Economics and Geography Lessons
Apple Picking Time
MCPS Status of Book as of 4/4/96:
Approved as Library Book for Grades K-3
Title: Apple Picking Time
Lesson Developed by Barbara S. Yingling
Literature Annotation: This is the story of a young girl who spends a whole day picking apples with her
family and other workers in Washington state. It is both a tradition and a necessity for the community to help
bring in the autumn harvest. (Can be used in conjunction with How to Make an Apple Pie and See the World.)
Grade Level:3
Duration: 60 min.
Economic Concepts: Resources, Production, Specialization, Workers and Earnings
Geography Themes: Place, Relationships: Humans and Environments
MSPAP Outcomes and Indicators:
Economic Outcome:
Students will demonstrate an understanding of the historical development and current status of economic principles,
institutions, and processes needed to be effective citizens, consumers, and workers in American society.
Indicator:
- dentify economic resources located within a community.
- Describe the impact of economic specialization on the growth of communities.
Geography Outcome:
Students will demonstrate an understanding of geographic concepts and processes as needed to examine the role of
culture, technology, and the environment in the location and distribution of human activities.
Indicators:
- Explain the relationship between the physical setting of a community and its ability to satisfy the wants and
needs of its people.
- Examine the impact of geography on the industrial growth and economic prosperity of communities in the state,
nation, and world.
Objectives: Students will be able to:
- Identify the economic resources (natural, human, and capital) located within a community.
- Explain the pros and cons of economic specialization.
- Use temperature maps to draw conclusions about areas suitable for the growth of apple orchards.
Vocabulary: specialization, resources, temperature and climate conditions
Materials:
Teacher Background:
Producers combine natural, human, and capital resources to make goods and services. Background reading about the
apple-growing industry will be helpful.
Lesson Development:
Motivation:
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? Would
you like to help pick apples? What tools would help you?"
Activities:
- Explain that the book you are going to read to them is about a family that picks apples in Washington State.
Locate Washington State on the USA Map. Read the story
as the students follow along.
- Divide the class into groups of 3 or 4. Direct each group to make a mural of the resources needed for apple
picking, based on the story. Tell the students they are to label each resource in the mural. Set up a color code
for the labels:
- Green lettering = Natural Resource (label Apple Tree in green)
- Brown lettering = Human Resources (label foreman in brown)
- Red lettering = Capital Resources (label ladder in red)
- Copy this flow chart for apple growing onto the chalkboard:
Apple seeds are planted
 |
Apple trees grow in warm
|
Apple blossoms form in early spring
|
Bees pollinate the blossoms
|
Apples develop on the branches
|
Apples are ready to be picked in autumn
|
The trees rest in cold weather
|
- Discuss: What hazards could interfere with the growth cycle of the apples? (Insect pests could harm the
trees; humans could cut the trees; trees could die in a bad storm; there could be a very dry year; winter could be
too harsh; and so on)
- Introduce the idea that certain farmers specialize in growing apples because the natural resources in
the community are well suited to the apple crop. Explain that specializing in growing apples means that apples are
the only crop the farmer grows. Ask the students why a farmer might specialize in one crop. Help them brainstorm
a list of advantages and disadvantages of growing only one crop on a farm. Discuss the concept of migrant workers
since many crops are only harvested at one time of the year.
- Project an overhead transparency of "Information About Apples". After reading the
information with the students, ask them why Washington state might be a suitable place for people to specialize in
apple growing. Include the idea that the geography of an area, its rainfall, and seasonal temperatures affect
which crops can be grown there.
- Hand out the Temperature Map of Washington state. Remind the students that in
"Information About Apples", it states that apples need a cold winter. Ask which areas of Washington state have
winter temperatures near or below freezing. Have a student reread aloud the information about the type of
landscape best suited to growing apples. Have the students use the relief map of Washington state to locate hills
and slope areas. Ask the children to predict which areas in Washington state might be the apple growing areas
because of their geographic features and temperatures.
- Hand out the " Farm, Mineral and Forest Products" map. Have the children compare
their predictions with the actual growing areas for apples. Draw conclusions about the best winter temperatures
for growing apples, based on the information on the maps.
Conclusion/Closure:
Review the resources needed to produce an apple crop. Review the necessary climate conditions for growing apples.
Thoughtful Application:
Say:
"You have just read and learned about the conditions needed to produce apples. You wonder if apples
could be an important crop to grow in Maryland. Thinking about temperature conditions, let's do some research to
find out if apples might grow well in Maryland. Be ready to support your opinion with evidence from your
research."
Have the students make a map of the apple producing areas of Maryland, based on their research.
Extension:
Take a class field trip to visit an apple orchard to view production and technology.
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Last updated on December 3, 1999
Maintained by John L. Day <jday@umd5.umd.edu>
