Apples Activities for Preschool, Pre-K and Kindergarten



In this pack, whole group, small groups and independent resources are used for a thematic lesson on apples. Lesson plans with mini-lessons, center activities, and an interactive page are available for each week of instruction.

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Learning Resources

Week 4 Plans
This is a template for lesson plans during apple week of school. Pick and choose what ideas and resources work for your learners.

Apples – Whole Group
These resources can be used during whole group instruction for a family theme. They include a poem, word cards, tracing page and table sign in sheets.

Apples Interactive Poem
First, use this poem during a thematic lesson, whole group or a literacy center and have learners change the things they can do.

Apple Orchard Sensory
Next, explore homes with the five senses. Complete the charts together and have learners draw and write about their home using their senses.

Lesson Plans

Apples Thematic Plans
Use these plans as a guide for engaging family read alouds and activities in the classroom.

Johnny Appleseed
First, read Johnny Appleseed and complete the chart together. Have learners create an apple craft to post on a butcher paper apple tree.

Apple Life Cycle
Next, read I Am An Apple and introduce the Apple Life cycle poster. Have learners create a life cycle wheel to show how an apple tree grows.

Parts of an Apple
After that, read How Do Apples Grow? and cut an apple in half to observe. Label the parts of the apple using the chart provided. Have learners label their own apple.

Seasons of an Apple Tree
Read The Apple Pie Tree and create a chart using the resources included. Have learners create their own interactive seasons page.

Apple Investigation
Read Apples for Everyone and have learners complete the apple investigation page at different stations.

Apple Predictable Chart Class Book
Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Alphabet Write the Room
Have learners find letters around the room and write the capital and lowercase letters.

Literacy Center | Initial Sound Puzzle
Have learners match the picture to the correct letter.

Literacy Center | Syllables Sort
Have learners sort the pictures by their syllables.

Math Centers

Math Center | Apple Matching
Have learners clip the apple that matches the picture.

Math Center | Number Mats
Have learners use playdough or a dry erase marker to complete each number mat.

Math Center | Apple Sorting
Have learners sort the apples on the apple tree mats by color or size.


Common Core Standards

Language Arts

Recognize and name all upper- and lowercase letters of the alphabet.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Next Generation Science Standards

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.
Use observations to describe patterns of what plants and animals (including humans) need to survive. Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.

Texas Essential Knowledge and Skills

Language Arts

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing….The student is expected to: demonstrate phonological awareness by: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing….. The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing….. The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts…. The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres….The student is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance


Number and operations…..The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Geometry and measurement….. The student is expected to: classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.


Scientific investigation and reasoning….The student is expected to: ask questions about organisms, objects, and events observed in the natural world.
Force, motion, and energy…. The student is expected to: use the senses to explore different forms of energy such as light, thermal, and sound.
Organisms and environments…. The student is expected to: differentiate between living and nonliving things based upon whether they have basic needs and produce offspring.



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