An Apple a Day Keeps the Doctor Away
Students explore organic and conventional farming practices by analyzing multimedia texts to investigate the differences between conventionally and organically grown apples.
Background
Lesson Activities
Recommended Companion Resources
Credits
Author
Patricia Heldt | Minnesota Agriculture in the Classroom
Acknowledgements
Pest Management Card photo credits Jack Kelly Clark, UC Statewide IPM Project
Sources
- https://extension.illinois.edu/apples/facts.cfm
- https://www.britannica.com/topic/list-of-plants-in-the-family-Rosaceae-2001612
- https://www.ers.usda.gov/webdocs/publications/83344/ap-075.pdf?v=42853
-
https://www.agmrc.org/commodities-products/fruits/apples/organic-apples
- http://ipm.ucanr.edu/PMG/selectnewpest.apples.html
Standards
Texas Content Area Standards
-
ELA: 3.110.5.b.4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA: 3.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
-
ELA: 3.110.5.b.6
Comprehension skills: listening speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- ELA: 3.6.G: The student is expected to evaluate details read to determine key ideas.
-
ELA: 3.110.5.b.12
Composition: listening, speaking, reading, writing, and thinking using multiple texts- genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- ELA: 3.12.C: The student is expected to compose argumentative texts, including opinion essays, using genre characteristics and craft.
-
ELA: 3.110.5.b.13
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- ELA: 3.13.C: The student is expected to identify and gather relevant information from a variety of sources.
-
ELA: 4.110.6.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.
- ELA: 4.1.C: The student is expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation and the conventions of language to communicate ideas effectively.
- ELA: 4.1.D: The student is expected to work collaboratively with other to develop a plan of shared responsibilities.
-
ELA: 4.110.6.b.4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA: 4.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
-
ELA: 4.110.6.b.6
Comprehension skills: listening, speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- ELA: 4.6.G: The student is expected to evaluate details read to determine key ideas.
-
ELA: 4.110.6.b.12
Composition: listening, speaking, reading, writing, and thinking using multiple texts- genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- ELA: 4.12.B: The student is expected to compose information texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
- ELA: 4.12.C: The student is expected to compose argumentative texts, including opinion essays, using genre characteristics and craft.
-
ELA: 4.110.6.b.13
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- ELA: 4.13.C: The student is expected to identify and gather relevant information from a variety of sources.
-
ELA: 5.110.7.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.
- ELA: 5.1.D: The student is expected to work collaboratively with others to develop a plan of shared responsibilities.
-
ELA: 5.110.7.b.4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA: 5.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
-
ELA: 5.110.7.b.6
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- ELA: 5.6.G: The student is expected to evaluate details read to determine key ideas.
-
ELA: 5.110.7.b.12
Composition: listening, speaking, reading, writing, and thinking using multiple texts -- genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- ELA: 5.12.B: The student is expected to compse information texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
- ELA: 5.12.C: The student is expected to compose argumentative texts, including opinion essays, using genre characteristics and craft.
-
ELA: 5.110.7.b.13
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- ELA: 5.13.C: The student is expected to identify and gather relevant information from a variety of sources.
-
Social Studies: 3.113.14.c.14
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 3.113.14.c.14.C: interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting
-
Social Studies: 3.113.14.c.15
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 3.113.14.c.15.D: express ideas orally based on knowledge and experiences
- Social Studies: 3.113.14.c.15.F: apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives
-
Social Studies: 4.113.15.c.19
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 4.113.15.c.19.C: analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
- Social Studies: 4.113.15.c.19.D: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
-
Social Studies: 4.113.15.c.21
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 4.113.15.c.21.C: express ideas orally based on research and experiences
- Social Studies: 4.113.15.c.21.D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
- Social Studies: 4.113.15.c.21.E: apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives
-
Social Studies: 5.113.16.c.23
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
- Social Studies: 5.113.16.c.23.C: analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
- Social Studies: 5.113.16.c.23.D: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
-
Social Studies: 5.113.16.c.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
- Social Studies: 5.113.16.c.25.C: express ideas orally based on research and experiences
- Social Studies: 5.113.16.c.25.D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
- Social Studies: 5.113.16.c.25.E: apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives
-
Technology Applications: 126.8.c.6
Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences.
- Technology Applications: 126.8.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences
-
Technology Applications: 126.9.c.6
Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question.
- Technology Applications: 126.9.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question
-
Technology Applications: 126.10.c.6
Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions.
- Technology Applications: 126.10.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions