Knock Knock Museum’s
Greaux Local Activity Title
________________________
Adapted from: Seen in classrooms before.
Partner Names:
Mary Jane Walker and Leah VanLangevelde
Modified Learning Objective
At our station, I want the students to learn print recognition about plant produce (or gardening).
Materials and Advance Preparation
Materials – See Blackline Master #1
Blackline Masters (attached after the lesson plan)
BL#1. Materials list and cost estimate
Summary of Background Information; Prior Knowledge Needed
Activities connection to science content
Remember that this activity (even if it is art-based or ELA-based) should be related to the science content. Describe
how you will ensure that your activity will teach your students science.
Our activity will teach students about science because it will teach them about produce, which is
plants and fruit. They will learn the shapes of each produce by using it as a stamp, then referencing
what it is later without seeing the physical fruit or vegetable. Also, when they stamp these fruits and
vegetables they will see the delicate details and textures each individual produce piece has and will
be able to observe specific aspects of each plant. For example, when they stamp the cut-in-half
apple, they will see a white spot in the middle where there is open middle part where the seeds are.
This is where they can learn that the only way a plant can grow is if there are seeds. THey will also
be able to observe the different plant parts, such as seeds, flowers, stems (especially with celery)
and maybe roots.
What science or engineering practices are you having students practice in this activity?
What science and engineering practices are you using in this activity? Mark the predominant one(s) in the chart below with an
X or to the left of the skill.
Science and Engineering Practices appropriate for young students:
Observing Predicting
Measuring quantities. x Inferring*
x Sorting and classifying Using data
Collecting and using data x Communicating
* Inferring can use observations, past experiences, information from books, etc., to explain why something is happening or
has happened. Inferences are usually not based on direct observation of a phenomenon, but are pulled together from
many sources to form an explanation of the phenomenon.
Detailed Lesson Procedure - An Abbreviated Learning Cycle Lesson
Describe fully how you will guide your students through each stage of your lesson. Describe what you will have students do
and include guiding questions you might ask to help students. Please number your steps under each portion of the lesson plan.
1. Lesson Opening/Engage
How will you greet students to engage them in your hands-on activity? Include guiding questions and prompts you might
ask to help engage students.
1. Ask them if they have ever eaten any of these foods.
2. Ask them which one they like the best.
2. Explore: (est. time: 15 minutes)
This should be a student-centered, hands-on/minds-on activity that teaches your students about the concept listed in your
LSS/CCSS-Math. Step by step instructions go here. No lectures or direct teaching allowed. Please be as hands-on as
possible. Also, please provide enough detail so that Dr. Blanchard could teach your lesson based on what you have
included in these steps. Refer to handouts by title or Blackline Master #. Questions (in bold print) with expected answers
(in italics) should be listed that guide the student thinking and work. Be mindful of having a mix of low and higher level
questions. Include pictures of the set-up so that it is clear what you mean in your activity description.
1. They will choose a piece of produce.
2. Then will take that piece of produce and dip it in the corresponding paint next to it which
is on a paper plate.
3. They will then take that piece of produce and stamp it onto the piece of paper that is laid
out.
4. After that they will put their piece of produce back where it belongs next to the
corresponding paint color.
5. Then they will take a writing utensil, either crayon, marker or pencil, and label what each
piece of produce is that they stamped.
6. Lastly, have them wipe off their hands with a paper towel and clean up anything else they
need to.
3. Explain: (est. time: 5 minutes)
What question prompts would you ask for a 4 year old vs an 8 year old to have them
explain what they are learning from your activity? Remember to go beyond closed-ended
questions.
Below, write a question prompt about a content or skill from your activity that you might ask a 4
year old. On the same row, how would you ask the same content/skill question of an 8 year old?
Write at least four parallel sets of questions. Write an age appropriate acceptable response in
italics after your questions.
Questions for 4 year olds Questions for 8 year olds
Which is your favorite vegetable? What does the shape remind you of?
Do you like the shapes it made? Which stamp was your favourite to use?
What’s your favorite shape that you made? Did you think you could use vegetables like
this?
CITATION OF SOURCES.
I/We used the following resources to build our lesson (APA citation). Please take care not to plagiarize….
Give authors credit if you borrow an idea from someone or quote directly from their work.
Citation here. If you created the entire lesson (no borrowed or cited ideas), tell me so here.
__x__ Yes, I cited all materials and resources used in this lesson. Leah VanLangevelde
& Mary Jane Walker
Fruit and Vegetable Prints. (n.d.). Retrieved March 14, 2019, from
https://www.firstpalette.com/craft/fruit-vegetable-prints.html.
Blackline Master #1
Materials
You need to plan to have enough materials for 100 students going through your table.
In order to facilitate the funding and ordering of the materials, please complete the chart below. Write
ALL materials needed… including materials that you or Dr. Blanchard might already have on hand.
Material (if more Source (exact How many? Cost per item Total cost
than on per pack, URL), self, Dr.
tell how many is in Blanchard?
each pack)
Apple Dr. Blanchard 5 $.98/lb $2.94
Celery Stalk Dr. Blanchard 3 packs of celery $2.28 $6.84
Broccoli Dr. Blanchard 3 big stalks $2.78 $2.78
Corn Dr. Blanchard 1 pack of a 4 pack $3.97 $3.97
of corn
Orange Dr. Blanchard 3 pound bag of $3.46 $3.46
oranges
Bell Pepper Dr. Blanchard 5 $0.52 $2.60
Lettuce Dr. Blanchard 1 pack of 3 $2.78 $2.78
Mushroom Dr. Blanchard 3 packs of $5.64 $5.64
mushrooms
Red paint Dr. Blanchard 1 16fl oz bottle $2 $2
Blue Paint Dr. Blanchard 1 16fl oz bottle $2 $2
Green Paint Dr. Blanchard 1 16fl oz bottle $2 $2
Sharp knife self 1 $0 $0
Paper plates Dr. Blanchard stack of 170 $6.57 $6.57
Easel Paper Dr. Blanchard 1 15” x 787” roll $8.99 $8.99
Writing utensil to self 10 $0 $0
write their
name/name of
produce
Paper towels Dr. Blanchard 2 rolls $.98 $1.96
The total cost of this activity for 100 children will be
$_______________.
What advance preparation do you anticipate having to do?
- Cut each of the produce.
- Put out three paper plates per each color and put paint in them.
- Put three pieces of each produce by each of the paint plates.
- Make an example paper labeling each piece of produce so they can use it as a reference.
- Set up paper where it can be easily accessible.
