all about apples fifth grade - project...

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GRADE LEVEL

Fifth

OBJECTIVES

Students will engage in a

physical activity that rein-

forces concepts about human

digestion.

Students will read an informa-

tional text that explains hu-

man digestion.

Students will practice their

understanding of parts of

speech as they engage in a

writing activity that reinforces

nutrition content standards.

MATERIALS

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

Digestive System Diagramposter

“Digestive Dash” laminatedPhysical Activity Cards

Pencil or pen (one per stu-dent)

Class set of “InformationalText: The Digestive System”

Class set of “Mad Lib” hand-outs

Whistle

TIME REQUIRED

Each Activity: 30 Minutes

GOALSGOALS Students will taste a variety of fruits and vegetables.

Students will describe fruits and vegetables using theirsenses verbally.

Students will gain familiarity with the human digestive sys-tem.

Students will have repeated exposure to the organs andprocesses involved inhuman digestion.

Students will employ their understanding of parts of speech.

ALL ABOUT APPLESALL ABOUT APPLES

UNDERSTANDING DIGESTIONUNDERSTANDING DIGESTION

How our bodies digest food andHow our bodies digest food andabsorb nutritionabsorb nutrition

COMMON CORE VOCABULARYCOMMON CORE VOCABULARYNouns Verbs

Apple, Digestion, Nutrients, Esophagus,

Stomach, Small Intestine, Large Intestine,

Rectum, Metabolism

Digest, Metabolize

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

APPLE NUTRIENT EXPLORATIONAPPLE NUTRIENT EXPLORATION

PREPRE--ASSESSMENT/ANTICIPATORYASSESSMENT/ANTICIPATORYSETSETTeacher asks:

What is digestion? What happens to food when you eat it?

Possible student responses:

Beginner/Early Intermediate:

You bite/chew.

Intermediate:

You chew it and swallow it. Then it goes to your stomach.

Early Advanced/Advanced:

First you chew and swallow it. Next it goes to your stomach and your intestines.

Teacher asks:

What is metabolism? What does your body do with food?

Possible student responses:


Get energy. Vitamins.

Intermediate:

You get energy from healthy food and vitamins make you strong.


After eating (digesting), your body gets energy and vitamins from food. Eatinghealthy foods gives you more energy and makes you stronger.

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 digestion and metabolism. What hap-pens in our body when we eat food? Let’s see what you rememberabout digestion (teacher motions towards any charts, visuals, etc. gen-erated from the apple lessons). Remember to answer in complete sen-tences.

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:

APPLE DIGESTIONAPPLE DIGESTION

DIRECTIONSDIRECTIONS Gather students outside in a circle.

Explain to students today we are going to be tasting apples and learningabout digestion (what happens to food as it goes through our body). Holdup a whole apple and pretend to take a bite, chewing and swallowing.

Ask the students: “What happens to an apple after you chew and swallowit?” (It goes down the esophagus into the stomach, etc.)

Have students share their answers with their elbow partner.

Call on a few students to share out.

Explain that today students will learn about and describe the pathway offood (like apples) as part of the digestive system and how the body“metabolizes”, or gets nutrients and energy from food.

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DIGESTIVE PROCESSDIGESTIVE PROCESS

DIRECTIONSDIRECTIONSExplain to students that fruits (i.e. apples) and vegeta-bles contain nutrients that are good for your body.Have students motion along with you as you explainthe process and use the poster as a reference to explainthe steps.

The digestion process starts when you place thefood in your mouth and start to chew. (Hold appleto mouth and bite into it with a crunching sound).

As you swallow, the pieces of fruit/vegetable godown your esophagus into your stomach and intes-tines. (Pat your stomach).

Intestines are like a long, winding hose. Fiber, a nu-trient found in fruits and vegetables like apples,helps move food through your body- through thelarge intestines and finally, the rectum. (Make athumbs-up sign)

Remind students that during the digestion process,food is broken down and nutrients are absorbed bythe body to be “metabolized,” or changed, into en-ergy. Ask students: “What can your body do withthe energy it obtains from food?

MATERIALS

Digestion Poster

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PHYSICAL ACTIVITY:PHYSICAL ACTIVITY:

DO THE DIGESTIVE DASH!DO THE DIGESTIVE DASH!

DIRECTIONSDIRECTIONS Teacher will post the 5 digestion station cards

around activity area. Walk the class throughall 5 stations and describe the activity at eachstation. Tell students that even though not allstudents will start at the Esophagus, theesophagus is the starting point for the food’sjourney.

Esophagus- Toe Touches- Food travelsDOWN the Esophagus

Stomach- Trunk Twists- Food is mixed withdigestive juices

Small Intestine- Arm Curls- Nutrients areabsorbed and brought into the bloodstream

Large Intestine- Triceps Pulls- Water ispulled out of indigestible food.

Rectum- Wall Push Ups- Indigestible food ispushed out of the body.

MATERIALS

5 Laminated“Digestive Dash”Station Cards

Whistle (forteacher)

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

FORMATIONFORMATIONDivide the class into five groups.

Divide class into 5 groups and assign each class to a starting station. Havestudents perform activity for 1 minute at each station. Blow the whistlewhen it is time to rotate stations.

VARIATIONVARIATIONHave all students cycle through the stations twice to extend the amount ofphysical activity.

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TASTING AND READINGTASTING AND READING

DIRECTIONSDIRECTIONS Tastings are passed out to students (one slice per

student of each variety).

As they are munching, ask students to notice whatit tastes like, looks like, sounds like to eat, feelslike to touch, and smells like.

Share with their elbow partner.

Ask the students: “Why do you think apples arejuicy?” (Apples are juicy because of water)

Share answers with their elbow partner.

Who else needs water? Point to that person.(People and other animals)

What other good things, aside from water, do ap-ples provide for our bodies? (Vitamins, minerals,carbohydrates)

Share answers with their elbow partner.

Encourage students to think about the path thattheir apple takes as it moves through their diges-tive system.

MATERIALS

Hand Sanitizer

Prepped appleslices (ready toserve)

THE DIGESTIVE SYSTEMTHE DIGESTIVE SYSTEMTHE DIGESTIVE SYSTEM

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TASTING AND READINGTASTING AND READING

MATERIALS

White or ChalkBoard

Writing Implementsfor Students


SCAFFOLDSCAFFOLDTeacher asks:

Why do you think it is important for our bodies to digestfood such as apples?

and/or

What would happen if our digestive systems didn’t workproperly?


Students may answer with one word answers or shortphrases. Teacher should model and create completesentences with students short phrases.

Intermediate:

Students may speak in complete sentences but withgrammatical or syntactical errors. Teacher should modelcorrect grammar and syntax for the students.


Students may answer in complete sentences usingvocabulary from lesson plan.

Think Pair Share and write answers on the board.

Ask students to echo/repeat all answers.

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READING PROMPTREADING PROMPT

DIRECTIONSDIRECTIONS Tell students that they will be reading an informa-

tional piece of writing about the digestive system.

Explain that the writing is full of information, sothey might need to read it more than once to fullyunderstand all information.

Use the Digestive System Diagram (poster fromActivity 1) and/or the physical activity cards torefresh their memories about what each part of thesystem does.

Consider how you would like students to approachreading article: individually, in pairs, small groups,whole class (individual reader or choral reading).Or you might chose to give students 5-10 minutesto read article on their own, and then read it againas a whole class.

After students have read article, allow time for aThink Pair Share for students to process informa-tion and exchange ideas with their peers.

Debrief article as a whole class.

MATERIALS

Informational Read-ing for eachstudent.

Pencils and pensfor each student


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ACTIVITY 3ACTIVITY 3

WRITING PROMPT:WRITING PROMPT:

APPLE DIGESTION MAD LIBAPPLE DIGESTION MAD LIB

DIRECTIONSDIRECTIONS Distribute the Mad Lib handout. Students will draw

and/or write on their copy of the handout.

Review parts of speech, particularly verbs and adjec-tives.

Create a short list of verbs and adjectives on the boardthat students may use as a resource during the activity.

Model how to complete the handout on overhead ordocument camera.

Answer any questions students may have about activ-ity.

Inform students that they will have approximately 15minutes to complete their handout with a partner andread their handout to each other.

When most pairs have completed writing and reading,encourage them to share with another pair, tablegroup, and/or the whole class.

HOME CONNECTIONHOME CONNECTIONSend home Harvest of the Month newsletter.

MATERIALS

Mad Lib Handouts

Writing Implementsfor Students

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EVALUATION AND STANDARDSEVALUATION AND STANDARDS

CORE CURRICULUM AND HEALTH STANDARDSCORE CURRICULUM AND HEALTH STANDARDSCommon Core, Listening and Speaking Fifth 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 5 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 appro-priate facts and relevant descriptive details to support main ideas or themes; speak clearly at an under-standable pace.

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when ap-propriate to enhance the development of main ideas or themes.

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task andsituation. (See grade 5 Language standards 1 and 3 on pages 20 and 21 for specific expectations.)

Evaluation (Evidence shown by student work)

Nutrition Competencies and Health Standards

Students describe the five food groups and the recommended daily por-

tions to eat from each food group.

Students explain how energy is obtained from foods and expended in the

form of physical activity.

Listening and Speaking

Students recite the five food groups and daily recommended portions to eat from each food group.

Reading: Informational Texts

Students can read a Nutrition Facts label.

Writing

Students draw and/or write Food Groups and Apple Nutrition Facts book page.

Science Standard

Students understand that our bodies break down food to use as energy.

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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?”).

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COMMON CORE, READING GRADE 5COMMON CORE, READING GRADE 5COMMON CORE, READING GRADE 5Key Ideas and Details

Quote accurately from a text when explaining what the text says ex-plicitly and when drawing inferences from the text.

Determine two or more main ideas of a text and explain how theyare supported by key details; summarize the text.

Explain the relationships or interactions between two or more indi-viduals, events, ideas, or concepts in a historical, scientific, or techni-cal text based on specific information in the text.

Integration of Knowledge and IdeasDraw on information from multiple print or digital sources, demon-strating the ability to locate an answer to a question quickly or tosolve a problem efficiently.

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.


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.

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COMMON CORE, WRITING GRADE 5COMMON CORE, WRITING GRADE 5COMMON CORE, WRITING GRADE 5Text Types and PurposesWrite opinion pieces on topics or texts, supporting a point ofview with reasons and information.

a. Introduce the topic or text clearly, state an opinion,and create an organizational structure in which re-lated ideas are grouped to support the writer’s pur-pose.

b. Provide reasons that are supported by facts and de-tails.

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 tothe opinion presented.

Research to Build and Present Knowledge

Recall relevant information from experiences or gather relevant infor-mation from print and digital sources; take notes, paraphrase, andcategorize information, and provide a list of sources.

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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).


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 Fifth 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 Fifth Grade

Plants and animals have structures for respiration, digestion, waste disposal and transport of materials. Asa basis for understanding this concept:

Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbondioxide (CO2) and water (respiration).

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:

Informational Reading: The Digestive System

Our body must digest (say die-jest) food we have eaten. When

we chew, food is crushed up and mixed with saliva (spit) so it

becomes mushy. We swallow the mush and it travels through the

esophagus (say ee-sof-a-gus), a long tube that runs from the mouth

into the stomach. Inside the stomach there are

juices that mix the food until it looks like thick

soup. Next, the food goes into a long tube all

folded up inside the body. This long tube is

called the small intestine. Juices from

the liver mush up the food even more, and

good things from the food go into the blood,

which takes them to parts of the body where

they are needed. The food then goes to

the large intestine. Water from the food goes

into the blood. By now, the body has taken all the things it needs from

the food. What is left is waste that is not needed by the body. It gets

stored at the end of the large intestine inside the rectum. The waste

must leave or the body will get sick. Muscles push the waste out of

the body through the anus, which is the opening in your bottom.

How long does it take for the body to digest food?

Food can stay in the stomach for 3-4 hours, then it can take

about 3 more hours as to move through the intestine. It can stay in

the large intestine for up to 36 hours. So, depending on the type of

food and the speed at which it moves, it can take about 40 hours or

more to completely digest your food.

Apple Digestion Mad Lib!

This is the sad story of an apple named ____________.

____________ was just ____________ out on a tree until he

got torn from his branch. Then ____________ teeth ripped

through his ____________ flesh and mashed him to

____________ pieces while he was almost drowning in saliva.

Then he was squeezed through a ____________ tube and

landed with a plop in a pool of acid in the stomach. Once he

was squishy like ____________, he got ____________ into

another even longer tube called the small intestine. The

____________ liver spit even more juices at him and the tube

stole his nutrients to take to other parts of the body. Finally, in

another tube called the large intestine, all the water was pulled

out of ____________ and he was squished into the rectum

before being forced out of the body.

name

Verb ending with “ing”

adjective

Name:_____________________________

Date:______________________________

adjective

adjective

adjective

liquid Verb ending with “ed”

adjective

same name

same name

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