all about apples fourth grade - project eat | educate. act....
TRANSCRIPT
DRAFT PAGE 1
GRADE LEVEL
Fourth
OBJECTIVES
Students will be able to recallinformation related to thevalue of particular nutrients.
Students will write an opinionpiece about why it is impor-tant to select fruits and vege-tables as snacks.
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
Pencil or pen (one per stu-
dent)
Physical activity laminated
nutrient cards
Class set of Informational
Reading: “An Apple A Day”
Class set of Writing Prompt
for “An Apple A Day”
TIME REQUIRED
Each Activity: 30 Minutes
GOALSGOALS
Students will taste a variety of fruits and vegetables.
Students will describe fruits and vegetables using theirsenses verbally.
Students will understand that fruits and vegetables containnutrients that are good for their bodies.
Students will identify why eating fruits and vegetables is animportant part of staying healthy.
Students will engage in physical activity.
ALL ABOUT APPLESALL ABOUT APPLES
PLANT FOODS ARE GOOD FOR YOU!PLANT FOODS ARE GOOD FOR YOU!
Apple Nutrient ExplorationsApple Nutrient Explorations
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)
COMMON CORE VOCABULARYCOMMON CORE VOCABULARY
Nouns
Describing
Words
(Adjectives) Verbs
Popular Say-
ing
Fiber, Nutrients, Vitamins,
Minerals, Fats, Protein, Wa-
ter, Cholesterol, Carbohy-
drates
Healthy Prevent, Main-
tain, Reduce,
Concentrate,
Hydrate
An apple a
day keeps the
doctor away
DRAFT PAGE 2
ALL ABOUT APPLESALL ABOUT APPLES
APPLE NUTRIENT EXPLORATIONSAPPLE NUTRIENT EXPLORATIONS
PREPRE--ASSESSMENT/ANTICIPATORY SETASSESSMENT/ANTICIPATORY SETTeacher says:
We all know that apples are healthy, or good for our bodies. But, why are apples healthy?What nutrients do they have that makes them good for our bodies?
Possible student responses:
Beginner/Early Intermediate:
Vitamins. They have vitamins.
Intermediate:
Apples are good for us because they have vitamins.
Early Advanced/Advanced:
Apples are a healthy food because they contain vitamins, minerals and carbohydrates.
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 asks:
Teacher says:
We have learned a lot about nutrients in apples and how they make ushealthier. Let’s see what you remember about why apples are healthyand which nutrients they contain that makes them healthy (teacher mo-tions towards any charts, visuals etc. generated from the apple lesson).Try to answer in complete sentences just like we practiced during ourlessons.
Teacher refers students to any charts, visuals, etc. that will support theiruse of complete sentences to express themselves. The teacher noteshow much or little support students need to be able to respond usingcomplete 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:
TASTING AND NUTRIENTSTASTING AND NUTRIENTS
NOTE ABOUT TASTINGNOTE ABOUT TASTINGPREPARATIONPREPARATIONIt is best to prepare this tasting ahead of time by slic-
ing apples so that they are ready to serve.
INTRODUCTIONINTRODUCTIONHave students sanitize hands!
Tastings are passed out to students (one slice per student of each variety).
As they are munching, ask students to notice what it tastes like, looks like,sounds like to eat, feels like to touch, and smells like.
Share with their elbow partner.
Ask the students: “Why do you think apples are juicy?” (Apples are juicy be-cause 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 apples provide for our bodies?(Vitamins, minerals, carbohydrates)
Share answers with their elbow partner.
MATERIALS
Hand Sanitizer
Prepped apple slices
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ACTIVITY 1:ACTIVITY 1:
INTRODUCTION TO NUTRIENTSINTRODUCTION TO NUTRIENTS
INTRODUCTIONINTRODUCTIONTell students:
Today we will learn about nutrients in the foods weeat, like apples.
Explain that nutrients are needed for life. They are car-bohydrates, proteins, fats, water, vitamins and miner-als. The body uses nutrients to grow, work, and fix it-self.
DIRECTIONSDIRECTIONS Show Carbohydrate Physical Activity (PA) card.
“Carbohydrates from foods like pasta, bread and applesprovide you body with energy.” Do movement on PAcard and have students practice as well.
Show Fiber PA card. “Fiber is a carbohydrate found in apples, rice and othergrains that helps prevent stomach aches.” Do movement on PA card and havestudents practice as well.
Show Vitamins and Minerals PA card. “Vitamins and minerals help keep our bodyhealthy. Apples have vitamin C which helps us not get sick.” Do movement onPA card and have students practice as well.
Show Water PA card. “Apples contain water which helps us maintain body tem-perature by sweating when we exercise.” Do movement on PA card and havestudents practice as well.
Show Protein PA card. “Protein helps build strong muscles which make youstronger. Apples do not contain protein but eggs, meat and beans do. Make sureto eat those, too!” Do movement on PA card and have students practice as well.
Show Fat PA card. “Fat is stored for long-term energy. Apples do not contain fatbut avocadoes and nuts are a good source of healthy fats. Make sure to eatthese, too! ” Do movement on PA card and have students practice as well.
MATERIALS
PA Cards
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PHYSICAL ACTIVITY:PHYSICAL ACTIVITY:
NUTRIENT STATIONSNUTRIENT STATIONS
DIRECTIONSDIRECTIONS
Count students off into six groups.
Space nutrient exercise cards in alarge circle.
Assign each group to begin at a dif-ferent station. Inform students thatthey will have two minutes at eachstation to complete the assignedtasks.
They must first have a representativeread the card aloud to their group.
Next, the group must complete theactivity described on the card.
When the teacher blows their whis-tle, students will rotate clockwise tothe next card and complete bothsteps (reading and activity).
The activity ends when all groupshave visited each card.
After all rotations are complete, theteacher should prompt studentsabout what they learned about nutri-ents. Consider using a think, pair,share or posing a question to thewhole group to facilitate reflection;perhaps something as simple as,“Why is it important for our health toeat all of the nutrients?”
MATERIALS
Laminated ActivityCards
Whistle (forteacher)
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ACTIVITY 2:ACTIVITY 2:
INFORMATIONAL READINGINFORMATIONAL READING
DIRECTIONSDIRECTIONS
Teacher says: “Earlier we learned different kinds of nu-trients our body needs to stay healthy. Let’s reviewthose nutrients, how they help us stay healthy andwhich foods we can find those nutrients in.”
Review nutrient PA cards from previous activity withstudents.
Also make sure students know the meaning of the fol-lowing key vocabulary from the reading: prevent,maintain, reduce, concentrate, hydrate.
Distribute readings to each student.
After reading first sentence, discuss the meaning of thesaying “An apple a day keeps the doctor away.”
Read document aloud with students, or have them readthe document in pairs.
After reading, guide students through the reading andhave them underline important vocabulary words.
In pairs, have students summarize or paraphrase theinformation provided in each paragraph.
When students have read, underlined vocabulary, sum-marized or paraphrased the information presented, askthem to explain why they think the article was written;in other words, what was the writers objective?
When students appear to have a strong grasp of theideas presented, move on to the writing activity.
MATERIALS
Class set of “AnApple a Day”
AN APPLE A DAYAN APPLE A DAY
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ACTIVITY 4:ACTIVITY 4:
WRITING PROMPTWRITING PROMPT
DIRECTIONSDIRECTIONS Distribute writing prompt handout to each stu-
dent.
Read prompt aloud with class.
Have students Think, Pair, Share about ideas forwhy they should select apples over French fries. Besure to pair ELL students with an appropriate part-ner who will support their learning of English andprovide assistance as needed to complete the activ-ity.
Encourage students to return to the reading as astrategy for gathering information.
Also encourage students to take notes on the side(or back) of their paper in preparation for writing.
Give students about 10-15 minutes of quiet time towrite their paragraphs. During this time theteacher should circulate throughout the room toassist students who need help, or focus those whoare distracted.
As students complete their writing, have themshare what they wrote with an elbow partner, andprovide feedback for one another.
MATERIALS
Class set of writingprompt for “AnApple a Day”
Pencils and pensfor each student
AN APPLE A DAYAN APPLE A DAYAN APPLE A DAY
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ACTIVITY 3ACTIVITY 3
WRITING PROMPT:WRITING PROMPT: AN APPLE A DAYAN APPLE A DAY
EXPECTATIONSEXPECTATIONSWriting expectations for ELLs based on English proficiency level:
Beginner/Early Intermediate:
Write a few simple sentences or a short paragraph. May include somekey vocabulary.
Intermediate:
Write 1-2 paragraphs with more complex sentences which includemost key vocabulary.
Early Advanced/Advanced:
Write a multi-paragraph response which includes most or all key vo-cabulary from the lesson.
HOME CONNECTIONHOME CONNECTIONSend home Harvest of the Month newsletter.
DRAFT PAGE 10
EVALUATION AND STANDARDSEVALUATION AND STANDARDS
CORE CURRICULUM AND HEALTH STANDARDSCORE CURRICULUM AND HEALTH STANDARDSCommon Core, Listening and Speaking Fourth Grade
Comprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own
clearly.
a. Follow agreed-upon rules for discussions and carry out assigned roles.
b. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
c. Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion.
Presentation of Knowledge & Ideas
.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appro-priate facts and relevant descriptive details to support main ideas or themes; speak clearly at an under-standable pace.
Add audio recordings and visual displays to presentations when appropriate to enhance the develop-ment of main ideas or themes.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situationswhere informal discourse is appropriate (e.g., small-group discussion); use formal English when appro-priate to task and situation. (See grade 4 Language standards 1 on pages 20 and 21 for specific expec-tations.)
Evaluation (Evidence shown by student work)
Nutrition Competencies and Health Standards
Students identify and define the six nutrient groups and their functions.
Listening and Speaking
Students recite the functions of the six nutrients.
Reading: Informational Texts
Students can read a Nutrition Facts label.
Writing
Students write the functions of the six nutrients and circle nutrients on the Nutrition Facts label.
Science Standard
Students identify and name plants as a source of food and nutrients for people.
DRAFT PAGE 11
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?”).
DRAFT PAGE 12
COMMON CORE, READING GRADE 4COMMON CORE, READING GRADE 4COMMON CORE, READING GRADE 4Key Ideas and Details
Refer to details and examples in a text when explaining what thetext says explicitly and when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported bykey details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scien-tific, or technical text, including what happened and why, based onspecific information in the text.
Integration of Knowledge and IdeasInterpret information presented visually, orally, or quantitatively(e.g., in charts, graphs, diagrams, timelines, animations, or interactiveelements on Web pages) and explain how the information contrib-utes to an understanding of the text in which it appears.
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.
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COMMON CORE, WRITING GRADE 4COMMON CORE, WRITING GRADE 4COMMON CORE, WRITING GRADE 4Text 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.
DRAFT PAGE 14
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.
DRAFT PAGE 15
CALIFORNIA STATE STANDARDS
Health Education Fourth 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 Fourth 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.
DRAFT PAGE 16
PRESENTED IN PARTNERSHIP WITH:PRESENTED IN PARTNERSHIP WITH:
Carbohydrates supply your body with energy!
Activity:
Run in place for 15 seconds.
Fat is stored for long-term energy!
Activity:
Do 20 jumping jacks.
Protein helps build muscles which make you stronger!
Activity:
Do 10 squats.
Fiber helps prevent stomach aches!
Activity:
Do 15 trunk twists.
Vitamins and Minerals keep our bodies healthy. Iron is one mineral that helps deliver oxygen to all the parts of
your body.
Activity:
Jump as high as you can 15 times, and notice your deep breaths.
Water helps regulate your body
temperature by making you sweat when your body gets too hot.
Stay hydrated by drinking plenty of water!
Activity:
Do 5 pushups and see if you start to sweat.
Informational Reading: “An Apple A Day”
Why does an apple a day keep the doctor away? One
medium apple is an excellent source of nutrients such as
carbohydrates and vitamins. But put down that peeler; the
secret behind the apple is its skin. Eat the skin to get the full
health benefits of apples.
Apples have carbohydrates which supply your body
with energy. One of the carbohydrates they contain is Fiber
which helps prevent stomach aches, maintain energy levels,
reduce cholesterol, and may help to prevent cancer and
heart disease. It’s important to have energy so that we can
focus in school and play games like basketball.
Apples are high in vitamins and minerals which help
keep our bodies healthy. Vitamin C prevents you from
getting sick and helps your teeth and gums stay healthy.
Eating foods high in Vitamin C will keep you from missing
school, and from missing out on the activities you might have
missed if you had been sick.
Apples also contain water, something our bodies need
to stay healthy. Although it is important to drink water, we
also should realize that we get a lot of water in the foods that
we eat. Drinking water and eating foods that contain a lot of
water helps our bodies fight illness, helps us concentrate,
and keeps us hydrated!
Writing Prompt for “An Apple A Day” Imagine you are in the lunch line at school. On the menu you have a choice of a side of a whole apple or some French fries. Your best friend is in front of you in line and you notice that they put the fries on their plate instead of the apple. When it’s your turn, you choose the apple. When you get to your table your friend asks you why you chose the apple when French fries taste so much better. What would you tell your friend about your choice? Write at least one paragraph explaining why you think the apple is a better choice. You may use examples from the reading, but you may also choose to include your own personal examples as well. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name:______________________ Date:_______________________