Johnny Appleseed: A Unit in Math and Science For Third Graders

Transcription

1 Johnny Appleseed: A Unit in Math and Science For Third Graders NSF North Mississippi GK-8 The University of Mississippi August 2004 Adapted from a NSF North Mississippi GK-12 Project Contents and Activities Page ACTIVITY: Life Cycle of an Apple 2 ACTIVITY: Exploring the Apple 9 ACTIVITY: Apple Identification 22 ACTIVITY: Johnny Appleseed s Apple Math 28 Notes for Introduction to Apples PowerPoint Presentation 36 Notes for Apple Tracking PowerPoint Presentation 38 Johnny Appleseed Extras 41 The Story of Johnny Appleseed 47 NSF North Mississippi GK-8 1

2 Life Cycle of an Apple Intended for Grade: 3rd Subject: Science Description: This activity provides an explanation of the life cycle of apples, as well as brief demonstrations of various events in the cycle. Emphasis is placed on seeds and the parts of a flower. Objective: The student will be able to describe the cyclic nature of an apple s life and predict the next part of the life cycle. The student will be able to identify, compare, and contrast the various parts of a flower blossom. Mississippi Frameworks addressed: Science Framework 2a: Classify and identify different types of seeds. Science Framework 2d: Show that plants grow from other parts and explain the germination of seeds. Science Framework 2e: Label the parts and functions of a flower. Science Framework 2f: Explain methods of pollination. National Standard addressed: Content Standard C: Life Science Materials: Navy beans (soaked in water over night) Flower blossom (or large poster of a blossom) Glue Scissors Apples (1 or 2) Completed Life Cycle for aid in teaching (attached at end) Copies of Apple pictures page and blank Life Cycle (attached at end) NSF North Mississippi GK-8 2

3 Background: Seeds are simply baby plants. Seeds planted in the ground will have all of the food, water and other nutrients (nitrate, phosphate, etc.) that they need to grow and they will germinate. Once they start growing, they will push out of the dirt and become seedlings. Seedlings are small plants that will continue to grow over several years until they become a mature plant, like an apple tree. This takes about six to eight years, depending on the climate and the variety of apple. An apple tree may live and bear fruit for 100 years, commonly commercially productive years. Mature trees produce blossoms (flowers) in the spring. The cold of the winter allows the apple tree to store nutrients and to prepare for blossoming in the spring. The flowers are made up of several parts. The petals of the flowers are designed to attract a pollinator (often bees). The reproductive parts of the flower are interior to the petals. They consist of stamens and a pistil. The stamens are male parts of the plant. They produce pollen. The pistil is the female part that produces eggs. Within each apple pistil are five ovaries. Fertilization of the eggs takes place when a pollinator, carrying pollen (stuck to body and legs) from another blossom or tree, leaves the pollen on the top of the pistil. The sperm (from within the pollen) fertilize the egg. Once the egg is fertilized, the petals of the flower drop off and the ovaries, which are located at the base of the pistil, attached to the branch (stem), start to swell and grow. If you look at the bottom of an apple, you can see the remnants of the blossom. The ovaries will continue growing, with newly formed seeds inside, over many weeks until a ripe apple is formed (usually in late summer or early autumn). The core of the apple consists of the ovary and seeds. The fleshy part of the apple is composed of tissues that surround the ovary and lots of air and water. The function of the fleshy apple tissue is to protect the seeds and also to entice distribution of the seeds by animals that eat the apple. This will allow a wider distribution of seeds and a better chance for germination and growth to maturity of the new apple plant. Apple trees require several environmental factors to grow. They need a well drained habitat (hillsides, hilltops). They also need sunlight, which provides the energy for photosynthesis (production of carbohydrates that form the plant tissue). A seedling that is growing beneath a large mature tree may not have enough sunlight or nutrients because it is competing with the tree for these resources. Thus, wider distribution of seeds is optimal. NSF North Mississippi GK-8 3

4 Procedure: 1. The instructor should discuss the life cycle with the students, beginning with the seed. A picture of the apple life cycle is attached at the end. 2. Soak some navy beans in water overnight. 3. Show the students an apple seed. Ask them where it came from and what it will turn into. 4. Dissect a navy bean to demonstrate that seeds are baby plants. For the demonstration, pull off the seed coat and pull the two halves apart. The two halves are embryonic leaves. A small root should be visible between the halves. Explain that apple seeds are very much the same in composition. They really are baby plants! 5. During the explanation of the flower and pollination, a real blossom is ideal. The instructor can point out the various parts. Be sure to explain the petals, pistil, stamen, stem, and pollen (if visible). If no blossom is available, a large poster is adequate. 6. During the explanation of the formation of the apple on the blossom, the instructor should pass around an apple. The students should look at the bottom of the apple to examine the remnants of the blossom. 7. Give each student an unlabelled copy of the life cycle and pictures from the life cycle of the apple (attached at end). 8. Instruct the students to recreate the apple life cycle by pasting the pictures between the arrows on the blank template. 9. Have the students create their own descriptions of each step by writing what happens underneath each picture. Evaluation: The evaluation of this activity lies in the successful completion of the apple life cycle project. NSF North Mississippi GK-8 4

5 Extended Activities: Seeds, Seeds, Everywhere Bring in an assortment of fruit seeds. The seeds that students have probably encountered before are the best choices. Ask the students to identify which seeds are which. If this task is too difficult, create a list of choices. Be sure the students understand that although the seeds may look different, they are still baby plants (they should remember the navy bean demonstration). Some good examples are orange seeds, grape seeds, watermelon seeds, and apple seeds. Another option would be to have students create their own pictures of the apple life cycle and paste them in the proper order. Prepared by: Carol Cleveland NSF NMGK-12 University of Mississippi January 2001 Adapted by: Hunter Howell NSF NMGK-8 University of Mississippi June 2004 NSF North Mississippi GK-8 5

6 Apple Tree Seedling Apple Blossoms being Pollinated Apple Seeds Apple with Seed Apples on Tree NSF North Mississippi GK-8 6

7 Name: Apple Seeds NSF North Mississippi GK-8 7

8 Instructions: First, cut out these pictures and paste them on your blank life cycle page in the right order. Then, label each picture on the life cycle by describing what happens in your own words. The first picture (seeds) is already on your life cycle. NSF North Mississippi GK-8 8

9 Exploring the Apple Intended for Grade: 3rd Subject: Science and Math Description: Several activities are included to use the apple as a means of introducing density, the scientific method, and mathematical applications to the students. Objective: The student will be able to describe density, make and explore predictions, and employ math to explain observed phenomena. Mississippi Frameworks addressed: Science Framework 2a: Classify and identify different types of seeds. Science Framework 5b: Identify and demonstrate physical changes. Science Framework 7a: Identify and compare differences among length, weight/mass, and capacity/volume using English and metric measures. Science Framework 7b: Choose appropriate units of measurement for length, weight/mass, and capacity/volume. Math Framework 3a: Identify and compare differences between length, weight/mass, and capacity/volume using English and metric measures. Math Framework 3b: Choose appropriate units of measurement for length, weight/mass, and capacity/volume. Math Framework 3f: Using various types of instruments, measure: Weight in grams and kilograms; Math Framework 4a: Compare and interpret quantities represented on different types of graphs (line, bar, circle), and make predictions based on the information collected. Math Framework 4b: Compare data represented on charts and tables. NSF North Mississippi GK-8 9

10 National Standards addressed: Content Standard A: Science as Inquiry Content Standard C: Life Science Content Standard B: Physical Science Math Standard: Measurement Math Standard: Data Analysis and Probability Math Standard: Number and Operations Materials: At least three different types of apples Blind fold or some kind of eye cover 1 Carrot 1 large bowl of water Pencils, paper, and crayons Tray or place for apples to dry A cutting utensil for the Apples Weighing scales Paper towels for clean up Log Sheets for Data Recording (attached at end) **If possible, Litmus Paper, a Microscope, and a computer for web interaction Background: Density is a quantity that measures the amount of matter contained per unit volume of a substance. Typical metric units for density are grams per milliliter or grams per cubic centimeter. When objects are placed in water, they float if they are less dense than water and they sink if they are denser than water. For instance, air is less dense than water; therefore, the more air something contains the lighter or less dense it is compared to water. Apples float because they are less dense than water. Carrots sink in water because they are denser. A typical apple is made up of around 25% air, and it will float because the apple cells are less dense than the water. Many different varieties of apples exist, and it may be difficult to determine the ripeness of an apple. The ripeness of an apple simply indicates how long it has been since the flower was pollinated. Color is sometimes a good indication of ripeness, but with all the different varieties and colors, the seed color is the best indicator. Apples can have a maximum NSF North Mississippi GK-8 10

11 of ten seeds. The number of seeds depends on how well the apple blossom was pollinated by the honey bee. The darker the seeds are, the riper the apple. For additional information about the apple life cycle and apple identification, see the associated activities contained within this unit. Several other scientific topics are touched upon in this lesson including evaporation, acids and bases, and proper measurement. Evaporation is the changing of substance from its liquid to its gaseous state. Acids and bases are solutions that react in a predictable fashion with hydrogen ions. A common acid is vinegar. A common base is soap. Water is considered neutral, neither an acid nor a base. Finally, students should be encouraged to make as precise of measurements as possible. They should be aware of the decimal place and the significance of each digit. The very last digit in the measurement is the least certain, but it is still important to the overall measurement. Another important part of measurement is rounding. Students may need to be reminded of the rules of how to round correctly. Throughout this activity, students, whether they realize it or not, are being introduced to the scientific method of reasoning. Encourage students to complete the major steps: make educated guesses; observe; record; and, share information. This procedure is an excellent habit to get into when conducting experiments and trying to implement inquiry-based learning. Procedure: Activity I. Observation and the Use of the Senses 1. Remind students of the five senses and their importance to scientific observation. 2. Distribute an apple to each class member. 3. Allow the students 10 minutes to describe it. Emphasis should be placed on texture, shape, color, and variations from one side of the apple to the other. 4. A description of each apple variety should be read aloud to the class to let them see how others described each particular type of apple. 5. Take 3 types of apples and cut them into quarters. 6. Allow the children to smell each type and write a description of how each smelled. NSF North Mississippi GK-8 11

12 7. After letting them smell each type, blindfold them and let them smell only one of the 3 types. 8. Then, have them try and guess which type of apple they smelled and explain why they chose that type. Activity II. Density 1. Introduce the concept of density. 2. Exhibit one carrot, one apple, and a large bowl of water to the class. 3. The students should be asked whether the carrot or the apple would sink when placed in the water and why they chose their answer. 4. After each has been tested in the water, cut both of them in half and allow each student to observe the inside of each. 5. Allow the students to push on the inside of the apple and carrot. The inner apple can be depressed, showing that some space is filled with air and can be compacted, whereas the carrot is stiff and does not yield much. Activity III. Evaporation and Measurement 1. The students should be divided into small groups and given a slice of an apple. You may choose to give each small group a slice from each of the three different types of apples (same size) if you are able. This would allow guessing as to why each apple loses weight and some comparison between which type of apple loses weight more quickly. 2. The students should then be allowed to weigh each slice and write the weight down on the log sheet. 3. After taking the first weight measurement, the team should guess what will happen to the apple slice over the next 3 or 4 days. 4. Introduce the general concept of acids and bases. 5. With litmus paper, test to discover which apple variety is more acidic. 6. Using a microscope, allow them to go beyond the human visual capabilities with their observations. 7. Once a day for three days, have the students reweigh their apple and record the new measurement on the log sheet. 8. Lead a discussion with the students on why the apple shrank. NSF North Mississippi GK-8 12

13 9. The students should graph their data on the sample graph provided. Part IV. Seeds 1. Take a few different apple types as a class, and guess how many seeds are in the core. 2. Try and guess what the apple will look like once it is cut in half and draw a picture of how it might look. 3. Cut vertically from the stem area to the bottom of the apple. Try to cut right through the center of the apple. [The apple will look like a star when it is cut open to reveal the 5 storage areas for the seeds.] 4. Once one apple is cut, try and get the students to guess how many seeds are in the next apple. Bring up the shape or size of the apple, and ask them if they think it matters. 5. If the seed count varies, explain by discussing pollination and growth. This would be a good time to implement some identification using a tree diagram and an apple blossom diagram. 6. Introduce the term ripeness and have the students guess about the apple s maturity 7. Ask the students if they made the correct prediction about the ripeness of their apples after they examine the seeds. 8. Instruct the students to graph their results (or possibly the whole class s results) about the seed color and number on the sample graph provided. Evaluation: In performing this activity, students are introduced to real life examples of the plant life cycle, a general idea of how to make an educated guess and how it can change, weighing techniques, observation and note taking, and group cooperation. This set of activities allows for science, math, and other hands-on skills to be utilized. Adequate completion of log sheets, creation of graphs, and oral testing about the experiments will verify the student s engagement in this activity. NSF North Mississippi GK-8 13

14 Extended Activities: 1. With the density activity, if the bowl has divisions for measurement, a discussion of volume and displacement may occur. 2. Make an Apple Cycle Collage from magazine clippings illustrating what each student thinks an apple goes through to get onto their plate or into the grocery store. If they can not find a picture to illustrate something, then allow them to draw in the illustration. 3. Go to the Grocery Store and note as many foods that are made of or contain apples (min. of 5 items), and draw a map of where they are located in the particular grocery store that they visited. 4. Call 10 relatives or friends and ask what color or kind of apple is their favorite. Then, make a bar chart (in class) of the results. 5. The World Wide Web (the Internet) has become widely used for resources. Below are a few links that might be researched to allow for some interaction between students and fun activities on the web. Some of the sites included might also be beneficial for the teacher to get an understanding of helpful science and math sites on the web. Science: =29 - This site has a great demonstration of density. It will ask you to download a plug-in called shockwave needed to make the homepage run. It is OK to do this, and it only requires a few mouse clicks. - This site has lots of different activities such as crossword puzzles and other activities with science and some with math. - This site discusses the growing seasons of the apple, and what happens during each. - This site has some good lesson plans on various topics in science and math. NSF North Mississippi GK-8 14

15 Math: - This site has lots of math games that are on the elementary level for various grades. Other: - This site has a variety of apple projects and links. It is a very helpful site. Sources: Dole Inc. website University of Illinois Extension Service Michigan Department of Agriculture Prepared by: Jon D. Wilson NSF NMGK-12 University of Mississippi September 2000 Adapted by: Hunter Howell and Heath E. Capello NSF NMGK-8 University of Mississippi June 2004 NSF North Mississippi GK-8 15

16 Log Sheet: Observation and the Senses (Part 1) Name: Directions: Fill in the blanks or questions as you do this activity. 1. Describe your apple. Texture (feel): Shape: Color: Other Properties: 2. Describe the smell of the three types of apples. Type 1: Type 2: Type 3: 3. What was your guess when you were blindfolded? Were you right? 4. Which squished more the apple or the carrot? 5. Which one did you think would float? Were you right? 6. Which one is made of more air? 7. What is density? NSF North Mississippi GK-8 16

17 Log Sheet: Evaporation and Measurement (Part 2) Name: Directions: Fill in the blanks or questions as you do this activity. 1. What type of apple is your slice? 2. What are the weights of the apple slices in your group? a. b. c. 3. What are the weights of the apple slices after 3 days? a. b. c. 4. Did the weights change? 5. Are the weights smaller or larger than they were before? 6. Where did the weight go? NSF North Mississippi GK-8 17

18 Log Sheet: Seeds (Part 3) Name: Directions: Answer the first four questions before the apple is cut. Answer the final four questions after the apple is cut. 1. How many seeds do you think are in the apple? 2. Draw where you think the seeds are in this cut apple. 3. What color do you think the seeds are? 4. How ripe do you think your apple is very ripe, ripe, or not ripe at all? 5. How many seeds are actually in the apple? 6. Draw what the inside of the apple actually looks like. 7. What color are most of the seeds? 8. How ripe is the apple? NSF North Mississippi GK-8 18

19 Graphs for Evaporation and Measurement (Part 2) Name: Directions: Label the vertical (up and down) side of the graphs. Be sure to remember units. Then, complete the graphs by drawing bars (in the first graph) or lines (in the second graph) for the data of your apple slice. Moisture Loss - Basic Bar Graph Weight Time (hours) Moisture Loss - Basic Line Graph Weight Time (hours) NSF North Mississippi GK-8 19

20 Graph for Seeds (Part 3) Name: Directions: Complete the graph by drawing bars. Seed Count - Basic Bar Graph Number of Seeds White Light Brown Brown Dark Brown Black Color NSF North Mississippi GK-8 20

21 Sample Graphs Moisture Loss - Basic Bar Graph 20 Weight (grams) Time (hours) Moisture Loss - Basic Line Graph 20 Weight (grams) Time (hours) Seed Count - Basic Bar Graph Number White Light Brown Brown Dark Brown Black Color NSF North Mississippi GK-8 21

22 Apple Identification Intended for Grade: 3rd Subject: Science and Math Description: In this activity, the class creates a pictograph to graphically analyze the distribution of the apple types identified within the lesson. Objective: The student will be able to observe natural objects and describe them, and apply the observations by means of graphing. Mississippi Frameworks addressed: Math Framework 4a: Compare and interpret quantities represented on different types of graphs (line, bar, circle), and make predictions based on the information collected. Math Framework 4b: Compare data represented on charts and tables. Math Framework 4c: Use appropriate technology and manipulatives to collect, organize, and display data. National Standards addressed: Math Standard: Data Analysis and Probability Math Standard: Representations Materials: Get the students to bring various apple types to school (at least three different types are needed) Poster of common varieties of apples with descriptions Large blank pictograph for use by the entire class Photocopies of the different types of apples for cut-outs Tape NSF North Mississippi GK-8 22

23 Background: The Fuji apple is good for eating out of hand or for making applesauce or pies. The Gala apple is outstanding for eating out of hand or for baking or making applesauce. The Golden Delicious apple is a sweet apple good for eating out of hand, baking, and for making pies. The yellower the better. The Granny Smith apple is a firm, tart apple that's good for baking, making pies, and eating out of hand. They tend to have thick skins, so you might want to peel them before serving. The Red Delicious apple is a sweet, soft apple good for eating out of hand, but don't bake it or use it in pies. Avoid buying it in the summer; it sometimes gets mushy. The Rome apple or the Rome Beauty apple is best used for baking and for making applesauce. It doesn't work well in pies. **For visual information and a picture of each type of apple, see the poster/sheet that is attached. Procedure: 1. A day or two before the activity is presented, request that each student bring one apple from home. There should be a range of varieties of apples within the class. 2. Pass out the Apple Identification Activity worksheet and allow the students to follow the directions as they identify their apple. Have a poster with common varieties of apples pictured for the students to use to compare with their own apples. 3. Distribute Common Types of Apples handout to the students. 4. The final instructions on the worksheet will be for the students to cut out the paper apple from the Common Types of Apples that match their apple. 5. Use these paper cut-outs to help the students construct a class pictograph to show the number of apples of each variety within the class. NSF North Mississippi GK-8 23

24 Evaluation: The evaluation of this activity lies in the accurate completion of the worksheet and participation in the creation of the class pictograph. Extended Activities: Percents are as easy as Apple Pie! Teach the students how to calculate percentages. Then, let them calculate what percentage of each type they have brought (i.e. what percentage of the apples are Granny Smiths, red delicious, golden delicious, etc.). Teach the students how pie graphs are used to show that percentages always add up to 100%. Then create a classwide apple pie pie graph. Source: Prepared by: NSF NMGK-12 University of Mississippi January 2001 NSF North Mississippi GK-8 24

25 Apple Identification Activity Directions: Your mission is to identify what type of apple you have brought to school. Use the following questions as you observe the color, shape, and texture of your apple. What color is it? (red, yellow, or green?) Is it all one color? What shape is the apple? (round or not round?) Is the skin shiny? Now, use your answers and the pictures on the apple poster to identify your apple! Write the name of the apple on the line. Then, carefully cut out the apple from the Common Types of Apples handout that matches your apple. Tape the cut out apple in the correct column on the class pictograph. NSF North Mississippi GK-8 25

26 Common Types of Apples Fuji apple Gala apple Golden Delicious apple Granny Smith apple Red Delicious apple Rome apple = Rome Beauty apple NSF North Mississippi GK-8 26

27 G A L A R O M E G R A N N Y S M I T H G O L D E N D E L I C I O U S R E D D E L I C I O U S F U J I What Varieties of Apple Did the Class Bring? NSF North Mississippi GK-8 27

28 Johnny Appleseed s Apple Math Intended for Grade: 3rd Subject: Math Description: This comprehensive math activity consists of two parts: probability and word problems. The probability section incorporates class participation into the study of probability. The word problems section includes several examples of challenging word problems for the students to analyze and solve. As always, apples are involved in each part. Objective: The student will be able to analyze and solve word problems and predict the probability of an event. Mississippi Frameworks addressed: Math Framework 4e: Experiment and describe the concepts of probability. Math Framework 6a: Read, model, and count to five-digit whole numbers. Math Framework 7c: Add up to three four-digit addends. Math Framework 9a: Solve one and two-step word problems using the four basic operations. Math Framework 9c: Analyze word problems and determine if the given information is required for the solution. National Standards addressed: Math Standard: Data Analysis and Probability Math Standard: Number and Operations Math Standard: Problem Solving Math Standard: Algebra NSF North Mississippi GK-8 28

29 Materials: red and green apple cutouts; at least one for each student one paper sack Word Problem worksheets Background: Probability is the chance that an event will occur. Probability is always a number between 0 and 1. That is, 0 P 1. For this activity, it will be easiest to express probability as a fraction. If there are two possible outcomes (drawing a red apple or drawing a green apple from the bag, e.g.), then the probability of the occurrence of one event is equal to the number of times one event could happen divided by the total number of events that could happen. In the case of the apples, the probability of drawing a red apple is # red apples Total # apples The probability of drawing a green apple is # green apples Total # apples The probability of an event occurring and the actual number of times the event occurs may not coincide exactly. Even though they may not be exactly the same, if you were able to complete a large number of trials, the actual results would eventually come very close to the expected results (based on probability). The sum of all the probabilities is always equal to one. Procedure: 1. Provide a brief explanation of probability. 2. Pass out one apple cutout to each student. 3. Choose a row in the classroom. 4. Put all of this row s apples in the paper bag. NSF North Mississippi GK-8 29

30 5. Ask the class what color they think will be drawn from the bagred or green. 6. Have a student draw an apple (without looking!) to test and see if they guessed correctly. 7. If time permits, have the entire row or even the whole class draw, keeping tally of the colors drawn each time. 8. Be sure to always replace each apple after it has been drawn. 9. Now, show the class how we can predict how often each color will be drawn by finding the probabilities of choosing a red or green apple. 10. Find these fractions and write them on the board. 11. If you have experimented with a large number of students, you may compare the probabilities to the actual fractions resulting from your experiment. Are they the same? 12. Repeat the experiment with as many rows as time permits. 13. You may want to point out that the sum of the probabilities equals one for each row, as this is true for any sample space. 14. Also, when passing out the apples it would be advantageous if you could make sure that there is a row that has only apples of one color. By doing this, you would be sure to have the opportunity to demonstrate probabilities of 0 and Instruct the students to complete the probability and word problem worksheets. Evaluation: The evaluation of this activity lies in the completion of the two worksheets. Extended Activities: Students or instructors may create some of their own math puzzles and probability questions either at their seats or using the Internet. This task could be accomplished individually or in a team setting. One possible site to explore is: NSF North Mississippi GK-8 30

31 Source: Prepared by: NSF NMGK-12 University of Mississippi January 2001 Adapted by: Hunter Howell NSF NMGK-8 University of Mississippi June 2004 NSF North Mississippi GK-8 31

32 Apple Probability Worksheet Name: Instructions: Answer the following questions about probability. 1. If there are 10 total apples in the bag, and all 10 of them are red, what is the probability of drawing a red apple? Answer: 2. If there are 10 total apples in the bag, and all 10 of them are red, what is the probability of drawing a green apple? Answer: 3. The probability of drawing a green apple from a bag is ½. What is the probability of drawing a red apple? Answer: 4. The probability of drawing a red apple from a bag is ½. How many times out of 20 will you expect to draw out a green apple? Answer: 5. A bag has three types of apples in it: red, green, and yellow. The probability of drawing a red apple from the bag is ½. The probability of drawing a green apple from the bag is 1/3. What is the probability of drawing a yellow apple? Answer: 6. Using the same bag as question 5, how many times would you expect to draw a yellow apple from the bag if you drew 120 apples? Answer: NSF North Mississippi GK-8 32

33 Johnny Appleseed Word Problems Name: Instructions: Read and solve the following word problems: 1) Johnny Appleseed left home to plant apple trees when he was 21 years old. He traveled for 49 years before he died. How old was Johnny when he died? Answer: years old 2) If Johnny Appleseed walked 12 miles on Monday, 10 miles on Tuesday, and 14 miles on Wednesday, how many total miles did he walk? Answer: miles 3) Imagine that Johnny planted a row of apple seeds. If he planted 55 apple seeds, and 44 of these seeds grew into apple trees, how many seeds did not grow into apple trees? Answer: seeds 4) If an apple farmer harvested 250 green apples and 575 red apples one season, how many apples did he have total? Answer: apples 5) After the harvest, the apple farmer took his apples to market. He sold 225 of the 575 red apples that he had. How many red apples did he have left after the sale? Answer: red apples NSF North Mississippi GK-8 33

34 *CHALLENGE PROBLEM At the market, the farmer also sold 170 of the 250 green apples that he had. How many apples total (red and green) did he have left after the sale? (*Hint: Use your answer from #5!) Answer: apples NSF North Mississippi GK-8 34

35 Answers to Math Worksheets Probability / / Word Problems NSF North Mississippi GK-8 35

36 Notes for Introduction to Apples PowerPoint Presentation: Slide 1: This presentation is an overview of the history and some of the science of apples. Slide 2: self-explanatory Slide 3: Apples grew native and wild in south-eastern Europe approximately where Kazakhstan is located today. These native apples were probably very different from what we have today and much smaller. Slide 4: Stone-age people probably first gathered apples to supplement their diet. Charred apple remains were found at a stone-age village site in Switzerland. Slide 5: By the 300's BC, the Greeks were growing several different varieties. Ancient Romans also grew apples. Slide 6: Apples first came to North America with the early settlers as early as 1630 A.D. McIntosh apples were first grown in 1796 in Ontario, Canada. Slide 7: Stories about apples are very common. Two well-known ones are the story of William Tell shooting an apple off the head of his son with a bow and arrow. A second story is that of Johnny Appleseed. Slide 8: Science of Apples - what is an apple? Slide 9: Even though apples first grew in Southern Europe, conditions are favorable for their growth over much of the world. They can grow between latitudes of 30 and 60 degrees north or south. 30 o N is very near the Gulf Coast of the US and 60 o N is near the southern Alaska border to the Hudson Bay. Europe at this latitude is much more temperate (northern Great Britain). Apples need an average winter temperature around freezing for at least 2 months of the year. They can survive a winter temperature as low at -40 o F. NSF North Mississippi GK-8 36

37 Apple trees lose their leaves in the fall. The best habitat for survival is often on hilltops or the sides of hills. These areas are less affected by spring freezes that would kill the blossoms. They also have good water drainage. The best apple tree habitat in the US is in Washington, Michigan and New York. Slide 10: Apples are closely related to roses. They are both in the Family Rosaceae (rose family). Look at a true apple blossom and compare it to a rose. They are very similar. All organisms are given scientific names to help keep a common classification scheme throughout the world. (Humans = Homo sapiens). The domestic apple (the ones that humans have artificially selected for) are called Malus domestica. The wild, native apple (in southern Europe) is called Malus pumila. Slide 11: Use of apples by Humans. Slide 12: In million metric tons of apples were produced in the world. 41% of those were grown in China. The United States was second with approximately 10% of the world production. Washington is the leading producer in the US. Slide 13: Of the apples in the United States, most were eaten fresh (50%), 20% were made into cider, apple juice, jelly, vinegar and apple butter or wine. 17% were used in applesauce or apple pies. The last 13% were exported to other countries. Slide 14: An apple a day keeps the doctor away. Apples have lots of fiber, no fat, cholesterol or salt and have only 50 calories. They also provide some potassium, vitamin C and sugar. NSF North Mississippi GK-8 37

38 Notes for Apple Tracking PowerPoint Presentation: Slide Show Narrative: Slide #1 Apple Tracking - How Do We Get Apples A. Apples are grown in the U.S. States of Washington, Michigan, Pennsylvania. B. Apples imported into the U.S. might come from Canada or New Zealand. C. Average American eats an approximately 18 pounds of fresh apples per year. D. Most popular apple is the Red Delicious. Slide #2 The Seed A. Apples can only grow in a climate where they can get at least 900 to 1000 hours of Temperatures below 45 degrees F in order to flower and fruit properly. B. The Apple Core has 5 pockets (star shaped). C. The maximum seed count is 10 (2 per pocket) if the blossom is pollinated well. (***this will give away an answer to one of the science activities, so you might like want to hold off on telling them this) D. Although the most popular U.S. apple, the Red Delicious apple is known for being difficult to pollinate. Slide #3 The Orchard A. Apple Trees need lots of water, fertile soil, hot days, and cool nights. B. The trees grow short shoots or blooms which flower and are pollinated to produce fruit. C. Apple trees are grown in rows and pruned to allow maximum sunlight to hit each part of the tree. D. Insects must be controlled to keep them from killing the trees, and the grass must be cut short to allow for the tree to get as many nutrients from the soil as possible. E. Apples are picked from the trees by hand when harvested. Slide #4 Pollination A. The honey bee is the most active pollinator in an apple orchard, but butterflies and other insects also pollinate apple blossoms. NSF North Mississippi GK-8 38

39 B. Apple growers sometimes have a bad growing season when there are strong winds and severe weather during the period of pollination. The bees and other insects are very picky about when they fly and pollinate. C. Apple growers often place bee hives between tree rows to insure adequate pollination of the apple blossoms as seen below. Slide #5 Harvesting A. Harvesting apples is not an easy job. B. The first apples picked must be stored in refrigerated (very cold) rooms to allow them to stay fresh. C. The latest apples picked must be shipped right away to market to keep them from spoiling because they are very ripe when picked. D. The growers must use lots of their own judgment on when to pick the apples. Slide #6 Harvesting Equipment A. 4 wheelers are used to transport the apples from the orchard rows. B. Tractors are used to cut the grass and underbrush away from the tree rows. C. Tractors are also used to pull fertilizer and pesticide sprayers through the orchard. D. A Morse Lift is also used (also known as a Cherry Picket or Bucket Lift) to hoist or lift pickers high into the trees to pick the apples. Slide #7 Testing for Quality A. Apples must be tested for ripeness when picked. B. The quality of apples shipped for processing and to the market is also continuously monitored to make sure consumers get good, healthy apples. C. The US Dept. of Agriculture establishes the standards for apples sent to the stores and processed for other apple products. Slide #8 Packaging A. After being harvested and tested, apples are brought to packaging plants. B. At packaging plants, apples are washed, waxed, and tested again by computers and people who sort the apples. C. Finally, the apples are packaged in crates and boxed up for shipping to processing plants, other countries, farmer s markets, and grocery stores. NSF North Mississippi GK-8 39

40 D. When packaged, the apples must be stored in refrigerated rooms at temperatures around 32 degrees F. Slide #9 Storage and Transport A. Apples have to be transported to processing plants, markets, and other countries by 18 wheelers, trains, ships, and cargo planes. B. All of the apples being transported must be put in climate controlled holding areas to keep from spoiling. Slide #10 Finally We get the Apples A. After being transported, the apples finally arrive to us in the form of fresh apples at the grocery store and other apple products. Slide #11 What We Do With Apples!!! A. Once received, we either eat the apples fresh, make them into treats like apple pie and sauce, or into apple juice. B. Other treats can be made from the apples as well such as caramel apples and other candied goodies. Sources: The information provided in these slides comes from a variety of Internet sites. These sites and the information contained therein are used strictly for educational purposes. Dole Corporations Web Site AOL Resource Page on Apples Norfolk County Apple Orchard Michigan Apple Committee Prepared by: Jon D. Wilson NSF NMGK-12 University of Mississippi September 2000 NSF North Mississippi GK-8 40

41 Johnny Appleseed Extras NSF North Mississippi GK-8 41

42 Directions: Color the hidden pictures in the picture of Johnny Appleseed bright red and then color the rest of the picture. NSF North Mississippi GK-8 42

43 Find and circle the following words in the tree. CRUNCHY JUICY SWEET FLAVORFUL FAMOUS FUN WASHINGTON DELICIOUS APPLE NUTRITIOUS CRISP NSF North Mississippi GK-8 43

44 Name Help the worm find his way through the apple. NSF North Mississippi GK-8 44

45 Apple Art Apple Printing Supplies Several Apples (different varieties may make different shapes) Paint (finger, tempera) Several Pie Tins Paper or Paper Bags Procedure Cut the apples in half, cut some along the axis of the core and some perpendicular to this axis Students will dip apple halves in paint that is in pie tins and press onto the paper (or bag), creating prints from the apples Torn Paper Apples Supplies White paper with an apple outline Red paper (tissue, construction, crepe or any combination, shades) Glue Procedure Tear the red paper into small round pieces Glue the red paper onto the apple outline, creating a collage (of sorts) on the white paper Cut out the apple outline and display NSF North Mississippi GK-8 45

46 Homemade Applesauce Recipe Ingredients: 1 quart Apples (peeled and sliced) 1 cup water 1/2 cup sugar 1 tsp. Lemon juice Cinnamon (optional) Instructions: Put all the ingredients in a saucepan and cook until tender. Mash the mixture using a potato masher or an electric mixer until it is smooth. Put the applesauce in an airtight container and place in the refrigerator to cool. Once cool, top with a little cinnamon if you like, and enjoy a bowl of fresh applesauce! *Note: For the classroom, a hot plate works great. This recipe was found at the following web site: NSF North Mississippi GK-8 46

47 The Story of Johnny Appleseed Taken from Johnny Appleseed in real life was one John Chapman, born on September 26, 1774 near Leominster, Massachusetts. Little is known of his early life, but he apparently received a good education which helped him in his later years. By the time he was 25 years old, he had become a nursery man and had planted apple trees in the western portions of New York and Pennsylvania. Some of the orchards in those areas were said to have originated with his apple trees. When the rich and fertile lands lying south of the Great Lakes and west of the Ohio river were opened for settlement in the early 1800's, John Chapman was among the very first to explore the new territory. This was the Northwest Territory from which the states of Ohio, Michigan, Indiana, and Illinois were later formed. For nearly half a century Johnny Appleseed roamed his territory. When settlers arrived, they found John Chapman's young apple trees ready for sale. In the years that followed, he became known as the Apple Tree Man, or Johnny Appleseed. His manner of operation was simple. He went into the wildreness with a bag of apple seeds on his back until he found a likely spot for planting. There he would clear the land by chopping out weeds and brush by hand. Then he planted his apple seeds in neat rows and built a brush fence around the area to keep out straying animals. His nurseries varied in size. Some were only an acre or so, others covered many acres. He did all of the work himself, living alone for weeks at a time with only the Indians and wild animals for companionship. He never carried a gun or weapon of any kind. He was a deeply religious man who lived by the Golden Rule and had no fear of man or beast. Indians accepted him as a friend, and he is reputed to have talked at times to the wild animals who watched him as he worked in his nurseries. Undoubtedly, they sensed his kind and gentle nature. Once, it is reported, he was caught in a snow storm and crept into a hollow fallen tree for shelter. He found it occupied by a hibernating bear and her cubs, but spent the night there nonetheless. There is no report, however, of how much space he kept between them and himself. John Chapman was a practical businessman as well as a sincere Christian. Somewhere, somehow, he had caught a vision of the wilderness NSF North Mississippi GK-8 47

48 blossoming with apple trees, orchard after orchard of carefully nurtured trees, whose fragrant blossoms gave promise of a fruitful harvest for the settlers. Willingly he endured the hardships of his wilderness life as he worked to make his dream come true. His sturdy young trees lightened the hearts and lifted the spirits of many settlers, for there is a suggestion of a permanent and loving home when one plants fruit trees around a cabin. He sold his trees for a few pennies each, accepting any of the coins current on the frontier. Some had no cash, and from those he accepted a simple promise to pay at a later date. Few failed to keep their word. He sometimes accepted payment in used clothing. As he was a small man, his bartered clothing usually fit him poorly. This led to some of the humorous descriptions of his appearance in those early years. Like many of the settlers, he went barefooted a great deal because shoes were hard to come by and seldom fit his tough gnarled feet. As he ate no meat, he carried a stewpot or kettle with him. In this he could gather nuts or berries in season, carry water, get milk from a settler's cow, boil potatoes, or drop a handful of coarse-ground meal into the boiling water to make an unpalatable but nourishing meal. He has been pictured wearing such a pot on his head, but more likely he kept it tied to his pack rather than let it bounce on his head. He preferred to walk, carrying his precious apple seeds and the simplest of camping gear on his back. He also used a boat, canoe, or raft to transfer larger loads of seeds along the many waterways. Customarily, he obtained his apple seeds every fall. At first, he went back to the cider presses in western Pennsylvania where he selected good seeds from the discarded apple pressings. He washed the seeds carefully and packed them in bags for planting the following spring. In later years, as cider presses were located in the new territory, he gathered his seeds closer to home. There is no way to estimate how many millions of seeds he planted in the hundreds of nurseries he created in the territory lying south of the Great Lakes and between the Ohio and Mississippi Rivers. This was his service to mankind. John Chapman never married, but he loved people and especially children. As the settlers moved into the wilderness, his lonely nights were fewer because he was a welcomed guest at every cabin. Many a night after the simple meal, he would hold them all enthralled with his stories or read to them from the Bible or from some of the religious material he carried. NSF North Mississippi GK-8 48

49 It was with such friends that he spent his last night. He had been living near Fort Wayne, Indiana, when word came one March day that cattle had broken through the brush fence around one of his nurseries some twenty miles away. Although it was a raw spring day, he set forth immediately to repair the damage. On his return trip he was stricken with a disease known as the winter plague. He found shelter with friendly settlers but failed to survive the attack. A newspaper account gives the date as March 18, 1845, but other dates have been given. Such confusion is not at all suprising when one remembers that this kind and gentle man was known by the name of Johnny Appleseed to almost everyone, and only a few knew that his true name was John Chapman. Many of his young seedlings may have crossed the plains in covered wagons to produce their bountiful fruit in the western states. Certainly, his fame did, for the name of Johnny Appleseed is known throughout all of the United States and elsewhere in much of the world. People continue to improve their environment in Johnny Appleseed's manner whenever they plant a new seedling! Source: NSF North Mississippi GK-8 49