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“Apple of My Eye”

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|8 If I travelled around the country planting whatever I wanted, I’d choose to plant… |

|Johnny Appleseed by Eva Moore, pictures by Beatrice Darwin. [Scholastic] This book might be OOP now as it was printed back in 1970, but it's worth it to find it|

|because it focuses on his faith and his desire to be a missionary preacher that led him westward. |

|JOHNNY APPLESEED by Steven Kellog |

|Johnny Appleseed Day - March 11 |

|Johnny Appleseed's Birthday - September 26, 1774 |

| - Johnny Appleseed G3 class |

| - 4pp |

|Write a short biographical sketch of Johnny Appleseed. Write a first person monologue pretending to be Johnny Appleseed. Use a few props and tell about yourself.|

|Skit. |

|Find out where Johnny Appleseed travelled. Mark his travels on a map. |

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|Johnny Appleseed - |

|consumers/kids/legend.shtml - johnny appleseed |

|9 Use a Bible Concordance to find references to apples in the Bible. |

|What is an adage or proverb? Write some in your journal. Talk about what they mean. Are they true? Why do you think it is a "saying?" Make up some of your own. |

|* An apple a day keeps the doctor away. |

|* He's a bad apple. |

|*One bad apple will spoil the bunch. |

|* A word fitly spoken is like apples of gold in settings of silver. |

|* You're the apple of my eye. |

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|14 Learn and label the parts of the apple. |

|15 Estimate how many seeds are in an apple. Cut it open and count them. After counting the seeds in several apples, what is the "average" number of seeds per |

|apple? |

|16 Find out what climate, soil, water, etc. is needed for good apples. |

|What kind of weather conditions make for the "perfect" apple? |

|Botany: What other flowers, trees and/or fruit belong to the same family as the apple? |

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|Look in your refrigerator for some foods that might have seeds in them. Look at the different seeds and compare how they grow, how many seeds are in the fruit, |

|and how different they look. You could also do this by looking in seed catalogs or in books from the library. |

|Here are some questions to ask to compare the seeds that you found: |

|1. Are the seeds visible without cutting into the food? |

|2. Which of the foods have seeds inside? |

|3. What colour are the seeds? |

|4. What shape are the seeds? |

|5. What do the seeds feel like? |

|6. What size are the seeds? |

|7. Do you think that the size of the seed determines the size of the plant or fruit? |

|Here’s a fun activity. Gather various seeds from different foods (i.e., apple seed, green bean, orange pip, pumpkin seed, etc.). You need to know which seed came|

|from which food. See if other people can identify the food that a seed came from? |

|17 Biology: Learn about the life cycle of an apple tree. Draw a diagram for your notebook. |

|Do you know what a fruit is? If you said something like a cherry, an apple, or an orange you were correct. But scientists have a little different definition of |

|fruit than that. Scientists that study plants are called botanists. Botanists think that a peanut, green bean, and tomatoes are fruits as well. Fruits are |

|usually those parts of the plants that package the seed in some way. |

|Pruning |

|Pruning gets the trees ready for the next fruit growing season. Wood is removed to manage the tree's crop load and ensure leaves and fruit get lots of light |

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|Blossom |

|Apple trees bloom in the spring. The flowers are pollinated and grow into apples. Good weather during blossom time is important for a quality crop. |

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|Frost Watch |

|Growers sometimes have to protect their orchards from cold spring weather. Huge fans mounted on towers are used to create an inversion, raising the orchard's |

|temperature. If it gets too cold, flowers, fruit buds and trees can die. |

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|Thinning |

|When the apples grow to the size of a golf ball, orchard workers thin them by hand. Small, misshapen fruit is removed and the best apples are left to mature. |

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|Harvest |

|All Washington apples are picked by hand. Fruit is carefully placed in bags slung on workers' shoulders. The bags are gently dumped into large wooden bins. |

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|Warehouse |

|Bins full of apples are hauled to a warehouse where they're placed in storage. Horticulturists carefully monitor the refrigerated rooms to make sure the apples |

|stay cold and crunchy. |

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|Packing |

|Apples are sorted for color, size and quality before they're shipped to grocery stores. They're carefully packed in boxes and placed on pallets. |

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|Shipping |

|Packed Washington apples are sold to grocery stores and restaurants around the world. They travel in refrigerated trucks, railcars and ships. |

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|To your store |

|Most people buy their Washington apples in grocery stores. Your supermarket may stock as many as nine varieties grown in Washington state. |

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|To your home |

|Keep apples in your refrigerator at home. They'll stay crisp, and you'll have a tasty nutritious snack when you need one. |

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|ReferenceCenter/Encyclopedia/Apples/apple_history.jsp |

|Have your students visit a web site with weekly photographs and an apple tree's development throughout the spring season. Students can then make their own book |

|depicting how the seasons affect the growth of an apple tree.  |

|The tree is full of apples. The tree is bare and empty. |

|The tree is full of flowers. The tree is full of green leaves. |

| - create own apple book |

| - dormant apr/oct |

| - tight cluster may/nov |

| - king fruit stage june/dec |

|Illustrate seasons is to draw what an apple tree would look like in each season. Draw a tree trunk with its branches on four sheets of paper. Use q-tips to dot |

|on buds on one tree for spring time, finger dots of green on one tree for summer, finger dots of orange, red, and yellow on one tree for fall and finger dots of |

|white on the last tree for winter.  |

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|19 Chemistry: What causes an apple to turn brown once it has been peeled? Why will lemon juice or ascorbic acid stop the browning? |

| - oxidation [halfway down] |

|20 Maths: Learn the word "circumference". Measure the circumference of different apple varieties. |

|21 Practice graphing skills. This can be set up to measure any number of apple related things. Take a survey of favourite apples and graph them. More advanced |

|students could graph the number of apples and/or cost per pound of different varieties. |

|Younger children can practice lining up apples from smallest to largest. |

|22 Adjectives: Define adjective for the student. Then, select an apple of any variety. Have the student use as many senses as possible to make observations about|

|the apple. List as many adjectives as possible describing the apple. Save the list. |

|Have an apple-tasting party. invite guests to sample and critique various kinds of apples |

|Dole 5 A Day: Information and pictures on different kinds of apples. |

|Apple photos: |

| - varieties with pictures |

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|consumers/applebits/eater.shtml - types |

|23 MICHIGAN APPLES--all kinds of worksheets and ideas. |

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| - healthy/index.html |

|24 What is your favourite fruit? Do you eat fruit every day? |

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|Continuing with adjective list, write a poem about apples. Try to use some of the words. Younger children can practice rhyming words. |

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|26 Practice following directions by making a recipe with apples. |

|Try various apple recipes...baked apples, raw apples, dried apples, apple pie, apple cider. |

| (Scroll down and check out the apple recipes.  I'd also suggest checking out other sections of this site and looking |

|for themes you're interested in!) |

|Which Apple to Use? |

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|Variety |

|Fresh |

|Salads |

|Pies |

|Baked |

|Sauce |

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|Red Delicious |

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|Jonathan |

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|Cortland/Redcort |

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|Golden Delicious |

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|McIntosh |

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|Ida Red |

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|Rome |

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|Northern Spy |

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|Empire |

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|Paula Red |

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|Stayman/Winesap |

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|Gala |

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|Jonagold |

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|Fuji |

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|Braeburn |

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|Ginger Gold |

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|Spartan |

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|Honeycrisp |

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|Jonamac |

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|Crispin/Mutsu |

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|[perfect apple] |

|27 Make apple prints. Cut apples in various shapes--1/4's and 1/2 (both directions). Dip in paint and press onto paper. Use some of the apple seeds to decorate |

|the page. |

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|28 HOW TO MAKE AN APPLE PIE AND SEE THE WORLD by Marjorie Priceman |

|Find out where apples are grown. |

|Using an encyclopaedia, find out the origin of the apple. Is it native to the US? What other countries grow it? |

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|29 Design, layout, complete lapbook |

|What do you remember most about this study on Apples and God’s Protection? |

Visit a real apple orchard and pick apples!! You can visit several orchards with web sites! 

Websites for UNIT STUDIES:











grower/tostore.html -

- teachers page etc

-History, pictures, games, coloring pages, recipes, nutrition information.

- teachers

ed.html

enza.co.nz/templates/Page.aspx?id=413 NZ facts

> urbanext.uiuc.edu/apples/education.html

- reading, maths, printables

perfectapple - all sorts, go to the ‘home’ and check out rest of site. Aimed for children. FAQs.





Funschooling – unit - Karen Caroe

> search “apples”

consumers/kids/index.shtml - also colouring

READING: [not already mentioned]

3 in 1 (A Picture of God) by Joanne Marxhausen and illustrated by Benjamin Marxhausen. This book explains the Trinity by using an apple and it does an absolutely fantastic job!



CRAFT, ACTIVITIES:



Apple print-outs and info:

Activities/applecolor.htm - apple color page

Apple coloring pages:

Apple crafts, songs, activities, and recipes:



MATHS, SCIENCES:

Newton’s Apple – gravity

perfectapple/science.html

[pic]

Title - Travelling Apples

By - Dana L. Craig

Primary Subject - Social Studies

Secondary Subjects - Language Arts

Grade Level - First - second grades

I. Concepts to be taught:

·Map Skills

·Transportation

II. Behavioural Objectives:

·The student will be able to locate the United States and New Zealand on the map and the globe.

·The student will be able to identify, describe and illustrate which types of transportation are best suited between the United States and New Zealand.

III. Materials/ Media Needed:

·Brae burn, Fuji, Southern Rose Apples from New Zealand. These apples can be found in large chain grocery stores in late September and early October. (Keep one of each kept whole to pass around and one of each to cut into chunks.)

·World Map

·Globe

·Writing and Drawing Paper

IV. Teaching/ Learning Procedure:

-Motivation

·Ask the children:

1.) "Do you remember where the apples came from that we tasted last week? (We discussed they were from Washington State)

2.) "Do you know what country Washington is in?" (Children will answer United States)

V. Instructional Strategy

·Say to the children:

"Last week we tasted apples that were from the United States, but today I have some special apples that came from far, far away. These apples are from an island country called New Zealand. New Zealand is very close to another island country that we just learned about- Can anyone remember what the name of that country is?" (Australia) "Can someone find New Zealand on the map?"(Any volunteer) "On the globe?" (Another volunteer) "If the apple pickers way down in New Zealand wanted to send the apples they grew to the United States how could they get them here?" (Listen for answers and record them all on the board. Review each answer and ask the children to decide if that would be an appropriate form of transportation from New Zealand to the U.S.) "These are the apples that travelled here from New Zealand, I am going to pass them around so that you can feel how they are similar and how they are different from the apples we grow in the United States. I also have a few cut up into pieces that I would like for you to taste. Once you have tasted the apple, I would like for you to decide which you like the best and write a story about how the apple travelled to the United States. (Write the names of each of the apples on the board.) Look closely at the map or globe and decide which direction would be the best to travel to reach the United States as quickly as possible. Think about things that may have happened along the way and write me a detailed story about the adventures of your travelling apple!"

-Closure

·Sharing

Have the children share their stories and pictures with the class and mount onto a sheet of construction paper, laminate and bind into a class book.

VI. Evaluation:

The evaluation will involve the student’s ability to perform the activity and demonstrate concept. Teacher observation and guidance as well as review of the child’s completed story will also be used to evaluate the success of the lesson.

VII. Professional Reflection:

This lesson went very well and I felt that it went smoothly. The next time I teach this lesson, I will allow more time for the tasting portion of the lesson and separate it more from the writing portion. Today we were very pressed for time so I had to continue passing out apple pieces for the students to taste as they were beginning their stories. The only real problem that I had was keeping the children on task. A few of them wanted to draw the pictures before writing their story, which caused them to have incomplete stories. This lesson introduced the children to a common U.S. product that is also produced in another country. I feel that this lesson accomplished what I hoped for in getting them to locate countries on the map and determining appropriate transportation to and from that location depending on the geography and features of the country.



Unit Studies work like this:

You pick a topic, say, APPLES. We will cover APPLES for three weeks (example!).

in week one, we read Ten Apples Up on Top, for the younger children. We then do APPLE math, with a bag of small APPLES. Add to ten, subtract from ten, make sets of equal numbers....then, the older children have Life skills/science, peeling and coring the apples, slicing them, boiling water, measuring water, sugar, cinnamon, discussing kitchen safety, cooking rules, temperature of boiling water, changes in the  APPLE as it cooks...steam, evaporation, etc (see how easily this works??). 

In week two, we can discuss the benefits of fruit in the nutritional chart, how APPLES grow, dissect the APPLE seeds, plant the APPLE seeds and document the growth, discuss what is needed for growth....

Week three? We can discuss Folklore and read Johnny Appleseed. For art, we can learn about printing, slicing apples in half, dipping in paint and stamping onto paper. The older children write a story about APPLES, we slice the APPLE and do division, fractions, we explore how many products have apples in them, other uses for apples, etc....each child has individual things they may do that are on their level, some activities are for simply helping or watching by younger or older children, but everyone learns!

In order to put this type of study together, I get to have some  fun! I usually take a late night, or a quiet afternoon and sit down at the computer with an idea for a topic or two. I search several items-"lessons on apples", "apple unit, themes" "apples" "apple recipes" "science with apples" "apple stories, poems, songs", "apples in industry" "apple history", "apple crafts"...and check out the best.

When I find an idea, craft, worksheet, lesson, activity, fact, I simply open up NOTEPAD on my computer, title it "APPLE UNIT IDEAS" and save it to a homeschool file in My docs. I then begin to copy and paste any and all ideas, etc, that interest me, web URLs (addresses)...if I find worksheets, coloring pages, diagrams or graphs, I save them to a file marked APPLES, in the same folder, and move the NOTEPAD file to there as well. I go on and on, making notes, saving things, until I feel I have more then enough.

I then check out my  RESOURCES, which includes anything in our schoolroom: flashcards, National Geo Mags, My file folder, craft supplies, books, workbooks, games. maps, videos, CDs, software, etc....and note them as well, under "RESOURCES" on my " hard copy" OUTLINE. I note which child may benefit best from the resource, etc. I then write down my objectives, which is what I hope to accomplish by the end of the unit: "Children should recognize the difference between an apple and orange. Children should be able to explain process for growing apples. Children should be able to demonstrate safe kitchen skills and ability to read and follow recipes." etc...if a trip to the library is still needed, I schedule it on my planner and go. I am then ready to plan!

Planning is easy, once all the research and notes are in place. I usually open my NOTEPAD file and read over the ideas and activities I have saved, editing as needed, sometimes I create a whole new file, and save the original ideas for future use. I print it out, and put it into my Unit Study section of my NOTEBOOK. In front of it, I put my OUTLINE, which includes my objectives, resources, and dates for the lessons. I break down my unit into lessons-a six week unit, two three lessons a week, 15 lessons needed, give or take a few....then I look over my notes and resources and see how things should be taught, usually there is a general flow of how to present info. I break out activities into lessons, check to be sure to cover all objective material. I always find a way to add in as many subjects as possible. There is always a way to add art and music, it just needs to be considered carefully. In our Rainforest Unit, we made rainsticks, did face painting, and created an entire forest of exotic animals on our kitchen walls. We listened to CDs of tribal music and had a great time!

Unit Studies can be as simple or as complex as you wish. We do mini units in the summertime, like gardening and plants, and birds and habitats. They can be a few days long, or stretch over weeks and months and touch on many subjects. Other resources to consider when building unit studies are co-op classes, experiments, fieldtrips, museums, sporting and entertainment events, talks/interviews with family, community people, etc. The resources are endless and so are the possibilities!



Apple Exploration!

Grade Level(s): K, 1-2

Submitted by: Jan Formisano, 2nd Grade Teacher Find several centre station activities for a theme on apples and Johnny Appleseed

Materials:

stories about Johnny Appleseed - Book by Steven Kellogg, Johnny Appleseed, A Tall Tale

Tasting Station :

apples - 5 different kinds, cut up into small sections for eating

Chart Paper set up and ready to graph apple favorites

Applesauce Making Station:

Apples for cutting up into applesauce

measuring spoons and cups

large bowls for mixing

knives and apple peelers

cinnamon, butter, sugar, vanilla, water

crock pots to put it all in.

Spoons and small bowls for distributing the cooked applesauce later.

Plenty of parents to help with supervising this and other tables!

Apple Treat Tasting Station:

Apple pastries, cookies, Apple Juice, donuts, apple chips, etc. provided by parents.

You need cups, napkins, maybe spoons or forks.

Reading Station:

Small copies of a child level book about Johnny Appleseed - Prepare discussion questions in advance

Apple Printing Station:

Red and green and white poster paint

butcher paper or white paper

sponges for cleanup

apples cut into various shapes for printing

brushes

trays to pour paint into

newspaper to put under it all!

Drying racks to place wet pictures

Plan:

Happy Birthday Johnny Appleseed!

This is a Center Day Activity which I have used successfully to reinforce and add to our Johnny Appleseed Day Celebration. It is especially good because it integrates many other curriculum areas together, math, art, science, social studies, nutrition, language arts, etc.

First I read the story by Steven Kellogg entitled, Johnny Appleseed, A Tall Tale, which is linked to our fairy tales and tall tales unit. After reading the story we talk about Johnny Appleseed and that he was a real person but that the tales about him may have become more fictional as time has gone by. I often read other stories about Johnny and we compare information, often using a chart. I show them a map and where Johnny Appleseed traveled and we talk about his importance.

The children are then divided up into small groups and assigned a station. They rotate every 15 minutes or so. This is a Center Activity and takes about an hour and a half. I have previously set up 5 stations.

The first is the Apple Printing Station, the art station where children used different apple shapes and red and green print and paper to create lovely stamped apple designs. They can save it for wrapping paper or frame it with a border, or even turn it into a card.

The second station is the Apple Tasting Station where we compare 5 different types of apples for taste - sour - tart - sweet , etc. and the kids graph there favorite apple on a large class graph which we discuss and do "math talk" when the chart is complete.

The third station is the Reading Station where the children do a guided reading activity using small copies of a Johnny Appleseed book. They then talk out discussion questions with an adult leading the discussion.

The fourth station is the Applesauce Making Station. Here the kids cut up apples, measure cinnamon, butter, sugar, water and vanilla and make applesauce in a crock pot. The applesauce needs a good 3-4 hours to cook in the crock pots so start early! It is very tasty and the kids love it!

The fifth station is the Treat Station which the parents usually provide treats for. They are asked to send in any kind of apple treat - juice, pastries, apple chips, apple candy, apple butter, etc. and the kids get to taste and snack on it. Have plenty as all kids love this station!

You could also create a 6th station for this - perhaps a Math Station where the kids work on all kinds of math word problems with an apple theme. A science station could be created where the kids plant the apple seeds from the apples. Social Studies station could trace the states that Johnny Appleseed went to and planted and mark it on a U.S. map. Stories could be compared and contrasted and see which are fact and which are fictional stories about Johnny Appleseed Lots of ways to integrate this and to bring it up or down a level. I feel this is probably good for First through Fourth Grades depending how you change it. Hope you find this fun and interesting. It's a great September Unit to do.

Comments:

This is a good Station Activity which keeps the kids actively involved in their learning and excited. It targets an area they enjoy - food - and art and they learn so much in such a fun environment. Enjoy!

also check out : Themes > apples

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