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Integrated Centers

Name: Michelle Andrus

Title: Apples to Oregon

Author: Nancy Carpenter and Deborah Hopkinson

Book Summary:

This picture book reimagines the true story of how apples first came to Oregon. In the

story, we meet a young girl whose father is a fruit farmer. Their family is moving out

west from Iowa to Oregon. In order to start a new farm, the father is bringing along

hundreds of small trees that will be later planted. Along their journey, the family faces

hardships of westward expansion.

Grade Level: 3rd-5th

Lexile Level: 840L

NCSS Theme: People, Places, and Environments

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Fourth Grade

SC Social Studies standard(s):

Standard 3: Demonstrate an understanding of the expansion and growth of South

Carolina and the United States between 1800–1850

4.3.CO Compare the motivations for and reactions to various expeditions into the

Western territories.

SC Health standard(s):

Standard 3: “Students will demonstrate the ability to access valid information, products,

and services to enhance health” (NHES, 2007).

N-4.3.1 Identify places to access accurate information on healthy foods and physical

activity.

SC Art standard(s):

Anchor Standard 1: I can use the elements and principles of art to create artwork.

VA.CR AH.1 I can create a body of work in a specific medium that explores a

personal theme, idea, or concept.

SC PE standard(s):

Standard 4: The physically literate individual exhibits responsible personal and social

behavior that respects self and others in physical activity settings. (Affective Domain)

5-4.1 Work cooperatively and productively in a small group to accomplish a set goal in

both cooperative and competitive physical activities.

5-4.4 Participate in the establishment of rules, procedures, and standards of etiquette that

are safe and effective for specific activity situations.

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PE Center

Title: “Scenes from a Bonnet”

Social Studies Standard(s): 4.3.CO

PE Standard(s): 5-4.1, 5-4.4

Materials: Bonnet, Strips of paper of events of the story, Sand timer

Brief description and/or teacher instructions: For this center, students will be acting

out events from the story. The teacher will cut out strips of paper with different scenes

from the story and place them into a bonnet (or any available hat). At the station, students

will take turns selecting a random event from the story and acting it out to their group. To

ensure that no students dwells on their scene for too long, a sand timer will be at the

station spot. Each student will have two to three minutes to act out their scene. The rest of

the group members will work together to figure out what scene is being portrayed. If all

of the scenes are finished before station time is up, the students may play a game of

Simon Says. The students will be given a list of gestures/movements that “Simon” can

say that are related to the story. These activities relate to the social studies standard

because the students are putting the story elements into action. The elements of this story

illustrate some of the hardships that people faced during their journey west.

Art Center

Title: “Map it out”

Social Studies Standard(s): 4.3.CO

Art Standard(s): VA.CR AH.1

Materials: Paper, Markers, Colored Pencils, Crayons, Pencils

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Brief description and/or teacher instructions: At this station students will be

illustrating the map from the story. Students will be drawing their map on a piece of

white printer paper. Students may choose from a variety of drawing materials. On their

map, they need to include elements from the story. If students finish early, they may write

a short description for their map and how it relates to westward expansion. These

activities relate to the social studies standard because the students are creating a map to

visually represent the route that many Americans made to the west during the Westward

Expansion. Secondly, students will be familiar with these maps from seeing real life

examples during class discussions.

Health Center

Title: “An Apple a Day, Keeps the Doctor Away”

Social Studies Standard(s): 4.3.CO

Health Standard(s): N-4.3.1

Materials: Tablets, Printed Articles, Research Worksheet, Pencils

Brief description and/or teacher instructions: At this station, students will be

researching the health benefits of apples. Apples play a huge role in the story, and are a

commonly known fruit. Students will be practicing their research skills by reading

articles about apples and collecting information. Students will be given a worksheet to

write down facts that they learn and the resource that the used. This activity is tied to the

following segment of text in the book: “’Course we’d all been raised on apples, and

everyone knows young‘uns raised on apples are strong, mighty strong.” After the

students have researched and collected additional facts about apples, they will write and

discuss about the characters’ strength during the hardships in the story. Students will
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answer the following question: How do you think apples helped the characters in the

story? This activity relates to the social studies standard because students are having to

make connections between the health benefits of apples to the challenges that the

characters faced during their journey to Oregon.

Center Directions and Resources:

“Scenes from a Bonnet”

Scenes from a Bonnet

1. One student at a time will pick a piece of paper from the hat.

2. Read the paper SILENTLY to yourself. *DO NOT TELL ANYONE*

3. Flip the sand timer to start the count down. Act out the scene from the strip of

paper. You have two minutes.

4. Other group members will try to guess the scene that you are acting out.

5. Once time is up, reveal your scene.

6. New student picks a scene. Repeat steps 1-6.

*If the entire group finishes early, you may play the attached Simon Says game*
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“Scenes from a Bonnet” Scene Strips

“So Daddy built two of the biggest boxes you could ever hope to see. He set them into

a sturdy wagon and shoveled in good, wormy dirt.”

“At night Momma and I tucked in the little ones, then Daddy fiddled lullabies under

the stars.”
“We’re too heavy. If we don’t go faster, we’ll sink. We gotta take our shoes off and

kick!”
“The wind began to throw around everything that wasn’t lashed down-our boots, baby

Albert’s diapers, every pot and pan Momma had, even our own little wagon.”
“So early the next morning I took off to look for water. But although I searched and

searched, I couldn’t even find a splash or a puddle. After a while I got so tuckered out,

I plopped down under an old sagebrush.”

“Then we planted them in that sweet Oregon dirt at last.”
“Gold was discovered in California not long after, and thousands of people rushed to

seek their fortunes.”

Simon Says Gestures/Movements

Simon Says Movements

 Apple Picking – Move your arms as if you were reaching for apples

 Plant the Trees- Move your arms to pretend you’re planting a tree

 Row the Boat- Pretend to move the paddle of a boat

 Walk the Trail- Walk

“Map It Out”

Map it out
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Instructions: Draw a map of the United States that shows the trail from Iowa to Oregon

that was mentioned in the story. Draw your map on a piece of white printer paper (at the

station). You may use crayons, colored pencils, or markers to illustrate your map. Make

sure to include elements from the story. Below is a list of some of the elements from the

story:

 Fruit Trees

 Trail from Iowa to Oregon

 Travel by wagon

 Crossed a large river

 Desert

*If you finish early, write a paragraph summarizing your illustration. In your paragraph,

describe the similarities between the map from the story to what you have learned about

Westward Expansion.*

“An Apple a Day, Keeps the Doctor Away”

Additional Apple Resources:

Books Videos Articles
Apples By Gail Gibbons Fruit for Kids Blippi Video Science A to Z “Food
from Trees”
How Do Apples Grow? By Does an apple a day Science News for
Betsey Maestro REALLY keep the doctor Students
away?

An Apple a Day, Keeps the Doctor Away

Instructions: At this station that are a variety of resources about apples. Apples have

numerous health benefits and are a part of one of the key food groups: fruit. Your job is
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to RESEARCH apple to gather FACTS and information. Using the resources at the

station and your tablets, COMPLETE the attached graphic organizer. Make sure you

write 1 to 2 facts for each source and provide the source information.

AFTER you collect information about apples, complete the thinking deeply activity on

the back.

Research Collection Sheet (front)

Name: _________________________ Date: __________

Research Collection Sheet
Topic: ____________
Source Information: Facts/Information:
 Title  1-2 facts for EACH source
 Type (video, article, book, etc.)  Page number or time that the fact
was found
Source 1: Source 1:
Title: 1.__________________________________
____________________________________ ____________________________________
____________________________________ 2.__________________________________
Type:_______________________________ ____________________________________

Source 2:
Title:
____________________________________
____________________________________
Type:_______________________________
Source 2:
1.__________________________________
____________________________________
2.__________________________________
____________________________________

Research Collection Sheet (back)

Think Deeply:
1. Read the following text selection:
“’Course we’d all been raised on apples, and everyone knows young‘uns raised on
apples are strong, mighty strong.”
2. Talk with your station partners about the characters’ strength in the story when
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facing the hardships of moving West.
3. Write a paragraph explaining how you think the apples helped the characters in
the story.

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