Yakima Valley Museum

An educational handbook produced as a teacher’s guide for the exhibit Yakima’s Love Affair With The Apple Made possible through a grant from the Washington Apple Education Foundation Yakima Valley Museum

An educational handbook produced as a teacher’s guide for the exhibit Yakima’s Love Affair With The Apple Made possible through a grant from the Washington Apple Education Foundation

Contents

An Apple for the Teacher ...... 1 Information about visiting the museum ...... 1 Preparing for your museum experience ...... 2 The museum and school as partners...... 2 Planning, Scheduling and Check lists...... 3 Comparing Apples and Oranges ...... 4 Preliminary Activities ...... 4 What is an apple anyway? ...... 5 What is the difference between fruits and vegetables? ...... 5 Where are fruits grown? ...... 5 Learning where fruits grow - Activity #1...... 6 The Star in the Orchard ...... 7 Fruit Printing - Activity #2 ...... 8 Busy as a bee ...... 9 I’m stuck on you - Activity #3...... 9 Bee bits ...... 9 None of your Beeswax - Activity #4 ...... 9 Apple Label Coloring Sheets - Activity #5 ...... 10 The Journey of an Apple ...... 12 The exhibit ...... 12 Irrigation ...... 13 Planting ...... 15 Growing...... 15 Pollination ...... 16 Thinning and pruning ...... 18 Frost control...... 18 Cleaning and waxing ...... 19 Packing...... 20 Storage ...... 21 Shipping ...... 22 Marketing ...... 22 Apple Labels ...... 23 Apple Facts...... 23 Workers...... 24 Selling and Buying ...... 24 Eating ...... 24 An Apple a Day (Exhibit Worksheet)- Activity #6 ...... 25 Planting the Seed ...... 26 Outreach Materials and Internet Tools...... 26 Follow-up Activities ...... 27 Apple of my eye - Activity #7 ...... 27 Apple Jack-o-lanterns - Activity #8...... 27 One Rotten Apple Spoils the Whole Barrel ...... 27 The Apple Box...... 28 The Virtual Apple ...... 28 Washington’s Fruit Place Visitor Center...... 29 Scheduling a Tour...... NOTE: Visitor Center Has Closed October 2004 .29 Interactive Exhibits ...... 29 Evaluation ...... 31 Many thanks to the following...... 32 Yakima Valley Museum Staff ...... 32 An Apple for the Teacher Information about visiting the museum Yakima Day Nursery, 1945 - Photo by Lewis & Hawk 1945 - Photo Day Nursery, Yakima

1 An Apple for the Teacher... As an educational resource, the Yakima Valley Museum would like to provide you with some tools and ideas that will help you utilize our new exhibit on the history of the apple industry; Yakima’s Love Affair with the Apple. This exhibition features artifacts, visual information, and interactive elements that will help students understand a little more about a major industry in Yakima. This exhibition will not only feature a history of apples in the Yakima Valley, but will follow the journey of an apple from germination to the local supermarket. Yakima’s love affair is documented by the many festivals and paraphernalia demonstrating our connection with the apple. It is our hope to Washington State “Apple for Teacher” provide a learning experience that allows interaction with historical objects promotion, February, 1957 and reinforces that experience with classroom activities. Preparing for your museum experience

The museum and school as partners A museum is a special place that collects and cares for objects, as well as interprets and exhibits them for the public. When the students come to the museum, they have the opportunity to encounter objects in a three dimensional space, an experience that complements their classroom and reading activities. The museum provides a visual experience, and may often provide experiences for the other senses as well. Encounters with objects and artifacts provides an opportunity for a specific type of learning; size, texture, color, form, and the sensation from sharing your space with an historical object that you might not otherwise get from a photograph.

As a complement to your curriculum, the Yakima Valley Museum can be a partner in the learning experience. Activities in your classroom, both before and after the field trip to the museum, will help enrich the experience. You may wish to structure your study of Yakima’s Love Affair With The Apple through ideas outlined in this handbook. Preliminary activities This handbook has activities which can help you prepare for your visit to the museum. Classroom activities enrich your visit to the museum by providing the basic building blocks such as the definition of fruit, the history of the apple, and the importance of apples to Yakima. Visiting the museum Visiting the museum will not only be an educational experience, but can provide a fun outing for your students. Your class will first explore the special exhibition, Yakima’s Love Affair With The Apple, then add context to the apple industry’s importance in Yakima’s history by touring the rest of the museum. You will find activities in this handbook to use while you are at the museum. Follow-up activities Washington State “Apple for Teacher” Follow-up activities in your classroom will help reinforce your recent promotion, February, 1957 visit to the museum. Your students will be able to apply their field trip experience to classroom activities while you assess the value of their experience. Evaluating your experience Has this experience helped to meet your educational goals? How has this activity met your curriculum goals? An evaluation form has been provided for you to provide valuable feedback to the museum so that we may enhance our educational activities in the future. 2 Plan your field trip to the museum so that you will have time to engage in preliminary classroom activities, arrange for transportation, contact the museum, and receive appropriate school and parent permissions.

✍Time: 1-1/2 hours to visit the exhibit, tour the museum, and interact in the Children’s Underground.

✍Cost: $1.00 per student ($15.00 minimum charge). No charge for teachers or chaperones. School purchase orders are accepted.

✍Limitations: No more than three classrooms may attend the museum at one time.

✍Parking: School buses may park and remain in the Loading Area next to the entrance walkway to the museum.

Schedule your trip with the Yakima Valley Museum:

✎Decide on a date (Please decide on at least three dates in case the museum is already booked).______✎Write down the number of students______time of day you wish to visit______school name ______phone number ______teacher name ______✎Call the Yakima Valley Museum at (509)248-0747, and ask for the Education Department.

Check off each item as you complete it:

____ I have scheduled with the museum for (date)______(time) _____to______I have arranged for transportation. The bus will pick us up at (time) ______I have arranged for chaperones to accompany us on this trip, they are: ______I have sent home permission slips ____ I have made nametags for chaperones and students ____ I have discussed museum etiquette with the students ____ I have finished preliminary activities with the students

3 Comparing Apples and Oranges Preliminary Activities

4 Comparing Apples and Oranges...

What is an apple anyway? To us, an apple is a delicious, crunchy, sweet, juicy fruit that comes in its own edible package. To the apple tree, it is a means for survival. The apple contains the seeds of the plant which are used to propagate the species. Animals that eat the apples may spit out or expel undigested seeds with the feces (which happens to make a good fertilizer), finding a new home for another apple tree.

What is a fruit? A fruit is a seed or seeds of a plant together with the parts in which the seeds are enclosed. Technically a fruit is a ripened ovary of any flowering plant or angiosperm. Fruits not only refer to apples and oranges, but nuts, peas, tomatoes, peas, a grain of barley, a cotton boll, and coffee beans.

What is the difference between fruits and vegetables? To the botanist, fruits refer to any seed-bearing plant, to the horticulturist, fruits are products of perennial plants; that is, they are trees and plants that produce fruit for a number of years. Vegetables are annuals that grow from seed and produce fruit in a single season.

Where are fruits grown? Fruits are classified by growing region into temperate, subtropical, and tropical. Yet, where does this classification come from?

An ancient system: The Greeks, realizing that temperature was related to latitude, developed a type of climatic classification dividing the earth into frigid, temperate, and torrid zones. The frigid zone refers to the polar areas above the Arctic Circle and below the Antarctic Circle. Two temperate zones exist; one in the Northern Hemisphere between the Arctic Circle and the Tropic of Cancer; and the other in the Southern Hemisphere between the Antarctic Circle and the Tropic of Capricorn. The torrid zone exists between the two tropics. This classification system does not take into account factors other than temperature and climate that affect fruit growth. Not only temperature, as the Greeks had determined, but precipitation, soil type, and day length determine if a species can survive in a given zone.

Biomes: In 1900 a climatologist named Wladimir Köppen developed a classification system that based climatic regions on world patterns of vegetation and soils. Modification of this system divided the world into tropical, subtropical, cyclonic, polar and highland climates.

Arctic Circle Fruit growing regions: Fruits are classified into temperate, tropical,

H - Tropical and subtropical growing regions. If you use the ancient

S




- Subtropical T- Temperate Greek system definition of temperate and torrid Tropic of Cancer (tropical), you may also add to that Köppen’s subtropical climate boundary, that lying between 20

degrees and 40 degrees latitude, to help define the

Equator growing areas.



The apple along with the grape, pear, plum, peach, apricot, and cherry are considered temperate-zone

Tropic of Capricorn fruits. Apples can grow farther north than any other tree fruit. Subtropical fruits include

Antarctic Circle oranges, limes, grapefruits, lemons, figs and avocados. 5 Tropical fruits include pineapple, coconuts, and bananas.

 Learning where fruits grow Here is a fun exercise that will help your students learn about fruit and geography.

Supplies: (pick two fruits from each growing region) 1 pineapple First introduce the students to the subject by talking 1 banana about what fruits are, and the difference between fruits 1 apple and vegetables. Using real fruits, cut each one open to 1 peach or pear show the seeds, or point out where the seeds would be 1 orange (don’t get a navel orange, as it is seedless) if the fruit is a seedless variety. Discuss with your 1 lemon students about each fruit and what type of climate it 1 world map needs to grow. Using removable stickum, attach the 1 globe fruit cutouts on this page to the country or state on a 1 United States map map where they might be grown. Fruit cutouts

Apple - Temperate Zone Fruit Growing areas: Washington, Michigan, New York, Japan, New Zealand Seeds: small cluster in the center Peach -Temperate Zone Fruit Growing areas: Italy, France, Greece, Japan Seeds: One large pit in the center Orange - Sub-tropical Fruit Growing areas: California, Florida, Australia, Arizona Seeds: several clustered in the center. Lemon - Sub-tropical Fruit Growing areas: Arizona, California, Italy, Spain, India, Argentina, Turkey

 Seeds: several, clustered in the center. Pineapple - Tropical Fruit Growing areas: China, Thailand, Brazil, Hawaii, Zaire Seeds: Pineapples that we buy are seedless, the

 seed would be just under the “eye” on the

surface, where the remains of the flowers are. Pineapples are fascinating, as each of the diamond- shaped features on the front is a separate fruit.

The pineapple is composed of a large number of fused fruits, each of which has developed from an separate flower. Banana - Tropical Fruit Growing areas: Brazil, Ecuador, Columbia, Honduras Seeds: Bananas that we buy are seedless, but seeds would be located running along the center. 6

The Star in the Orchard

A favorite story to tell with some real apples, is a story of finding the star inside. This story changes as each teacher recites it, so feel free to make up your own version.

Two little sparrows were sitting on the limb of a tree, as sparrows do, and one of the little sparrows said, “The robin told me that if I looked hard enough in the forest, I would find a little red house with a tiny brown chimney, with the most magnificent star inside.” “I have never seen anything like that,” the other sparrow said, ruffling his feathers, as sparrows do. “Well, I am going to find it,” the first sparrow said, and hopped off the tree limb, spreading his wings to glide and swoop through the trees. The little bird came upon a raccoon in the forest, and perched on a nearby rock. “Mr. Raccoon,” the little bird said, “Where can I find a little red house with a brown chimney and a wonderful star inside?” “I don’t know,” said the raccoon, “go ask the rabbit,” and he scampered away, as raccoons do. Then the little bird found a rabbit and asked, “Mrs. Rabbit, where can I find a little red house with a brown chimney and a wonderful star inside?” The rabbit twitched its nose, as rabbits do, and said, “I do not know, why don’t you ask the wise old owl?” So the little bird flew high in the trees, chirping and flapping its wings to wake the wise old owl, who, as you know, sleeps during the daytime. “Why are you waking me up?” hooted the owl. The little bird said, “I am sorry Mr. Owl, but I am searching the forest to find a little red house with a tiny brown chimney, and a stupendous star inside.” Mr. Owl said, “I know what you are looking for, but you can’t find it in the forest, you have to look in the orchard.” Mr. Owl yawned and added, “But you won’t find it in a cherry tree, or a pear tree, or...” and Mr. Owl fell asleep. So the little bird flew out of the forest and through the valley until he found an orchard. He flew past some cherry trees, then pear trees, and finally came across a farmer who was out picking some apples. The little bird asked the farmer, “I am looking for a little red house with a skin, outer layer tiny brown chimney and a wonderful star inside.” enlarged, fleshy receptacle The farmer laughed and said, “I think I know what you are looking for,” and picked a ripe red apple core from the tree. “Doesn’t this look like a little red true fruit house, and the stem, a tiny brown chimney?” asked vascular tissue the farmer. “Now, if you look inside,” said the farmer, as he took his pocket knife and cut across the center of the apple. “Here is the star,” and the farmer showed the little bird the center of the apple. “Oh, I see,” said the little bird. 7 Fruit Printing

Wondering what to do with your cut fruit? Try making some fruit prints.

Supplies: Apples Knife Oranges Tempera paints Grapefruits Construction paper Lemons Newspaper Paper plates Paintbrushes

Cut all fruits through the center, although you might want to cut some of the apples from the top. Let stand out to dry a few hours; juicy grapefruits especially. You may either paint directly onto the fruit, or dip them in paper plates. The second or third print, after a fresh dip in the paint, shows more detail. The finished prints can be made into such items as hats or wrapping paper.

8 Busy as a bee

I’m stuck on you You may demonstrate the way that bees attract pollen to themselves

through the following activity. You will need some dark-colored balloons and baby powder. Spread a little bit of the baby powder on a table, then rub a balloon on your shirt, or the carpet, to create static electricity. Move the balloon slightly above the baby powder, then turn over the balloon to show the students that the powder has collected on the surface of the balloon. Talk to the children about Pollen baskets for Honey stored in honey sac (inside) how bees get pollen stuck to them as they travel from apple blossom storing pollen to apple blossom. While you are demonstrating, you can also talk about these bee facts:

Bee bits Bees have a seven to ten times better sense of smell and fifteen times better sight than humans. From the hive, bees have a three mile radius in which they search for nectar. From your school, how far does the bee fly to search for nectar?

95% of all bees are females, these are called worker bees. Worker bees live for only 10 days in the summertime. The queen bee lays all the eggs for the hives. Worker bees store them in cells, where they go from an egg to a larvae, then from a pupa to a full grown bee. Bees spend 21 days in the cell, where they emerge as an adult bee, knowing everything that a bee should know. A queen, however, can live for 7-10 years.

5% of the bees in a hive are males, and are called drones. Drones don’t do anything except fly out of the hive to mate with other queens. In the winter, the worker bees force the drones out of the hive to die.

Bees collect nectar from flowers, then return to the hive. When they return, they fan the nectar with their wings to evaporate unnecessary water. What is left after this process is honey. You can make maple syrup in your classroom to demonstrate how evaporation will make the substance thicker.

Bees also collect pollen while they are collecting nectar. They use this pollen to create a mixture with honey to feed to the baby bees. The richest mixture of pollen and honey mixture is called Royal Jelly. At one point in the baby’s growth, this mixture is changed. If the hive needed a new queen, they would keep feeding the baby Royal Jelly. Adult bees eat pure honey.

Bees make 50 trips to a flower to make 1/4 tsp. of honey. It takes 150 pounds of honey to feed a hive

for a year. After the 150 pounds are produced, beekeepers may remove the honey.

None of your Beeswax Try making some beeswax candles in your classroom. What you will need is foundation, which is what is used to line the frames in the hive where the beekeeper wishes the bees to build the honeycomb. Foundation is available at many craft stores. You will also need a candle wick with a metal center, as beeswax burns quickly. Roll the foundation tightly around the wick. This is not only fun to create, but it is also an excellent visual tool for discussing how bees store honey and take care of their young. And beeswax has a 9 wonderful smell. Apple Label Coloring Sheet You may reproduce this sheet as a coloring activity for your classroom. This would be a good time to talk about how the color on the label indicates the grade of apple (see page 23).

10 Apple Label Coloring Sheet You may reproduce this sheet as a coloring activity for your classroom. Students may wish to design their own apple labels.

11 The Journey of an Apple The exhibit Photo by Colville

12 The Journey of an Apple From a tiny apple seed, the apple takes a long journey from the orchard to your house. See if you can find out about the journey of an apple in the exhibit at the Yakima Valley Museum. Irrigation The Yakima Valley in the late 1800s was not a very appealing place to develop an agricultural industry. With only eight inches of annual rainfall, our valley is a virtual desert, and, after the short-lived sheep and cattle ranching boom of the 1870s and 1880s, the valley floor was an over-grazed wasteland. Despite the volcanic soils and flood deposits excellent for growing plants, the Valley was as semi-arid environment with its grasses gone and sagebrush rapidly taking over.

But our valley had the potential for a Canal Irrigation Wapatox great agricultural industry. The land only needed to be cleared, cultivated, and provided with water to produce some of the highest fruit yields in history. The Yakima Valley landscape was graded and cleared of sagebrush to prepare the ground for orchards. In the early days before tractors, this was accomplished with horses and plows ...and human hands.

After the introduction of the tractor and other motor vehicles to farming technology, the job of clearing the land and maintaining the cultivated orchards got easier. Yet, in many parts of the Yakima Valley, where steep hillsides and narrow ravines made tractor use impossible, something new was needed. And something new was invented right here in the Yakima Valley—the Lindeman Tractor. In 1939, Jesse Lindeman modified a John Deere tractor specifically for use in Yakima Valley’s unique orchards. The tractor’s wheels were removed and it was refitted with tracks, allowing the vehicle to climb and traverse the precipitous valley terrain and squeeze between and below the narrow, low orchard rows. This first “Lindeman-John Deere Orchard Crawler” was tested in the Congdon orchards and was soon in mass-production.

Once the surface is prepared, virgin orchard land must be fumigated to get rid of pests. To maintain soil quality, orchards must be disced and fertilized annually to aerate the earth and replenish Nitrogen and Phosphate. If all this is done, the land is ready...just add water!

The Yakima, Tieton, and Naches rivers run through the semi-arid Yakima Valley. They are fed by the immense Cascade Mountain watershed, which receives over 100 inches of annual precipitation. Transporting the water from the waterways to the valley floor was a formidable challenge.

The irrigation of the Valley was first accomplished by individuals to irrigate their own crops. The first irrigation canal is credited to Chief Kamiakin of the Yakama tribe; he built a ditch in 1852, near the Ahtanum Mission, to irrigate his garden. Some settler families followed his lead, but the job of bringing enough water to the dry valley floor for all the farmers was too immense a task.

In the early 1880s local entrepreneurs, both singly and banded together, began a series of privately 13 financed irrigation companies. James Gleed was one of the first; he started the Naches Irrigation Canal

Company in 1881. After the Canal Naches-Selah arrival of the railroad, the need for irrigated acreage grew, and the Northern Pacific Railroad hired Walter N. Granger, who had successfully irrigated dry land in Montana, to bring an “Agricultural Eden” to this desert valley. The Sunnyside Canal project began in 1890, and by 1892 water was first used by the new settlers from the main canal.

But even with railroad money and wealthy investors from the east, only limited amounts of land could be irrigated in this manner. What was needed was a massive public project. After passage of the Reclamation Act of 1902, the Federal Government became involved with the irrigation of agricultural land in Central Washington.

The Yakima Project, begun in 1906, built six reservoir dams at the headwaters of the Yakima, Tieton, and Naches Rivers between 1909 and 1933. It also created large canals to carry water to orchards and fields. The Tieton Project was one division of the Yakima Project. The Tieton Canyon, where the canal was to be built, could only be reached by pack train, and the difficult task of canal construction was indeed a job for the federal government. In May of 1910 the new canal began bringing water to new trees and seeded fields that had been planted in anticipation of its completion. Construction crew horses: Naches-Selah Ditch Construction horses: Naches-Selah crew

The Roza division of the Yakima Project diverts water from the Yakima River at the mouth of Yakima Canyon. This water is transported, via concrete tunnel, through two mountain ridges on its way to the 14 lower Yakima Valley. The diversion dam also generates the power needed to pump the irrigation water to higher ground. The Roza Project was begun in 1938 and completed in 1951. Planting scion Orchards were once planted by hand. Orchardists had to sow many seeds and hope that most would develop into strong fruit-bearing trees. Trees were twenty feet apart and grew very large. Each acre had one to two hundred trees. Planting was done in the spring, and trees took nine to ten years to reach full yield. graf Orchards today are very different from orchards of the past. Growers now buy small trees tin from nurseries and planting is done by machine. For maximum yield and ease of picking, g trees are smaller and planted much closer together. An apple orchard can now have as many as three thousand trees per acre and reach full production in three to four years.

Today’s smaller apple trees are dwarfed varieties of the larger trees of old. These dwarf trees are obtained by using the rootstock of selected smaller trees. Rootstock is produced by bending saplings of select dwarf trees into the ground, where they will form roots of their own. The tree that naturally grows from rootstock will not necessarily bear the desired fruit. To obtain the desired fruit, growers use the techniques of grafting and budding.

Grafting is a method of growing a selected variety of tree by cutting a thin piece of living limb from that tree and connecting and binding it to the freshly cut trunk of rootstock. This piece of limb—called scionwood—will mature into a duplicate of its rootstock

parent tree. Budding is similar to grafting, but, instead of attaching a piece of limb to E rootstock, an apple bud is attached to a S D UN I L X limb. These methods of selecting apple I O G I H D varieties actually allow a single tree to bear

T N O several kinds of fruit, but as long as all RB CA growth is from selected rootstock, the result will be a small “dwarfed” tree.

Growing What does an apple tree need to grow? An apple tree will produce fruit in three to four years from a rootstock, but in the meantime, it needs soil, nutrients, sunlight, O XYGE N and water.

Apple trees use light energy from sunlight to

W convert carbon dioxide, water, and nutrients A TE S from the soil to carbohydrates. This process R OI L is called photosynthesis The carbohydrates are used for growth, and especially to create apples.

15 Pollination collects Pollination must occur for an apple tree to bear fruit. pollen Between April and May, apple buds blossom with pink flowers, and bees are moved into orchards to begin the pollination process. The bees are brought at nighttime, because by that time, the bees have all returned to the hive. creates pollen Bees are attracted to the smell and the color of apple blossoms, which contain the sweet nectar which they require. Bees fly from flower to flower in search of ovary nectar; the pollen on the flowers sticks to the bees’ hair and is carried to the next flower. This transfer of pollen is pollination. Each blossom that is to produce an apple must be fertilized. During the day, the bees fly from blossom to blossom, storing the nectar that they use to make honey when they return to the hive. While they are collecting nectar, they also collect pollen.

Apple blossoms create pollen from the stamen. Pollen sticks to the bees and it is also stored in pollen baskets on their legs. The pollen that is stuck to the bee from one flower, travels on the bee where it is collected by the pistil of another apple blossom. Once the blossom is pollinated, an apple can grow.

Most apples must be “cross-pollinated”—a blossom must receive the pollen from a different variety of apple in order for fertilization to occur and an apple to be produced. For example, a McIntosh cannot pollinate a McIntosh.

Growers have experimented with transferring pollen by hand, spraying pollen onto blossoms, dumping from helicopters, and even using shotguns with pollen-filled cartridges, but bees continue to be the best pollination method. The most important reason for this is that blossoms, on even a single tree, open at different times, and bees are on constant duty in the orchard, seeking out the blossoms that are ready.

To increase the effectiveness of the bees, blossoms are collected in the spring and pollen is extracted. This pollen is then frozen, and, the next season, it is put in trays inside the beehive. As bees leave the hive, they are doused with the pollen. This increases chances of pollination. In the spring bees are moved into Apple Activity orchards to begin page 9 the pollination process. 16 Good Bugs, Bad Bugs Washington’s Fruit Place Although a honeybee is a beneficial insect for the orchard, some insects can wreak havoc. Activity page 30 Growers try to protect their orchards from these pests. There are about one hundred species of insects that feed on apple trees and fruit in the United States. Over 46 of these species have a strong negative impact on the apple industry. The two most potentially dangerous pests, in Washington, are the codling moth and apple maggot. If not held in check, these pests will eat apples—as well as profits.

Although evidence for apple maggots has not been found in commercial orchards in Washington State, the Washington State Department of Agriculture monitors the traps they set each year, to make sure they don’t arrive.

The codling moth larva eats its way into the center of the apple, feeds on the seeds and core, then tunnels its way out of the fruit. Sprays can be applied to the orchard to kill the coddling moth after the full bloom. Just make sure there are no bees in the area.

Ever heard of a worm in an apple? The worm is actually an insect larva. Cooperative Extension, Washington State University State Washington Cooperative Extension, Cooperative Extension, Washington State University State Washington Cooperative Extension,

WANTED WANTED Dead Only Dead Only FOR DAMAGE TO APPLES FOR DAMAGE TO APPLES #2 PEST #1 PEST apple maggot codling moth

17 Thinning and pruning Pruning increases fruit production, improves fruit color, and strengthens trees by distributing the weight of branches evenly. Once trees are planted they are pruned and trained into a specific shape best for that orchard.

To make the tree produce fruit earlier, growers manipulate the branches so that they grow outward at a slight angle upward. They keep the branches in the best position with weights and twine; props and trellis systems are used to support the low branches of today’s orchards. Older trees are pruned to renew fruit buds, expose the fruit buds to light, and to create “ladder bays”—pockets of space within the dense orchard for easier picking.

Thinning ensures large, healthy, attractive fruit, and promotes the health of the tree. Thinning also helps avoid “biennial bearing”—the tendency of trees to produce too many apples one year and too few apples the next.

Once fruit grows to the size of a quarter, workers remove the smallest ones from the tree; the better developed apples are left to mature. Apples are best when spaced about six inches apart on the branch. These basic thinning practices were adopted in Yakima Valley orchards shortly after the turn of the century. In 1944 “chemical thinning” was introduced and is still widely used today. Orchardists spray thinning agents which increase the apple drop that naturally occurs six weeks into the growing season. Frost control Frost control is important because apple blossoms are very sensitive to freezing Washington’s Fruit Place temperatures. Cold weather can kill apple buds. No buds; no apples. Activity page 29

Orchard heaters were introduced to the Yakima Valley in the early 1900s. These earliest heaters—called smudge pots—were simply metal containers filled with fuel and ignited. Common fuels were heavy oils, such as diesel. Old rubber tires were sometimes used, often filled with sawdust. The burning smudge pots gave off oily smoke that could be seen as a dark fog blanketing the valley. On cold days school children were instructed to wash their faces, hands, and collars. The smoke left a residue on anything that was outside, including children on their way to school.

Influenced by a growing national concern for the environment, the Yakima County Commissioners banned the burning of heavy oils in open containers with passage of a crop heating ordinance on December 15, 1965. Growers had a five-year grace period to find a better way to combat frost. This need, combined with rising fuel prices, was a call for new technological innovation. More efficient heaters are now used. These have a “return stack” which recirculates smoke and vapors back into the heater.

Overhead and undertree sprinklers are also used in cold weather to encase young blossoms in a coat of ice. As the water freezes on the blossom, heat is given off, protecting the fragile bloom from the deadly cold.

Another innovation to combat cold is the wind machine. Mounted on 30’ columns, these giant fans mix the International Apple Association warm air above the orchard with the cooler air close National Dental Health Week February 3-9, 1957 to the ground. This raises the temperature around 18 Appleland News November 30, 1956 the apple trees. Picking Apple-picking is done when the fruit is ripe. Apple varieties ripen at different times, and fruit which receives more sunlight will ripen faster. Apple trees may be picked up to three times to insure that each apple picked is fully mature. Harvest season usually runs from mid-August to mid-October.

In the early days, apples were picked when they appeared ripe to the eye. The apples that looked ready were picked into buckets and then piled on the ground. Today several scientific testing methods may be used to determine the best time for picking apples. One such method determines the maturity of apples by analyzing 1 bushel = 4 pecks Washington’s the natural conversion of fruit starch to sugar 1 peck = 8 quarts Fruit Place which occurs as the fruit ripens; this is done with 1 quart = 2 pints Activity page 30 a refractometer.

Workers are trained to pick the apples deep in their palms, using the entire hand to avoid bruising the fruit with their fingertips. If the stem is removed the apple will spoil, so pickers must be careful not to accidentally remove the stem. Once apples are picked they are put into large bins that are trucked to the packing warehouse.

In the old days, apple trees could be as tall as 20 feet, and pickers had to climb high on ladders to get to the fruit. Today’s smaller trees can be picked with a ten-foot ladder, and some Apple Activity orchards can be picked page 28 from the ground. This Apple picking bag new ease of picking is due to improved rootstock and pruning techniques. Cleaning and waxing Apples are washed to remove dust and chemical residues. This practice began in 1920, following a fatality blamed on fruit pesticide spray. Now all apples are washed before going to market. The earliest cleaning was done by hand. Mechanical cleaning methods were soon developed and various washing apparatus have been used over the years.

Photo by Colville Photo Today’s apples go through a two-step process of rinsing and brushing.

Freshly harvested apples have their own wax coating that protects them from shriveling and weight loss. When apples are washed, half of the apple’s original wax is removed. The wax is replaced with FDA approved shellac or carnauba. This new coat of wax prevents moisture loss and retains firmness. One pound of wax coating will cover approximately 160,000 pieces of fruit. 19 Packing Packing apples prepares them for shipping. Until the 1920s apple-packing was done in the orchard. Today this is done in huge packing houses. Most modern apple-packing is automated to organize the apples according to size and quality. Water chutes are used to move the apples within the warehouse. Sorters remove imperfect apples, called culls.

When the apple industry was just starting in the Yakima Valley, bushel-baskets and barrels were the accepted methods of shipping used by the established fruit industry on the East Coast. But baskets and barrels are not easily stacked into railroad cars. In the 1890s, growers from the Northwest developed a rectangular pine box with a one-bushel capacity. These boxes were more easily constructed than baskets or barrels, and they were easily stacked in railroad cars.

Wooden fruit boxes—an innovation of Northwest growers—gave maximum protection to the produce packed inside, the pine used to make them was readily available in the Pacific Northwest, and the shape of the package lent itself to colorful advertising labels. But, with changing technology, the availability of cheaper materials, and a shrinking workforce during World War II, these boxes were eventually replaced by the cardboard cartons you see today. By the end of the 1950s the wooden apple box had disappeared. circa 1930 circa

20 Storage Plants absorb light energy in a wonderful process called photosynthesis and use this light energy to turn carbon dioxide into carbohydrates. Plants are not the only ones who use light energy to cause a chemical reaction – people also absorb the UV portion of light to produce additional melatonin; that is why we get a suntan.

During the photosynthesis process, plants require a lot of water, and then break down the water molecule H20 into oxygen and hydrogen ions. The resulting oxygen is what we breathe. During the process called respiration, the plant uses these carbohydrates and other substances to produce biochemical reactions necessary for plant growth. During this process, the plant releases carbon dioxide and water. It is this respiration process that must be deterred after the apple is picked in order to ensure its freshness while it is waiting to be shipped to the marked

After apples are picked, they last International Apple Association only a short while, and when you National Dental Health Week buy them from the store, they only February 3-9, 1957 last a week in the fruit bowl. Appleland News November 30, 1956 Because of this, in the early days apples had to be shipped soon after packing to keep them in good condition for the consumer. Apples were sometimes piled and covered with dirt for winter storage. In the first decade of the 1900s, apples were stored in potato cellars. But neither of these methods guaranteed freshness. In the 1920s cold storage was introduced, giving the growers more flexibility in marketing. Yet some apples continued to spoil before they found a market.

In the 1950s, Wenatchee native Archie Van Doren introduced Controlled Atmosphere (CA) storage to the Washington apple industry. The Apple Industry had found out that by storing the apples in a reduced oxygen atmosphere, that respiration slows down. They do this by storing them in special controlled atmosphere storage areas where they increase the level of nitrogen. Ripening apples give off carbon dioxide (CO2). Researchers figured out that increasing the amount of carbon dioxide around the fruit, it produces a back pressure and reduces the rate of respiration. CA storage is a non-chemical process in which temperature, oxygen, carbon dioxide, and humidity levels are carefully controlled. Temperature is kept between 32 and 36 degrees Fahrenheit, humidity is held at 95%, and oxygen is replaced with nitrogen and carbon dioxide. By changing the atmosphere around the apples, the ripening process is slowed, and apples can be stored up to a year with little or no loss of quality.

The first commercial quantity of Red Delicious was stored in a mylar tent in a Yakima area warehouse. Now Washington has the largest capacity of CA storage of any growing region in the world. Today in Eastern Washington 66% of all storage is Controlled Atmosphere storage.

Apple Activity page 27 21 circa 1930 Shipping Shipping Yakima Valley apples to markets outside the valley, when the industry was young, was accomplished by railroad. To prevent spoilage, apples had to be shipped soon after picking, and rail cars were cooled with ice.

The Yakima Valley Transportation Company’s interurban rail system was installed in 1907. Shortly afterward the fruit industry began using it to move their apples from orchard to large warehouses, built at the terminus of each interurban line. Packing houses sprang up along the trolley lines in all fruit growing districts. (You can learn more about the Yakima Valley Transportation Company, and even ride on the Historic Electric Trolley, by visiting the Yakima Electric Railway Museum, on 3rd Avenue and Pine Street in Yakima.)

Today apples are carried from orchard to warehouse by “straddle trucks” loaded with bins full of apples. The trucking industry has now replaced the railroad, carrying ninety percent of Yakima Valley apples across the country and to Canada and Mexico. Apples are also taken to Seattle and California for overseas shipping to over forty different countries via container ship. Containers can be removed from the trucks and loaded onto container ships without the need for repacking. Marketing High-quality Yakima Valley apples created their own market. In the early days most apples Photo by Lee Weber Photo Lee by were shipped to the Midwest— chiefly Minneapolis, Chicago, and Omaha. Marketing was done by produce brokers, who bought the fruit from the growers in a private cash sale. The produce brokers, in turn, sold the fruit to wholesalers in major marketing cities. When the apples arrived in these cities, the wholesalers placed them on the auction block in the produce market.

The Northwest became known as the home of the big red Cary Grant and Irene Dunne apple. This was the golden age of the irrigated valleys of the Pacific Northwest. Thousands of settlers came to the Valley with dreams of prosperity in the fruit industry. New orchards sprang up all over the valley and soon the supply of apples far exceeded the demand. The new settlers had hardly started their orchards when the market collapsed, and freight cars of apples rotted on the tracks because markets could not be found. Growers believed that the dealers were responsible for the low price of fruit.

The Yakima Horticultural Union was founded in 1902, and the Yakima Fruit Growers Association in 1910. Throughout the Apple Industry, orchardists were forming alliances, hoping to gain control of fruit prices. Today there are various organizations supporting fruit growers and promoting their products. The Washington Apple Commission promotes apples in Apple Activity markets worldwide; its annual budget is close to twenty-five million page 10 & 11 22 dollars. Apple Facts Washington has led the country in apple production since 1910. Over 60% of Washington apples come from the Yakima Valley. In 1913 H. M. Gilbert exported Yakima apples to the Orient, making the first study of Asian export potential. Washington supplies half of America’s fresh apple needs. Washington apples are sold in more than forty countries. 75% of the Washington apples that are produced are sold fresh. The other 25% are sent to processors to be canned, frozen, made into juice, juice sweeteners, and dehydrated products. Tree Top Incorporated, one of the world’s leading producers of apple juice and other processed fruit products, is owned and directed by the Washington growers themselves. Apples are one of Washington’s largest cash crops, with an estimated value of $899 million for fresh apples and $281 million for processed apple products in 1995. More than 99 million boxes of apples were packed for the fresh market in 1996. Washington’s top ten export markets for the 1995-1996 crop year: 1. Mexico 6. Thailand 2. Taiwan 7. Malaysia 3. Canada 8. Saudi Arabia 4. Indonesia 9. Dubai 5. Hong Kong 10. Brazil Apple Labels The first wooden fruit boxes were made by Columbia River orchardists in the 1890s. Identifying labels were placed on the ends of these boxes...and the Fruit Box Label was born. These labels were widely used in the Yakima Valley after 1910. The brightly colored and attractively designed labels soon became an effective advertising tool. Since the fruit was packed inside the box, the labels were a “window” through which the fruit could be seen.

Each packing house had its own easily recognizable label, capturing the identity of the orchard; and the bold images played a major role in the competition for national and international attention. Images on apple labels were animals, Indians, landmarks, slogans, patriotic figures, flowers, and even family members...to name a few. The background color of the label identified the grade of apples packed inside. Blue was extra fancy. Red was fancy. Green, yellow, or white was “C grade.”

Before World War II there were over 4,000 different apple box labels in the Yakima Valley alone, representing about 150 packing-houses. These labels carried the name of Yakima across the country and around the world. Other fruit industries and other agricultural regions have also produced labels, and countless designs have been produced. But, when the cardboard box replaced the wooden fruit box in the 1950s, these colorful examples of American commercial art became a thing of the past. Although the trademark images were often printed onto the new cardboard cartons, the unique nature and graphic Apple Activity quality of the labels could not be reproduced. With time, the significance of the page 10 & 11 individual orchard has become less important than the simple “Washington Apples” logo, and a wide variety of images is no longer necessary. Today, original apple box labels are becoming widely recognized as a valuable piece of American history—both as art and as documents of our agricultural past. Collectors aggressively seek out unique labels; some rare examples 23 may sell for thousands of dollars. Workers Many people have come to work in the orchards of the Yakima Valley. In the earliest orchards, the workforce was made up of owners and their families. As orchards grew in size, more people had to be hired to meet the growing labor needs.

In the 1920s and 1930s, during the Dustbowl and the Great Depression, many people were destitute and desperate for work. Unlike the decimated farmland of the midwest, Washington’s agricultural regions were flourishing. People came from the Dakotas, Nebraska, Arkansas, Oklahoma, Missouri, and Texas to work in the Washington apple industry.

During World War II growers and ranchers did not have a strong workforce because many people were serving their country in the Armed Forces. As a result, from 1942 to 1964 thousands of workers called “braceros” were brought from Mexico under the bilateral agreements between the United States and Mexico. Workers came to work for U.S. ranchers and growers, and many came to work in the Yakima Valley. In 1964, after exposure of deplorable living conditions and under scrutiny by U.S. labor unions, the Braceros Program came to an end.

There are still migrant workers from Mexico hired by Yakima Valley apple orchards—about 20,000 annually. Most come from the Mexican states of Jalisco, Oaxaca, and Michoacan. Some hope to return home and buy their own farms someday. Others bring their families and stay to work in the orchards year-round, seeking U.S. citizenship. Selling and Buying The four major stops in the journey of an

apple include the grower, packer, broker, and Advisory Commission Apple State Washington shipper. Packed apples are placed on trucks and shipped directly to supermarket chains, or to wholesale markets where small stores or restaurants may purchase them. Other apples may be diverted from the packing process and loaded onto trucks in the orchard or the packing warehouse and shipped to processors to become apple juice or apple chips. Eating Most apples are eaten raw, but apples are also used to make applesauce, apple cider, apple juice, apple cider vinegar, jellies, apple pie, dried apples (apple chips), and apple concentrate which is used as a flavor in many foods.

Bob Hope

24 An apple a day Exhibit Worksheet Now it is time to visit the Yakima Valley Museum. Remember to bring a pencil and a clipboard. Take a walk through the exhibition, Yakima’s Love Affair with the Apple, and find the answers to these questions.

1) How many apples does the largest apple box, built in 1934, hold? 1)______

2) How wide was the largest apple pie ever made? 2)______

3) Before the apple industry became a major industry for Yakima, what was the primary product raised in Yakima? 3)______

4) Who was the first to use irrigation in the Valley? 4)______

5) How much rainfall does Yakima receive each year? 5)______

6) Where does the water come from that supplies Yakima’s irrigation? 6)______

7) What aspects of Yakima made an apple industry worthwhile? 7)______

8) Name a machine that was invented in Yakima for use in the orchards. 8)______

9) Are modern apple trees bigger than apple trees 100 years ago? 9)______

10) What insects are harmful to apples? 10)______

11) What insects are helpful to apples, and how are they used? 11)______

12) Describe the best way to pick an apple. 12)______

13) What local invention was an improvement over the bushel basket? 13)______

14) Why is wax put on apples? 14)______

15) Do apples have a wax coating before they are picked? 15)______

16) What is a cull? 16)______

17) How do you store apples to keep them fresh longer? 17)______

18) How were trolleys used by the apple industry? 18)______

19) What color label is used for extra fancy? 19)______

20) Why causes resulted in a great immigration of people in the 1930s to work in Yakima’s apple industry? 20)______

Apple Activity answers on page 27 25 Planting the Seed Outreach Materials and Internet Tools Smudge Pots Smudge

26 Follow-up Activities Apple of my eye After visiting the Yakima Valley Museum, have your students make their own items that demonstrate Yakima’s love affair with the apple. Design an apple hat with a slogan that advertises the Yakima apple. Make dried apple necklaces (dried apples can be purchased at the grocery or natural food stores).

One Rotten Apple Spoils the Whole Barrel Rotten apples produce a gas called ethylene which can make other apples near them ripen more quickly. Have your class set up bowls of apples in different areas; one with a rotten apple, and one without. Watch to see when the other World’s Largest Apple Pie apples begin to get rotten. Also, try putting 1927 other fruits in with apples, such as pears, to see if what affect they may have.

Apple Jack-o-lanterns

Supplies Red Delicious apples or other red apple Plastic knives or butter knife Lemon juice

A fun activity, when studying about apples, is to make jack-o-lanterns out of apples. Select apples with a red skin, and cut out sections just as you would a pumpkin. The white flesh of the apple is accented by the red skin. Use a little

lemon juice on the apple to keep it from turning brown. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

An apple a day (answers) 10) Apple maggot and codling moth. 1) 76,650. 11) Bees. 2) Ten feet. 12) Keep the stem intact. Use the palm of your hand 3) Cattle. instead of the tips of your fingers to avoid bruising. 4) Chief Kamiakin of the Yakamas in 1852. 13) The apple box. 5) Eight inches. 14) To prevent moisture loss, preserve firmness, and 6) The Cascade Mountain watershed. replace wax that was removed during washing. Reservoirs. 15) Yes, but half of it comes off during washing. 7) Volcanic soil, flood deposits, and a summer 16) A less than perfect apple that is weeded out. with long hot days and cool nights. 17) Controlled atmosphere (CA). 8) Lindeman tractor. 18) Trolleys were used to transport apples from the 9) No, they are pruned to grow smaller. orchards to the warehouses. Dwarf rootstocks are planted. 19) Blue. Apple Activity 20) The Great Depression and 27 page 25 the Dust Bowl. Planting the Seed The Apple Box The Apple Box is full of materials
RT£¥ that QS¢¤ you can use in your classroom. The Apple Box is available for a one-week loan from the Yakima Valley Museum.

RT£¥QS¢¤

The Apple Box contains: A) Apple with worm puppet B) Apple Labels C) Apple picking bag D) Guy Finley and the Lifeline to the Valley: The Yakima-Tieton Irrigation Project A video completed for History Day 1989 by Stephanie Stephen, Rebekah Fish, Andrea Christenson, and Joel Lambertson. E) An Apple a Day: Over 20 Apple Projects for Kids by Jennifer Storey Gillis © 1993 F) The Apple Box Label Coloring Book by the Yakima Valley Museum ©1981 G) The Amazing Apple Book by Paulette Bourgeois © 1987 H) Apple tray and packing pad

Irrigation Video Guy Finley and the Lifeline to the Valley: The Yakima-Tieton Irrigation Project This video, completed for History Day 1989 by Stephanie Stephen, Rebekah Fish, Andrea Christenson, and Joel Lambertson, is also available to borrow (in lieu of the Apple Box).

The Virtual Apple http://www.wolfenet.com/~museum/apple.html Take the journey of an apple on the Yakima Valley Museum’s web site. The Virtual Apple includes photographs used in the exhibit and links to other apple information sites. This can be used as a preliminary activity or a follow-up.

You will need access to the Internet, and preferably a Netscape browser. As plug-ins for Netscape, you will need the current version of Apple’s Quicktime plug-in, and the current version of Quicktime for Macintosh or PC. You can find these at: http://www.apple.com/quicktime You will also need the Shockwave plug-in, which can be found at: http://www.macromedia.com/shockwave

28 Washington’s Fruit Place Visitor Center Yakima, Washington 98901 Update to Apple Book 10/18/04 The Visitor Center Has Closed Washington’s Fruit Place Visitor Center is an educational center for the Washington fruit industry. Through hands-on exhibits and displays, students discover what makes Washington state a leader in fruit production and why the area is one of the greatest agricultural regions in the world. Students will learn Scheduling a Tour what steps the fruit growers must take all year long to Time: 1 hour for a guided tour and time for ensure an abundant and fruitful harvest. children to use the displays, and drink apple juice. Cost: Free Washington’s Fruit Place Interactive Exhibits Limitations: One class at a time (If several classes Hands-on exhibits help visitors understand the story of the are a part of the field trip, we recommend one class fruit industry. tour the center while one group is at the park or walking on the Greenway. When the first group Introductory Video tour is complete, the next class takes the tour.) A five minute introductory video offers an informative Scheduling: Please call Washington’s Fruit Place look at the fruit industry and the many tasks involved Visitor Center at 576-3090, and ask for Kim with the changing seasons. Kershaw, Visitor Center Coordinator. Wind Machine During the spring growing season, warm daytime temperatures and clear cool nights can create an inversion. This weather phenomena causes the ground to lose heat very quickly, resulting in a rapid drop in temperature at tree level. The warmer air rises and sits above the layer of cool air. Visitors This condition is ideal for creating frost in the orchard. Since the cold air is heavier than the turn a warm air, little mixing occurs. Flower buds frozen on a cold night means no fruit at harvest crank and time. While burners and wind machines are effective in preventing frosts, the costs of fuel watch the Wind Machine at work. and maintenance are a concern.

Orchard Management Computer With our touch-screen computer game, you are challenged to test your skills managing an orchard faced with the common problems of frost, insects and rain.

Selective Picking Some kinds of fruit trees are picked only once during the season. But others can be picked several times over a few weeks. Cherries, nectarines, peaches, apricots and some varieties of apples and plums ripen at different times during the harvest season. Fruit near the top of the tree, getting more sunlight, ripen first. Fruit lower down on the outside may ripen next. The fruit on the inner branches, getting the least sunlight, ripen last.

In this exhibit, lights on a tree If the fruit is identified and picked first, the still ripening fruit will be indicate which fruit is ready to available later. Trees can be picked 3 to 8 times over several days. This pick. The entire tree lights up with Green lights. The Yellow lights show extends the season of availability for this delectable fruit. This the fruit that will be ripe first. The process called Selective Picking ensures that tasty, ripe fruit is in the Red lights are the ripe fruit. market for a longer time. 29 Be A Pest The object of this It’s not easy being a pest in the orchard is it? interactive game is to Orchard Managers use the techniques shown in this exhibit to reduce the amount of survive all the hazards fruit lost to insects and other pests. Managers measure each threat and use several and attempts to eradicate you. You play the part of an methods to control the pests. Their goal is to do it in a way that keeps the insect, and spin the spinner environment and the fruit healthy. The technique is called IPM or Integrated Pest to see what fate befalls you. Management. IPM depends on knowing how pests affect the orchard as well as current research on their control. A Red Refractometer delicious, The secret to success in the apple industry is a combination of years of experience, Golden new technology, and precise tests that tell us exactly when to harvest our fruit at Delicious, and the peak of perfection - season after season after Granny Smith season. traffic light in Visitors use a field the visitor refractometer to center. determine the sugar content How can a grower tell precisely how sweet fruit is? He of the juice. Is the apple uses a Refractometer in the orchard to accurately ready for harvest, or does it determine sugar content. It’s one way technology is used to deliver consistency apple need to stay on the tree and after apple. Sugar content plays a key role in determining the Washington harvest, continue to mature? because it tells the grower exactly when the fruit has reached maturity. It is this perfect timing that makes Washington fruit consistently delicious. A grower squeezes a few drops of juice from the apple onto the glass slide, then holds it up to the light to read the numbers that indicate sugar content. Visitors pass a laser The Refraction Demonstrator uses a laser beam to show the principle behind the beam through water Field Refractometer. We can measure the sugar content of fruit by passing a beam and water with varied of light through its juice. When sugar is present, it causes the light to bend, or amounts of sugar. The sweeter the liquid, the more refract, like eyeglasses do. Thanks to the Field Refractometer, strict sugar standards the light bends. and ultimately, the human taste test, we ensure that fruit from Washington orchards will be the sweetest you’ll ever taste. Pressure testing is accomplished Pressure Tester in this exhibit When you bite into a perfect Washington apple, it has a delightful, desirable crunch. using sample That means it has just the right firmness, or pressure, as growers call it. In balls of Washington, we use a Pressure Tester to meet our state’s strict pressure standards - varying firmness. the only pressure standards in the apple industry. As a result, perfect crunch comes packaged inside every Washington Apple.

Fruit Sorter This machine sorts apples by weight. The cups are programmed to drop the fruit according Visitors turn to weight at specific places along the line. Sorting can also be done by color and size. At an a crank and actual packing plant, the sorted fruit goes to the boxing send apples down area. Some machines box the fruit in huge bins that serve the sorting line, A visitor may as store displays. Fruit is out of the refrigerated area for to see which hole the apple falls press one of the only a short time. One more way to keep the fresh taste fruit buttons and through. see where alive! Washington tree fruit is Globe shipped Who eats Washington fruit? Washington tree fruit is prized for its 30 each year. quality throughout the world. Evaluation

To help us create better educational materials for future exhibits, we would like your input about this publication and the exhibit Yakima’s Love Affair with the Apple.

1) Did you use this teacher’s guide, and would you like to receive other guides for exhibits at the museum? ______2) What aspects of this guide did you find most useful? ______3) What aspects of this guide could be improved or eliminated? ______4) What other subjects in your curriculum that are covered under Yakima natural or cultural history would you like to see covered at the Yakima Valley Museum? ______5) Did you visit the exhibit with your classroom? ______6) Did you find the pre-visit materials helpful? ______7) Did you use the site materials? ______8) How did the students respond to the visit? Have you evaluated learning outcomes? ______9) Did you find the exhibit useful? What aspects did you find helpful, or would like improved? ______10) Were aspects of the exhibit and guidebook applicable to your grade level? Why or why not? ______

Thank you for your input. Please mail this form to:

Yakima Valley Museum Attn.: Education Department 2105 Tieton Drive Yakima, Washington 98902

31 Yakima Valley Museum

An educational handbook produced as a teacher’s guide for the exhibit Yakima’s Love Affair With The Apple Made possible through a grant from the Washington Apple Education Foundation Compiled and edited by David Lynx, Curator of Education © 1998 Yakima Valley Museum and the Washington Apple Education Foundation Many thanks to the following Yakima Valley Museum Staff who contributed towards this booklet John Baule, Director Barbara Stevenson Andy Granitto, Curator of Exhibits and Programs Mike Harves Ann Troianello, Curator of Collections Curtis Sundquist David Lynx, Curator of Education Marv Sundquist Martin Humphrey, Research Librarian Meryl Petterson Jean Dunlop, Operations Manager Brian Felix Michael Siebol, Intern Kelsey Doncaster Vicki Schluneger, Receptionist

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