Illinois Ag In The Classroom’s
Lessons & Activities to ComplementIllinois Ag in the Classroom’sFavorite BooksA Baker’s Dozen.and a Few More!
Table of ContentsFarmer George Plants a Nation & L is for Lincoln3-4Pumpkin Circle & Pumpkin Jack5-6Oh Say Can You Seed & Seed Soil Sun7-8Tops & Bottoms & Who Grew My Soup9-10Snowflake Bentley & Water Dance11-12Anna’s Corn & Corn13-14Apples & The Apple Pie Tree15-16Extra Cheese Please & The Little Red Hen Makes a Pizza17-18Christmas Tree Farm & The Tree Farmer19-20Awesome Agriculture for Kids Series21-23Illinois Agriculture in the Classroom2
Farmer George Plants a Nation & L is for LincolnFarmer George Plants a Nation by Peggy Thomas (ISBN-13: 9781620910290)George Washington as he's rarely seen. Besides being a general and the first president of theUnited States, George Washington was also a farmer. His efforts to create a self-sufficient farm atMount Vernon, Virginia, mirrored his struggle to form a new nation. Excerpts from Washington'swritings are featured throughout the book, which also includes a timeline, resource section, as wellas essays on Washington at Mount Vernon and his thoughts on slavery.L is for Lincoln by Kathy-Jo Wargin (ISBN-13: 9781585360161)The home of one of America's most revered presidents is also home to American icons such asthe Ferris wheel and John Deere tractors. But even a lifelong "Illini" might not know the full storybehind the Tully Monster, The Northern Cross, or Old Quincy.Wheat Grinding ActivityIllinois Learning Standards: 11.B.2a; 11.B.2b; 11.B.2c; 11.B.2d; 11.B.2e; 11.B.2f; 12.A.1a; 12.A.2a; 13.B.2b;13.B.2cAssessment Framework: 11.4.05; 11.4.06; 12.4.03; 12.4.05; 13.4.08; 13.4.09; 13.4.11What You Will Need:* Wheat stalks (from a farmer or decorative wheat from hobby stores)* Salt or Pepper GrinderActivity Instructions:1. Go over the parts of the wheat stalk with the students to familiarize them with the parts so they can understandthe directions for dissection.A. Stalk—the entire plantB. Head—the part of the wheat plant that contains the kernelsC. Beard—the bristle-like parts of the wheat plant that cover and protect the kernelsD. Kernel—the seed from which the wheat plant is grown or that people harvest from the wheat plant to grindinto flourE. Stem/Straw—the part of the wheat plant that supports the head and is known as straw after harvest.2. Dissect the wheat using the following steps:A. Hand out stalks of wheat to the students.B. Break the head off the stem.C. Make a straw out of the stem by breaking it to avoid the nodes.D. Lay the wheat head flat on a hard surface and pat with your hand to shake out the kernels.E. Have the students count their kernels.Illinois Agriculture in the Classroom3
3. Put the kernels of wheat into a salt or pepper grinder and have the students mill their wheat into flour. What simple machines are being used?4. Talk about different ways to grind wheat. (ex: The Native Americans did it using rocks) Have students designtheir own method of grinding wheat and then test their machines.5. Talk about the uses of wheat flour to make pastas, breads, desserts, etc.George Washington Cherry PieIllinois Learning Standards: 7.A.1a; 8.C.1; 13.A.1a; 13.B.1a; 13.B.1b; 21.B.1; 22.a.1b; 22.B.1; 24.A.1a; 24.A.1bAssessment Framework: 7.3.05; 13.4.02; 13.4.11What You Will Need:* 2 small packages vanilla instant pudding* 2 cups milk* 1 can cherry pie filling* 1 (8 oz) container frozen whipped topping* Graham cracker crumbs* Whipped cream* Small cups (3-5oz)Activity Instructions:1. Put the vanilla instant pudding in a bowl or zip top freezer bag.2. Add the milk and mix (or squeeze the bag) until thoroughly combined and slightly thickened.3. Add the cherry pie filling and mix (squeeze) again.4. Now add the whipped topping and gently combine.5. Place a tablespoon of graham cracker crumbs in each small cup.6. Fill the cup with the cherry/pudding mixture.7. Top with whipped cream. Serve immediately.Recipe provided by the Williamson County Ag in the Classroom ProgramAdditional Books & Resources:IAITC’s Specialty Crop Ag MagWheat Terra Nova Reader (www.agintheclassroom.org)Machines mAGic Kit (see your County AITC Coordinator)Bread Comes to Life: A Garden of Wheat and a Loaf to Eat by George Levenson (ISBN-13: 9781582462738)From Wheat to Pasta by Robert Egan (ISBN-13: 9780516207094)The Little Red Hen and the Ear of Wheat by Mary Finch (ISBN-13: 978-1902283340)The Story of George Washington by Patricia A. Pingry (ISBN-13: 978-0824941888)Illinois Agriculture in the Classroom4
Pumpkin Circle & Pumpkin JackPumpkin Circle: The Story of a Garden by George Levenson (ISBN-13: 9781582460789)We can be sure of this: It's a circle without end. It’s pumpkin seeds to pumpkins.to pumpkinseeds again! This treat of a picture book comes cloaked in the colors of fall. Bouncy verse andglowing photographs show a backyard pumpkin patch move through its natural cycle — a bug’seye and a bird's high view of seeds sprouting, flowers blooming, bees buzzing, pumpkins growing,and then going back to earth.Pumpkin Jack by Will Hubbell (ISBN-13: 9780807566664)The first pumpkin Tim ever carved was fierce and funny, and he named it Jack. When Halloweenwas over and the pumpkin was beginning to rot, Tim set it out in the garden and throughout theweeks he watched it change. In the course of one year, a jack-o-lantern, discarded after Halloween, decomposes in the backyard and eventually grows new pumpkins from its seeds.3-D PumpkinsIllinois Learning Standards: 1.A.1a; 1.A.1b; 4.A.1c; 9.A.2a; 11.B.1a; 11.B.1c; 11.B.2c; 12.A.1b; 12.B.1aAssessment Framework: 1.3.01; 1.3.06; 1.3.07; 1.3.13; 2.3.02; 2.3.10; 12.4.03; 12.4.04; 12.4.05What You Will Need:* Orange construction paper* Green construction paper* Paper punch* 2 paper fasteners for each pumpkin* ScissorsActivity Instructions:1. Begin by reading the Pumpkin Ag Mag.2. Cut 3 strips about 1 in. wide down the short side of the orange paper.3. Write a pumpkin fact on each strip.4. Holding the strips together in a stack, use a paper punch to make 3 holes in the strips. Punch one in the middleand one 1/2 inch from each end.5. Cut strips of green construction paper into 1 inch by 1 inch squares. Punch a hole in the middle of these squares.This will be the pumpkin’s stem.6. Still holding the strips together, place the stem on top of the middle hole and put a paper fastener through thestem and the orange strips of paper in the middle hole.7. Bring the ends of the long orange strips and fasten them all together.8. Spread out the paper strips to form a pumpkin.Illinois Agriculture in the Classroom5
Pumpkin CharmIllinois Learning Standards: 1.A.1a; 1.A.1b; 2.B.1c; 4.A.1c; 11.B.1a; 11.B.1c; 12.A.1a; 12.A.1bAssessment Framework: 1.3.01; 1.3.06; 1.3.07; 1.3.13; 2.3.02; 2.3.10; 12.4.03; 12.4.04; 12.4.05What You Will Need:* small Ziploc baggies* sand* flower, insect and pumpkin confetti* blue, green and yellow beads* pumpkin seeds* orange crinkle paper* yarn or stringActivity Instructions:Start off with a small Ziploc baggie. Put the following items inside the baggie:1. Pinch of sand: Pumpkins grow best in sandy soil.2. Pumpkin seed: You can eat a pumpkin seed or plant it!3. Flower: Pumpkins grow on a vine, but through pollination they start by growing inside the flower.4. Insects: Insects like bees help pass pollen from one pumpkin flower to another. Many insects help gardensgrow.5. Blue Bead: Pumpkins need water to grow. Pumpkins are 90% water.6. Green Bead: A tiny green pumpkin starts to grow at the base of the flower.7. Yellow Bead: Sunlight changes the pumpkin from green to yellow.8. Pumpkin: Sunlight changes the pumpkin from yellow to orange. The orange color means the pumpkin is readyto pick!9. Orange Crinkle Paper: Pumpkins contain pulp and seeds. Plant the seeds in the ground and start the life cycleover again!Finally, punch a hole above the baggie’s seal. Then loop a string through the hole and tie it off. Now you have apumpkin charm to wear around your neck. Be sure to share everything you know about PUMPKINS!Additional Books & Resources:IAITC’s Pumpkin Ag MagPumpkin Terra Nova Reader (www.agintheclassroom.org)Pumpkin Day, Pumpkin Night by Anne Rockwell (ISBN 0-8027-8696-0)Pumpkin Jack by Will Hubbell (ISBN 080756667)Pumpkins by Jacqueline Farmer (ISBN-10: 1-57091-558-X)Too Many Pumpkins by Linda White (ISBN 0-8234-1320-9)Illinois Agriculture in the Classroom6
Oh Say Can You Seed & Seed Soil SunOh Say Can You Seed? All About Flowering Plants by Bonnie Worth (ISBN-13: 9780375810954)With the able assistance of Thing 1 and Thing 2 -- and a fleet of Rube Goldbergian vehicles -- theCat in the Hat examines the various parts of plants, seeds, and flowers; basic photosynthesis andpollination; and seed dispersal.Seed, Soil, Sun: Earth's Recipe for Food by Cris Peterson (ISBN-13: 9781590789476)Seed. Soil. Sun. With these simple ingredients, nature creates our food. Noted author Cris Peterson brings both wonder and clarity to the subject of agriculture, celebrating the cycle of growth,harvest, and renewal in this American Farm Bureau Foundation's Agriculture Book of the Year.Beanie BabyIllinois Learning Standards: 11.A.2c; 11.A.2d; 11.B.2b; 11.B.2f; 12.A.2a; 12.E.2aAssessment Framework: 11.4.01; 11.4.02; 11.4.03; 11.4.04; 12.4.03; 12.4.04; 12.4.05What You Will Need:* Jewelry size re-sealable bag (found in craft stores)* Crystal soil* Hole punch* Water* Measuring spoons* Soybeans* YarnActivity Instructions:1. Punch a hole in the top of your bag.2. Place a scant 1/4 teaspoon of Crystal soil into the bag.3. Add one tablespoon of water.4. Gently push in two soybeans.5. Seal your bag firmly.6. Insert the yarn to make a necklace.7. Wear your beanie baby around your neck and under your shirt to keep it in a warm, dark place.8. Check your beanie baby several times a day for germination and record the growth.Illinois Agriculture in the Classroom7
Growing LettersIllinois Learning Standards: 1.B.2b; 1.C.2b; 1.C.2d; 2.A.2b; 11.A.2c; 11.A.2d; 11.B.2b; 11.B.2fAssessment Framework: 1.4.09; 1.4.10; 1.4.13; 1.4.14What You Will Need:* Seeds* Glue* Crayons* Construction paper* Water bottle* Wax paper or cookie sheetsActivity Instructions:1. Cut large sheets of construction paper in half. One 1/2 piece of paper for each student.2. Next, write each students’ name on the construction paper strip using the crayons. Older students can write theirown name.3. Now have each student trace over their name with glue. Elmer's white school glue will work or a glue stick.4. Once the student has traced his or her name in glue have them shake the seeds over the glue. If you use smallseeds like radishes, carrots or even grass seeds you can put them in shakers to help students place the seedseasier. Old rinsed out plastic spice jars work really well.5.Sit to the side to let glue dry.6. Once the glue is dried, place the projects in Ziploc bags and spritz with water. Do not saturate the paper but doget the seeds damp. The seeds should be kept damp to ensure growth.7. Zip the bag and watch the seeds sprout!Additional Books & Resources:IAITC’s Horticulture, Soybean and Specialty Crop Ag MagsSoybean Terra Nova Reader (www.agintheclassroom.org)Auntie Yang’s Great Soybean Picnic by Ginnie Lo (ISBN 978-1-60060-442-3)Oh Say Can You Seed? by Bonnie Worth (ISBN-13: 978-0375810954)One Bean by Anne Rockwell (ISBN-13: 978-0802775726)Pick, Pull, Snap by Lola M. Schaefer (ISBN-13: 978-0688178345)The Super Soybean by Raymond Bial (ISBN 978-0-8075-7549-9)The Tiny Seed by Eric Carle (ISBN-13: 978-1416979173)Tops and Bottoms by Janet Stevens (ISBN-13: 978-0152928513)Illinois Agriculture in the Classroom8
Tops & Bottoms & Who Grew My SoupTops & Bottoms by Janet Stevens (ISBN-13: 9780152928513)Hare solves his family’s problems by tricking rich and lazy Bear in this funny, energetic version ofan old slave story. With roots in American slave tales, Tops & Bottoms celebrates the trickster tradition of using one’s wits to overcome hardship.This title has been selected as a Common Core Text Exemplar (Grades 2-3, Stories)Who Grew My Soup? by Tom Darbyshire (ISBN-13: 978-1412745444)Who Grew My Soup? tells the story of young Phineas Quinn and his questions about the vegetable soup his mom serves for lunch. “I’ll not take one sip of this vegetable goop unless you tell methis: Who grew my soup?” Much to Phin’s surprise, a man in a flying tomato balloon shows up toanswer this stirring question. Join Phin and magical Mr. Mattoo as they fly from farm to farm, learning about amazing vegetables and the farmers who grow them.Tops & BottomsIllinois Learning Standards: 1.A.1a; 1.A.1b; 2.B.1c; 4.A.1c; 11.B.1a; 11.B.1c; 12.A.1a; 12.A.1b; 12.B.1aAssessment Framework: 1.3.01; 1.3.06; 1.3.07; 1.3.13; 2.3.02; 2.3.10; 12.4.03; 12.4.04; 12.4.05What You Will Need:* Vegetable template (www.agintheclassroom.org)* 2 paper fasteners (brads)* Colored pencils or crayons* Hole punch* Scissors* Glue* Two white paper plates per studentActivity Instructions:1. Have students color and cut out the vegetables from the vegetable template.2. Next have students fold one plate in half and draw a line down the center of the plate. Color one half of the plateblue and the other half brown.3. Now have students glue the vegetables on the colored plate. The blue space will serve as the sky, so anythingthat grows on “top” should be placed on the line “growing” into the blue, anything that grows from the “bottom”should be placed on the line “growing” into the brown side of the plate. When finished, all the vegetables shouldbe lined up on the center line (fold) with the “tops” vegetables showing in the blue and the “bottoms” vegetablesshowing in the brown.4. Next, write on the second paper plate the words “Tops” and “Bottoms” in their corresponding place on the plate.Now fold the plate in half and cut along the fold.5.On the left side of the first plate (the one containing the vegetables) place a hole punch about 3 cm in on the line.Illinois Agriculture in the Classroom9
6. Lastly, place the two halves labeled “Tops” and “Bottoms” on top of each other and place a hole 3 cm in on theleft side. This hole should line up with the decorated plate. Line all the holes up and place a brad to secure theplates. Now the bottom plate should have a cover. When the “Tops” is pulled up it should reveal the crops thatgrow on top and the same with the “Bottoms.”Tomato SpinnerIllinois Learning Standards: 1.A1a; 1.A1b; 2.B.1c; 4.A.1c; 11.B.1a; 11.B.1c; 12.A.1a; 12.A.1b; 12.B.1aAssessment Framework: 1.3.01; 1.3.06; 1.3.07; 1.3.13; 2.3.02; 2.3.10; 12.4.03; 12.4.04; 12.4.05What You Will Need:* 1 brad* 1 small white dessert plate* Pencil* Ruler (optional)* 1 red dinner plate* Color pencils or crayons* Glue* Scissors* Stem template from www.agintheclassroom.org or have students draw their ownActivity Instructions:1. Have the students divide the small dessert plate into eighths by drawing with a pencil and using the ruler as astraight line guide. Plain white paper can be substituted for the small white dessert plates. Just have studentstrace the large paper plate on a regular sheet of paper and cut it out.2. Have the students write an Illinois specialty crop fact or facts about vegetables learned from the reading of theIllinois Specialty Crop Ag Mag or Who Grew My Soup on each one eighth section.3. Have the students cut a triangle out of the large plate. It should be 1/8th of the plate in size. It should look like apie slice and line up with the lines drawn on the small dessert plate.4. Have the students attach the red plate to the front of the divided fact plate with a brad.5. Have the students glue the tomato stem to the top of the tomato.6. Now the students can turn their tomato spinner and review the facts about vegetables, especially tomatoes!Additional Books & Resources:IAITC’s Specialty Crop Ag MagI Will Never Not Ever Eat a Tomato (Charlie and Lola Series) by Lauren Child (ISBN-13: 9780763621803)The Vegetables We Eat by Gail Gibbons (ISBN-13: 9780823420018)Up, Down, and Around by Katherine Ayres (ISBN-13: 9780763640170)Illinois Agriculture in the Classroom10
Snowflake Bentley & Water DanceSnowflake Bentley by Jacqueline Briggs Martin (ISBN-13: 9780547248295)From the time he was a small boy, Wilson Bentley thought of the icy crystals as small miracles.And he determined that one day his camera would capture for others the wonder of the tiny crystals. Bentley's enthusiasm for photographing snowflakes was often misunderstood in his time, buthis patience and determination revealed two important truths about snowflakes: first, that no twoare alike and second, that each one is startlingly beautiful.Water Dance by Thomas Locker (ISBN-13: 9780152163969)From a gentle mountain pond to a raging waterfall or from a silent ocean mist to a sparkling rainbow, dramatic text and paintings give water voice and substance in this tribute to water in all itsglorious forms. Inspiring and informative, Water Dance is a poetic introduction to one of nature'smost basic elements. Scientific facts about water and its role in our lives are included.Water Cycle BraceletIllinois Learning Standards: 1.A.1a; 1.A.1b; 11.B.1b; 11.B.1c; 12.A.2a; 12.B.1a; 12.B.1b; 12.C.1a; 12.E.1a; 2.E.1bAssessment Framework: Standard 1A; 1.3.12; 1.3.13; 1.3.14; 1.3.15; 1.3.21; Standard 12A; 12.4.43What You Will Need:* yarn, leather, rope or pipe cleaner* yellow, clear, gray, sparkling clear, white, brown, dark blue, sparkling blue, sparkling brown, and green beadsActivity Instructions:1. Give each student a piece of yarn, leather, rope or pipe cleaner.2. Show the students that each colored bead represents a different stage of water in the Earth’s systems.3. Ask the students to string one of each colored bead on their bracelet. Tell them to string the beads in any orderthey like.4. After the bracelets are complete, ask the students to show you their personal water cycle. For example, if theirbeads are in the following order: clouds, puddles, plants, the students explain that the water started in theclouds, then it rained and fell into puddles on the sidewalk, then the water evaporated and collected on the plantsovernight. Each student will have a different water story to tell.The beads and what they represent are as follows:Sun (yellow) – the sun is the source of all energy on earth and powers the water cycle.Water Vapor (clear) – the part of the water cycle where water is suspended in the air or is steam and humidity.Clouds (gray) – when water vapor condenses but is still in the air.Illinois Agriculture in the Classroom11
Rain (sparkling clear) – moisture from clouds falls to the earth as a liquid.Snow (white) – moisture falling as a liquid in the frozen state.Erosion (brown) – rain causes erosion where soil is unprotected by vegetation. Soil particles are suspended in thewater run off.Oceans (dark blue) – the Earth’s weather factory. Moisture evaporates from the oceans by the sun’s heat and is carried around the Earth by winds.Lakes (sparkling blue) – the way we like to see a lake. Collects water from streams, and also evaporates water intothe atmosphere.Puddles (sparkling brown) – rain water collects in low spots, streets, sidewalks, and also collects pollutants (dirt,trash, automotive fluids, etc.) Puddles evaporate or go into storm sewers.Plants (green) – Plants take in water through roots and evaporate water into the atmosphere through leaves – a process called transpiration.Water Cycle in a BagIllinois Learning Standards: 1.A.1a; 1.A.1b; 11.B.1b; 11.B.1c; 12.A.2a; 12.B.1a; 12.B.1b; 12.C.1a; 12.E.1a;12.E.1bAssessment Framework: Standard 1A; 1.3.12; 1.3.13; 1.3.14; 1.3.15; 1.3.21; Standard 12A; 12.4.43What You Will Need:* Sandwich-sized zipper seal bags* Permanent markers* Aquarium rock* Tablespoon* ¼ cup measuring cup* Water* Packing tape* Water cycle illustration (www.agintheclassroom.org)Activity Instructions:1. Place the copy of the water cycle illustration inside the bag and close the bag.2. Using permanent markers, trace over all the black lines, including the numbers.3. After completely tracing everything, remove the copy from the bag.4. Add 2 tablespoons of aquarium rock to the bottom of the bag.5. Add ¼ cup water to the bag.6. Using wide clear packing tap, affix the bag to a window in direct sunlight and watch the water cycle work.Additional Books & Resources:IAITC’s Water Ag MagA Drop of Water by Walter Wick (ISBN-13: 9780590221979)Down Comes the Rain by Franklyn M. Branley (ISBN-13: 978-0064451666)Illinois Agriculture in the Classroom12
Anna’s Corn & CornAnna’s Corn by Barbara Santucci (ISBN-13: 9780802851192)The music of the corn is beautiful to Anna, just like Grandpa's raspy, crackling voice. When wintercomes, though, Grandpa dies. Anna hangs onto the dried kernels of corn Grandpa had given her,but she wonders if she will ever hear the corn's music again. Then she remembers her promise toGrandpa.Corn by Gail Gibbons (ISBN-13: 9780823422456)What is the story behind corn? Corn is used in many favorite foods, such as popcorn, corn on thecob, corn dogs, and cornflakes. This cornucopia of information in Gail Gibbons's tried-and-truestyle presents the history and uses of corn as well as details concerning planting, cultivation, andharvesting.Corny ArtIllinois Learning Standards: 11.B.1b; 11.B.1c; 11.B.1d; 11.B.1e; 12.E.1c; 13.B.1e; 25.A.1d; 26.A.1e; 26.B.1dAssessment Framework: 11.4.05; 11.4.06; 12.4.30;12.4.31; 13.4.13What You Will Need:* Cornstarch Packing PeanutsActivity Instructions:1. Use the packing peanuts as an interest approach. Each student thinks of something different when they hear theword “agriculture.” Have your students build something related to agriculture. To make it more interesting, giveyour students some stipulations, such as: Time Limit—Give your students 10 minutes to construct their idea of agriculture. Height—You are looking for the tallest structure. Sturdiness—Structures should be free-standing. When time is up, have them let go and then measure thetallest structure that can stand on its own.2. Another interest approach idea: Give students the title of an upcoming reading assignment or book. What doeseach student think of when they hear that title? What will the book be about? Have each student construct theiridea.3. For young students learning numbers or the alphabet, give them a piece of paper with a number or letter on it.Have them “trace” the number or letter with corn packing peanuts by having them lick and stick them together.Illinois Agriculture in the Classroom13
Tassel to Table ChainIllinois Learning Standards: 12.A.2a; 15.A.2a; 15.D.2bAssessment Framework: 12.4.03; 12.4.04; 12.4.05What You Will Need:* One individual-sized cereal box* Hole punch* Construction Paper (Yellow, Green, Pink, Brown, Blue, Red, Orange) * Scissors* Yarn (8 pieces, 6-8 inches each)* Corn kernelsActivity Instructions:1. Learn about corn by reading the Corn Ag Mag.2. Have students make one of each item out of construction paper: kernel, corn, combine, cob, elevator, manufacturer, truck and grocery cart. These are available at www.agintheclassroom.org.3. Instruct students to punch a hole on each side of the construction paper items, except the corn kernel, whichneeds the top punched.4. Have students create a chain by placing the items in the following order: kernel, corn plant, combine, cob, elevator, manufacturer, truck, grocery store, cereal box.5. Have the students place all the items in their cereal box. Then, starting with the kernel, they can slowly pullshapes out and share how corn goes from the tassel to the table.Anna’s CornIllinois Learning Standards: 1.A.1a, 1.A.1b, 1.B.1a, 1.B.1d, 1.C.1c, 2.B.1a, 2.B.1c, 12.A.1a, 12.B.1a, 12.B.1b,12.B.2a, 12.E.1c, 13.B.1dIllinois Assessment Framework: 1.3.13, 1.3.14, 1.3.23, 2.3.01, 2.3.07, 12.4.07, 12.4.08, 12.4.09What You Will Need:* Pouches (www.giftsintl-us.com) packs of 25 for 3.12* Squirrel corn (Wal-Mart) 7.97 for about 20 earsActivity Instructions:1. Have students hold an ear of squirrel corn in their hands. Talk about the different types of corn.2. Students should shell (pull off) a few kernels of corn to place in their pouch. Remind students that before machinery took over the job, corn was shelled by hand.3. Encourage students to take their corn home, plant it and watch it grow.Additional Books & Resources:IAITC’s Corn Ag MagCorn Terra Nova Reader (www.agintheclassroom.org)Cornbelt Harvest by Raymond Bial (ISBN 0-395-56234-1)Illinois Agriculture in the Classroom14
Apples & The Apple Pie TreeApples by Gail Gibbons (ISBN-13: 9780823416691)This colorful book is packed with information, including cutaway views of apples showing theirparts, a diagram of an apple press, charts of varieties of apples, and step-by-step instructions forplanting and growing apple trees.The Apple Pie Tree by Zoe Hall (ISBN-13: 9780590623827)The changing seasons bring a tasty surprise in this bright picture book. Two young sisters watchin fascination as their apple tree changes, from bare in winter to bursting with pink blossoms inspring, and as robins build a nest. When autumn comes, the small green apples have grown bigenough for picking--and for pie!Apple Blossom TreeIllinois Learning Standards: 12.A.1a; 12A.2a; 12.A.1b; 12.A.2bAssessment Framework: 12.4.01; 12.4.02; 12.4.04; 12.4.06What You Will Need:* brown & green construction paper* white & pink tissue paper* scissors* red marker* bee or bug sticker* glue sticks* red bingo markers* brown markerActivity Instructions:1. Trace the two treetops onto green construction paper and cut out. Two tops are needed for each tree.2. Trace the tree trunk onto brown construction paper and cut out.3. Lay one treetop on the table. Glue the tree trunk to this top. Then, match up and glue on the other top.4. Cut pink and white tissue paper into small squares.5. On one side of the tree, glue on crumpled tissue paper to represent blossoms.6. Add a bug or bee sticker to the blossoms. Pollination must occur in order for an apple to grow. This growth firststarts in the flower. Label this side of the trunk “spring.”7. On the other side of the tree, use the bingo marker to dab circle on the treetop. When the ink is dry, use the redmarker to create stems. Label this side of the trunk “fall.”Illinois Agriculture in the Classroom15
Apple ChainIllinois Learning Standards: 12.A.1a; 12A.2a; 12.A.1bAssessment Framework: 12.4.01; 12.4.02;12.4.04; 12.4.06What You Will Need:* 2 red paper plates per student (or plain white plates to be colored)* Crayons* Scissors* Stapler* Yarn* Construction paper (yellow, pink, brown and green)* Hole punch* TapeActivity Instructions:1. Cut out each item out of construction paper: seed, tree, blossom, bee, little green apple. Punch a hole on eachside of the items you made with construction paper. The brown seed only gets one hole punch.2. Staple two red paper plates together around 2/3 of the edge. Leave the other 1/3 open.3. Tape or staple a piece of yarn to the inside of the paper plates and extend the yarn out of the opening.4. Add a stem and leaf to the red paper plates to make them look like an apple.5. Tie the little green apple to the yarn coming out of the apple. Tie the bee to the little green apple. Tie the blossomto the bee. Tie the bee to the tree. Tie the tree to the seed. These should all form a chain.6. Tuck the green apple, bee, blossom, tree, and seed into the apple. Starting with seed, slowly pull shapes out ofthe apple and tell the story of how apples grow.Additional Books & Resources:IAITC’s Apple Ag MagApple Terra Nova Reader (www.agintheclassroom.org)Apple Picking Time by Michele Benoit Slawson (ISBN 0-517-88575-1)A Song for Lena by Hilary Horder Hippely (ISBN 0-689-80763-5)Bad Apple by Edward Hemingway (ISBN-13: 978-0399251917)Hooray for Orchards by Bobbie Kalman (ISBN 0-86505-667-6)Illinois Agriculture in the Classroom16
Extra Cheese Please & The Little Red Hen Makes a PizzaExtra Cheese, Please!: Mozzarella's Journey from Cow to Pizza by Cris Peterson (ISBN-13: 9781590782460)When Cris Peterson's cow Annabelle gives birth to a calf, an amazing process begins. Now Annabelle can produce milk -- about 40,000 glasses of milk each year, or enough cheese to top 1,800pizzas. Alvis Upitis's sparkling photographs document the cheese-making process -- starting onthe farm where Annabelle's calf is born and milking begins, then moving to the cheese-makingplant where the milk is heated and cooled, stirred and swirled, thickened, drained, and sliced, andfinally packaged for stores. Cris Peterson's personal and informative text explains the process in asimple and engaging manner. A wonderful collaboration, concluding with the author's own recipe for pizza.The Little Red Hen Makes a Pizza by Philemon Sturges (ISBN-13: 9780142301890)The story of the industrious Little Red Hen is not a new one, but when this particular hen spies acan of tomato sauce in her cupboard and decides to make a pizza, the familiar tale takes on afresh new twist. Kids will love following along as the hen, with no help from her friends the duck,the dog, and the cat, goes through the steps of making a pizza-shopping for supplies, making thedough, and adding the toppings. But despite their initial resistance, the hen's friends come throughin the end and help out in a refreshing and surprising way. In this version of the traditional tale, theduck, the dog, and the cat refuse to help the Little Red Hen make a pizza but do get to participatewhen the time comes to eat it.Moo MasksIllinois Learning Standards: 4.A.1c; 4.B.1b; 12.B.1b; 13.B.1dAssessment Framework: 1.3.13; 1.3.14; 1.3.19; 1.3.20; 1.3.27; 12.4.01What You Will Need:* 1 Large dinner plate* 2 Small dessert plates* String* Glue or Staples* Crayons, markers, or colored pencilsActivity Instructions:1. Have the students cut one dessert plate in half.2. Have the students staple or glue the other dessert plate behind the large dinner plate. They
3. Put the kernels of wheat into a salt or pepper grinder and have the students mill their wheat into flour. What sim-ple machines are being used? 4. Talk about different ways to grind wheat. (ex: The Native Americans did it using rocks) Have students design their own method of grinding wheat and then test their machines. 5.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
