Fruit and Adaptations

Name: Shanna Dos Santos

Date:
Subject: Science
Grade: 1st
Core Curriculum Objectives:
SWBAT describe why fruits are formed.
SWBAT describe the structure and function of fruits.
SWBAT discuss and describe how adaptations help plants survive.
Common Core Objectives
Science
Standard 4
Life Science. Students will gain an understanding of Life Science through the study of changes in organisms
over time and the nature of living things.
Objective 2
Living things change and depend upon their environment to satisfy their basic needs.
a.
Make observations about living things and their environment using the five senses.
b.
Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant
and animal life.
c.
Describe and model life cycles of living things.
Language Development:
Fruit
Adaptation

Preparation:
5 string beans
4 tomatoes
1 apple
1 orange
1 cucumber
1 Potato

Flower
Pollination

Reproduce

1 carrot
Seed Journal (1 per st)
Pencil (1 per st)
Brassica Rapa
(pollinated)
Brassica Rapa (not
pollinated)

Lesson 6 Quiz
Smart Board
Smart Board
Notebook App.
7 Table clothes (1 per
table)

Ti
m
e:
5
mi
ns
40
mi
ns

Introduction:
Review plant parts (functions) /Flower parts
(functions)connect to fruit.
Today were going to learn about fruits, their
functions, and how they change to help plants
survive.

Content/Activity:
1. Describe what a fruit is. A fruit is the part of
the plant that grows from the flower, and holds
the grown up seeds)
a. Students repeat back
2. The fruit must have seeds in it. If it doesnt have
seeds, its a vegetable.
3. The fruit falls to the ground, and helps to
disperse, or scatter the seeds that are inside of it
around all over the ground.
4. Dissection: Allow students to pick up, and
touch the fruits.
a. Notice what the seeds look like.
b. Are they small, big?
c. Are they round, or some other shape?
d. Are they seeds in each fruit the same?
e. Are the seeds from different fruits
different colors?
f. Do some fruits have more seeds than
others do?
5. Teacher creates table of observations on smart
board.
6. Journal:
a. Date page.
b. Draw dissected fruits. (teacher models
first)
7. Adaptation
a. Definition: Adaptations are changes a
plant or thing makes to help it survive.
b. Students repeat.
c. Each fruit is a bit different, each has a
skin or peel on the outside. The skin of
each fruit is an adaptation that helps the
fruit survive.
i. What might a fruit want to be
protected from?
8. Journal:
a. (teacher model) Label ways each fruit
might have adapted.
b. Students work with partners to write in
their own journal.

Closure:
What part of the plant produces the fruit?

Management:
Seated at the carpet.
Remind that if using
materials improperly will sit
out.
Fruits/Seed Journals slices
will be placed on student
desks.
Tell students they will find
items on their desks, but they
must not touch them yet.

Move to desk covered by

table clothes.
Be gentle with the fruits,
like this. (model how to
handle)

Table will be created prior to

lesson to allow for quick
access.
Circulate, help with
drawings.

Call on students with raised

hands.

What is a fruit?
How do plants help themselves survive?
What is that word that describes how they change to
survive?
Assessment:

Informal discussion.
Fruit adaptation quiz
Adaptations: ELL student will be given a cut and paste sheet onto which she will place the life cycle
of a fruit in the correct order. In addition to ordering the life cycle the student will be asked to use the
words and short phrases verbally. These adaptions will take place when the class is working on writing
predications during language arts hour (see below).
Integration: (Math) Students will use data collected from each fruit (# of seeds) to complete a
comparison graph during math hour. The comparison graph will center on figuring out which fruit
carries the most seeds, and which the fewest. Students will then make predictions as to which fruit
has the best chances of reproducing. (Language Arts) Students will write two to three sentences
explaining their prediction, and describing what evidence lead to the prediction.