Ready - Illinois AITC Booklets/Rea… · They need full sun and should be planted 36-40 inches...

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Ready

Set

GROW!

Illinois Agriculture in the Classroom

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Table of Contents

(Lessons range from K-3)

Sunflower House .................................................................................................. 4

Bio-degradable Planter .......................................................................................... 5

The Tasty Pizza Garden ........................................................................................ 6

Soil Sam ................................................................................................................ 8

Digging in the Dirt .................................................................................................. 9

Diary of a Worm ..................................................................................................... 10

Lego Array ............................................................................................................. 12

Garbage Helps Our Garden Grow ......................................................................... 13

Soil, Seeds, Roots and Grass ................................................................................ 14

Water Cycle Bracelet ............................................................................................. 15

Don’t Use It All Up ................................................................................................. 16

Your Garden Can “Bee” Attractive to Pollinators .................................................... 17

Growing Letters ..................................................................................................... 18

Tops and Bottoms .................................................................................................. 19

Tomato Spinners.................................................................................................... 20

Garden in a Glove ................................................................................................. 21

Compost Lab ......................................................................................................... 22

Soup or Salsa ........................................................................................................ 25

Self Watering Container Gardening ....................................................................... 27

Caterpillar Handprint Art ........................................................................................ 28

Beanie Baby .......................................................................................................... 29

Other Gardening Books ......................................................................................... 30

4

Sunflower House

Objective: Your students will be creating a Sunflower House in a school garden! All you need to plant are sunflowers. If you plant the seeds in a circle, you will have a “Sunflower House,” which is a nice reading/play spot. Check out the book Sunflower House by Eve Bunting to see what this house looks like!

Background Information:

Sunflowers are native annual wildflowers with large and stout central stems. They can grow anywhere between 3-15’ tall, depending on variety. Sunflowers are usually planted in the spring after the last frost. They need full sun and should be planted 36-40 inches apart. Sunflowers bloom for 6 weeks.

Common Core:

CCSS.Math.Content.2.MD.A.1; 2.MD.A.2; 2.MD.A.4; 2.MD.D.9

Suggested Reading Materials:

The Tiny Seed by Eric Carle ISBN: 978-0689872303

Sunflower House by Eve Bunting ISBN-13: 978-0152019525

Materials Needed:

Green & yellow construction paper

Pencil

Sunflower seeds

Ruler

Scissors

Glue

Directions:

1) Work in pairs to trace each other’s hands (5 times) on the yellow construction paper for your petals.

2) Give the students time to cut out their traced hands.

3) Have a template already made (on green construction paper) with four leaves. They can share with their partners and cut out their two leaves.

4) Give each child sunflower seeds to use for the center of their flowers. Take time to discuss sunflower seeds.

5) Once the students have the flower put together, have them make the stems!

6) To make the stems, the students will measure each other with a ruler. They will make their stem as long as they are tall. Then you will help them finish their flowers.

7) You can display their flowers in the hallway. Before doing that, you can have the class put their flowers in order from the tallest to the shortest flower.

8) Repeat this activity towards the end of the school year to see how much their “flower” has grown!

5

Bio-degradable Planter

Objective: Your students will be working together to learn about bio-degradable planters. They will also learn how to

transplant plants from a small container into the soil.

Common Core:

CCSS.ELA-Literacy.RI.2.10; RL.2.10; W.2.1; W.2.2; W.2.7

CCSS.Math.Content.2.MD.A.1

Next Generation Science Standards:

Ecosystems: Interactions, Energy and Dynamics: 2-LS2-1

Biological Evolution: Unity and Diversity: 2-LS4-1


Lily’s Garden by Deborah Kogan Ray ISBN-10: 0761326537

The Beautiful Christmas Tree by Charlotte Zolotow ISBN-13: 978-0618152452

The Tiny Seed by Eric Carle ISBN-13: 978-0887081552

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

Materials Needed:

Newspaper

Tin Cans

Compost

Seeds

Directions:

1. Take a sheet of newspaper and fold it along its length almost in half, leaving a portion at the top showing.

2. Fold this top portion over the previously folded section to create a thicker top.

3. Take a tin can and place it so that the edge of the can is level with the top edge of the paper. Roll the can along,

rolling the paper along with it so as to create a paper tube.

4. Place the can with paper around it top end down. Fold the extra newspaper inwards, flat on the bottom of the can (this

creates the base of the pot).

5. Remove the can from inside the newspaper pot.

6. Fill with compost and plant seeds. Record progress in a journal book.

7. When plants have grown large enough to plant outside, you can plant the entire pot in the ground. The newspaper will

degrade into the soil.

Lesson Extender:

You can also turn empty tissue rolls into little boxes that are just the right size for starting plants!

1. Collapse the empty tissue roll by setting it on its side and pressing it flat so that it forms a rectangle.

2. Placing it so that one of the long sides is closest to you, cut a vertical line down the middle of the roll. Be sure to cut

through both layers of the cardboard.

3. Select one half of the roll and pop it back to its original shape. It will look more square than round. Make 4 cuts along

one of the open ends. Cuts should be approximately 1/2” deep and equidistant apart. These are your flaps.

4. Crease each of the flaps by folding inward.

5. Now fold the flaps closed as you would the flaps on a box.

6. Set your seed starter pot upright so that it rests on the folded flaps. Place on a tray or plate to keep from leaking.

7. Fill with potting soil, seeds, and water. These can also be planted in the ground once the plant is large enough.

6

Objective: Students will be working together to make a pizza garden in a section of the school garden.

They will learn many skills needed to make a successful pizza!

Background Information & Materials Needed:

Tomatoes

A paste tomato variety, such as Roma, is recommended. Roma tomatoes are

good canning and sauce tomatoes. Plant one tomato plant in your pizza

garden.

Wheat

Hard Spring Red Wheat is planted in the Northern Plains States where the

winters are too severe for winter wheat production. The rich, black soil and dry,

hot summers make it ideal. It is primarily to make breads. Most farmers in

Illinois plant soft red winter wheat. This wheat can be grown in more humid

environments. It is mostly used to make cakes, cookies and snacks.

Onions

Red, white or yellow onions are recommended. You can plant up to 10 sets in

your pizza garden. Each set has four small onion bulbs. You can plant more

sets if you want to grow more than 40 onions.

Peppers

Any green, sweet, bell type of pepper can be planted. Red peppers are simply

ripened green peppers. Green peppers are less sweet and slightly more bitter

than yellow or orange peppers, with red bell peppers being the sweetest. The

taste of ripe peppers can also vary with growing conditions and post-harvest

storage treatment; the sweetest fruit are allowed to ripen fully on the plant in full

sunshine, while fruit harvested green and after-ripened in storage are less

sweet. Plant one to two plants in your pizza garden.

Herbs

Oregano, parsley and basil are the most common herbs on a pizza. Plant two

or three oregano plants. Oregano is a perennial herb that gives pizza the

characteristic taste and wonderful smell. It may be used fresh or dried. Parsley

is a biennial herb that reseeds itself. Plant two or three parsley plants. There

are several kinds of basil varieties, but I recommend sweet basil for your pizza

garden. Basil is an annual herb and you can plant two to three basil plants.

The Tasty Pizza Garden

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Common Core:

CCSS.ELA-Literacy.RI.3.7; RI.3.10

CCSS.Math.Content.3.MD.B.4


Structures and Processes: 3-LS1.1

Suggested Reading:

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

Pizza Ag Mag

Directions:

This garden is shaped like a pizza. In your garden area, mark off a circle by putting a stake upright in

the ground. Attach a three and a half foot piece of string to the stake. Keeping the string tight, walk

around in a circle and mark the ground to show the garden's border. Divide the circle into six equal

wedges. Each wedge will be approximately 6.4 square feet.

Lesson Extenders:

Have students write about their favorite pizza toppings, and why they like them.

Create your own salad garden next to your pizza garden.

Some people enjoy salsa on top of their pizza, so create a salsa garden, too.

Plant a garden in a children’s size pool.

Thanks to the University of Nebraska/Lincoln

8

Soil Sam

Objective: Students will have a better understanding of the growth and development of a seed

and the factors that affect it.

Common Core: CCSS.Math.Content.3.MD.A.2; 3.MD.B.3


Structure Function and Information Processing: 3-LS1-1

Materials Needed:

• Potting Soil • Fabric • Water • Jiggle Eyes

• Untreated Grass Seed • Baby Food Jars • Knee High Stockings

Directions:

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

The toe of the stocking is the top of the head for Soil Sam. The grass will look like hair when it

grows.

2. Pack a handful of soil (roughly 1-1.5 cups) in the end of the stocking on top of the grass seeds.

Make sure the ball of soil is slightly larger than the baby food jar or the water bottle.

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

4. Completely wet the head of Soil Sam. Place the top of the stocking (the bottom of Soil Sam) in the

jar filled with water, making sure the head is above the mouth of the jar. The end of the stocking

will absorb the water to feed the grass seeds, which will germinate through the stockings. You may

have to poke a few small holes in the top of Soil Sam to help the grass get through.

5. Now 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 grow better or

faster with fertilizers? Try it out. Add different fertilizers to the soil and water to see which grows

best.

6. Measure Soil Sam’s “hair” each day. Make a bar graph to represent the data collected. Compare

with a classmate at the end of the experiment. Make sure you compare with someone that has

used a liquid other than water, or someone who placed their Soil Sam in a different location.

Discuss the differences observed.

http://www.corestandards.org/Math/Content/3/MD/B/3/

9

Digging In The Dirt

Objective: After students complete their Soil Sam, they will work together on improving their

writing and speaking skills.

Common Core: CCSS.ELA-Literacy.SL.3.1; SL.3.4; W.3.2


From Molecules to Organisms: Structures and Processes: 3-LS1-1


IAITC Soil Ag Mag

Directions:

1. The students will first discuss the steps they went through to make their Soil Sam and will make a

list of the steps. If you, the teacher, hear the students use words such as first, next, last, or later,

try to bring that up in discussion because they will be writing those words later in the lesson.

2. Next, explain they will be writing a paragraph about the steps it took to create Soil Sam. Once

the paragraph is complete, the group of students will evaluate each other’s paragraph and make

suggested changes.

3. Once that is complete, you will explain the criteria each paragraph needs to contain. Ask the

students if they used words such as first, next, and last. Discuss what a topic sentence should

contain and whether or not they included one. As a class, come up with an example of a well

written topic sentence.

4. The next three sentences must begin with first, next and then. Have the students come up with

three sentences with guided help if needed.

5. Last, the students will write a closing sentence. Work as a class to come up with an example of a

closing sentence to make sure they are on the right track.

6. Once the paragraphs are complete, the students will share with the class and evaluate each

other. The teacher will evaluate the first student to show the other students what it means to

evaluate their peers.

Adapted from Regan Aymett

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Diary of a Worm

Objective: Students will work on their comprehension, speaking and listening skills while reading a fun and educational book.

Common Core: CCSS.ELA-Literacy.RL.1.3; RL.1.7; SL.1.1; SL.1.4; SL.1.6


Diary of a Worm by Doreen Cronin ISBN-13: 9780060001506

Materials Needed:

Worksheet on page 11

Pencil

Directions:

1. Read Aloud and Discussion of the Story

Partner up students up before beginning the read aloud, and have them sit next to their partner.

Assign them numbers (1 & 2).

The teacher will begin reading the story and stop part way through to have a class discussion.

The teacher will say, “We’ve learned a bit about Worm so far. Let’s talk about him. How can we describe him?” Person 1 is the speaker, while person 2 is the listener. Ask your partner what they think and what their evidence is. Have a group discussion. This is very important because using effective questioning techniques can challenge your students to think deeper. Ask other questions like, “What do you think about what (s)he just said? Do you agree or disagree? Why?”

Then the teacher will say, “There are 2 parents in the story. How can we describe them?” Partner 1 will now be the listener, while partner 2 is the speaker. Then, come together as a class and discuss the students’ answers.

2. Guided Practice (We Do)

Using the worksheet on page 11, the students will describe the character in one or two words and write them in column two. They will then draw a picture in the last column that matches the describing words.

Next, students will complete a Venn Diagram with their partner. They will compare and contrast Worm and his best friend Spider. They will fill the outside circles with how the two are different, and the inside circle with how they are similar.

Once they are finished with both the worksheet and the venn diagram, the class will have a discussion. Ask questions such as, “What did we learn about the characters in the story? How are Worm and Spider alike? How are they different?” The students will turn in both assignments.

Adapted from Valerie Gresser

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Worm

Spider

Daddy & Mom

Character

Describing words

Picture to match describing

words

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Lego Array

Objective: Students will learn what an array is and many different ways

to make one.

Common Core:

CCSS.ELA-Literacy.RI.3.1; RI.3.10

CCSS.Math.Content.3.OA.A.1


One Hundred Hungry Ants by Elinor J. Pinczes ISBN-13: 9780395971239

Directions:

1. Begin by reading the book, One Hundred Hungry Ants.

2. Discuss, as a class, what an array is and how the book shows many different arrays.

3. The ants decided that 2 lines of 50 would get them there sooner than 1 line of 100. After moving to the 2 lines of 50, they decided that 4 lines of 25 would get them there even sooner so they moved into those lines. Next, they moved into 5 lines of 20, and then lastly 10 lines of 10.

4. Using manipulatives (Legos), have the students make all the different arrays that were men-tioned in the story.

1 X 100

2 X 50

4 X 25

5 X 20

10 X 10

5. Once they complete the different arrays, let the students work together to make additional arrays with different numbers. The students can build with legos to create a garden of sweet corn or a field of dent corn. How many rows of corn would they plant in their field or garden?

6. Have a few students show some arrays they created.

Lesson Extender:

Have students plant seeds in the school garden and decide as a class what array you want to use in the garden. Read through the Specialty Crop Ag Mag for ideas of what to plant in the garden that is easily grown in Illinois. Have the class vote on which specialty crops to plant and take care of.

Adapted from Jennifer Valentine

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Garbage Helps Our Garden Grow!

Objective: Students will learn about composting on a small scale. They will also work on their speaking and listening skills throughout this lesson.

Common Core: CCSS.ELA-Literacy.RI.3.10


Structures and Processes: 3-LS1.1


Garbage Helps Our Garden Grow: A Compost Story by Linda Glaser ISBN-13: 9780761349112

Materials Needed:

One empty clean water bottle for mini composter

Soil (can be dug from school grounds or potting soil)

A handful of food scraps such as orange peels or lettuce leaves chopped into small pieces

Ruler

Scissors

Masking tape

Directions:

1. Explain to the students they will be able to view composting in the classroom on a small scale. Show students the materials collected.

2. Using scissors and following the diagram, cut off the top two inches (below the mouth) of the bottle. Save this portion for later.

3. Place 1’’ of soil in the bottom of the bottle. Do not compact the soil.

4. Place food scraps on top of the soil and cover with another 1” of soil.

5. Using scissors carefully poke 5-7 air holes in the top (cut off) portion of the bottle.

6. Use masking tape to secure the two sections of the bottle, being careful not to cover the air holes with tape.

7. Place the bottle in a sunny place that is not too hot or too cold.

8. Over the next 1-2 weeks, shake the bottle once daily to mix the soil and food scraps, being care-ful not to spill. This represents the turning that would ordinarily occur in a backyard compost pile and allows air and moisture to circulate through the soil and scraps.

9. Discuss with the students what they observe each week. Is the food decomposing? Why or why not?

What would happen if the bottle were not shaken?

What would happen if there were no air holes in the bottle?

Why was the soil added?

Adapted from Wake County Environmental Services, Solid Waste Management Division

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Soil, Seeds, Roots and Grass!

Objective: Students will watch the entire process from seed to sprout to tall grass. They will also discuss and write about their observations.

Common Core:



Structures and Processes: 3-LS1-1


Oh Say Can You Seed? by Bonnie Worth ISBN-13: 9780375810954

What Do Roots Do? by Kathleen V. Kudlinski ISBN: 9781559719803

Soil by Melissa Stewart ISBN: 1403400962

Soil Ag Mag

Materials Needed:

House plant soil

CD case (the original 1/4” thick ones)

Grass seeds

Rubber band

Paint markers

Stickers

Directions:

1. After reading, What Do Roots Do?, you will start the experiment! Start with just a couple spoonfuls of house plant soil soaked in enough water to get it really wet. Hand squeeze it and spread it out in the bottom of an open CD case (the original 1/4" thick ones).

2. Spread about a teaspoon of grass seeds near the top edge. Close the case, wrap with a rubber band to keep shut, and set in a window.

3. Prepare a graph to record the growth on a daily basis once the seeds begin to sprout.

4. You should observe fuzzy little seeds in 2 or 3 days, and the grass a few days after that. The soil stays wet for a long time, but if it appears to be dry, the lid can carefully be lifted and water sprinkled inside.

5. Paint markers can be used for drawing tiny little lady bugs on the CD case, or lady bug stickers can also be used.

6. Based on your observations, draw a scaled bar graph to represent your data and write a paragraph explaining what happened.

Adapted from Kathy Barbro

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Water Cycle Bracelet

Objective: Students will review the steps of the water cycle and create a water cycle bracelet in their own creative order. They will be presenting their personal water cycle bracelets to the class and explaining why they chose the order they did. Common Core: Language Arts: CCSS.ELA.SL.3.1; W.3.2 Next Generation Science Standards: Earth’s Systems: 2-ESS2-3 Suggested Reading Materials: Water (Sources.Use.Conservation) by Nancy Carlson ISBN: 9781926781105 Directions: This activity uses 10 beads to represent the water cycle. The beads are used to show the paths water takes through its various states – solid, liquid and vapor, as it moves throughout Earth’s systems – oceans, atmosphere, ground water, rain, streams, etc. 1. Give each student a piece of yarn, leather, rope, or a pipe cleaner. 2. Show the students that each colored bead represents a different stage of water in Earth’s systems. 3. Ask the students to string one of each colored bead on their bracelet. Tell them to string the beads in any

order they like. 4. After the bracelets are complete, ask the students to show you their personal water cycle. For example, if

their beads are in the following order: clouds, puddles, plants, etc., the students explain the water started in the clouds, then it rained and fell into puddles on the sidewalk, then evaporated and collected on the plants overnight. Each student will have a different water story to tell.

The beads and what they represent are as follows: Sun (yellow) – the sun is the source of all energy on earth and powers the water cycle. Water Vapor (clear) – the part of the water cycle where water is suspended in the air or is steam and

humidity. Clouds (gray) – when water vapor condenses but is still in the air. Rain (sparkling clear) – moisture from clouds falls to the earth as a liquid. Snow (white) – moisture falling as a liquid in the frozen state. Erosion (brown) – rain causes erosion where soil is unprotected by vegetation. Soil particles are

suspended in the water runoff. Oceans (dark blue) – Earth’s weather factory. Moisture evaporates from the oceans by the sun’s heat

and is carried around Earth by winds. Lakes (sparkling blue) – the way we like to see a lake. Collects water from streams, and also evaporates

water into the atmosphere. Puddles (sparkling brown) – rainwater collects in low spots, streets, and sidewalks, and it also collects

pollutants (dirt, trash, car fluids, etc.) Puddles evaporate or go into storm sewers. Plants (green) – Plants take in water through roots and evaporate water into the atmosphere through

leaves – a process called transpiration.

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Don’t Use It All Up

Objective: Students will learn many different ways to save and reuse water.

Common Core:

CCSS.ELA-Literacy.SL.3.1; W.3.2



Engineering Design: 3-5-ETS1-2

Materials Needed:

Clear container with 4 cups of tinted water

Marker or masking tape

Small pieces of sponges (one per student)

Second container for sponges

Ruler

Directions:

1. Measure about 4 cups of tinted water into the container. The container represents 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 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 change in the water level. Mark the new water level on the outside of the container with a marker or masking tape. Measure the difference, in inches, between the two marks on the container.

5. Help students understand the demands of a large population on natural resources 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 used. 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 and mark it using masking tape or a marker. Measure the distance between the first mark and the last mark. It will be lower than when the lesson began. Ask:

• Why doesn't the water level return to the mark after the sponges are squeezed?

• What are some resources that are renewable?

Adapted from Project Food, Land and People

17

Your Garden Can “Bee” Attractive to Pollinators

Objective: Students will observe pollinators visiting their flowers while learning what pollination is.

Common Core: CCSS.ELA-Literacy.RI.2.3; RI.2.10; W.2.7

Next Generation Science Standards: Interactions, Energy, and Dynamics: LS2.A


The Honey Makers by Gail Gibbons ISBN-13: 9780688175313

The Beeman by Laurie Krebs ISBN-13: 9781846862601

Materials Needed:

A variety of seeds to encourage visitors during all seasons.

A few examples of seeds loved by pollinators are included below.

Spring: Sweet William and Petunias

Summer: Zinnias and Salvias

Fall: Asters and Marigolds

Bee journal

Pencil

A space in a garden to plant all your seeds

Flower pots if garden space isn’t available (soil & water)

Directions:

1. Review pollination with the students. Study each seed that you plan on planting in your garden.

Research needs to be completed to understand the best spots to plant each seed (Example: Complete

sun/partial sun/shade).

2. Gather the supplies your class will need to plant the garden and begin planting.

3. Have students keep a detailed journal and chart of plant growth as well as how frequently their flowers are

being visited by pollinators.

Adapted from Explore Honey Bees by Cindy Blobaum

18

Growing Letters

Objective: This activity is designed to allow students to observe the germination

process and what factors encourage growth and what factors can discourage growth.

Common Core:

CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; RF.K.1; W.K.2; W.K.7; W.K.8; SL.K.3


From Molecules to Organisms: Structures and Process: K-LS1-1

Earth’s Systems: K-ESS2-2

Earth and Human Activity: K-ESS3-1


The Tiny Seed by Eric Carle ISBN-13: 978-0887081552

Materials Needed:

Seeds

Glue

Crayons

Construction paper

Water bottle

Wax paper or cookie sheets

Directions:

1. Cut large sheets of construction paper in half (hot-dog style). Each student receives a 1/2 piece of paper.

2. Next, write each student’s name on the construction paper strip using the crayons. Older students can write their

own name. You could also have them write vocabulary words.

3. Now place the strips of construction paper on a cookie sheet or a piece of wax paper and have each student trace

over their name/vocab word with glue. Elmer's white school glue will work or a glue stick.

4. Once the student has traced his or her name/vocab word in glue, have them shake the seeds over the glue. If you

use small seeds like radishes, carrots or even grass seeds you can put them in shakers to help students place the

seeds easier. Old rinsed out plastic spice jars work really well.

5. Set to the side to let glue dry.

6. Once the glue is dried, place the projects in Ziploc baggies and spritz with water. Do not saturate the paper but do

get the seeds damp. The seeds should be kept damp to ensure growth. Seal up the baggie and tape it to a

window, chalkboard, or wall. You may want to hang a clothes line under a chalk tray and use clothes pins to hold

the gloves on. Watch as the water cycle occurs inside the baggie and the students’ seeds begin to germinate.

7. Keep an observation journal.

19

Tops and Bottoms

Objective: After completing this activity, students will have a better understanding of how garden vegetables grow and what part of the vegetable they can eat.

Common Core:

CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; RF.K.1; W.K.2; W.K.8; SL.K.2; SL.K.4; SL.K.5





Tops and Bottoms by Janet Stevens ISBN-13: 9780152928513

Materials Needed:

Vegetable template from www.agintheclassrom.org

Hole Punch

Two white paper plates per student

Scissors

2 Paper Fasteners (brads)

Glue

Colored pencils or crayons

Directions:

1. Have students color and cut out the vegetables from the vegetable template.

2. Next, have students fold one plate in half and draw a line down the center of the plate. Color one half of the plate blue and the other half brown.

3. Now have students glue the vegetables on the colored plate. The blue space will serve as the sky, so an-ything that grows on “top” should be placed on the line “growing” into the blue, and anything that grows from the “bottom” should be placed on the line “growing” into the brown side of the plate. When finished, all the vegetables should be lined up on the center line (fold) with the “tops” vegetables showing in the blue and the “bottom” vegetables showing in the brown.

4. Next, write on the second paper plate the words “Tops” and “Bottoms” in their corresponding place on the plate. Now fold the plate in half and cut along the fold.

5. On the left side of the first plate (the one containing the vegetables) place two hole punches about 3 cm in, one above the line and one below the line.

6. Lastly, place the two halves labeled “Tops” and “Bottoms” on top of each other and place a hole punch 3 cm in on the left side. Line up the holes of the half labeled “Tops” with the hole above the line on the dec-orated plate and place a brad to secure the plates. Do the same with the half labeled “Bottoms” and the hole below the line on the decorated plate. Now the bottom plate should have a cover. When the “Tops” is pulled up it should reveal the crops that grow on top and the same with the “Bottoms.”

http://www.agintheclassroom.org

20

Tomato Spinners

Objective: After completing this activity, students will have a better understanding of how vegetables grow and

why they are an important part of their diet.

Common Core:

CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; W.K.2; W.K.8

CCSS.Math.Content.K.G.B.5




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

Materials Needed:

Stem template from www.agintheclassrom.org or have students draw their own

1 red dinner plate or a regular white plate they can color

Color pencils or crayons

1 brad

1 small white dessert plate

Pencil

Ruler (optional)

Glue

Scissors

Directions:

1. Have the students divide the small dessert plate into eighths by drawing with a pencil and using the ruler as a

straight line guide. Plain white paper can be substituted for the small white dessert plates. Have students trace the

large paper plate on a regular sheet of paper and cut it out.

2. Have the students write an Illinois specialty crop fact or facts about vegetables learned from the reading of the Illi-

nois Specialty Crop Ag Mag or The Vegetables We Eat on each one eighth section.

3. Have the students cut a triangle out of the large plate. It should be 1/8th of the plate in size. It should look like a pie

slice and line up with the lines drawn on the small dessert plate.

4. Have the students attach the red plate to the front of the divided fact plate with a brad.

5. Have the students glue the tomato stem to the top of the tomato.

6. Now the students can turn their tomato spinner and review the facts about vegetables, especially tomatoes!

http://www.agintheclassrom.org

21

Garden in a Glove

Objective: Teach students about seed germination using gloves and cotton balls.

Common Core:

CCSS.ELA-Literacy.RL.K.9; RL.K.10; RI.K.9; RI.K.10; W.K.3; W.K.7; W.K.8; SL.K.3





Oh Say Can You Seed by Bonnie Worth ISBN-13: 9780375810954

Materials Needed:

Clear Plastic Glove

5 Cotton Balls

5 Types of Seeds

Pencil

Water

Yarn

Marker

Directions:

1. Write your name on a clear plastic glove. Food service gloves work well.

2. Label each finger of the glove with the type of seed you will be planting. (note: with younger children, it may be eas-

ier to plant each finger with the same type of seed—all carrot or all lettuce—to avoid mixing of seeds)

3. Wet five cotton balls and wring them out.

4. Dip each cotton ball in a different type of seed.

5. Put each cotton ball with the seeds attached into each finger of the glove. (hint: you may have to use a pencil to get

the cotton ball all the way to the tips of the glove fingers)

6. Blow a little air into the glove and then tie it closed at the top with a piece of yarn.

7. Tape the glove to a window, chalkboard, or wall. You may want to hang a clothes line under a chalk tray and use

clothes pins to hold the gloves on.

8. The seeds will germinate in 3 to 5 days. Transplant the seeds at about 1 1/2 to 2 weeks by cutting the tips of the

fingers off the glove. Transplant the small plants, cotton ball and all, into soil or sphagnum moss.

9. Keep a plant growth journal.

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Compost Lab

Objective: Students will explore how organic material decomposes and becomes part of the soil.

Common Core: CCSS.ELA-Literacy.RL.2.1; SL.2.1


Matter and its Interactions: 2-PS1-1; 2-PS1-2


How Groundhog’s Garden Grew by Lynne Cherry

ISBN-13: 978-0439323710

Materials Needed:

4 clear 2-liter bottles, with labels removed, per group of 4-6 students

Cut off the tops of 2 bottles so they are 10 centimeters (4 inches) tall.

Cut off the tops of the other 2 bottles so they are 23 centimeters (9 inches) tall.

Scissors and rulers

Magnifying glasses

Paper plates & plastic spoons

2-3 liters of natural topsoil

Vegetable scraps, grass clippings, leaves, shredded newspapers

Spray bottle filled with water per group

Thermometer

Handout, attached


In the book, the author writes, “… When they finished, Squirrel added composted leaves to her garden as fertilizer for the

coming year.” What does this mean? It means natural soil is something that comes from rotting plants and other

materials. The rotting plant materials make the soil rich in nutrients. This is a natural cycle called decomposition. If there

was no decomposition, there would be no plants. There are microscopic organisms in the soil, such as bacteria.

Temperature plays a role in decomposition. The warmer the temperature, the better the rotting plant material

decomposes.

Adapted from Virginia AITC

http://www.corestandards.org/ELA-Literacy/SL/2/1/

23

Directions:

1. Teacher reads How Groundhog’s Garden Grew to students. Be sure to point out where Squirrel adds composted

leaves to her garden for the coming year.

2. Discuss the purpose of composting with students. List examples of things that may be used for composting

(examples: leaves, food scraps, grass clippings, coffee grounds). Explain composting is a form of recycling.

3. Tell students they will be creating their own compost.

4. Each group will create 2 sets of composting bottles.

5. Students should collect topsoil near school. If possible, include, leaf litter and grass clippings in the soil sample.

6. Give each group of students a paper plate, a plastic spoon, and magnifying glasses. Place a large scoop of soil on

each plate and ask students to list what they see in the soil.

7. Create a class list of what students observed in the soil.

8. Ask students: How will the organic part of the soil change over time? It will decompose.

9. Each student should complete the handout that is attached.

Lesson Extender:

Include other variables in the lab. Examples: place one bottle near a heat source and the other in a cool place; place

an earthworm in one of the bottles.

Have students graph the rates of decomposition of the two bottles.

Compost Lab for How Groundhog’s Garden Grew

Your teacher will give you the necessary materials to complete this lab. Please follow the directions carefully. You will have to record your observations over the next 7 days.

1. Start with the 2 short soda bottles (4 inches) that have their tops already cut off. Fill each of them with a mixture of grass clippings, leaves, vegetable scraps, and shredded newspapers. Fill until it is 1 inch from the top. Spray one bottle with water until it’s very damp. Leave the other bottle dry.

2. Take a tall soda bottle (9 inches) and turn it upside down over the damp bottle. Slip the tapered end of the taller bot-tle inside the shorter one and push them together, making sure the seal is snug. Repeat the same thing to the dry bottle. Make sure both soda bottle cylinders fit tightly. If the compost bottle with the holes (see below) begins to dry out, take it apart and spray more water on it.

3. On the WET composting bottle, use a thumbtack to gently punch 15 small holes into the top cylinder of the bottle. Do NOT punch any holes in the other compost bottle. Use tape to seal the connection between the 2 bottles.

4. What are the environmental differences between your two compost bottles? Is that going to impact what will happen in the compost bottles? Explain.

5. Predict what you will see in each bottle over time.

6. Over the next 7 days, you will record your observations on the chart. At the end of 7 days, which compost bottle promoted faster decomposition? Explain.

24

Date & Time Wet Compost Bottle Dry Compost Bottle Air Temperature

1

2

3

4

5

6

7

25

Soup or Salsa?

Objective: Students participate in creating a food product, identify and explain the steps in production, and de-

scribe the influence of those steps in the cost of the item.

Common Core:

CCSS.ELA.Literacy.SL.2.1; CCSS.Math.Content.2.MD.C.8


Matter and its Interactions: 2-PS1-1


How Did That Get in My Lunch Box? The Story of Food by Chris Butterworth ISBN-13: 9780763650056

Who Grew My Soup? by Tom Darbyshire ISBN 9781412745444

Materials Needed:

Salsa or soup ingredients from the garden

Canned salsa or soup from the grocery store

Price estimates for each vegetable

Small plastic deli cups to collect ingredients

Cutting boards

Knives

Latex or plastic gloves


After ripening and harvest, the sooner a vegetable or fruit is eaten, the more nutrition it contains. For example, 58 per-

cent of the vitamin C in fresh picked green beans is lost after three days. Review the list of locally grown vegetables, and

their seasonal availability. Today’s fast-paced lifestyle has created a demand for quick, pre-packaged foods that may

have been harvested before fully ripe and/or a long time before they are consumed. Researchers are just beginning to

see the negative nutritional effects of highly processed, preservative and salt-heavy foods. In addition, processed foods

cost more than raw ingredients because of all the steps involved.

Adapted from Florida AITC


http://www.corestandards.org/Math/Content/2/MD/C/8/

26

Directions:

1. Review kitchen safety rules with students.

2. Draw an activity chart on the chalkboard or whiteboard that includes the following categories: Job, Process,

Materials, Labor, Energy, Cost.

3. Ask: “What’s the difference between these raw products and the finished product? What steps do you think are in-

volved in creating this product? Where is this done?”

4. Ask: “If we turned our class into a salsa/soup factory, how much do you think we would need to charge for our prod-

uct in order to cover the cost of production?”

5. Record predictions.

6. Divide the class so that each group of students has a job:

Farmer (grows and harvests vegetables)

Washer (washes vegetables)

Preparer [gets vegetables ready for slicing (removes tops, stems, etc.)]

Slicer (slices vegetables)

Blender (adds other ingredients)

Packager and Labeler (puts finished product into containers)

Trucker (carries product to storage area).

7. Take the class through each step verbally, determining how much time and how many resources are required at

each step.

8. Create the product.

9. Once product is complete, go down the line and ask students how much they would add on to the cost of the raw

materials to cover their time and other resources.

10. Add up total cost of product.

11. Ask: “Is it more cost-effective to make salsa at home or buy it at the store?”

12. Have students justify their answer.

27

Self Watering Container Gardening

Objective: Students will build an easy self watering container garden for their seeds of choice. They will learn

what is needed to make their seeds grow.

Common Core:

CCSS.ELA-Literacy.RL.2.1; SL.2.1


Matter and its Interactions: 2-PS1-1; 2-PS1-2


Out and About at the Greenhouse by Betsy Kemper; ISBN-13: 978-1404822795

Materials Needed:

2 liter bottle

Potting soil

Yarn

Phillips screwdriver and a hammer (teacher or adult volunteer only)

Directions:

1. Use a Phillips screwdriver and a hammer to punch a hole in the center of the bottle cap. (teacher or adult volunteer)

2. Cut the bottle in half. (teacher or adult volunteer)

3. Cut a length of yarn about one foot to 1 1/2 feet long, double it over and tie a loop on one end.

4. Thread the yarn through the hole in the bottle cap so the knot is on the inside of the cap.

5. Add potting soil and seeds.

6. You need to water the soil from the top the first time in order to make sure it is uniformly wet and the yarn is also

wet.

Adapted from Dream Garden 101


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Caterpillar Handprint Art

Objective: Students will learn about the lifecycle of a caterpil-

lar and the different specialty crops that the caterpillar eats to be-

come a beautiful butterfly.

Common Core:

CCSS.ELA.Literacy.RL.K.1; RL.K.3; RI.K.10; SL.K.2


The Very Hungry Caterpillar by Eric Carle ISBN-13: 978-0399226908

Ten Little Caterpillars by Bill Martin Jr ISBN-13: 9781442433854

Materials Needed:

1 large sheet of paper

Googly eyes

Tempera paint

Paintbrushes

1 sheet of orange construction paper

Craft glue

Large bucket of soapy water (for cleaning up)

Large towel

Directions:

1. Start by reading The Very Hungry Caterpillar to your students.

2. The students will ask and answer questions about the key details in the story.

3. Find an area outside or lay down newspaper before you begin.

4. For the caterpillar’s body, paint your palm green and your fingers blue (his legs).

5. Make four handprints in a row for the body. Paint in a red head and give him a face. Use your pointer finger dipped

in black paint to make two antennae.

6. Now add some things to your scene. Try a sun (handprints rotated around in a circle) and a butterfly, made using

three handprints for each wing and a body cut out of construction paper and glued in the center.

7. Take time to show the students different Ag Mags to discuss some of the foods the caterpillar ate. Example: Apple,

Dairy, Specialty Crop

8. If there is time, have the students add some of the different foods to their pictures.

Adapted from Kidspot

29

Objective: Upon completion of this activity, students will have a better understanding of the plant germination process.

Common Core:

CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a

CCSS.Math.Content.4.MD.A.2


Structure & Properties of Matter: 5-PS1-4


Soybean Ag Mag

Soybean Terra Nova

Super Soybean by Raymond Bial ISBN: 0807575496

Oh Say Can You Seed by Bonnie Worth ISBN: 0375810951

Materials Needed:

• Jewelry Size Resealable Bag • Measuring Spoons • Hole Punch • Water

• Crystal Soil • Soybeans • Yarn

Directions:

1. Punch a hole in the top of your bag.

2. Place 1/4 teaspoon of Crystal Soil into the bag.

3. Add two soybeans to the bag.

4. Add one tablespoon of water.

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.

Apply mathematics to ensure accurate measurements. This will help grow a healthy soybean.

Vocabulary:

Seed Coat—outside cover that protects the seed.

Embryo—part of a seed that develops into a new plant, including the stem, leaves and roots.

Cotyledon—the first leaf or pair of leaves within the embryo. A part of the seed that stores food.

Beanie Baby

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Other Gardening Books

A Fruit is a Suitcase for Seeds by Jean Richards ISBN-13: 9780822559917

A Seed in Need by Sam Godwin ISBN-13: 9781404809208

From Seed to Plant by Gail Gibbons ISBN-13: 9780823410255

Harvest Year by Cris Peterson ISBN-13: 9781590787830

Lily’s Garden by Deborah Kogan Ray ISBN-13: 9780761326533

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

Seed, Soil, Sun: Earth’s Recipe for Food by Cris Peterson ISBN-13: 9781590789476

The Giant Carrot by Jan Peck ISBN-13: 9780803718234

Under Ground by Denise Fleming ISBN-13: 9781442458826

Up, Down, and Around by Katherine Ayres ISBN-13: 9780763640170

Water: Sources, Use, Conservation by Nancy Carlson ISBN: 978-1-926781-10-5

Who Grew My Soup by Tom Darbyshire ISBN-13: 9781412745444

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1701 Towanda Ave.

Bloomington, IL 61701

Phone: 309-557-3334

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