Table of Contents - American Culinary Federation · Table of Contents I. Grades K-2 ......

Content prepared by Erica Moyers for American Culinary Federation Education Foundation’s Chef & Child program. Content can be adapted, but proper credit should be given.

Table of Contents

I. Grades K-2 A. Reading B. Writing C. Math D. Science E. Social Studies F. Helpful Hints G. K-2 Appendix

II. Grades 3-5 A. Reading B. Writing C. Math D. Science E. History F. Helpful Hints G. 3-5 Appendix

III. Grades 6-8 A. Literature B. Writing C. Math D. Science E. History F. Helpful Hints G. 6-8 Appendix

IV. References


Lesson Plan Kindergarten through Second

Grade Packet


K-2 Reading Common Core Standards:

CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Objective: Students will understand story, so that when prompted, students can recount experiences related to the story. Materials:

• Bad Apple: A Tale of Friendship By Edward Hemingway Summary: Before: Access Prior Knowledge: Have you ever been called names that made you feel bad or sad? Well, so has Mac. We’re going to read a story about how he handled it. While we’re reading, I want you to ask yourself if you think he did the right thing and be able to tell me why you think that. During: Turn and talk: Choose stopping points for students to turn and talk to friends about what is happening in the book. Ask them to make predictions. Use this to gauge understanding by listening to their discussions. After: Have students talk about whether Mac did the right thing? Ask what he should have done if they think he was wrong. Who felt badly for the characters? Then, ask them to make text-to-self connections. What has happened to them? How did it make them feel? What should they do if they feel bullied? Tailor questions to your class, based on issues within your classroom. Accommodations: ESE: For this, it is imperative for you to create an atmosphere where students are comfortable talking. Read slowly and use lots of praise and encouragement. If necessary, talk to students separately. ESOL: Use cards that help students understand and help them communicate. I suggest providing entire class with cards to express different feelings from the story: sadness, happiness, or angry.


K-2 Writing Common Core Standards:

CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Objective: Students will understand descriptive writing, so that when given writing paper or graphic organizer worksheets, students will describe an apple well enough that the teacher can draw it on the board while they share. Materials:

• Paper or graphic organizer worksheet (graphic organizer) • Pencil • Marker board/markers

Summary:

Mini Lesson: (10 minutes) Talk about adjectives (describing words) and descriptive writing. Descriptive writing draws a picture in the mind. Brainstorm: (5 minutes) Write down everything you know about what an apple looks like. Writing: (15 minutes) In sentences or on worksheet (grade/teacher’s choice), describe an apple. Remember to be very specific. Share: (5 minutes) Have students share their writing, drawing what they describe on the board. Conclusion: What is an adjective? What is descriptive writing? Why should you be specific when writing descriptively?

Accommodations:

ESE: Allow extended time for brainstorm and writing. Have one-on-one conference to talk about and help student with writing. Provide materials to help student succeed (pencil grips, larger lined paper, etc.).

ESOL: Differentiate your expectations. If they are in the pre-productive stage, their writing will be minimal. If it is for a grade, have your rubric explain exactly what you expect from the student. Allow extended time. Work one-on-one with student. Provide student with translating device or book to aid writing.


K-2 Math Common Core Standards: CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1 CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Objective: Students will analyze apple graphs, so that when given apples, chart paper, markers, and a class students will (K) classify and count best tasting apple color, (1) answer questions about the data that they collected about apples, (2) create a bar graph and answer word problems about their graph. Materials:

• Apples (red, yellow, and green) • Chart paper • Markers • Worksheet (appendix) • pencil

Summary:

Hook: Have slices of red, green, and yellow apples for children to try, polling which one they like the best. (Worksheet – appendix)

• Use data to create a graph of the best tasting apples (by color) as a class. 1. K – Have students answer counting questions. 2. 1 – Students answer questions about graph, answering simple

questions, such as which color is the most like least liked? Why? 3. 2 – Hand out worksheets, having students answer problems about the

graph (appendix). • Discuss graphs. Why do we have them? Why would you rather have a graph rather than a

list of numbers? Accommodations:

ESE: Allow extra time. Work one-on-one. Pair with higher leveled student. Allow to draw rather than explain, if necessary. ESOL: Allow extra time. Pair with higher leveled student. Work one on one. Allow to draw rather than explain in words, if necessary.


K-2 Science Common Core Standards: CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Objective: K-1: Students will understand important details in a text, so that when given a worksheet, student will correctly identify parts of an apple or apple life cycle. 2: Students will analyze text features, so that when given a non-fiction text and a worksheet, student will correctly fill out worksheet. Materials:

• The Life Cycle of an Apple Tree by Linda Taliaferro

• Chart paper (KWL)

• Markers • Worksheets (appendix)

Summary: • KWL: What do you know about apples? What do you want to know? • Today, we are going to read about apples and learn as much as we can about them. • Read book, highlighting information about the life cycle of an apple, as well as the parts of an

apple. For second graders, focus on the text features (headings, subheadings, glossary, table of contents, etc).

• Discuss what you have learned about apples. Where did you find the information? What can we do with the information?

• Use worksheets to assess understanding.

Accommodations: ESE: Work with student one-on-one. Allow extra time. ESOL: Pair with higher leveled students. Provide a method of translation. Work with student one-on-one. Allow student to draw, if necessary. Have key vocabulary on cards with pictures. Allow extra time if necessary.


K-2 Social Studies Common Core Standards: CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Objective: Students will understand the story of Johnny Appleseed, so that when given a worksheet and pencil, students can connect information in a text. Materials:

• Johnny Appleseed by Jane Kurtz (or any other grade appropriate Johnny Appleseed story)

• Worksheet ( appendix)

Summary: • Hook: Walk into classroom with a pot on your head, and barefoot, if appropriate for

your school. • Access prior knowledge: Does anyone know who dressed like this? What else do we

know about Johnny Appleseed? • Read Johnny Appleseed story. Model making inter-textual connections. Ask students to

do this as well. • Guide students through the worksheet, helping them to make connections between two

events.

Accommodations:

ESE: Allow extra time for writing. Work with student one-on-one. Stay nearby to assist if necessary. ESOL: Work with student one-on-one and allow student to write for their level of English proficiency. Provide materials for translation help.


Helpful Hints

Included are several hints that should encourage students to eat healthy foods (apples), both in classroom and at home.

• Be an example. Let students see you eating healthy foods, such as apples, and they may mimic your eating habits.

• Send home a newsletter/note encouraging parents to be positive examples and use apples in their home menus. Involve parents in a lesson if possible.

• Create an incentive system. Some possible systems are: Astounding Apples Club – (adjust name for your classroom) – Students

who have tried the apples become part of this club that gets a special reward. (Student seat swap, 5 extra minutes of computer time, or special pencil.)

o Possible second reward – parent signed slip stating that student ate apples (in some form) at home.

Any who tries the apples receives an apple sticker that says, “I tried an apple today.”

Drawing – any time you have seen or have proof that someone ate apple, place their name in a box. At the end of the week, draw 3 names for a lunch bunch crew. (Eat with teacher; eat in classroom with short movie; etc.)

• Invite visitors, such as chefs or gardeners to speak with the class and possibly complete an activity with them.

• Use a felt board or another strategy to help students create their own menu.

• Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience. • Other ideas will be included in the fun activities page.


K-2 Appendix

A. Graphic Organizer (can be converted to a foldable) – Writing lesson

B. Voting Ballot – Favorite Apple C. Math worksheet – K-1st D. Math worksheet – 2nd E. Parts of an Apple Worksheet F. Nonfiction text features Worksheet G. Connections in Johnny Appleseed


Name: Looks like… Sounds like… Feels like… Smells like… Tastes like…


Name: __________________________ Cast your vote. Which is the best tasting apple? Green Red

Yellow

Name: __________________________

Cast your vote.

Which is the best tasting apple? Green Red

Yellow


Name: 1. Which color apple did the

most class members like? a. Red b. Yellow c. Green

2. Which color apple did the least class members like?

a. Red b. Yellow c. Green

3. How many liked red apples best? _____

4. How many liked green apples best? ____

5. How many liked yellow apples best? ____


Name: 1. Order the apples from most

liked to least liked. a. ____________ b. ____________ c. ____________

2. What is the difference between the most liked apples and the least liked apples? ___________________________

3. How many red and green apples are there? ___________

4. How many apples are there altogether? _______________

5. There are more/less red apples than green and yellow apples. How much more/less? _________


Name: The Parts of an Apple

Cut labels out and glue them in the correct spot. Leaves Stem Seeds Flesh Core Stem


Name: ____________________________________

____ 1. Which text feature provides definitions?

____ 2. Which text feature tells you where you will find a chapter in the book?

3. What did you learn from the pictures in the book? __________________________________________________________________________________________________________________________________________________________________________

4. What was the title? __________________________________________________________

5. Was this a fiction or non-fiction book? _________________________________________

6. List three things you learned in this book?

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

7. Why does the author highlight a word in a text?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. What is one thing that you still want to know about apples?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


Name: _______________________________________________________________________________

The author wrote these two events into the story to show that ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

One thing that happened in the Johnny Appleseed story is…

Another thing that happened in the Johnny Appleseed story is…


Lesson Plan

Third through Fifth Grade Packet


3-5 Reading Common Core Standards: CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy .RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Objective: Students can analyze characters in a story, so that when given a worksheet and a pencil, the student will accurately describe characters, citing events to back up their claims. Materials:

• Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains by Deborah Hopkinson

• Worksheet (appendix) • Pencil

Summary:

• Hook: (possible) Play Oregon Trail as a class. • Discuss title, sticking on slightly true. What could that mean? Why would the author call it

that? • Read story, stopping periodically discuss characters and how they react to different events in

the story. What are their goals? How do you know? • Discuss characters, filling out graphic organizer about two characters. Make sure students tell

where they found their answers (ate apples before walking to the store, for example). • EXTENSION: Have students write a paragraph comparing and contrasting two characters.

Accommodations:

ESE: Be cognizant of wait time during class discussions. Allow extra time for work. Work with student one-on-one.

ESOL: Be particularly cognizant of wait time. Allow extra time. Work with student one-on-one. Re-word questions to fit the students’ language proficiency. Use picture cards to aid in vocabulary comprehension. Provide background information (time period in America) when necessary.


3-5 Writing Common Core Standards:

Objective: Materials:

• Snow White • Snow White and the Seven Dwarfs

(Choose any 2 Snow White stories if you don’t like these two)

Summary: • Mini Lesson: (may need to stretch this out and have some extra time) Stories are short due to

time constraints. Read both versions of the story. • Brainstorm: Make a list of things that are similar and a list of differences between the two

stories. • Writing: Write a short essay, comparing and contrasting the stories. Ask them to consider

whether there would be more stories out there that were similar but different (Grimm). • Share: Students share observations and writing. • Conclusion: Discuss how fairy tales are very different between different versions. Challenge

students to extension. • EXTENSION: Find other versions of Snow White and compare it to the ones you already have.

Are there always a stepmother, an apple, or seven dwarves?

Accommodations:

ESE: Provide extra time. Work with student one-on-one.

ESOL: Create a differentiated rubric, based on language proficiency level. Provide extra time to work. Work with student one-on-one.


3-5 Math For some ages, this may be a way to review before delving into fractions.

Common Core Standards: CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Objective: Students will understand fractions so that when given 3 apple halves and 3 fractions, students will accurately show the fraction by cutting the apple Materials:

• Apples halved (so that students can use plastic knives)

• Plastic knives and napkins

• Fraction index cards • Apple Fractions by Jerry Pelotta

Summary:

• Hook: Hand out apple halves, knives, and napkins. Have students predict what they will be doing with them.

• Read Apple Fractions. • Explain goal and hand out fraction index cards. As students cut, evaluate their understanding of

fractions (equal parts, numerator vs. denominator). • Allow students to eat their apples.

Accommodations:

ESE: Provide ample time for them to work through problems. Work with student one-on-one. If they struggle with dexterity, help as needed. ESOL: Provide ample time for them to work through problems. Have picture card to explain instructions. Work with students one-on-one.


3-5 Science Common Core Standards: CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Objective: Students will evaluate apples, so that when given the materials below, students will decide which apple deserves to win the award of “BEST APPLE” Materials:

• Pencils • 4 Apples per group (Walmart, Target,

Publix, Winn-Dixie) • Observations Chart • Paper • Scale

Summary: • Hook: Mystery Box holding materials at each desk with do not touch written on box. • Discuss vocabulary and how to calculate an apple’s mass. Show students how to use scale. • Students work in groups to make observations about the apples. Once the groups have filled

out their charts (each student fills out their own chart), groups separate and individual students decide which apple deserves to win.

• Students write a short essay telling which one should win the award and why they believe that using the vocabulary from the chart.

• Discuss what makes one apple better than another. Students may disagree on what is most important, but their reasoning should be sound.

• EXTENSION: Best in class (decide by analyzing the whole group).

Accommodations:

ESE: Work with student one-on-one. Allow extra time and extra wait time for writing and working through observations. Choose group carefully. ESOL: Work with student one-on-one. Allow extra time and extra wait time for writing and working through observations. Have picture cards to aid in vocabulary comprehension. Choose group carefully.


3-5 Social Studies Common Core Standards: CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Objective: Students will understand the struggles of immigrants, so that when given paper and pencil, students will relate how they would feel after moving to a new country. Materials:

• One Green Apple by Eve Bunting • Paper • Pencil

Summary:

• Hook: Walk into the classroom speaking gibberish (or another language if you know one). Give instructions in language and proceed to pretend to read the book. Ignore any protest that students don’t understand you. *If you have an ELL, maybe you can ask them to begin teaching the class.

• How did you feel as I came in? Expand on how they tried to figure out what was going on. What did they do to try to understand what you wanted them to do? Transition to story.

• Read One Green Apple, focusing on the main idea of feeling out of place. Have students turn and talk. Have they ever felt like this, known someone like this? Would they like to feel like this girl?

• Send students to seat, writing prompt on board. Imagine you are visiting a new country where they do not speak English. Tell me what happens, how you feel, and whether you want to stay there or come home.

• Have students share their stories, discussing how immigrants often feel out of place. How can we help them feel more comfortable?

Accommodations:

ESE: Allow extra time and work with students one-on-one. ESOL: Allow extra time. Work with student one-on-one. Allow them to tell about their own experiences.


Helpful Hints

Included are several hints that should encourage students to eat healthy foods (apples), both in classroom or at home.



• Create an incentive system. Some possible systems are: Astounding Apples Club – (adjust name for your classroom) - Students

who have tried the apples become part of this club that gets a special reward. (Student seat swap, 5 extra minutes of computer time, or special pencil.)

o Possible second reward – parent signed slip stating that student ate apples (in some form) at home.

Drawing – any time you have seen or have proof that someone ate apples, place their name in a box. At the end of the week, draw 3 names for a lunch bunch crew. (Eat with teacher; eat in classroom with short movie; etc.)

• Invite visitors, such as chefs or gardeners to speak with the class and possibly complete an activity with them.

• Use a felt board or another strategy to help students create their own menu.

• Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience. • Other ideas will be included in the fun activities page.


3-5 Appendix

A. Character Graphic Organizer

B. Science Observations Sheet


Name: ____________________________________________________________________

Apple Taste *This one should be completed last.

Luster Texture Mass Shape

Wal-Mart

Target

Publix

Winn-Dixie


Lesson Plan Sixth through Seventh

Grade Packet


6-8 Reading Common Core Standards: CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Objective: Students will analyze texts, so that when given several texts on one topic, students will finish the graphic organizer by citing with textual evidence. Materials:

• Graphic organizer (appendix) • Access to computer • Access to library

Summary:

• Hook: Brittney Spears just quit her tour to become a pre-school teaching aide. (or some other equally ridiculous story about a celebrity, probably better to use Selena Gomez, Miley Cyrus, or Bieber) This should spark a short conversation about if this true or not.

• Access Prior Knowledge: Can we believe everything we hear? How do we differentiate when something is true or false?

• Johnny Appleseed was once somewhat of a celebrity. People told stories about him, both far and wide. Some were true. Some were exaggerated and some were downright false.

• We are going to be doing a project for writing soon, so today we’re going to be gathering as much information as possible, reading stories and classifying information.

• As you read the books, write in your graphic organizer telling us if you believe the story is true, exaggerated, or false. Remember to include the book and page # or website, so you know where to find the information again.

• This should lead straight into the writing project.

Accommodations:

ESE: Work with student one-on-one. Partner students if desired. Allow extra time for work.

ESOL: Work with student one-on-one. Partner students if desired. Allow extra time for work. Have picture vocabulary or vocabulary glossary for students.


6-8 Writing Common Core Standards: CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

Objective: Students will create an argument, so that when given a prompt, the student will clearly state the argument and support claims with three clear reasons, citing evidence. Materials:

• Complete graphic organizer (from writing lesson

• paper • pencil • resources from research (reading

lesson)

• computer access (if using Microsoft Word)

• Index cards (true, untrue, exaggerated), enough for class.

• Rubric

Summary:

• Review reading lesson. • Discuss the differences between true, exaggerated, and untrue. Discuss how you could

determine that. • Hand out index cards. Whichever card student receives will be what they are arguing. Prompt

them to write an essay proving that a Johnny Appleseed story is true, untrue, or exaggerated. • Allow students time to work through this project, walking through the writing process. • Conclude by bringing the topic back into the real world. How could we use this skill in real life?

Can we believe everything we see in the media, Facebook, twitter, or even just the internet? Why?

Accommodations:

ESE: Differentiate rubric. Allow extra time. Conference one-on-one with student often.

ESOL: Differentiate rubric. Allow extra time. Conference one-on-one with student often. Provide dictionary or other translation device.


6-8 Math Common Core Standards: CCSS.Math.Content.6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. CCSS.Math.Content.8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Objective: Students will analyze data, so that when given a data set, students will construct scatter plots and calculate the variability. Materials:

• Graph paper • Pencil • Notebook paper • Marker board • Markers • Apples

• Oranges • Lemons • Measuring tape • 3 colored pencils of different colors

Summary:

• Discuss how we find data sets, and that we can record data about pretty much anything. • Place five apples, lemons, and oranges with each group, along with measuring tape. Have

students measure them in height (x axis) and width (y axis). Students record their findings on the graph, using different colors for apples, oranges, and lemons.

• Groups use scatter plots to measure center, spread, shape, and investigate patterns (determine what you do by standards for your grade.

• Review what you have done, checking student’s work and reviewing parts that they struggled to understand more deeply.

• Extension: Challenge them to do the same with their own set of data (encourage them to be creative).

Accommodations:

ESE: Allow students extra time. Choose group carefully. Check frequently with their groups. ESOL: Allow students extra time. Choose group and job carefully. Check frequently with their groups.


6-8 Science Common Core Standards: CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Objective: Students will analyze texts and simulations or videos, so that when given a graphic organizer, the student will provide three similarities and three differences of how the information is delivered. Materials:

• http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html • http://library.thinkquest.org/27585/frameset_intro.html • Graphic organizer (appendix) • Pen • apple

Summary:

• Hook: Hold up apple. This is what we’re learning about today. What do you know about the apple? Take any response. (If no one mentions Newton) You forgot one of the most important things an apple has ever done. It fell on someone’s head. (Expect looks of confusion.)

• Today we are going to discover why apples are so important to science. • Give students plenty of time to check out these sites. The readings, simulations, and quizzes will

take a while. • Discuss what they have learned about gravity and which site they liked better. Which would

they suggest to someone else? Why? • Have students use graphic organizer to compare and contrast the two sites. They have to find

three similarities and three differences. Finally, at bottom of the page, tell which site they thought was better and why.

Accommodations:

ESE: Allow extra time for worksheet. Work with student one-on-one.

ESOL: Allow extra time for worksheet. Provide vocabulary cards to aid in difficult vocabulary in the website. Work with student one-on-one.

http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

http://library.thinkquest.org/27585/frameset_intro.html


6-8 History Common Core Standards: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

Objective: Students will analyze literary texts, so that when given a literary piece, students will answer questions about literary texts, citing evidence. Materials:

• Computer access - http://www.emcp.com/product_catalog/school/litLink/Grade10/U05-04harriettubman/selection.php

• Pen • paper

Summary:

• Access prior knowledge: Ask questions about Langston Hughes and Harriet Tubman to gauge how much they know.

• In our reading, you will learn about Harriet Tubman (as well as some other historical figures). She was once a slave with a special affinity for apples, and you will learn all about the different things she’s done in an excerpt from Langston Hughes’ “Harriet Tubman: The Moses of her People.”

• After students have opened to the page, have them click the “during reading” strategy. Walk them through what they should do while you are reading the article.

• Use vocabulary section to review difficult vocabulary (definitions are available upon click. • Read through the excerpt, asking questions periodically. • Assessment: The Guided Reading Questions on the side should be answered by students in full

sentences, referring to the text for their answers. • Conclusion: Ask review questions about Harriet Tubman

Accommodations:

ESE: Allow extra time. Expand your wait time for questions. Work with student one-on-one. ESOL: Allow extra time. Expand wait time. Provide vocabulary cards or stress unknown vocabulary. Provide translation device if necessary. Work with student one-on-one.

http://www.emcp.com/product_catalog/school/litLink/Grade10/U05-04harriettubman/selection.php




Helpful Hints

Included are several hints that should encourage students to eat healthy foods (apples), both in classroom or at home.



• Create an incentive system. • Invite visitors, such as chefs or gardeners to speak with the class and

possibly complete an activity with them. • Use a felt board or another strategy to help students create their own

menu. • Send sample menus and recipes home in a packet to help parents. • Inform cafeteria of the ingredient of the month to involve the entire school

in the experience.


6-8 Appendix

1. Graphic Organizer (Reading)

2. Graphic Organizer (Science)


True Untrue Exaggerated


Similarities Differences

Which is the best site for learning about gravity? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


References Bunting, E., & Lewin, T. (2006). One Green Apple. New York: Clarion Books. From Apples to Orbits: The Gravity Story. (n.d.). ThinkQuest. Retrieved December 1, 2013, from

http://library.thinkquest.org/27585/frameset_intro.html Grimm, J., Grimm, W., Randall, R., & Leplar, A. C. (2006). Snow White and the Seven Dwarfs. Bath, UK:

Parragon Publishing. Hemingway, E. (2012). Bad apple: A Tale of Friendship. New York: G.P. Putnam's Sons. Hopkinson, D., & Carpenter, N. (2004). Apples to Oregon: The (slightly) true narrative of how a brave

pioneer father brought apples, peaches, pears, plums, grapes, and cherries (and children) across the plains. New York: Atheneum Books for Young Readers.

Interactive Literature Selections Harriet Tubman, The Moses of Her People. (n.d.). Interactive Literature Selections Harriet Tubman, The Moses of Her People. Retrieved December 1, 2013, from http://www.emcp.com/product_catalog/school/litLink/Grade10/U05-04harriettubman/selection.php

Kurtz, J., & Haverfield, M. (2004). Johnny Appleseed. New York: Aladdin. Pallotta, J., & Bolster, R. (2002). Apple fractions. New York: Scholastic. Ray, J., Grimm, J., & Grimm, W. (2009). Snow White. Somerville, Mass.: Candlewick Press. Sir Isaac Newton: The Universal Law of Gravitation. (n.d.). Sir Isaac Newton: The Universal Law of

Gravitation. Retrieved December 1, 2013, from http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

Tagliaferro, L. (2007). The Life Cycle of an Apple Tree. Mankato, Minn.: Capstone Press.

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