all about apples third grade - project eat
TRANSCRIPT
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GRADE LEVEL
Third
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: A Tree is a Plant
Extended T-Chart with col-umns for fall, winter, spring,summer
2 Handouts for Parts of anapple tree: tree to label, sen-tences to write about func-tion
Pencil, crayon, or marker (oneper student)
TIME REQUIRED
Each Activity: 30 Minutes
GOALSGOALS
Students will taste a variety of apples.
Students will describe the functions of each part of an appletree.
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, Fruit, Tree Roots, Leaves,
Branches, Seed, Trunk, Function
Bare, Ripe Growth, Change
COMMON CORE VOCABULARYCOMMON CORE VOCABULARY
PREPRE--ASSESSMENT/ANTICIPATORY SETASSESSMENT/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.
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 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 SET
Teacher says:
We have learned a lot about plant parts and their functions. Let’s see whatyou remember about the parts and functions. Try to answer in completesentences just like we practiced during our lessons.
Teacher refers students to any charts, visuals, etc. that will support theiruse of complete sentences to express themselves. The teacher notes howmuch or little support students need to be able to respond using completesentences 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
INTRODUCTIONINTRODUCTION
Explain to students that today we are going to learn about how applesgrow.
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 apart 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 thoughtabout parts and functions for our later lesson.
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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:
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. 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
WHOLE APPLEWHOLE APPLE HALF APPLEHALF APPLE
FORMATIONFORMATIONUse a basketball court on the playground, or set upcones to have a designated activity area. Walk the pe-rimeter of the activity area before starting to play thegame. Show students which areas are “in bounds” andwhich are “out of bounds.”
Important! PreImportant! Pre--teach physical activity before adding content!teach physical activity before adding content!
VARIATIONVARIATIONMake sure the teacher is the “lost and found” and if students cannot find apartner, they go to the teacher to help facilitate pairing.
After a few rotations, switch “whole apple/half apple” roles so that everyonegets a chance to try both parts.
DIRECTIONSDIRECTIONSTeach students the game Mingle-Mingle: On the “Go” signal, students will walk ingeneral space. On the “Stop” Signal, students will freeze and teacher will call outa number. Students will quickly get into a group with the same number of stu-dents as the number the teacher called out. (Example, if the teacher says 3, thestudents get into groups of 3.)
After the students are comfortable with the game, the teacher will add a varia-tion to help students understand portion sizes. The teacher will remind studentsthat it is recommended that they eat a serving and a half of fruit each day. Theteacher 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-minglegame again, but this time, instead of a number, she will call out a time period. Thestudents must combine themselves to represent the correct servings of fruit rec-ommended for the time period given. (Example, if the teacher says 1 day, the stu-dents will combine 1 whole apple with one half apple.).
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ACTIVITY 2:ACTIVITY 2:
INTERACTIVE READINGINTERACTIVE READING
Have a large piece of chart paper that you title “Tree parts andfunctions.” Divide the paper into four columns.
Explain to students that as we read the pages of this book, we aregoing to focus on the different parts of the apple tree, and theirindividual functions, or “what they do.” Make sure that studentsunderstand that the word “function” means “what each part does.”
Make sure that you reinforce the vocabulary word “function” byperiodically reminding students that function means “what itdoes.”
Encourage students to listen for the jobs that each part of the treeperforms.
Read select pages: 5, 7, 10, 13-21. OR whole book if time permits
When you come to the end of each page, pause and reflect on whatwas just read.
Prompt students:So, what part of the tree did we just learn about? andWhat does that part of the tree do?
Then, after discussing the part, write the individual function on theappropriate part of the chart.
The list below highlights parts/functions you might want to in-clude on your chart, and the pages that they correspond to.
A TREE IS A PLANTA TREE IS A PLANT
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ACTIVITY 2:ACTIVITY 2:
INTERACTIVE READING (Continued)INTERACTIVE READING (Continued)
After completing the reading, identification of function and completion ofchart, reflect with the students and review the content.
Prompt individual students to describe to the class what each part of thetree does as a method of reinforcing the content, and having students prac-tice synthesizing content into a cohesive sentence (a task they will need todo 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 foodand water.
The leaves make food from water, air and sun.
The fruit gives us nutrients and holds seeds that grow into new trees.
A TREE IS A PLANTA TREE IS A PLANTA 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 10-13 – blossoms make way for baby apples.
Pages 14-15 – ripe apples feed people!
Pages16-17 – branches hold apples and leaves; the trunkholds up the branches.
Pages 18-19 – roots hold the trunk in the ground; rootskeep the tree from falling when the wind blows; rootskeep the rain from washing the tree out of the ground.
Pages 20-21 – roots take water from the ground, carrywater into the trunk of the tree to the branches andleaves. Also, leaves make food from water and air whenthe sun shines; the food goes to every part of the tree.
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ACTIVITY 3:ACTIVITY 3:
TASTING AND HANDOUTTASTING AND HANDOUT
NOTE ABOUT TASTING PREPARATIONNOTE 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 tast-
ing, ensuring that they are tasting and exchanging ideas about the same
variety of apple.
INTRODUCTIONINTRODUCTION
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).
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ACTIVITY 3:ACTIVITY 3:
TASTING AND HANDOUT (Continued)TASTING AND HANDOUT (Continued)
WRITING (SKILLWRITING (SKILL--BUILDING COMPONENT)BUILDING COMPONENT)
After completing the reading, identification of function and completion of chart, re-flect with the students and review the content.
Prompt individual students to describe to the class what each part of the tree does asa method of reinforcing the content, and having students practice synthesizing con-tent 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 andwater.
The leaves make food from water, air and sun.
The fruit gives us nutrients and holds seeds that grow into new trees.
HOME CONNECTIONHOME CONNECTION
Have students take their handouts home and explain the process to their parents.Also, send home Harvest of the Month newsletter.
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EVALUATION AND STANDARDSEVALUATION AND STANDARDS
Core Curriculum and Health StandardsCore Curriculum and Health StandardsCommon 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 3 Language standards.)
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 Third Grade Part II.
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ELD STANDARDS, LISTENING ANDELD STANDARDS, LISTENING ANDSPEAKINGSPEAKING
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 thecomputer lab?”).
Listen attentively to stories and information and identify important details and concepts by using bothverbal and nonverbal responses.
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.
Early Advanced/Advanced
Negotiate and initiate social conversations by questioning, restating, soliciting information, and para-phrasing the communication of others.
Listen attentively to more complex stories and information on new topics across content areas and iden-tify the main points and supporting details.
Ask and answer instructional questions with more extensive supporting elements (e.g., “Which part ofthe story was the most important?”).
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify atext.
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COMMON CORE, READING GRADE 3COMMON CORE, READING GRADE 3COMMON CORE, READING GRADE 3Key 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 focusof specific paragraphs within the text.
Integration of Knowledge and IdeasExplain how specific images (e.g., a diagram showing how a machineworks) contribute to and clarify a text.
ELD STANDARDS, READINGELD STANDARDS, READINGBeginning/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 sen-tences 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 brownbear lives with his family in the forest”).
Read literature and content area texts and orally identify examples of fact and opinion and causeand 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, se-quential and chronological order, and cause and effect.
COMMON CORE, WRITING GRADE 3COMMON CORE, WRITING GRADE 3COMMON CORE, WRITING GRADE 3Text Types and Purposes
Write informative/explanatory texts in which they introduce a topic, use facts and definitions todevelop 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 topicto produce a report; record science observations).
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ELD STANDARDS, WRITINGELD STANDARDS, WRITINGBeginning/Early Intermediate
Label key parts of common objects.
Use models to write short narratives. (B) Write a short paragraph of at leastfour sentences. (EI)
Write simple sentences and use drawings, pictures, lists, charts, and tables torespond to familiar literature.
Write an increasing number of words and simple sentences appropriate forlanguage arts and other content areas (e.g., math, science, history–socialscience).
Intermediate
Produce independent writing that is under-stood when read but may includeinconsistent use of standard grammatical forms.
Use more complex vocabulary and sentences appropriate for language artsand 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 appropriatefor content areas, with consistent use of standard grammatical forms.
Write a persuasive composition with relevant evidence by using standardgrammatical forms.
Write multiple-paragraph narrative and expository compositions by usingstandard grammatical forms.
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CALIFORNIA STATE STANDARDS
Health Education Third Grade
Essential Nutrition Concepts- All students will know the relationships among nutrition, physiology, and health.
1b Know nutrition and health guidelines.
-Identify actions key to feeling healthy and maintaining a healthy body.
1c Know factors affecting energy balance.
-Describe how energy is obtained and expended during the day.
1e 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 factorsinfluencing food choices and health outcomes.
-Discuss how family, friends, and media influence food choices (2.1.N)
7.1.G Determine behaviors that promote healthy growth and development.
8.1.P 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 thisconcept:Students know light, gravity, touch, or environmental stress can affect thegermination, growth, and development of plants.
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:
