Giving an apple to the teacher is a long-held tradition in schools, but how about when the apple becomes the teacher? Two classrooms at McConnellsville Elementary School answered that exact question on Friday, October 17th.
First grade teacher Erica Wimberly and fourth grade teacher Alissa Izzo wanted to create a hands-on, seasonal lesson fostering meaningful relationships between grade levels, encouraging close collaboration, and tying into grade level standards. From that set of criteria, the applesauce “Buddy Project” was born.
“Buddy Projects” are a partnership between the two teachers to bring their classes together for cooperative learning experiences throughout the year. After two projects this year, both teachers say the benefits outweigh what each class could ever accomplish alone.
“We believe buddy projects are important because they create a strong sense of community within the school,” they said. “Pairing our classes allows younger students to look up to positive role models while giving older students the opportunity to develop empathy, patience, and leadership skills. These interactions help build confidence, communication, and a sense of belonging for both age groups.”
Throughout the day, students from both classrooms gathered in Izzo’s room to make applesauce. Under close supervision, each student used a rotary peeler to prepare the apples, five bags in all, for cooking. After a quick dousing of cinnamon, the dish came together in a slow cooker for a few hours. While the sauce was cooking, students worked together to create sequencing books detailing the steps and chronicling the activity - adding an English Language Arts element to a project loaded with standards-driven learning opportunities.
In first grade, the project supports progression in science relating to understanding their senses, and following a process step-by-step. It also builds literacy skills as students have to listen, carefully follow directions, and reflect on what they’ve learned by writing about it afterwards. For the fourth grade students, the activity is a leadership development exercise as they guide and support their younger peers. It also provides an opportunity to reinforce procedural writing skills through a practical application.
For everything their students are learning, Izzo and Wimberly find the connections they’re building across the hallway to be the most satisfying part of the partnership.
“What we find most enjoyable about collaborating on this project is watching the genuine joy and teamwork that unfolds. The older students take pride in helping, the younger ones feel supported and confident, and it creates a positive learning environment for everyone,” they said.
