ALL ABOUT APPLES FOODS THAT SUPPORT GROWTH AND DEVELOPMENT GOALS

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1 ALL ABOUT APPLES FOODS THAT SUPPORT GROWTH AND DEVELOPMENT GRADE LEVEL Third OBJECTIVES Students will learn about the nutritional benefits of eating apples, while practicing ELA skills (speaking, listening, reading, writing). MATERIALS GOALS Students will taste a variety of apples. Students will describe the functions of each part of an apple tree. Students will understand that fruits and vegetables contain nutrients that are good for their bodies. Students will engage in physical activity. Students will understand that eating healthy snacks, like apples, will provide them with energy. Students will learn how many servings of fruits they should consume in a day, and how to measure a serving size. Four to five apples of each variety (1 slice per student). Examples include: Golden Delicious, Fuji, and Granny Smith Tasting supplies: paper bowls, knife, tongs, sanitizer Book: A Tree is a Plant Extended T-Chart with columns for fall, winter, spring, summer 2 Handouts for Parts of an apple tree: tree to label, sentences to write about function Pencil, crayon, or marker (one per student) TIME REQUIRED Each Activity: 30 Minutes LESSON SEQUENCE LISTENING/SPEAKING (IN( THE GARDEN) READING (IN THE CLASSROOM) SROOM) WRITING (IN THE CLASSROOM) DRAFT PAGE 1

2 ALL ABOUT APPLES FOODS THAT SUPPORT GROWTH AND DEVELOPMENT COMMON CORE VOCABULARY Nouns Describing Words Verbs Apple, Fruit, Tree Roots, Leaves, Branches, Seed, Trunk, Function Bare, Ripe Growth, Change PRE-ASSESSMENT/ANTICIPATORY SET Teacher asks: Plants have many parts. Can you tell me what some of the parts are? Possible student responses: Beginner/Early Intermediate: Leaves. Flowers. Intermediate: Plants have leaves and flowers. Repeat this assessment after completing all three activities! Early Advanced/Advanced: Plants have many parts. Some parts are flowers, fruit, leaves and roots. Teacher accepts ALL answers without judgment. Right and wrong answers are accepted because we are merely getting a sense of the prior knowledge our students may or may not possess. Take notes on any misinformation that can be addressed in the upcoming activities. DRAFT PAGE 2

3 CLOSING/POST-ASSESSMENT SET ALL ABOUT APPLES Teacher says: We have learned a lot about plant parts and their functions. Let s see what you remember about the parts and functions. Try to answer in complete sentences just like we practiced during our lessons. Teacher refers students to any charts, visuals, etc. that will support their use of complete sentences to express themselves. The teacher notes how much or little support students need to be able to respond using complete sentences and key vocabulary from the lesson. Repeat Pre-Assessment/Anticipatory Set steps here. As students respond, the teacher reminds students to respond in complete sentences and refers them to any charts, visuals, etc. that will support their use of complete sentences to express themselves. DRAFT PAGE 3

4 PROCEDURE (IN THE GARDEN) INTRODUCTION ACTIVITY 1: HOW APPLES GROW Explain to students that today we are going to learn about how apples grow. Teacher asks students: Does anyone know how apples grow? Hopefully, a student will know that apples grow on trees. Have students observe a tree from where they are standing. OR name a part of a tree (if none are available to observe). Prompt students with a question: How many different parts of a tree can you name? Encourage the students to think about color, texture, etc. Have students share observations. Have teacher interpret student responses to begin encouraging thought about parts and functions for our later lesson. DRAFT PAGE 4

5 PROCEDURE (IN THE GARDEN) ACTIVITY 1: HOW APPLES GROW (Continued) INTRODUCTION TO SERVING SIZES Tell students: Give me a thumbs up if you like to eat apples. Hopefully, most students will report liking apples. Tell students: It s great that so many of you like apples, because they are so great for you! Share the following Reasons to Eat Apples Apples are a fruit and contain good things for your body. Apples are juicy and contain water, which our bodies need. Apples are a healthy snack Explain to students: People your age should eat about a cup and a half of fruit a day. Encourage students to share other types of fruit that they enjoy. Next, model how to identify serving sizes. Explain: to students: Hold out your hand facing up, as if someone is going to give you a treat. Now place your fist in your hand. Your fist is about the size of one serving of fruit. You should eat about three servings of fruit a day. Have three students come to the front of the class and demonstrate what three handfuls of fruit would look like. DRAFT PAGE 5

6 PROCEDURE (IN THE GARDEN) PHYSICAL ACTIVITY: MINGLE MINGLE WHOLE APPLE HALF APPLE FORMATION Use a basketball court on the playground, or set up cones to have a designated activity area. Walk the perimeter of the activity area before starting to play the game. Show students which areas are in bounds and which are out of bounds. Important! Pre-teach physical activity before adding content! DIRECTIONS Teach students the game Mingle-Mingle: On the Go signal, students will walk in general space. On the Stop Signal, students will freeze and teacher will call out a number. Students will quickly get into a group with the same number of students as the number the teacher called out. (Example, if the teacher says 3, the students get into groups of 3.) After the students are comfortable with the game, the teacher will add a variation to help students understand portion sizes. The teacher will remind students that it is recommended that they eat a serving and a half of fruit each day. The teacher will ask all students to imagine they are apples. The teacher will number the students off by saying Whole Apple, Half Apple. When the students are numbered as a half apple, they will squat down low. Whole apples remain standing. The teacher will instruct students that we are going to play the mingle-mingle game again, but this time, instead of a number, she will call out a time period. The students must combine themselves to represent the correct servings of fruit recommended for the time period given. (Example, if the teacher says 1 day, the students will combine 1 whole apple with one half apple.). VARIATION Make sure the teacher is the lost and found and if students cannot find a partner, they go to the teacher to help facilitate pairing. After a few rotations, switch whole apple/half apple roles so that everyone gets a chance to try both parts. DRAFT PAGE 6

7 PROCEDURE (IN THE CLASSROOM) ACTIVITY 2: INTERACTIVE READING A TREE IS A PLANT Have a large piece of chart paper that you title Tree parts and functions. Divide the paper into four columns. Explain to students that as we read the pages of this book, we are going to focus on the different parts of the apple tree, and their individual functions, or what they do. Make sure that students understand that the word function means what each part does. Make sure that you reinforce the vocabulary word function by periodically reminding students that function means what it does. Encourage students to listen for the jobs that each part of the tree performs. Read select pages: 5, 7, 10, OR whole book if time permits When you come to the end of each page, pause and reflect on what was just read. Prompt students: So, what part of the tree did we just learn about? and What does that part of the tree do? Then, after discussing the part, write the individual function on the appropriate part of the chart. The list below highlights parts/functions you might want to include on your chart, and the pages that they correspond to. DRAFT PAGE 7

8 PROCEDURE (IN THE CLASSROOM) ACTIVITY 2: INTERACTIVE READING (Continued) A TREE IS A PLANT Page# - Plant part/function Page 5 seeds grow into trees. Page 7 seeds come from the inside of an apple (OR apples provide seeds that grow into trees ). Pages blossoms make way for baby apples. Pages ripe apples feed people! Pages16-17 branches hold apples and leaves; the trunk holds up the branches. Pages roots hold the trunk in the ground; roots keep the tree from falling when the wind blows; roots keep the rain from washing the tree out of the ground. Pages roots take water from the ground, carry water into the trunk of the tree to the branches and leaves. Also, leaves make food from water and air when the sun shines; the food goes to every part of the tree. After completing the reading, identification of function and completion of chart, reflect with the students and review the content. Prompt individual students to describe to the class what each part of the tree does as a method of reinforcing the content, and having students practice synthesizing content into a cohesive sentence (a task they will need to do in the next activity). Here are some examples of sentences that describe each part s function: The roots hold the trunk into ground and absorb water. The trunk and branches holds the fruit and leaves, and transports food and water. The leaves make food from water, air and sun. The fruit gives us nutrients and holds seeds that grow into new trees. DRAFT PAGE 8

9 PROCEDURE (IN THE CLASSROOM) ACTIVITY 3: TASTING AND HANDOUT NOTE ABOUT TASTING PREPARATION It is best to prepare this tasting ahead of time using a disposable bowl for each student. Arrange slices of fruit in a row, using one distinctively colored apple as the key (for example, place a golden delicious apple on the left). For the actual tasting, direct students to raise their left hand (to ensure that all students know which side is left), then tell them to position their bowls so that the yellow slice of apple is on the left. That way, you can guide the students through the tasting, ensuring that they are tasting and exchanging ideas about the same variety of apple. INTRODUCTION Have students sanitize hands! Tastings are passed out to students (one slice per student of each variety). As they are munching, ask students to notice what it tastes like and looks like. Share with their elbow partner. Share with whole class (if time and behavior permits). DRAFT PAGE 9

10 PROCEDURE (IN THE CLASSROOM) ACTIVITY 3: TASTING AND HANDOUT (Continued) WRITING (SKILL-BUILDING COMPONENT) After completing the reading, identification of function and completion of chart, reflect with the students and review the content. Prompt individual students to describe to the class what each part of the tree does as a method of reinforcing the content, and having students practice synthesizing content into a cohesive sentence (a task they will need to do in the next activity). Here are some examples of sentences that describe each part s function: The roots hold the trunk into ground and absorb water. The trunk and branches holds the fruit and leaves, and transports food and water. The leaves make food from water, air and sun. The fruit gives us nutrients and holds seeds that grow into new trees. HOME CONNECTION Have students take their handouts home and explain the process to their parents. Also, send home Harvest of the Month newsletter. DRAFT PAGE 10

11 EVALUATION AND STANDARDS Evaluation (Evidence shown by student work) Nutrition Competencies and Health Standards Students explain that food provides energy and nutrients for their bodies to be active. Students identify and classify foods into the five food groups. Students identify healthy snacks options that contain two or more food groups. Listening and Speaking Students recite different foods and corresponding foods found in the garden. Reading: Informational Texts Students can read or recite paragraph from charts. Writing Students draw or write on Healthy Snacks workbook page. Science Standard See Third Grade Part II. Core Curriculum and Health Standards Common Core, Listening and Speaking Second Grade Comprehension and Collaboration Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Presentation of Knowledge & Ideas Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Produce complete when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards.) DRAFT PAGE 11

12 ELD STANDARDS, LISTENING AND SPEAKING Beginning/Early Intermediate Ask and answer simple questions with one- to two-word responses, phrases or simple sentences Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects. Orally identify the main points of simple conversations and stories that are read aloud by using phrases or simple sentences. Recite familiar rhymes, songs, and simple stories Intermediate Ask and answer instructional questions with some supporting elements (e.g., Is it your turn to go to the computer lab? ). Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing. Early Advanced/Advanced Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others. Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details. Ask and answer instructional questions with more extensive supporting elements (e.g., Which part of the story was the most important? ). Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. DRAFT PAGE 12

13 COMMON CORE, READING GRADE 3 Key Ideas and Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Integration of Knowledge and Ideas Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ELD STANDARDS, READING Beginning/Early Intermediate Identify, using key words and/or phrases, the main idea in a story read aloud. Read and listen to simple stories and demonstrate under-standing by using phrases or simple sentences to respond to explicit detailed questions (e.g., The bear is brown ). Intermediate Use detailed sentences to respond orally to comprehension questions about text (e.g., The brown bear lives with his family in the forest ). Read literature and content area texts and orally identify examples of fact and opinion and cause and effect. Early Advanced/Advanced Generate and respond to comprehension questions related to the text. Describe main ideas and supporting details, including supporting evidence. Identify significant structural (organizational) patterns in text, such as compare and contrast, sequential and chronological order, and cause and effect. COMMON CORE, WRITING GRADE 3 Text Types and Purposes Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Research to Build and Present Knowledge Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report; record science observations). DRAFT PAGE 13

14 ELD STANDARDS, WRITING Beginning/Early Intermediate Label key parts of common objects. Use models to write short narratives. (B) Write a short paragraph of at least four sentences. (EI) Write simple sentences and use drawings, pictures, lists, charts, and tables to respond to familiar literature. Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history social science). Intermediate Produce independent writing that is under-stood when read but may include inconsistent use of standard grammatical forms. Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history social science). Early Advanced/Advanced Arrange compositions according to simple organizational patterns. Write multiple-paragraph narrative and expository compositions appropriate for content areas, with consistent use of standard grammatical forms. Write a persuasive composition with relevant evidence by using standard grammatical forms. Write multiple-paragraph narrative and expository compositions by using standard grammatical forms. DRAFT PAGE 14

15 CALIFORNIA STATE STANDARDS Health Education Third Grade Essential Nutrition Concepts- All students will know the relationships among nutrition, physiology, and health. 1b 1c 1e Know nutrition and health guidelines. -Identify actions key to feeling healthy and maintaining a healthy body. Know factors affecting energy balance. -Describe how energy is obtained and expended during the day. Identify the physiological processes in digestion, absorption, and metabolism of nutrients. -Explain that food is used and stored by our bodies to help us have energy for growing, learning, and activity. 1.1.N Classify various foods in the appropriate food groups. 1.7.N Identify a variety of healthy snacks. Analyzing Nutrition Influences- All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. 7.1.G 8.1.P -Discuss how family, friends, and media influence food choices (2.1.N) Determine behaviors that promote healthy growth and development. Support others in making positive health choices. Science Standards Third Grade Life Sciences Plants and animals have predictable life cycles. As a basis for understanding this concept: Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants. Visit to download monthly elements of featured produce items. Refer to Taste Testing activities and Reasons to Eat content of the Educator Newsletter to support Activity 1. Visit to download monthly elements of featured produce items. Refer to the Physical Activity Corner of the Educator Newsletter for additional activities to support Activity 1. For important nutrition information, visit For food stamp information, call Partially funded by the USDA Supplemental Nutrition Assistance Program, an equal opportunity provider and employer. California Department of Public Health Alameda County office of Education, Project EAT Educate, Act, Thrive This material may be used for classroom use only. DRAFT PAGE 15

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