Disciplinary Unit: Lesson Plan 5

I. General Information:
Grade Level: 1st Grade
Discipline: Science
Unit Topic: Life Cycle of an Apple
Time Frame: 60 minutes
Text: The Apple Pie Tree
Other Materials:
Vocabulary Word Cards
Apple Life Cycle KWL chart
Document camera
Apple Life Cycle Booklet

II. Essential Understanding/Questions:

1. How do seeds change and grow into plants?
2. How do young plants resemble their parents in
appearance?

III. Standards/Indicators
Rl1- Ask and answer questions about key details in a text.
Rl4- Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
Rl9- Identify basic similarities in and differences between two
texts on the same topic
3.0 Life Science- Topic: C. Genetics
Observe, describe and compare life cycles of different kinds of
animals and plants
Sl4- Present information, findings, and supporting evidence
that listeners can follow the line of reasoning, organization,
development, style, purpose, and audience.

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 orally present
the apple life cycle stages in sequential order.
V. Evaluation/Assessment:
Assessment of Objectives
1. Performance assessment: Life Cycle booklet and oral
presentation

VI. Procedures:
Introduction:
1. Read the Essential Questions
2. Engage in whole group discussion retelling
similarities and differences of 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

Teaching/Activities
1. Read The Apple Pie Tree
2. While reading, students will continue to think like
scientists
- Ask and answer questions to help determine or
clarify the meaning of words and phrases in a text
- Determine the key details and connect the details
to the main topic
3. After reading, identify and discuss similarities and
differences between the texts that were read this week on
the same topic
5. The teacher will explain that the students will use
knowledge of vocabulary words and information that they
learned from all of the texts and interactive resources from
the week to create a Apple Life Cycle booket
- Students will be given half sheets of paper that has a
vocabulary word located on each page
- Students will place the life cycle stages in sequential
order
- Students will draw pictures on each booklet page to
create a visual image of each stage

Closure
 1. After the students complete their books, they will
orally present their books with the class
2. Students will place their booklet under the document
camera and discuss their booklet
3. The oral presentation will be assessed using a rubric
for a science grade and speaking grade

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