Crops of the Central Valley - Be GLAD · Web viewCognitive content Dictionary with Signal Word...

Project GLADCrops of the Central Valley

Livingston Union School DistrictFirst GradeIdea Pages

I. Unit Theme (Include cross-cultural sensitivity theme) Important crops are grown in the Central Valley. All crops need sunlight, water, and soil nutrients Crops depend on each other and the world around them, just as humans do.

II. Focus & Motivation Cognitive content Dictionary with Signal Word Crops of the Central Valley Big Book Farmer Awards Inquiry Chart Observation Charts Plant Presentation at School or Farm Field Trip Read Alouds

III. Closure Process charts and learning Reread Big Book Student-made Big Books Share student poetry and projects Personal Exploration Activities Crops of the Central Valley Museum put on by Students Ongoing assessment – logs Evaluation of week, letter home to parents

IV. Social Science Concepts: California State Standards (1st Grade)1.1.2- Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.”1.2.1- Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.1.2.3- Construct a simple map, using cardinal directions and map symbols.

V. Science Concepts: California State Standards (1st Grade)2a- Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. 2b- Students know both plants and animals need water, animals need food, and plants need light.

Crops of the Central Valley, Level 1, CA 1By Sarah Banks, Angelica Tejeda, Argelia Madrigal, Josefina Pelayo, & Monica Sandoval – Project GLAD (8/2011)

2e- Students know roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight.4a- Draw pictures that portray some features of the item(s) being described.4d- Describe the relative position of objects by using two references (e.g., above and next to, below and left of).

VI. Language Arts Concepts: California State Standards (1st Grade) Reading1.1- Match oral words to printed words.1.2- Identify the title and author of a reading selection.1.3- Identify letters, words, and sentences.1.4- Distinguish initial, medial, and final sounds in single-syllable words.1.5- Distinguish long- and short-vowel sounds in orally stated single-syllable words.1.6- Create and state a series of rhyming words, including consonant blends.1.7- Add, delete, or change target sounds to change words.1.8- Blend two to four phonemes into recognizable words.1.9- Segment single syllable words into their components.1.10- Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns, and blend those sounds into recognizable words.1.11- Read common irregular sight words.1.12- Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.1.13- Read compound words and contractions.1.14- Read inflectional forms (e.g. –s, -ed, -ing) and root words (e.g. look, looked, looking).1.15- Read common word families.1.16- Read aloud with fluency in a manner that sounds like natural speech.1.17- Classify grade-appropriate categories of words (e.g. concrete collections of animals, foods, toys).2.1- Identify text that uses sequence or other logical order.2.2- Respond to who, what, when, where, and how questions.2.3- Follow one-step written instructions.


2.4- Use context to resolve ambiguities about words and sentence meanings.2.5- Confirm predictions about what will happen next in a text by identifying key words. 2.6- Relate prior knowledge to textual information.2.7- Retell the central ideas of simple expository or narrative passages.3.1- Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.3.2- Describe the roles of authors and illustrators and their contributions to print materials. Writing1.1- Select a focus when writing.1.2- Use descriptive words when writing.1.3- Print legibly and space letters, words, and sentences appropriately.2.2- Write brief expository descriptions of a real object, person, place, or event, using sensory details. Written and Oral Language Conventions1.1- Write and speak in complete, coherent sentences.1.2- Identify and correctly use singular and plural nouns.1.3- Identify and correctly use contractions and singular possessive pronouns in writing and speaking (isn’t, aren’t, can’t, won’t, my/mine, his/hers, yours).1.4- Distinguish between declarative, exclamatory, and interrogative sentences.1.5- Use a period, exclamation point, or question mark at the end of sentences.1.6- Use knowledge of the basic rules of punctuation and capitalization when writing.1.7- Capitalize the first word of a sentence, names of people, and the pronoun I. 1.8- Spell three- and four-letter short-vowel words and grade-level appropriate sight words correctly. Listening and Speaking1.1- Listen attentively.1.2- Ask questions for clarification and understanding.1.3- Give, restate, and follow simple two-step directions.1.4- Stay on the topic when speaking.1.5- Use descriptive words when speaking about people, places, things, and events.


VII.ELD Concepts: California State Standards (1st Grade)

LS=Listening &

Speaking

WA= Word Analysis

RF/VD= Reading

Fluency & Vocabulary

Dev.

RC= Reading Comprehensi

on

LRA= Literary Response &

Analysis

W= Writing & English

Language Conventions

BeginningLS- Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).LS- Answer simple questions with one- to two-word responses.LS- Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).LS- Independently use common social greetings and simple repetitive phrases (e.g., “Thank you,” “You’re Welcome”).WA- Recognize English phonemes that correspond to phonemes students already hear and produce in their primary language.RF/VD- Read aloud simple words (e.g., nouns and adjectives) in stories or games.RF/VD- Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).RF/VD- Demonstrate comprehension of simple vocabulary with an appropriate action.RF/VD- Retell simple stories by using drawings, words, or phrases.RF/VD- Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greeting, classroom objects).RC- Respond orally to stories read aloud, using physical actions and other means of nonverbal communication (e.g., match objects, pointing to an answer, drawing pictures).RC- Respond orally to stories read aloud giving one- or two-word responses to factual comprehension questions.RC- Draw pictures from one’s own experience related to a story or topic.RC- Understand and follow simple one-step directions for classroom activities.RC- Identify, using key words or pictures, the basic sequence of events in stories read aloud.LRA- Listen to a story and respond orally in one or two words to factual comprehension questions.LRA- Draw pictures related to a work of literature identifying setting and characters.W- Copy words posted and commonly used in the classroom.W- Write a few words or phrases about an event or character from a story read by the teacher.W- Write a phrase or simple sentence about an experience generated from a group story.W- Use capitalization when writing one’s own name. Early Intermediate


LS- Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he and she).LS- Ask and answer questions by using phrases or simple sentences.LS- Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects.LS- Orally communicate basic needs.LS- Recite familiar rhymes, songs, and simple stories.WA- Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants. WA- Recognize English phonemes that do not correspond to sounds students hear and produce.RF/VD- Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.RF/VD- Read simple vocabulary, phrases, and sentences independently.RF/VD- Read aloud an increasing number of English words.RF/VD- Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.RC- Respond orally to simple stories read aloud using phrases or simple sentences to answer factual comprehension questions.RC- Draw and label pictures related to a story topic or one’s own experience.RC- Understand and follow simple two-step directions for classroom activities.RC- Orally identify, using key words or phrases, the basic sequence of event in text read aloud.RC- Draw logical inferences from a story read aloud.LRA- Respond orally to factual comprehension questions about stories by answering in simple sentences.LRA- Recite simple poems.LRA- Identify orally the setting and characters by using simple sentences and vocabulary.W- Write simple sentences about events or characters from familiar stories read aloud by the teacher.W- Write simple sentences by using key words posted and commonly used in the classroom.W- Write one to two simple sentences.W- Use capitalization to begin sentences and for proper nouns.W- Use a period or question mark at the end of a sentence.W- Edit writing for basic conventions (e.g., capitalization and use of periods) and make some corrections. IntermediateLS- Ask and answer instructional questions by using simple sentences.LS- Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.LS- Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).LS- Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.


LS- Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.WA- Produce most English phonemes correctly while reading aloud. WA- Recognize sound/symbol relationships and basic word-formation rules in phrases, simple sentences, or simple text.WA- Recognize and name all uppercase and lowercase letters of the alphabet.RF/VD- Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.RF/VD- Use decoding skills to read more complex words independently.RF/VD- Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings (e.g., classroom discussions, mediation of conflicts).RF/VD- Apply knowledge of content-related vocabulary to discussions and reading.RF/VD- Recognize simple prefixes and suffixes when they are attached to known vocabulary.RC- Read stories and respond orally in simple sentences to factual comprehension questions about the stories.RC- While reading aloud in a group, point out basic text features such as the title, table of contents and chapter headings.RC- Draw inferences about stories read aloud and use simple phrases or sentences to communicate the inferences.RC- Write captions or phrases for drawings related to a story.RC- Understand and follow some multiple-step directions for classroom-related activities.LRA- Use expanded vocabulary and descriptive words in oral and written responses to simple texts.LRA- Read simple poetry and use simple sentences in answering factual comprehension questions.W- Write short narrative stories that include the elements of setting and characters.W- Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.W- Following a model, proceed through the writing process to independently write short paragraphs of at least three lines.W- Write simple sentences appropriate for language arts and other content areas.W- Write a friendly letter of a few lines.W- Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.W- Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb without inflections). Early AdvancedLS- Listen attentively to stories and information and orally identify key details and concepts.LS- Retell stories in greater detail by including the characters, setting, and plot.LS- Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.


LS- Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.LS- Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.LS- Ask and answer instructional questions with more extensive supporting elements (e.g., “Which part of the story was the most important?”).WA- Use common English morphemes to derive meaning in oral and silent reading (e.g., basic syllabication rules, regular and irregular plurals, and basic phonics).WA- Recognize sound/symbol relationships and basic word-formation rules in phrases, simple sentences, or simple text.RF/VD- Recognize simple antonyms and synonyms in stories or games.RF/VD- Use simple prefixes and suffixes when they are attached to known vocabulary.RF/VD- Use decoding skills and knowledge of academic and social vocabulary to begin independent reading. RC- Read text and use detailed sentences to identify orally the main idea and use the idea to draw inferences about the text.RC- Read stories and orally respond to them by answering factual comprehension questions about cause-and-effect relationships.RC- Write a brief summary (three or four complete sentences) of a story.RC- Read stories and texts from content areas and respond orally to them by restating facts and details to clarify ideas.LRA- Read short poems and orally identify the basic elements (e.g., rhythm and rhyme).LRA- Read a literary selection and orally identify the literary elements of plot, setting, and characters.LRA- Read a story and identify the beginning, middle, and end.W- Write short narratives that include elements of setting, characters, and events.W- Proceed through the writing process to write short paragraphs that maintain a consistent focus.W- Use complex vocabulary and sentences appropriate for language arts and other content areas.W- Produce independent writing with consistent use of standard grammatical forms (some rules may not be followed).W- Produce independent writing that may include some periods, correct spelling, and inconsistent capitalization.W- Use standard word order with some inconsistent grammar forms (e.g., subject/verb agreement).W- Edit writing to check some of the mechanics of writing (e.g., capitalization and periods). AdvancedLS- Listen attentively to stories and information on new topics and identify both orally and in writing key details and concepts.LS- Demonstrate an understanding of idiomatic expressions (e.g., “Give me a hand.”) by responding to such expressions and using them appropriately.LS- Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.


LS- Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.LS- Narrate and paraphrase events in greater detail by using more extended vocabulary.LS- Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.WA- Apply knowledge of common morphemes to derive meaning in oral and silent reading (e.g., basic syllabication rules, regular and irregular plurals, and basic phonics).RF/VD- Explain common antonyms and synonyms.RF/VD- Recognize words that have multiple meanings in texts.RF/VD- Apply knowledge of academic and social vocabulary to achieve independent reading.RF/VD- Read aloud with appropriate pacing, intonation, and expression narrative and expository texts.RC- Prepare and oral or a written summary by using various comprehension strategies with literature and content area texts.RC- Locate and use text features, such as the title, table of contents, chapter headings, diagrams, and index.LRA- Read a variety of children’s literature and respond to it both orally and in writing.LRA- Describe the elements of poetry (e.g., rhythm, rhyme, alliteration).LRA- Compare and contrast different authors’ use of literary elements.W- Write short narratives that include examples of writing appropriate for language arts and other content areas. W- Write short narratives that describe the setting, characters, objects, and events.W- Produce independent writing by using correct grammatical forms.W- Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.W- Use complete sentences and correct word order.W- Use correct parts of speech, including correct subject/verb agreement.W- Edit for punctuation, capitalization, and spelling.W- Produce writing that demonstrates a command of the conventions of standard English.

VIII. Unit Vocabulary

symbolcontinentoceannorthsoutheastwestcharacteristicfeature

farmeragricultureagriculturisthorticulture

horticulturistphotosynthesissoilsunlightstem


rootleavesflowerssproutseedsfruittrunkcooperationcrops


IX. Resources and Materials (1st Grade) Teacher-Science Textbook Series-Literature Textbook Series-Peach Heaven, Yangsook Choi -The Important Book, Margaret Wise Brown-Google Images (www.google.com) Fiction-The Giving Tree, Shel Silverstein-Weslandia, Paul Fleischman-The Tortilla Factory, Gary Paulsen-Harvest Home, Jane Yolen-Racoons and Ripe Corn, Jim Arnosky-The Corn Grows Ripe, Dorothy Rhoads-Gimme Cracked Corn and I will Share, Kevin O’Malley-The Luck Grain of Corn, Veronique Tadjo-The First Tortilla: A Bilingual Story, Rudolfo Anaya-Anna’s Corn, B. Santucci-Lousy Rotten Stinken’ Grapes, Margie Palatini-Magic Pickle and the Planet of the Grapes, Scott Morse-The Grapes Grow Sweet: A Child’s First Harvest in Wine Country, Lynne Tuft & Tessa

DeCarlo-Dr. Welch and the Great Grape Story, Jane Yolen-The Fox and the Grapes, Aesop (adapted by Christopher E. Long)-Each Peach, Pear, Plum, Allan Ahlberg-Peach and Blue, Sarah S. Kilborne-P is for Peach: A Georgia Alphabet, Carol Crane-Peach Boy and Other Japanese Children’s Favorite Stories, Florence Sakade-Almond Cookies and Dragon Well Tea, Cynthia Chin-Lee-Rhino, Rhino, Sweet Potato, Francine Prose-Thanksgiving Rules, Laurie B. Friedman-Sweet Potato Pie, Kathleen D. Lindsey-Hungry Ria’s and the Sweet, Sweet Potato, Leonard J. Villanueva-My Best Sweet Potato, Rainy Dohaney Nonfiction-How a Seed Grows, Helene J. Jordan-Out and About at the Apple Orchard, Diane Mayr-Life Cycles: Potatoes, Melanie Mitchell-Life Cycles: Bean, David M. Schwartz-Life Cycles: Beans, Melanie Mitchell-All About Seeds, Melvin Berger-It Could Still Be A Tree, Allan Fowler-Concept Science: Protecting Plants, Colin Walker-Concept Science: Food From Plants, Colin Walker-Concept Science: Plants Are Precious, Colin Walker-Concept Science: How New Plants Grow, Colin Walker-Eyewitness Books: Plant-Seeds, Seeds, Seeds, Nancy Elizabeth Wallace-Eric Plants a Garden, Jean Hudlow-The Life Cycle of a Flower, Bobbie Kalman-How Do Apples Grow?, Betsy Maestro-Weekly Reader: How Corn Grows, by Joanne Mattern-Farm to Market, Joan K. Welch & Karen K. Welch-About Nuts, Solveig Paulson Russell

-The Reason for a Flower, Ruth Heller-Corn is Maize: The Gift of the Indians, Aliki-Corn Belt Harvest, Raymond Bial-El Maíz, Cristina Urrutia & Marcial Camilo-El Maíz, Margaret Hall Poetry-Don’t Throw the Seeds Away, Paramita Kar-Do You Like Fruits?, Swapna Dutta Technology-Enchanted Learning (www.enchantedlearning.com)-California Streaming (www.californiastreaming.org)-Biology 4 Kids (www.biology4kids.com/files/plants_main.html)-Science Kids (www.sciencekids.co.nz/gamesactivities/plantsgrow.html)-Just for Kids (urbanext.illinois.edu/kids/)-http://urbanext.illinois.edu/gpe_sp/case1/c1facts2a.html -http://urbanext.illinois.edu/trees2/index.html -Science Online (classroom.jc-schools.net/sci-units/food.htm#1)-http://www.ahisd.net/campuses/woodridge/student/first/websites/plantparts.htm

Planning Pages

I. Focus & Motivation Cognitive Content Dictionary (CCD) with Signal Word Crops of the Central Valley Big Book Picture File Cards Observation Charts Horticulturist Awards Poetry Chants Inquiry Chart Realia & Interest Pieces Read Alouds

II. Input 10/2 Lecture with Primary Language Graphic Organizer - World Map (continents, oceans, cardinal directions)

o Emphasis on the Central Valley Pictorial Input Chart – Peach Tree, Horticulturist Narrative Input

III. Guided Oral Practice-Form Co-op groups T-Graph for Social Skills; Team Points Exploration Report (with Picture File Cards) Picture File Cards Numbered Heads Expert Groups Mind Mapping Process Grid Sentence Patterning Chart Team Tasks Science Explorations Personal Interaction Poetry and Chants

IV. Reading & Writing A. Whole Class Modeling

Group Frame - Cooperative Strip Paragraph – Expository Paragraph Poetry Frame DRTA

B. Small Group Team Tasks Story Mapping Ear-to-Ear Reading Textbook Work: paired reading, tutoring, activity sheets Focused Reading Flexible Reading Groups

o ELD Group Frameo Clunkers & Links – At or Above Grade Levelo Struggling/Emergent Readers

Expert Groups Team Writers’ Workshop

C. Individual Activities – Portfolio Individual Tasks – Anything practiced in teams Interactive Journal Learning Logs Poetry Booklets Reading/Writing Choice Time Add to the Walls Crops ABC book

D. Writers’ Workshop Mini Lesson Writing & Planning Conferencing Author’s Chair Publishing - completion of expository, narrative, and poetry pieces

V. Extended Activities for Integration Poetry/Art Read Aloud Newspaper Interest Pieces Environmental Study - Taking action in the community Total Room Environment Cooperative Project - Horticulture Museum

VI. Closure Process Inquiry Charts Sharing Poetry Reading Big Books Student Generated Text Personal Exploration Activity

Evaluate Week/Portfolios Process Charts

Sample Daily Lesson Plan

Day 1:Focus & Motivation

Horticulturist Awards/3 Standards Cognitive Content Dictionary with Signal Word - horticulturist Observation Charts Inquiry Chart - Crops Teacher-Made Big Book - The Important Thing about Crops in the

Central Valley Portfolio

Input Graphic Organizer – Map of California and Central Valley

o 10/2 with primary language groupso Learning Logo ELD Review

Guided Oral Practice Poetry and Chants T-Graph For Social Skills Picture file Cards: observation, categorizing Exploration Report

Input Pictorial Input Chart

o 10/2 with primary language supportFocus/Motivation

Poetry and Chants

Writer’s Workshop Mini-Lesson Write Author’s Chair

Reading & Writing Interactive Journals

Closure Home/School Connection


Three Standards/Awards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review Input Charts with Word Cards Process Chants – Highlight, Sketch, add Picture File Cards

Input Pictorial Input Chart – Narrative Input

o 10/2 lecture with primary language

Guided Oral Practice T-Graph Processing Expert Groups Team Tasks

Reading & Writing Interactive Journals

Closure Home/School Connection


Three Standards/Awards Cognitive Content Dictionary with Signal Word – student selected

vocabulary Process Home/School Connection- groups share Review Narrative Input with Word Cards and Conversation Bubbles

Guided Oral Practice Flexible Groups – Experts T-Graph processing Team Tasks Oral Team Evaluation Sentence Patterning Chart

o Reado Tradeo Flip Chant

Mind Map Process Grid

Reading & Writing Coop Strip Paragraph

o Reado Respondo Reviseo edit

Interactive JournalsClosure

Home/School Connection



vocabulary Process Home/School Connection Review Narrative with Story Map Process Chants – Highlight, Sketch, add picture file cards

Guided Oral Practice Poetry/songs Personal Interaction

Reading/Writing Flexible Group Reading – Team Tasks

o ELD Group frame o Clunkers and Links (at or above grade level)

Team Taskso Oral evaluation

Closure Process Charts Home/School Connection Share Team Tasks

Day 5Focus/Motivation


vocabulary Home/School Connection Read Aloud Poetry/Chants Strip Book

Guided Oral Practice Flexible Group Reading

o Cooperative Strip Paragraph (struggling/emergent readers) Team Tasks

o Team evaluation, team presentation

Reading/Writing Ear-to-Ear Reading Listen and Sketch Focused Reading with Cognitive Content Dictionary DRTA

Closure Big Book –teams

o Watercolorso Write

Process Inquiry Chart Interactive Journal Writing Evaluate week/Letter home

Literacy Award Samples (add visuals)

A horticulturist is a person who studies how to grow and nurture fruits, vegetables, and

flowers.

Photosynthesis is the process used by plants to

make food.

Peaches grow on trees. They have fuzzy skin, soft

fruit, and a pit.

Grapes grow on vines in clusters of small, juicy,

colorful fruit.

Yams grow underground. They have brown skin and

are yellow or orange on the inside.

Almonds grow on trees. They are small, brown, and

crunchy.

Corn grows on tall stalks. It is crisp and usually white or

yellow.Crops are fruits, vegetables, and nuts that are grown to

be eaten.

Horticulture Notebook

_______________________Horticulturist

HORTICULTURE NOTES

Horticulturist

Big Book Text

Cover:The Important Thing about Crops in the Central ValleyBy Livingston Union School District Teachers

Title Page:The Important Thing about Crops in the Central ValleyBy Teachers at Livingston Union School District©February 2010

Table of contents: Crops in the Central Valley……………………………………...Page 1Horticulturist and farmers ……… ……….…………….....…Page 2Peaches…………………………………………………………………..…….Page 3Grapevines…………………………………………………………………..Page 4Yams………………………………………………….………………….……….Page 5Almonds………………………………………………………………………..Page 6Cornstalks…….………………………………………………………………Page 7

Page 1:The important thing about crops in the Central Valley is that they provide food for California and the rest of the United States.

The Central Valley is located in the center of California. Crops grown in the Central Valley include peaches, grapes, yams, almonds, and corn. All crops need sunlight, water, and nutrients from soil.

But, the important thing about crops in the Central Valley is that they provide food for California and the rest of the United States.


A horticulturist is a person who studies how plants, fruits, vegetables, and flowers grow. Horticulturists work with farmers who grow crops. Farmers have various jobs and tools to prepare the land to plant crops. Crops need sunlight, water, and soil.


Page 3:

The important thing about crops in the Central Valley is that they provide food for California and the rest of the United States.

Peach trees have roots, a trunk, leaves and small flowers. A peach is a fruit that is orange and has fuzzy skin. A peach tree needs water, sunlight, soil, and space to grow. Peaches can be used to make pies, jams, jellies, and ice-cream.



Grapevines grow above the ground. The grapes grow on vines above the ground. Grapes can be green, red, or purple. Grapevines need sunlight, water, soil, and space to grow. Grapes can be used to make jams, jellies, vinegar, raisins, grape seed oil, and wine.



Yams are roots that grow underground. Yams have rough skin and the skin can be brown to light pink. The inside of yams can be yellow to orange and it is smooth. Yams need sunlight, water, soil, and space to grow. There are different ways yams can be cooked. They can be barbecued, grilled, roasted, smoked, boiled, or fried.


Page 6:The important thing about crops in the Central Valley is that they provide food for the California and the rest of the United States.

An almond tree has roots, a trunk, branches, and little flowers. Almonds are seeds inside a shell. Almonds are small, oblong, brown, and crunchy. Almonds need sunlight, water, soil, and space to grow. They can be eaten as snacks, or used to make almond butter and almond milk.



Cornstalks grow about six feet above the ground. The corn seed is called a kernel. A corn cob has seeds and silk. Cornstalks need sun, water, soil, and space to grow. Corn can be used to make bread, tortillas, tamales, or popcorn.


Narrative Input

In this unit, the story used for the Narrative Input was Peach Heaven written by Yangsook Choi (Hardcover ISBN: 0-374-35761-7).

Story Maptitle:

author:

characters:

setting:

plot-what happens in the storybeginning:

middle:

end:

HorticulturePoetry Booklet

____________________________________ Horticulturist

Crops Here, Crops There By Jenny Clearwater

Crops here, Crops there,Crops, crops, everywhere!

Colorful grapevines sprawling,Hearty yams thriving,Beautiful almond trees growing,And lofty corn reaching,

Grapevines in the vineyard,Yams in the ground,Almond trees in the orchard, And corn in the field.

Crops here, Crops there, Crops, Crops, everywhere,

Crops! Crops! Crops!

Continents and Oceans(Twinkle, Twinkle, Little Star)By Alicia Carter

A continent’s a great big piece of land;The earth has seven on which we stand.Asia is the largest, Europe’s right beside,Africa is further south, Australia is an island.North and South America take up the western side;Antarctica is very cold because it’s covered in ice.

The rest of the earth is covered in oceans:Bodies of water that always are in motion.The Pacific is the largest; its name means ‘peace’. The Atlantic is much colder; it is very, very deep.The Indian is famous for monsoons and storms;The Arctic and the Southern are found near the poles.

Observe That Plant!Adapted from HMR by Sarah Banks, 2008

Observe that plant!What does it need?Nutrients from the soil below.Nutrients that help living things to grow.

Observe that plant!What does it need?Sunlight, water,Soil, and air.These are non-living thingsYou’ll find everywhere!

If these things weren’t there, you surelyWould miss them.They’re non-living parts of anEcosystem!

Horticulturist BugalooBy Jenny Clearwater

I’m a horticulturist and I’m here to say,I work with plants each and every day.Sometimes I study crops, sometimes I look in books,Sometimes I go out in the field and take a closer look.

Peaches, grapes, almonds tooYams and corn, BUGALOO!

I study plants and how they grow.They use photosynthesis, don’t you know?Plants need soil, water and sun.They are useful for everyone!

Peaches, grapes, almonds tooYams and corn, BUGALOO!

Oh the Farmers(Old McDonald)By Angelica Covarrubias

In the Central Valley we had some farmersOh we had some farmersAnd the farmers helped grow the cropsOh they helped grow the cropsWith some juicy peaches here, delicious yams thereHere the peaches, there the yamsPeaches and yams everywhereOh the peaches grew on treesOh they grew on treesWith some water here, soil thereHere the nutrients, there the spaceSunlight, sunlight everywhereOh the yams grew undergroundOh they grew undergroundWith some water here, soil thereHere the nutrients, there the spaceSunlight, sunlight everywhereIn the Central Valley we had some farmersOh we had some farmersAnd the farmers helped grow the cropsOh they helped grow the cropsWith some juicy peaches here, delicious yams thereHere the peaches, there the yamsPeaches and yams everywhere

PhotosynthesisBy Sarah Banks, 2008

PhotosynthesisPhotosynthesisIs a processIs a processTurning sunlight into foodPlants do this every dayPhotosynthesisPhotosynthesis

Photosynthesis(Mary Had a Little Lamb)By Sarah Banks, 2008

Plants are the primary source, primary source, primary source,Plants are the primary source of energy in a food chain.

Plants get their energy from, energy from, energy from,Plants get their energy from, photosynthesis.

Trapping light’s energy, energy, energy,Trapping light’s energy is photosynthesis.

Using carbon and water, and water, and water,Using carbon and water to form the food for plants.

A Beautiful Flowering Peach TreeBy Jenny Clearwater

I see a flowering peach tree,A beautiful flowering peach tree,A beautiful flowering peach tree that can grow so high.

A peach tree has a pit,That grows into a seedling,That grows into a sapling,That will grow into a tree.


Peach trees grow all over, All over the world,All over the world,And especially in California.


We use the fruit from peach trees,To make many things,Like pies, jams and jellies, And even ice cream!


Crops Yes Ma’am ChantBy Jenny Clearwater

Is it a crop? Yes Ma’am!Is it a crop? Yes Ma’am!How do you know? It has roots and leaves.And what else? It’s grown to be eaten.Where are they grown? All over the world!

Is it a peach tree? Yes Ma’am!Is it a peach tree? Yes Ma’am!How do you know? It has flowers and fruit.And what else? It has many varieties.Where are they grown? In the Central Valley.

Is it a grapevine? Yes Ma’am!Is it a grapevine? Yes Ma’am!How do you know? It has a long, winding vine.And what else? It has roots and fruit.Where are they grown? In the Central Valley.

Is it a yam? Yes Ma’am!Is it a yam? Yes Ma’am!How do you know? It grows underground.And what else? We eat the root.Where are they grown? In the Central Valley.

Is it an almond tree? Yes Ma’am!Is it an almond tree? Yes Ma’am!How do you know? It has blossoms in the spring.And what else? We eat the nuts.Where are they grown? In the Central Valley.

Is it a cornstalk? Yes Ma’am!Is it a cornstalk? Yes Ma’am!How do you know? It grows very tall.And what else? It has seeds and corn silk.Where are they grown? In the Central Valley.

Home-School Connections

___________________________________ Horticulturist

Home-School Connection #1:Tell someone at home what a horticulturist does. Talk about a time when you have seen an interesting plant! Use the space below to sketch a picture and write about it!

Name of person with whom you spoke:

Conexión de Hogar – Escuela #1:Dile a alguien en casa lo que hace un horticulturista. Habla sobre una vez en que tú vistes una planta interesante. Usa el espacio para hacer un bosquejo y escribe sobre ese tiempo.

¿Nombre de la persona con quien hablaste?_____________________

Home-School Connection #2:Tell someone at home what plants need to survive. Ask him/her about their favorite plant. Use the space below to sketch and write about it!


Conexión de Hogar – Escuela #2:Dile a alguien en casa lo que hacen las plantas para sobrevivir. Preguntale cuál es su planta favorita. Usa el espacio abajo para hacer un bosquejo y escribe sobre ello.


Home-School Connection #3:Tell someone at home about one of the crops we have studied in class. Which crop is your favorite? Write and sketch about your favorite crop here!


Conexión de Hogar – Escuela #3:Dile a alguien en casa sobre una planta que hemos estudiado en clase. ¿Cuál es tu favorita? Escribe y haz un bosquejo sobre tu planta favorita aquí.


Home-School Connection #4:Tell someone at home about the process plants use to make food. What is this process called? Sketch and write about it here.


Conexión de Hogar – Escuela #4:Dile a alguién en casa que es el proceso que utilizan las plantas para hacer comida. ¿Cómo se llama éste proceso? Escribe y haz un bosquejo aquí.


Home-School Connection #5:In this unit, we have learned about different crops that are grown in the Central Valley. Go on a plant hunt in your yard, your neighborhood, or even your house! What kind of plants did you find? Write and sketch here!


Conexión de Hogar – Escuela #5:En esta unidad hemos aprendido de diferentes plantas que se encuentran en el Valle Central. Busca una plata en tu jardín o vecindad, o aún tu casa. ¿Qué tipo de plantas encontraste? Escribe y haz un bosquejo aquí.


Expert Group - GrapevinePhysical Description/How it Grows

Grapevines have small round or oval shaped fruits called grapes. These grapes can be red, green, or purple. Grapes grow above the ground on vines.

What it NeedsGrapevines need sunlight, water, soil, nutrients, and space to grow.

Uses and Interesting FactsGrapes can be eaten raw and are used to make many different products,

such as juice, wine, jams, and jellies. Grapes are also dried to make raisins. Most people eat eight pounds of grapes a year!

Expert Group - YamPhysical Description/How it Grows

Yams are vegetables with rough skin. Their skin can be many colors, ranging from dark brown to light pink. The inside of the yam can be yellow or orange and has a smooth texture. Yams are roots, which grow underground.

What it NeedsYams need sunlight, water, soil, nutrients, and space to grow.

Uses and Interesting FactsYams can be cooked and eaten many different ways. Sometimes yams are

barbecued, roasted, fried, grilled, smoked, and boiled. Yams can even be grated and used in dessert recipes. There are over 600 different varieties of yams!

Expert Group - Almond TreePhysical Description/How it Grows

Almond trees have roots, a trunk, leaves, flowers, and almond nuts. The oblong, small, brown nuts are crunchy and surrounded by a shell. Almonds grow above ground on the branches of an almond tree.

What it NeedsAlmond trees need sunlight, water, soil, nutrients, and space to grow.

Uses and Interesting FactsAlmonds can be eaten raw or roasted. They are also used to make different

products, such as almond butter and almond milk. The world’s largest almond factory is located in Sacramento.

Expert Group - CornstalkPhysical Description/How it Grows

Cornstalks are crops that grow above the ground and can be anywhere from seven to twelve feet tall. Corn cobs with seeds and silk are found at the top of a corn stalk. The seeds of the corn cob can be white, yellow, or multicolored. Corn seeds are called kernels.

What it NeedsCornstalks need sunlight, water, soil, nutrients, and space to grow.

Uses and Interesting FactsCorn can be cooked and eaten on the cob. It is also used to make many

different products that can be eaten, such as bread, tortillas, tamales, and popcorn. There can be as many as 800 kernels on an ear of corn.

What it Needs

Uses Interesting Facts

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Name

Date Crops of the Central Valley QuizChoose the best answer for each question.

1. A person who studies how to grow and nurture fruits, vegetables, and flowers is called a:

a. teacherb. horticulturistc. dentist

2. The process plants use to make food is calleda. photosynthesisb. waterc. soil

3. Important crops grown in the Central Valley are:a. almondsb. peachesc. both of the above

4. Which food grows on trees?a. yamsb. peachesc. corn stalks

5. What do pants need to grow?a. waterb. sunlight

c. soil and nutrientsd. all of the above

6. In which state is the Central Valley located?a. The United Statesb. Californiac. Mexico

7. Which edible plant is considered a roota. corn stalkb. peach treec. yam

8. Who grows plants?a. teachersb. farmersc. dentist

9. Corn can be used to makea. tortillas, and breadb. pizzac. ice-cream

10. The important thing about crops in the Central Valley is that…

Date post:	15-Mar-2018
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