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Illinois Agriculture in the Classroom

AITC to the Core

A Complementary Lesson Booklet for

IAITC’s Summer Agriculture Institute

2 Illinois Agriculture in the Classroom


Website 4-5

Apple 6-13

Apple Blossom Tree

Apple Charm

Apple Chain

4th Grade ISAT Reading Passage

Pumpkin 14-15

3-D Pumpkins

Pumpkin Patch Pie

Specialty Crop 16-19

What’s in Your Lunch Box?

Navigating Illinois

Dairy 20-23

Milk: The Local Connection

Clarabelle: Making Milk and So Much More

Livestock 24-25

Livestock Literature

Pizza 26-28

Wheat Milling

4th Grade ISAT Math

Nutrition 29

Digesting the World’s Diet

Soybean 30-32

Pod to Table

Exploring Monocots & Dicots

Beanie Baby

Corn 33-36

Tassel to Tank

Soil 37-40

Soil Sam

6th Grade ISAT Reading Passage

Tree 41-43

Learning Tree

Earth Day Clever Catch

Conversation about Conservation Terms…

Urban Agriculture 44-45

Urban vs. Rural

Energy 46

Energy Timeline

Answer Page 47

Recommended Book List 48-49

Table of Contents


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Check out our new website!

www.agintheclassroom.org

http://www.agintheclassroom.org/


Website Information 1—Teacher Resources—In this section you will find lesson plans, printable AITC materials

and lesson booklets, and make-n-take activities that are ready for use in your classroom.

You will also find grants and other resources available to you.

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

Coordinators listed in alphabetical order by county. These coordinators will help you get your

hands on all of 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.

3—Teacher Workshop—We are constantly providing development opportunities for educa-

tors, many of which offer CPDUs. Check back here often to see when we will be visiting your

area and how you can see more of our materials.

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

general Illinois agriculture.

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

6—Social Media Buttons—Become a fan of our Facebook Page or Follow us on Twitter 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.

7—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. Tons of great stuff to explore.

8—Links—Find links to other agricultural organizations.

9—Support AITC—Clicking here will take you to the IAA Foundation website. The IAA Foun-

dation raises funds for the Illinois AITC program in order to provide educators with free or low

cost information and materials.

10—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 mate-

rials, kits and information.

11—About AITC—Learn about the history of both the National and Illinois Ag in the Class-

room Programs.

12—Search—Search for lessons, activities and materials that will be useful in your class-

room.


Objective: Apple trees bloom in the spring and ripen in the fall. Use this activity to learn more about the apple life cycle. Illinois Learning Standards: 12.A.1a; 12A.2a; 12.A.1b; 12.A.2b Assessment Frameworks: 12.4.01; 12.4.02; 12.4.04; 12.4.06 Suggested Reading: The Apple Pie Tree by Zoe Hall (ISBN 0-590-62383-4) Apple Picking Time by Michele Benoit Slawson (ISBN 0-517-88575-1) A Song for Lena by Hilary Horder Hippely (ISBN 0-689-80763-5) Hooray for Orchards by Bobbie Kalman (ISBN 0-86505-667-6) Using Hooray for Orchards and the Apple Ag Mag, students will describe in writing the sequence from seed to apple. (RI.K-5.7) Materials Needed: brown construction paper white tissue paper red marker green construction paper pink tissue paper bee or bug sticker glue sticks red bingo markers brown marker scissors Directions: 1. Trace the two treetops onto green construction paper and cut out. Two tops are needed for each

tree. 2. Trace the tree trunk onto brown construction paper and cut out. 3. Lay one treetop on the table. Glue the tree trunk to this top. Then, match up and glue on the other

top. 4. Cut pink and white tissue paper into small squares. 5. On one side of the tree, glue on crumpled tissue paper to represent blossoms. 6. Add a bug or bee sticker to the blossoms. Pollination must occur in order for an apple to grow. This

growth first starts in the flower. Label this side of the trunk “spring.” 7. On the other side of the tree, use the bingo marker to dab circle on the treetop. When the ink is dry,

use the red marker to create stems. Label this side of the trunk “fall.”

Apple Blossom Tree


Objective:

Students will learn about the life cycle of an apple.

Suggested Reading:

IAITC’s Apple Ag Mag

From Seed to Apple by Anita Ganeri (ISBN-10: 1-4034-7862-7)

Materials:

Yarn

Small plastic bags (2” x 3”)

Scissors

Hole Punch

Apple seeds = seed

Wooden beads = tree

Foam Bees or Butterflies = pollinator

Foam Flowers = blossom

Green Plastic Beads = green apple

Red Plastic Beads = red apple

Directions:

1. Talk about the life cycle of an apple tree.

2. Give each student one plastic bag.

3. Have the students put one apple seed(seed), one wooden bead (tree), one foam bee or butter-fly (pollinator), one foam flower (blossom), one green bead (green apple), and one red bead (red apple) in the bag.

4. Close bag and punch hole on the bag - above the seal.

5. Cut a long piece of yarn and thread it through the hole on the bag.

6. Tie off the yarn and wear as necklace to help the students remember the stages of the apple tree life cycle

Helpful Tips:

-Punch holes in bags beforehand (saves time)

-Cut pieces of yarn beforehand (saves time)

-Make an assembly line and have the students come up in groups

-this way you can discuss the different stages with each group

-the other students can be doing a word search or crossword puzzle

-All materials are available at Wal-Mart or Craft Store (foam items)

- You can use real apple seeds or paper ones

Apple Charm


Objective: Use this activity to learn more about the life

cycle of an Illinois apple.

Illinois Learning Standards: 12.A.1a; 12A.2a; 12.A.1b;

Assessment Frameworks: 12.4.01; 12.4.02;12.4.04;

12.4.06

Suggested Reading:

IAITC’s Apple Ag Mag

Apples to Oregon by Deborah Hopkinson (ISBN-10:

0689847696)

Students will use the book Apples to Oregon and the Apple

Ag Mag to explain the process of westward expansion and

the roots in agriculture. (RI.6-8.9) Students will use the

Apple Ag Mag and Apple Chain to present the sequences of apples and write about the other steps

that go with each stage of apple development. (RI.6-8.7)

Materials Needed:

2 red paper plates per student (or plain white plates to be colored)

Crayons Glue Scissors Construction paper (yellow, pink, brown and green)

Hole punch Tape Stapler Yarn

Apple Chain templates from http://www.agintheclassroom.org

Directions:

1. Cut each item out of construction paper: seed, tree, blossom, bee, little green apple. Punch a

hole on each side of the items you made with construction paper. The brown seed only gets one

hole punch.

2. Glue two red paper plates together around 2/3 of the edge. Leave the other 1/3 open. Allow time for it to dry. You can also staple plates together depending on age of student.

3. Tape or staple a piece of yarn to the inside of the paper plates and extend the yarn out of the opening.

4. Add a stem and leaf to the red paper plates to make them look like an apple.

5. Tie the little green apple to the yarn coming out of the apple. Tie the bee to the little green apple. Tie the blossom to the bee. Tie the bee to the tree. Tie the tree to the seed. These should all form a chain.

6. Tuck the green apple, bee, blossom, tree, and seed into the apple. Starting with seed, slowly pull

shapes out of the apple and tell the story of how apples grow.

Apple Chain


My daddy loved growin' apples. And when he got ready to pull up

roots and leave Iowa for Oregon, he couldn't bear to leave his apple trees

behind.

So Daddy built two of the biggest boxes you could ever hope to see.

He set them into a sturdy wagon and shoveled in good, wormy dirt. Then

he filled every inch with little plants and trees. Hundreds of them!

Daddy was ready for the most daring adventure in the history of fruit.

"Apples, ho!" he cried.

Along with apples, my daddy took peaches, pears, plums, grapes, and

cherries. Oh, and by the way, he took us along too.

We had lots to do on the journey. Each morning I helped Momma

bake biscuits, while Daddy prepared for another long day on the trail. At

night Momma and I tucked in the little ones, then Daddy fiddled lullabies

under the stars.

We ran into some trouble on our way to Oregon. My daddy looked

me square in the eye and said, “Delicious, I’m gonna need your help.” I felt

so special!

Sure enough, all Daddy's trees survived, just as if they'd come across

the plains in a swanky carriage. We floated them on boats down the mighty

Columbia to a pretty place near Portland. Then we planted them in that

sweet Oregon dirt at last.

Gold was discovered in California not long after, and thousands of

people rushed there to seek their fortunes.

But not us. We already had our fortune. Those apples, peaches, pears,

plums, grapes, and cherries made us richer than any prospector.

We were happier, too. After all, apples taste a whole lot better than

gold.

Apples to Oregon

Apple Ag Mag - Reading Passage


A Portland

B Delicious

C Momma

D Daddy

A He loves his trees and

takes good care of them.

B He doesn’t care about the trees.

C He wants to leave them behind.

D He wants to cut the trees down.

A There is no gold.

B They couldn't get a ride.

C They had no money.

D They were happy with their trees.

A pears

B cherries

C pecans

D plums

Why does the family decide not to

go to California?

Daddy took along all of the

following trees except

1 2

3 4

Who is narrating this story?

How does Daddy feel about

his trees?

Name______________________________ Today’s Date_________________


Directions: Read each question and choose the best answer.


A fiction

B nonfiction

C science fiction

D none of the above

A modest

B poor

C dirty

D fancy

In this passage, swanky means

about the same as

5 6

This story is an example of which genre?

Name______________________________ Today’s Date_________________



Extended Response

Each variety of apple has its own distinct characteristics. Of the six varieties discussed in the Apple Ag Mag, which apple would be best for use in making an apple pie and why? Be sure to include information from your own knowledge along with information from the reading in your response.

Extended Response Question: An old adage indicates, “An ap-ple a day keeps the doctor away.” Based on your own knowledge and information from the reading, why is this adage true? Be sure to include details from the reading as well as your own experience.


Suggested Reading:

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

Pumpkin Circle: The Story of a Garden by George Levenson (ISBN 1-58246-078-7)

Pumpkins by Jacqueline Farmer (ISBN-10 1-57091-558-X)

Pumpkin Day, Pumpkin Night by Anne Rockwell ISBN 0-8027-8696-0

Materials Needed:

orange construction paper green construction paper paper punch

2 paper fasteners for each pumpkin scissors

Directions:

1. Read the Pumpkin Ag Mag.

2. Cut 3 strips about 1 in. wide down the short side of the orange paper.

3. Write a pumpkin fact on each strip.

4. Holding the strips together in a stack, use a paper punch to make 3 holes in the strips. Punch one in the middle and one 1/2 inch from each end.

5. Still holding the strips together, put a paper fastener in the middle hole.

6. Cut strips of green construction paper into 1 inch by 1 inch squares. This will be the pumpkin’s stem.

7. Punch a hole in the stem and put a paper fastener through the hole. Bring up the ends of the long orange strips and fasten them all together.

8. Spread out the paper strips to form a pumpkin.

Another Variation: Trace your hand for the leaf, keeping your fingers together. Cut strips of green and curl them with a pencil for vines. Finish pumpkin by completing steps 7 and 8.

3-D Pumpkins


An easy-to-make, easy-to-clean-up fall recipe

Materials:

1 gallon Ziploc® freezer bag

2 2/3 cups cold milk

2 packages (4 serving size) instant vanilla pudding mix

1 can (15 ounces) solid-pack pumpkin

1 teaspoon ground cinnamon

½ teaspoon ground ginger

Graham cracker crumbs

25 small cups

scissors

1 can whipped topping

25 spoons

Directions:

1. Combine the milk and instant pudding in the Ziploc bag.

2. Remove the air and Ziploc shut.

3. Squeeze and kneed with hands until blended for 1 minute.

4. Add the pumpkin, cinnamon, and ginger.

5. Remove the air and Ziploc shut.

6. Squeeze and kneed with hands until blended for 2 minutes.

7. Place 1/2 Tablespoon of graham cracker crumbs in the bottom of small cups.

8. Cut corner of gallon freezer bag and squeeze pie filling into cups.

9. Garnish with 1 container(8ounces) whipped topping.

10. Add a spoon. Serve and enjoy.

11. Discuss pumpkin production while students are eating.

Yield - 25 students and 1 teacher.

Ingredients can be divided by 4 or 5 for students to work in small groups.

A. Have students determine the fractions used in the recipe. (3.NF.1)

B. Have student express the fractions used in the recipe as decimals. (4.NF.3)

C. Have students multiply the recipe to provide enough for the entire section (or school or other set amount) and express in fraction form. (4.NF.2)

Pumpkin Patch Pie


Who made the BREAD for your sandwich? What about the CHEESE inside? Who picked your

FRUIT? And where did the CHOCOLATE in your cookie come from? Just how DID all that deli-

cious food get in your lunchbox? Let’s find out!

5 Fun Facts about Lunch Boxes:

In 1902, the first true kids’ lunch box came out with pictures of playing children printed on its

side.

In 1935, the first licensed character lunch box, Mickey Mouse, was produced.

A company called Aladdin sold 600,000 “Hoppy” (based on “Hop-Along-Cassidy”) lunch boxes

in 1950 at $2.39 each.

In 1962, Aladdin added a 3-D effect to the metal lunch boxes.

Lunch boxes today (2012) price anywhere from $8.00 to over $20.00.

Activities:

Paper Bag Lunchbox

Materials:

2 Giant Size Lunch Bags, Hole Punch, Ribbon, Glue, Scissors, Markers, Pictures, Food Labels

Directions:

1. Take both bags and fold the flaps down so that the bottom of the bag is facing you.

2. Line up the two ends (the flaps) and glue them together.

3. You can cut off 1 or 2 inches from the bags to make the pages smaller.

4. Punch holes in the left side through all of the layers and then tie the ribbon.

5. Now you can paste pictures to your scrapbook to show what is inside your lunchbox. You can

also place labels from your food items in the pockets of your scrapbook.

6. Visit http://www.youtube.com/watch?v=jwBTjZXmLO0 to watch a video of the scrapbook being

made!

What’s in YOUR Lunch Box?

http://en.wikipedia.org/wiki/Licensed_character

http://en.wikipedia.org/wiki/Mickey_Mouse


Interactive Lunchbox Folder

Materials: Two file folders, scissors, stapler, crayons and/or markers

Directions:

1. The first file folder is going to be the outside of the lunchbox. Brainstorm ideas as a class and

then give the students time to decorate their lunchbox.

2. Pass out the second file folder to half of the class. Have the students pair up and cut the folder

in half. This way they can give their partner the other half of the file folder.

3. Have each student fold the piece in half vertically.

4. The half piece that each student has will be unfolded and stapled to their main file folder. It

needs to be stapled on the fold. This will allow the folder to stand up so you can see what is in

the lunch box!

Reading Suggestions:

How Did That Get in My Lunchbox? The Story of Food. By: Chris Butterworth (ISBN 978-0-7636-5005

-6)

Where Does Food Come From? By: Shelley Rotner and Gary Goss (ISBN 978-0-7613-2935-0)

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

The Giant Jam Sandwich By: John Vernon Lord (ISBN 978-0395442371)

Extension ideas:

Make a food chain! Check out the apple & pumpkin chain at agintheclassroom.org

Play a card game! Check out amazon.com to purchase SLAMWICH.

Lunch Box Display! Bring in old lunchboxes and display them in your classroom.

Check out the Dairy and Wheat mAGic kits & the Nutrition Ag Mag!

The mAGic kits and Ag Mags will be available to you by contacting your Ag Literacy Coordinator.

You can find your county’s coordinator on our website: www.agintheclassroom.org


Navigating Illinois Grade Level: 3-5 Objective: After completing this exercise, students will have a better understanding of reading maps as well as the diversity of specialty crops in Illinois. Illinois Learning Standards: 11.A.2b; 11.A.2c; 13.B.2f; 15.A.2a; 17.A.2b; 17.C.2b Assessment Framework: 11.4.04; 13.4.11 Suggested Reading Materials: IAITC Specialty Crops Ag Mag How Did That Get in My Lunch Box? The Story of Food by Chris Butterworth (ISBN13: 9780763650056) There’s a Map on My Lap by Tish Rabe (ISBN13: 9780375810992) The Scrambled States of America by Laurie Keller (ISBN13: 9780805068313) I Will Never Not Ever Eat a Tomato by Lauren Child (ISBN13: 9780763621803) Who Grew My Soup? by Tom Darbyshire (ISBN 9781412745444) Materials: Access to the Internet Illinois Maps Markers or crayons Activity Instructions: 1. Using dark blue markers or crayons draw the Illinois and Mississippi Rivers on the

map. These rivers are used to ship many agricultural products. 2. The Pumpkin Capital of the World is located in Morton, IL. Find the county that

Morton is located in and draw a pumpkin inside of it. 3. Agri-tourism is a growing industry in Illinois. The Country Corner Farm Market is

located in Alpha, IL in the northwest part of the state. Find the county that Alpha is located in and color it brown.

4. Apple orchards are very popular destinations in the fall because they offer u-pick apples, cider and other homemade treats. Almost Eden Orchard is located in Hancock County. Find Hancock County on the map and color it red.

5. The Horseradish Capital of the World is located in Collinsville, IL. Find the county that Collinsville is located in and color it gray.

6. Many of the peaches grown in Illinois are grown in the southern half of the state. Rendleman Orchards is located in Alto Pass, IL. Find its county and color it or-ange.

7. Bees are very helpful in the pollination of specialty crops. Sasse’s Apiary is locat-ed in Chestnut, IL. Find Logan County and color it yellow.

8. Many of Mason County’s specialty growers, like Ron Armbrust from Manito, use irrigation to help keep their crops watered. Find Mason County and color it light blue.

9. Many consumers flock to Christmas tree farms to cut their own tree for the holi-days. Richardson’s Christmas Trees is located in Spring Grove, IL. Find its coun-ty and color it green.

10. Olthoff Farms and Dutch Valley Growers, Inc. grow onion sets for stores like Wal-Mart and Farm & Fleet. They are located in Kankakee County. Find it on the map and color it pink.

11. Siemer Milling Company in Teutopolis, IL mills wheat into flour to be used in cook-ies, cakes, crackers and other goodies. Find the county it is located in and color it purple.


Every milk product contains a code on the packaging that details which dairy the product came from. Find the code, enter it into the code location at the site www.whereismymilkfrom.com and you’ll find out what dairy your milk came from! Find the code on your own container or find a sample code from the map on the next page. Investigate the following from your code: 1. From what dairy did your milk come? 2. How many miles did your milk travel? 3. Are their other dairies closer to you than the one from which your milk came? 4. Investigate different brands of milk purchased in the same store or in the same town.

What did you notice about the different brands of milk and the locations of dairies? 5. Why do you think some stores carry milk from multiple locations? 6. As you conduct your own research, notice that your milk can come from a variety of

places in the state and outside the state. What parts of the state are typically repre-sented with milk from dairies located outside the state?

7. If possible examine the code on UHT Pasteurized Milk. Why is it produced in other states? (RI.4.8)

www.whereismymilkfrom.com



Grade Level: 4-6 Science & Reading

Objective: After completing this activity, students will understand how

sensitive fats and proteins are to new substances and how this sensi-

tivity helps control the molecules in milk so different products can be

made from milk.

Illinois Learning Standards: 11.A.1d; 11.B.1a; 11.B.2f

Assessment Framework: 11.4.01; 11.4.02; 11.4.03

Suggested Reading Materials:

IAITC Specialty Crop and Dairy Ag Mags

A Cow, a Bee, a Cookie and Me by Meredith Hooper (ISBN:0-7534-5067-4)

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

Introduction:

Milk is mostly water but it also contains vitamins, minerals, proteins and tiny droplets of fat

suspended in solution. Fats and proteins are sensitive to changes in the surrounding solu-

tion (the milk).

When you add soap, the weak chemical bonds that hold the proteins in the solution are

altered. It becomes a free-for-all! The molecules of protein and fat bend, roll, twist and

contort in all directions. The food coloring molecules are bumped and shoved everywhere,

providing an easy way to observe all the invisible activity.

At the same time, soap molecules combine to form a micelle, or cluster of soap mole-

cules. These micelles distribute the fat in the milk. This rapidly mixing fat and soap causes

swirling and churning where a micelle meets a fat droplet.

Milk is mostly water, it has surface tension like water. The drops of food coloring floating

on the surface tend to stay put. Liquid soap wrecks the surface tension by breaking the

cohesive bonds between water molecules and allowing the colors to zing throughout the

milk. What a party!

Clarabelle: Making Milk and So

Much More


Materials:

Milk (whole or 2%)

Dinner plate

Cotton swabs

Food coloring (red, yellow, green, blue)

Dish-washing soap (Dawn brand works well)

Directions:

1. Pour enough milk in the dinner plate to completely cover the bottom. Allow the milk to

settle. There should be no ripples in the milk before starting this activity.

2. Add one drop of each of the four colors of food coloring - red, yellow, blue, and green -

to the milk. Keep the drops close together in the center of the plate of milk.

3. Find a clean cotton swab for the next part of the experiment. Predict what will happen

when you touch the tip of the cotton swab to the center of the milk. It's important not to

stir the mix. Just touch it with the tip of the cotton swab.

4. Now place a drop of liquid dish soap on the other end of the cotton swab. Place the

soapy end of the cotton swab back in the middle of the milk and hold it there for 10 to

15 seconds.

5. Add another drop of soap to the tip of the cotton swab and try it again. Experiment with

placing the cotton swab at different places in the milk.

Review:

1. Describe how the milk reacted when you first added the food coloring drops (step num-

ber 2).

2. What did you predict would happen when you touched the cotton swab to the center of

the milk, why (step number 3)? Explain what actually happened.

3. Explain what happened when the soapy cotton swab was held on the surface of the

milk.

4. What happened when you placed the soapy cotton swab in different locations of the

plate? Would this work with the plain cotton swab, why or why not?

5. What makes the food coloring in the milk move?

6. Explain why this activity would or would not work with regular tap water.

Exercise adapted from Kitchen Chemistry:

http://www.stevespanglerscience.com

http://www.stevespanglerscience.com


Livestock Literature

Objective: Upon completion, students will be more familiar with terms

used in the livestock industry.

Illinois Learning Standards: 1.A.3a; 1.A.3b; 1.B.3a; 1.B.3d; 2.A.3b;

2.A.3d; 2.B.3c; 3.A.3; 3.B.3a; 5.A.3a

Assessment Framework: 1.4.01; 1.4.03; 1.5.01; 1.6.01; 1.5.07;

1.5.08; 1.5.09; 1.6.07; 2.6.02; 2.5.03; 2.5.08; 2.5.09; 2.5.10; 2.5.11;

3.5.01; 3.5.06; 3.5.18; 3.5.19; 3.5.27

Related Resources:

IAITC’s Beef, Horse, Livestock and Pork Ag Mags

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

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

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

War Horse by Michael Morpurgo (ISBN-13: 9780439796644)

Background Information:

Heart of a Shepherd: When Brother's dad is shipped off to Iraq, along with the rest of his re-

serve unit, Brother must help his grandparents keep the ranch going. He’s determined to main-

tain it just as his father left it, in the hope that doing so will ensure his father’s safe return. The

hardships Brother faces will not only change the ranch, but also reveal his true calling.

Little Joe: It's a cold December night and Fancy, the Stegner family's cow, is about to give birth.

Out pops Little Joe, a huge bull calf, and with him comes nine-year-old Eli's first chance to raise

an animal to show at next fall's county fair. Over the next ten months, Eli, and Little Joe, learn

some hard lessons about growing up and what it means to take on bigger responsibilities, espe-

cially when it comes to taking care of another living thing. But one thing Eli is trying not to think

about is what will happen to Little Joe after the fair: it's auction time, and he'll have to sell Little

Joe! Eli comes to terms with some of the realities of life on his family's farm, and in the outside

world, as he raises his first bull calf for competition.


The Beef Princess of Practical County: After years of waiting, it is finally Libby Ryan’s turn to

shine at the Practical County Fair. Libby is filled with excitement as she and her granddad pick

out two calves for her to raise on her family’s cattle farm, in hopes of winning the annual steer

competition. Against her father’s advice, Libby gives the calves names, even though both steers

will eventually be auctioned off. After a few months of preparing for the Practical County Fair,

Libby finds that she is growing closer to her steers with each passing day, and the pressure to

win Grand Champion is mounting.

Luckily, Libby can count on her best friend to get her through most of the county fair chaos. Yet

once reality sets in and she realizes that her steers will soon be sold to the highest bidder, the

chaos in Libby’s heart becomes too much to bear.

War Horse: In 1914, Joey, a beautiful bay-red foal with a distinctive cross on his nose, is sold to

the army and thrust into the midst of the war on the Western Front. With his officer, he charges

toward the enemy, witnessing the horror of the battles in France. But even in the desolation of

the trenches, Joey's courage touches the soldiers around him and he is able to find warmth and

hope. But his heart aches for Albert, the farmer's son he left behind. Will he ever see his true

master again?

Activity:

IAITC has created a reading guide for each of the books mentioned above. These reading

guides include vocabulary terms, discussion questions, writing prompts, and extension and art

activities for each chapter. Check them out on our website, www.agintheclassroom.org. Click

on Teacher Resources > Lesson Booklets > Special Books.

Extended Response:

In the book Little Joe by Sandra Neil Wallace, the main character Eli and his grandfather contin-

ue to refer to the new calf as “Little Joe,” but Eli’s dad insists on calling him E-1. E-1 refers to

Eli’s first animal. Why would Eli’s father want to make sure Eli doesn’t name and get attached

to the new calf?



Wheat Milling Objective: This lesson will introduce students to wheat as a plant and how that plant becomes food(s).

Illinois Learning Standards: 11.B.2a; 11.B.2b; 11.B.2c; 11.B.2d; 11.B.2e; 11.B.2f; 12.A.1a; 12.A.2a; 13.B.2b; 13.B.2c

Assessment Framework: 11.4.05; 11.4.06; 12.4.03; 12.4.05; 13.4.08; 13.4.09; 13.4.11 Suggested Reading: Farmer George Plants a Nation by Peggy Thomas (ISBN-13: 978-1590784600) Bread Comes to Life by George Levenson (ISBN-10: 1-58246-114-7) Bread Comes to Life DVD Scholastic (ISBN-10: 0-545-05034-0) Bread Bread Bread by Ann Morris (ISBN-13: 978-0-688-12275-1) From Wheat to Pasta by Robert Egan (ISBN-10: 0-516-26069-3) Pizza for the Queen by Nancy F. Castaldo (ISBN-13: 978-0823418657) Machines mAGic Kit (see your county AITC Coordinator)

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 to familiarize them with the parts so they

can understand the directions for dissection. A. Stalk—the entire plant. B. Head—the part of the wheat plant that contains the kernels. C. Beard—the bristle-like parts of the wheat plant that cover and protect the kernels.

D. Kernel—the seed from which the wheat plants is grown or that people harvest from the wheat plant to grind into flour.

E. 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: A. Hand out stalks of wheat to the students. B. Break the head off the stem. C. Make a straw out of the stem by breaking it to avoid the nodes.

D. Lay the wheat head flat on a hard surface and pat with your hand to shake out the kernels.

E. Have the students count their kernels. 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.


A Leaves

B Soil

C Kernel

D Flower

A Hate

B Crave

C Dislike

D Made

A Yeast

B Flour

C Sugar

D Oil

A Acre

B Fungus

C Kernel

D Commercial

________________ makes pizza dough rise because it causes fer-mentation.

While we might watch a _________________ on televi-sion, the word also means suitable for a wide, popular market.

1 2

3 4

A farmer will check the wheat or corn ___________ to be sure it is ready to be eaten.

Sometimes, when I want pizza on a Friday night, I tell my mom, “I ___________ pizza.”

Name______________________________ Today’s Date_________________

Pizza Ag Mag - Vocabulary

Directions: Read each item. Choose the word that would best complete

the sentence.


A Not fully grown or ripened.

B Not open to new ideas.

C Not good.

D Not cared for.

A Protein

B Fruit

C Fungus

D Mineral

A Nutrients

B Chlorophyll

C Minerals

D Soil

A Processed

B Chlorophyll

C Minerals

D Organic

______________ is the green

coloring matter in the leaves of plants.

___________________ means that it has the characteristics of living organisms.

5 6

7 8

Sometimes we refer to someone who acts childish as immature, but when we talk about fruits and vegetables it means __________.

Mushrooms are an example of a _____________ which lives off the organic matter in soil.

Name______________________________ Today’s Date_________________

Pizza Ag Mag - Vocabulary

Directions: Read each item. Choose the word that would best complete


Digesting the World’s Diet

Objective: After completing this activity, students will have explored the nutritional habits of fami-lies all around the world. Students will be able to compare and contrast these countries with the United States and each other. They will also be able to investigate how weather, landscape and soil types affect agriculture all around the world. Illinois Learning Standards: 3.A.2, 3.B.2b, 3.C.2a, 4.B.2a, 5.A.2b, 5.C.2b, 15.A.2a, 17.A.2a, 23.C.2a, 23.C.3 Assessment Standards: 3.5.03, 3.5.06, 3.5.19, 3.5.28 Suggested Reading Materials: IAITC Nutrition Ag Mag 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) Activity Instructions: 1. Discuss the book, Hungry Planet: What The World Eats. 2. 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 and the introducto-ry page of each country which includes the cost of all their food purchased for one week.

3. Students should investigate the country using the internet, books, encyclopedias, etc. 4. Have the students write a report on their country including what items were purchased and

how much money was spent. Have them include agricultural aspects such as weather/climate, topography/landscape, soil types, etc. 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 of the nutritional needs of the people in that country?

5. After writing their report, have the students prepare a short presentation about their country. This could be done with a PowerPoint presentation or just a general sharing session.

6. After all students have shared their findings, 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?

7. Use What the World Eats to have students explain and write about how a selected specific image from the book and other images contribute to clarify their understanding of world popu-lation and hunger across the world. (RI.2-6.7)

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.


Welcome to podtoplate.org, the place to learn about soybeans and agri-

culture—from seed to your dinner plate. Whether you’re a student want-

ing to explore this exciting industry or a teacher looking for ways to en-

hance your current curriculum, this is the site for you!

But Pod to Plate is more than just a website...it gives you access to a

wide range of learning opportunities that support the Illinois Ag in the

Classroom project:

Download and share free resources, including coloring pages and

fact sheets.

Play interactive games, including Pod to Plate and Think’n with Lin-

coln.

View and order additional materials from our online catalog.

Follow host Barry Cloyd’s adventures from the soybean field to the

elevator and beyond in our video series.

Access and print lesson plans tailored to different subjects and grade

levels.

We’re confident you’ll have fun while gaining valuable knowledge about

soybeans and agriculture in your daily life!

Pod to Table


Exploring Monocots & Dicots Grade Level: 4-6 Objective: To compare the growth and development of two types of seeds.

Illinois Learning Standards: 11.A.3c; 12.A.3c; 12.B.3b Assessment Framework: 11.4.03; 12.4.05; 12.4.09 What You Will Need: Clear Plastic Punch Cups Damp Coffee Filters—1 per student Vermiculite Corn Seeds—4 to 5 per student Soybean Seeds—4 to 5 per student

Activity Instructions: 1. Students should write their name or initials on their cups. 2. Each student should line the sides of the clear plastic punch cup with a damp cof-

fee filter. 3. Fill the center of the coffee filter with vermiculite. Pack softly. The vermiculite will

hold the moisture needed for the seeds. 4. Between the coffee filter and the cup, carefully place the corn and soybean seeds

about half way down, alternating corn then soybeans. The seeds do not go in the vermiculite. The cup serves as a window to the seeds allowing students to watch the seeds grow.

5. Add just enough water to dampen the vermiculite. Avoid standing water. 6. Place the cups in a warm place out of sunlight. 7. Students should examine their cups each day to make sure the coffee filter and

vermiculite remain moist. Avoid standing water. 8. Have students keep a journal. Students should make and record their observations

daily and compare the seed activity of a Monocot (corn) and a Dicot (soybean). This activity was taken from the Plant mAGic Kit. Ask your local Ag Literacy Coordina-tor about the mAGic (Multidisciplinary Agricultural Integrated Curriculum) Kits available in your county. To obtain your local Ag Literacy Coordinator’s contact information, visit our website at www.agintheclassroom.org.

http://www.agintheclassroom.org


Beanie Baby Grade Levels: K-7

Illinois Learning Standards: Science: 11.A.2c; 11.A.2d; 11.B. 2b; 11.B.2f;

12.A.2a; 12.E.2a;

Assessment Framework: 11.4.01; 11.4.02; 11.4.03; 11.4.04; 12.4.03; 12.4.04; 12.4.05

Reading Suggestion:

IAITC Soybean Ag Mag

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

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

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

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.

Extended Response Question: Soybeans have many different uses in today’s

society. Explain how the use of soybeans has evolved since Carver studied them.

Be sure to include your own experiences along with information from the reading.


Grade Level: 4-12 Science, Social Studies & Reading

Objective: This activity is designed to help students become more familiar with the process of raising alternative materials for fuel. Illinois Learning Standards: Reading: 1.B.2b; 1.C.2b; 1.C.2d; 2.A.2b; 12.A.2a; 15.A.2a; 15.D.2b Assessment Framework: Standard 1B 1.4.09; 1.4.10; 1.4.13; 1.4.14; 12.4.03; 12.4.04; 12.4.05

Materials: Tassle to Tank information slips Illinois AITC’s Corn Ag Mag and Renewable Fuels Ag Mag Corn by Gail Gibbons (ISBN-13: 9780823422456) Anna’s Corn by Barbra Santucci (ISBN-13: 978-0802851192)

Important Vocabulary: Barge: a flat bottom boat designed for transporting and storing grain through water systems. Elevator: a structure used for drying, storing and loading grains. Fermentation: the conversion of sugar to carbon dioxide. Distillation: the process of heating a liquid until it boils, capturing and cooling the hot va-pors, and collecting the condensed vapors. Processing: changing a product like corn into a variety of products such as livestock feed, cosmetics, and fuel.

Directions: 1. Learn about corn by reading the Corn and Renewable Fuels Ag Mags. Explain the

processes involved in taking corn from the field and producing ethanol for automo-biles.

2. Divide students into groups or for smaller classes give each student their own Tassel to Tank information slip.

3. Have students brain storm about the process of making ethanol and answer the questions on each card.

4. After adequate time for brain storming have students place the cards in the order from the beginning of growing corn to the process of making ethanol. Explain to stu-dents they should be forming a timeline that involves all the processes of production, processing, packaging and distribution of corn to ethanol.

Extended Response Transportation is vital for ensuring the United States’ food source is delivered and distribut-ed to everyone. Discuss how your diet might be affected without our elaborate transporta-tion system. Use examples you learned from the Tassel to Tank activity.

Tassel to Tank


Farmer

Planter

Corn

Harvester

Transportation (All)

What decision making skills are needed for the farmer in the first step of planting a crop?

What types of decisions need to be made? Explain how these decisions might affect the crop?

What are the factors that could affect the farmer in

this stage of his job? What types of impact could

this have for the rest of the growing season?

What are some of the precautions a farmer needs to take with

the crop as it is growing?

What are some of the hazards a farmer can avoid by preplan-

ning?

Farming equipment is expensive. Are there any ways for

farmers to offset their equipment cost, if so what are

they?

List all the types of transportation that are needed to make corn into ethanol. Explain how rising fuel cost could affect the cost of products, how can these be avoided?


Elevator

Manufacturer (Ethanol Plant)

Grinder

Fermentation

Cooker

CO2 Scrubber

Fermentation Tank

Distillation

What services do grain elevators supply to the farmer? List

all the services and determine why they are important.

What type of corn is processed into ethanol? Why is

this type of corn used versus other types of corn?

Grinding corn exposes the starch from the corn. Do you think the

ethanol process would work if we didn’t grind the corn, why or why

not?

The ground corn is mixed with water, cooked briefly and then enzymes

are added. The enzymes convert the starch to sugar. Why is heat used

instead of cold water?

Yeast is added to the cooked mixture

of corn. Yeast is the important ingre-

dient to create fermentation. Define

what fermentation is.


Molecular Sieve Ethanol has been used by humans for thousands of years, in part because it is easy to make. Ethanol can be produced from any biological plant that contains sugar. What types of plants, other than corn, do you think ethanol could be made from?

Delivery

Illinois uses 470 million gallons of ethanol each year, this fuel is delivered in specialized fuel trucks. How could an equipment break down or drivers strike affect the delivery of fuel?

Retail

All cars sold in the U.S. are factory warranted for the use of gas-oline containing up to 10 percent ethanol. Since most cars are already running on some ethanol, what advertising tactics need to be done to encourage people to use E85 fuel?

Ethanol Storage

Over 4 billion gallons of ethanol are produced in the U.S. each year and many new plants are currently under construction. Name two positive impacts addi-tional ethanol plants could have on Illinois.

Illinois Ethanol Facts Illinois is one of the leading producers of ethanol in the U.S. and about 90 percent of the gasoline sold

in Illinois contains 10 percent ethanol. Illinois uses about 470 million gallons of ethanol for fuel each year. There is currently no Illinois sales tax on E-85. Illinois turns out over 1 billion bushels of corn each year, of which 1/6 is used to produce ethanol. One bushel of corn yields 2.8 gallons of ethanol and 18 lbs. of Distillers Grains from dry mill ethanol

plants. Over 30 percent of all gasoline sold in the U.S. contains ethanol. Ethanol reduces greenhouse gas emissions from vehicles. Ethanol fuel reduces our dependence on foreign oil. E-85 fuel is composed of 85 percent ethanol and 15 percent gasoline.


Materials Needed:

Knee high stocking

Grass Seeds

Potting Soil

Baby Food Jar

Water

Jiggle Eyes

Fabric

1. Using knee-high hose, place some grass seeds in the toe where you want the grass to grow.

The toe of the hose is the head of the Soil Sammy and the grass will look like hair when it

grows.

2. Pack a handful of soil in the end of the hose on top of the seeds. Make sure that the ball of soil

is slightly bigger than the opening of the baby food jar.

3. Tie a knot in the hose under the ball of soil.

4. Completely wet the head of Soil Sammy. Place the top of the hose (which is the bottom of the

Soil Sammy) in a baby food jar filled with water making sure the head is above the mouth of

the jar. The end of the hose will absorb the water to feed the grass seeds, which will germi-

nate through the hose. (You may have to cut a few small holes in the hose to help.)

5. Now you can decorate! Suggestions are a round piece of fabric to fit over the mouth of the jar

for a shirt. You can add buttons to the shirt and jiggle eyes on the face and cut out felt for a

mouth. Water as needed and be sure to cut the grass “hair” and style as desired.

Will the grass hair grow better or faster with fertilizers? Try it and find out. Add different fertilizers

to the dirt and water and see which grows best.

Soil Sam


Soil Ag Mag - 6th Grade Reading Passage

Taken from A Handful of Dirt by Raymond Bial

Soil is everywhere. In the country, farmers plow the soil of their sprawling fields.

In the city, people spade garden patches in their backyards. The sprawling prairies

grow in the soil, as do deeply rooted forests with their high canopies of branches over-

head. Even the drifting sands of the deserts hold enough soil to sustain cacti and suc-

culents. The grass and trees in yards and neighborhood parks are rooted in soil.

Your house or apartment is built upon the soil, as are sidewalks and streets. Soil has

settled at the bottom of lakes, rivers, and oceans, and in the crevices of all but the

highest mountain peaks. There is soil everywhere, both in far-off places and right un-

der your feet.

Without soil there would be no life on Earth. We eat vegetables and fruit, as

well as animals that feed on the grasses and grains grown in the soil. We make

clothes from cotton, wool, and many other products that trace their roots back to the

soil. Soil is as essential as the elements of water and air and as the energy of the sun.

Soil is made up of organic and inorganic—living and nonliving—ingredients.

The inorganic material found in soil—clay, silt, and sand—began as rocks that have

been worn down by wind and water over thousands of years. Rocks break apart when

water collects in their cracks, then freezes and expands. Streams and rivers also

wear down rocks, just as the ocean waves over time grind large stones into grains of

sand on the beach.

Soil is also made up of organic materials that were once alive. If you pick up a

handful of soil, you will be holding invisible bits of rotted leaves and grass and frag-

ments of dead insects. The grasses and wildflowers of the prairies feed on the re-

mains of plants that have died, just as the forest floor is covered with dead leaves that

become humus—a dark, fragrant substance that feeds the trees reaching high into the

sky. Earthworms, as well as bacteria and other small creatures, munch on this plant

and animal matter and turn it into vital soil ingredients. Humus helps to stick crumbs

of soil together, almost like glue, and enables it to hold water like a sponge.

The cycle of life, death, and decay in the soil continues to this very moment.

Every second of every day soil is being made, just as it was millions of years ago.

And if you make more soil, you’ll be helping to create a better world for all of us. How-

ever, every second of every day soil is also being lost—to wind, water, and the growth

of cities. The next time you play in your backyard or the neighborhood park, think of

the soil beneath your feet. It may not seem to be worth very much, but remember, soil

is as precious as the wind in your face and the sun warming your shoulders.


A The sun

B The water

C The air

D The animals

A Sand

B Humus

C Silt

D Clay

A Water

B Food

C Soil

D Rivers

A Wind

B Growth of cities

C Water

D All of the above

Without ____________ there would be

no life on Earth.

Soil from the earth is lost due to which

of the following?

1 2

3 4

Soil is as essential as the energy of

_______________.

__________ is a dark, fragrant

substance that feeds plants, and is

made from the remains of dead

plants and animals.

Name______________________________ Today’s Date_________________

Soil Ag Mag - Reading Passage



A Soil

B Plants

C Rocks

D Animals

A In the prairie

B In the country

C In the city

D Everywhere

A Silt

B Clay

C Sand

D Humus

A Plants

B Soil

C Humus

D Animals

___________ helps to enable soil to

hold water like a sponge by sticking

crumbs of soil together like glue.

__________ has settled at the bottom

of lakes, rivers and oceans.

5 6

7 8

Clay, silt, and sand began as

______________ that have been worn

down over time by the elements.

Where is soil?

Name______________________________ Today’s Date_________________

Soil Ag Mag - Reading Passage


Extended Response—SOIL

Soil provides a place for plants to grow. Did you know that plants help to

protect the soil as well? Discuss how plants protect the soil and ways that

we can help plants protect the soil.


Grades: K-3

Objective: Students should express the parts of a tree and explore how each of these

parts are used to make a wide variety of common products

Illinois Learning Standards: 1.A.1a; 1.A.2c;11.A.1d; 12.A.1a; 12.A.1b

Assessment Framework: 1.3.01; 1.3.02; 1.4.01; 11.4.03; 12.4.01

Suggested Reading:

I Can Name 50 Trees Today by Bonnie Worth (ISBN 0-375-82277-1)

Hooray for Orchards by Bobbie Kalman (ISBN 0-86505-667-6)

Apple Picking Time by Michele Benoit Slawson (ISBN 0-517-88575-1)

Tell Me, Tree by Gail Gibbons (ISBN 0-316-30903-6)

The Tree Farmer by Chuck Leavell (ISBN-13: 978-0615355207)

Materials Needed:

Brown construction paper scissors

Green construction paper markers Glue sticks

Directions:

1. Trace your handprint onto green construction paper and cut out. A minimum of five hands are need-

ed for each tree.

2. Trace the tree trunk onto brown construction paper and cut out.

3. Lay one treetop on the table. Glue the tree trunk to this top.

4. On the front write MY TREE….

5. Now on the inside, write words that describe what you like or what you have learned about trees.

Lesson Extender!

1. Turn the Learning Tree into the Giving Tree. Have each student write activities on each of the leaves

(hands) that they could perform that would help the environment. Examples could be recycling, com-

posting, etc.

Extended Response

Why is it important to protect our forests? How do trees impact animals, plants, soil and water? How do

they impact humans? Be sure to include information from the Trees Ag Mag along with your own experi-

ences and knowledge.

Learning Tree


Grade: Can be adapted to fit K-12

Objective: After completing this activity, students will have a better understanding of our Earth Day, natural resources and how agriculture is important to their future.

Illinois Learning Standards: 11.A.2c; 11.A.2d; 11.B. 2b; 11.B.2f;

Assessment Framework: Standard 1B 1.4.09; 1.4.10; 1.4.13; 1.4.14

Suggested Reading Material:

Everything Kids' Environment Book by Sheri Amsel (ISBN-13: 978-1598696707 )

Earth Care by Margaret Read McDonald (ISBN-13: 978-0874837841)

Earth Book for Kids: Activities to Help Heal the Environment by Linda Schwartz (ISBN-13: 978-0881601954)

The New 50 Simple Things Kids Can Do to Save the Earth by Sophie Javna (ISBN-13: 978-0740777462)

Materials Needed:

Beach ball with numbers 1-40 written on it randomly in permanent marker

List 40 questions provided by Illinois Agriculture in the Classroom. Complete lesson can be downloaded from the www.agintheclassrom.org. Lesson comes from the Top 40 Hits of Planet Earth booklet.

Procedure:

Toss the beach ball with numbers around the room, when a student catches the ball have him/her say the number where his/her left thumb lands.

Ask that question number to the student.

Then the student tosses the ball to another classmate.

Repeat steps 1-3 until all 40 questions have been answered.

Earth Day Clever Catch


Conversation about Conservation Terms...

In our efforts to protect the environment we sometimes confuse the terms preserve and con-serve. This activity is designed to help students understand the difference between conserva-tion, preservation, and indiscriminate use.

Directions: Divide the class into three groups. Give each student a Tootsie Roll. Instruct each group as follows:

Group 1: These students are to eat the Tootsie Roll immediately.

Group 2: These students may unwrap the Tootsie Roll but they may only lick the candy, they cannot eat it.

Group 3: These students may not unwrap their Tootsie Roll during this activity. They may look at it, smell it, measure it, but NOT eat it.

Terms: The students in group 1 are the indiscriminate users. The students in group 2 are the conservationists. The students in group 3 are the preservationists.

Discussion Questions: 1. Which group uses the candy slowly so that more candy can be made? 2. Would it make a difference if we determined the reason for having the candy? 3. What if the group had not eaten in three days? Would that make a difference? 4. Which group would be the wisest group? 5. What if the goal was to have the same number of Tootsie Rolls a year from now? 6. Which group would have met the goal?

Like any area of decision making, there are no right or wrong answers. Students are encour-aged to examine several aspects of the situation, make their decision and be able to defend that decision.

Applying to Areas of Conservation: Preservationists might want to save all trees and all forests no matter what. Indiscriminate users might cut down trees and forests no matter what. Conservationists might want to use the forest by harvesting trees and managing the forest so that it can regenerate itself.

Adapted from Utah Agriculture in the Classroom


Urban vs. Rural Objective: 1. The students will be able to examine and identify similarities and differ-

ences between urban and rural communities. 2. The students will be able to use language arts skills to read from the post-

er boards. 3. The students will be able to use primary sources to determine the charac-

teristics of different types of communities.

Illinois Learning Standards: 1.A.1a, 1.B.1d, 1.C.1c, 3.B.2a, 4.A.2a, 15.B.1, 15.C.1a, 16.C.1a, 16.D.1, 26.B.1d

Assessment Framework: 1.3.01, 1.3.03, 1.3.05, 1.3.06, 1.3.13, 1.3.19, 3.3.09, 3.3.10

Suggested Reading Materials: IAITC Urban Agriculture Ag Mag

Town Mouse, Country Mouse by Jan Brett (ISBN-13: 978-0698119864) Country Kid, City Kid by Julie Cummins (ISBN-13: 9780805064674)

Farm by Elisha Cooper (ISBN-13: 978-0-545-29262-7) The City Kid & The Suburb Kid by Deb Pilutti (ISBN-13: 9781402740022)

Materials: Poster Board Magic Markers Magazines

Newspapers Scissors Glue

Directions: Ask the students to list the characteristics of urban and rural communities. Make a list on the board or on chart paper. Encourage students to discuss the following aspects of communities: transportation, schools, homes, shopping, nature, businesses.

1. Read with students the book Town Mouse, Country Mouse by Jan Brett. 2. After reading the book, look again at the list you made of characteristics of urban and rural com-

munities. 3. Give each students a copy of the venn diagram and ask them to list characteristics of each that

they observed in the book. Be sure to have them include areas where the two communities were similar in the middle part of the venn diagram.

4. Have students discuss what characteristics define each community and which are similar to both communities.

Lesson Extender: 1. What type of community do you live in? Ask students to cut out pictures from magazines or news-

papers of anything that reminds them of their community. They will take these pictures and paste them to poster board to make a collage. In class, they can share their collages with their class-mates and discuss similarities and differences of the collages that they have made. What type of community has the most people in it? How are the communities different? How are the communi-ties the same?


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Grades: 4-8 Objective: After completing this activity, students will have a better under-standing of how different energy sources and technologies were discov-ered and how they have evolved to better serve our society.

Illinois Learning Standards: 12.C.1a; 12.C.2a; 12.C.3a Assessment Framework: 12.4.14; 12.4.15; 12.4.18; 12.7.33; 12.7.34

Suggested Reading: IAITC Energy, Corn and Soybean Ag Mags Ethanol and Other New Fuels by Tea Benduhn (ISBN-10: 9780836893595) *Above author has a complete learning series on energy. Generating Wind Power by Niki Walker (ISBN-10: 0836893646) Michael Recycle by Ellie Bethel (ISBN-10: 9781600102240)

Introduction: Fire was civilization’s first energy source but since the very beginning humans have been experimenting with different energy types to help us accomplish many tasks. Energy plays many important roles in our lives, it basically touches almost every as-pect of our daily activities. It powers our transportation, it heats and cools our homes and provides us with energy to cook our food. We are able to use energy today be-cause of the scientific breakthroughs of the past. Use the Energy, Corn and Soybean Ag Mags to investigate the renewable fuel sources that we are using for energy today. Upon completion of the reading of IAITC’s Ag Mags use this interactive timeline to learn more about energy throughout our history. *Energy dates adapted from U.S. En-ergy Administration’s website.*

Directions: 1. Cut the timeline into single strips of paper and distribute to students. 2. Have students brainstorm together to place the events in the order in which they

occurred in time, starting with earliest event and working to the most current event.

**To view the full timeline, visit www.agintheclassroom.org Lesson Extender! 1. Check out the Go Green booklet from IAITC’s website to download several hands-

on activities that relate renewable energy.

Energy Timeline



Answers

Soil Ag Mag-Reading Passage

1. A 5. C

2. C 6. D

3. B 7. D

4. D 8. B

Navigating Illinois

2. Tazewell

3. Henry

5. Madison

6. Union

7. Logan

9. McHenry

11. Effingham

Apple Ag Mag-Reading Passage

1. B 5. A

2. B 6. D

3. C

4. A

2

3

4

5

6

7 8

9

10

11


Recommended Reading

Apple

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

The Apple Pie Tree by Zoe Hall (ISBN-10: 0-590-62383-4)

Apple Picking Time by Michele Benoit Slawson (ISBN-10: 0-517-88575-1)

A Song for Lena by Hilary Horder Hippely (ISBN-10: 0-689-80763-5)

Hooray for Orchards by Bobbie Kalman (ISBN-10: 0-86505-667-6)

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

Pumpkin

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

Pumpkin Circle: The Story of a Garden by George Levenson (ISBN-10: 1-58246-078-7)

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

Pumpkins by Jacqueline Farmer (ISBN-10 1-57091-558-X)

Pumpkin Day, Pumpkin Night by Anne Rockwell (ISBN-10: 0-8027-8696-0)

The Legend of Spookley the Square Pumpkin by Joe Troiano (ISBN-13: 97-8435120884)

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

Specialty Crop

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

How Did That Get in My Lunchbox? The Story of Food by Chris Butterworth (ISBN-13: 978-0-7636-5005-6)

I Will Never Not Ever Eat a Tomato by Lauren Child (ISBN-13: 978-0763621803)

The Giant Jam Sandwich by John Vernon Lord (ISBN-13: (978-0395442371)

There’s a Map on My Lap by Tish Rabe (ISBN-13: 978-0375810992)

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

Tops & Bottoms by Janet Stevens (ISBN-13: 978-0-15-292851-3)

Where Does Food Come From? By: Shelley Rotner and Gary Goss (ISBN-13: 978-0-7613-2935-0)

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

Dairy

A Cow, a Bee, a Cookie and Me by Meredith Hooper (ISBN-10:0-7534-5067-4)

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)

Livestock

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

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

Chigger by Raymond Bial (ISBN-10: 1-934894-38-9)

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)

Pizza

Bread Comes to Life by George Levenson (ISBN-10: 1-58246-114-7)

Bread Comes to Life DVD Scholastic (ISBN-10: 0-545-05034-0)

Bread Bread Bread by Ann Morris (ISBN-13: 978-0-688-12275-1)

From Wheat to Pasta by Robert Egan (ISBN-10: 0-516-26069-3)

Killer Pizza by Greg Taylor (ISBN-13: 978-0-312-67485-4) Pizza for the Queen by Nancy F. Castaldo (ISBN-13: 978-0823418657) The Little Red Hen (Makes a Pizza) by Amy Walrod (ISBN-10: 0-142-30189-2)

Nutrition

Hungry Planet: What The World Eats by Peter Menzel & Faith D’Aluisio (ISBN-13: 978-0984074426) The Hunger Games by Suzanne Collins (ISBN-13: 978-0439023528)

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


Recommended Reading

Soybean

Awesome Agriculture: Soybeans an A-to-Z Book by Susan Anderson and JoAnne Buggey (ISBN-13: 978-0-9811335-1-5)

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

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

Soybeans in the Story of Agriculture by Susan Anderson and JoAnne Buggey (ISBN-13: 978-0-9811335-2-2)

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

Corn

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

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

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

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

Gimme Cracked Corn and I Will Share by Kevin O’Malley (ISBN-13: 978-0802796844)

Soil

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

Farmer George Plants a Nation by Peggy Thomas (ISBN-13: 978-1590784600)

Secret Agent Worms In...The Disappearing Earth by Doug Peterson (ISBN-10: 1-883097-27-4)

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

Soil by Melissa Stewart (ISBN-10: 1-4034-0096-2)

Soil! Get the Inside Scoop by David Lindbo (ISBN-13: 978-0-89118-848-3)

Tree

Apple Picking Time by Michele Benoit Slawson (ISBN-10: 0-517-88575-1)

Everything Kids' Environment Book by Sheri Amsel (ISBN-13: 978-1598696707)

Earth Care by Margaret Read McDonald (ISBN-13: 978-0874837841)

Earth Book for Kids: Activities to Help Heal the Environment by Linda Schwartz (ISBN-13: 978-0881601954)

Hooray for Orchards by Bobbie Kalman (ISBN-10: 0-86505-667-6)

I Can Name 50 Trees Today by Bonnie Worth (ISBN-10: 0-375-82277-1)

Tell Me, Tree by Gail Gibbons (ISBN-10: 0-316-30903-6)

The New 50 Simple Things Kids Can Do to Save the Earth by Sophie Javna (ISBN-13: 978-0740777462)

The Tree Farmer by Chuck Leavell (ISBN-13: 978-0615355207)

Urban

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

Farm by Elisha Cooper (ISBN-13: 978-0-545-29262-7)

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

Town Mouse, Country Mouse by Jan Brett (ISBN-13: 978-0698119864)

Energy

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

*Above author has a complete learning series on energy.

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

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


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