LESSON PLAN Cooperative My Apple Thursday, October 10th, 2013 Duration of lesson: Approximately 1 hour Benchmark Focus: Common

core L.HE.E.1- Identify observable characteristics of a plant SL.1.1. Participate in collaborative conversations with divers partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1.a: Follow agreed-upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion). Objective: After the cooperative lesson, the first grade students will be able to examine apples and describe the differences/similarities of apples through written observations After the cooperative lesson, the first grade students will be able to recall at least three characteristics of apples After the cooperative lesson, the first grade students will be able to participate in collaborative conversations with a partner about apple characteristics After the cooperative lesson, the first grade students will be able to demonstrate following agreed-upon rules for discussions within the experiment 1:30 Anticipatory set- Characteristics Chart, Story, and Song I would like to share a book with you about apples. Its called Up! Up! Up! Its apple picking time. This book is about a little boy who goes and picks apples. One thing I like about this book is that it describes how the little boy feels while hes picking the apples, and he also talks about apple characteristics. So, while Im reading, I want you all to pay attention to some of the words that help you picture the apple in your mind. Like, what it smells like, or sounds like, or looks like. When you hear a description of the apple, I want you to tap your head so you can let me know, you can really picture the apple in your head, like its sitting right in front of you. Okay? Here we go. -Read story. Prompt kids to listen for descriptions. Materials: Pencils, crayons, colored pencils, markers Book, Up!Up!Up! Its Apple Picking Time by Jody Fickes Shapiro My Apple booklets (25) 2 tub of counting bears 2 Scales 2 tub of cubes String (6) 2 buckets of water

Providing information: 1:40 Okay, boys and girls. We talked yesterday about apple characteristics, and we made this chart of apple observations that we made using our senses. We also said it is important that we know and learn about apples because plants are very important to us because they provide some of the food we eat. We need to learn about them so we can help them grow so we can survive. Today we are going to describe our apples with facts. So we need to put our scientists jackets on. Each one of you will get your own apple. You are not to eat this apple. This apple is for you to experiment with and get facts. You will each get an apple booklet, and we are going to fill out information about your apple. We are going to try a lot of different things with our apples so I will need your full attention and your eyes and ears. -Describe experiments. Model what to do and what not to do. (Draw apple, weigh able, measure width and height, and predict and see if it floats.) Each rotation will be five minutes long. For this experiment, you will be in partners. Your partner will be the person who sits across from you. One of you will be partner A, the other will be partner B. When it is partner As turn to experiment, they will conduct their experiment, while partner B records. To record means to fill out the worksheet with your results, or what you found when you did the experiment. I will tell you when to switch. You need to be respectful with your partner. If I hear arguing, or seeing that you are not being respectful to your partner, to an adult, or to the tools we are using, you will not be able to participate in the rest of the activity. Do I have any questions? When you go to your seat, write your name on your booklet. 1st rotation: Partner A goes first. Draw Apple: Red and orange tables Weigh Apple: Yellow table Measure width and height: Green table Does it float?: Blue table 2nd rotation: Partner B goes first. Draw Apple: Blue table Weigh Apple: Red and orange tables Measure width and height: Yellow table Does it float?: Green table 3rd rotation: Partner A goes first. Draw Apple: Green table Weigh Apple: Blue table Measure width and height: Red and orange tables Does it float?: Yellow table 4th rotation: Partner B goes first. Draw Apple: Yellow table Weigh Apple: Green table Measure width and height: Blue table Does it float?: Red and orange tables

-Complete booklet by having students perform each page/experiment. 2:25 Have students come back to carpet and meet. Nice job boys and girls. I loved how you we made observations by testing and measuring. Is there anything we should add to our chart? Students will share their data/interpretations, etc. Add descriptions to chart using testing and measures (i.e. it will float. If time share some observations from the students on document camera.

Modeling: I will be modeling how to describe apples throughout the reading of the story. I will also model how to perform each experiment/measurement. Checking for Understanding: I will check for understanding by observing if they tap their heads while reading the story, meaning they hear a descriptive word. I will also check for understanding at the end of the lesson when they share their observations with me. Guided practice: Students will observe the model of how to perform the activities independently. I will also be walking around and helping if I see a student struggling or if they have any questions. Closure: At the end of the lesson I will ask students to share their data, interpretations, and what they learned during the lesson. I will ask them for feedback on what was easy, hard, fun, etc. I will also require that they each give me one characteristic they learned about their apples. This is the purpose for the entire lesson, so it is important that students understand that they can use their senses to indentify characteristics of plants, so this will also act as an informal assessment. Independent practice: For independent practice, I ask that students fill out their apple booklets by performing the experiments cooperatively with a peer with little adult support. Assessment: I will first, informally check, by observing the students tapping their heads when they hear a descriptive word, and their responses to help add to our chart. I will also do a quick informal check at the end of the lesson during closure, when they share their observations, data, and interpretations with me. I will also be informally assessing how students are working with their buddy. I will then formally check for understanding by going over their apple booklets. Inclusion of Diverse Learners/Differentiated Instructions for the High, Average, and Low students: For the low students, I will allow students a longer time frame to complete the work and allow more inventing spelling. I will also assist when needed and monitor them more often. I will also ensure that they are paired with a supportive buddy who will be a positive and helpful for that student. For high students, I will challenge them to come up with create ways to describe characteristics, allowing them to think about what they want to learn challenge them to think about apples in a new way. Im also challenging the students by asking them to make predictions about what they think will happen before they experiment. For the average students, I will challenge them to learn by experimenting and recording observations. Im also challenging the students by asking them to listen to the story and pick out descriptive words before I really explain what descriptive words are/sound like. I will monitor them more often than the high students but will try to give them as much independence as possible.