Orange Juice - From the Tree to the Glass!


Grade Two - People Who Make a Difference: People Who Supply Our Needs

rightHave you ever wondered where all of your groceries come from? Are the items in the grocery store created right in the store itself? The answer is no, actually each item goes through a very long and complex process before it gets to the shelf at the market!

It takes many people to bring you each item you find in the grocery store. Many of the items in the grocery store travel miles across the country by trucks, trains, and boats before they arrive in the market.

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The Task

In order to understand all of the important steps in how food is made and delivered to the grocery store, you and your classmates will create a play where each person will play an important part of the production and distribution process. Your class will perform this play on parents night so that you can help teach your parents all of the important steps and decisions that must be made before food gets to the grocery store.

Before your class creates the play, you must complete five activities. Each activity will help you learn more about making orange juice and shipping it to the public.

To begin looking at how food is made and delivered to the grocery store, let's take a look at something you might buy in the grocery store. How about orange juice? Where did the orange juice sitting in your refrigerator come from?

In this activity, you will discover where orange juice comes from and how it is made available to millions of people everyday. The process to make orange juice is long and more involved than you might imagine!


Before beginning you will need to gather the following materials:

The Process

Before we begin to understand how orange juice is made, first we must understand the words used to describe the process. Keep a sheet of paper and a pencil next to the computer as you work to write down the definitions of any blue words that appear. Click on each blue word to learn the meaning of the word. For example, to learn the meaning of the word production, you may click on the word because it appears in blue. The definition of the world will appear. Carefully write down the definition of each of the blue words.

Before orange juice can be made, we must first grow the orange. Where do you think oranges grow? Many oranges grow in Southern California, in places like, Riverside, and the City of Orange (I wonder how that city got its name!) Some oranges grow in other places in the United States like Florida. Oranges are also grown as far off as Morocco in Africa.

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Learning Advice

As you are working through this unit, it is very important to stay organized! Keep the following items next to the computer as you work:


You will be evaluated based on your performance in the following areas:


Think about other things that you use every day. How are they produced? How do they get to the store? How about the production of tennis shoes, shoelaces, or bubble gum?

How might your parents car be produced and distributed? How would people be impacted if the automobile factory workers went on strike?


Next time you go to any store, look around at all of the things that you might buy. Think about how many people it takes to grow, or produce the products that you use everyday. When we have heavy rain or frost think about how it might impact the food you eat and the products you buy, and especially all of the people who supply our needs.

Extension activities:

  2. Visit the grocery store and see where the orange juice you buy comes from.
  3. Visit an orange grove to see the picking process.
  4. Make some delicious fresh squeezed orange juice in your classroom.
  5. Use this Internet site to get wonderful recipes to make many things using oranges. (click on kids cookbook link at the top)
  6. Discover the nutritional content of oranges by clicking on this Internet site

Teacher notes

Grade Level/Unit:
Grade Two: People Who Make a Difference
People Who Supply Our Needs

Purpose of Lesson:
This activity is designed to help second grade students understand the interrelationship and develop an appreciation for all of the many people who work hard to produce and distribute many items students may use on a daily basis.

H/SS Standards, Grades 1 and 2: Students understand basic economic concepts. They understand the role of buyers (consumers) and sellers (producers) of goods and services; describe the specialized work that people do to manufacture, transport, and market goods and services; and describe the economic networks used in daily life (e.g., transportation [network]).

History-Social Science Grade 1: Students compare and contrast the absolute and relative locations of people, places, and environments and describe the physical and human characteristics of places. They use maps and globes to locate [orange juice producing areas of the world], construct a simple map, using cardinal direction and map symbols, describe how location weather, and physical changes affect the way people live; and explain how the connected with the wider world through transportation...networks.

Language Arts Standards Grades 1 and 2: Reading Comprehension: Students read and understand grade-level-appropriate material...including... responding to essential questions, making predictions, and comparing information from several sources; restate facts and details in text to clarify and organize ideas; recognize cause and effect relationships in text.

Writing Strategies: Students write clear and coherent sentences and paragraphs that develop a central idea. They group together related ideas, and maintain a consistent focus; select a focus when writing and use descriptive words; create readable documents with legible handwriting. They write brief narratives based on their experience that move through a logical sequence of events.

Listening and Speaking Strategies: They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation. They present a story that moves through a logical sequence of events and describes story elements (e.g., characters, plot, setting).

Length of Lesson:
This activity is highly adaptable in length because it is broken down into various steps that may or may not all be used. This activity may three to four hours or up to two to three weeks.

Teacher Materials:
Students will use a variety materials and resources including:

Interdisciplinary Connections:
English/Language Arts: Sentences describing taste test
Science: Scientific Method in the orange juice taste test
Mathematics: Percentage chart for the frost damage of oranges
Performing Arts: Production of a play

Adaptations to Special Needs:
This lesson is designed with several "Activities," many of which do not need to be followed exactly as they are written. To adapt this lesson to a variety of student levels, the teacher can use one or more of the following suggestions:

Background Information and Additional Teacher Resources:
Refer to the Extension Activities section of the student activity for further resources.

Author: Linda M. Ricchiuti - CTAP Curriculum Specialist
School District: San Bernardino County Superintendent of Schools Office
School Address: 601 North E Street, San Bernardino, CA 92410-3093

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Last Revised 03/31/06