Apple+Orchard+Field+Trip

We begin the year-long study with a field trip to a local apple orchard during the third week of school.

Over the years we have visited two orchards that have worked out well. One is the [|Big Apple Orchard] in Wrentham, MA. In recent years, they have not had enough staff to do field trips, so we have switched to [|Carlson Orchards] in Harvard, MA.

Try the Big Apple Orchard first. If they are not doing tours, try Carlson Orchards in Harvard, MA. Contacts list

All of the details about using the Big Apple orchard, including pre- and post- work with students, are on this word document which you can download to your computer: The details are similar for Carlson Orchards.

Learning targets for apple orchard:
 * 1) I can act out how apples are picked.
 * 2) I can explain what happens to an apple after it gets picked.
 * 3) I can describe how people take care of the trees at the orchard.
 * 4) I can discover how people protect the trees from animals that hurt them.
 * 5) I can discover animals that help the trees.



Pre-field trip activities:
 * two weeks prior: begin reading books about apples and orchards
 * two days prior: go over logistics of orchard trip
 * one day prior: look at 3 photos from orchard and assign "jobs" that go with each photo and link to the learning targets. Kids talk about what they already know for each learning target, making predictions. //The photos are kept in the curriculum binder.//
 * What is this thing and why is it around the bottom of the tree? (with a photo of a small fence around the bottom of the apple tree, used to keep rodents away) -- connect to learning target 4
 * What do you think this thing is and what is it used for? (with a photo of the conveyor belt used to take the apples up to the cider press) -- connect to learning target 2
 * How do they take care of the apple trees? (with a photo of a dwarf tree) -- connect to learning target 3

Post-trip activities:
 * Day of trip: after the trip, lying on the rug, re-tell the story of the trip together as a class
 * Next day: basic written reflection of the orchard trip (what did you learn at the orchard?) AND dramatic play of the orchard (see description in Big Apple Orchard curriculum write-up above) [[file:orchard reflection.doc]]
 * Next few days: sketching apples and making apple crisp with apples from orchard
 * Then begin orchard projects: mural, book, and blocks (see write-up of Big Apple Orchard curriculum, above)
 * In writing, doing a detailed interactive sketch and writing about the field trip as a way to build oral language and storytelling skills
 * [[image:First_Grade_07-08_-_078.jpg width="272" height="211" align="center" caption="Interactive writing to label block model of orchard"]] || [[image:109-0908_IMG.JPG width="315" height="243" caption="Orchard Mural"]] || [[image:First_Grade_03-04_-_039.jpg width="271" height="205" align="center" caption="Close-up of orchard mural"]] ||

Field trip notes for chaperones:

2011 Orchard Assessment Assessment rubric: I can act out how apples are picked. √ Yes √ - No

I can explain what happens to an apple after it gets picked. √ + =List 5+ steps in sequential order with vocab √ =List 5 steps in sequential order √ - =Can not list or explain in order

I can accurately use the apple orchard vocabulary. √ + =Use 10+ vocabulary words accurately, without prompting √ =Use 5-10, vocabulary words accurately, with (or without) some prompting √ - =Can not use and explain

A few versions of the older interview assessment, to be done at the end of the unit, are here:

Orchard Interview Assessment:




 * Orchard Vocabulary:**
 * Orchard
 * Bud
 * Blossom
 * Autumn
 * Pollination
 * Polish(er) and drier
 * Fork lift
 * Tractor
 * Core
 * Peel
 * Stem
 * Bins
 * Apple bag
 * Cold room (giant refrigerator)
 * Controlled Atmosphere (CA) room
 * Apple bath / wash
 * Conveyor belt
 * Sorting tables
 * Bin
 * Pumice
 * Pasteurize
 * Hopper
 * Cider
 * Trucks
 * McIntosh
 * Corland
 * Sensor
 * Fence
 * Gate

Making Cider
Sequencing sheet

General reflecting sheet