Lessons & Activitiesto Complement
Table of ContentsYou, Too, Can Be Like Mr. Mattoo!A “Souped-up Balloon”Hungry Illinois CaterpillarTops and Bottoms“Souper” DetectiveThink Inside the Box!Mystery “Souper”starProduce PalsBeanie BabyTomato Spinners3-D PumpkinsGarden in a GloveGrow Your Own Soup“Souper” SurveysMeasure It!Corn Field MathProbing Into Plant PartsPower SeedsIllinois Agriculture in the ClassroomPages 4-5Pages 5-6Pages 7-8Pages 9-10Page 11Page 12Page 13Page 14Page 15Page 16Page 17Page 18Pages 19-21Pages 22-23Page 24Pages 25-28Pages 29Pages 30-313
You, Too, Can BeLike Mr. Mattoo!Objective: After completing this activity, students will be familiar withbuilding a physical three-dimensional structure to connect importantideas from linked texts.Common Core State Standards: CCSS.Math.Content.1.G.A.2; CCSS.ELA-Literacy.RL.1.3;R.L.1.7Suggested Reading Materials:IAITC’s Seasons Ag MagWho Grew My Soup? by Tom DarbyshireWhat You Will Need:1 single double page of standard-size newspaper per student1 handle template per studentTapeActivity Instructions:1. Begin the lesson by reading “Who Grew My Soup,” and discuss the story as a class.2. Start with a single double page of standard-size newspaper folded once to standard newspapersize.3. With the crease at the top, fold the corners in from the top until they meet in the center of thepage and crease.4. Fold a single thickness of the bottom open edge up 1 inch and crease.5. Fold the same flap again as far as it will go and crease.6. Turn the entire hat over with the point at the top.7. Fold the outside bottom edges toward the center and overlap. The further the overlap, thesmaller the hat will be.8. Take the bottom corners and fold them up to the bottom of the band and crease.9. Fold the bottom piece up across the band and crease. Tuck the end into the band to form thebrim of the hat.10. Fold the triangular section down and tuck into the brim. Crease.11. Open the hat and flatten the inner area to create a rectangular shape.12. Square brim and tuck remaining points under.13. Crease corners square on all four sides.14. Cut out the handle template on the following page and attach to their hat with tape.Illinois Agriculture in the Classroom4
Illinois Agriculture in the Classroom5
A “Souped-up”BalloonObjective: Students will listen to and follow oral instructionsaccurately. They will also use prior knowledge in order to construct a2-D representation.Common Core State Standards: CCSS.ELA-Literacy.SL.1.1; SL.1.5; Math.Content.1MD.A.2Suggested Reading Materials:I Will Never Not Ever Eat a Tomato by Lauren ChildWho Grew My Soup? by Tom DarbyshireIAITC’s Seasons Ag MagWhat You Will Need:1 Balloon & Pot Template Per StudentYarn—(2) 5 1/2” pieces and (2) 5” piecesTape or glueActivity Instructions:1. Have students color their tomato balloon and pot (template on previous page).2. Measure yarn with a ruler. Each student will need two 5 1/2” pieces for the outsidesand two 5” pieces for the inside.3. Have students cut out their balloon and pot.4. Attach the yarn to the balloon and pot with tape or glue. The 5 1/2” pieces should goon the outside and the 5” pieces should go on the inside.Lesson Extenders:1. Have students write their favorite vegetable on their balloon and then share as a class.You can also use this sharing as an opportunity to survey and tally the class’s favoritevegetables.2. Students can draw their favorite vegetables on their balloon.Illinois Agriculture in the Classroom6
Hungry IllinoisCaterpillarObjective: Students will use prior knowledge and skills to make comparisons betweencrops in linked text and crops grown in Illinois.Common Core State Standards: CCSS.ELA-Literacy.RI.1.10; RF.1.4Next Generation Science Standards: Structures and Processes: 1-LS1-1Suggested Reading Materials:The Very Hungry Caterpillar by Eric CarleUp, Down, and Around by Katherine AyresIAITC’s Seasons Ag MagBackground Information:You can download The Very Hungry Illinois Caterpillar booklet template fromwww.agintheclassroom.org. This template includes information about crops grown inIllinois. As the caterpillar eats these crops, more information specific to Illinois is given asa reference. Students will then use the following materials to enhance their booklet byattaching them to the appropriate pages.What You Will Need:Cotton Balls44 Green Label Dots (per student or book)11 Red Label Dots (per student or book)Black MarkerWheat Heads½" Red Pom Pom BallsField Corn Kernels¼" Green and Purple Pom Pom BallsPopcorn KernelsGreen Pipe CleanersRed Pipe CleanersPurple Pipe CleanersIllinois Agriculture in the ClassroomGreen MarkerYellow MarkerPopsicle SticksGreen Plastic WrapSnack-size Ziploc BagsBlack Pipe CleanersOrange Tissue PaperBlack Tissue PaperWhite Tissue PaperGold Tissue PaperHot Glue GunJewelry-size baggies7
Activity Instructions: Page 1: Tear a cotton ball in half. Glue half of the cotton ball onto the leaf to representthe egg. Page 3: Glue the other half of the cotton ball onto the leaf. Below the leaf, stick 4green stickers and a red sticker. This is your caterpillar. Using a black marker, draw theface of the caterpillar on the red sticker along with his antennae. Page 5: Stick 4 green stickers and a red sticker below the watermelon. This is yourcaterpillar. Using a black marker, draw the face of the caterpillar on the red stickeralong with his antennae. Page 7: Using the stickers and marker, place a caterpillar on the page. Page 9: Using the stickers and marker, place a caterpillar on the page. Page 11: Using the stickers and marker, place a caterpillar on the page. Page 13: Using the stickers and marker, place a caterpillar on the page. Page 15: Using the stickers and marker, place a caterpillar on the page. In the box, glueheads of wheat. At the top of the barrel, glue red pom poms for the apples. Page 17: Using the stickers and marker, place a caterpillar on the page. In the box, gluekernels of field corn. On top of the barrel, glue green and purple pompoms for grapes. Page 19: Using the stickers and marker, place a caterpillar on the page. Cut up a greenpipe cleaner into 1-inch sections. Glue these on top of the barrel for green beans.Place kernels of popcorn into a jewelry-size baggie. Glue the baggie in the popcornbox. Page 21: Using the stickers and marker, place a caterpillar on the page. Page 23: Using the stickers and marker, place a caterpillar near the leaf on this page. Page 24: Using red, green and purple pipe cleaners, create a big caterpillar and glue tothe page. Page 25: To make the chrysalis, wrap green plastic wrap around a popsicle stick andglue to the page. Page 27: Create a bag butterfly by cutting up pieces of orange, white, black and goldtissue paper and putting them in a snack-size baggie. Seal. Take a black pipe cleanerand wrap it around the center of the baggie and then form to look like antennae. Glueor tape to the page.Lesson Extenders:1. Do you teach about Monarch Butterflies? Use our second version of The Very HungryIllinois Caterpillar. This booklet is downloadable from our website:www.agintheclassroom.org. Look under Teachers, Classroom Resources, PrintableAITC Materials. From there, scroll down to Very Hungry Illinois Caterpillar-Another Option.2. Check out our Very Hungry Illinois Caterpillar SMART Board lesson atwww.agintheclassroom.org.Illinois Agriculture in the Classroom8
Tops and BottomsObjective: After completing this activity, students will have a betterunderstanding of how garden vegetables grow and what part of thevegetable they can eat.Common Core State Standards: RL.1.1, RL.1.2, RL.1.3; RL.1.7; RL.1.9; RRI.1.10; SL.1.1; SL.1.2;W.1.2; W.1.3Next Generation Science Standards: Structures and Processes: 1-LS1-1Suggested Reading Materials:Tops and Bottoms by Janet StevensIAITC’s Seasons Ag MagWhat You Will Need:Vegetable template from www.agintheclassrom.orgColored pencils or crayonsTwo white paper plates per studentGlue2 Paper Fasteners (brads)Hole PunchScissorsAbout the Book:Tops & Bottoms, adapted and illustrated by Janet Stevens, is a story which has its origins inslave stories from the American South. In this trickster tale, a clever hare outwits the lazybear while planting and harvesting the tops and bottoms of their vegetable garden.Key Words: hare - The American form of hare is generally called rabbit. harvest - The gathering of a crop season. A period in which agricultural work is doneand a particular type of weather prevails.Getting Started:Before reading the book, ask students to think of vegetables they eat. List them on a chart.Emphasize that vegetables are plants grown for food. It may also be necessary to emphasize the difference between fruits and vegetables as the list is made.As a group, look at the cover of the book. What vegetables are pictured? What animals arepictured? Note the Caldecott Honor Book Award Medal. This award is given to books thathave outstanding illustrations. Encourage students to look carefully at the illustrations asthe story is read.Illinois Agriculture in the Classroom9
Activity Instructions:1. Have students color and cut out vegetables grown in the book from the vegetable template found on the IAITC website.2. Next have students fold one plate in half and draw a line down the center of the plate.Color one half of the plate blue and the other half brown.3. Now have students glue the vegetables on the colored plate. The blue space will serveas the sky, so anything that grows on “top” should be placed on the line “growing” intothe 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 should belined up on the center line (fold) with the “tops” vegetables showing in the blue and the“bottom” vegetables showing 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 punchabout 3 cm in on the line.6. Lastly, place the two halves labeled “Tops” and “Bottoms” on top of each other andplace a hole 3 cm in on the left side. This hole should line up with the decorated plate.Line all the holes up and place a brad to secure the plates. Now the bottom plateshould have a cover. When the “Tops” is pulled up it should reveal the crops that growon top and the same with the “Bottoms.”Lesson Extenders:1. Chart: make a chart-list of vegetables before reading Tops & Bottoms to discuss whatvegetables were included in the story. Then recall from the story if it was the top orbottom of the vegetable plant.2. Story Dictation: Complete a shared writing activity in which students suggest ideas andthe teacher writes down a story based on one of the illustrations in the book.3. Letters to Bear and Hare’s Families: Write a letter to the Bear and Hare families.Perhaps students could give them hints on growing vegetables or inquire about howtheir garden is growing.4. Writing About Your Garden: Students who have grown a garden might be encouraged to write about their experiences. Students who do not have gardens could writeabout what their plans would be if they could start a vegetable garden.Illinois Agriculture in the Classroom10
“Souper” DetectiveObjective: Students will learn how to identify, say and write rhyming words byengaging in rhyming exercises after doing a read aloud of rhyming picture books.Common Core State Standards: CCSS.ELA-Literacy.RL.1.1, RL.1.2, RL.1.3;RL.1.7; RL.1.9; RI.1.10; SL.1.1; W.1.2Suggested Reading Materials:IAITC’s Seasons Ag MagWho Grew My Soup? by Tom DarbyshireWhat You Will Need:Index CardsActivity Instructions:1. Do a read aloud with a rhyming picture book, such as Who Grew My Soup? Start with a picture walk and havestudents predict the story's main characters, setting and events. Have students read the title, author's nameand illustrator's name.2. Now read the story and encourage students to say the predictable/repetitive phrases with you. Pause at the endof a rhyming stanza to see if students can predict which rhyming word comes next.3. Tell students that we will read the book once more. Remind students that this picture book has rhyming wordsin it. Students will be the rhyme detectives and must touch their nose when they hear two or more wordsthat rhyme.4. When students touch their nose, stop reading and ask students to identify the words that rhyme. Write each ofthese words on index cards and place them in the pocket chart. When you are finished reading the story,you should have plenty of rhyming word cards in the chart.5. Pull out all of the cards, mix them up and place them back in the chart. Call up students to find the rhymingwords and then have them stand in the front of the classroom holding their pair of cards.6. When all of the pairs have been found, have each student at the front of the class read their pair of rhymingwords with the rest of the class.7. Tell students they will now have a chance to make and play their own rhyming game. Pass out index cards andhave students write their own rhyming words on cards. Pass out baggies for students to store their cardsin.Possible games to play with rhyming cards Students can play in pairs or independently during centers, mixing up the cards and finding rhyming pairs. Students can record their rhyming pairs in various charts to show evidence of learning. Students can play the game like Memory, turning over and matching rhyming pairs. Students can take the cards home to practice rhyming on their own.Lesson Extenders Post rhyming words all over the classroom and give students magnifying glasses, clipboards and a sheet onwhich to record their pairs. Students should be the best "detectives" they can be to find rhyming words onword walls, in books, on posters, etc. Use graphic organizers in order to record rhymes. Have students write poems or descriptors in the shape of the fruit or vegetable. Students may write limericks about fruits and vegetables. A limerick consists of five lines. The first, second,and fifth lines rhyme and lines three and four rhyme. Acrostic poems may be written by students. Have them write the name of a fruit or vegetable vertically on apiece of paper. Then, a word or words are written next to each letter of the vertical word such that a poemis formed. Be sure to have them use rhyme in their acrostic poems.Illinois Agriculture in the Classroom11
Think Inside the Box!Objective: Students will follow directions and exercise critical-thinking skills toguess the Puzzle Box word.Common Core State Standards: CCSS.ELA-Literacy.SL.3.1; W.3.1; W.3.2Suggested Reading Materials:IAITC’s Seasons Ag MagWhat You Will Need:Puzzles (teacher must plan puzzle clues in advance)Small rewards, such as pencilsBlack or white board or chart paper and markersScrap paper cut into 2-inch by 2-inch squaresActivity Instructions:Prepare in advance six to ten clues that will help students guess a puzzle word. The puzzle word can relate to anytopic or subject they are studying. See an example below:Puzzle Box: Can you guess what this is?Answer: Banana1. I am yellow and sweet.2. I grow on a tall plant.3. Monkeys like to eat me.4. I'm good for your heart.5. What am I?1. Write the clues on the board or chart in the morning.2. Go over the clues with the class first thing in the morning. Share in advance how the process will work.3. Show the three prizes of the day.4. Give the students all day to consider what the puzzle word might be.5. At the end of the day, read the clues again.6. Pass out the 2-inch by 2-inch squares of paper. Ask students to write the answer, or two or three guesses, onone side of the paper and their name on the other side.7. Collect the papers. Identify by name any student who has the correct answer. Put all correct answers in a bag.8. Pull out three of the papers to determine the winners of the three prizes.Lesson Extenders Make a chart. Include the name of each child in the classroom. Put a checkmark beside students' namesfor each right response given each week. After ten weeks, identify the student with the most correct responses. Award special prizes to those with the most correct responses. You might consider running the puzzle box game for a week. You could provide a clue each day or severalon the first day and then add more each subsequent day that follows. Students could submit guesses at anytime during the week. Collect answers at the end of each day, and keep them in an envelope with the daymarked on the outside. At the end of the week, see how many people guessed the word at the end of eachday. After you have done this activity with older students a few times, you might invite the students to createthe puzzles. Have students write riddles in order to help classmates learn about fruits and vegetables. To help studentsin this process, have students choose a fruit or a vegetable about which he/she would like to write a riddle. Have students list descriptive words or facts about their subject. Encourage students to think about color,shape, size, taste, feel, why it is good for you, what you can learn about the fruit or vegetable from its color,different ways to eat the fruit or vegetable. Have students use the list to write a riddle about the subject. Challenge students to create rhyming riddles.Illinois Agriculture in the Classroom12
Mystery “Souper”starObjective: Students will use the senses in order to make predictions. Students willalso use descriptive words to share information.Common Core State Standards: S.L.1.1; SL.1.5Suggested Reading Materials:IAITC’s Seasons Ag MagStinky and Stringy: Stem and Bulb Vegetables by Meredith Sayles HughesWhat You Will Need:5 boxes with lids (cut a hole in the end of each box so a child's hand fits through the hole. Label each box with adifferent number from 1 to 5.)5 different fruits or vegetablesScrap pieces of paper for answers5 brown paper bags numbered from 1 to 5Activity Instructions:1. Secretly place a mystery object (fruit or vegetable) in a different box.2. Invite a child to reach through the hole, touch the mystery object inside, and then share descriptive words abouthow it feels. Record the descriptions on a sheet of paper.3. Ask students to write what they believe is in the box, or two or three guesses, on one side of the paper andtheir name on the other side.4. Have students place their answers in the bag with the number that corresponds with their answer.5. Read the descriptive words used by students aloud again before revealing the mystery object.6. Recognize those students who correctly identified the mystery object.Lesson Extender Have students draw pictures of what they think each vegetable or fruit looks like before you reveal themystery object in the box. Invite each child to taste the different mystery objects (fruit or vegetable). Encourage students to describe each mystery object's taste, smell and appearance. Record students' responses and then reviewthe descriptive words with the group. Place an assortment of fruits and vegetables in a shopping bag or basket, making sure there are severalcolors represented. Invite each child to pick a fruit to identify its color. Continue with the remainingfruits, having students place the same-color fruits together.Adapted from an activity at Dole.com classroom resources for educators.Illinois Agriculture in the Classroom13
Produce PalsObjective: Students will respond to a writing prompt, learning about fruits and vegetables.Common Core State Standards: RI.3.5; RI.3.10; SL.3.1; SL.3.6; W.3.2; W.3.7; W.3.8Suggested Reading Materials:IAITC’s Seasons Ag MagThe Enormous Potato by Aubrey DavisWhat You Will Need:Copies of the writing promptsGluePaperActivity Instructions:1. Invite a child to choose a writing prompt and read it aloud as you copy it onto the board. Lead the class in adiscussion of the food and list facts about it on the board.2. Have each child choose a writing prompt and glue it to his paper.3. Instruct the student to make a list of facts about the food. If needed, provide time to use resources to verify factsor add to lists.4. Direct the child to use the facts to complete the response.Lesson Extender After publishing the final draft, instruct each student to draw a picture of the food character. Post the stories and illustrations in the classroom or school cafeteria. Have students work in pairs to generate a response. Invite students in each pair to act out their writing,with one student serving as the narrator and the other acting as the food character(s). Give each student a blank strip and encourage creation of new writing prompts. Remind the child to use aclever food name! Place the prompts in a writing center with glue and paper.Possible Writing Prompts Celia and Charlie Celery want everyone to know that they are the stems of plants, so they decide to throw a partyand tell everyone about it. Patty Potato is one of the most popular vegetables in the United States. She decides to write the story of her life! Brooke Broccoli has a story to tell, and it is the story of why broccoli is one of the “super vegetables.” Her storygoes something like this. Oscar Onions always gets a bad wrap for making people cry. He decides he is going to change the minds of everyone and help them understand how great he makes food taste. His bright orange color makes Calvin Carrot an important vegetable for our eyesight. He decides to share the goodnews about Vitamin K. Peter Peas is tired of people deciding they don’t like him. So he decides to do something to get people to like him.Here is what he decides to do. Stanley Spinach is happy to be such a popular vegetable, so he decides to tell students ways in which to use him infood. Full of protein, Barbara Beans finds herself used in many dishes from countries around the world. She decides toshare her story of her travels around the world. Tonya Tomato is having a hard time because no one can decide if she is a fruit or a vegetable. Once and for all, sheis telling her story and helping to end the confusion. Cornelius Corn wants the folks in town to learn some new ways to eat corn, so he decides to Adapted from an activity at Dole.com classroom resources for educators.Illinois Agriculture in the Classroom14
Beanie BabyObjective: Upon completion of this activity, students will havea better understanding of the plant germination process.Common Core State Standards: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3aMath.Content.4.MD.A.2Next Generation Science Standards: Structure & Properties of Matter: 5-PS1-4IL Social Science Standards: SS.EC.1.4; SS.EC.2.4; SS.EC.FL.1.4; SS.G.2.4; SS.G.3.4Suggested Reading Materials:Oh Say Can You Seed by Bonnie WorthOne Bean by Anne RockwellSpill the Beans and Pass the Peanuts by Meredith Sayles HughesIAITC’s Soybean Ag MagWhat You Will Need:Jewelry size re-sealable bagCrystal SoilHole PunchWaterMeasuring spoonsGreen Beans/Lima Beans/SoybeansYarnActivity Instructions:1. Punch a hole in the top of your bag.2. Place 1/4 teaspoon of Crystal Soil into the bag.3. Add 1-2 green bean or lima bean or soybean seeds.4. Add one tablespoon of water.5. Seal your bag firmly.6. Insert the yarn into the hole 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.Lesson Extenders:1. Try this experiment with other seeds and record the similarities and differences.2. Experiment with other controls like light, heat, soil medium, water and record thesimilarities and differences.Illinois Agriculture in the Classroom15
Tomato SpinnersObjective: After completing this activity, students will have a betterunderstanding of how vegetables grow and why they are an importantpart of their diet.Common Core State Standards: CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; W.K.2;W.K.8; Math.Content.K.G.B.5Next Generation Science Standards: Structures and Processes: K-LS1-1Suggested Reading Materials:I Will Never Not Ever Eat a Tomato by Lauren ChildWho Grew My Soup? By Tom DarbyshireIAITC’s Seasons Ag MagWhat You Will Need:1 brad1 small white dessert platepencilGlueruler (optional)scissorsColored pencils or crayons1 red dinner plate or a regular white plate they can colorStem template from www.agintheclassrom.org or have students draw their ownActivity Instructions:1. Have the students divide the small dessert plate into eighths by drawing with a penciland using the ruler as a straight line guide. Plain white paper can be substituted for thesmall white dessert plates. Just have students trace the large paper plate on a regularsheet of paper and cut it out.2. Have the students write an Illinois specialty crop fact or facts about vegetables learnedfrom the reading of the Illinois Specialty Crop Ag Mag or Who Grew My Soup? on eachone eighth section.3. Have the students cut a triangle out of the large plate. It should be 1/8th of the plate insize. It should look like a pie slice and line up with the lines drawn on the small dessertplate.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!Illinois Agriculture in the Classroom16
3-D PumpkinsObjective: After completing this activity, students will have a betterunderstanding of how pumpkins grow and why they are unique to Illinois.Common Core State Standards: CCSS.ELA-Literacy.RI.3.1; RI.3.9; W.3.2IL Social Science Standards: SS.EC.3.2Suggested Reading Materials:Pumpkin Jack by Will HubbellPumpkin Circle: The Story of a Garden by George LevensonIAITC’s Pumkin Ag MagWhat You Will Need:Orange Construction PaperGreen Construction Paper for VinesScissors2 Paper Fasteners for Each Pumpkin (brads)Hole PunchMarker or PenActivity Instructions:1. Cut the orange paper lengthwise into 3/4 inch strips. Each student needs four strips.2. Learn about pumpkins by exploring the IAITC Pumpkin Ag Mag individually or as a class.3. Identify four pumpkin facts from the Ag Mag. Write one fact on each of the four strips of orange paper.4. Cut a small square of green paper. This will be the pumpkin’s vine.5. Stack the strips of paper and hole punch both ends of the stack. Then punch a hole in the center of the strips as well as your green square.6. Place a brad fastener through the center hole of the green square then the orange strips. Spreadthe fastener to keep it in place.7. Grab a second fastener and bend each end of the paper strips down, sliding the fastenerthrough the punched holes at both ends. When all eight ends are attached, spread the fastenerinside your pumpkin.8. Spread out the paper strips to form a spherical pumpkin!Extended Response Question:Early American settlers began the tradition of making pumpkin pie. Explain othertraditions we celebrate in today’s society. Be sure to include your own experiences inyour explanation.Illinois Agriculture in the Classroom17
Garden in a GloveObjective: Students will conduct a scientific experiment and record data in order to explain the simple life cycle as well as the needof plants.Common Core State Standards: CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; W.K.3;W.K.7; W.K.8; SL.K.3Next Generation Science Standards: Structures and Process: K-LS1-1;Earth and Human Activity: K-ESS3-1Suggested Reading Materials:Our Generous Garden by Anne NagroThe Life Cycle of a Carrot by Linda TagliaferroIAITC’s Seasons Ag MagWhat You Will Need:Clear Plastic Food Service Glove5 Cotton Balls5 Types of SeedPencil or Popsicle StickWaterPermanent MarkerTwist TieActivity Instructions:1. Write your name on a clear plastic food service glove.2. Using the permanent marker, write the name of a seed you will be planting on each finger.3. Wet five cotton balls and wring them out.4. Dip each cotton ball into 1 seed type. The seeds should stick to the cotton ball.5. Put the cotton ball with the seeds attached into the finger of the glove that is labeled with thattype of seed. Hint: For younger students, you may choose to use one type of seed for all 5 fingers. A pencilor popsicle stick may also be handy in pushing the cotton ball to the bottom of each finger.6. Blow up the plastic glove and close it with a twist tie or tie a piece of yarn around the top.7. Tape the glove to a window, chalkboard or wall. You may want to hang a clothes line under achalk tray and use clothes pins to hold the gloves on. Hint: Do not tape to the window in the winterwhen the window will be too cold to allow for germination.8. The seeds will germinate in 3 to 5 days. Keep a plant diary and look at the seeds under the microscope.9. Transplant the seeds in about 1 1/2 to 2 weeks by cutting the tips of the fingers off the glove.Transplant the cotton ball and small plants into soil.10. After growing to full size, vegetables can be harvested to use in your soup!Illinois Agriculture in the Classroom18
Grow Your Own SoupObjective: Students will make predictions about germination andharvest timelines. Students will also identify the impact of environmental factors on the growth cycle.Common Core State Standards: CCSS.ELA-Literacy.W.1.2; Math.Content.1.NBT.C.4Next Generation Science Standards: Structures and Processes: 1-LS1-1Suggested Reading Materials:Stone Soup by Marcia BrownThe Giant Carrot by Jan PeckWho Grew My Soup? by Tom DarbyshireIAITC’s Seasons Ag MagVocabulary Terms: Germinate: when the plant’s seed has opened and sends up its first stem Harvest: to gather crops when they are mature and ready to eat or store Herbs: a group of plants that are used for flavoring or seasoning food or drinks Hypothesis: a
About the Book: Tops & Bottoms, adapted and illustrated by Janet Stevens, is a story which has its origins in slave stories from the American South. In this trickster tale, a clever hare outwits the lazy bear while planting and harvesting the tops and bottoms of their vegetable garden.
- Diminished radix complement Defined as: (rn-1) - N; given a number N in base r having n digits - Radix complement Defined as rn - N; given a number N 0 in base r having n digits and 0 if N 0. In base 10, we have : 9'complement and 10's complement In base 2, we have : 1'complement and 2's complement. 37
TOPIC 12 Understand Fractions as Numbers 8 LESSONS 13 DAYS TOPIC 13 Fraction Equivalence and Comparison 8 LESSONS 12 DAYS TOPIC 14 Solve Time, Capacity, and Mass Problems 9 LESSONS 11 DAYS TOPIC 15 Attributes of Two-Dimensional Shapes* 5 LESSONS 9 DAYS TOPIC 16 Solve Perimeter Problems 6 LESSONS 8 DAYS Step Up Lessons 10 LESSONS 10 DAYS TOTAL .
The Warrior King (Lessons 41—44) 64 Two Splendid Kingdoms (Lessons 45—50) 69 The Man of the Fish (Lessons 51—54) 76 A Miraculous Birth (Lessons 55—61) 81 The Man with the Two Horns (Lessons 62—64) 90 The Hidden Cave (Lessons 65—70) 95 . Le
Number of lessons (per week): 10 lessons (PT), 20 lessons (SI), 24 lessons (SIP), 30 lessons (INT) and 20 lessons 10 individual lessons (CC) Lesson duration: 50 minutes . Age: Minimum of 17 years old No maximum age requirement. Offered: Year-round . Courses Available: Part-time Course (PT) Semi-Intensive English Course (SI) Semi-Intensive Plus .
The Complement System The complement system (aka “complement”) is a set of 30 proteins produced by the liver that circulate in the blood in an inactive state. The presence of microbial pathogens activates the “complement cascade” in 1 of 3 ways to eliminate the pathogens by: cytolysis (cell lysis) triggering inflammation
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
MUS 101 C Private Guitar Lessons-Beg 300.00 MUS 201 A Private Piano Lessons-Interm 300.00 MUS 201 B Private Voice Lessons-Interm 300.00 25.00 accompanist MUS 201 C Private Guitar Lessons-Interm 300.00 MUS 301 A Private Piano Lessons-Adv 500.00 MUS 301 B Private Voice Lessons-Adv 500.00 25.00 accompan
Basics Offline Lessons Mental Wellness Basics is accompanied by 8 offline extension lessons, discussion questions, and classroom activities that extend the concepts in each lesson. Each offline lesson can take approximately 25-75 minutes to complete. The offline lessons are scaffolded, building off of the digital lessons and extending learning .