Florida Sweet Corn

Florida Sweet Corn

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Math

Social Studies

Science

Language Arts

Vocabulary: kernel, row, predict Produce: Sweet Corn

Standard: MAFS.3.NBT.1.3 MAFS.4.NBT.2.5,MAFS.4.OA1.2 MAFS.5.NF, MAFS.5.OA.1.2

Materials: Worksheet, pencils, ears of corn to practice multiplication problems

Teacher will:

On average, one ear of corn has about 16 rows and 800 kernels. The number of rows will always be an even

number. There is one seed for every kernel that grows in an ear of corn. Bring in an ear of corn for each group

of students. Ask them to guess how many corn seeds are on the ear. Have each student write down their an-

swer on paper.

Students will:

Count the rows and predict how many kernels are in one row. Ask them how we can find out the total number

of seeds from: multiply or repeat addition. The number of rows times the number of seeds in each row. Have

the students perform the necessary calculations to find out how many seeds are on an ear of corn. (Third Grade

use calculators.) Have them to state their answers orally and write each answer on the board. Have students

recheck their multiplication with a calculator. Compare answers putting the numbers of kernels in order from

least to most.

Closing: Students will see patterns of math in nature around them.

Vocabulary: Increase, decline, infer, acre Produce: Sweet Corn

Standard: SS.3.G.1.1,SS.3.G.1.2 SS.5.G.1.4

Materials: Map of Summary of Florida Corn Production at http://erec.ifas.ufl.edu/fciig/scpmap.htm, worksheet

Teacher will: Give the students a copy of the map: “Summary of Florida Corn Production” from the University of Florida. Discuss

if the amount of sweet corn produced is increasing or decreasing. Infer why certain parts of the states are able to

grow more corn than other parts of the state. Discuss why they think the production of corn is declining and if they

believe this will continue. They should use facts to support their opinions.

Students will: Each student will answer the discussion questions about the map and participate in class discussions about the

production of corn.

Closing: Students will understand the importance of the production of sweet corn for Florida.

Vocabulary: sweet corn, popcorn, field corn, Native Americans

Produce: Sweet Corn

Standard: LAFS.3.RI.3.7

LAFS.4.RI.3.7, LAFS.4.RI.1.1 LAFS.5.RI.3.7

Materials: Florida Sweet Corn Discussion Sheet Suggested website: http://www.flheritage.com/facts/history/settlements/ http://digitalcollections.fiu.edu/tequesta/files/1949/49_1_04.pdf

Teacher will: Begin class by asking the students to list all of the ways they can think of how corn is used. Explain the three types of corn, sweet corn, popcorn and field corn. Talk about how corn has been a food staple throughout his-tory and about how corn production works today. Hand out the fun fact worksheet to the students while dis-cussing corn.

Students will: Read the articles from the Department of State Division of Historical Resources about how corn was used by the Native Americans in Florida. The PDF explains how corn was a staple food in the diet of Florida pioneers. Discuss in groups how corn production began and has changed throughout the years in Florida. Use examples to support opinions.

Closing: Students will be able to support their arguments and will understand the importance of the production of sweet corn for Florida and that Florida grows more sweet corn than any other state in the U.S. and produces corn year-round with a peak season in April and May.

Vocabulary: roots, stalk, tassels, leaves, ear silks, ger-

minate, kernel

Produce: Sweet Corn

Standard: SC.3.L.14.1, SC.4.L.16.1, HE.3.C.1.1 SC.4.L.16.1, HE.4.C.1.1 HE.5.B.4.1, HE.5.C.1.6

Materials: Worksheet, 1 tablespoon cornstarch, about 4 drops corn oil, 1.5 tablespoon water, food coloring, measuring spoons, microwave, medicine dropper, and a resealable sandwich bag

Teacher will: Explain parts of the corn and then complete the “make biodegradable corn plastic” experiment worksheet with

their students. They will make sure that they have all of the materials and begin by putting a tablespoon of

cornstarch into the plastic bag. Drip the corn oil into the bag and then add the water. Stir the combination and

add food coloring if desired. Extra: Microwave the homemade biodegradable plastic for about 25 seconds .

Students will:

Students complete the putty science experiment and worksheet.

Closing: Students will share their knowledge of the corn plant parts as well as the health benefits from eating

corn . They will share what they have learned from the science experiment.

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