LTEC Unit Plan - University of North Texas

Unit Plan Template

Note: Type in the gray areas.

Unit Author First and Last Name Author's E-mail Address Course Name(s) Course Number(s) Course Section(s) School City, State, Zip Instructor Name(s):

Courtney Cook ccook43091@ Computers in the Classroom LTEC 4100 .025 Denton, TX 76201 Gerald Knezek

Unit Overview

Unit Plan Title

Apples

Curriculum-Framing Questions

Essential Question

What is your favorite kind of apple? Why? Why are apples healthy for us?

Who can describe what an apple is (shape, color, and size)?

What is inside of an apple?

Unit Questions

What do apples grow on? What are the parts of an apple tree?

Have you ever eaten an apple? If so, how did it taste? How did it look and feel?

What are some foods and drinks that we can make from apples?

What happens when you leave an apple out for too long?

Unit Summary

Teach students about the different kinds of apples and why they are healthy for us. We will also discuss the parts of fruit, the parts of a plant (ie: apple trees), and the `life cycle' of an apple seed into a fruit. We will then use this information and incorporate apples into multiple units of study and subjects.

Subject Area(s): (List all subjects that apply)

INTEL? TEACH TO THE FUTURE

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Debbie Candau 11/14/00 7:35 PM Deleted:

Primarily Science, but you can incorporate apple-themed activities into all different subjects.

Grade Level (Click boxes of all grade levels that apply)

K-2

3-5

6-8

9-12

ESL

Resource

Gifted and Talented

Other:

Student Objectives/Learning Outcomes

The student should be able to:

? identify apples and describe their characteristics, such as color, shape, size, and flavor

? compare and contrast apples to other fruits based on their characteristics

? express the "life cycle" of apples (grow from a seed, ripen, and create other apple trees with their seeds)

? recognize that certain foods, such as apple juice and applesauce, are made from apples

? apply the theme of apples to all other content areas during lessons to work on subject skills

Targeted State Frameworks/Content Standards/Benchmarks

?111.14. Science, Kindergarten.

? K.9(b) ? Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

? K.10(a) ? Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.

? K.10(b) ? Identify parts of plants, such as roots, stems, and leaves.

? K.10(d) ? Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.

?111.12. Mathematics, Kindergarten.

? Within a well-balanced mathematics curriculum, the primary focal points at Kindergarten are developing whole-number concepts and using patterns and sorting to explore number, data, and shape.

? (8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:

o describe and identify an object by its attributes using informal language;

o (B) compare two objects based on their attributes; and

o (C) sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.

INTEL? TEACH TO THE FUTURE

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? 2001 Intel. All rights reserved.

Procedures

1. As a class, we will discuss the parts of an apple and what an apple is.

2. We will then use chart paper to graph each student's favorite color apple and their favorite food / drink that is made from an apple. Analyze the results as a class.

3. Then, place a variety of apples (some whole, some cut in half) at each table and have students take a closer look at the parts of an apple. Have them count the numbers of seeds inside the apples, compare the weights of apples on a balance scale, sort the apples by their characteristics (color, size, shape), etc. Students will answer questions on an interactive worksheet.

4. If time, the teacher can have each student make an apple print with paint as a followup art activity.

Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)

Approximately one hour to complete, but the teacher may choose to split the activities up throughout the week

Prerequisite Skills

None

Materials and Resources Required For Unit

Technology ? Hardware (Click boxes of all equipment needed.)

Camera

Laser Disk

Computer(s)

Printer

Digital Camera

Projection System

DVD Player

Scanner

Internet Connection

Television

VCR Video Camera Video Conferencing Equip. Other:

Technology ? Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Desktop Publishing

Internet Web Browser

E-mail Software

Multimedia

Encyclopedia on CD-ROM

Web Page Development Word Processing Other:

Printed Materials

Information on the different kinds of apples, pictures of apples, and pictures of the parts / life cycle of apples to show class

Supplies

Apples, apple pictures, chart paper, markers, balance scales, paint, etc.

Internet Resources



Others

INTEL? TEACH TO THE FUTURE

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? 2001 Intel. All rights reserved.

Accommodations for Differentiated Instruction

1. If I have a struggling student in my class, I will make sure to slow

down the lesson to fit their needs and break the activity into

smaller parts for the child to complete. If you give them a long list

of questions they have to answer and things they have to finish by

the time their classmates do, they will become overwhelmed and

frustrated. With these accommodations, the lesson will be more

individualized to meet their strengths and weaknesses and they

will be more able to finish up these smaller chunks.

2. I will also be more flexible with the student's assignment and will

Resource Student

provide them with more time to complete all of their work. For example, I might have them just answer the even or odd questions because I know it will take them longer to finish. This will take a lot

of pressure off of them and they will have more confidence to

finish their work.

3. The teacher can work closely with the child and give them less apples to sort, graph, and compare. For example, the child could be responsible for comparing just two apples instead of every type of apple. The teacher should make sure to explain the procedures with the class as a whole to allow for questions before they go to their group tables to complete the lesson.

1. If I have a gifted student in my class, I will tweak my lessons to

meet their needs so that they are still challenged and are learning.

I can do this by encouraging them to answer more in-depth

questions that require critical thinking skills. For example, in my

apple lesson I could have these students compare and contrast

more types of apples or challenge them find another unique way to

Gifted

distinguish between their characteristics.

Student

2. Depending on the child's unique personality, I can either have him/her work individually or with another gifted student to explore

more in-depth about a certain topic after they have finished their

work. For example, they can explore on the internet, read books,

or create a mini-lesson to present to the class about the unit they

are studying. That way, they are still engaged and not bored after

finishing up on their assignment.

Student Assessment

The teacher will monitor each student's progress and work throughout the lesson. After they have finished, they can turn in a sheet of paper with their answers to the questions (ie: Does a whole apple or half of an apple weigh more? A whole apple!). They can also do follow-up activities to make sure they have learned and retained information about apples.

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