Disciplinary Unit: Lesson Plan 3

I. General Information:
Grade Level: 1st Grade
Discipline: Science
Unit Topic: Life Cycle of an Apple
Time Frame: 45 minutes
Text: Fancy Nancy Apples Galore
Other Materials:
Vocabulary Word Cards
Vocabulary beach ball
iPads

II. Essential Understanding/Questions:

1. How do seeds change and grow into plants?
2. How do young plants resemble their parents in
appearance?
3. How do I use words acquired through reading and being
read to, and responding to texts?

III. Standards/Indicators
Rl4- Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
3.C.1.a Life Science- Topic: C. Genetics
Observe, describe and compare life cycles of different kinds of
animals and plants
W2- Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some
sense of closure.
SL4- Present information, findings, and supporting evidence
euch that listeners can follow the line of reasoning

IV. Lesson Objectives: Students will be able to understand

that a certain type of seed will always grow that certain
plant. Students will also be able to identify and present
information about vocabulary words that supports the topic.
V. Evaluation/Assessment:
Assessment of Objectives
1. Student participation
2. Teacher observation
3. Informal assessment- Group oral presententaion

VI. Procedures:
Introduction:
1. Read the Essential Questions
2. Engage in whole group discussion retelling the main
idea and key details from the texts that were
previously read aloud
3. Review the Apple Life Cycle KWL chart that the class
has constructed
4. Review and discuss the meaning of the apple life
cycle vocabualry word cards by playing a Beach Ball
vocabulary game
5. Explain that the vocabulary words will enhance
understanding with this particular unit

Teaching/Activities
1. Read Fancy Nancy Apples Galore
2. While reading,
- Ask and answer questions to help determine or
clarify the meaning of words and phrases in a text
- Idenitfy unfamilair words and phrases that the main
character uses throughout the text
3. After reading, explain that students will work with a
group to complete an interactive writing activity
4. The teacher will distribute one iPad and one
vocabulary word card to each group
5. The students will use the Write About This app to
take a photograph of the word card, construct a simple
introductory sentence that states the topic and a simple
interrogative sentence using the vocabulary word, and
record a group member reading the sentences aloud

Closure
 1. Students will present their presentations with the
class
2. The presentation will be used as a grade for working
collaborative with peers
3. Revist the EQ
4. Students will discuss and add information they
learned to answer the EQ

References:

Fisher, D., & Frey, N. (2014). Addressing CCSS Anchor Standard 10: Text
Complexity, 91(4). Retrieved from
https://frostburg.blackboard.com/bbcswebdav/pid-917399-dt-content-
rid-3596464_1/courses/2172_1560/Fisher%26Frey_Addressing%20Text
%20Complexity%281%29.pdf

Core, E. T. (2013, September 11). Apple Life Cycle / Apples Close Read
Unit. Retrieved April 22, 2017, from
https://www.teacherspayteachers.com/Product/Apple-Life-Cycle-Apples-
Close-Read-Unit-870290