Autumn

Science
ECD 460
Angie Lozano, Belinda Thao, Kristin Lee, Ramona Torres-
Martinez
 Language Arts Autumn Art
Pumpkin Cycle Sequence Language Arts
- Identify characteristics
- Categorize
- Recognize
- Make connections

Math
Science
Leaf Patterns
-Patterning
Life Science Pinecone Magic
1.1 Identify characteristics of animals - Observation
-Repetition and plants, including appearance
-Create (inside and outside) and behavior, and - Inquiries
patterns begin to categorize them. - Hypothesis
-Recognize Fall - Writing and drawing
Leaves
 Pumpkin Life Cycle
Language Arts Angie Lozano
CA Preschool Foundations volume 3 in Science: Life Science 1.1
Identify characteristics of a variety of animals and plants, including
appearance (inside and outside) behavior, and begin to categorize them.
Background Information: This is a group activity that connects to a book
that was read at circle time (Seed, Sprout, Pumpkin Pie). The activity will
allow the students to work in a cooperative group.
Pumpkin Life Cycle
Language Arts Angie Lozano
Group: Presented as a language arts activity, in a small group, Ages 4-5.
Objective: To understand the life cycle of a pumpkin through
sequencing and make connections from what they have learned from the
book Seed, Sprout, Pumpkin Pie. The students arrange cards in the
order of the life cycle and verbally express what they have learned.
Materials: Two sets sequencing cards with pictures of the pumpkin life
cycle. A pumpkin resource paper showing the life cycle and table space.
Pumpkin Life Cycle
Language Arts Angie Lozano
Procedure:
Review Knowledge of the pumpkin cycle through
books and discussion. The ability to communicate
verbally or through signing how to arrange the cycle.
Overview Take the cards and arrange them in the
order of the pumpkin life cycle. Explain where the
cards go and why they were put in that order. Correct
if needed.
Presentation
Place the cards on the table in mixed order.
Have the students work in pairs.
Ask the students or arrange them in order of the
pumpkin life cycle.
Allow them to talk their way through the process.
Answer any questions they may have.
Assist when necessary.
Pumpkin Life Cycle
Language Arts Angie Lozano
Differentiated Instruction: Content and process will be
addressed in this activity. The students will gain understanding
of how information is given and how to put it to use. The life
cycle of the pumpkin is read through a book and discussed in
class, so the student in this activity will show what they have
learned by processing the information.

Discussion Questions:
Can you put the life cycle of the pumpkin in order?
Can you tell me what the life cycle of the pumpkin is.
Can you show me where the pumpkin starts to grow?
How many steps are there in the life cycle of a pumpkin?
Can you tell me what will happen next?

Evidence of Learning: Students will display knowledge of

what they learned by explaining the process of the life cycle of
the pumpkin.
Pumpkin Life Cycle
Language Arts Angie Lozano
Next Steps:
Have them draw out and make their own life cycle and adding
other uses of pumpkins to their drawing.
Revisit the book and allow them time to review the resource
handout.
Home Extension Activity Send home the life cycle resource and
a recipe for pumpkin pie or pumpkin bread and encourage them to
make it, so they can learn what a pumpkin tastes like.
Pumpkin Life Cycle
Language Arts Angie Lozano
References

Esbaum, J. (2009). Seed, Sprout, Pumpkin Pie, National

Geographic Partners, LLC, Washington, D.C.

Pumpkin Life Cycle Sequence Cards

Retrieved from website:
http://www.kizclub.com/Topics/food/pumpkin.pdf
Spookley the Square Pumpkin Craft
Art Belinda Thao
National, State, or District Standard to be addressed:
Preschool Foundations Volumes 2 & 3
Science: Life Science 1.1 Identify characteristics of a variety of animal
and plants, including appearances (inside and outside) and behavior, and
begin to categorize them.
Visual Art: 2.4 Begin to use paper and other materials to assemble simple
collages.
Self: Social and Emotional understanding 3.1 Seek to understand
peoples feelings and behavior, notice diversity in human characteristics,
and are interested in how people are similar and different.
Background Information: Children need to have basic knowledge of their
shapes (circle, square, triangle, etc.), and have simple knowledge of their
colors.
Spookley the Square Pumpkin Craft
Art Belinda Thao
Group: 4-5 children, Preschool age 3-5 years old

Objective:
Children will be able to decipher between shapes.
Children will learn about different colors in a pumpkin.
Children will be able to copy and administer shapes in art form.
Children will learn about diversity in different people and things.
Spookley the Square Pumpkin Craft
Art Belinda Thao
Materials:
Book: The Legend of Spookley the Square Pumpkin (Troiano,
2005).
Black construction paper squares to place collage on.
Smaller orange construction paper squares.
Green construction paper leaves.
Brown paper stems.
Glue.
Googly eyes.
Spookley the Square Pumpkin Craft
Art Belinda Thao
Procedure:
Overview Before the lesson, the teacher will begin to discuss the anatomy, shape,
and color of a pumpkin. The teacher will read the book, The Legend of Spookley
the Square Pumpkin (Troiano, 2005) to the children so that they can get a visual of
what pumpkins are and what they look like. The book can also serve as an excellent
opportunity to discuss what pumpkins are used for in the fall and Halloween time.
The teacher can also bring up the topics of diversity, differences, and even teasing.
After the story, the teacher will have a brief discussion with the students about their
learnings and understandings of pumpkins and the story. The teacher will then
explain to the students that they will be participating in an activity, where they will be
able to create Spookleys character as a collage!
Spookley the Square Pumpkin Craft
Art Belinda Thao
Discussion Questions:
1. Why was Spookley different from all the other pumpkins?
2. What shape is Spookley the pumpkin?
3. What color is Spookley?
4. What did you learn about being diversity and being different?
5. Did you enjoy todays lesson and activity?
Evidence of Learning:
Students should be able to recognize and name their basic
shapes and colors when being asked. They should also have a better
understanding of diversity in different people, and learn to
appreciate and accept their own uniqueness.
Spookley the Square Pumpkin Craft
Art Belinda Thao
Next Steps:
If the students did show evidence of meeting the objective, I
can expand on their understanding of shapes by allowing them to
choose their own shape to collage with in the future.
If the students did not show evidence of meeting the objective,
I will focus on taking it back to basics, and solely focusing on allowing
them to learn to recognize their shapes by using different objects and
concepts (blocks, flashcards, etc.).
Spookley the Square Pumpkin Craft
Art Belinda Thao
References
Troiano, J. (2005). The legend of spookley the square pumpkin.
Backpack Books.

Stacy. (2015). Spookley the square pumpkin craft. Retrieved from

https://www.thingstoshareandremember.com/spookley-the-
square-pumpkin-craft/
Pinecone Magic Science
Kristin Lee
Standard: 1.2 Observe objects and events in the environment and
describe them in greater detail.
Objective: Children will be able to observe changes in nature
before their eyes. They will make inquiries and hypothesis of what
will happen and make observations and work on fine motor skills
through writing and drawing.
Background: This project can be done with the whole class at the
same time or in smaller groups. Children should have experience
with using markers or colors pencils. Ages 4-5.
Pinecone Magic Science
Kristin Lee
Materials Needed: Containers, hot water,
cold water, 3 pinecones
similar to size and shape.

Procedure: Lay out pinecones before the

children to see before placing in cups. Allow
children to make prediction of what will happen
when placed in the different containers.
Chart their responses. Then place the
pinecones into the cups. The children can
then take turns doing observation drawings.
After 15 minutes the children can pull out the
pinecones to see what has happened.
Pinecone Magic Science
Kristin Lee
Questions:
What do you think will happen?
What else can we do with the
pinecones?
Which will work better air/cold/hot?
What else can we put the cones in?
Where have you seen a pinecone?

Evidence of learning:
Children will be able to make
predictions of what will happen to the
pinecones and able to draw some
resemblance of the cones in the cups.
Pinecone Magic Science
Kristin Lee
Next Steps:
-If children have grasped it try different liquids to
put the cones in. Go on a nature walk and have them
pick their own cone to put into whatever cup they
want and make predictions from there.
-If they have not grasped the concept start over and
try other things that may grow or shrink in water.

At Home:
Parents and children can go find pinecones at a park
or their home. They can try this at home as well.
They can then turn the cones into birdfeeders or
paint them and hang them in the window or outside.
Music and Movement
Song: Leaves, Branches, Trunk and Roots
Sing song slowly and show children movements. Then let them join in.
To tune of Head, shoulders, Knees and Toes.
Leaves, branches, trunk and roots under the ground, under the
ground. (repeat) *wiggle fingers in the air, stick arms straight up, run
hands down body, wiggle fingers on the ground.
The leaves go up and the roots go down.
They hold the tree into the ground, into the ground. *stomping
Leaf Patterns Math
Ramona Torres-Martinez
National, State, or District Standard to be addressed: Preschool Foundations volume 2 & 3
Mathematics: Classification and Patterning 2.2 Begin to extend and create simple repeating
patterns
Science: Life Science 1.1 Identify characteristics of a variety of animal and plants, including
appearances (inside and outside) and behavior, and begin to categorize them
Background Information: Children need to have basic knowledge about patterns. Children need
to understand about patterning and repetition. Children also need to be able to recognize
simple patterns.
Group: Small group of 4-5 children, Preschool age 3-5 year-olds
Objective:
Children will be able to recognize a repeating pattern
Children will be able to copy and extend a simple pattern
Children will learn to create a repeating pattern
Children will learn about the color of fall leaves
Leaf Patterns Math
Ramona Torres-Martinez
Materials:
Real leaves in fall colors (red, yellow, brown,
green)
unifix cubes (red, yellow, brown, and green)
White construction paper strips (whole
construction sheet cut lengthwise)
Plastic trays
Songs: Autumn Leaves & Leaves are
falling
Book: Were Going on a Leaf Hunt
(Metzger, 2008)
Leaf Patterns Math
Ramona Torres-Martinez
Overview - Before the lesson the teacher will familiarize the children with
the concept of pattering and the color of fall leaves. The teacher will
read the book, Were Going on a Leaf Hunt (Metzger, S. 2008) for
children to recognize the pattern in the repeating verse. The book will
also be used to introduce the concept of leaves falling during fall. The
teacher will also discuss the different types of the leaves mentioned in the
story. After the story, the teacher will follow up singing two fall leaves
songs that have a repeating verse pattern. The teacher will then explain
to the children that they are going to participate in an activity were they
are going to be using colorful fall leaves to copy and create patterns.
 Leaf Patterns Math
Ramona Torres-Martinez
Presentation
Before the lesson, the teacher will cut large sheets of white construction
paper into strip by cutting the paper lengthwise. The strips of
construction paper will be used as the childrens work space for creating
patterns.
Teacher will set out on the table plastic trays with different color fall
leaves
The teacher will review the colors of the leaves with the students
The teacher will then use the unifix cubes to model for the students how
to make an AB pattern. The teacher will say red leaf, yellow leaf, red
leaf, yellow leaf as the pattern is created.
Explain to the students that they are going to use the leaves to copy and
create an AB pattern. Encourage the students to choose three leaves
of one color and three leaves of another color.
Teacher will start the pattern on a strip of paper and ask the students to
predict what color comes next in the pattern. The teacher will continue
the pattern with the students assistance.
Ask the children to use their leaves to create an AB pattern on the strip
of white construction paper. If the students make an error, suggest that
they name the colors in the pattern from the start slowly. Teacher will
provide support for students that have difficulty with patterning.
Ask the students to remove the leaves from the strip of paper and select
different colors of leaves. Have students repeat the pattering.
Leaf Patterns Math
Ramona Torres-Martinez
Discussion Questions:
1.Can you identify the color that comes next in
the pattern?
2.Can you arrange the leaves in an AB pattern
or ABB pattern?
3.Explain in your words the pattern you created.
4.Can you think of a new way of creating a
different pattern?
5.What will happen if you only had five (four,
three, two) leaves to make a pattern?
6.In what order did you pattern the leaves?
 Leaf Patterns Math
Ramona Torres-Martinez
Evidence of Learning:
Student should be able to recognize a simple pattern. Students should
be able to copy and create an AB pattern. Students should also be able
to create their own repeating pattern.
Next Steps:
If the students did show evidence of meeting the objective, the next step
would be to introduce other patterns like ABB, AAB, and ABC
using leaves or other items/objects.
If the students did not show evidence of meeting the objective, the next
step would be to continue to repeat the lesson with other items, objects
until students demonstrate understating of the patterning concept.
Home Extension:
Teacher can send home copies of the two autumn songs for children to
sing together with their family. The children and their family can go on a
walk around their neighbor hunting for fall leaves. They can collect leaves
that they find on their walk and try to their own create patterns.
Leaf Patterns Math
Ramona Torres-Martinez
Autumn leaves
Leaves are falling
Leaves are falling
To the ground
To the ground
Look at all the colors
Look at all the colors
Red, Yellow, Brown
Red, Yellow, Brown
Leaf Patterns Math
Ramona Torres-Martinez
Leaves are Falling
(Sung to the tune: Jingle Bells)
Leaves are falling,
Leaves are falling,
One fell on my nose!
Leaves are falling,
Leaves are falling,
One fell on my toes!
Leaves are falling,
Leaves are falling,
One fell on my head!
Leaves are falling,
Leaves are falling,
Yellow, orange and red!
Leaf Patterns Math
Ramona Torres-Martinez
References
Metzger, S. (2008). Were Going on a Leaf Hunt. New York: Cartwheel
Book
Learning with Mrs. Parker. (2012). Leaves are Falling. Retrieved from
https://learningwithmrsparker.blogspot.com/2012/10/fall-is-
here.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:
+LearningWithMrsParker+(Learning+with+Mrs.+Parker)
Shirleys Preschool Activities. (n.d.) Autumn Leaves. Retrieved from
http://www.shirleys-preschool-activities.com/preschool-leaf-rubbing-
craft.html