS, www.pdesas.org/standard/.