KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Kaitlynn Becker
Date: September 15, 2014
Cooperating Teacher: Mrs. Walter
Coop. Initials: _CW
Group Size: 19
Allotted Time: _40 minutes
Grade Level: 1
Subject or Topic: Science: Apples-The Germy Apple
Section: _55

STANDARD(s):

I.

3.1.1.A9: Distinguish between scientific fact and opinion.

o Ask questions about objects, organisms, and events.
o Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known.
o Plan and conduct a simple investigation and understand that different questions require different
kinds of investigations.
o Use simple equipment (tools and other technologies) to gather data and understand that this allows
scientists to collect more information than relying only on their senses to gather information.
o Use data/evidence to construct explanations and understand that scientists develop explanations
based on their evidence and compare them with their current scientific knowledge.
o Communicate procedures and explanations giving priority to evidence and understanding that
scientists make their results public, describe their investigations so they can be reproduced, and
review and ask questions about the work of other scientists.
3.1.1.A2: Investigate the dependence of living things on the suns energy, water, food/nutrients, air, living
space, and shelter.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
W.1.8: With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a questions.
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
Performance Objectives

The student will

Make observations and chart their apple information by checking their apple daily.
Formulate a hypothesis about what they think will happen to the apples over the course of a week.
Construct an investigation on apples.
II. Instructional Materials
Apple slices (2 per child)
germy apple booklets (19 copies)
"Amazing Apples" book
III. Subject Matter/ Content
1. Prerequisite skills:
a. How to do a simple experiment with help from the teacher.
2. Key vocabulary:
a. Hypothesis: a prediction about what we think will happen during our experiment.
b. Control Apple: This will be the apple that we do not touch and just put it in the bag after
we wash our hands.
3. Big ideas:
a. Germy Apple compared to the control apple, what will happen.
IV. Implementation
A. Introduction
1. The teacher will tell the class that today they are going to be scientist and explore an apple just

2.

like scientist do.

The teacher will ask the class if they are ready to be a scientist!

B. Development
1. The teacher will invite the class to the carpet.
2. The teacher will read the book Amazing Apples to the students.
3. The teacher will ask the students questions throughout the story to check for understanding.
4. The teacher will then explain the Germy Apple science experiment to the class.
5. The teacher will say Today we are going to set up an experiment with our apples that we will
continue to do for the rest of the week.
6. The teacher will explain to the class that they will each get two apple slices, one apple slice will be
rubbed on items all around the room, and the other will go directly into a bag after washing their
hands.
7. The teacher will say We want to see what happens to our apples, will they both look the same on
day 5 or will they be different?
8. The teacher will dismiss the class to their seats.
9. The teacher will pass out the Germy Apple packet.
10. The teacher will instruct the students to write their name on their paper.
11. The teacher will tell the students that we are first going to make a hypothesis, she will ask if
anyone knows what a hypothesis is.
12. The teacher will explain to the class that a hypothesis is a prediction or guess about what we think
will happen to our apples (the control and germy apple) during the next week.
13. The teacher and the class will talk about what they think will happen to the germy apple in the
next week.
14. The teacher will instruct the class to write the germy apple hypothesis down in their book.
15. The teacher and the class will talk about what they think will happen to the control apple in the
next week.
16. The teacher will then instruct the students to write the hypothesis for the control apple down in
their book.
17. The teacher will now pass out one apple slice and instruct the students to rub it in their hands and
then on 2 items in the room.
18. Once the children have rubbed the apple on their hands and the two items the teacher will instruct
them to put the apple into a zip lock bag.
19. The teacher will then instruct the children to write in their journal the two items that they rubbed
their apple on. (The teacher will show the children the book has a spot for the first item they
rubbed it on and another spot for the second item.)
20. The teacher will now have the children wash their hands.
21. Once their hands are washed the teacher will hand each child their control apple slice for them to
put directly in their bag.
22. The teacher will then instruct the children to draw a picture of what their germy apple looks like
and what their control apple looks like.
23. The teacher will tell the students that every morning they will come in and check their apples for
their morning work. Each day the children will need to draw a picture of both apples and write
what they observed.
24. The teacher will instruct the students to put the Germy Apple book in their desk.
C. Closure
1. The teacher will ask the class what a hypothesis is, the students will share their answer with their
partner then the teacher will pick one person to share.
2. The teacher will ask the class for a hypothesis on what they think they might see tomorrow when
they check on the apple.
D. Accommodations / Differentiation
One child in our class is a selected mute, he will used his white board to communicate with his
friends and teacher.
If a student does not want to touch the apples they can have partner a partner do it for them.

E. Assessment/Evaluation plan
1. Formative:
questions that the teacher asks while reading the book
The hypothesis that the class forms for each apple.
Germy Apple book work
Teacher observations
Closure questions
2. Summative: N/A
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)
The students did excellent with this lesson. They were engaged and cooperated with me the whole time. They
were a little chatty and loud at times but I think that they were just really excited to be "scientist". All of the children
came up with their own hypothesis which is different than what I wrote in my plan, I said we would come up with a
class hypothesis, however while teaching I realized everyone will have a different thought and everyone rubbed their
apple on different things so they will have different hypothesis. The children met all of the objectives for this lesson.
There is no remediation plan needed.

B. Personal Reflection
1.

2.

1.

Did I have enough time to accomplish everything?

a. Yes, we actually had a test in math today so I had extra time to do this lesson. A big help was
having Mrs. Walter here, we worked together as a team to get each student their apple slice and also
hang the apple slices on the door.
What went well with this lesson?
a. Everything went well with this lesson. I grabbed the students attention right away when I asked
them if they wanted to be scientist and kept their attention the whole time. The only downfall of
this lesson would be that when I photocopied the booklets something went wrong so the books
were in the wrong order, but other than that it was a great lesson.

VI. Resources
Ansberry, K., & Morgan, E. (2010). Reading aloud. In Picture-perfect science lessons: Using children's
books to guide inquiry (Expanded 2nd ed., pp. 9-16). Arlington, Va.: Nsta.
Ansberry, K., & Morgan, E. (2010). Teaching science through inquiry. In Picture-perfect science lessons:
Using children's books to guide inquiry (Expanded 2nd ed., pp. 17-26). Arlington, Va.: Nsta.
Ansberry, K., & Morgan, E. (2010). Why read picture books in class? In Picture-perfect science lessons:
Using children's books to guide inquiry (Expanded 2nd ed., pp. 1-8). Arlington, Va.: Nsta.
Bauer, J. (2006). Amazing apples. New York: Scholastic.
Douglas, R. (2006). Young children's own illustrated information books. In Linking science & literacy
in the K-8 classroom (pp. 95-116). Arlington, VA: NSTA Press.
Evans, J. (1995). The Lunch Bag Surprise. In Science & math: 50 student-authored
projects (pp. 32-33).
Monterey, CA: Evan-Moor.
Lopez, R. (n.d.). Apple Book (Germy Apple Book). Retrieved September 25, 2014.
Tompkins, G. (2013). K-W-L Chart. In 50 literacy strategies: Step by step (4th ed., pp.
60-63). Boston:
Pearson.