Johnny Appleseed
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1. Contextual Factors
For this unit, we are working with a class of second graders at Nichols Hills Elementary.
Assortment Elementary School
Contextual Factor
Socio-economic:
Your classroom is a mixed bag of SES. A majority
of students are middle class, but there are also some
students in poverty as well as some living in
affluence. Student appearance and interactions
make it clear which ones are the “Have’s” and
“Have not’s”.
Race/Ethnicity:
Most of your students are White but there are a
rather large number of Hispanic and AfricanAmerican students. Some students have had
numerous experiences within the American
culture/traditions, while others have had limited to
no experience with American culture/traditions.
Gender:
Rather even mix of male and female; most boys are
into ‘typical’ boy things and are physically active;
most girls are into ‘typical’ girl things and find
language useful way to interact.
Language:
About a third of your class is considered ELL—
English is not their first/native language; there is a
wide variety of English fluency among the ELL
students.
Instructional Implications for unit
Students will be encouraged to work beyond their
comfort zone to interact as a community of
learners. Students will work together in small
groups throughout the unit. These small groups
will change during the lessons in order to ensure
that all students work together.
Students will break down barriers so that SES is
not an issue. The classroom will become a biased
free environment of learning. This environment
can be created through team building and student
expression.
Johnny Appleseed is an American legend and we
will learn the significance of his life.
Along with learning about Appleseed, we will also
cover the starting of the New World. The United
States is a very different country from the one
Johnny knew as a boy. Now our country extends
from “sea to shining sea.”
We will be covering traditional American songs
that show a glimpse into the culture of our lands.
Boys and girls will be equally encouraged to
participate in every activity. There will be a
mixture of learning styles incorporated with each
lesson. All students will be encouraged to
participate in every lesson. Students should feel
proud of their skills and want to share ideas. For
example, all students will sing and dance, take
notes, call/respond and share ideas. This will help
the boys move around while letting the girls
interact linguistically.
There should not be one correct way to interact in
the classroom. All students should be encouraged
to explore and observe new techniques of learning.
Multiple reading materials with ranging reading
levels.
Have translated or bilingual materials to encourage
at home and class participation. Help students to
feel comfortable working with the material instead
of “throwing” them into new content.
Look to ELL teacher for assistance in locating
materials and accommodating students.
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Special Needs:
A few of your students have been diagnosed with
ADD and/or ADHD.
Developmental/Grade/Age:
Second grade, students ranging from 7-9 years old.
Students are transitioning from the early childhood
to be independent thinkers and doers.
Gifted and Talented:
There are two students who are a full grade level
above their peers in all academic subjects.
Students will have the opportunity to get out of
their seat and work with items around the room.
The instruction time will be divided into short
increments.
Have students work with a buddy system. Students
can take turns reading and feel comfortable with
peers.
Each of the lessons will have a set objective for the
student to accomplish.
Students will build relationships by working
together in small groups and whole class
discussions. Students will be encouraged to build
their own individuality while working
collaboratively with others.
Student will be provided with choices to explore
their own academic aptitude. Students will be
encouraged to work with a variety of different
resources. There will be varied level material for
independent study and transitions.
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2. Title, Rationale and Teacher Preparation
An Apple a Day
Students know the legend of Johnny Appleseed but the true story is even better. The life of John
Chapman creates an inspirational story. Students can learn from Johnny’s dedication to help those
around him by planting apple trees so that no one would go hungry. Students believe that most of
the stories told are true. This unit will help students to distinguish the facts and fictional
information about John Chapman’s Appleseed legend. Studying John Chapman and his journey
will allow students to take a short trek into westward expansion of the United States.
There are many tales about Johnny Appleseed. It is said that once Johnny fell asleep and a
rattlesnake tried to bite him but the fangs would not go into his foot because his skin was as tough
as an elephant’s hide. Another tale describes him playing with a bear family. Johnny Appleseed’s
dream was for a land where blossoming apple trees were everywhere and no one was hungry. A
gentle and kind man, he slept outdoors and walked barefoot around the country planting apple seeds
everywhere he went. It is even told that he made his drinking water from snow by melting it with
his feet.
Yolen (2008) writes that John Chapman was born in Leominster, Massachusetts on a lovely
autumn day in the year of 1776. Johnny grew up through the seasons of war with little to eat.
Johnny had to quit school and work in the fields to help his family financially. Johnny’s father,
Nathaniel, was dismissed from the army. He was tired of war, tired of repairing wagons and tired
of building forts. Father Nathaniel was not given the acres of land promised to all colonial soldiers,
so some historians believe he was dismissed for stealing army supplies. At fourteen, Johnny was
hired with a local farmer working with apple trees. Johnny loved the orchards and became an apple
man, like his great grandfather. Little is known about Johnny’s first journey. There are tales but
those were made up long after the facts. We know that he left home in the 1790s, and by 1797
trading post ledgers near Franklin, Pennsylvania, recorded the name of John Chapman. The first
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evidence John Chapman actually bought land for orchards is recorded in 1809 in Mount Vernon,
Ohio, where he purchased two lots. By 1815, he owned 640 acres.
In Pennsylvania, on some tracks of wilderness, Johnny planted the brown apple seeds where
he started a small orchard. He tended his orchards well and the seeds became hardy seedling trees.
These trees were sold to traveling families for about six and a half cents each. Johnny accepted
other methods of payment besides coins. Things that Johnny accepted were clothes, a bed for the
night, dinners, watermelons, cornmeal and pork. Johnny was a successful farmer and tradesman.
Apples are the perfect fruit. They can be eaten fresh or be dried, put in pies or made into sauce,
apple butter, cider, vinegar, or even fermented into an alcoholic drink. No other fruit is so useful.
Farmer (2007) writes that by the late 1700s missionaries, traders and Native Americans
headed west. The most famous of these was a missionary named John Chapman, who was born in
Leominster, Massachusetts, in 1775. Chapman, eventually known as Johnny Appleseed, set out for
the West in 1797. This man was a gentle person, a preacher and a gardener who simply wanted to
help people have enough food to eat. The use of apples in stories and folklore is common. John
Chapman is a real man while Johnny Appleseed is an American folk tale character who believed in
planting apples so that no one would ever go hungry.
Johnny Appleseed did not just scatter apple seeds, as many people once thought. Using
seeds from Pennsylvania cider mills, he planted many apple orchards in the Midwest. Each year he
would return to check on his trees. He kept at his work for forty years. Apples were considered
necessary for good health, and in the 1800s a law was passed that required homesteaders to plant
orchards to fifty apple trees on their land. Travelers on the Oregon Trail were known to carry apple
seedlings in their covered wagons. These settlers often planted their orchards before building their
house! Today the Pacific Northwest is one of the largest apple-growing areas in the country.
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Holub (2005) explores the life of Johnny Appleseed, myths and facts. John Chapman was
born on September 26, 1774, in Leominster, Massachusetts. Johnny Appleseed was best known as
an apple lover but he was many other things as well. He was a peacemaker who tried to calm the
trouble between settlers and Native Americans. He was a religious person who preached to
pioneers. While Johnny Appleseed did not have super animals talking powers, he was a friend to
animals. Settlers always remembered meeting him because he stood out with his eccentric apparel.
By now, it is sometimes hard to separate the tales from the truth.
Holub writes that a “good apple” is a nickname for someone who is a good person. Johnny
Appleseed was a good apple. Sometimes he helped settlers build cabins or chop trees. He knew
they were struggling to make new lives for themselves in the west. If people couldn’t pay, he
traded apple seedlings or gave them away for free. Johnny usually brought gifts when he visited
settlers’ cabins. He loved children and brought them bits of ribbon or interesting things he found in
the woods. The children were glad to get anything new to play with. Johnny also gave settlers
herbs such as dandelion or catnip, which were used as medicine.
Johnny Appleseed did what he loved all his life. He grew apples, took long hikes and never
settled down in a home or owned many things. As the years passed, he continued to roam,
sometimes renting places to sleep. He was always traveling and probably spent ten thousand or
more nights sleeping under the stars. After walking through a snowstorm to care for some apple
trees, Johnny got sick with pneumonia. He died in Fort Wayne, Indiana, on March 18, 1845, when
he was seventy years old.
By the time Johnny died, there were twenty-seven states. He had planted orchards in three
of them – Pennsylvania, Ohio and Indiana. The United States was a very different country from the
one Johnny knew as a boy. Now the country went all the way from “sea to shining sea.”
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References
Farmer, Jacqueline. Apples. Watertown, MA: Charlesbridge, 2007.
Holub, Joan. Illustrated by DiVito, Anna. Who was Johnny Appleseed? New York, NY: Grosset &
Dunlap, 2005.
Yolen, Jane. Johnny Appleseed. New York, NY: HarperCollins, 2008.
Students think that Johnny Appleseed planted apples all across the United States in his bare
feet and a pot on his head. According to our class, half agree that Johnny is a real person and the
other half think he is just a make believe story character. The students even started a debate about
what they considered the “real” story. Johnny Appleseed is not a fictional character but a real
person whose name is John Chapman. We asked the class, is it humanly possible for someone to
travel across the United States planting trees? The living conditions during this time would have
been very different from our present time. Johnny would have not had a car to travel, restaurants, a
hotel to stay in or a cell phone to call for help. Johnny would have had to survive on his own
instincts. The students have a hard time seeing each of their lives without any wants. As a part of
the lesson, we will discuss the needs versus wants of survival. Students picture Johnny Appleseed
as a rugged woodsman who wore his pan hat and traveled barefoot on the hard lands.
As future teachers, we found out that the students believe most of the stories told are factual.
It is our job to clear up these misconceptions and in our unit we will be discussing the real person,
John Chapman, the man behind Johnny Appleseed. One student told us, “Johnny Appleseed
invented the apples and that makes him the owner!” Johnny Appleseed did not invent the apples
but he was responsible for planting many seeds. The seeds grew into apple trees which produced
the fruit. In our unit, we will be covering how apples are produced, not invented.
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The students used apple cutouts and colored paper to collage apples. The students were
asked, “What color are apples?”
Apples are also great ingredients, which item do you prefer? The students were given three
choices: apple sauce, apple slices and apple juice.
The students used their favorite color of apples to create a graph. The students were able to
choose from red, yellow and green apples.
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3. Standards and Objectives
2nd
grade Social Studies
PASS Objectives
Standard 3: The student will analyze the human characteristics of communities.
2. Provide examples of honesty, courage, patriotism, and other admirable character traits seen in
United States history.
4. Study how history involves events and people of other times and places through legends,
folktales, and historical accounts (e.g., Paul Revere’s ride, Johnny Appleseed, Betsy Ross, John
Henry, and Paul Bunyan) in children’s literature.
5. Identify examples of interesting Americans through exposure to biographies of important people
of the past (e.g., George Washington, Sacajawea, and Harriet Tubman).
Standard 4: The student will examine the interaction of the environment and the
people of a community.
1. Describe how location and weather affect the way people live.
2. Identify the choices people make about food, clothing, shelter, occupation, transportation, and
recreation.
NCSS Standards
Standard 2: Time, Continuity, and Change
A. Demonstrate an understanding that different people may describe the same event or situation
in diverse ways, citing reasons for the differences in views.
C. Compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past.
E. Demonstrate an understanding that people in different times and places view the world
differently.
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Standard 4: Individual Development and Identity
B. Describe personal connections to place—especially place as associated with immediate
surroundings.
E. Identify and describe ways family, groups, and community influence the individual’s
daily life and personal choices.
H. Work independently and cooperatively to accomplish goals.
Standard 7: Production, Distribution, and Consumption
B. Distinguish between needs and wants.
C. Identify examples of private and public goods and services.
I. Use economic concepts such as supply, demand, and price to explain events in the community
and nation.
Subject Matter Knowledge
1.
The student will demonstrate knowledge of the elements of folktales through class
discussions.
2. The student will weigh apple slices and record observations to explain why there are
changes in weight.
3. The student will be able to plot expeditions and convert measurements using basic units.
Skills
1. The student will distinguish between different kinds of apples by using the five senses.
2. The students will be shown the map of the United States and explain where Johnny
Appleseed was born and where he planted apple trees as he moved toward Ohio and Indiana.
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3. The student will use apples as a new media source in printmaking.
4. The student will demonstrate their understanding of timelines through plotting out
predetermined points in American history. They will do this with information on Johnny
Appleseed whose life occurred during late 1700s through the mid 1800s.
Higher-Order Reasoning
1. The student will discuss the difference between the real John Chapman’s life and the Johnny
Appleseed tall tales.
2. Without prompts, the students will define in writing the meanings of "similarities" and
"differences" and will be able to list at least two similarities and differences between their
apple and a neighbor's. Students should also distinguish similarities and differences among
themselves and peers.
3. The student will summarize how historical events influenced song writing.
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4. Design for Instruction
Title: Food Printing
Unit Content: Visual Arts – Print Making
Time Duration: 1 hour: 60 minutes
PASS (Visual Arts PASS objective: Standard 3.3)
Standard 3: Visual Art Expression - The student will observe, select, and utilize a variety of
ideas and subject matter in creating original works of visual art.
2. Use a variety of subjects, basic media and techniques in making original art including drawing,
painting, weaving, sculpture, and ceramics.
Objective:
The student will use apples as a new media source in printmaking.
Materials:
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

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
Large pieces of white butcher paper
Colorful paint
Small plates
Brushes
Apple slices for printing
Whole apples for printing
Classroom Preparation: Set out art supplies, paper, paint, plates and brushes. The apples should
be cut prior to printing.
Procedure:
The students will be provided with a large sheet of paper.
1. Students begin by taking several apples selections. This can include whole apples, sliced
apple, diced apples, etc.
2. The teacher can give each student a variety of paint colors on the small plates and have them
share with their neighbors.
3. Students will dip their apples into different colors of paint. They can use brushes to paint
onto the food or just dip directly onto the plates of color.
4. The student will use the apples to print all over the large white paper.
5. The students will place their finished artwork onto the drying rack. The work will later be
shared in the hallway for everyone to see.
Clean up:
Students will lay the completed artwork on a drying rack for the rest of the day. Students will
participate in helping to clean up by putting away their supplies in the designated areas (paint,
brushes and any scrap paper). Students will also wipe up any paint that they may have spilt on the
floor or desktops.
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Title: Where in the World is Johnny Appleseed?
Unit Content: Social Studies- Geography
Time Duration: 20 minutes on first day, 10-15 daily when new Johnny Appleseed content and
timeline are discussed in grand conversations. 20-30 wrap up activity
PASS – (Social Studies PASS Grade 2 Standard 1. 1)
Standard 1: The student will develop and practice the process skills of social studies.
1. Use information located in resources such as encyclopedias, timelines, visual images, atlases,
maps, globes, and computer-based technologies.
Objective:
The students will be shown the map of the United States and explain where Johnny Appleseed was
born and where he planted apple trees as he moved toward Ohio and Indiana.
Materials:
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


Large map of the United States
Corkboard
Push Pins
String
Classroom Preparation: Set up map in a highly visible area. Have push pins ready to go based on
the number of locations being identified.
Procedure:
1. Shortly after beginning the unit, introduce the map to the students and explain that you are
going to be plotting out John Chapman’s journey. Use the same color of pins for these and
connect the path with a string, marker or arrows to indicate the path of the journey.
A) John’s birthplace
B) Where his family moved
C) The different spots in OH
D) Fort Wayne, IN
E) More spots will be discovered throughout the individual readings of the students and
other activities. If not directly related to his journey, use a different colored pin.
F) Mark Oklahoma City (on the first day) and Andover, MA (for the songwriter of
America) when beginning the music lesson.
2. Throughout their readings, have students take note of areas mentioned.
3. As new places are located, have children correspond them on the map.
4. Put a pin on the new spot.
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5. Throughout the lesson, discuss scale and symbols used on the map, specifically in the areas
where you have put pins.
6. Have students volunteer to measure and determine the miles between the marked places.
Modifications:
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


Demonstrate concepts
Highlight areas/study guides
Give immediate feedback
Have student repeat directions
Give oral clues or prompts
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Title: Happily Ever Apple
Unit Content: Language Arts
Time Duration: 1 hour: 60 minutes
PASS (Language Arts PASS Standard 1.1 and 1.2)
Standard 1: Writing Process - The student will use the writing process to write coherently.
1. Introduce a variety of prewriting activities such as brainstorming, clustering, illustrating, using
graphic organizers, and webbing.
2. Use a process approach to write coherently, using developmentally appropriate steps of the
writing process: prewriting, drafting, revising, editing/proofreading, and publishing or presenting
the final product.
Objective: The student will write their own Johnny Appleseed tale, fact and fiction.
The student will use the character map to show an understanding of Appleseed’s characteristics.
Materials:
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Character Map
Notebook paper
Pencil
Trade books
Trade Books
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The Story of Johnny Appleseed, Alikli
The story of Johnny Appleseed. (1971). Aladdin.

Johnny Appleseed, Steven Kellogg
Kellogg, S. (1988). Johnny Appleseed. HarperCollins.

Apples, Jacqueline Farmer
Farmer, Jacqueline. Apples. Watertown, MA: Charlesbridge, 2007.

Who was Johnny Appleseed? Joan Holub
Holub, Joan. Illustrated by DiVito, Anna. Who was Johnny Appleseed? New York,
NY: Grosset & Dunlap, 2005.

Johnny Appleseed, Jane Yolen
Yolen, Jane. Johnny Appleseed. New York, NY: HarperCollins, 2008.
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Procedure:
1. Have students go to the library to find books about Johnny Appleseed. (Check with the
librarian ahead of time to plan for numerous copies.)
2. The student will be given a Johnny Appleseed character map for developing
characteristics. (R1)
3. The teacher will pose questions to help students build an understanding.
Where was Johnny Appleseed born?
What inspired him to plant apple seeds?
Did Johnny meet any friends on his journey?
Did Johnny have a set destination?
How did the people feel about Johnny?
What did Johnny wear?
Did he ever see his family again? How did they communicate?
4. After reviewing the books, make a large class chart of facts/myths about Johnny
Appleseed. Have a research "team" investigate the life of John Chapman, the "real" man
behind the legend. Compare the real life of John Chapman to the folk stories about
Johnny Appleseed.
5. Students will take the cloze assessment. (R1)
Assessment:
(Pre) Johnny Appleseed character map (R1)
(Post) Cloze (R1)
Modifications:
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Lower reading level
Adapt worksheets, packets
Use bilingual dictionaries, language learner dictionaries and electronic translators
Use adapted/modified textbooks
Allow use of computer/word processor
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Title: Good Apples
Unit Content: Social Studies-Multi-Culture
Time Duration: 1 hour: 60 minutes
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Multicultural_education/MUL0001.html
PASS (Social Studies PASS Standard 3)
Standard 3: The student will analyze the human characteristics of communities.
Description: Students will determine the similarities and differences among apples and the
importance of these characteristics.
Objective(s):


Without prompts, the students will define in writing the meanings of "similarities" and
"differences" and will be able to list at least two similarities and differences between their
apple and a neighbor's. Students should also distinguish similarities and differences
among themselves and peers.
The student will distinguish between different kinds of apples by using the five senses.
Materials:

One apple for each student, plus two or three extras (It helps if the apples have
"distinguishing characteristics" such as scratches, bruises, or leaves.)
Procedure:
1. Have the students gather in a circle on the floor as the teacher leads discussion.
Yesterday we studied the characteristics of an apple.
We talked about the color, the texture, the aroma, the taste, and the different kinds of
apples that we like.
Who remembers what colors apples come in? (Wait for red, yellow, and green.)
What does an apple feel like?
Is it smooth, bumpy, rough?
What does it smell like?
How does it taste?
What kinds of apples do you remember that we talked about?
(Wait for about three varieties, and then move on.)
Well, today we are going to talk about the similarities and differences among the apples
that I have brought in.
Can someone tell me what the word "similarity" means? How about "difference"?
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2. Give each student an apple. Tell them that, when they get their apple, you would like them to sit
quietly and just look at it. They should notice anything about their apple that may be similar or
different from any apples they might have seen before. Have the students use their five senses to
examine the apple.
3. Now that they know their apple, have them make a story up about it. This is so that they will be
able to pick out their apple from the rest. Give them an example, such as:
"My apple does not stand on its own. The only way I can keep it from falling over is to lie it on its
side. That means that one side is has more meat on it. I think that it was growing on the tree next
to another apple and that it was leaning with the flat side to that apple. There is a little scratch on
my apple. It must have gotten there when it was picked from the tree. Maybe the person who
picked it put it in a basket that had something sharp in it. There is also a sticker on my apple that
says Red Delicious. The store must have put it there. So, let us start from the beginning. My apple
was growing on a tree very close to another apple. When it was picked, it got scratched from the
basket it was put into. When it was brought to the store they put a sticker on it so they would know
what kind it was. This is the kind of story I would like you to make up about your apple. In about
five minutes we will share our stories."
4. After they have all shared their stories, have the students pair up to look at a neighbor's apple.
Together, have them talk about what might be similar about their apples, and what might be
different. When they have had a few minutes to do this, discuss what they have found as a class.
5. Once this discussion is completed, direct the students to put their apples on a table at the front
of the classroom. Mix them up and ask the students to come find their apple, encouraging them to
use the characteristics they referred to in their story to find them.
6. Once students have returned to his or her seat, ask them how they knew which apple was theirs.
They will probably indicate things like size, shape and special features. From this, ask the question
of how this relates to people, allowing them to throw out any answer they feel is correct. Finding
the correct answer is not important at this time. Getting them to think about it is the goal at this
point. Tell them that you will get back to this question later.
7. Just as they did before with the apples, ask the students to sit quietly for about three minutes to
think about how people are similar and how they are different. Once they have done this, ask them
to share the similarities that they came up with in groups of three or four, as they also did with the
apples. Instruct them to make a list of the things their group comes up with so that they can share
it with the rest of the class.
8. Make a list of the similarities and differences that they come up with on the board and discuss
how it is important for them to all be both similar and different. Here is where to bring in the
relationship of this lesson to us.
9. Discuss how it is important that we are all similar in that we are all humans and we were all
born the same way into the same world. Address the answers that the students gave earlier. We all
need food and water to live and we all sleep. Encourage them to come up with other ways that we
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are all similar and why those things are important. Their apples are alike, even though they have
distinguishing features, because they all grew from the small buds on an apple tree. They may be
different shapes or have different markings, but they are all apples. I will explain that it was
important that their apples be different so they could be distinguished from the others when they
were all in a pile on the table, just as it is important that we have some differences.
Assessment:
1. Have the students to write in their notebooks the definition of the words "similarities" and
"differences". Using these definitions, the students should list at least two similarities and
differences, that they remember discussing during the lesson, between their apple and their
neighbor's.
2. The students will use apples to write at least three of differences between the two. Then, they
will relate these differences to the differences between themselves and their partner. It may be
height or hair length, in relation to their apples size or stem lengths, whatever they feel is different.
One of these things may be their star.
Modifications:
If students do not meet the instructional objective where they must define the words "similarities"
and "differences", simply show them pictures of objects that clearly have similarities and
differences (for example, a table and a chair). Discuss how it is important that they are similar,
they both need four legs to hold weight and that they are different, the chair needs a back for us to
lean on. If this does not work, use an example that is closer to their experiences, such as their
family. They are similar to their brothers and sisters because they were born from the same parent
but are different in that they are different ages, appearances and have different personalities.
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Title:
H2-Apple
Unit Content: Science
Time Duration: Experiment over three days (for smell factor)
PASS (Sciences Process and Inquiry Standard 3.2 and 4.3)
Standard 3: Experiment and Inquiry - Experimenting is a method of discovering
information. It requires making observations and measurements to test ideas. Inquiry can be
defined as the skills necessary to carry out the process of scientific or systemic thinking. In
order for inquiry to occur, students must have the opportunity to ask a question, formulate a
procedure, and observe phenomena.
2. Plan and conduct a simple investigation.
Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns
in collected data by making inferences, predictions, or conclusions. Communicating is the
process of describing, recording, and reporting experimental procedures and results to
others. Communication may be oral, written, or mathematical and includes organizing
ideas, using appropriate vocabulary, graphs, and other visual representations.
3. Communicate the results of a simple investigation using drawings, tables, graphs, and/or written
and oral language.
Objective:
The student will weigh apple slices and record observations. This experiment will help students to
explain why there are changes in the apples weight.
Materials:
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An apple for every student
Knife
String
Kitchen scale
Apple log (Journal)
Classroom Preparation: This would be a great experiment to start after lunch. The teacher can
cut the apples into slices before the students get back from lunch to begin in an orderly fashion.
Some of the slices can be cut larger for differing data.
Procedure:
Engage: How much do you think an apple weighs? What about a bag full of apples? Think about
Johnny Appleseed on his journey, do you think he would have wanted to carry around a bag full
of apples? Instead of carrying these apples, Johnny planted the seedlings. Compare the weight of
an apple with its seeds, which would you rather carry across the United States?
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1.
2.
3.
4.
5.
Each student needs an apple slice. Students tie a piece of string around their slices, weigh
them on the small kitchen scale and record the weight in their apple logs.
In their logs, students will make a guess of the next day’s apple weight. The students will
write complete sentences and use proper grammar, spelling and punctuation.
The apple slices will be hung to dry overnight.
Students weigh the slices every day and note the weight in their logs.
On the final day, students will discuss the data that they have collected from the drying
apples.
Apples, like many other fruits and vegetables, contain a significant amount of water. This
experiment focuses on the apple's water weight. As apples dry out, the weight decreases.
Assessment: The students should keep the water weight in their journals. The student should
form a reasoning why the apple is getting lighter in weight. The teacher will form an ongoing
evaluation of the student’s participation and follow the rubric for logging. (K2)
Modifications:
 Allow students to answer orally
 Check often for understanding/review
 Use graphic organizers
 Use manipulatives
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Title: Get back in Line (Looking at Johnny Appleseed’s life and
journey through time lines)
Unit Content: Social Studies
Time Duration: 1 hour: 60 minutes
2nd Grade PASS (Social Studies Standard 1.1)
Standard 1: The student will develop and practice the process skills of social studies.
1. Use information located in resources such as encyclopedias, timelines, visual images, atlases,
maps, globes, and computer-based technologies.
Objective:
The student will demonstrate their understanding of timelines through plotting out predetermined
points in American history. They will do this with information on Johnny Appleseed whose life
occurred during late 1700s through the mid 1800s.
Materials:
 Large timeline in the front of the classroom with dates and facts to be plotted.
 Smaller version of the sample.
Procedure:
1. Earlier in the year, a basic time line lesson MUST be completed to allow students to gain
understanding of how time lines are used to look at a period.
2. First, have a brief discussion about what a time line shows and how to determine sequencing.
3. Divide the class into small groups (2-3 students) and give each group a small version of the
time line with the facts together in a mixed up order, in a bag or paper clipped together
4. Have biographies and trade books that include all the information added to the time line.
5. Teacher will explain that students need to work together in groups to find the event that goes
with the year and attach it to the year provided.
6. When all groups are done or close to completed, have groups take turns in filling out the
classroom timeline.
7. Allow groups time to make corrections on their timelines before turning into the teacher.
Assessment: Students will turn in a group timeline and receive a grade for completion.
Modifications:




Give directions in small, distinct steps
Allow copying from paper/book
Check often for understanding/review
Peer tutoring
P a g e | 23
Title: Music from Johnny’s Time.
Unit Content: Music and Social Studies
Time Duration: 30 minutes each day for two class periods
PASS (Music Standard 2.1)
Standard 2: Music History and Culture - The student will recognize the development of music
from an historical and cultural perspective.
1. Recognize music from our country, work songs, holiday songs and music from different
countries.
PASS (Social Studies Standard 1.1)
Standard 1: The student will develop and practice the process skills of social studies.
1. Use information located in resources such as encyclopedias, timelines, visual images, atlases,
maps, globes, and computer-based technologies.
Objective:
The student will summarize how historical events influenced song writing.
Materials:



Compact-disk player or computer with speakers
Compact-disk or MP3s of selected songs
Handouts of either sheet music or words to the songs
This is a fun song about Johnny Appleseed that can be used throughout the unit.
The Johnny Appleseed Song
Do you know the apple man, the apple man,
the apple man, the apple man?
Do you know the apple man?
He planted apple seeds.
He wore a pot upon his head,
upon his head, upon his head.
He wore a pot upon his head.
His name was Johnny Appleseed.
John Chapman was his real name,
his real name, his real name.
John Chapman was his real name.
But, we call him Johnny Appleseed!
Song found from http://www.harlan.k12.ia.us/mrsc/apples_apples!.htm
P a g e | 24
America (My Country, ‘Tis of Thee)
P a g e | 25
Johnny Appleseed Prayer:
Classroom Preparation: Have copies of sheet music available to view on overhead or smart board
and music ready to play.
Procedure:
1. Teacher will introduce the song, America, to the students.
2. Before listening to the music, hand out or view words of the songs and ask the
students to listen while the song plays. Ask them to think about why the author of
the song wrote it, and in the case of America what was going on in the world as he
wrote the song. Where was the author of the song compared to Johnny? What year
was the song written? (1831 by Samuel Francis Smith while in Andover, MA * plot this
on the Where in the World was Johnny Appleseed map in a different colored pin*)
3. Play the songs while students can view the words and music.
4. Begin with America: Show the students a map on the overhead of Colonial America,
and again with the added expansion. Ask students why this song is important to
think about while learning about Johnny Appleseed.
5. Play the song again after the discussion and the students may sing along with the CD
if they choose.
6. Show the students the other songs related to Johnny Appleseed, first Johnny
Appleseed prayer, and have them take guesses as to why the songwriter gave the title.
Afterwards, make sure the students discuss all versus of the song.
7. Ask the students why there would be a “prayer” associated with Johnny Appleseed.
(He was said to be a missionary and spreading the word of the Bible on his journey.)
8. Play the prayer song for the students.
9. Ask if any of the students have heard this song or sang it before a meal/snack. (It is
common in Girl Scouts and Boy Scouts before meals and snacks.)
10. Teach students the Johnny Appleseed Song (to the tune of the Muffin Man) post a
large copy in the classroom to use throughout the unit.
P a g e | 26
Title: How far?
Unit Content: Math
Time Duration: Two class periods: 120 minutes
PASS – (Math PASS Standard 4.1a&b)
Standard 4: The student will use appropriate units of measure in a variety of situations.
1. Linear Measurement
a. Measure objects using standard units (e.g., measure length to the nearest foot, inch, and half
inch).
b. Select and use appropriate units of measurement in problem solving and everyday situations.
Objective:
The student will be able to plot expeditions and convert measurements using basic units.
Materials:





Completed map with pins from Where in the World is Johnny Appleseed
Assessment worksheet (S3)
Ruler
String
Pencil
Classroom Preparation: Complete lesson, Where in the World in Johnny Appleseed, and make
copies of the assessment.
Procedure:
Day 1:
1. Students will work together as a community to determine different distances in Johnny
Appleseed’s travels.
2. Have students take turns using strings to mark from one pin to the next and then measuring
the length. Once they have a measurement, they will tell the class their findings.
o Distance between Leominster, MA to Longmeadow, MA
o Long Meadow, MA to Warren, PA
o Warren, PA to Marietta, OH
o Marietta, OH to Mount Vernon, OH
o Mount Vernon, OH to Fort Wayne, IN
o Oklahoma City to Ohio Border
o Leominster, MA to Fort Wayne, IN
3. Students will record the different distances measured and write down what they were.
Day 2:
4. Once all measurements are made, together convert some of the measurements from inches
to miles. Discuss how this was done and if there are easier or better ways to accomplish this.
P a g e | 27
5. In small groups pass out worksheet (S3) to the students and have them work together to
come up with the answers
6. After worksheets are completed, join as a class and go over their findings.
Assessment: Students will be assessed informally based on group participation. The students will
turn in (assessment) worksheet for a grade.
Modifications:






Use multiple-choice format
Modify format
Give directions in small, distinct steps
Demonstrate concepts
Use manipulatives
Give immediate feedback
P a g e | 28
Title: Center Time
Unit Content: Learning Centers – Math & Language Arts
Time Duration: Final afternoon of unit! 
PASS (Math Process Standard 4: Connections)
4. Use mathematical strategies to solve problems that relate to other curriculum areas and the real
world.
(Language Arts Standard 1.1, 1.2)
Standard 1: Listening – The student will listen for information and for pleasure.
1. Listen attentively and ask questions for clarification and understanding.
2. Give, restate, and follow simple two- and three-step directions.
Objective(s):
The student will follow a set of directions to prepare applesauce.
The student will bob for apples using only their teeth.
The student will create their own pot hat using construction paper.
Materials:
Center 1:








Apples for cutting up into applesauce
Measuring spoons and cups
Large bowls for mixing
Knives and apple peelers
Cinnamon, butter, sugar, vanilla, water
Crock pots to put it all in
Potato masher
Spoons and small bowls for distributing the cooked applesauce later
Center 2:


2 large tubs for bobbing
Several apples
Center 3:



Gray and black construction paper
Scissors
Stapler
P a g e | 29
Classroom Preparation: These are great learning center activities to do at the end of the unit. The students
will be able to prepare the applesauce and then enjoy the tasty snack. This would also be a great time for
parents to volunteer to help with the activities and share some applesauce. This will be a reflection time
upon the Johnny Appleseed unit.
Procedure:
Center 1: Making Applesauce
1. Have a variety of different apples. Cut them in half. Have the student dig out and
cut the seeds that are in the apples. Which apples have more seeds? Which apples
had the least seeds? Did any of the different apples have an equal number of seeds?
2. Combine all of the ingredients together and place into a crock pot on high.




8 apples (cored, peeled, and sliced)
1 cup water
1/2 cup brown sugar or white sugar
1 teaspoon of cinnamon
3. The students can make several different pots of applesauce. The students will
take turns putting in ingredients and blending together the sauce.
4. When the apples are soft, use a potato masher to blend the apples into sauce.
Center 2: Bobbing for apples
1. Have the students divide into two teams.
2. Each student should be given the opportunity to bob for the apples using only their mouths
and teeth, no hands!
Center 3: Pot-Hats
1. Cut 4 inch wide strips from gray or black construction paper. (12x18 inch or large
construction paper is best.)
2. Fit the strips around each of your children's head to make a band and staple.
3. Add a smaller strip of paper to the band as the "handle" of the pot. Remember to put the
handle at the bottom of the hat so it looks like the "pot" is upside down on the head.
P a g e | 30
5. Assessment Plan
Learning Objective
The student will discuss the
difference between the real
John Chapman’s life and the
Johnny Appleseed tall tales.
(R1)
The students will be show the
map of the United States and
explain where Johnny
Appleseed was born and
where he planted apple trees
as he moved toward Ohio and
Indiana. (S3)
The student will demonstrate
knowledge of the elements of
folktales through class
discussions. (K1)
Instructional Activities
Fact or Fiction?
Assessments
Pre: Character map *attached
Post:
Apple Cloze *attached
Where in the world is Johnny
Appleseed?
Apples, Apples, Everywhere!
Tall tales
Fact or Fiction?
Post: Geography map
*attached
Ongoing: Children will pin
point destinations on a class
map.
Pre Assessment:
Examples of exaggerations
Who was John Chapman?
Who was Johnny Appleseed?
Post Assessment: Compare the
real life of John Chapman to
the folk stories about Johnny
Appleseed.
The student will weigh apple
slices and record observations
to explain why there are
changes in weight. (K2)
What happens to the apple
weight over several days?
Students will define in writing
the meanings of "similarities"
and "differences" without
error, and will be able to list at
least two similarities and
differences between their
apple and a neighbor's.
(R3)
Different apples
(color, texture, aroma, taste)
Post: The students should keep
their water weight in their
journals. The student will
form a reasoning why the
apple is getting lighter in
weight. The teacher will form
an ongoing evaluation of the
student’s participation and
logging.
*Journal rubric attached
Post Assessments:
Journal time: The students will
describe differences between
two apples. Then, they will
relate these differences
between themselves and their
partner.
What is water weight?
Apple mix up
Circle Time:
We are all unique!
P a g e | 31
We chose a variety of assessment forms; character map, cloze with word bank, fill in the
blank form and a journal rubric. The character map is used to show the student’s perspective of
Johnny Appleseed. After the lesson incorporating fact and fiction, the student will have the
opportunity to list characteristics that they think are important. This will also help us to see what
the student may have grasped or still lack about Appleseed. This assessment is challenging to the
students in a sense that there is a difference between fact and fiction and not everything we hear is
true. During the pre-assessment, some students were having a difficult time determining if Johnny
was even a real person. The student is able to share their knowledge of John Chapman and the
Johnny Appleseed legend while helping to further the lesson instruction. The character map is set
up so that students of all levels can succeed. The student uses his or her own perspective and
expanding vocabulary to complete the map. English language learners can use the map to help
develop their basic English vocabulary.
The post assessment, the cloze, will show the students knowledge of making sense of the
information they are given. The student must fill in the correct spaces to make sense of the apple
story. This assessment may be challenging for some students who have trouble decoding the given
answers. Some students may find two words that may end the sentence but must decide the
appropriate usage. The word bank will help students fill in the correct words by making sense of
each sentence. Spanish to English dictionaries will be able for the students to use during the
lessons and assessments.
The map helps assess two areas, math and geography, and will be facilitated with small
groups and class discussions. This will help to evaluate group participation and the concept of
direction. The students must realize that while we cannot scale the whole United States, it is
farther than a paper distance from California to Florida. Students will be using measurements
P a g e | 32
from the map to convert the distance to miles. The students may find it challenging to convert the
units but will be given plenty of practice beforehand. The students are placed in groups to help
with peer tutoring and scaffolding.
The science rubric is a basic form for the students and teacher to evaluate both effort and
skills. The students should use the rubric as guidance in writing their log. The teacher has set
guidelines that the students are expected to meet. The biggest challenge for second graders is
going to be the sentence structure and format. The students may find it difficult to write in
complete sentences but are developing the skills to do so. The first suggestion to help students
who may have any difficulties with this lesson is to encourage all students to do their best. For a
student who may have difficulties finishing the assignment in one class, more time will be given to
help the student finish the project to full potential. Written instructions can be on access for
students with hearing problems and language learners.
P a g e | 33
Character Map (R1)
Character Name: Johnny Appleseed
How the character looks:
How the character thinks or acts:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Important things to know about the character:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
P a g e | 34
Apple
Cloze Activity (R1)
Fill in the blanks below using words from the word bank.
Word Bank:
saying
trees
varieties
fall
McIntosh
feet
doctor
thousands
deciduous
seeds
blossom
fruit
Apples are a type of widely-cultivated ___________________________ that grows
on _______________________. Apple trees grow in cold and temperate areas
throughout the world. There are ___________________________ of different
___________________________ of apples, including Jonathan,
___________________________, Granny Smith, and Red Delicious.
An apple tree can grow to over 35 _____________________ tall. Each spring, an
apple tree produces pink and white flowers. After a ___________________________
has been pollinated (fertilized), an apple develops. Inside each apple are small, brown
seeds, which can grow into new apple trees. Each _________________________,
apple trees lose their leaves - they are ___________________________.
Early in US history, John Chapman (nicknamed Johnny Appleseed) spread apple
_______________________ around much of the USA.
Apples are a healthy snack; there is an old ___________________________, "An
apple a day keeps the ___________________________ away."
http://www.enchantedlearning.com/subjects/plants/cloze/apple/
P a g e | 35
Johnny Appleseed (S3)
1. Johnny Appleseed was born in the state of ______________. Color it yellow.
2. Johnny Appleseed had nurseries in 5 states, ______________, ______________,
______________, ______________, & ______________. Color them green.
3. Johnny Appleseed was buried in the state of ______________. Outline it in red.
4. What is the farthest west that Johnny Appleseed traveled? ______________________
5. How far is Andover, MA to Johnny’s Birthplace (Leominster, MA)?
______________________
6. If you went from Massachusetts to Pennsylvania, which direction would you go? _______
7. If you went from Illinois to New York, which direction would you go? _______
8. About how many miles is it from where John Chapman was born to where he died?
________
9. Which state is bigger, Massachusetts or Pennsylvania? _____________________
10. Mark a black X on the state in which you live.
P a g e | 36
2nd Grade Science Lab Notebook Assessment Rubric (K2)
Sentences make
sense (grammar)
A
Student’s sentences
always use correct
grammar and make
sense.
Punctuation
Journal always uses
correct punctuation.
Date at top of
page
The correct date is
at the top, right of
the page
Very obvious that
student tried to
complete the work
to the best of their
ability
Student’s journal
stays on topic
throughout page
Tried their best
On-topic
B
Student’s
sentences usually
use correct
grammar and
make sense.
C
Student’s
sentences have
many grammar
mistakes, which
make them hard
to understand.
Journal uses
Journal has few
correct
sentences with
punctuation most correct
of the time
punctuation
The correct date
The date is
is listed at the top listed
of the page
somewhere
Student seemed to Difficult to tell
try their best
if student tried
their best
D
Journal has no
sentences
Student’s journal
mostly stays on
topic throughout
page
Student
journal is not
on-topic
Only part of the
student’s
journal is on
topic
Incorrect or
no
punctuation
No date listed
Obvious
student could
have done
better
P a g e | 37
6. Anticipatory Planning
 What would have happened if Johnny had not passed out all those seeds?
 Where did Johnny get the seeds to begin with?
 If Johnny had a "side-kick", what would he or she do?
 How do we tell if the information we read is fact or fiction?
 Remember Johnny Appleseed's dream - to plant enough apple trees to ensure that no one
would ever go hungry. What can I do to change the world?
 Where did Johnny Appleseed get his clothes?
 Did Johnny walk across the U.S. or did he ride a horse?
 Did he really wear a pot on his head?
 Do animals have their own language and did Johnny understand it?
 Why didn’t Appleseed get married?
 Are there any other famous “fruit” figures?
 Break the class into groups of four students. Instruct them to discuss the journey of Johnny
Appleseed and make a list of things he had done. Have each group come up with a sentence
(or a couple of sentences) to describe Johnny's personality and why he did what he did. Come
back together and discuss what each group came up with as a class.
 Have students determine their own wants and needs. What is a want? What is a need? Are
there things that we actually want but think we need?
 Read "Johnny Appleseed" by Steven Kellogg; discuss whom he was, and what he did.
Establish whether the incidents could have happened in real life, or if they were exaggerations
For example, his real name is John Chapman, but it is just a legend that he tended a wounded
wolf and kept him for a pet.
P a g e | 38
 "Larger than Life" write an exaggeration of something that happened to you on the way to
school. (Tall tale sharing time)
 Johnny was a skilled nurseryman who grew trees and supplied apple seeds to the pioneers in
the mid-western USA. Appleseed gave away and sold many trees. He owned many nurseries
in Ohio, Pennsylvania, Kentucky, Illinois, and Indiana, where he grew his beloved apple trees.
Although he was a very successful man, Appleseed lived a simple life.
 Ask the students why Johnny Appleseed planted apple trees. Talk about whether he was
selfish or selfless in his actions.
 Talk about the reasons to plant trees in our time. Ask the following questions: Would we be
selfless if we planted trees in a common area of our community? What would be the benefits
to the community? What would be the benefits to us? Does anyone have a suggestion for a
place in our community where we could plant trees?