ALL ABOUT APPLES
UNDERSTANDING
NUTRITION LABELS AND
HEALTHY
DECISION-MAKING
Identifying and Choosing Healthy
Snacks
GRADE LEVEL
Sixth
OBJECTIVES
Students will recite strategies
from current research-based
guidelines to help them identify healthy food and snack
options.
Students will practice selecting healthier food options.
Students will write a persuasive paragraph that outlines
logical reasons for eating
healthy food.
MATERIALS
GOALS
 Students will taste a variety of fruits and vegetables.
 Students will describe fruits and vegetables using their
senses verbally.
 Students will understand that fruits and vegetables contain
nutrients that are good for their bodies.
 Students will understand that fruits and vegetables are a
healthy snack.
 Students will understand that they should select foods that
are low in sugar and higher in fiber.
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 student)
Know your Nutrients PA laminated cards
Nutrition labels for comparison
Poster with “Food Group
Catch Phrases”
COMMON CORE VOCABULARY
Class set of Informational
Articles
Nouns
Adjectives
Document camera or overhead projector
Apple, Fruit, Fiber, Sugar, Nutrients, Water
Nutritious
TIME REQUIRED
Each Activity: 30 Minutes
LESSON SEQUENCE
LISTENING/SPEAKING ((IN
IN THE GARDEN) 
READING (IN THE CLAS
CLASSROOM)
SROOM)  WRITING (IN THE CLA
CLASSROOM)
SSROOM)
DRAFT
PAGE 1
ALL ABOUT APPLES
APPLE NUTRIENT EXPLORATIONS
PRE-ASSESSMENT/ANTICIPATORY SET
Teacher asks:
What is digestion? What happens to food when you eat it?
Possible student responses:
Beginner/Early Intermediate:
You bite/chew.
Repeat this assessment
after completing all
three activities!
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:
Beginner/Early Intermediate:
Get energy. Vitamins.
Intermediate:
You get energy from healthy food and vitamins make you strong.
Early Advanced/Advanced:
After eating (digesting), your body gets energy and vitamins from food. Eating
healthy foods gives you more energy and makes you stronger.
Teacher accepts ALL answers without judgment. Right and wrong answers are accepted because we
are merely getting a sense of the prior knowledge our students may or may not possess. Take notes
on any misinformation that can be addressed
in the upcoming activities.
DRAFT
PAGE 2
CLOSING/POST-ASSESSMENT SET
ALL ABOUT APPLES
DRAFT
Teacher says:
We have learned a lot about digestion and metabolism. What happens
in our body when we eat food? Let’s see what you remember about digestion (teacher motions towards any charts, visuals, etc. generated
from the apple lessons). Remember to answer in complete sentences.
Teacher refers students to any charts, visuals, etc. that will support
their use of complete sentences to express themselves. The teacher
notes how much or little support students need to be able to respond
using complete sentences and key vocabulary from the lesson.
Repeat Pre-Assessment/Anticipatory Set steps here.
As students respond, the
teacher reminds students to
respond in complete sentences
and refers them to any charts,
visuals, etc. that will support
their use of complete sentences
to express themselves.
PAGE 3
PROCEDURE (IN THE GARDEN)
DRAFT
ACTIVITY 1:
APPLE DIGESTION
DIRECTIONS
 Gather students outside in a circle.
 Explain to students today we are going to be tasting apples and learning
about digestion (what happens to food as it goes through our body). Hold
up a whole apple and pretend to take a bite, chewing and swallowing.
 Ask the students: “What happens to an apple after you chew and swallow
it?” (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 of
food (like apples) as part of the digestive system and how the body
“metabolizes”, or gets nutrients and energy from food.
PAGE 4
PROCEDURE (IN THE GARDEN)
DRAFT
ACTIVITY 1:
DIGESTIVE PROCESS
DIRECTIONS
Explain to students that fruits (i.e. apples) and vegetables contain nutrients that are good for your body.
Have students motion along with you as you explain
the process and use the poster as a reference to explain
the steps.
MATERIALS
Digestion Poster
 The digestion process starts when you place the
food in your mouth and start to chew. (Hold apple
to mouth and bite into it with a crunching sound).
 As you swallow, the pieces of fruit/vegetable go
down your esophagus into your stomach and intestines. (Pat your stomach).
 Intestines are like a long, winding hose. Fiber, a nutrient found in fruits and vegetables like apples,
helps move food through your body- through the
large intestines and finally, the rectum. (Make a
thumbs-up sign)
 Remind students that during the digestion process,
food is broken down and nutrients are absorbed by
the body to be “metabolized,” or changed, into energy. Ask students: “What can your body do with
the energy it obtains from food?
PAGE 5
PROCEDURE (IN THE GARDEN)
PHYSICAL ACTIVITY:
DO THE DIGESTIVE DASH!
FORMATION
Divide the class into five groups.
Important! Pre-teach physical activity before adding content!
DIRECTIONS
 Teacher will post the 5 digestion station cards
around activity area. Walk the class through all 5
stations and describe the activity at each station.
Tell students that even though not all students
will start at the Esophagus, the esophagus is the
starting point for the food’s journey.
MATERIALS
5 Laminated
“Digestive Dash”
Station Cards
Whistle (for
teacher)
 Esophagus- Toe Touches- Food travels DOWN
the Esophagus
 Stomach- Trunk Twists- Food is mixed with digestive juices
 Small Intestine- Arm Curls- Nutrients are absorbed and brought into the blood stream
 Large Intestine- Triceps Pulls- Water is pulled
out of indigestible food.
 Rectum- Wall Push Ups- Indigestible food is
pushed out of the body.
 Divide class into 5 groups and assign each class to a starting station. Have students perform activity for 1 minute at each station. Blow the whistle when it is
time to rotate stations.
VARIATION
Have all students cycle through the stations twice to extend the amount of
physical activity.
DRAFT
PAGE 6
PROCEDURE (IN THE GARDEN)
DRAFT
ACTIVITY 2:
TASTING AND READING
THE DIGESTIVE SYSTEM
MATERIALS
DIRECTIONS
Hand Sanitizer
 Tastings are passed out to students (one slice per student of each variety).
Prepped apple
slices (ready to
serve)
 As they are munching, ask students to notice what it
tastes like, looks like, sounds like to eat, feels like to
touch, and smells like.
 Share with their elbow partner.
 Ask the students: “Why do you think apples are
juicy?” (Apples are juicy because of water)
 Share answers with their elbow partner.
 Who else needs water? Point to that person. (People
and other animals)
 What other good things, aside from water, do apples
provide for our bodies? (Vitamins, minerals, carbohydrates)
 Share answers with their elbow partner.
 Encourage students to think about the path that their
apple takes as it moves through their digestive system.
PAGE 7
PROCEDURE (IN THE CLASSROOM)
DRAFT
ACTIVITY 2:
TASTING AND READING
THE DIGESTIVE SYSTEM
SCAFFOLD
Teacher asks:
Why do you think it is important for our bodies to digest
food such as apples?
and/or
What would happen if our digestive systems didn’t work
properly?
MATERIALS
White or Chalk
Board
Writing Implements
for Students
Beginner/Early Intermediate:
Students may answer with one word answers or short
phrases. Teacher should model and create complete
sentences with students short phrases.
Intermediate:
Students may speak in complete sentences but with
grammatical or syntactical errors. Teacher should model
correct grammar and syntax for the students.
Early Advanced/Advanced:
Students may answer in complete sentences using
vocabulary from lesson plan.
Think Pair Share and write answers on the board.
Ask students to echo/repeat all answers.
PAGE 8
ACTIVITY 2:
READING PROMPT
PROCEDURE (IN THE CLASSROOM)
DRAFT
THE DIGESTIVE SYSTEM
DIRECTIONS
MATERIALS
 Tell students that they will be reading an informational piece of writing about the digestive system.
Informational Reading for each
student.
 Explain that the writing is full of information, so
they might need to read it more than once to fully
understand all information.
Pencils and pens
for each student
 Use the Digestive System Diagram (poster from activity 1) and/or the physical activity cards to refresh their memories about what each part of the
system does.
 Consider how you would like students to approach
reading article: individually, in pairs, small groups,
whole class (individual reader or choral reading).
Or you might chose to give students 5-10 minutes
to read article on their own, and then read it again
as a whole class.
 After students have read article, allow time for a
think-pair-share for students to process information and exchange ideas with their peers.
 Debrief article as a whole class.
PAGE 9
PROCEDURE (IN THE CLASSROOM)
DRAFT
ACTIVITY 3
WRITING PROMPT:
APPLE DIGESTION MAD LIB
DIRECTIONS
 Distribute the Mad Lib handout. Students will draw
and/or write on their copy of the handout.
 Review parts of speech, particularly verbs and adjectives.
 Create a short list of verbs and adjectives on the board
that students may use as a resource during the activity.
 Model how to complete the handout on overhead or
document camera.
 Answer any questions students may have about activity.
 Inform students that they will have approximately 15
minutes to complete their handout with a partner and
read their handout to each other.
 When most pairs have completed writing and reading,
encourage them to share with another pair, table
group, and/or the whole class.
MATERIALS
Mad Lib Handouts
Writing Implements
for Students
HOME CONNECTION
Send home Harvest of the Month newsletter.
PAGE 10
EVALUATION AND STANDARDS
Evaluation (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 Guidelines 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 STANDARDS
Common 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) with
diverse partners on grade 6 topics and texts, building on others’ ideas and expressing their own
clearly.
a. Follow rules for collegial discussions, set specific goals and deadlines, and define individual
roles as needed.
b. Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
c. Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.
Presentation of Knowledge & Ideas
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details, and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated as appropriate. (See grade 6 Language standards 1 and 3 on page 43 for specific expectations.)
DRAFT
PAGE 11
ELD STANDARDS, LISTENING AND
SPEAKING
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 answering
questions and soliciting information.
Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content.
Early Advanced/Advanced
Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.
Respond to messages by asking questions, challenging statements, or offering examples that affirm the
message.
DRAFT
PAGE 12
COMMON CORE, READING GRADE 6
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct
from 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 anecdotes).
Integration of Knowledge and Ideas
Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
ELD STANDARDS, READING
Beginning/Early Intermediate
Orally identify, using key words, phrases or simple sentences the main ideas and some details of
familiar 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 or
phrases.
Intermediate
Read literature and respond orally to it by answering in detailed sentences factual comprehension
questions.
Read text and use detailed sentences to explain orally the main ideas and details of informational
text, literary text, and text in content areas.
Identify and use detailed sentences to explain orally the differences among some categories of informational materials.
Early Advanced/Advanced
Identify and explain the main ideas and critical details of informational materials, literary texts, and
texts in content areas.
Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts, manuals) and
informational materials (e.g., newspapers, magazines, and textbooks).
DRAFT
PAGE 13
COMMON CORE, WRITING GRADE 6
Text Types and Purposes
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text..
c. Use words, phrases, clauses to clarify the relationships
among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
Research to Build and Present Knowledge
Gather relevant information from multiple print and digital sources; assess the credibility of
each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
DRAFT
PAGE 14
ELD STANDARDS, WRITING
Beginning/Early Intermediate
Create simple sentences or phrases with some assistance.
Write simple sentences of brief responses to selected literature to show factual 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 audience.
Write brief expository compositions (e.g., description, comparison and contrast, cause and effect, and problem and solution) that include a thesis and
some points of support.
Use more complex vocabulary and sentences appropriate for language arts
and other content areas (e.g., math, science, history–social science).
Early Advanced/Advanced
Write persuasive and expository compositions that include a clear thesis, describe 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 descriptive writing.
Use appropriate language variations and genres in writing for language arts
and other content areas
DRAFT
PAGE 15
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 nutrition 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 energy
through 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 between
organisms and the physical environment.
Visit www.harvestofthemonth.com to download monthly elements of featured produce items. Refer to Taste Testing activities 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 Activity 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 877-8473663. Partially funded by the USDA Supplemental Nutrition Assistance Program, an equal opportunity provider and employer. 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 16
PRESENTED IN PARTNERSHIP WITH:
DRAFT
PAGE 17
Sugar
Fiber
Sugar
Fiber
Sugar
Fiber
Sugar
Fiber
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
Questions to consider:
1. Which has more fiber?
2. Which has less sugar?
3. Which is the healthiest choice?
Oatmeal B
Nutrition Facts: Apple Breakfast Bars
Breakfast Bar A
Breakfast Bar B
Questions to consider:
1. Which has more fiber?
2. Which has less sugar?
3. Which is the healthiest choice?
Nutrition Facts: Apple Sauce
Applesauce A
Questions to consider:
1. Which has more fiber?
2. Which has less sugar?
3. Which is the healthiest choice?
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
Questions to consider:
4. Which has more fiber?
5. Which has less sugar?
6. Which is the healthiest choice?
READ IT
before you EAT IT!
Facts
How many Nutrition
Size 1 cup (228g)
servings are Serving
Servings Per Container 2
you eating? Amount Per Serving
Calories 250 Calories from Fat 110
% Daily Value*
Total Fat 12g
Saturated Fat 3g
Cholesterol 30mg
Sodium 470mg
Total Carbohydrate 31g
Dietary Fiber 0g
Sugars 5g
Protein 5g
Vitamin A
4%
Calcium
20%
•
•
18%
15%
10%
20%
10%
0%
Get What
You Need!
Get LESS
∞ is ororlowless
¤‚ is highmore
%
%
Get ENOUGH
∞ is ororlowless
¤‚ is highmore
%
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:
2,500
Calories:
2,000
Total Fat
Less than
Sat Fat
Less than
Cholesterol
Less than
Sodium
Less than
Total Carbohydrate
Dietary Fiber
65g
20g
300mg
2,400mg
300g
25g
80g
25g
300mg
2,400mg
375g
30g
What food would have this Nutrition Facts label? Answer below.*
What’s the Best Choice for You?
Use the 5%-20% Guide to Daily Values to choose foods.
*Answer:
Box of macaroni and cheese.
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/tn
United States Department of Agriculture • Food and Nutrition Service • October 2002
USDA is an equal opportunity provider and employer.