Dana L. Craig, Student Teacher
Students use apples to learn about world geography.
- 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.
- Brae burn, Fuji, Southern Rose Apples from New Zealand (Usually found in grocery stores during the fall (September and Early October. Keep one
of each kept whole to pass around and one of each to cut into chunks.)
- World Map
- Writing and Drawing Paper
Ask the children:
- Do you remember where the apples came from that we tasted last
week? (We discussed they were from Washington State)
- Do you know what country is Washington in? (We discussed the week before that it was in the United States)
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 traveled 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 traveled 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 traveling apple!
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.
The evaluation will involve the
students ability to perform the
activity and demonstrate concept.
Teacher observation and guidance as
well as review of the child completed
story will also be used to evaluate the
success of the lesson.
My Personal 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.
I am a student teacher at the University of South Alabama and hopefully by this time next year I will be in front of my own class!