Agventures | Plant Pal: A Living Necklacenecklace. Students can wear their Plant Pal necklace. 7....
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In accordance with the Americans with Disabilities Act, this information is available in alternative forms of communication upon request by calling 651-201-6000. TTY users can call the Minnesota Relay Service at 711. The MDA is an equal opportunity employer and provider. M i n n e s o t a A g r i c u ltu r e i n t h e C l a s s r o o m Activity 1. Punch a hole in the top of small jeweler sized plastic bags. Cut string/yarn in appropriate lengths for necklaces. 2. Give each student a jeweler bag, string/ yarn piece, cotton ball and one soybean seed and one corn seed. 3. Instruct students to dip their cotton ball in the bowl of water. Give the cotton ball three “flat” squeezes to remove excess water. 4. Place the cotton ball in a jeweler-sized bag. Place one seed on each side of the damp cotton ball. 5. DO NOT close or seal the plastic bag – the seed needs air to sprout! 6. Thread the piece of string through the hole in the top of the bag and tie to make a necklace. Students can wear their Plant Pal necklace. 7. Discuss the ideal place to plant the seeds once they sprout. Also discuss what resources (natural, capital, human) are necessary to get the seed to produce food for people and animals. Classroom Connections Science – Using art supplies, students can construct a diagram of the plant growth process beginning with germination (sprouting). Label the natural resources, capital resources, and human resources needed for crop production. Social Studies – Give each student a blank Minnesota Counties Map (Resource A). Where do corn and soybeans grow in Minnesota and why? Use colors to illustrate the best corn and soybean growing regions in Minnesota. Explain why Minnesota’s geography plays an integral role in United States’ corn and soybean production English Language Arts – Write in a notebook for 3-5 days, journaling the germination progress of their Plant Pals necklace. Students should share the status of their Plant Pals necklace using pictures or their journal entrees. Academic Standards Minnesota Social Studies Standards and Benchmarks 2.2.3.5.1 Classify materials that come from nature as natural resources; tools, equipment and factories as capital resources; and workers as human resources. 2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or physical features of the United States Minnesota Science Standards and Benchmarks 2.4.2.1.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. 2.4.3.1.1 Describe the characteristics of plants at different stages in their life cycles. National Agricultural Literacy Outcomes Identify plants and animals grown or raised locally that are used for food, clothing, shelter and landscapes. Additional Resources Food for Thought Maps – www.mda.state.mn.us/kids/food4thought.aspx • Minnesota Counties Map (Resource A) • Soybeans in Minnesota Counties Map (Resource B) • Corn for Grain in Minnesota Counties Map (Resource C) Concept and content for this Agventure is adapted from California Agriculture in the Classroom. Plant Pal: A Living Necklace To enrich student’s understanding of how crops and plants grow. Students observe the germination process and the effects these crops have in our lives, every day. Materials • Soybeans seeds and corn kernels (these can be obtained from local farmers or purchased at a garden center) • Jeweler size plastic bags (these can be purchased from craft stores, online, or might be free from a jewelry store) • Cotton balls • Bowl of water for every 4 students. • Hole punch • Yarn or string Explorations in Agriculture A g v e n t u r e s
Transcript of Agventures | Plant Pal: A Living Necklacenecklace. Students can wear their Plant Pal necklace. 7....
In accordance with the Americans with Disabilities Act, this information is available in alternative forms of communication upon request by calling 651-201-6000. TTY users can call the Minnesota Relay Service at 711. The MDA is an equal opportunity employer and provider.
Minnesota Agriculture in the Clas
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Activity1. Punch a hole in the top of small jeweler sized
plastic bags. Cut string/yarn in appropriate lengths for necklaces.
2. Give each student a jeweler bag, string/ yarn piece, cotton ball and one soybean seed and one corn seed.
3. Instruct students to dip their cotton ball in the bowl of water. Give the cotton ball three “flat” squeezes to remove excess water.
4. Place the cotton ball in a jeweler-sized bag. Place one seed on each side of the damp cotton ball.
5. DO NOT close or seal the plastic bag – the seed needs air to sprout!
6. Thread the piece of string through the hole in the top of the bag and tie to make a necklace. Students can wear their Plant Pal necklace.
7. Discuss the ideal place to plant the seeds once they sprout. Also discuss what resources (natural, capital, human) are necessary to get the seed to produce food for people and animals.
Classroom ConnectionsScience – Using art supplies, students can construct a diagram of the plant growth process beginning with germination (sprouting). Label the natural resources, capital resources, and human resources needed for crop production.
Social Studies – Give each student a blank Minnesota Counties Map (Resource A). Where do corn and soybeans grow in Minnesota and why? Use colors to illustrate the best corn and soybean growing regions in Minnesota. Explain why Minnesota’s geography plays an integral role in United States’ corn and soybean production
English Language Arts – Write in a notebook for 3-5 days, journaling the germination progress of their Plant Pals necklace. Students should share the status of their Plant Pals necklace using pictures or their journal entrees.
Academic StandardsMinnesota Social Studies Standards and Benchmarks2.2.3.5.1 Classify materials that come from nature as natural resources; tools, equipment and factories as capital resources; and workers as human resources.
2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or physical features of the United States
Minnesota Science Standards and Benchmarks2.4.2.1.1 Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways.
2.4.3.1.1 Describe the characteristics of plants at different stages in their life cycles.
National Agricultural Literacy OutcomesIdentify plants and animals grown or raised locally that are used for food, clothing, shelter and landscapes.
Additional ResourcesFood for Thought Maps – www.mda.state.mn.us/kids/food4thought.aspx
• Minnesota Counties Map (Resource A)
• Soybeans in Minnesota Counties Map (Resource B)
• Corn for Grain in Minnesota Counties Map (Resource C)
Concept and content for this Agventure is adapted from California Agriculture in the Classroom.
Plant Pal: A Living Necklace To enrich student’s understanding
of how crops and plants grow.
Students observe the germination
process and the effects these
crops have in our lives, every day.
Materials
• Soybeans seeds and corn kernels (these can be obtained from local farmers or purchased at a garden center)
• Jeweler size plastic bags (these can be purchased from craft stores, online, or might be free from a jewelry store)
• Cotton balls
• Bowl of water for every 4 students.
• Hole punch
• Yarn or string
Explorations in Agriculture
Agv
entures
Resource A
Agventures: Plant Pal
Minnesota Counties
Resource B
Agventures: Plant Pal
Soybeans in Minnesota Counties (2012)Soybeans in Minnesota Counties (2012)
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Map produced by: Minnesota Department of AgricultureData Source: U.S. Dept. of Agriculture - 2012 Census of Agriculture
0 50 10025Miles
Soybeans as percentage*<1% - 5%6% - 20%21% - 40%41% - 48%No Data Reported
*Soybean acres harvested dividedby acres of harvested cropland
Map 6
Resource C
Agventures: Plant Pal
Corn for Grain in Minnesota Counties (2012)Corn for Grain in Minnesota Counties (2012)
²
Map produced by: Minnesota Department of AgricultureData Source: U.S. Dept. of Agriculture - 2012 Census of Agriculture
0 50 10025Miles
Corn as percentage*<1% - 12%
13% - 32%33% - 43%
>43%No Data Reported
*Corn acres harvested for graindivided by acres of harvested cropland
Map 4
