Lesson Plan Template
ETAP 524

SPRING 2014

Name:Lyndsay Milaccio / Module:4
Lesson Plan Title
A Tree for All Seasons – Life Cycle of an Apple Tree
Discipline and Topic
This lesson, which is part of the life cycle unit, will demonstrate how an apple tree changes with the four seasons.
Target Population
This lesson will be presented to a second grade general education class that consists of 24 students. Of the 24 students, two are classified as having learning disabilities and three are ELL students.
(Analyze Learners)
  • General Characteristics – The students are all in second grade and range in age from 7 to 8 years old.
  • Entry Competencies – Students need to know that there are four different seasons. Students will need basic understanding of living things.
  • Learning Styles – The learning styles of the students in this class consist of visual learners, auditory learners, and tactile learners.

Curriculum Alignment and Standards
This lesson is part of the Life Cycle unit and satisfies NYS Standard number 4. (see below) This lesson also aligns with Common Core Learning Standards L.2.1 and L.2.3 (see below) for English.
(State standards)
  • NYS Standard Number 4 (Science): Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
  • NYS Standard Number 5 (Technology): Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
  • Common Core Learning Standard (L.2.1): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Common Core Learning Standard (L.2.3): Use knowledge of language and its conventions when writing, speaking, reading, or listening.

ISTE NETS Standards
ISTE Standards for Students:
  • ISTE Standard 4: Critical thinking, problem solving, and decision making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
ISTE Standards for Teachers:
  • ISTE Standard 2: Design and develop digital age learning experiences and assessments – Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards.

Goals
Students will identify the life cycle of an apple tree.
Objectives (State)
  • Given 8 images of the seasons of an apple tree, students will label and sequence the images with no more than two errors.
  • Given a representation of the apple tree at each stage of its life cycle, students will produce a written piece containing at least two sentences for each stage, with no more than two grammatical errors in total to describe the apple tree during each season.

Underlying Educational Theory
The educational theory used for this lesson is constructivism. Constructivism considers the engagement of students in meaningful experiences as the essence of learning. (Smaldino, Lowther, & Russell, 2012)
During this lesson, the learners are actively involved and all activities are student-centered. In a Constructivist environment, the teacher acts as a facilitator, while students are encouraged to take responsibility in their own learning.
Students are working hands-on to learn about the life cycle of an apple tree. They are actively engaged in the lesson and are expected to take responsbility for their own work.
In a traditional classroom, students are assessed mainly by test scores. In a constructivist classroom, assessment is based on student observation, work produced, and input given by the student. This is the assessment strategy used for this lesson.
Materials Description and Timing
  • The Seasons of Arnold’s Apple Tree by Gail Gibbons
  • Chart paper
  • Markers
  • Apple Tree PowerPoint activity
  • Computers (6 total) – 4 students per computer
  • Seasons of an Apple Tree worksheets
  • Cut out of blank apples
  • Loose-leaf paper
  • Construction paper
  • Crayons
  • 8 images of an apple tree at different stages during different seasons
There are six computers in the classroom for student use. The students will be divided into groups of 4 to work on the Apple Tree PowerPoint activity.
(Strategies)
  • Read aloud
  • Cooperative Learning
  • Collaboration
  • PowerPoint – (see selection rubric attached)
  • Visualization – (see selection rubric attached)

Supplemental Materials/Links
The Circle of Life – Springboard Magazine

Life Cycle of an Apple Tree

Leaves of an apple tree during each season (have students observe and feel)
Apple (have students smell, feel, and taste)
Lesson (50-60 minutes)
  • (approx. 5 min) Motivation: Students will be called to the reading rug where they will be seated quietly. The teacher will brainstorm with students what they already know about apples. The teacher will create a word web on chart paper with student responses.
  • Where do apples grow?
  • What do apples look like?
  • Are all apples the same?
  • (approx. 3 min)The teacher will show the students the cover of the book, The Seasons of Arnold’s Apple Tree by Gail Gibbons. He/she will ask the students to predict what they think the book will tell us about. (anticipated responses: “apples”, “trees”, “seasons”)
  • (approx. 2 min) While students are still seated quietly, the teacher will briefly explain to the class that all living things have a life cycle. He/she will explain the term “cycle” – a series of events that happen again and again regularly and usually lead back to the starting point.
  • (approx. 12 min) The teacher will read aloudThe Seasons of Arnold’s Apple Tree, stopping at certain pages to discuss concepts and vocabulary and also to ensure that students remained engaged in the lesson and discussion.
  • Pages 4 & 5
  • Discuss the weather during spring time
  • Discuss the apple tree (what it looks like)
  • Add to the word web
  • Pages 6 & 7
  • Ask students who remembers what nectar is (previously discussed during a Scholastic News Activity)
  • Pages 10 & 11
  • Discuss the weather during summer time
  • Discuss the apple tree (what it looks like)
  • Add to the word web
  • Pages 16 & 17
  • Discuss the weather during fall time
  • Discuss the apple tree (what it looks like)
  • Add to the word web
  • Pages 20 & 21
  • Briefly explain the cider press
  • Pages 24 & 25
  • Discuss the weather during winter time
  • Discuss the apple tree (what it looks like)
  • What season are we currently in? (winter)
  • What happened to the leaves on the tree?)
  • Add to word web
  • (approx. 10 min) After the book has been read to the class, the teacher will divide the class into groups of 4. Each group will be seated at a computer terminal to work on an Apple Tree PowerPoint activity. The PowerPoint will show representations of the apple tree during each season. The students will be asked to correctly identify the season by analyzing the images of the tree. (Note: the class has previously been taught how to use PowerPoint in this context so no further explanation is needed unless students have specific questions.) During the group work activity, the teacher will circulate to assess student responses and to assist those students who need help.
  • (approx. 7 min) The students will be directed back to their own seats. Each student will be given a Seasons of the Apple Tree worksheet and a blank cutout apple. The worksheet will consist of eight images depicting the apple tree at different stages according to season. The students will color the pictures, sequence them, and glue them onto their blank apple. (Note: advise students to seek instructor approval before gluing) They will then label each picture with the correct season. The teacher will circulate the room to make sure that students are on task and to assist students as necessary.
  • (approx. 10 min) After students have completed the sequence and label part of the activity, they will be given a piece of loose-leaf paper. The students will be asked to write at least two sentences to describe the apple tree at each stage. Students should have a minimum of eight sentences written. For example: In winter, the apple tree doesn’t have any leaves. The tree looks empty. The teacher will display a sample on the board. Students will be directed that they cannot use the sample sentences in their writing piece. The teacher will again circulate the room to ensure that all students understand the directive and are on task.
  • (approx. 1 min) Students’ final work will be collected and displayed outside of the classroom.
Modifications/Adaptations:
  • The word web will be displayed throughout the lesson to guide those students who are having difficulty with identifying the seasons and/or stages.
  • ELL students will be allowed to work with a buddy to help them with language difficulties.
  • Students who appear to be really struggling will be provided with a brief mini lesson.

Assessment of Students
Students will be assessed by:
  • Responses during class discussion
  • Answers on PowerPoint activity
  • Meeting criteria outlined in the Writing Rubric
  • Score on sequencing worksheet

Evaluation of Students and Lesson
The lesson is successful if:
  • 70% of the students achieve an 80% or better on the completed activity
  • The class was engaged and motivated
Students will be asked to fill out self-evaluation sheets at the end of the lesson. These will also be used to determine whether or not the lesson was successful.
Low Tech Modification
If computers are unavailable, the teacher will use the whiteboard in place of the PowerPoint presentation. Instead of dividing the class into groups, the class will be instructed to sit in their regular seats. The teacher will display a representation of the apple tree during each of the seasons, on the white board. (The representation of tree will be displayed in parts. The trunk will remain the same but the top (leaves) of the tree will vary depending upon the season.) The teacher will show the apple tree during its different stages and students will be asked to identify the season. The teacher will look for choral responses.