Rationale/Focus Statement: This lesson will be taught to 16 kindergarten students aged 5 and 6 years old in a large group setting. This will take place in a whole group and then in teams. This will be a STEM lesson based on a literary work. Students will work on teambuilding skills through a hands-on activity. Objectives: Students will be able to describe the apples using successive number names for each individual apple. Students will be able to ask questions and design a solution to stack the apples. Standards: CCSS.MATH.CONTENT.K.CC.B.4.C: Understand that each successive number name refers to a quantity that is one larger. K-2-ETS1-1.A: Asking questions, making observations, and gathering information are helpful in thinking about problems. Materials: Ten Apples Up On Top by Dr. Seuss 40 small plastic apples (10 for each table) 4 containers of Play-Doh (1 for each table) Procedure: 1. The teacher will begin the lesson by introducing the book Ten Apples Up on Top by Dr. Seuss. Since it is a very familiar book and there is a chance some of the students may know it, the teacher should mention that the students could read along if they know the words. 2. The teacher will read the story and then discuss it after. The teacher can have the students talk about how one apple was added each time. 3. Once the story is finished, the teacher will have the students go sit back at their tables to work on a project. 4. The teacher will explain that each table is going to get supplies and they have to all work together to build a tower of apples. The teacher will pass out ten apples to each table as well as a container of Play-Doh. The teacher will explain that they need to use the apples and Play-Doh to make all ten apples stand on top of each other without falling down. 5. The students will begin to work and the teacher will walk around to watch how each team works. After about 10 minutes, or until the majority of the groups are done, the teacher will gather the students attention to talk about the strategies they used. 6. The teacher will facilitate a student led discussion where the teams can compare different strategies they used to try to get the apples to stack on top of each other. Assessment: The teacher will assess the students based on their work with their teams. The teacher will walk around while the teams are working and help out if there seems to be any large disputes or lack of cooperation among the students. The rest of the lesson/activity is student led and the teacher is not giving any direction for how to stack the apples. Given this, the teacher is mainly assessing the students problem solving skills and how well they can work together with others. The teacher can quickly assess how well the students can count successively through the class discussion after reading the story. Accommodations: The majority of accommodations are already built into this lesson. The use of Play-Doh and physical toys (apples) allow the students to be hands on throughout the entirety of the lesson. This can help some of the students who are physical learners and need to hold the actual item to understand. This lesson also allows students to be up and out of their seat for the activity. When working together, the students do not need to stay seated, only stay at their table to work. This can dramatically help some of the students with ADHD stay focused as they are able to be up and out of their seats and working hands on with their teammates.