We started by talking about what schema is and then discussing with our partners our pumpkin schema. We corrected misconceptions and added new learning throughout our study. We also reviewed the characteristics of nonfiction/informational text. We reviewed identifying the topic and details of informational text.
We learned about the parts of a pumpkin and each part's purpose. Students worked in small groups to paint a part of the pumpkin for our pumpkin brace map. After the paint dried, students work together to build our brace map and label the parts. Students then shared a part of the the pumpkin and it's purpose with their partner.
We used pumpkin candy to create positional patterns. Students identified and extended patterns I modeled for them. Then they worked with their partner to create a positional pattern. Then we shared and extended patterns partners made. Of course what's the fun of working with candy if you can't enjoy a little bit of it! Then we created and recorded patterns using our thumbprint as the pumpkin shell and our pinkie print as the stem. We labeled our patterns and identified the core (the part of the pattern that repeats).
We also sequenced the pumpkin life cycle. We illustrated and labeled the life cycle on a flow map.