Geography+-+How+to+Make+an+Apple+Pie+and+See+the+World

__**Summary:**__ This book is a great way to start a discussion about how we identify and classify regions by landforms and climate.

__**Objective:**__ Students will be able to identify where various foods come from around the world and why by investigating the ingredients in an apple pie.

__**Materials:**__
 * A copy of the book //How to Make an Apple Pie and See the World// by Marjorie Priceman
 * Note sheets for group work (see resources, below)
 * Large paper for a class chart of ingredients, places, and characteristics

__**Procedures:**__
 * 1) Before reading the book, ask students to focus on the places in the book, and what makes them similar or different.
 * 2) Read through the book once.
 * 3) On a second read-through, ask students to take notes about where each ingredient came from and what the climate and landform features they see in the book.
 * 4) Break students into groups and ask them to organize their information into a chart with columns for //Ingredient, Place,// and //Characteristics//. See attached example in resources, below.
 * 5) Ask each group to share their notes with the class, come to a consensus about what to record as a class, and compile them into a class chart on a poster or large paper at the front of the room.
 * 6) Ask students to consider whether the places listed in the book would be the best place to get each ingredient. Are there other options? Where would you go to have the freshest ingredients for your pie? Are the characteristics listed for each ingredient only found in the country listed? Where else could they be found?
 * 7) After students have pondered on this a bit, have each group become experts on one ingredient. Have them compare the landform and climate features of the area their ingredient was found in the book with those of other areas in the world. Ask each group to discuss whether they would need to go the country named in the book to collect their ingredient. Would you need to go to France for eggs, for instance? Is the climate necessary for apple trees limited to the borders of Vermont? Ask them to present their group's decision and rationale to the class.
 * 8) After each group has presented the results of their investigation, come back together and discuss how you might be able to define other areas not mentioned in the book by their climate and landform. If students are having trouble, have them talk about the differences between Ohio and the Midwest and the Rockies, or Southwest. Introduce the term //region// to define these areas tied together by landform and climate features.

__**Resources:**__

__**Other Ohio standards to teach with this book:**__ Grade 5 Economics, Scarcity 15. The availability of productive resources (ie human resources, capital goods, and natural resources) promotes specialization that leads to trade.