2015 Summer Agricultural Institute

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Table of Contents

Web Presence ...................................................................................................... 4

Website Information ............................................................................................ 5

Aurasma & i-Nigma ............................................................................................. 6

QR Codes & Kahoot Quizzes .............................................................................. 7

Corn ...................................................................................................................... 10

Disappearing Packing Peanut

Dairy ..................................................................................................................................................... 15

Milk vs Cola

Soil........................................................................................................................ 16

Slice of Soil

Soil Quotes

Water .................................................................................................................... 20

Don’t use it all up

Wheat ................................................................................................................... 21

Wheat Milling

Find the Gluten

Pork/Beef/Soybean/Dairy Stations ..................................................................... 24

Feed Sacks

Beanie Baby

What makes NesQuick™ Quick?

Careers ................................................................................................................. 28

Logic Puzzle

Livestock/Corn/Soybeans/Pumpkins/Apples/Container Gardens ................... 29

Plot-A-Lot

Nutrition ............................................................................................................... 34

Hungry Planet

Cotton ................................................................................................................... 36

King Cotton

Other Online Resources...................................................................................... 39

Recommended Reading & Answer Key ............................................................. 40

Teacher Grant ...................................................................................................... 42

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www.agintheclassroom.org

Web Presence

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Teacher Resources—In this section you will find printable lesson plans, lesson booklets, AITC

materials and make-n-take activities that are ready for use in your classroom. You will also find grants

and other resources available to you.

Contact Your County Agricultural Literacy Coordinator—Here you will find our County

Coordinators listed in alphabetical order by county. These coordinators will help you obtain our free

resources, including Ag Mags and kits, and they may even be able to set up time to come into your

classroom to do activities with your students.

Teacher Workshop—Various professional development opportunities for educators are available,

many of which offer PDCHs. Check here often to see when these are offered in your area.

IL Farm Life—In this section, you will find photos, website links and other resources about general

Illinois agriculture.

County Support—This section is for county coordinators and staff.

Agriculture in the Cafeteria—This section highlights our interactive Illinois Agriculture in the

Classroom Poster. You can meet some of the farmers who grew your food!

Social Media Buttons—Become a fan of our Facebook Page and follow us on Twitter and Pinterest

by clicking on this button or by searching for Illinois Agriculture in the Classroom. This is a great place

to collaborate and interact with other teachers with wonderful ideas to share. We also work to provide

new videos, lessons, articles and websites that will help you with lessons in your classroom.

U.S. Department of Agriculture AITC—Click here to go to the National AITC website. This is a great

place to go and see lessons from Ag in the Classroom programs around the country.

Links—Find links to other agricultural organizations.

Support AITC—Clicking here will take you to the IAA Foundation website. The IAA Foundation raises

funds for the Illinois AITC program in order to provide educators with free or low cost information and

materials.

Contact Us—Here you will find contact information for Illinois AITC. However, your first contact

should always be your County Ag Literacy Coordinator, who is your link for free materials, kits and

information.

About AITC—Learn about the history of both the National and Illinois Ag in the Classroom Programs.

Search—Search for lessons, activities and materials that will be useful in your classroom.

Website Information

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Aurasma & i-nigma! This is a technology that superimposes a computer-generated image on a user’s view of the real

world, thus providing a composite view.

The free app that we use is called Aurasma. Download the app. When open, the arrow in the bottom

center brings up a menu. Click on the menu. Select the magnifying glass (fourth option on bottom of

menu). This allows users to search for content within Aurasma.

People uploading things through Aurasma must create content within “channels.” This is similar to

how a computer has documents within folders. Our channel is IAITC. Search for IAITC and select the

channel. There will be an option to follow. Follow the channel. Now, content we create and share

can be accessed.

The app allows you to use a trigger image to overlay something on top. The overlay could be a video,

3d image, etc. Select the crosshairs on the center of the bottom. This allows you to attempt to scan

an image. Below are some images to scan using Aurasma.

You will notice that when scanning the images, an overlay gets triggered and content displays over

the image creating an augmented reality.

Aurasma is an app (one of many) that creates such overlays which allows users to display content in

addition to what is in the still image. For example, IAITC has Poultry trading cards, but to see the

chickens live in action, we can show a quick video through the use of Aurasma.

We can engage students’ curiosity of scanning codes by creating games, scavenger hunts, storytelling

and even link them to additional sources or websites. For an example of the Illinois Ag in the

Classroom QR code quiz, check out:

http://www.agintheclassroom.org/TeacherResources/QR%20Codes/QR%20Code%20Apple%20Quiz.pdf

or scan

To scan QR Codes, one must have the software capable of scanning the codes. The recommended

free QR code scanner is called i-nigma. You simply hover over the code and line up the crosshairs

and you will be directed to the content embedded in the code.

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QR Codes QR Codes

QR stands for Quick Response. The codes are created to become scanable content that

links users to websites, videos, maps, social media pages, documents, phone numbers

emails, and many more.

www.qrstuff.com

This website is a very user friendly site that allows users to create QR codes by selecting

what you want linked. For example, if you want to create a QR code that will auto generate a

text message, the option on the left “SMS Message” will walk you through the process. If you

want to create a QR code to link to a website, the option on the left “Website URL” will walk

you through the process and so on and so forth.

When you completely fill out the fields for your selection, you simply choose below how you

want to receive your code.

Download – will download the QR code image.

Print – will simply print off the code (note – that you will not have an electronic copy).

Email – will send the image as an attachment.

How does it relate to education?

We can engage students through the curiosity of scanning a code by creating games,

scavenger hunts, storytelling and even link them to additional sources or websites. For an

example of the Illinois Ag in the Classroom QR code quiz, check out:

http://www.agintheclassroom.org/TeacherResources/QR%20Codes/QR%20Code%

20Apple%20Quiz.pdf

or scan

To scan QR Codes, one must have the software capable of scanning the codes.

The recommended free QR code scanner is called i-nigma. You simply hov-

er over the code and line up the crosshairs and you will be directed to the content embedded

in the code.

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www.GetKahoot.com

www.Kahoot.it

What is it?

A website that allows you to create

quizzes that are then accessible

on other computers or mobile

devices.

The quiz questions are displayed

on a main shared device while

students use phones or tablets to

respond. Kahoot then shows you

the data on students’ individual

answers.

Use it with Ag in the Classroom!

We modified a quiz from our Dairy Ag Mag

into a Kahoot. The ten question quiz is now

interactive and more engaging than before

with the addition of pictures and a competitive

element included. Additionally, Kahoot offers

a printable data sheet of the quiz results. It

shows the topics which need more

explanation, or which concepts have been

mastered.

Use as a summative

assessment of a wide variety

of Common Core Standards.

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www.GetKahoot.com

www.Kahoot.it

Students:

1. Navigate to Kahoot.it

2. Enter the PIN Number from the main

display into your individual device.

3. Create a name.

4. Read the questions and answers from

the main display and hit the button on

your device that corresponds with the

correct answer.

At GetKahoot.com, search: “Dairy—Show What You Know!”

Teachers:

1. Create your own quiz or search the

community of quizzes at

GetKahoot.com

2. “Launch” quiz. Make sure the launching

device can be seen by everyone.

(SMARTboard, centralized iPad...)

3. Have students go to Kahoot.it from their

individual (or group) devices, and enter

PIN.

4. When all groups or student names

appear, begin quiz. Some quizzes have

timers set and move automatically.

5. At the end… Download results as an

Excel spreadsheet for easy, individual

assessment.

Use our quiz on GetKahoot.com; search

“Dairy—Show What you Know!”

Use with our Dairy Ag Mag to meet

Common Core Standards:

Language Arts: CCSS.ELA-Literacy.RI.4.1;

RI.4.10

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Common Core: ELA-Literacy.W.3.1; W.3.7

Next Generation Science Standards:

Structures and Properties of Matter: 2-PS1-1; 2-PS1-3

Engineering Design: K-2.ETS1-1; K-2-ETS1-2

Materials Needed:

Cornstarch Packing Peanuts

Styrofoam Packing Peanuts

Introduction:

Cornstarch packing peanuts are biodegradable and decompose in water, leaving no toxic waste. Because

the peanuts begin to break down in water, the peanuts can be used to construct sculptures and art. Simply

“lick and stick.”

Cornstarch packing peanuts can be used in a variety of ways in the classroom. Here are a few ideas:

Classroom Activities:

1. Use the packing peanuts as an interest approach. Each student thinks of something different when

they hear the word “agriculture.” Have your students build something related to agriculture. To make it

more interesting, give your 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 the tallest structure that can stand on its own.

2. Another interest approach idea: Give students the title of an upcoming reading assignment or book.

What does each student think of when they hear that title? What will the book be about? Have each

student construct their idea.

3. For young students learning numbers or the alphabet, give them a piece of paper with a number or

Corn Packing Peanuts

Corn Packing Peanuts:

www.uline.com

Search “Cornstarch Peanuts”

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The Disappearing Packing Peanut Observation/Research

Head to the SOYBEAN STATION and place one small cup of each type of packing peanut into a larger

cup.

List the characteristic of each type of packing peanut on the sheet provided. Describe each type of

peanut in detail.

List how you think these peanuts are different.

In today’s world many are often very interested in products being biodegradable. In this experiment, we

want to determine which of these peanuts are made from a biodegradable product.

Hypothesis

Form a TOPIC Sentence and a HYPOTHESIS for this Packing Peanut Project

Experiment

Head to the WHEAT STATION and get two cups of water. Get the same amount of water in each cup.

Slowly pour the water into each cup of packing peanuts observe and record the reaction of the packing

peanuts to water.

Conclusion

At the conclusion of the experiment can you reject or accept you Hypothesis?

Next head to the CORN STATION and pick up the Corn Ag Mag, and read page 3 CORN BASED

PRODUCTS, FIELD CORN and add what what you think the dissolved peanuts are made from to your

Lab Notes.

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The Disappearing Packing Peanut

Observe Hypothesis

Experiment Conclusion

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LAB NOTES

OBSERVATIONS:

TOPIC SENTENCE:

HYPOTHESIS:

The Disappearing Packing Peanut

Packing Peanut A

Packing Peanut B

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LAB NOTES

EXPERIMENT OBSERVATIONS:

In your opinion, what is the main ingredient in the packing

peanut that disappeared?

The Disappearing Packing Peanut

Packing Peanut A

Packing Peanut B

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Common Core: ELA-Literacy.RI.5.7; W.5.7; W.5.8; W.5.9

Next Generation Science Standards: Matter and Its Interactions: 5-PS1-1; 5-PS1-3; 5-PS1-4

Materials Needed:

A clear, plastic bottle of brown cola (unopened)

2% milk

Food scale

Directions:

1. Measure the weight of a new bottle of cola and the source of milk you are using.

2. After removing the label, open a new bottle of brown cola.

3. Pour 2% milk into the cola until the bottle is completely full and then replace the cap (the

mixture will fizz so reapply the cap quickly).

4. Carefully measure the bottle of cola, and the source of the milk again. Was any liquid spilled?

5. Wait, and have the students read the IAITC Dairy Ag Mag and perform other research to see

what milk and cola are made up of (i.e. fats, proteins, acids).

6. Regularly observe the contents of the bottle without disturbing the contents.

7. After several hours, you should observe the color and other materials have separated and sunk

to the bottom of the bottle leaving a clear liquid on top.

Discussion: So what happened..?

The harsh phosphoric acid in the cola reacted with the proteins in the milk, causing the milk to

curdle. The acid attached to the milk molecules and made them more dense, dragging them to the

bottom, as they are now heavier than the rest of the liquid. Note that both substances were made

of particles that were too small to see but due to the reaction that occurred, you can begin to see

these particles as they separate.

Lesson Extender: Compare and contrast the nutritional information on the labels of the milk and

the cola. Then place the students into groups to research the four vocabulary words below or other

nutritional components. Finally, have them write a small argumentative paragraph about which

beverage is healthier and why, using information from their research and the experiment.

Vocabulary

Calcium—a mineral found in dairy products and is needed for healthy teeth and bones

Proteins—compounds found in dairy products that help build and maintain muscle tissue

Fats—a part of dairy products that help maintain healthy brain and nervous system activity

Homogenization—the process where milk fat is broken into tiny particles that are spread out evenly

throughout the milk

Milk vs. Cola

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Common Core: ELA-Literacy.RI.4.7; RF.4.4; W.4.1; W.4.9

Math.Content.4.NF.3

Next Generation Science Standards:

Interdependent Relationships in Ecosystems: 3-LS4-1; 3-LS4-4; 3-LS2-1

Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS3-2

Energy: 4-PS3-4; ETS1.A

Materials Needed:

• 1 Apple

• Paring Knife

• Cutting Board

Directions:

Soil is one of our most important natural resources on the earth’s surface. Many living things depend

on it for food. People do, too. Not all soil is good enough for plants to grow. Complete this activity to

learn just how little soil we have to grow food.

1. Cut an apple into four equal parts. Three parts represent the oceans of the world. The fourth part

represents the land area.

2. Cut the land section in half lengthwise. Now you have two 1/8 pieces. One section represents land

such as deserts, swamps, Antarctic, Arctic, and mountain regions. The other 1/8 section represents

land where man can live and may or may not be able to grow food.

3. Slice this 1/8 section crosswise into four equal parts. Three of these 1/32 sections represent the

areas of the world that are too rocky, too wet, too hot, or where soils are too poor to grow food.

Plus, we can’t grow food on some land because cities and other man-made structures are built on

it.

4. Carefully peel the last 1/32 section. The peel on this small piece represents the amount of soil on

which we have to grow food. This amount of soil will never get any bigger.

Lesson Extender:

Why is soil so important? Think about its impact on agriculture and the foods you eat. Be sure to

include your own experiences along with information from the Soil Ag Mag to support your answer.

A Slice of Soil

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Say It With Soil Common Core: ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a; SL.4.1; W.4.2; W.4.6; W.4.7;

W.4.8

Next Generation Science Standards:

Interdependent Relationships in Ecosystems: 3-LS4-4

Life Cycles & Traits: 3-LS3-2

Earth’s Systems: 5-ESS3-1

Materials Needed:

Soil Quotes Handout – Say It With Soil (found on pages 17 & 18)

Directions:

1. Using the provided quotes, cut quotes into strips and distribute to students.

2. Students will read the soil quote and write a paragraph about the quote. Some/all of the

following questions should be addressed:

What does the quote mean to me?

What did this quote mean to the author?

Under what circumstances did the author write this quote?

Has this quote withstood the passage of time? Why?

Is this quote appropriate in today’s world? Why?

3. Students can share their writing with the entire class.

Lesson Extender:

Create a Bio Cube about one of the authors of the quotes you

read. Go to http://www.readwritethink.org/files/resources/

interactives/cube_creator/ and fill out your own Bio Cube. A few

examples of authors to choose would be: George Washington,

Franklin D. Roosevelt, Walt Whitman, etc.

Adapted from Soil mAGic Kit

The wealth of Illinois is in

her soil and her strength

lies in its intelligent

development.

Andrew Sloan Draper–

President, University of

Illinois, 1899

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Say It With Soil

Soil Quotes Handout

Soil, like faith, is the substance of things hoped for, the evidence of things not seen. It is the

starting point for all living things that inhabit the earth. -Firman E. Bear; 1986

I know of no pursuit in which more real and important services can be rendered to any country

than by improving its agriculture. -George Washington; July 20, 1794

The soil is the source of life, creativity, culture and real independence. -David Ben Gurion,

Hazon VeDerek; 1950s

There are two spiritual dangers in not owning a farm. One is the danger of supposing that

breakfast comes from the grocery, and the other that heat comes from the furnace. -Aldo

Leopold; 1949

A nation that destroys its soil, destroys itself. -Franklin D. Roosevelt; 1937

A conservationist is one who is humbly aware that with each stroke he is writing his signature on

the face of the land. -Aldo Leopold; 1949

When tillage begins, other arts follow. The farmers therefore are the founders of human

civilization. -Daniel Webster; 1840

If in the human economy, a squash in the field is worth more than a bushel of soil, that does not

mean that food is more valuable than soil; it means simply that we do not know how to value the

soil. In its complexity and its potential longevity, the soil exceeds our comprehension; we do not

know how to place a just market value on it, and we will never learn how. Its value is inestimable;

we must value it, beyond whatever price we put on it, by respecting it. -Wendell Berry; 1995

We know more about the movement of celestial bodies than about the soil underfoot. - Leonardo

DaVinci; 1500s

Essentially, all life depends upon the soil...There can be no life without soil and no soil without life:

they have evolved together. -Charles E. Kellogg; 1938

...the Latin name for man, homo, derived from humus, the stuff of life in the soil. -Dr. Daniel Hillel;

late 1900s

I saw all the people hustling early in the morning to go into the factories and the stores and the

office buildings, to do their job, to get their check. But ultimately it’s not office buildings or jobs that

give us our checks. It’s the soil. The soil is what gives us the real income that supports us all. -Ed

Begley; late 1900s

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Plowed ground smells of earthworms and empires. -Justin Isherwood; 1990

Soil erosion is as old as agriculture. It began when the first heavy rain struck the first furrow turned

by a crude implement of tillage in the hands of prehistoric man. It has been going on ever since,

wherever man’s culture of the earth has bared the soil to rain and wind. -Hugh H. Bennett and

W.C. Lowdermilk; 1930s

We abuse land because we regard it as a commodity belonging to us. When we see land as a

community to which we belong, we may begin to use it with love and respect. -Aldo Leopold; 1949

I bequeath myself to the dirt, to grow from the grass I love; If you want me again, look for me under

your boot soles. -Walt Whitman; 1855

We are part of the earth and it is part of us...What befalls the earth befalls all the sons of the earth.

-Chief Seattle; 1854

Each soil has had its own history. Like a river, a mountain, a forest, or any natural thing, its present

condition is due to the influences of many things and events of the past. -Charles Kellogg; 1956

Nature has endowed the earth with glorious wonders and vast resources that man may use for his

own ends. Regardless of our tastes or our way of living, there are none that present more

variations to tax our imagination than the soil, and certainly none so important to our ancestors, to

ourselves, and to our children. -Charles Kellogg; 1956

Man and man’s earth are unexhausted and undiscovered. Wake and listen! Verily, the earth shall

yet be a source of recovery. Remain faithful to the earth, with the power of your virtue. Let your gift

-giving love and your knowledge serve the meaning of the earth. -Friedrich Nietzche; 1870’s –

1880s

A cloak of loose, soft material, held to the earth’s hard surface by gravity, is all that lies between

life and lifelessness. -Wallace H. Fuller; 1975

I cannot conceive of the time when knowledge of soils will be complete. Our expectation is that our

successors will build on what has been done, as we are building on the work of our predecessors.

-R.S. Smith; 1928

Soils are developed; they are not merely an accumulation of debris resulting from decay of rock

and organic materials...In other words, a soil is an entity – an object in nature which has

characteristics that distinguish it from all other objects in nature. -C.E. Millar & L.M. Turk; 1943

We spend our lives hurrying away from the real, as though it were deadly to us. “It must be

somewhere up there on the horizon,” we think. And all the time it is in the soil, right beneath our

feet. -William Bryant Logan; 1996

The wealth of Illinois is in her soil and her strength lies in its intelligent development.

-Draper; 1899

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Don’t Use It All Up______________ Next Generation Science Standards: Earth and Human Activity: K-ESS3-3

Materials Needed: Clear container with 4 cups of tinted water Marker or masking tape

Small pieces of sponges (at least one per student) Second container for sponges

Directions:

1. Measure about 4 cups of tinted water into the container. The container repre-

sents the Earth and the water represents all the available freshwater.

2. Students can brainstorm ways in which we use water (drinking, cleaning, cooking, bathing, irrigation,

recreation, etc.).

3. Using a marker or the masking tape, mark the water level on the outside of the container. Each

student should drop a sponge into the container as they state one demand that they made on water

today. Leave the sponges in the container. Ask if anyone notices a change in the water level.

4. After the students have dropped all the sponges in the container, remove them without squeezing.

Set the sponges in the other container. Look at the first container and note the dramatic change in

the water level. Mark the new water level on the outside of the container.

5. Help students understand that the demands on natural resources (such as water) of a large

population have more effect than the demands of a small one. Students can answer the following

questions:

What happens to the water level as we remove all the sponges?

What will happen if we keep using water at this rate?

What can we do about this situation?

How can we conserve or give water back to the environment?

6. Squeeze sponges back into the original container, one at a time, while each student names a way to

reduce the amount of water. Notice the slight change in water level. Watch the water level rise as

more students add water to the container.

7. When everyone has put the water from their sponge back into the container, note the water level. It

will be lower than when the lesson began. Ask:

Why doesn't the water level return to the original mark even after all the sponges are squeezed out?

What are some resources that are renewable?

Describe one thing you have learned from this demonstration.

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Wheat Milling Common Core: ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a

Next Generation Science Standards:

Interdependent Relationships in Ecosystems: 3-LS4-3; 3-LS4-4

Structure, Function and Information Processing: 4-LS1-1

Materials Needed: Wheat Stalks Salt or Pepper Grinder

Directions: 1. Show students wheat stalks. 2. Go over the parts of the wheat stalk with the students so they can understand the directions

for dissection.

Stalk—the entire plant. Head—the part of the wheat plant that contains the kernels. Beard—the bristle-like parts of the wheat plant that cover and protect the kernels. Kernel—the seed from which the wheat plant is grown or that people harvest from the wheat

plant to grind into flour. Stem/Straw—the part of the wheat plant that supports the head and is known as straw after

harvest. 3. Dissect the wheat using the following steps: Hand out stalks of wheat to the students. Break the head off the stem. Make a straw out of the stem by breaking it to avoid the nodes. Lay the wheat head flat on a hard surface and pat with your hand to shake out the kernels. Have the students count their kernels. 4. 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? 5. Talk about different ways to grind wheat. The Native Americans did it using rocks, etc.

Have students design their own method of grinding wheat and then test their machines. 6. Talk about the uses of wheat flour to make pastas, breads, desserts, etc.

Lesson Extender: 1. Have students find the gluten in wheat by chewing the kernels. Before there was chewing

gum in the store, farmers made their own with grains of wheat! This and other activities can be found in the back of the book Bread Comes to Life.

Adapted from Wheat mAGic Kit

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Find the Gluten!

Common Core: ELA-Literacy.SL.5.1

Next Generation Science Standards:

Matter and Its Interactions: 5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4

Materials Needed:

Any combination of the following flours:

Whole wheat flour

Bread flour

All-purpose flour

Pastry flour

Gluten flour

Instant flour

Water (1/2 to 3/4 cup for each flour you will use)

Bowls (one for each flour you will use)

Directions:

1. Into separate bowls, measure out 1 cup of each of your flours. If your bowls look different,

remember which one contains which type of flour. If not, label them.

2. Slowly add about 1/2 to 3/4 cup water to the flour in each bowl, and knead each mixture until it

forms a soft, rubbery ball of dough. Let the dough balls sit for about 10 minutes.

3. In the sink, run cold water over one of the dough balls. Be careful not to let the dough

disintegrate; try cupping your hands around the ball and squeezing gently to remove the starch.

With low-gluten cake or pastry flours, you may want to put the dough in cheesecloth in order to

hold it together.

4. You’ll notice the water turning milky as it washes away the starch in the dough. Keep pouring out

the cloudy water that collects in the bottom of the bowl. Slowly, your dough ball will become a

gummy, slimy network of gluten strands.

5. When the water no longer becomes milky, you know there’s no more starch in the dough, leaving

nearly pure gluten. Notice how much smaller and strechier your ball has become.

6. Repeat steps 3 to 5 for each of your flour types. How does the texture of each one differ as you

wash away the starch? Does it take the same amount of time for each one? Are the gluten balls

all the same size, or are some larger than others?

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Lesson Extender:

Try baking your gluten balls in the oven for about 15-30 minutes at 450° F. When you take

them out of the oven, you’ll notice they’ve puffed up and hardened, which is exactly what

happens to the gluten in a loaf of bread as it bakes. Add flavoring and try it! You can add

soy sauce, ginger, garlic, and seaweed. The finished product, known as seitan, is a great

source of texture and protein.

Discussion:

When you knead dough, you help two proteins in wheat flour, gliadin and glutenin, form

gluten. But flour also contains many other components: starch, lipids, sugars, and enzymes

that contribute to the consistency and nutritional value of bread. When you run water over

dough in this activity, you wash away most of these other substances, isolating the gluten in

the dough. In the oven, the steam produced as the the gluten heads up expands the ball.

Finally, the gluten hardens, and you have a finished gluten ball. Why is gluten so important?

Without it, there would be nothing to hold the gas that makes bread rise. Think of gluten as

the rubber of a balloon: The stronger it is, the more gas it can hold. But stronger isn’t always

better. For many baked goods, like pastries and pie crusts, it’s important to avoid gluten

development. That’s why different flours contain different amounts of protein, depending on

how they are meant to be used. A high-protein flour will make a dough with strong gluten,

good for hearty yeast breads. Pastry chefs, on the other hand, prefer low-protein flours that

yield delicate, tender doughs.

Adapted from: The Accidental Scientist: Science of Cooking

http://www.exploratorium.edu

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Common Core: Math.5.NBT.5; 5.NF.4; 5.NF.6; 5.NF.7

ELA-Literacy.W.5.8; W.5.8

Next Generation Science Standards: Energy: 5-PS3

Materials:

Plastic baggies

Yarn

Scale

Bowl or cup to measure ingredients on scale

Measuring cups/spoons

Oat cereal (like Cheerios)

Blue candy (like Jelly Bellies, M&M’s, or blue wrapped candy kisses)

Raisins

Soy nuts

Small candy (Nerds)

White chocolate chips

Procedure:

1. Each student receives a plastic baggie food sack.

2. Have the students measure 10 grams of the toasted oat cereal in the bowl on the scale (remember to

zero out the empty bowl), and then they can add the cereal to their feed sacks. The cereal represents

carbohydrates—Carbohydrates provide energy.

3. The students should count out 6 blue candies. This represents the 6 gallons of water that a pig needs

every day.

4. Next, have the students measure and add 5 grams of soy nuts, which represent the protein in a diet.

Protein builds muscle and helps body systems function properly.

5. Have the students use a measuring spoon to measure 1 tbsp. of Raisins (about ten), which represents

the minerals—minerals ensure the animal has strong bones and muscles.

6. Add 1 tsp. of Nerds, which represent the vitamins—Vitamins help to make sure the animal has good

eye sight and help clot blood if the animal is cut or injured.

7. Then add 5 grams of white chocolate chips to represent the fat in an animal’s diet.—Fats promote

healthy brain activity.

8. Then have the students complete the worksheet on the next page.

Feed Sacks

25

Animal

Carbohy-

drates

(Cereal)

Water

(Blue

Candies)

Minerals

(Raisins)

Protein

(Soy Nuts)

Vitamins

(Small

Candies)

Fats

(White

Chocolate

Chips)

Large Pig 10g 6 1Tbsp 5g 1 tsp. 5g

Small Pig

Dairy Cow

Beef Cow

What would you do?

Use your knowledge of nutrition to help meet the dietary needs of animals in the unique

situations below. How would you change the diet of the animals in each situation? Use

complete sentences and make sure to explain how and why you would make each change.

1. It’s summer and the temperature outside is reaching record highs in the area around your

dairy farm.

2. One of your young pigs is not gaining weight. How might you adjust its diet to help it reach a

healthy weight?

3. Your cattle appear sluggish. You called the vet to come examine them, how might you adjust

their diet as well?

The diet of cattle and pigs changes depending on the needs of the animal. One of the factors that

changes an animals diet is the size of the animal. Use multiplication to figure out how you would

change the ingredients in your feed sack to satisfy different size animals.

Feed Sacks____________________

26

Beanie Baby

Common Core: ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a

Math.Content.4.MD.A.2

Next Generation Science Standards:

Structure & Properties of Matter: 5-PS1-4

Materials:

Jewelry size re-sealable bag (found in craft stores)

Crystal Soil

Hole Punch

Water

Measuring Spoons

Soybeans

Yarn

Directions:

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.

Lesson Extender:

Soybeans have many different uses in today’s society. Explain how the use of soybeans has

evolved since George Washington Carver studied them. Be sure to include your own

experiences along with information from the reading.

27

What Makes NesQuik™ Quick?

Common Core: ELA-Literacy.RI.5.7; W.5.8; SL.5.1; SL.5.4

Next Generation Science Standards: Matter and Its Interactions: 5-PS1-1; 5-PS1-3; 5-PS1-4

Materials:

2 empty plastic cups

2% Milk

Water

1/2 tsp baking cocoa

1/2 tsp NesQuik™

Directions:

1. Add one tbsp. of milk into each cup, or enough to cover the bottom of your cups.

2. Sprinkle a small amount of cocoa onto the milk in the first cup.

3. Observe and record what happens.

4. Discuss your observations with a partner.

5. Sprinkle a small amount of NesQuik™ in the second cup.

6. Observe and record what happens.

7. Discuss your observations with a partner. What is the difference between how the cocoa be-

haved in the milk and how the NesQuik™ behaved in the milk?

Discussion:

NesQuik™ contains soy lecithin which is a surfactant (like dish soap). The lecithin manipulates mole-

cules in the milk, breaking through the surface tension, and allowing the chocolate to be absorbed

into the drop. The cocoa does not have a surfactant and thus sits on top of the drop due to the sur-

face tension.

Lesson Extender: The NesQuik™ relies on soy to blend smoothly into a drink. Assign a re-

search project and have students investigate other places they might find soy and how it is used.

There are a wide variety of uses for soy, so encourage your students to each select a different fo-

cus.

Lesson adapted from 4-H Food Science and Technology.

28

Logically Thinking

Common Core: ELA-Literacy.RI.4.5; RI.4.6

Background/Directions:

The Smith brothers researched each career featured at the local career fair and then attended the fair. Each of them picked two careers that interested them. Use the clues to find out each person’s career choice. The chart below will help you identify what you learned from each clue. In the square where the vertical and horizontal lines meet is where you mark your possible answers. Read each clue and record the information on the chart. When you find a true match, put a yes in the appropriate box. When you prove a combination false, put an x in the box. Continue until you find all the answers. Each person will have two careers. Each career will have only one person. Answer key can be found on page 42.

1. The person who enjoyed learning about veterinarians also chose feedlot manager.

2. Daniel did not pick the forester.

3. Joshua was not interested in being a farmer or a feedlot manger.

4. Daniel did not choose the writer.

5. Bret was not interested in being a photographer or a food safety specialist.

6. Jacob did not choose the teacher.

7. Michael did not choose to be a forester.

8. The person who chose to be a farmer also chose the writer.

9. Bret picked either the writer or the feedlot manager.

10. Jacob did not choose the food safety specialist.

11. Bret was not interested in being a forester.

12. Michael did not choose the farmer or the food safety specialist.

13. Jacob chose either the food safety specialist or the conservationist.

14. Joshua did not choose the forester or the writer.

15. The person who chose the chemist did not choose the teacher.

16. Bret did not choose the feedlot manager.

17. The person who chose the photographer also chose the teacher.

18. One person chose both the chemist and the food safety specialist.

19. Joshua chose either the conservationist or the teacher.

Farmer Forester Vet Chemist Photographer Writer Feedlot

Manager

Teacher Food

Safety

Specialist

Conservationist

Jacob

Daniel

Joshua

Michael

Bret

29

Plot-a-Lot Objective: After completing this exercise, students will be able to plot geometric shapes and

calculate the area of those shapes, based on a scale.

Common Core: Math.Content.3.MD.5; 3.MD.6; 3.MD.7; 3.MD.8

Materials:

Graph paper

Pencil

Ruler

Calculator (optional)

Directions:

Review calculating area with your students.

1. Draw an example rectangle and label the sides 5 centimeters and 8 centimeters.

2. Ask the students how to calculate the area of the rectangle.

Area = Length x Width

A = L x W

A = (8 cm) x (5 cm)

A = 40 (cm x cm)

A = 40 cm2

Area = 40 square centimeters

Review calculating perimeter with your students.

1. Draw an elongated rectangle and label the sides 1 cm by 19 cm.

2. Draw a square rectangle. Label the sides 10 cm by 10 cm.

3. Ask the students to calculate the perimeter of each rectangle.

Perimeter = sum of the lengths of every side.

4. Calculate the area of each rectangle.

*Note the difference between cm and cm2

5. Notice how the rectangles can have the same perimeter and differing areas. They can also have similar area and differing

perimeter. (e.g. 5 cm x 20 cm)

6. Have the students use this information to complete pages the next page in this booklet.

5cm

A = 40 cm2

P = 26 cm

8 cm

A = 19 cm; P = 40 cm 1 cm

19 cm

10 cm

10 cm

A = 100 cm2

P = 40 cm

30

Directions:

1. Read all the directions before beginning.

2. On your graph paper, 1 square = 1 unit of land. Draw a rectangle 20 units by 30 units. This space

represents all the land you own.

What is the total area of the space you own? __________

3. You need a house to live in. Somewhere on your land, draw a plot for your house that has a

length of 3 units and width of 3 units. Label your house.

4. With the remaining space, plot and label the areas where you will raise cattle, raise pigs, grow

corn, and grow soybeans. You can plot as much space as you like for each commodity as long

as it fits on your land. You must plot all four commodities and follow the rules below:

Commodity plots cannot overlap, or overlap with your house.

All plots must use only vertical or horizontal lines (no diagonal).

Your cattle plot must have an area of at least 50 units².

Your corn plot must have a length of at least 10 units.

Your soybean plot must have equal length and width.

Your pig plot must have a perimeter of exactly 32 units

5. Complete the chart below with the length, width, perimeter, and area of each of your commodity

plots.

Lesson Extender:

Consider placement of roads, passages and driveways.

Commodity Length

(units)

Width

(units)

Perimeter

(units)

Area

(units2)

Corn

Soybeans

Cattle

Pigs

Plot-a-Lot

31

32

Plot-a-Lot Example________________

Commodity Length

(units)

Width

(units)

Perimeter

(units)

Area

(Units2)

Corn 20 4 48 80

Soybeans 6 6 24 36

Cattle 10 5 30 50

Pigs 12 4 32 48

33

Additional Lesson Extenders:

1. Make a Profit!

Your commodities make money back depending on the amount of space you provided for each one.

Corn: Earn $2 for every 5 units2.

Soybeans: Earn $1 for every 2 units2

Cattle: Earn $5 for every 10 units2.

Pigs: Earn $3 for every 6 units2.

Does this change how you would plot your farm? Try again to make the most money!

2. Pumpkins

Pumpkins make for some delicious foods. But they are also greedy eaters. Pumpkins take up quite a

bit of space and they absorb much of the nutrients from the surrounding area.

On your farm, create a plot for pumpkins with an area of at least 50 units2. This area must also be at

least 2 units from any other crop to ensure that the pumpkins do not steal nutrients away from the

other crops.

3. Apples

Apples trees take up to 15 years to produce fruit. Before plotting area for any other commodity, use

a pen or marker to plot an area of at least 60 units2 for apples. Then, design the space for the rest of

your crops. You can erase and change the space allotted to the other crops, just as a farmer might

change the area allotted to each crop from year to year, but the apples are a long term fixture on the

farm.

4. Container Garden

A. You may not have acres of land to work with, but you can plant a classroom container garden.

Work in groups or in class to plot out an effective use of the space in a container garden.

B. Research some flowers or vegetables that you could realistically plant in a garden of that size.

Make sure they are attainable as well.

C. Consider the area of the container garden you have selected and the amount of space each

plant will require.

D. Then, on graph paper, design the layout of the classroom garden then plant the seeds. Watch as

the garden grows into something your class can be proud of.

Plot-a-Lot

34

Common Core: ELA-Literacy.RI.2.1-4.1; RI.2-6.7; RI.4.2; RI.4.3; RI.4.6; RI.4.7; RF.4.4;

W.4.3; W.4.7; SL.4.2

Next Generation Science Standards:

Life Cycles & Traits: 3-LS3-2

Weather & Climate: 3-ESS2-2

Directions:

1. Have the students pick one of the countries in the book (any country but the United

States). Give the students a photocopy of the picture of their country from the book.

2. Students should investigate the country before writing a report.

3. Have the students fill in the blanks of the thinking triangle on page 13, which will be

included in their report.

4. Have the students include agricultural aspects such as weather/climate, topography/

landscape, soil types, etc. in their report. Each student should use these findings in their

discussion of why the people of their assigned country can grow specific foods and why

they can’t grow other types of food. Students should also discuss nutritional aspects.

Does the food purchased fulfill all the nutritional needs of the people in that country?

5. After all students have completed their report, discuss how the United States differs from

other countries. What kind of land and climate do we have? What types of food do we

buy? How much money do American families spend on food?

Lesson Extender:

1. Have students compare and contrast different families from the book. They could

compare types of food eaten, how much money was spent on food for the week, obesity

rates, birth/death rates, etc.

Hungry Planet!

35

“The Thinking Triangle”

Directions: Use the thinking triangle and record your thoughts about the image.

Row 1: (Who, What?) Who or what does this image represent? Describe it in one word.

Row 2: (When?) Think about the time period this image represents and describe it in two words.

Row 3: (Where?) Think about the place shown in the image and describe it in three words.

Row 4: (How?) Think of a how question that this image answers and write the answer in four

words.

Row 5: (Why?) Think of a why question that this image answers and write the answer in five

words.

Find additional materials and resources at: http://Barat-TPS.org and http://PrimarySourceNexus.org

Adapted from Barat Education Foundation

36

Common Core Standards: ELA- Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a

Math.Content.3.0A.A.1

Next Generation Science Standards:

Interdependent Relationships in Ecosystems: 3-LS4-3; 3-LS4-4

Structure, Function and Information Processing: 4-LS1-1

Materials Needed:

Order Cotton Bolls from www.cottonman.com

Background:

If you ask someone “What was the cause of the Civil War?” chances

are they will answer “slavery.” True, but why did the South want or

need slaves? Cotton. Cotton picking was a job for healthy adult

slaves. Generally, these slaves would hand pick cotton in the fields

all day.

Ginning cotton means to remove the lint or fiber from the seed. It is important to remember that the more

lint one removed from the seed, the more profit from each boll. Your students may have anywhere from

12-42 plus seeds per boll, as did the slaves. A slave could gin one pound of cotton a day. Eli Whitney is

generally credited with the invention of the cotton gin (1793). He basically wanted to “rake” the fiber from

the seeds. His machine, operated by a hand-crank, revolutionized the production of cotton.

With the invention of the cotton gin, one slave could gin 50 pounds of cotton a day. Did this mean

plantation owners needed fewer slaves? No, this machine meant cotton was a more profitable crop. Now

plantation owners needed more slaves to produce more cotton.

Today, the United States produces 43 million tons of cotton annually. The largest cotton producing states

are Texas, Mississippi, and Georgia. Cotton is even an important crop in the West. Arizona and California

are well-known for their Pima cotton, which is a finer, more expensive cotton fiber. Most of those fuzzy

seeds are fed to dairy cattle or processed into cottonseed oil, which can be found in nearly every kind of

snack food including chocolate candy bars.

King Cotton

37

Ginning Process:

1. Cotton bolls, made up of fiber and seeds, are fed into the cotton gin.

The dark arrows show the path of the cotton through the gin.

2. As the handle is turned, the cylinder and brushes rotate.

3. Wire teeth catch the cotton fibers and pull them through narrow wire

slots.

4. The seeds are too large to pass through the slots. They fall to the

bottom of the gin.

5. Rotating brushes pull cleaned cotton fiber from the wire teeth and

sweep it out of the gin.

Activity Instructions:

1. Share the background information about cotton and slavery with your

students.

2. Give each student or group of students one cotton boll (see materials list) for ginning.

3. Have your students examine the woody stem and the boll holding the cotton fibers. Ask them to predict

how many seeds they think are in their boll.

4. Ask students if they can understand why it was so painful to pick this plant by hand. Would gloves have

been available? Would it have been possible to gin cotton by hand with gloves? What may slaves have

used to protect their hands from getting cut?

5. Ask students to gin the cotton, removing the seeds from the fibers. Listening to Negro spirituals while

your students are ginning will enhance the experience. Slaves sang to pass time while they worked.

Many Negro spirituals can be downloaded from negrospirituals.com. What cultural differences may be

expressed by this music? Do we still use music to pass the time while we work? What does the kind of

music we listen to say about our cultural heritage?

6. Ask students to compare their prediction (step 3) with the actual number of seeds. Were there more or

less than they thought? How did they like the work? Why would people have had so few changes of

clothes during this time period?

7. Discuss the invention of the cotton gin. Ask your students how many years passed after the invention of

the cotton gin until the beginning of the Civil War. Did the tension between the Northern and Southern

states escalate after this important invention?

Adapted from Growing a Nation found at www.agclassroom.org/gan/

King Cotton

38

Lesson Extender:

Ask students to consider how many cotton bolls are needed to produce a pair of jeans. Want to find out?

Borrow a scale from the science teacher and weigh a pair of jeans and one ginned cotton boll. Do the math;

you’ll need to gin about 360 bolls (for jeans that weigh 3 pounds).

One bale of cotton weighs about 480 pounds and is about the size of your refrigerator.

With one bale of cotton you can make one of the following items:

215 pairs of jeans

409 men’s sport shirts

690 terry bath towels

765 men’s dress shirts

1,217 men’s T-shirts

3,085 diapers

4,321 mid-calf socks

313,600 $100 bills

Use the information above to answer the following questions. Round

your answer to 2 decimal places.

How many pounds of cotton does it take to make one pair of jeans?

How many pounds of cotton does it take to make one sport shirt?

How many bath towels can be made from one pound of cotton?

How many men’s dress shirts can be made from one pound of cotton?

How many men’s T-shirts can be made from one pound of cotton?

How many diapers can be made from one pound of cotton?

How many mid-calf socks can be made from one pound of cotton?

How many $100 bills can be made from one pound of cotton?

Adapted from Growing a Nation found at www.agclassroom.org/gan/

King Cotton

39

Other Online Resources Illinois Farm Families

www.watchusgrow.org

Illinois Farm Families is a coalition of farmers committed to:

Showing you how we grow your food

Answering your questions about farms, farmers and farming

Sharing with you what really happens on modern Illinois farms

We know you care about how your food is raised. We do, too. Because we feed our families the same food

we grow for you and your family. We also realize that you probably have a lot of questions about farming

about why, when and how we use chemicals, antibiotics and hormones, about how we care for our animals.

We want to answer those questions. We may not agree on everything, but we want you to know the facts

about your food from the people who grow it.

Emily Webel—Farmington, Illinois

http://webelfamilyfarm.blogspot.com/

I remember laughing when my grandma told my fiance

(now husband) that everywhere in my background was

"farm." My husband was in the ag industry, but I thought

that moving to the farm was so far off, even far fetched!

Ha! Now, nine years of marriage, four kids, and a remod-

eled farmhouse later, we are here, in the thick of America-

na, farming away.

Holly Spangler—Marietta, Illinois

http://farmprogress.com/blogs.aspx?b=4

Holly Spangler has covered Illinois agriculture for the past 13 years, beginning her ca-

reer with Prairie Farmer even before graduating from college. As associate editor, she

brings real-world production agriculture experience to the topics she covers, including

a range of production, management and issue-oriented stories. She also shares the

trials and tribulations of young farmers through her monthly column, My Generation,

and her blog at www.prairiefarmer.com.

Holly and her husband, John, farm in western Illinois where they raise corn, soybeans

and cattle on 2,000 acres. Their operation includes 100 head of commercial cows in a cow/calf operation,

plus several Shorthorns for the local show calf market. The family operation includes John’s parents, and their

three children, Jenna, Nathan and Caroline.

Find links to other useful websites, blogs, and online resources on our website:

www.agintheclassroom.org

under the “Links” tab at the top, or the “IL Farm Life” link on the left

40

Recommended Reading

Animals

Amazing Grazing by Cris Peterson (ISBN-10: 1-56397-942-X)

Awesome Agriculture: Pigs an A-to-Z Book by Susan Anderson & JoAnne Buggey (ISBN-13: 978-1-926781-00-6)

Awesome Agriculture: Pigs & Pork in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-01-3)

Awesome Agriculture: Beef Cattle an A-to-Z Book by Susan Anderson & JoAnne Buggey (ISBN-13: 978-1-926781-08-2 3)

Awesome Agriculture: Beef Cattle in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-09-9)

Heart of a Shepherd by Roseanne Parry (ISBN-13: 978-0375848032)

Little Joe by Sandra Neil Wallace (ISBN-13: 978-0375860973)

Pig 05049 by Christien Meindertsma (ISBN-13: 978-90-812413-1-1)

The Beef Princess of Practical County by Michelle Houts (ISBN-13: 978-0440422709)

War Horse by Michael Morpurgo (ISBN-13: 978-0439796644)

...And Now Miguel by Joseph Krumgold (ISBN-13: 978-0064401432)

Gracias The Thanksgiving Turkey by Joy Cowley (ISBN-13: 978-0439769877)

Apples

Apples by Gail Gibbons (ISBN-10: 0-8234-1669-0)

Apples to Oregon by Deborah Hopkinson (ISBN-10: 0689847696)

The Apple Orchard Riddle by Margaret McNamara and G. Brian Karas (ISBN-13: 978-0375847448)

The Fruits We Eat by Gail Gibbons (ISBN-13: 978082343204251795)

Biotechnology

Gregor Mendel: The Friar Who Grew Peas by Cheryl Bardoe (ISBN-13: 978-0-8109-5475-5)

Enjoy Your Cells by Fran Balkwill (ISBN-13: 978-0879695842)

Corn

Anna’s Corn by Barbra Santucci (ISBN-13: 978-0802851192)

Awesome Agriculture: Corn an A-to-Z Book by Susan Anderson & JoAnne Buggey (ISBN-13: 978-1-926781-02-0)

Awesome Agriculture: Corn in the Story of Agriculture by Susan & JoAnne Buggey (ISBN-13: 978-1-926781-03-7)

Corn by Gail Gibbons (ISBN-13: 978-0823422456)

Corn Belt Harvest by Raymond Bial (ISBN-10: 0-395-56234-1)

Dairy

Clarabelle: Making Milk and So Much More by Cris Peterson (ISBN-10: 1-59078-310-7)

Click, Clack, Moo by Doreen Cronin & Betsy Lewin (ISBN-13: 978-1442433700)

Extra Cheese, Please! by Cris Peterson (ISBN-13: 978-1590782460)

The Cow in Patrick O’Shanahan’s Kitchen by Diana Prichard & Heather Knopf (ISBN-13: 9781939775016)

Earth Day/Energy

Ethanol and Other New Fuels by Tea Benduhn (ISBN-13: 978-0836893595)

Generating Wind Power by Niki Walker (ISBN-10: 0836893646)

Michael Recycle by Ellie Bethel (ISBN-13: 978-1600102240)

Water: Sources, Use, Conservation by Nancy Carlson (ISBN: 9781926781105)

Nutrition

Pizza for the Queen by Nancy F. Castaldo (ISBN-13: 978-0823418657)

Hungry Planet: What The World Eats by Peter Menzel & Faith D’Aluisio (ISBN-13: 978-0984074426)

What the World Eats by Peter Menzel & Faith D’Aluisio (ISBN-13: 978-1582462462)

What I Eat: Around the World in 80 Diets by Peter Menzel & Faith D’Aluisio (ISBN 978-0-9840744-0-2)

Pumpkins

How Many Seeds in a Pumpkin? by Margaret McNamara (ISBN13: 9780375940149)

Pumpkins by Gail Gibbons (ISBN-10: 0-8234-1636-4)

Too Many Pumpkins by Linda White (ISBN-10: 0-8234-1320-9)

41

Recommended Reading Scientific Method

11 Experiments that Failed by Jenny Offill & Nancy Carpenter (ISBN-13: 978-0375847622)

Soil

A Handful of Dirt by Raymond Bial (ISBN-13: 978-0802786982)

Seed Soil Sun by Cris Peterson (ISBN-13: 978-1-59078-713-7)

Diary of a Worm by Doreen Cronin (ISBN-13: 978-0060001506)

Investigate Rocks and Soil by Charlotte Guillain (ISBN-13: 978-1-4329-1411-0)

Winnie Finn, Worm Farmer by Carol Brendler (ISBN-13: 9780374384401)

Soybean

Auntie Yang’s Great Soybean Picnic by Ginnie Lo | ISBN: 1600604420

Awesome Agriculture: Soybeans an A-to-Z Book by Susan Anderson & JoAnne Buggey (ISBN-13: 978-0-9811335-1-

5)

Awesome Agriculture: Soybeans in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-03-7)

Oh Say Can You Seed? by Bonnie Worth (ISBN13: 9780375810954)

One Bean by Anne Rockwell (ISBN-13: 978-0802775726)

The Super Soybean by Raymond Bial (ISBN-13: 978-0-8075-7549-9)

Specialty Crop

Harvest Year by Cris Peterson (ISBN-10: 1-56397-571-8)

Roll of Thunder, Hear My Cry by Mildred D. Taylor (ISBN-13: 978-0140384512)

The Scrambled States of America by Laurie Keller (ISBN-13: 978-0805068313)

The Vegetables We Eat by Gail Gibbons (ISBN-13: 9780823421534)

Tops & Bottoms by Janet Stevens (ISBN-13: 978-0152928513)

Who Grew My Soup? by Tom Darbyshire (ISBN-13: 978-1412745444)

Urban

Country Kid, City Kid by Julie Cummins (ISBN-13: 978-0805064674)

The City Kid & The Suburb Kid by Deb Pilutti (ISBN-13: 978-1402740022)

Water Cloudette by Tom Lichtenheld (ISBN-13: 978-0375847448)

Water, Sources Use Conservation by Nancy Carlson (ISBN-13: 9781926781105)

Wheat

Farmer George Plants a Nation by Peggy Thomas (ISBN-13: 978-1590784600) Bread Comes to Life by George Levenson (ISBN: 1-58246-114-7) Bread, Bread, Bread by Ann Morris (ISBN-13: 978-0-688-12275-1) From Wheat to Pasta by Robert Egan (ISBN: 0-516-26069-3) The Hungry Farmer by Michelle Wagner Nechaev (ISBN: 157471340X) The Little Red Hen and the Ear of Wheat by Mary Finch (ISBN: 1902283341) The Thing About Luck by Cynthia Kadohata (ISBN-13: 9781416918820)

Logically Thinking (Answer Key):

Jacob chose Forester and Conservationist.

Daniel chose Chemist and Food Safety Specialist.

Joshua chose Photographer and Teacher.

Michael chose Veterinarian and Feedlot Manager.

Bret chose Farmer and Writer.

42

The IAITC program and the IAA Foundation are offering grants of up to $250 to Pre-School through High

School teachers across the state of Illinois to fund projects promoting agricultural literacy in the classroom.

To apply for project funding, please complete the form below, outlining the project, goals and

desired outcomes.

Samples of funded grant applications can be found at www.agintheclassroom.org.

Projects may be, but are not limited to, agricultural teaching units, classroom presentations, and

career fairs. Be creative and develop an interesting, valuable agricultural experience for your

students. Projects should focus on integrating agriculture into a variety of curriculum areas.

Priority for grants will be given to grants that contain materials for use over multiple school years.

Funding for field trips, landscaping and one time use consumables will not be granted.

Applications must be received in the IAITC office by 4:00 p.m. on October 1. NOTE: We

are accepting ONLY postmarked (mailed) applications. Teachers selected for the project funding

will be notified and receive an agreement to be signed and returned. A final report, accounting,

and project evaluation will be due to IAITC by May 31. Guidelines for the final reports will be

mailed with checks.

Illinois Ag In The Classroom

Project Grants for Teachers

Teacher’s Name

Grade Level: (check as many as apply)

Pre-School K 1st 2nd 3rd 4th 5th 6th 7th 8th

High School (List Subject Area/s: )

Name of School _________________________________________Phone#

School Address

City ____________________________________State ___________Zip Code

County of School

Home Address

City ____________________________________State ___________Zip Code

Email Address ________________________________________Home Phone#

List the name of the college/institution or name of instructor where you saw an AITC presentation (if

applicable)

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Title of Project:

Common Core and Next Generation Science Standards Addressed: (if you do not have a copy of

the Common Core or Next Generation Science Standards, you may call your Regional Office of

Education or visit http://www.corestandards.org/ or http://www.nextgenscience.org/)

Number of Students Involved in Project:

Objectives: (please use extra paper if needed)

1.

2.

3.

Materials Needed: Be very specific. (please use extra paper if needed)

Overview of Activity and Project Timeline: (please use extra paper if needed)

Method of Project Evaluation: (please use extra paper if needed)

Budget for Project: (please ITEMIZE and use extra paper if needed)

SIGNATURE OF APPLICANT: X

SIGNATURE OF BUILDING PRINCIPAL: X

PLEASE SEND THIS REQUEST TO:

ILLINOIS AG IN THE CLASSROOM, 1701 TOWANDA AVENUE

BLOOMINGTON, IL 61701, Phone: 309-557-3334, FAX: 309-557-2641

Incomplete applications will not be considered.

NOTE: We are accepting ONLY postmarked (mailed) applications.

An electronic version of this application can be found at www.agintheclassroom.org

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Sponsored by:

1701 Towanda Ave.

Bloomington, IL 61701

Phone: 309-557-3334

www.agintheclassroom.org