Disciplinary Unit: Lesson Plan 1

I. General Information:
Grade Level: 1st Grade
Discipline: Science
Unit Topic: Life Cycle of an Apple
Time Frame: 45 minutes
Text: From Seed to Apple
Other Materials:
A variety of different types of fruits and vegetable
seeds (Apple, cucumber, tomatoe, pepper)
Chart paper (KWL)
Markers
Document camera

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
RI2- Identify the main topic and retell key details of a text.
RI4- Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
3.0 Life Science- Topic: C. Genetics
Observe, describe and compare life cycles of different kinds of
animals and plants

IV. Lesson Objectives: Students will be able to understand

that a certain type of seed will always grow that certain
plant.

V. Evaluation/Assessment:
Assessment of Objectives
1. Student participation
2. Teacher observation
VI. Procedures:
Introduction:
1. Read the Essential Questions
2. Engage in whole group discussion about prior
knowledge of seeds and a seeds life cycle
3. Distribute a seed to each student
4. Students will observe and examine their seed
5. The teacher will show examples of the different types
of fruit under the document camera
6. Engage in discussion about the seeds that change
and grow into a certain fruit
7. Explain to the students that in this weeks unit, they
will learn about the life cycle of an apple
8. Explain that scientist use the scientific method when
researching or completing experiements (Observe,
Question, Hypothesis, Procedure, Results and
Conclusion)

Teaching/Activities
1. Introduce the Apple Life Cycle KWL chart
2. Engage in whole class discussion about what
students know about the topic-chart responses under
the K section on the KWL chart
3. Discuss what students would like to know more about
and record responses under the W section on the
KWL chart
4. Read: From Seed to Apple
5. While reading, stop and discuss important
information, key details and highlight important
vocabulary words (If students are unsure of a
vocabulary word, demonstrate how to use context
clues to find meaning)
6. Record new information gathered throughout the text
in the L section of the KWL chart paper

Closure
1. Ask questions and allow students to use evidence
from the text to enhance comprehension and answer
questions
 2. Revist the EQ
3. Students will discuss and add information they
learned to answer the EQ
4. Post the KWL chart to the Science Focus Wall

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