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GRADE LEVEL

Second

OBJECTIVES

Students will learn about thenutritional benefits of eatingapples, while practicing ELAskills (speaking, listening,reading, writing).

MATERIALS

Four to five apples of eachvariety (1 slice per student).Examples include: GoldenDelicious, Fuji, and GrannySmith

Tasting supplies: paper bowls,knife, tongs, sanitizer

Book: The Apple Pie Tree

Extended T-Chart with col-umns for fall, winter, spring,summer

2 Handouts for lifecycle of anapple tree (one for cuttingout images, one for pastingand labeling)

Scissors, glue (students canshare), pencil (one per stu-dent)

TIME REQUIRED

Each Activity: 30 Minutes

GOALSGOALS

Students will taste a variety of apples.

Students will describe the lifecycle of an apple tree.

Students will identify the changes that occur during eachseason of an apple tree’s growth.

Students will understand that fruits and vegetables containnutrients that are good for their bodies.

Students will engage in physical activity.

Students will understand that eating healthy snacks, like ap-ples, will provide them with energy.

Students will learn how many servings of fruits they shouldconsume in a day, and how to measure a serving size.

ALL ABOUT APPLESALL ABOUT APPLES

FOODS THAT SUPPORTFOODS THAT SUPPORT

GROWTH AND DEVELOPMENTGROWTH AND DEVELOPMENT

LESSON SEQUENCELESSON SEQUENCELESSON SEQUENCE

LISTENING/SPEAKING (LISTENING/SPEAKING (LISTENING/SPEAKING (IN THE GARDEN)IN THE GARDEN)IN THE GARDEN)

READING (IN THE CLASREADING (IN THE CLASREADING (IN THE CLASSROOM)SROOM)SROOM) WRITING (IN THE CLAWRITING (IN THE CLAWRITING (IN THE CLASSROOM)SSROOM)SSROOM)

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ALL ABOUT APPLESALL ABOUT APPLES

FOODS THAT SUPPORTFOODS THAT SUPPORT

GROWTH AND DEVELOPMENTGROWTH AND DEVELOPMENT

Nouns Describing Words Verbs

Apple, Branches, Leaves, Buds,

Flowers, Autumn

Bare, Ripe Growth, Change

COMMON CORE VOCABULARYCOMMON CORE VOCABULARY

PREPRE--ASSESSMENT/ANTICIPATORY SETASSESSMENT/ANTICIPATORY SET

Teacher asks:

All living things grow and change. People, plants and animals. Howhave you grown and changed?

Possible student responses:

Beginner/Early Intermediate:

I am big. Eat food. Run.

Intermediate:

I am older now and have grown taller. I eat good food like fruit and ex-ercise.

Early Advanced/Advanced:

I am older and bigger than I used to be because I have grown. I had to buy newclothes. I eat healthy foods like fruits and vegetables and drink water. I also exerciseevery day.

Teacher accepts ALL answers without judgment. Right and wrong answers are accepted because weare merely getting a sense of the prior knowledge our students may or may not possess. Take notes

on any misinformation that can be addressedin the upcoming activities.

Repeat this assessment

after completing all

three activities!

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CLOSING/POSTCLOSING/POST--ASSESSMENT SETASSESSMENT SETTeacher says:

We have learned a lot about how people and plants grow and change.Let’s see what you remember about growing and changing (teachermotions towards any charts, visuals, etc. generated from the apple les-sons). Try to answer in complete sentences just like we practiced dur-ing our lessons.

Teacher refers students to any charts, visuals, etc. that will supporttheir use of complete sentences to express themselves. The teachernotes how much or little support students need to be able to respondusing complete sentences and key vocabulary from the lesson.

Repeat Pre-Assessment/Anticipatory Set steps here.

As students respond, theteacher reminds students to

respond in complete sentencesand refers them to any charts,visuals, etc. that will support

their use of complete sentencesto express themselves.

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ACTIVITY 1:ACTIVITY 1:

HOW APPLES GROWHOW APPLES GROW

INTRODUCTIONINTRODUCTIONExplain to students that today we are going to learn about how apples grow.

Ask students:

Does anyone know how apples grow?

Hopefully, a student will know that apples grow on trees.

Tell students:

You might have noticed that trees often look different in different seasons.

Prompt students with a question:

What season do you think it is right now? What clues do you see outside thathelp you decide?

Have students share observations. It’s fine if they already know the season, butencourage them to use evidence and examples from the garden or outside(temperature, leaves on trees, what’s growing or blooming, etc.)

Have teacher interpret student responses in preparation for discussing the cy-cle of an apple tree.

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ACTIVITY 1:ACTIVITY 1:

HOW APPLES GROW (Continued)HOW APPLES GROW (Continued)

INTRODUCTION TO SERVING SIZESINTRODUCTION TO SERVING SIZES

Tell students:

Put your hand on your head 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:

Hold out your hand facing up, as if someone is going to give you a treat. Nowplace 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 threehandfuls of fruit would look like.

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PHYSICAL ACTIVITY:PHYSICAL ACTIVITY:

MINGLEMINGLE MINGLEMINGLE

RED APPLERED APPLE GREEN APPLEGREEN APPLE

FORMATIONFORMATIONUse a basketball court on the playground, or set up cones tohave a designated activity area. Walk the perimeter of theactivity area before starting to play the game. Show studentswhich areas are “in bounds” and which are “out of bounds.”

Important! PreImportant! Pre--teach physical activity before adding content!teach physical activity before adding content!

VARIATIONVARIATIONVary the movements: skipping, walking, galloping, hopping, etc.

Have all students in the class become a half apple. Now studentswill have to form groups of 3 to get the recommended servings offruit.

DIRECTIONSDIRECTIONSTeacher will begin lesson by talking about servingsize. Tell students that the recommended servings offruit are 1 ½ cups of fruit a day. One way to meet therecommended servings of fruit would be to eat ap-ples. To meet the recommended guidelines, a studentwould eat 1 ½ apples in a day.

Tell the class that today they will play a game inwhich they will pretend to be apples! The goal of thegame is to combine students to create the recom-mended serving size. Designate ½ of the class aswhole apples, and ½ of the class as half apples. Tomark the half apples, give them a flag, a bean bag tohold, or have them squat down.

On the teacher’s signal, students begin to move ingeneral space. On the whistle, students form groupsto demonstrate the appropriate serving size.

Materials:

Whistle

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ACTIVITY 2:ACTIVITY 2:ACTIVITY 2:

LIFE CYCLE OF AN APPLE TREELIFE CYCLE OF AN APPLE TREELIFE CYCLE OF AN APPLE TREE

Have chart paper divided into four sections with the title “The Sea-sons.”

Ask students to name the seasons and label each section of thechart with one season as they are named by students. Make sureto label the first section “winter” since this is the first season intro-duced in the book The Apple Pie Tree.

After reading the page about winter, teach the vocabulary word“bare” (in this situation, the word “bare” means “having no leaves).Draw a bare tree on the chart paper in the “winter” section and la-bel the “bare branches.”

Have students talk in pairs for 1 minute describing the tree in win-ter. Reinforce the word “bare.”

Have 1-2 students share with whole group to describe the tree inwinter.

Continue reading the book and stop at the end of the section onspring. Teach the vocabulary “leaves”, “buds” and “flowers.” Drawa tree with small leaves, buds and flowers and label these parts.

Repeat steps 4 and 5 for spring. Students talk in pairs, vocabularyis reinforced and 1-2 students share with whole group.

APPLE TREES GROW ANDAPPLE TREES GROW ANDAPPLE TREES GROW AND DEVELOP,DEVELOP,DEVELOP,

WE ALSO GROW AND DEVELOPWE ALSO GROW AND DEVELOPWE ALSO GROW AND DEVELOP

An optional addition to this lesson includes screening this 2 minute longfilm clip entitled “Life Cycle of An Apple Tree”

http://www.youtube.com/watch?v=0DDDBwk_-bM&noredirect=1.

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ACTIVITY 2:ACTIVITY 2:ACTIVITY 2:

LIFE CYCLE OF AN APPLE TREELIFE CYCLE OF AN APPLE TREELIFE CYCLE OF AN APPLE TREE(Continued)(Continued)(Continued)

Example:

In winter, the branches are bare.In spring, the tree grows small leaves, buds and flowers.In summer, the leaves get bigger and apples begin to grow.In autumn, the leaves change colors and the apples are red and ready toeat.

Have students review all 4 seasons with their partner.

Now that you have completed the chart with all four seasons, review the con-tent.

As you review the content, write the word “In” before each season, as amethod of modeling for the later activity.

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ACTIVITY 3:ACTIVITY 3:ACTIVITY 3:

TASTING AND HANDOUTTASTING AND HANDOUTTASTING AND HANDOUT

NOTE ABOUT TASTING PREPARATIONNOTE ABOUT TASTING PREPARATIONIt 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 tast-

ing, ensuring that they are tasting and exchanging ideas about the same

variety of apple.

INTRODUCTIONINTRODUCTIONTastings 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).

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ACTIVITY 3:ACTIVITY 3:ACTIVITY 3:

TASTING AND HANDOUT (Continued)TASTING AND HANDOUT (Continued)TASTING AND HANDOUT (Continued)

WRITING (SKILLWRITING (SKILL--BUILDING COMPONENT)BUILDING COMPONENT)Distribute the two handouts to each student.

Using a document camera, have teacher model cutting, gluing and writingdescriptive sentences to identify and illustrate the different stages of apple treegrowth.

Have students cut out each image representing a different season and glue picturesto match the space on the accompanying handout.

Next, students write sentences explaining what is occurring during each stage ofgrowth.

Encourage students to use the chart that was created in Activity 2 as a guide.

HOME CONNECTIONHOME CONNECTIONHave students take their handouts home and explain the process oftree growth to their parents. Also, send home Harvest of the Monthnewsletter.

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EVALUATION AND STANDARDSEVALUATION AND STANDARDS

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 withpeers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening toothers 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 discus-sion.

Presentation of Knowledge & Ideas

Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, re-flects a logical sequence, and provides a conclusion.

Create audio recordings of stories or poems; add drawings or other visual displays to stories or re-counts 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 clari-fication. (See grade 2 Language standards 1 and 3 on pages 18 and 19 for specific expectations.)

Evaluation (Evidence shown by student work)

Nutrition Competencies and Health Standards

Students explain that food provides energy and nutrients for their bod-

ies 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 Second Grade Part II.

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ELD STANDARDS, LISTENING ANDELD STANDARDS, LISTENING ANDSPEAKINGSPEAKING

Beginning/Early Intermediate

Answer simple questions with one- to -two-word responses.

Respond to simple directions and questions by using physical actions and other means of nonverbal

communication (e.g., matching objects, pointing to an answer, drawing pictures).

Independently use common social greetings and simple repetitive phrases (e.g., “Thank you”, “You’re

welcome”).

Intermediate

Ask and answer questions by using phrases or simple sentences.

Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustra-tive objects.

Orally communicate basic needs (e.g., “May I get a drink?”).

Recite familiar rhymes, songs, and simple stories.

Early Advanced/Advanced

Listen attentively to stories and information, and identify important details and concepts by using bothverbal and nonverbal responses.

Make oneself understood when speaking by using consistent standard English grammatical forms andsounds; however, some rules may not be followed (e.g., third-person singular, male and female pro-nouns).

Participate in social conversations with peers and adults on familiar topics by asking and answeringquestions and soliciting information.

Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words,and paraphrasing

Common Core, Reading Grade 2Common Core, Reading Grade 2Common Core, Reading Grade 2Key Ideas and Details

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understand-ing of key details in a text.

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within thetext.

Integration of Knowledge and IdeasExplain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify atext.

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ELD STANDARDS, READINGELD STANDARDS, READINGBeginning/Early Intermediate

Responds orally to stories read aloud using verbal and non verbalcommunication.

Responds orally to stories read aloud using phrases or simple sen-tences to answer factual questions.

Understands and follows simple one-step directions for classroomactivities.

Identifies, using key words or pictures, the basic sequence of eventsin stories read aloud.

IntermediateUnderstands and follows simple two-step directions for classroomactivities.

Orally identifies, using key words or phrases, the basic sequence ofevents in text read aloud.

Draws logical inferences from a story read aloud.

Early Advanced/AdvancedRead text and use detailed sentences to identify orally the main ideaand use the idea to draw inferences about the text.

Read stories and texts from content areas and respond orally tothem by restating facts and details to clarify ideas.

COMMON CORE, WRITING GRADE 2COMMON CORE, WRITING GRADE 2COMMON CORE, WRITING GRADE 2Text Types and Purposes

Write informative/explanatory texts in which they introduce a topic,use facts and definitions to develop points, and provide a conclud-ing statement or section.

Research to Build and Present Knowledge

Participate in shared research and writing projects (e.g. read a num-ber of books on a single topic to produce a report; record scienceobservations).

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ELD STANDARDS, WRITINGELD STANDARDS, WRITINGBeginning/Early Intermediate

Write a few words or phrases about an event or character from astory read aloud by the teacher.

Write a phrase or simple sentence about an experience generatedfrom a group story.

Intermediate

Produce independent writing that is understood when read, butmay include inconsistent use of standard grammatical forms.(Appropriate for a Second Grader).

Early Advanced/Advanced

Produce independent writing with consistent use of standard gram-matical forms (as appropriate for a Second Grader). Some rules maynot be followed.

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CALIFORNIA STATE STANDARDS,

PA—Red Apple, Green Apple

California State Standards, PA – Mingle Mingle Whole Apple Half Apple

Health Education Second Grade

1.1 Move to open spaces within boundaries while traveling at increasing rates of speed.

2.1 Define open space.

3.6 Engage in moderate to vigorous physical activity for increasing periods of time.

5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering

with others.

5.2 Accept responsibility for one’s own behavior in a group activity.

Physical Education Second Grade

1.7.N Identify a variety of healthy snacks.

1.8.N Identify and explore opportunities outside of school for regular participation in physical activity.

1.9.N Explain how both physical activity and eating habits can affect a person’s health.

5.1.N Use a decision-making process to select healthy foods.

7.5.N Participate in physical activities with friends and family.

Visit www.harvestofthemonth.com to download monthly elements of featured produce items. Refer to Taste Testing ac-

tivities and Reasons to Eat content of the Educator Newsletter to support Activity 1.

Visit www.harvestofthemonth.com to download monthly elements of featured produce items. Refer to the Physical Activ-

ity Corner of the Educator Newsletter for additional activities to support Activity 1.

For important nutrition information, visit www.cachampionsforchange.net. For food stamp information, call 877-847-

3663. Partially funded by the USDA Supplemental Nutrition Assistance Program, an equal opportunity provider and em-

ployer. California Department of Public Health.

©2012 Alameda County office of Education, Project EAT – Educate, Act, Thrive

This material may be used for classroom use only.

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PRESENTED IN PARTNERSHIP WITH:PRESENTED IN PARTNERSHIP WITH: