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Unformatted text preview: From Seed to Apple 2 nd Grade Science Standard: Life Science 2. Plants and animals have predictable life cycles. As a basis for understanding this concept: f. Students know flowers and fruits are associated with reproduction in plants. Step 1-Introduction: • Assess prior knowledge o Who can tell me who Johnny Appleseed was famous for? This will open a discussion about apples and how Johnny Appleseed planted millions of seeds across the States. These seeds eventually bloomed and became apple trees. • Motivation: “hook” the students into the lesson. o Students will watch a clip titled, “Life Cycle of an Apple Tree” http://www.youtube.com/watch?v=0DDDBwk_-bM • Objective: use student language to state what the student is going to learn. o This week we will be learning a lot about apples. We will learn how an apple tree begins, and label the different parts of an apple half. Today you will learn about an apple’s life cycle. • Purpose: tell why the lesson is important to the learner. o Humans also have a growth cycle. First the human is an infant, then a toddler, the toddler becomes a child, a child grows into a teenager, and a teenager becomes an adult. Everything around us goes through a similar process. o Many of the fruits we eat or flowers we see come from trees and plants. Every tree and plant goes through a cycle which begins with a seed then gradually transforms into a tree or plant. • Transition: tie the lesson to prior experience and /or learning. o In 1 st grade you learned about the life cycle of a monarch butterfly; this week we will learn the process of how a tiny apple seed becomes a tree which gives us apples. Step 2- Instruction/Presentation: • Information: explain the skill, content and /or process o Teacher will go over the 7 vocabulary words. First, she will write the word life cycle and provide a definition along with a picture. Next, she will introduce the word seed write a definition and provide a picture. This will continue until all seven vocabulary words and definitions are written on chart paper. o Students will write the vocabulary and definitions associated with the life cycle of an apple on in a folding book. They will also draw pictures to illustrate each stage. o Students will receive picture cards and vocabulary of the apple’s life cycle. They are to paste each picture and vocabulary word onto a construction paper. They are to use their folding book as a reference to the order of the cycle. Students may choose either of these construction paper colors: red, green, or yellow. ( colors of apples ) • Model: demonstrate for the students. o Teacher will now hand out the folding book to students. o She will then have students follow along with her and write the title, and vocabulary words on the book. To complete this task, teacher will use an LCD projector....
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- Spring '10