Subject:  Mathematics/Language Arts/Social Studies

Learner Outcome:

• Students will learn the types of transportation needed to ship apples
• Students will learn the steps needed to get apples from the orchard to the homes
• Students will understand that apples are imported and  exported around the world
• Students will learn about goods and services
• Students will locate the top ten apple growing state
• Students will locate the top five apple growing countries

Teacher Notes:

• To motivate the students have a nice, juicy apple hidden from the students. Ask them to close their eyes and listen as you make a sound. When they think they can identify the sound, they should raise their hands. Take a bite or two of the crisp apple. Most students will guess the sound fairly quickly. Ask: "How many of you eat apples? How do apples grow?  How did this apple get to the store where it was purchased?
• If there is time after completing each day's assignment have the students work in pairs to review the vocabulary for this unit.  They must follow the directions given and complete one activity. Pass out the directions for the apple vocabulary review activities. ( If  the activities are no longer working the teacher may create a new game at the Quia site.)

juicy apple
4" x 6" index cards
markers
pencil
paper
world map
overhead transparency
overhead marker
directions for the apple vocabulary review activities
outline map of the United States
outline map of the World
bar graph
list of goods and services
apple unit vocabulary list

Technology Tools/Courseware:

Computer with internet access
Acceptable use policy on file for each student
Overhead

Procedures:

Day 1
1. Peel off the sticker on the apple.  The sticker tells where the apple was grown.  Tell them that your apple could have come from anywhere in the world. Find the location of this apple on a world map. Explain how apples get to places across the ocean. Discuss with the children how  the apple got to their home. Train, plane, ship or truck.  Divide the class into four groups.  Assign a different type of transportation to each group.  Distribute a 4" x 6" index card to each group.  Have them draw and color a picture of their transportation and label it.
2. On the back the group must tell why they think their transportation is the best way to ship apples.  Have each group show their picture and read what they wrote.

Day 2
1.  Have the students go to the Washington Apples site. Click on Meet Your Growers. Find How Our Apples Get to to Your Store.  Read about apples and how they are processed.
2.  Record on the overhead the steps needed to get the apples from the orchard to their homes. (Cold storage, sorted, packaged for shipment, transported to the stores or processors, bought by consumers)
3.  Have students create a flow chart to show the steps needed to get the apples from the orchard to their home.  They may use pencil and paper, create a chart in microsoft word, or use construction paper.  Be creative!  Display when finished.

Day 3
1. Discuss the terms goods and services.   Have the students make a list of the goods and services needed to get the apples from the orchard to the home.
2. When the list is complete have the children add illustrations for each good or service.

Day 4
1. Discuss the terms import and export.  Have the students look at the tags inside their shirt.  Tell where it was made.  Most likely their shirt was imported to a store to be purchased.  Name some things we export to other countries. (food, clothing, cars, etc.) The teacher can explain that some apples grow in other places and
that the grocery stores buy those apples from those places so that the children can eat them.
2. Go to the USApple Association   Click on Consumer information   Scroll down to  find out the number of barrels of apples the United States exports and imports.  Have each student create a bar graph to show this information.  They may use a graphing program such as Create a Graph, Microsoft excel or pencil and paper to record this information.

Day 5
1.  Distribute a blank map of the United States to each student.   The students are to color in the top ten apple producing states:

1. Washington
2. New York
3. Michigan,
4. California
5. Pennsylvania
6. Virginia
7. Oregon
8. Idaho
9. West Virginia
10. North Carolina

1. China
2. United States
3. Turkey
4. Italy
5. Germany

Modify lessons for special needs students according to their IEP needs.  Examples of modifications could include:  peer buddy, reduced assignment, extended time to complete assignment, redirection, and teacher assistance.

Enrichment Activities:

• Play Econopolis This site is designed to introduce children to economics.
• Some students may create circle graphs or pictographs to show their information.
• The students could make apple shape books showing the steps to get apples from the orchard to the home.
• Draw a time line of an apple from the orchard to the home.

    Completed assignments for each day kept together in a portfolio.
    Correctly labeled maps of the United States and the World.

State Standards:

Civics 4.12
Economics 3.20, 3.21, 3.22, 3.23, 3.24, 3.25, 3.26, 3.27, 4.13, 4.14, 4.21,4.23
Geography 3.29
Study Skills 3.45, 3.46, 3.47, 4.43, 4.44, 4.45, 4.47, 4.49
Computer/Technology 3.51, 3.52, 3.54, 3.55, 3.59,3.101, 4.50, 4.51, 4.52, 4.53, 4.54, 4.56, 4.100, 4.101
Number Theory/Number Sense 3.1, 3.6
Probability/Statistics 3.29, 3.30, 3.31,4.1, 4.28
Patterns/Relationships 4.25
Listening/Speaking 3.8, 3.9, 3.11, 3.13, 3.14
Reading Comprehension 3.17, 3.37

National Standards:

Economics

• Understands the concept of prices and the interaction of supply and demand in a market economy

• Knows the location of places, geographic features, and patterns of the environment

• Uses a variety of strategies in the problem-solving process
• Understands and applies basic and advanced properties of the concepts of numbers
• Understands the general nature and uses of mathematics

• Uses the general skills and strategies of the writing process

• Uses the general skills and strategies of the reading process

• Uses listening and speaking strategies for different purposes

Authors: Carol Hastie, Joy Jackson, Sharon Stenson
                                                  Spring Hill Elementary