ALL ABOUT APPLES. PLANT FOODS ARE GOOD FOR YOU! Apple Nutrient Explorations GOALS COMMON CORE VOCABULARY

Transcription

1 ALL ABOUT APPLES PLANT FOODS ARE GOOD FOR YOU! Apple Nutrient Explorations GRADE LEVEL Fourth OBJECTIVES Students will be able to recall information related to the value of particular nutrients. Students will write an opinion piece about why it is important to select fruits and vegetables as snacks. MATERIALS GOALS Students will taste a variety of fruits and vegetables. Students will describe fruits and vegetables using their senses verbally. Students will understand that fruits and vegetables contain nutrients that are good for their bodies. Students will identify why eating fruits and vegetables is an important part of staying healthy. Students will engage in physical activity. COMMON CORE VOCABULARY Nouns Fiber, Nutrients, Vitamins, Minerals, Fats, Protein, Water, Cholesterol, Carbohydrates Describing Words (Adjectives) Healthy Verbs Prevent, Maintain, Reduce, Concentrate, Hydrate Popular Saying An apple a day keeps the doctor away Four to five apples of each variety (1 slice per student). Examples include: Golden Delicious, Fuji, and Granny Smith Tasting supplies: paper plates, knife, napkins Pencil or pen (one per student) Physical activity laminated nutrient cards Class set of Informational Reading: An Apple A Day Class set of Writing Prompt for An Apple A Day 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 APPLE NUTRIENT EXPLORATIONS PRE-ASSESSMENT/ANTICIPATORY SET Teacher says: We all know that apples are healthy, or good for our bodies. But, why are apples healthy? What nutrients do they have that makes them good for our bodies? Possible student responses: Beginner/Early Intermediate: Vitamins. They have vitamins. Intermediate: Apples are good for us because they have vitamins. Early Advanced/Advanced: Apples are a healthy food because they contain vitamins, minerals and carbohydrates. Repeat this assessment after completing all three activities! 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 ALL ABOUT APPLES CLOSING/POST-ASSESSMENT SET Teacher asks: Teacher says: We have learned a lot about nutrients in apples and how they make us healthier. Let s see what you remember about why apples are healthy and which nutrients they contain that makes them healthy (teacher motions towards any charts, visuals etc. generated from the apple lesson). 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) ACTIVITY 1: TASTING AND NUTRIENTS NOTE ABOUT TASTING PREPARATION It is best to prepare this tasting ahead of time by slicing apples so that they are ready to serve. 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, looks like, sounds like to eat, feels like to touch, and smells like. Share with their elbow partner. Ask the students: Why do you think apples are juicy? (Apples are juicy because of water) Share answers with their elbow partner. MATERIALS Hand Sanitizer Prepped apple slices Who else needs water? Point to that person. (People and other animals) What other good things, aside from water, do apples provide for our bodies? (Vitamins, minerals, carbohydrates) Share answers with their elbow partner. DRAFT PAGE 4

5 PROCEDURE (IN THE GARDEN) ACTIVITY 1: INTRODUCTION TO NUTRIENTS INTRODUCTION Tell students: Today we will learn about nutrients in the foods we eat, like apples. Explain that nutrients are needed for life. They are carbohydrates, proteins, fats, water, vitamins and minerals. The body uses nutrients to grow, work, and fix itself. DIRECTIONS Show Carbohydrate Physical Activity (PA) card. Carbohydrates from foods like pasta, bread and apples provide you body with energy. Do movement on PA card and have students practice as well. MATERIALS PA Cards Show Fiber PA card. Fiber is a carbohydrate found in apples, rice and other grains that helps prevent stomach aches. Do movement on PA card and have students practice as well. Show Vitamins and Minerals PA card. Vitamins and minerals help keep our body healthy. Apples have vitamin C which helps us not get sick. Do movement on PA card and have students practice as well. Show Water PA card. Apples contain water which helps us maintain body temperature by sweating when we exercise. Do movement on PA card and have students practice as well. Show Protein PA card. Protein helps build strong muscles which make you stronger. Apples do not contain protein but eggs, meat and beans do. Make sure to eat those, too! Do movement on PA card and have students practice as well. Show Fat PA card. Fat is stored for long-term energy. Apples do not contain fat but avocadoes and nuts are a good source of healthy fats. Make sure to eat these, too! Do movement on PA card and have students practice as well. DRAFT PAGE 5

6 PROCEDURE (IN THE GARDEN) PHYSICAL ACTIVITY: NUTRIENT STATIONS DIRECTIONS Count students off into six groups. Space nutrient exercise cards in a large circle. Assign each group to begin at a different station. Inform students that they will have two minutes at each station to complete the assigned tasks. They must first have a representative read the card aloud to their group. Next, the group must complete the activity described on the card. When the teacher blows their whistle, students will rotate clockwise to the next card and complete both steps (reading and activity). The activity ends when all groups have visited each card. After all rotations are complete, the teacher should prompt students about what they learned about nutrients. Consider using a think, pair, share or posing a question to the whole group to facilitate reflection; perhaps something as simple as, Why is it important for our health to eat all of the nutrients? MATERIALS Laminated Activity Cards Whistle (for teacher) DRAFT PAGE 6

7 PROCEDURE (IN THE GARDEN) DIRECTIONS ACTIVITY 2: INFORMATIONAL READING Teacher says: Earlier we learned different kinds of nutrients our body needs to stay healthy. Let s review those nutrients, how they help us stay healthy and which foods we can find those nutrients in. Review nutrient PA cards from previous activity with students. Also make sure students know the meaning of the following key vocabulary from the reading: prevent, maintain, reduce, concentrate, hydrate. Distribute readings to each student. AN APPLE A DAY After reading first sentence, discuss the meaning of the saying An apple a day keeps the doctor away. Read document aloud with students, or have them read the document in pairs. After reading, guide students through the reading and have them underline important vocabulary words. In pairs, have students summarize or paraphrase the information provided in each paragraph. When students have read, underlined vocabulary, summarized or paraphrased the information presented, ask them to explain why they think the article was written; in other words, what was the writers objective? MATERIALS Class set of An Apple a Day When students appear to have a strong grasp of the ideas presented, move on to the writing activity. DRAFT PAGE 7

8 PROCEDURE (IN THE GARDEN) DIRECTIONS ACTIVITY 4: WRITING PROMPT Distribute writing prompt handout to each student. Read prompt aloud with class. AN APPLE A DAY Have students Think, Pair, Share about ideas for why they should select apples over French fries. Be sure to pair ELL students with an appropriate partner who will support their learning of English and provide assistance as needed to complete the activity. Encourage students to return to the reading as a strategy for gathering information. Also encourage students to take notes on the side (or back) of their paper in preparation for writing. Give students about minutes of quiet time to write their paragraphs. During this time the teacher should circulate throughout the room to assist students who need help, or focus those who are distracted. As students complete their writing, have them share what they wrote with an elbow partner, and provide feedback for one another. MATERIALS Class set of writing prompt for An Apple a Day Pencils and pens for each student DRAFT PAGE 8

9 PROCEDURE (IN THE CLASSROOM) ACTIVITY 3 WRITING PROMPT: AN APPLE A DAY EXPECTATIONS Writing expectations for ELLs based on English proficiency level: Beginner/Early Intermediate: Write a few simple sentences or a short paragraph. May include some key vocabulary. Intermediate: Write 1-2 paragraphs with more complex sentences which include most key vocabulary. Early Advanced/Advanced: Write a multi-paragraph response which includes most or all key vocabulary from the lesson. HOME CONNECTION HOME CONNECTION Send home Harvest of the Month newsletter. DRAFT PAGE 9

10 EVALUATION AND STANDARDS Evaluation (Evidence shown by student work) Nutrition Competencies and Health Standards Students identify and define the six nutrient groups and their functions. Listening and Speaking Students recite the functions of the six nutrients. Reading: Informational Texts Students can read a Nutrition Facts label. Writing Students write the functions of the six nutrients and circle nutrients on the Nutrition Facts label. Science Standard Students identify and name plants as a source of food and nutrients for people. CORE CURRICULUM AND HEALTH STANDARDS Common Core, Listening and Speaking Fourth Grade Comprehension and Collaboration Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Follow agreed-upon rules for discussions and carry out assigned roles. b. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. c. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Presentation of Knowledge & Ideas.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly at an understandable pace. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 20 and 21 for specific expectations.) DRAFT PAGE 10

11 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? ). DRAFT PAGE 11

12 COMMON CORE, READING GRADE 4 Key Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Integration of Knowledge and Ideas Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 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. DRAFT PAGE 12

13 COMMON CORE, WRITING GRADE 4 Text Types and Purposes Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce the topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. Research to Build and Present Knowledge Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. 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 Fourth 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 Fourth 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

16 PRESENTED IN PARTNERSHIP WITH: DRAFT PAGE 16

17 Carbohydrates supply your body with energy! Fat is stored for long-term energy! Activity: Run in place for 15 seconds. Activity: Do 20 jumping jacks.

18 Protein helps build muscles which make you stronger! Fiber helps prevent stomach aches! Activity: Do 10 squats. Activity: Do 15 trunk twists.

19 Vitamins and Minerals keep our bodies healthy. Iron is one mineral that helps deliver oxygen to all the parts of your body. Water helps regulate your body temperature by making you sweat when your body gets too hot. Stay hydrated by drinking plenty of water! Activity: Jump as high as you can 15 times, and notice your deep breaths. Activity: Do 5 pushups and see if you start to sweat.

20 Informational Reading: An Apple A Day Why does an apple a day keep the doctor away? One medium apple is an excellent source of nutrients such as carbohydrates and vitamins. But put down that peeler; the secret behind the apple is its skin. Eat the skin to get the full health benefits of apples. Apples have carbohydrates which supply your body with energy. One of the carbohydrates they contain is Fiber which helps prevent stomach aches, maintain energy levels, reduce cholesterol, and may help to prevent cancer and heart disease. It s important to have energy so that we can focus in school and play games like basketball. Apples are high in vitamins and minerals which help keep our bodies healthy. Vitamin C prevents you from getting sick and helps your teeth and gums stay healthy. Eating foods high in Vitamin C will keep you from missing school, and from missing out on the activities you might have missed if you had been sick. Apples also contain water, something our bodies need to stay healthy. Although it is important to drink water, we also should realize that we get a lot of water in the foods that we eat. Drinking water and eating foods that contain a lot of water helps our bodies fight illness, helps us concentrate, and keeps us hydrated!

21 Writing Prompt for An Apple A Day Name: Date: Imagine you are in the lunch line at school. On the menu you have a choice of a side of a whole apple or some French fries. Your best friend is in front of you in line and you notice that they put the fries on their plate instead of the apple. When it s your turn, you choose the apple. When you get to your table your friend asks you why you chose the apple when French fries taste so much better. What would you tell your friend about your choice? Write at least one paragraph explaining why you think the apple is a better choice. You may use examples from the reading, but you may also choose to include your own personal examples as well.