Apple Thematic Unit 26

Spring Arbor University School of Education

Title: Parts of an Apple Grade Level: 1st Grade

Teacher Candidate: Sara Murray-Madigan Time Allotted: 1 hour, 45 Minutes

Materials Required: Book: Apples, Apples, Apples by Nancy Elizabeth Wallace, "The Parts of an Apple" worksheet, Printed story: The Story of the Apple Star Retold and shared by Laura on ComeTogetherKids.com, knife for teacher, half an apple for each student (already cut), "Apple Investigations" worksheet, paper towels, Styrofoam plates, construction paper, paint, and KWL charts. Common Core Standards: S.IP.01.12 Generate questions based on observations. S.IP.01.12 Plan and conduct simple investigations. S.IA.01.13 Communicate and present findings of observations. Objectives: Stated in terms of Blooms taxonomy (level/verb) The student will. 1. Learn new vocabulary and be able to label the parts of an apple. 2. Use their senses to investigate and describe their apples.

Purpose of lesson: The main purpose of this lesson is for the students to learn new vocabulary, be able to label the parts of an apple, as well as use their senses to investigate and describe apples.

Instructional Procedure: What information do students need to accomplish the objective? 1. Anticipatory Set: I will read: Apples, Apples, Apples by Nancy Elizabeth Wallace. This book gives a lot of information about apples, including: how to pick them, where they grow, the different types of apples, the parts of an apple, how to make applesauce, and how to make apple prints.

2. To provide brief review of previous related lessons (systematic- how is todays lesson connected to past learning) This lesson is connected to past learning. This is just one lesson within a thematic unit. This lesson will be taught days after the unit already started, so the students will already be familiar with what is being taught.

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1. State Purpose and Objective (s) of Lesson: a. Today we will be learning about the parts of an apple." b. It is important to know the parts of an apple because it is important to know about the foods that we eat." c. Behavioral expectations will be given before the lesson, and throughout, if needed. 2. Instructional Input Plan: a. Modeling: When reading the books, I will make sure to do a picture walk first. I will also be sure to define any unknown vocabulary when needed. I will complete complete a diagram in front of the class, with their help, before having them work on their own diagrams. I will show them how to cut an apple in half to create the star in the center of the apple, making sure to note that it is not okay to do with a sharp knife, unless you're an adult. I will go over the "Apple Investigation" worksheets with them, reminding them what the five senses are and to use them when completing this sheet. (45 minutes) b. Guided Practice: Throughout this lesson, students will be asked about the vocabulary words they will be learning about apples. Before labeling their own apples, they will help me as I label a large apple (poster) at the board. (15 minutes) c. Independent Practice: The students will label their own apples at their seats ("The Parts of an Apple" worksheet). They will describe their apples by themselves, as well ("Apple Investigations" worksheet). (30 minutes) 3. Differentiation Considerations (accommodations): a. If groups of students finish early, I will have them color their worksheets. For those that require extra time, I will have them finish their worksheets, while others start on their apple print art projects. (15 minutes) b. I will tell the students to raise their hand if they finish early or need help with something. 4. Assessment: Throughout the entire whole group lesson, how do you assess that students are comprehending what they are being taught? I will learn that the students understand this lesson if they are able to complete the worksheets without trouble. I will also know when I see that they have labeled the parts of an apple correctly and were able to understand how to describe their apples using their senses.

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5. Closure: a. Before moving on to the art project, I will have the students summarize what they have learned by having them show me their worksheets and tell me what they learned about today. I will also ask them to add anything they learned to their KWL charts. b. After the students show me their worksheets and tell me about what they learned, I will let them know what I liked and what they did well on. I will then explain again why it is important to know the parts of an apple.

After this lesson, I will ask myself.. -What did I want the students to learn? -How will I know they learned it? -What will I do for the student (s) that didnt? -What will I do for the student (s) that did? - What went well? -What would I change if/when I teach this again?

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Parts of an Apple

Teacher Name: Mrs. Madigan Student Name: ________________________________________

CATEGORY Participation

4
Used time well in lab and focused attention on the experiment.

3
Used time pretty well. Stayed focused on the experiment most of the time. Diagrams are included and are labeled neatly and accurately.

2
Did the lab but did not appear very interested. Focus was lost on several occasions. Diagrams are included and are labeled.

1
Participation was minimal OR student was hostile about participating. Needed diagrams are missing OR are missing important labels.

Drawings/Diagrams

Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately. The purpose of the lab or the question to be answered during the lab is clearly identified and stated.

Question/Purpose

The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner. Student showed understanding for most of vocabulary words.

The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. Student showed understanding of some vocabulary words.

The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Vocabulary

Student showed complete understanding of vocabulary words.

Student showed little or no understanding of vocabulary words.

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Spring Arbor University School of Education Thematic Unit: The Apple Pie Tree

Title: Apple Graphing

Teacher Candidate: Caroline Peters, Brianne Boyk, Debbi Badgley, Sara Madigan Time Allotted: 60 minutes

Grade Level: First

Materials Required: Each student needs to bring in two apples, large chart for object apple graph, and Apple Survey worksheet _____________________________________________________________________________________ Common Core Standard:

S.IP.01.16 - Construct simple charts from data and observations. 1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another
Objective(s): Stated in terms of Blooms taxonomy (level/verb) The student will {Blooms taxonomy verb} 1. The students will actively organize data to create graphs. 2. The students will participate in a survey to create a chart. Purpose of lesson: The purpose is to build students knowledge of graphing and charting. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective? Time Allotted 10 min 1. Anticipatory Set: Read Apples by Gail Gibbons 2. We went to the apple orchard and have been studying the different types of apples. We also looked inside of an apple. You all have brought in your favorite two types of apples. 2 min 1. State Purpose and Objective(s) of Lesson: a. The students will learn how to compile and interpret data using graphing to Essential Elements

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compare two or more types of apples. b. Learning to build the basic understanding of graphing is important to you because you will encounter it on a daily basis. c. Review classroom rules. 45 min 2. Instructional Input Plan: a. Modeling: i. Place my red apple on the graph under red apples. ii. I put my red apple on the graph in the red apple column. b. Guided Practice: i. Table one, come place your green apple where it belongs. ii. Teacher will monitor as the entire class completes this process one table at a time. c. Independent Practice: Teacher hands out individual worksheet of Apple Survey and students transfer data from large apple graph to their own copy. Students will color in a box based on the number of apples in a corresponding apple color. i. Homework: Ask a family member what their favorite type of apple is. ii. Student is then accountable for the knowledge: Come back to school the following day with a family members favorite type of apple. iii. Share with families iv. What proof do you have the students have arrived? Students bring back knowledge of a family members favorite apple type. 3. Differentiation Considerations (accommodations): a. Alternate plans for students who finish quickly or require extra time: Wait for the quickest three students to finish their graph first and together, they can go to the office and ask the secretaries what their favorite apple is. They can then add this information to their own graph and share with the rest of the class if needed.

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4. Assessment: The teacher will assess students knowledge based on their completed Apple Survey worksheet. 3 min 5. Closure: a. Ticket out the door: According to our data, red apples are the most liked by our class. All students who brought in a red apple can line up first. b. Reinforce the objectives

Teacher Reflection: Your reflection of the lesson should include the following: What did I want the students to learn? How will I know they learned it? What will I do for the student(s) that didnt?

What will I do for the student(s) that did? What went well? What would I change if/when I teach this again?

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Apple Graphing

Student Name:

________________________________________

CATEGORY Data Table

4 Data in the table is well organized, accurate, and easy to read. Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. All of the information is transferred correctly from classroom chart onto individual's worksheet. Student participates in all of the classroom activities.

3 Data in the table is organized, accurate, and easy to read.

2 Data in the table is accurate and easy to read.

1 Data in the table is not accurate and/or cannot be read.

Neatness and Attractiveness

Neat and relatively attractive. Colors are acceptable, but messy.

Lines are neatly drawn but the graph appears quite plain. Colors only match somewhat appropriately. Some of the information is transferred correctly from classroom chart onto individual's worksheet. Student participates in some of the classroom activities.

Appears messy and "thrown together" in a hurry. Lines are visibly crooked and colors do not match appropriately. None of the information is transferred correctly from classroom chart onto individual's worksheet. Student participates in none of the classroom activities.

Transferring of Information

Most of the information is transferred correctly from classroom chart onto individual's worksheet. Student participates in most of the classroom activities.

Participation

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Spring Arbor University School of Education Lesson Plan Format

Title: Johnny Appleseed Grade Level: 1st Grade

Teacher Candidate: Brianne Boyk Time Allotted: Day 1 50-60 mins, Day 2 40-50 mins

Materials Required: Johnny Appleseed YouTube Video http://www.youtube.com/watch?v=NHLOLO5iJiI 3-2-1 Johnny Appleseed worksheet Johnny Appleseed Art project Johnny Appleseed Hat (Brianne Appleseed name tag) Silver or grey construction paper (cut into a head band and hand of hat) Red apple (glue on front of hat) Johnny Appleseed by Patricia Demuth Letter to Johnny Appleseed

Common Core Standard: W.1.3- Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5- With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. SL.1.1b- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.1a- Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Print all upper-and lowercase letters. L.1.2a- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. L.1.2b- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences. G5.0.1- Describe ways in which people modify (eg. Cutting down trees, building roads) and adapt to the environment.

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Objective(s): Stated in terms of Blooms taxonomy (level/verb) Students will expand their knowledge as they absorb the content in the Johnny Appleseed video and story. They will demonstrate their use of knowledge as they describe what they learned in the 3-2-1 Johnny Appleseed worksheet, actively participate in an art project, and they will use constructive learning to write a short letter to Johnny Appleseed. The student will {Blooms taxonomy verb}
1. Students will expand knowledge as they absorb new content. 2. Students will demonstrate their use of this new knowledge to describe what they have

learned. 3. Students will actively participate in an art project. 4. Students will us constructive learning to write a short letter.

Purpose of lesson: The purpose of this lesson is for students to expand their knowledge as they absorb new content on the given topic of Johnny Appleseed. Instructional Procedure: What information do students need to accomplish the objective? They will need to know the difference between a fact and opinion. Time Allotted Day 1 10-20 min 3. Anticipatory Set: Show Johnny Appleseed YouTube Video 4. As we continue our Thematic Unit on Apples, I thought it would bring about a great opportunity to learn about Johnny Appleseed! Last week when we went to the apple orchard we went on September 26th. Did you know that that day is Johnny Appleseed day? 6. State Purpose and Objective(s) of Lesson: a. The purpose of this Johnny Appleseed lesson is to learn about an important man in our history. It is always important to learn about our Essential Elements

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historical figures. 7. 3-2-1 Johnny Appleseed Worksheet a. Modeling: Tell students one thing you learned from the video, an 5min opinion you have, and a question you have. b. Guided Practice: Call on a student to tell one thing they learned, an 5min opinion they have, and a question they have. c. Independent Practice: Students will be given the 3-2-1 Johnny 10min Appleseed worksheet to do on their own. They will need to write 3 things they learned, 2 opinions they have, and 1 question they have. 20min 8. Create Johnny Appleseed Hat Art Project Together

Day 2 1. Read Johnny Appleseed Story (Readers Theatre Story) 2. Letter To Johnny Appleseed 2-3min a. Model: Give students an example of a letter you might write to Johnny Appleseed. 5-10min 10-15 min b. Guided Practice: Create a classroom letter to Johnny Appleseed. c. Independent Practice: Students will write a short letter to Johnny Appleseed on their own. 9. Differentiation Considerations (accommodations): a. Students who finish early will be able to create their own story of Johnny Appleseed as if they were him. (Ex. Brianne Appleseed) b. Students who do not have enough time to finish something will still

3-5min

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need to move on to the next assignment but will be able to come in at lunch recess to finish. 10. Assessment: There will be 2 assessments. The first one will be in the 3-2-1 Johnny Appleseed worksheet. This worksheet will determine if they know and understand the difference between a fact and opinion as well as determine if they learned anything from the Johnny Appleseed video. The second one will be their letter to Johnny Appleseed which will be based on how well they followed the rubric. (See attached rubric) 11. Closure: c. Ticket out the door will be telling one thing they learned about Johnny Appleseed.

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Letter-Writing : Johnny Appleseed Letter

Teacher Name: Brianne Boyk

Student Name:

________________________________________

CATEGORY Grammar & spelling (conventions)

2
Writer makes 3-4 errors in grammar and/or spelling

1
Writer makes more than 4 errors in grammar and/or spelling.

Writer makes no Writer makes 1-2 errors in grammar or errors in grammar spelling. and/or spelling.

Writer makes no Capitalization and Punctuation errors in

capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Neatness

Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

Letter is neatly handwritten, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.

Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Sentences & Paragraphs

Sentences and paragraphs are complete, wellconstructed and of varied structure.

All sentences are complete and wellconstructed (no fragments, no runons). Paragraphing is generally done well.

Most sentences are complete and wellconstructed. Paragraphing needs some work.

Date Created: Nov 19, 2013 06:43 pm (CST)

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