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Grade Level 4

History and Social Studies:

4.1.5 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation. (Link #1)

Literature and Language Arts:

• Write a narrative essay describing a train trip through the state of California and the agriculture seen along the way and:

• Relate ideas, observations, or recollections of an event or experience.

• Provide a context to enable the reader to imagine the world of the event or experience.

• Use concrete sensory details.

• Provide insight into why the selected event or experience is memorable

• 1.4 Write fluidly and legibly in cursive or joined italic.

 

Critical thinking
Cause and effect
Expository critique
Making inference
Visual analysis
Research
September 5, 2006

Introduction
Background for the Teacher
Guiding Questions
Learning Opportunities
Assessment
Guided Discussion Questions
Instructional Plan
Materials Needed
Groupings
Checking for Student Understanding
Guided Practice
Independent Practice
Closure
Extention
English Learners
G.A.T.E. Students

Links
Writing Prompt (blackline master) | Word
Paragraph Writing Rubric | Word
Pre/post test (blackline master) | Word
Test Answers | Word
Vocabulary review | Word
PowerPoint Mission Inn Artifact | PPT (Large file - Save to hard-drive before opening.)
Reference List | Word
History of Citrus in Riverside | Word
Map of California Template | Word
Directions for map | Word
California Agricultural Fact Sheet | Word

Mission Inn website
Riverside history
UCR citrus history
Citrus history in Riverside
Citrus Park
United States Department of Agriculture
Where does it come from? Lesson plan National Agricultural Statistics Service
Great interactive map showing California crops and ranches
California Foundation for Agriculture in the Classroom - lesson plans
Farm Industry News
Another excellent interactive map that shows agricultural sites in California

April 27, 2007
Feedback and Evaluation
Email Lesson to friends or colleagues
 
Citrus Lesson Plan | 4th Grade Level
Download Complete Citrus Lesson Plan for 4th Grade Level | pdf xx kb
The Mission Inn Celebrates Riverside’s Citrus History

Introduction:

Citrus fruit was first brought to Southern California in the 1700s by Spanish missionaries who planted sweet orange trees around the missions. In 1873, two naval orange trees were sent to Riverside citizen, Eliza Tibbets, and thus, began a legacy which would forever connect Riverside as an important contributor to California’s place in the agricultural economy. The climate and land were perfect for growing citrus and in the early 1900s, hundreds of people eager to become involved in the citrus ranching industry moved to California for the second "Gold Rush.” Citrus groves of oranges, lemons, and grapefruit were profitable and enhanced Riverside’s economic force and California’s reputation as the Golden State - the land of opportunity and sunshine. By the 1930’s fresh-squeezed orange juice was sold in roadside stands along California’s Highway 99 signifying its importance in the state’s economy.

Background for the teacher:

The introduction of two navel orange trees to Riverside from Brazil in the 1870s would lead to what some writers have termed California’s other “Gold Rush.” The navel orange (named for the end of the fruit resembling a belly button) has no seeds. In order to create new trees, a process called “budding” is required. The climate and soil conditions of inland Southern California proved to be perfect. The result was an international favorite: a large thick-skinned, sweet orange.

One of the two original navel trees imported to Riverside (known as the Bahia or Washington Parent Navel Orange) was named a California Historic Landmark in 1932, and continues to bear fruit. On May 8, 1903, President Theodore Roosevelt and Mission Inn hotel owner Frank Miller replanted the second Washington Navel tree just outside the front door of the Inn’s Old Adobe. That tree did not survive (Klotz, 1982).

Several citrus packinghouses and the railroad tracks could be found within a few blocks of the Mission Inn. The “golden fruit” from the “Orange Empire” was shipped in thousands of refrigerated train boxcars to eagerly waiting customers across the country. Riverside and surrounding communities depended on the orange for their economic survival. Riverside street names reflect this: eleven city streets contain the word “orange," and all the basic citrus names--Grove, Lemon, Lime, and Orange—are covered, as well. The establishment in 1907 of the state Citrus Experiment Station at the base of Riverside’s Mount Rubidoux further enhanced the community’s “orange culture.” The Experiment Station later moved to what is now the University of California, Riverside campus.

Frank Miller often found (and created) opportunities to promote his Mission Inn by using the Washington Navel. There are accounts of him traveling east to the California-Arizona border, with baskets of oranges to welcome train passengers to California. Miller apparently hoped to persuade passengers to stop in Riverside prior to traveling on to Los Angeles and other parts of the state. Early spring was the perfect time. Visitors to the region sometimes planned their annual stays to coincide with the blossoming of the Washington navel trees. The fruit was at its sweetest; the trees in full snowy bloom, and an intoxicating fragrance filled the damp evening air. It was also the ideal time to promote “Orange Day” and other citrus related events, including the National Orange Show held in San Bernardino, north of Riverside.

Visitors to the Mission Inn had endless opportunities to purchase souvenirs and other items from the hotel’s gift shops. Objects inspired by “orange culture” were available, along with Native American basketry, decorative Arts and Crafts-style items, Asian art objects, and other mementos. The Mission Inn Museum’s collections now contain decorative plates and silver spoons, which had been available in the shops, featuring images of oranges and orange blossoms. Perhaps the most unusual items were pieces of the Washington navel planted by Miller and President Roosevelt. When the tree died in 1921, Miller had the tree cut up and sold the pieces as souvenirs (Klotz, Lawton & Hall, 1989).

Packinghouses still stand within a few blocks of the hotel, although the buildings currently have other uses. Riverside is now home to the California Citrus State Historic Park, which opened in 1993 to celebrate the state’s citrus heritage. Citrus trees continue to influence Mission Inn landscaping and décor. In the Cloister Music Room, beautiful stained glass windows, created by Harry Goodhue as a memorial to Frank Miller’s first wife, Isabella, include oranges as design elements. A della Robbia style plaque of the Madonna and Child in the Spanish Patio is surrounded by a wreath filled with oranges and other citrus fruits. Even Miller’s Mission Inn escutcheon (his custom designed shield and symbol of the Inn) reflects citrus culture. Pictured are St. Francis of Assisi, Father Junipero Serra, a Native American, bells, and crosses. The orange and green background symbolizes the orange groves of Riverside, a fitting tribute to the rich citrus history of the region.

Guiding Questions:

1. What are geographic regions in California?

2. What regions in California are used for farming/agriculture? What does farm land need to be successful in producing healthy crops?

3. What are California’s main crops?

Learning Opportunities: What do you expect your students to do by the end of this lesson? (Objective):

As a component during instruction on the varied agriculture in California, students will:

• Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

• Write a narrative essay describing a train trip through the state of California and the agriculture seen along the way and:

o Relate ideas, observations, or recollections of an event or experience.
o Provide a context to enable the reader to imagine the world of the event or experience.
o Use concrete sensory details.
o Provide insight into why the selected event or experience is memorable.

Write fluidly and legibly in cursive or joined italic.

Assessment: What evidence will let you know that each and every student has achieved this objective?

Guided Discussion Questions:   What review, refocus, or leading will occur that will ensure that students are focused on the learning? (Anticipatory Set):

To discuss the topic of the importance of the citrus industry in Riverside and how Frank Miller helped to promote its contribution to the California’s reputation as an agricultural state:

1. What regions in California are used for farming?

2. What are the major crops grown in California?

3. Why is California able to grow such a wide variety of crops?

Instructional Plan: How will the lesson be structured? What strategies will be used? (Instructional Input):

• Teacher peruses the above Introduction and Background.
• Teacher previews information from website, which describes each artifact.
• Whole class direct instruction during initial questioning – tapping into prior knowledge.
• Individual student completion of pretest.
• Whole class direct instruction for viewing artifacts from website or PowerPoint – contextual clues.
• Small groups work together to research information and discuss agriculture in California.
• Individual complete California Agriculture map.
• Individual students write narrative composition.

Materials needed to teach this lesson:

• Mission Inn website viewed on classroom LCD projector or printout PowerPoint and use on overhead or students may view from home or on classroom computer in small groups.
Background sheet on agriculture in California.
Map of California.
Narrative Composition Writing Prompt and Rubric.

Groupings that will be used in this lesson:

• Whole class for checking for prior knowledge, guided questions, viewing artifacts, discussion.
• Independent student completes pretest.
• Small groups participate in agriculture/orange industry discussion.
• Independent student completes post test.
• Independent student completes agriculture map.
• Independent student writes narrative paragraph.

Checking for student understanding:

• Classroom discussion/questioning
Pre/post test
Vocabulary review
Agricultural Map of California template
• Quickwrite/discuss

Opportunities for students to practice the skill/concept: (Guided Practice):

Hold class dialogue to discuss the role of the citrus industry on the development of Riverside’s economy and lifestyle. Discuss also the importance of the citrus industry on the entire state. (Display the following on LCD projector from website or PowerPoint- PowerPoint may also be copied to transparency for use on overhead projector.) Explain that Frank Miller, local entrepreneur, founded the Mission Inn in 1903. He was an important force in the development of Riverside as an important agricultural site and promoted the citrus industry through works and collections in his Mission Inn. (At each link during your Citrus in Riverside tour, online written narrative is available to describe the artifacts.) (PowerPoint) ( PowerPoint Reference List with link from each slide to Mission Inn Artifact Narrative).

Opportunities for students to practice the skill/concept independently: (Independent Practice):

After discussion in small collaborative groups to determine contributions of the orange growing business on Riverside and California, students will read information on agriculture in California and will research the various crops grown in the state. Next, students will complete a map template, to show major cities and what crops are grown in California.

After completing the above assignment, students will write a narrative composition:

Writing prompt – “Imagine you are on a train trip through the state of California. You are impressed with the varied crops they are able to grow in this state. Describe your train ride and what agriculture you noticed and where you were when you saw the crops of each region on your ride.”

Opportunities for students to reflect, summarize, clarify, or explain learning: (Closure):

• Journal write: “Why is California able to produce such a wide variety of agricultural crops?”

Extensions:

  • Field trip to the Mission Inn – ask for docent assistance to show the various architectural features.
  • Research California agriculture/citrus industry.
  • Research orange growing/production in Southern California.
  • Build a papier-mâché model of an orange and create an artistic tribute to the navel orange.
  • Create a packing label depicting a celebration of your favorite food.

English Learners:

Beginning: Write a topic sentence about the orange industry in Riverside.

Intermediate: After discussion with your classmates, write a list of all of the reasons the citrus, especially the orange growers, are important to the city of Riverside.

Advanced: Write a narrative paragraph in which you describe why Frank Miller felt it was important to highlight Riverside’s citrus industry in his Mission Inn collections.

G.A.T.E. Students:

  • Research the orange industry in Riverside from the 1900s to the present and discuss the changes in production. Does this justify the destruction of the orange groves throughout Riverside County?
  • Draw a map of Southern California and after researching agricultural patterns throughout the state, label the areas on the map with the correct crop produced there. For each crop, write a paragraph in which you discuss its importance to the economy of California.
  • Frank Miller was able to collect and display things that he loved. Why do people feel the need to collect things? Research collecting as a hobby. Do you have a collection? What is it and why did you choose to collect? What does your collections say about you as a person?
  • Research stained glass windows; their origin and significance. Create your own stained glass design commemorating an important event in your life.
 
 
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