The Apple Project.

Publication: Early Childhood Research & Practice

Publication Date: 22-SEP-02

Bookmark this article Print this article Link to this article Email this article Digg It! Add to del.icio.us RSS

COPYRIGHT 2002 ERIC Clearinghouse on Elementary and Early Childhood Education

Abstract

Four kindergarten classes in an Ohio elementary school chose to study apples as a group project. This article discusses how the project evolved, describes the three phases of the project, and provides teachers' reflections on the project. Photographs taken during the project are included.

School and Student Background Information

Manor Avenue Annex was a one-year temporary site for four kindergarten classes while the new Struthers Elementary School in Struthers, Ohio, was being constructed. The temporary site was located in the basement of a local church. The environment consisted of one large open room with no walls dividing the four class areas. This environment presented many challenges. Since there were no divisions between the classrooms, the noise level became overwhelming at times. Therefore, we created a shared daily schedule in an effort to teach louder/quieter activities simultaneously. For example, the children from all four classes engaged in project work during the same time period. There were 83 children, four certified classroom teachers, three instructional aides, one college student, and many parent volunteers.

The children attended an all-day, every-day kindergarten program. The Apple Project was their first experience with project work.

Preliminary Planning and Selection of the Topic

We teachers chose to initiate a project on apples based upon the current seasonal events. The project took place during the fall when apples are plentiful in Ohio. The children were already interested in this topic as evidenced by the numerous apples and apple treats that were being brought to school daily. There are several orchards located nearby, and most of the children had had prior experiences at the orchards with their families or preschools.

As we teachers began discussing the Apple Project, we brainstormed possible opportunities for hands-on investigations that met curriculum requirements. We also talked about available resources that would help the children investigate apples. At the conclusion of our discussions, we felt that "apples" was a worthwhile topic.

Phase 1

Phase 1 of a project generally includes discussions with the children in order to find out what prior experiences they have had with the topic and what they already know about the topic. We encouraged the children to represent their prior knowledge of apples through drawings, constructions, dramatic play, etc. We helped the children to generate questions to investigate and created a topic web. A letter was sent to parents explaining the project and inviting parent participation.

Activities

On average, the project work took place three times a week. All four teachers and all of the children were involved in the project work. However, not all of the children participated in every activity. The children selected activities according to interest. Furthermore, the children from the different classes intermingled with each other throughout the project. The following activities took place during Phase 1 of the Apple Project:

* Drawings representing prior experiences

* Class discussions about apples

* Sketches of apples

* Lists of descriptive words and phrases

* Creation of a topic web

* The gathering of apple-related literature

We encouraged the children to share their prior experiences with apples by engaging them in discussions about apples. We began the discussions by sharing personal experiences with apples. The children naturally started sharing their own personal experiences. The children then depicted their experiences through drawing. We transcribed the children's dictations.

The following excerpts were taken from the discussions that led us to the development of questions to investigate in Phase 2 of the project.

What is an apple?

Michelle: "It's a circle with a stem and a leaf."

Abby: "Something you can eat."

Mike: "An apple is a fruit."

How do you know that it's a fruit?

Mike: "Because it's more colorful than a vegetable and it has juice."

Do vegetables have juice?

Selma: "No."

Mike: "Well carrots have a little."

Describe an apple.

Heather: "It's red and hard."

Tina: "It's round."

June: "It has skin."

Jennifer: "It is white inside it."

April: "It grew out of a seed."

Michelle: "They change colors--red, green, and yellow." Do you think that one individual apple changes from red to green to yellow?

Michelle: "Yes."

What is a seed?

Jeff: "Like ordinary seeds, they are in apples. But seeds are things you plant things with. If you plant a black seed from a apple, it might grow a apple tree."

Would you like to try that?...

Read the full article for free courtesy of your local library.