LONG FORM LESSON PLAN TEMPLATE

Name: Johnny Appleseed ~ Apple Life Cycle Date: Fall 2013

Content Area(s): Science (Social Studies) Grade(s): K5
Lesson Domain(s) /
Content
This lesson falls under the cognitive domain because I will be asking the students
to explain the life cycle of an apple in sequential order which falls under both
scientific understanding and logical-mathematical knowledge.
Learning Goal(s)/
Standard(s)

Omnibus
Scientific Thinking
(C) Life Science,
Kindergarten
1. Observe and describe characteristics, basic needs and life cycles of
living things
Instructional
Objectives

Students will know the sequential order of the apple life cycle: 1. seed, 2. tree, 3.
blossoms, 4. apple.

Assessment
(Criteria/Look Fors)

Observe student responses to discussions during read aloud
Take anecdotal notes during student work time while checking for understanding
of cycle order
Collect completed flipcharts
Academic Language
Focus

Words from read aloud that may be unfamiliar to K5 students and will be
explained prior to reading:
Massachusetts a state in the United States, show on map in comparison to WI
the sun shone explain that shone is past tense for shine
Meadow big grassy area
dear dashing running
Moving out west show on map again
Burlap sack bag made out of a special kind of cloth that is very strong
Settlers people that moved west
Questions

What can you tell me about how an apple grows?
Whats on the tree branches? (x3) (blossoms, green apples, ripe apples)
The birds are soaring, what are they doing?
How does an apple start?
What happens next?
Then what happens after there are blossoms on a tree?
And then what happens last?
Instructional Strategies

Strategies include, but are not limited to: Scaffolding, Modeling, Effective Praise,
Explaining, Reflective Paraphrasing, Questioning
Materials

Johnny Appleseed by Jodie Shepherd
Map of United States
Apple Cycle Flip chart with coloring sheets
Crayons
Scissors
Glue sticks
Instruction Procedures
Introduction
Demonstration
Participation
Practice
1-2
mins


5 mins

5-7
mins


5 mins





20
mins




5 mins
Intro: - Brief discussion to active prior knowledge of apple life cycle.
- Introduction of Johnny Appleseed book: True story that happened
a very long time ago, unknown vocabulary, etc.

Teach Johnny Appleseed song/prayer and have students join in

Read Johnny Appleseed, asking questions to check for understanding and
stimulate thinking
- Highlight three poem pages that show blossoms, green apples, ripe
apples
- Introduce flip chart
- Give directions & model: Fold paper in half. Cut on thin lines to
create doors. Color pictures. Cut pictures apart. Put pictures in order
under the doors. Check to make sure the order makes sense. Glue
pictures under each flag with a glue stick.

Practice Dismiss students back to get supplies and go to tables.
- Handout pages
- Circulate around tables as students work. Clairfy directions as
needed. Assess students understanding of life cycle and review order of
cycle as necessary with individual students

Closure As students finish have them pair up and share their project with
each other.

Student
Accommodations
Based on previous observations some students may need more time to complete
this task, so time will be available during the afternoon to complete any
unfinished work.
Foreshadow unknown vocabulary
Self Reflection

I feel that this lesson went very well, especially for my first lesson taught this
semester. The students enjoyed the book and this particular book matched up
perfectly in reinforcing the apple life cycle both in the story and in the pictures.
Taking a couple of minutes before reading the book to go over unfamiliar
vocabulary as well as bring in a map to show where the story was taking place
helped the students remain better engaged throughout the read aloud. My
flipchart activity was very well received by both the students and my CT. My CT
and the other kindergarten teacher actually used this activity as formal assessment
of the students understanding of plant lifecycles for report cards and conferences.
The large majority of the students in the class (14) were able to put the pictures in
the correct order completely independently, two students needed a small level of
support in determining which picture should go first and then they were able to
complete the rest of the chart on their own, and two students were not successful
in putting the pictures in the correct order. As students finished their charts I met
briefly with each student and then paired students up and had them sit on the
carpet and share their flipcharts with their partner. The student seemed to really
enjoy this part of the activity as it is not something that I believe has ever been
done in this classroom before.

In future lessons I will work more on my classroom management techniques. I
allowed a student to go to the bathroom just before beginning to explain the
flipchart and this not only caused this one student to miss the explanation but also

began the train of other students asking to use the bathroom or get a drink while I
was trying to finish explaining the expectations of the activity. Additionally at one
point during the reading of the book two students began quietly talking to each
other. I let this side conversation go on little too long and it began to become
distracting for both me and other students near them.