all about apples sixth grade - acoeprojecteat.acoe.org/sites/default/files/harvests... · down your...

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GRADE LEVEL

Sixth

OBJECTIVES

Students will recite strategies

from current research-based

guidelines to help them iden-

tify healthy food and snack

options.

Students will practice select-

ing healthier food options.

Students will write a persua-

sive paragraph that outlines

logical reasons for eating

healthy food.

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, sanitizer

Pencil or pen (one per stu-

dent)

Know your Nutrients PA lami-

nated cards

Nutrition labels for compari-

son

Poster with “Food Group

Catch Phrases”

Class set of Informational

Articles

Document camera or over-

head projector

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 understand that fruits and vegetables are ahealthy snack.

Students will understand that they should select foods thatare low in sugar and higher in fiber.

ALL ABOUT APPLESALL ABOUT APPLESUNDERSTANDINGUNDERSTANDINGNUTRITION LABELS ANDNUTRITION LABELS ANDHEALTHYHEALTHYDECISIONDECISION--MAKINGMAKING

Identifying and Choosing HealthyIdentifying and Choosing HealthySnacksSnacks

COMMON CORE VOCABULARYCOMMON CORE VOCABULARY

Nouns Adjectives

Apple, Fruit, Fiber, Sugar, Nutri-

ents, Water

Nutritious

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 EXPLORATIONSAPPLE NUTRIENT EXPLORATIONS

PREPRE--ASSESSMENT/ANTICIPATORY SETASSESSMENT/ANTICIPATORY SETTeacher 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 happensin our body when we eat food? Let’s see what you remember about di-gestion (teacher motions towards any charts, visuals, etc. generatedfrom the apple lessons). Remember to answer in complete sentences.

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 through all 5stations and describe the activity at each station.Tell students that even though not all studentswill start at the Esophagus, the esophagus is thestarting point for the food’s journey.

Esophagus- Toe Touches- Food travels DOWNthe Esophagus

Stomach- Trunk Twists- Food is mixed with di-gestive juices

Small Intestine- Arm Curls- Nutrients are ab-sorbed and brought into the blood stream

Large Intestine- Triceps Pulls- Water is pulledout 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!

FORMATIONFORMATION

Divide the class into five groups.

Divide class into 5 groups and assign each class to a starting station. Have stu-dents perform activity for 1 minute at each station. Blow the whistle when it istime 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 stu-

dent of each variety).

As they are munching, ask students to notice what ittastes like, looks like, sounds like to eat, feels like totouch, 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. (Peopleand other animals)

What other good things, aside from water, do applesprovide for our bodies? (Vitamins, minerals, carbohy-drates)

Share answers with their elbow partner.

Encourage students to think about the path that theirapple takes as it moves through their digestive system.

MATERIALS

Hand Sanitizer

Prepped appleslices (ready toserve)

THE DIGESTIVE SYSTEMTHE DIGESTIVE SYSTEM

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TASTING AND READINGTASTING AND READING

MATERIALS

White or ChalkBoard

Writing Implementsfor Students

THE DIGESTIVE SYSTEMTHE DIGESTIVE SYSTEM

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 from ac-tivity 1) and/or the physical activity cards to re-fresh 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

THE DIGESTIVE SYSTTHE DIGESTIVE SYSTEMEM

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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 STANDARDSEvaluation (Evidence shown by student work)

Nutrition Competencies and Health Standards

Students identify key components on a Nutrition Facts label and interpret

the information to select healthy food and snack options.

Students make a simple plan to choose healthy foods and beverages.

Listening and Speaking

Students recite easy tips to remember when identifying healthy food options from the Dietary Guide-

lines for Americans, 2010.

Reading: Informational Texts

Students can read a Nutrition Facts label.

Writing

Students draw and/or write on the Identifying and Choosing Healthy Snacks workbook page.

Science Standard

See Science Standards Part II.

CORE CURRICULUM AND HEALTH STANDARDSCORE CURRICULUM AND HEALTH STANDARDSCommon Core, Listening and Speaking Sixth Grade

Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grade 6 topics and texts, building on others’ ideas and expressing their ownclearly.

a. Follow rules for collegial discussions, set specific goals and deadlines, and define individualroles as needed.

b. Pose and respond to specific questions with elaboration and detail by making commentsthat contribute to the topic, text, or issue under discussion.

c. Review the key ideas expressed and demonstrate understanding of multiple perspectivesthrough reflection and paraphrasing.

Presentation of Knowledge & Ideas

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and de-tails, and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, ade-quate volume, and clear pronunciation.

Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in pres-entations to clarify information.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indi-cated as appropriate. (See grade 6 Language standards 1 and 3 on page 43 for specific expectations.)

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ELD STANDARDS, LISTENING ANDELD STANDARDS, LISTENING ANDSPEAKINGSPEAKING

Beginning/Early Intermediate

Ask and answer simple questions by using simple sentences or phrases.

Restate in simple sentences the main idea of oral presentation in subject-matter content.

Intermediate

Respond to messages by asking simple questions or by briefly restating the message.

Participate in social conversations with peers and adults on familiar topics by asking and answeringquestions and soliciting information.

Identify the main idea and some supporting details of oral presentations, familiar literature, and key con-cepts of subject-matter content.

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.

Respond to messages by asking questions, challenging statements, or offering examples that affirm themessage.

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COMMON CORE, READING GRADE 6COMMON CORE, READING GRADE 6COMMON CORE, READING GRADE 6Key Ideas and Details

Cite textual evidence to support analysis of what the text says explic-itly as well as inferences drawn from the text.

Determine a theme or central idea of a text and how it is conveyedthrough particular details; provide a summary of the text distinctfrom personal opinions or judgments.

Analyze in detail how a key individual, event, or idea is introduced,illustrated, and elaborated in a text (e.g., through examples or anec-dotes).

Integration of Knowledge and IdeasIntegrate information presented in different media or formats (e.g.,visually, quantitatively) as well as in words to develop a coherent un-derstanding of a topic or issue.

ELD STANDARDS, READINGELD STANDARDS, READINGBeginning/Early Intermediate

Orally identify, using key words, phrases or simple sentences the main ideas and some details offamiliar texts.

Orally identify examples of fact and opinion and cause and effect in simple texts.

Orally identify the factual components of simple informational materials by using key words orphrases.

Intermediate

Read literature and respond orally to it by answering in detailed sentences factual comprehensionquestions.

Read text and use detailed sentences to explain orally the main ideas and details of informationaltext, literary text, and text in content areas.

Identify and use detailed sentences to explain orally the differences among some categories of in-formational materials.


Identify and explain the main ideas and critical details of informational materials, literary texts, andtexts in content areas.

Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts, manuals) andinformational materials (e.g., newspapers, magazines, and textbooks).

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COMMON CORE, WRITING GRADE 6COMMON CORE, WRITING GRADE 6COMMON CORE, WRITING GRADE 6Text Types and PurposesWrite arguments to support claims with clear reasons and rele-vant evidence.

a. Introduce claim(s) and organize the reasons and evi-dence clearly.

b. Support claim(s) with clear reasons and relevant evi-dence, using credible sources and demonstrating anunderstanding of the topic or text..

c. Use words, phrases, clauses to clarify the relationshipsamong claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that fol-lows from the argument presented.

Research to Build and Present Knowledge

Gather relevant information from multiple print and digital sources; assess the credibility ofeach source, and quote or paraphrase the data and conclusions of others while avoiding pla-giarism and providing basic bibliographic information for sources.

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ELD STANDARDS, WRITINGELD STANDARDS, WRITINGBeginning/Early Intermediate

Create simple sentences or phrases with some assistance.

Write simple sentences of brief responses to selected literature to show fac-

tual understanding of the text.

Write an increasing number of words and simple sentences appropriate for

language arts and other content areas (e.g., math, science, history–social

science).

Intermediate

Narrate a sequence of events and communicate their significance to the au-dience.

Write brief expository compositions (e.g., description, comparison and con-trast, cause and effect, and problem and solution) that include a thesis andsome points of support.

Use more complex vocabulary and sentences appropriate for language artsand other content areas (e.g., math, science, history–social science).


Write persuasive and expository compositions that include a clear thesis, de-scribe organized points of support, and address a counterargument.

Produce writing by using various elements of discourse (e.g., purpose,speaker, audience, form) in narrative, expository, persuasive, and/or descrip-tive writing.

Use appropriate language variations and genres in writing for language artsand other content areas

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CALIFORNIA STATE STANDARDS

Health Education Sixth 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.

1.2.N Identify key components of the “Nutrition Facts” label.

1.6.N Differentiate between more nutritious and less nutritious beverages and snacks.

1.7.N Identify a variety of healthy snacks.

Accessing Valid Nutrition Information- All students will demonstrate the ability to access and analyze nutrition

information, products, and services to analyze the accuracy and validity of nutrition claims.

-Interpret information provided on food labels. (3.2.N)

Goal Setting for Nutrition- All students will demonstrate the ability to use goal-setting skills to enhance nutri-

tion and health.

-Make a plan to choose healthy foods and beverages. (6.1.N—Review of Grade 4 Nutrition Competencies

aligned with Health Education Content Standards)

Practice Nutrition-Enhancing Behaviors- All students will demonstrate the ability to practice nutrition-related

behaviors that reduce risk and promote health.

-Identify ways to choose healthy snacks based on current research-based guidelines. (7.1.N)

Science Standards Sixth Grade

Ecology (Life Sciences)

Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a

basis for understanding this concept:

- Students know energy entering ecosystems as sunlight is transferred by producers into chemical energythrough photosynthesis and then from organism through food webs.

- Students know matter is transferred over time from one organism to others in the food web and betweenorganisms and the physical environment.

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 17

PRESENTED IN PARTNERSHIP WITH:PRESENTED IN PARTNERSHIP WITH:

What’s The Deal with Fiber? It keeps your body running smoothly and can help prevent health problems like heart disease, diabetes, and cancer. Fiber is an important part of a healthy diet and you're probably not eating enough of it.

Fiber - Why Is it Good For You?

Fiber is a natural part of plant foods and it helps keep your body's system clean and running smoothly. It comes from things like the skin and seeds of fruits and vegetables, or the outer kernel of a piece of rice. There are two kinds of fiber - soluble and insoluble.

• Insoluble fiber is found in wheat, corn, bran and vegetables. Fiber from these foods adds "bulk" to your diet. It absorbs water as it goes through your intestines and enables the muscle movement in the intestines to push waste out of your body. By helping to remove waste from your body, insoluble fiber helps prevent constipation (problems taking a crap) and irritable bowel syndrome, and can reduce the risk of getting colon cancer.

• Soluble fiber is found in foods like oat bran, dried beans and some fruits and vegetables, like carrots, apples and oranges. Fiber from these types of foods may help control diabetes and high blood cholesterol. Soluble fiber may help diabetics by slowing the rate that sugar enters the bloodstream after a meal, and lower fat levels in the blood. Soluble fiber also helps trap salts, which contain cholesterol, and carries them out of the body.

Fiber - What Foods Can it Be Found In?

Fiber is found in fresh fruits, whole grains (like whole-wheat bread, brown rice and bran cereals) and beans.

Most North Americans don't eat enough dietary fiber and eat way too much food with lots of sugar . So here are a few examples of good sources of fiber, including the amount of fiber they contain.

• Apple with peel - 4 grams • Banana - 2 grams • 2 cups of popcorn - 5 grams • 1/2 cup of brown rice - 6 grams • Slice of whole-wheat bread - 2 grams • Bowl of oatmeal - 4 grams

Fiber – Did You Know?

As a general rule, you should be eating fiber equal to your age plus five grams. So, if you're 12 years old, you should be eating 12 + 5 = 17 grams of fiber each day. Adults should be eating 25 to 30 grams of fiber each day.

Message : Keep your fiber (5 grams or more per serving).

What’s The Deal with Sugar? You probably snack on sugary foods almost every day, but you tend to eat more of it during the holidays. With Halloween coming up, let’s take a look at what sugar is all about and why it's not good to each too much of it.

Sugar - Why Is It Bad for You?

Sugar tastes so good, but the kinds of food that taste good are usually bad for your health. Unfortunately, that's the case with sugar. Sugar is a carbohydrate so it's a source of energy (that's why you can feel hyper), but eating a lot of sugary foods and drinks, especially soda, can lead to cavities and obesity. It's cool to eat a small amount of sugar every day, but eat too much of it and you'll just be taking in empty calories, which don't give your body a single drop of nutrients.

Sugar - What Foods Can It Be Found In?

Sugar, which is made up of fructose and glucose, can take the form of white, brown or raw sugar, honey or corn syrup. Sugar occurs naturally in some foods like fruit, but it's usually added - often with fat - to junk food like chocolate, cookies, cakes, soft drinks, donuts, pastries, candies and pretty much any other commercially-produced food you can find on grocery store shelves.

Message : Keep your sugar (10-15 grams or less per serving).

Nutrition Facts: Apple Oatmeal Oatmeal A Oatmeal B

Questions to consider: 1. Which has more fiber? 2. Which has less sugar? 3. Which is the healthiest choice?

Nutrition Facts: Apple Breakfast Bars Breakfast Bar A Breakfast Bar B


Nutrition Facts: Apple Sauce Applesauce A Apple Sauce B


Nutrition Facts: Apple Pie Apple Pie A Apple Pie B

Questions to consider:

1. Which has more fiber? 2. Which has less sugar? 3. Which is the healthiest choice?

Nutrition Facts: Apple Fruit Snacks Fruit Snack A Fruit Snack B


Nutrition Facts

Calories 250

% Daily Value*

Total Fat 12g Saturated Fat 3gCholesterol 30mgSodium 470mgTotal Carbohydrate 31g Dietary Fiber 0g Sugars 5gProtein 5g

18%15%10%20%10%0%

Vitamin A 4%Calcium 20%

Vitamin C 2%Iron 4%

* Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs:

Calories: 2,000 2,500

Total FatSat FatCholesterolSodiumTotal Carbohydrate Dietary Fiber

Less thanLess thanLess thanLess than

65g20g300mg2,400mg300g25g

80g25g300mg2,400mg375g30g

Calories from Fat 110

••

Serving Size 1 cup (228g)Servings Per Container 2

Amount Per Serving

READ ITbefore you EAT IT!READ ITbefore you EAT IT!

Use the 5%-20% Guide to Daily Values to choose foods.What’s the Best Choice for You?

What food would have this Nutrition Facts label? Answer below.*

How many �servings are�you eating? Get What�

You Need!

% or less �is low% or more�is high

% or less �is low% or more�is high

Get LESSGet LESS

Get ENOUGHGet ENOUGH

∞�¤‚�

∞�¤‚�

∞�

∞�

¤‚�

¤‚�

How do your choices stack up? The photos show approximate serving sizes from the five major food groups of the Food Guide Pyramid. This combination of food choices shows the servings from the Pyramid for an older child, a teen girl, an active woman, and most men, for one day. Teen boys and active men may need more servings of food.

www.fns.usda.gov/tnUnited States Department of Agriculture • Food and Nutrition Service • October 2002

USDA is an equal opportunity provider and employer.

*Answer: Box of macaroni and cheese.

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