By:

Kathleen Barrie
Ma. Elena Bush
Tina Ledesma
Kami Villareal

Apple Theme
Math
Science: Math
Making Apple Sauce Lesson Plan:
Apple Picking

Apple
Content Focus: CA PS LF Math Standard:
Number Sense 1.0 Children expand their
understanding of numbers and quantities in their
everyday environment.

Language Arts
Art Music
Lesson Plan: Lesson Plan:
Lesson Plan:
Dice and Apple Ten Apples Up on Top
Ten Little Apples
Painting
 Music Ten Little Apples
"Ten Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Nine Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more Apples jumping on the bed!
Eight Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Seven Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Six Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Kids TV. (2014, October). Five little apples [Video file]. Retrieved from https://www.youtube.com/watch?v=Tvxf-qyq4t4&feature=youtu.be
Five Red Apple jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Four Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Three Red Apples jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
Two Red Apple jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
No more apples jumping on the bed!
One Red Apple jumping on the bed
One fell off and bumped his head
Momma called the doctor and the doctor said
Put those apples right to bed
 Music
Common Core Standard to be addressed
California Preschool Learning Foundations Volume 1: Number Sense
1.0 Children expand their understanding of numbers and quantities in their everyday environment.
1.5 Understand, when counting, that the number name of the last object counted represents the total
number of objects in the group (i.e., cardinality).
California Preschool Learning Foundations Volume 2: Visual and Performing Arts: Music
2.0 Develop Skills in Music
2.2 Extend vocal exploration; sing repetitive patterns and entire songs
alone and with others in wider ranges of pitch.
3.0 Create, Invent, and Express Through Music
3.2 Move or use body to demonstrate beat, tempo, and style of music,
often intentionally.
Title of Lesson: Ten Little Apples
Background Information: Student will sing to the tune of, “10 Little Monkeys Jumping on The Bed.”
Students must be able to count to ten. Students must be able to hold up the correct number of fingers that
correspond to the number of apples that is being sung.
 Music Ten
Ten Little
Little Apples
Apples

Objective: During the lesson the children will be able to

share space while moving about. They will use their large
motor skills to move to the music and be able to recite the
song while counting backwards from ten to one.
Materials: Tablet or Video Player

Procedure:
Review – The students need to know how to share the
space during circle time. They also need to be aware of
safety practices, so they do not bump into their friends during
the activity.
Overview – The teacher will present the song to the
students. The students will listen to the music and observe
the teacher as she demonstrates the action of the song.
 Music
Presentation:
1. The teacher will ask the students to gather at the carpet area for circle time.
2. The teacher will ask the students to show her their 10 fingers.
3. The teacher will play the music from the classroom Ipad.
4. With their 10 fingers in the air the teacher and students will sing along to the music and wave their fingers in
the air, singing “10 red apples jumping on the bed, one fell off and bumped his head. Mama called the doctor and
the doctor said, ‘no more apples jumping on the bed!’”
5. The students and teacher will continue singing the song closing one finger at a time as they count down the
apples falling off the bed until there were zero apples left jumping on the bed.
6. The teacher will encourage the students to sing and dance on their own with or without the music.
Differentiated Instruction: This activity addresses the needs of students who are still learning about numbers and counting by
familiarizing them about rote counting. Through the group activity they can follow along by clapping their hands instead. Children
who are non-mobile can stay in their chair and clap along or follow finger counting with their friends. The teacher can also walk
around the carpet area to show students which finger is one or two and so on.
Discussion Questions:
1. How many apples are jumping on the bed?
2. Why did the apples jump on the bed?
3. What happened to the apple who is jumping on the bed?
4. What did the doctor say?
5. Explain in your own words why the apples should not jump on the bed?
Evidence of Learning: The teacher will observe the students during
group song time, on how well they were able to stay in tune with song. The
teacher will determine how well students were able to follow along with the
song, in rhythm, singing and movements

Next Steps: For children who met the learning goals, the children can sing
versions of this song using a higher number of apples. Children can also
incorporate more movements in a more spaced area.
For children who have not met the objective, the teacher sing along with
the children until they are able to sing on their own or with their peers. The
teacher can also play or sing the song at a slower tempo that the children
will be able to keep up with.

Home Extension Activity – Home activities can include singing other

songs that follow rhythms or patterns of lyrics, such as “Old MacDonald
Had A Farm”. Parents and children can also practice singing 10 Little
Apples, or 10 Little Monkeys
Math
 Apple Picking - Math

National, State, or District Standards

California Preschool Learning Foundations
Vol, 1 - Math

1.2 Recognize and know the name of some written numerals

1.4 Count up to ten objects, using one-to-one correspondence

(one object for each number word) with increasing accuracy.*

2.0 Children expand their understanding of number relationships

and operations in their everyday environment

2.4 Solve simple addition and subtraction problems with a small

number of objects (sum up to 10), usually by counting.
Objective -
● count the apples 1 to 10.
● will know or understand that the # 1 represent
one apple and the # 2 represents two apples
up to the number 10.
● children will learn from each other through a
group discussion and cooperative learning by
helping each other accomplish what is
instructed in the labels on their individual
baskets through apple picking and counting.
Background Information -
● small group
● 4 at a time
● Preschool age children 4-5 years old.
● The children need to know that a number
represents an object.
● Students need to have prior knowledge about
counting 1 to 10.
Materials:
● Book: Apple Picking Day! By Candace
Ransom, 2016.
● 4 baskets labeled with a simple math equation
(5+5, 3+7, 4+6, 8+2) and a picture of apples
that corresponds to the number next to it (4
apples for the number 4, 2 apples for the
number 2, etc.).
● 2 large teacher made apple trees (made of
brown and green felt; cut out in the shape of
an apple tree and taped on the wall of the
Math center in front of the Math table).
● 20 large green pom poms with the sticky part
of the Velcro attached to the back.
● 20 large red pom poms with the sticky part of
the Velcro attached to the back.
Procedure:
Review -
● The students should have prior knowledge about counting 1 to 10 although not in the
right order.
● They should also be acquainted with the written numbers of what they look like and its
names.
● The children should be reminded of taking turns and sharing the space when they pick
their apples.
● They should have prior experience with a group activity and what is expected.
Overview The teacher will emphasize the labels on the
The teacher will show the students the apple basket reminding the students to follow what
tree on the wall and she will say “Today we is asked, for instance 3 green apples and 7
are going to pick apples from these trees, just red apples goes in the basket. The teacher
like in the story we just read, and we will will demonstrate how to carefully peel the
count each apple that we pick as we put pompoms off the tree and into the basket
them in the basket”. while counting each pom pom out loud.
Presentation

Prior to the activity the teacher will read the book Apple Picking Day! By Candace Ransom, 2016.

1. The teacher will place the baskets on the Math table and tape the apple trees on the wall. The teacher will
attach the pom poms to the trees with 20 green pom poms on one tree and 20 red pom poms on the other.

2. The teacher will invite 4 students to come to the Math table to participate in the activity.

3. The students will pick their basket and the teacher will instruct them to look at the label in front of the basket
so they will know how many apples to pick and what color to choose according to the label.

4. The students will approach the trees and they will pick their apples while counting out loud each time they pull
the apple from the tree.

5. The teacher will observe the students as they count and pick apples.

6. The students will go back to the Math table and they will check their baskets if they have the right number of
apples picked. They will be encouraged to discuss their experience or help their classmate complete their
numbers.
Differentiated Instruction
This lesson addresses the needs of some students who need to have a tangible object to connect with the
concept being taught. Some visual learners will be successful in this activity since they can see that a number has a
corresponding meaning such as the number 1 is one pompom. This activity can also address the need of some
students who are auditory learners by hearing themselves count out loud.
Discussion Questions:
1. How many apples did you pick?
2. Were there more green or red apples in your basket?
3. Hypothesize what will happen if there are only red apples to pick from the trees?
4. Sort the apples.
5. What comes after 8?
Evidence of Learning:
● The students will show that they met the stated objective above if they are observed and heard counting 1 to 10
out loud
● They have collected the correct number of pompoms that corresponds to the label on their basket for instance 3
green apples + 7 red apples.
● The child will point to a pompom and say “one”, and point to the next and say “two” until the child points to ten
pom poms and say “ten”.
Next Steps:
If the students did show evidence of meeting the objective:
● Provide a counting activity without visual clues such as removing the apple pictures on the
labels and only have the numbers shown.
● Instead of capping the counting to 10 the students will count to 20.
● Provide an activity that explore subtraction concepts such as taking away pompoms
instead of adding them in the Math equation.

If the students did not show evidence of meeting the objective:

● Provide more counting activities.
● Provide the students classroom toys such as bears, blocks, and plastic shapes that they
count by themselves or with the small group.
● When lining up to go outside the children can count friends as they get out the door.
● Encouraging the students to count along with the teacher during attendance check at
morning circle will also be a good opportunity for counting practice.
 ● An activity that involves counting in groups at circle time by singing songs like “Ten Little
Monkeys, This Old Man, Five Green and Speckled Frogs, Five Little Ducks…” would be provided to
promote and develop counting skills (California Department of Education, 2010, p. 247).

Home Extension Activity –

● Parents can count fruits or ingredients together with their child when they are preparing
meals.
● Parents can also provide their children baskets to put real apples in as they count which is a
similar activity that was done in class.
● Pointing out the written numbers in everyday objects such as the remote control, the
microwave buttons, and house numbers would help children familiarize and identify numbers.
● Parents can count with the child as they place plates and silverware at the table during dinner
time and encourage the child to count out loud.
 Science Making Applesauce
Common Core Standard to be addressed: California Preschool Learning Foundations, Volume 1

-Number Sense
-1.0 Children expand their understanding of numbers and quantities in their everyday environment.

California Preschool Learning Foundations, Volume 3. - Physical Sciences

- 1.1 (demonstrate increased ability to observe, investigate, and describe in greater detail the characteristics and

physical properties of objects and of solid and non-solid materials (size, weight, shape, color, texture, and
sound)

- Changes in Nonliving Objects and Materials

- 2.1 Demonstrate an increased awareness that objects and materials can change in various ways. Explore and

describe in greater detail changes in objects and materials (rearrangement of parts; change in color, shape,
texture, form, and temperature).
 Making Applesauce
Background Information: Students who are kinesthetic or visual learners will have a
strong understanding of making applesauce from beginning to end. The learner who
has strong comprehension of numbers will find this activity exciting.

Group: This group activity is best presented in small groups of four to five students.

Objective: Students will learn to follow a recipe. They will learn to read a measuring
cup they will also learn to add the correct amount of ingredients to make apple sauce.
They will understand that counting or having the correct number of ingredients must be
accurate. Observe the previous form of an apple and watch the process that makes a
new form of apple which is applesauce. They will learn that it is possible to make
applesauce from apples.
Making Applesauce Literature
Making
Applesauce Poem
 Applesauce Materials
Book titled “Applesauce Day” by Lisa J. Amstutz 1-Apple peeler
(2017).
1-Knife
Poem titled “Applesauce” by Rubber Boots and Elf
1-Cutting board
Shoes
1 tbsp ground Cinnamon
1-Applesauce recipe
½ cup of Sugar
1-Bowl
1 ½ cup of Water
1-large cooking spoon
1-Potato masher
1-Measuring cup
5-small serving bowls
10-Apples various types
5-small serving spoons
1- Pot
 Applesauce Recipe
Ingredients
● 10 apples - peeled, cored and chopped
● 1 ½ cup water
● 1/2 cup white sugar
● 1 tbsp ground cinnamon
Directions
1. In a saucepan, combine apples, water, sugar, and cinnamon. Cover, and cook over medium
heat for 15 to 20 minutes, or until apples are soft. Allow to cool, then mash with a fork or
potato masher.

ALL RIGHTS RESERVED © 2019 Allrecipes.com

Printed From Allrecipes.com 11/6/2019
 Applesauce Procedure
Review – Teacher will explain to the students that the apples will
need to be peeled and watch teacher patiently peel the apples. Students
need to know how to have patience as the teacher is cutting the apples
into 6 slices and cutting the core out using a knife. They will place the
apples in a pot with water. Students will measure the ingredients and add
them to the pot after the apples have cooked for 20 minutes and are soft
the students can smash them all together.

Overview – Students will have seen pictures from the book to get
an idea of the procedure. Teacher will also show them a video of
applesauce being made to reinforce their expectations of making
applesauce. This will serve as motivation in following the teacher’s
directions.
 Applesauce Making Presentation
Teacher will read Book titled “Applesauce Day” by Lisa J. Amstutz (2017). Then teacher will
read the poem titled “Applesauce” by Rubber Boots and Elf Shoes (n.d.). Teacher will show
a video of applesauce being made, then teacher will introduce the written recipe to the
students. Students will count to confirm there are ten apples. Student will count how many
ingredients will go into the recipe. The students will be asked to sort the apples by color and
size. Then the children will make sure that teacher peels and cuts every apple into six to
seven pieces. The children will gather the cut apples and place them into the pot. When all
apples are in the pot the students will measure the water, cinnamon, sugar with assistance
from teacher and place all of them into the pot with the apples. Teacher will start the
cooking process. It will cook for 20 minutes then teacher will turn off the pot and allow for
the apples to cool down a bit. When the apples are cooled the students can take turns
mashing them while still in the pot. After the students notice all the apples have changed
from firm to soft and mushy they can serve themselves one large spoon full. After every
child has served themselves the children will taste and see that they have made delicious
applesauce.
Applesauce Differentiated Instruction
This lesson effectively addresses the kinesthetic, visual and auditory learner.

Students will become interactive with the materials that are necessary for the process of counting the
apples that will be peeled and chopped. They will measure and read the numbers on the measuring cup
with assistance. All the students will physically mash the apples in the large pot to see the apples
change from firm to creamy.

For the students who struggle with patience they can watch the clock by keeping an eye on the minute
hand as it moves by each minute, they can keep track of the prep time. They can also continue to count
how many apples have been cut and how many more still need to be peeled and chopped. Counting
can serve as continued engagement when measurements might be too difficult to understand.

For students who find it difficult to count, they will be given crayons and paper and draw what they see
at the counter. They will be able to draw images of the ingredients and draw out any number of apples.
 Applesauce Discussion Questions
1.Can anyone tell me why this is called applesauce?

2.Do you think apples are tastier than applesauce and why?

3.What made the apples soft?

4.What color did the apples turn after they were cooked?

5.Why does it take long to cook the apples?

6.How would applesauce taste if we did not add the ingredients?

 Applesauce Evidence of Learning
-Were able to sort the various apples by color and size.

- When students can follow the teacher’s directions and stay on task as a group while following
teacher’s directions to the recipe it is evidence that the students are learning.

- It is essential to show students how to count, they will be asked to count the ten apples
needed for the recipe, if students can do this it is evidence that they are learning. As the
teacher observes the students count the ten apples, she will be taking a mental note of who
can count the ten apples in order successfully.

- When the students are curious and ask questions is evidence, they are comprehending and
want to understand what they are learning.

- Additionally, when they can stay engaged and focused on the measurements for the cooking
process.
Applesauce Next Steps
● When a student shows they can count
to ten perfectly, the next step will be for
teacher to incorporate counting up to
twenty.
● For students who found counting the
items that went into the apples to
difficult or counting to ten hard.
Teacher will continue to practice with
students in counting to ten.
Additionally, the teacher will monitor
whether the counting is in the correct
sequence.
Home Extension Activity
● Parents can incorporate
counting in their everyday life.
Students can count how many
dolls or cars they have. They
can count how many cars they
drive by as they go to the
grocery store. Counting can be
fun when it is incorporated
abstractly.
Language Arts
National, State, or District Standards
California Preschool Learning Foundations Vol, 1 - Math

2.0 Social-Emotional Interaction with Peers

2.1 Interact easily with peers in shared activities that occasionally become cooperative efforts.

1.0 Language and Literacy Concepts about Print

1.1 Begin to display appropriate book-handling behaviors and begin to recognize print conventions.

1.4 Use language to construct short narratives that are real or fictional.

1.0 Mathematics Number Sense

1.1 Recite numbers in order to ten with increasing accuracy

Background Information:

The children need to know how to interact with their peers during shared
activities. They will need to know proper book-handling and parts of a book.
Students will use language to construct narratives and retell a story through
memorization and other activities. Finally, they will need to know how to count
and recognize numbers in order to ten.

Group: Ages 4-5, Large group Circle Time and small groups of four for activity.

Objective:

After completing this lesson, the children will be able to count to the number ten
and use addition and subtraction techniques using materials supplied to them.
They will be versed in the proper technique of handling books and be able to
recite the parts of a book. Students will also be able to interact and cooperate
with their peers during a reading and math activity.
Materials:

● Ten Apples Up on Top by Dr. Seuss

● Felt Board
● 25 pieces of felt in multiple colors
● 25 pieces of construction paper
● 25 pairs of googly eyes
● 2-4 sets of colored pencils or markers
● Velcro Strips, if needed
● Scissors
● Glue
● 4-6 Real apples
Procedure:

Review – The students will need to know how to sit quietly during story time
and understand the parts of a book. They will need to know how to count and
acknowledge their numbers 1-10.

Overview – Review the activity with the children and explain that they will be
listening to a story and then retelling the story though an activity where they
will show that they can count to the number ten.
Presentation:
o 1. Read the book, Ten Apples Up on Top by Dr. Seuss.

o 2. Break into small groups of four.

o 3. Provide the materials and a station for the students to work at.

o 5. Encourage them to use their imagination as they make their own book character and choice of apples.

o 6. Have the students apply their character to the felt board.

o 7. Repeat with other colors.

o 8. Reread the book as the children add the apples to the top of their character’s head.

o 9. Have them do simple math procedures, (addition, subtraction) as they move the apples to and from the character’s heads.

o 10. Have them try to balance an apple on their head.

Discussion Questions:

o 1. What is the part of the book called that holds the pages together?

o 2. Can you tell me what would happen to the pages if you mistreated the book?

o 3. What is it called when we add numbers together?

o 4. What are the different colors that apples can be?

o 5. What happened at the end of the story?

o 6. Can you balance an apple on your head? Can you show me how?
Evidence of Learning:

● The learning outcomes can be assessed either directly or indirectly.

● Priority is always given to direct measures as they are more objective, concrete,
and measurable.
● If the students can listen patiently and attentively to the story and cooperate with
their peers during an activity, then the foundations will be met for the
social-emotional domain.
● When the student can answer the questions pertaining to the story, the
foundations for Language Arts will be met.
● The objective for number sense will be met if the students can count and
acknowledge the number one through ten.
● As a bonus to the lesson, the students can try to balance an apple on their
heads. Concrete evidence that they have met the objective is when they can not
only count the apples but be able to retell the story presented at the beginning of
the activity.
Next Steps:

● If the students show evidence of meeting the objective, we would

move on to a more complex number to count with, specifically twenty.
● If the students did not show evidence of meeting the objective, we
would reread the book and use a lower number to teach the lesson
(five)
Home Extension Activity
While participating with this book extension activity, children Counting slices of apples
will practice counting to ten, identifying numbers, and ordering
numbers all the while developing fine motor skills.
Art - Dice and Apple
Painting
California Preschool Learning Foundations Vol. 2 Materials: Dice (5 sets of 2 dice)

2.2 Begin to create representative paints or drawings that Paint brushes (5 sets of 4)
approximate or depict people, animals, and objects.
Water cups (5)
2.5 Recognize and name materials and tools used for
visual arts. Paper Towels/wipes

2.6 Demonstrate increasing coordination and motor Card Stalk

control when working with visual arts tools.
Markers (5)
Background Information: This lesson is best
implemented in small groups of three to five at the ages of Apples (4 – one red delicious, gala, golden delicious and
four to five. The lesson is a visual and hands on lesson.
Granny Smith)
Children must be able to count from one to twelve.
Paint (red, green, yellow, white)
Objective: Children will be able to free paint while
incorporating numbers one to twelve. Children will be able
Paper Plates (5)
to recognize the numbers one to twelve on dice.
Table cloth (2)

Procedure:
Review - Students should be able to recognize numbers
one to twelve while counting out loud or by looking at the
dots on the dice. Students should also have an
understanding of the different types of apples and what
kinds of apples they will be painting.
Overview - The teacher will provide the students with a list
and pictures of the different types of apples and the colors
they come in. The teacher will explain that students will roll
dice and paint apples that represent the number they land
on.
Presentation - 1. The teacher will have a stationed
prepped with all the listed art supplies.
2. The teacher will provide each child with their
paints, brushes, water, plate, markers and paper.
Four apples will be set up in front of all the children
for a visual. Each child will then write their names on
their paper using the markers.
3. Each child will have two dice, and one by one, will
take a turn rolling their dice.
3a. Based on what number they land on, the child
will paint that number using their apples. (Ex: Dice
lands on 4 and 4, child will paint 8 apples). The
children can either use the red, green and yellow
paint or they can mix colors to make their gala color.
Procedure Continued Differentiated Instruction - This art activity allows for
students who are visual, auditory and kinesthetic
4. NOT required, however, children can use the four learners to have an understanding of numbers. Children
apple that are set up as a guide to paint their apples. Or who work better under visuals will have the guide of the
they may paint their apples as they wish using the four apples and the dice as a way to understand what
colors provided. They can also use their marker to draw they are painting and how many apples they are
out their apple shapes first. painting. For a child who is an auditory learner, they will
best understand this lesson from the explanation given
5.After the children have painted the amount of apples
by the teacher before the activity begins. Kinesthetic
for their number rolled, they will then write a number
learners will be able to understand this lesson by being
next to each apple. (Ex: 8 apples – each apple will be
able to physically roll the dice and use their hands to
labeled 1,2,3,4,5,6,7,8).
paint the apples.
6. Children will then clean up their spots, while the
teacher places the paintings aside to dry.
Discussion Questions - What was hard about this art activity and why? What did you enjoy the most and why? How can
you create your apples differently? Were there any numbers that you had trouble remembering? How easy/hard was it to
use the dice, and why?

Evidence of Learning - As the teacher, I will be able to know their understanding of this art activity, based on how well
they were able to control their motor skills to paint their apples and use the dice to understand their numbers. I will look at
how they numbered their apples and how many they created compared to how many they were supposed to create as
evidence of their learning during this activity.

Next Steps - If the students did show evidence of meeting the objective, I would have them paint more than just the apples
and add in another dice. Using three dice, I would challenge them to paint the full apple trees and paint the amount of
apples onto the tree. The challenge for them would be to see how well they work with numbers one to eighteen.

If the students did not show evidence of meeting the objective, I would lower the amount of dice they have. Rather than
trying to attempt numbers from one to twelve, I would cut it down to one dice using numbers one to six, allowing children to
have a refreshed of the single digit numbers.

Home Extension Activity - A home extension activity would be to encourage parents to try this activity with their children,
using other materials. Parents can have children draw apples or other kinds of fruit using crayons, markers or colored
pencils. Parents can also say a number out loud for their children or write numbers on note cards or a whiteboard.
 Reference

Amstutz, L. J., & Shipman T. (Illustrator). (2018). Applesauce Day. Albert Whitman & Company.

California Department of Education (2008). California Preschool Learning Foundations (Volume 1) Sacramento, CA: CDE

Press.

California Department of Education (2010). California Preschool Learning Foundations (Volume 2) Sacramento, CA: CDE

Press.

California Department of Education (2012). California Preschool Learning Foundations (Volume 3) Sacramento, CA: CDE

Press.

Kids TV. (2014, October). Five little apples [Video file]. Retrieved from
https://www.youtube.com/watch?v=Tvxf-qyq4t4&feature=youtu.be

Le Sieg, T., (1961) Ten Apples Up on Top, New York, Beginner Books

Ransom, C. (2016). Apple Picking Day! RH Childrens Books.