1

A Guide to Activities for a

School Wide STEAM Event

Featuring Science, Technology, Engineering, Agriculture, and

Mathematics

Courtesy of

Illinois Agriculture in the Classroom

Your

Ticket to

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Family Photo ................................................................................................................................ 5

Apple Tree Plinko ......................................................................................................................... 6

Dairy Hopscotch ........................................................................................................................... 8

Football Toss .............................................................................................................................. 12

Boats Deliver ................................................................................................................................ 17

Pumpkin Catapult ......................................................................................................................... 19

Water Race .................................................................................................................................. 21

Are You Taller? ............................................................................................................................ 24

Notes ............................................................................................................................................ 26

Table of Contents

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5

F MILY PHOTO

Objective: Participants will take a family photo that incorporates the STEAM

Night activities.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.A.1; K.CC.B.4; K.CC.B.5; K.CC.C.6

Materials:

Camera

White construction paper

Acrylic paint (assortment of colors)

Paint trays (paper plates also work)

Straw cut approximately 6 inches long

Rubber bands

Ag materials to create a picture backdrop

IAITC’s Apple, Corn, Dairy, Livestock, Pumpkin, Soybean, Water and Wheat Ag Mags

Props that correspond with STEAM Night stations (e.g. apple, ear of corn, football, pumpkin, catapult, soybean, boat,

water)

Directions:

1. Advance preparation—Create a picture backdrop with hay bails, corn stalks, and other ag touches as desired.

2. Show participants a picture of a wheat plant. IAITC’s Wheat Ag Mag has a picture. Briefly explain that wheat is

grown in Illinois and many of our favorite foods such as cereal, pizza, and bread have wheat in them.

3. The stem of a wheat plant is known as straw after harvest. Explain to participants that we do not eat straw, but we

do use it for things like animal bedding and straw bails. Participants may have sat on a straw bail as straw bails are

sometimes used to create comfortable seating on hay rack rides.

4. Inform participants that today they are going to use straw for painting.

5. Direct participants to count out approximately ten pieces of straw. Have them gather and even out the straw on

one end and secure with a rubber band about an inch up from the even end.

6. Provide paint and construction paper. Then, have the participant paint his or her last name like pictured above.

7. Show participants the available props (e.g. an apple, ear of corn, football, etc.) Have each participant select a prop.

If the participants have already been to multiple STEAM stations, consider suggesting each individual choose a prop

that best represents his/her favorite STEAM station.

8. Invite the participants to gather for a family photo with their name painting and props.

6

APPLE TREE PLINKO

Objective: Participants will practice addition and subtraction skills with an ac-

tivity that focuses on apple growth and apple harvesting.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.A.1; K.CC.B.4; K.CC.B.5; K.CC.C.6

Materials:

36 x 48 x 3/16 in white foam board

20 x 30 x 3/16 in green foam board

Large grid paper (e.g. gridded wrapping paper)

Tape

Scissors

Hammer

2 3/4 in golf tees

Pencil

Permanent marker

Apple cutouts

Artificial apple (examples: apple ornament, toy apple, decorative apple, red bouncy ball)

Bucket (real or symbolic)

Egg crate for propping Plinko board

Directions:

1. Advance preparation—Make an Apple Tree Plinko Board using the directions that follow. The captioned pictures

above also serve as an abbreviated guide.

A. Tape grid paper to white foam board. Gridded wrapping paper works well.

B. Use a pencil to plot where golf tees will go. In the fully assembled board pictured above (last picture), golf tees are

spaced three inches apart with every other row staggered. This spacing accommodates an artificial apple that is

two inches. Adjust golf tee spacing based on size of artificial apple being used.

C. Use a hammer to drive golf tees into locations marked on grid.

D. Use a permanent marker to draw the outline of tree leaves on the green foam board to make it resemble a tree.

Attach green foam board to the top of the tree trunk (plinko board) as pictured above.

Attach grid paper to foam

board

Plot points for

golf tees

Hammer golf tees into

plotted points

Draw leaves Fully assemble board

using directions below

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Directions continued:

E. Place a bucket at bottom of the tree trunk (plinko board). The bucket can be real or symbolic.

F. Attach apple cutouts with addition and subtraction facts within five to green foam board.

G. Mark Plinko board at top (as pictured on previous page) with numbers one through five to designate

spots where artificial apple can be dropped from.

H. Prop plinko board up using an egg crate to achieve approximately a forty-five degree slope.

2. Briefly discuss that apples grow on apple trees and that most apples are harvested by hand when

they are ready. Use the Apple Tree Plinko Board to point out the basic parts of an apple tree such as

the trunk and leaves. Point out where apples grow on an apple tree.

3. Point out the numbers one through five marked on the Plinko board. Inform participants the goal is

to harvest the apple by dropping the apple from one of the numbers (one, two, three, four or five)

and getting it into the bucket below the Plinko board.

4. Direct the participant to determine, and then share, which number she thinks will give the best

chance of having the apple land in the bucket.

5. Give the participant an apple cutout (as pictured on previous page). Have the participant write an

addition or subtraction problem on the apple cutout that equals the number she indicated in the

step above.

6. Have the participant tape the apple on the tree where apples grow.

7. Give the participant the apple for the drop. Direct the participant to drop the apple from her

previously chosen number. Watch the apple as it bounces between tees and moves down the plinko

board.

8. If the apples makes it in the bucket, the participant earns a prize.

Suggested Prize Details:

• Participants earn a prize if their apple makes it in the bucket.

• Prize suggestions—apple shaped eraser, apple sticker, apple themed book or an apple snack (e.g. a

fresh apple, apple juice, dried apples, etc.)

Back in the Classroom:

• Participate in the Great Apple Crunch Day on the second Thursday of October by providing every stu-

dent with an apple.

• Make Apple Chains found at agintheclassroom.org to help students understand the life cycle of an

apple before harvest.

• If seasonally appropriate, take a field trip to a local u-pick orchard.

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DAIRY HOPSCOTCH Objective: Participants will practice counting skills through a dairy-

focused hopscotch activity.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.A.1; K.CC.B.4

English Language Arts: CCSS.ELA-Literacy.RI.2.5; RI.3.1

Complimentary Reading:

IAITC Dairy Ag Mag

Hooray for Dairy Farming By Bobbie Kalman ISBN:

9780865056640

Materials:

IAITC Dairy Ag Mag

Painters tape

Dairy by the Numbers (found on following page)

Dice (one)

School milk cartoon

Directions:

1. Advance preparation— Use painters tape to make a hopscotch board on the floor. A sample hopscotch

board diagram is on the following page. Place Dairy by the Numbers questions (found on following page)

on the hopscotch board, one question per square.

2. (Directions for partners) Explain to participants this is a partnered activity. Adaptations for making this a

solo activity are provided on the next page. One participant is the helper. He will roll the dice, help his

partner read dairy related questions (if needed) and use a Dairy Ag Mag (if needed) to answer the

questions. The helper should be a person, such as a parent, capable of comprehending an Ag Mag with

ease.

3. The other participant is the hopper. She will be tossing a milk carton, hopping on a hopscotch board and

reading questions on a hopscotch board. Traditional hopscotch guidelines are suggested (e.g. hop on one

foot in the first empty square and each following empty square; hop on two feet at side-by-side squares).

The hopper may be “frozen” on one foot at times between the answering of questions.

4. Give the hopper a school milk carton to toss on the hopscotch board and explain that the milk carton

sends the hopper back to the beginning if she lands on it.

5. Next, have the helper roll one dice. Have the hopper hop the number of times indicated by the dice and

read the question that is provided where she landed. At side-by-side squares on the hopscotch board,

two questions will need to be answered before advancing. The helper should help answer the questions,

referencing the Dairy Ag Mag if needed.

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6. Once an answer is given, confirm that it is correct or share the correct answer if an incorrect response is

given.

7. Have the helper and hopper repeat the roll dice, hop, read and answer question process previously

detailed until the hopper completes a rotation of the hopscotch board.

8. A prize should be awarded to participants who successfully make a complete rotation of the hopscotch

board.

Adaptations for solo participant:

1. Give the participant a school milk carton to toss on the hopscotch board and explain the milk carton’s

purpose. The milk carton sends the participant back to the beginning if she lands on it.

2. Next, have the participant roll one dice. The number rolled indicates how many hops the participant

should take on the hopscotch board. Have the participant hop the number of times indicated by the dice

and read the question that is provided where she landed. At side-by-side squares on the hopscotch

board, two questions will need to be answered before advancing. Have the participant guess the answer.

Once an answer is given, confirm that it is correct or share the correct answer if an incorrect response is

given. Consider giving a piece of candy or other little prize for each correct answer the participant gives.

Have the participant repeat the roll dice, hop, and answer question process previously detailed in this

step until the participant completes a rotation of the hopscotch board.

Suggested Prize Details:

• Prize suggestions—coupon for free school lunch milk, pass to enjoy a dairy product during school, dairy

themed book

Back in the Classroom:

• Identify dairy topics that connect to your curriculum and invite a guest speaker to talk to your class about

the topic. For example, invite a dairy farmer to talk about animal care when studying what animals need

to survive.

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Sample Hopscotch Board

What are five ex-

amples of Dairy

products?

How many parts do

Dairy cattle

stomach’s have?

How many essen-

tial nutrients are in

Dairy products?

How many servings

of dairy should you

have each day?

About how many

gallons of milk does

a dairy cow give

each day?

How many dairy

cow breeds are in

the United States?

In what month is

National Milk Day

celebrated?

How many grams

of protein are in an

eight ounce serving

of milk?

How many BILLION

pounds of milk do

Illinois Dairy cows

produce each year?

How many letters

are in the word

dairy?

How much feed

does a 1500 pound

dairy cow eat each

day?

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Dairy by the Numbers

Question Answer

What are five examples of Dairy prod-

ucts?

Accept all reasonable answers. Sam-

ple answers include: milk, flavored

milk, ice cream, cheese, butter, yogurt,

cream cheese, sour cream, cottage

cheese and buttermilk.

How many compartments do Dairy cattle

stomachs have?

4

How many essential nutrients are found

in Dairy products?

9

How many servings of dairy are recom-

mended each day?

3

About how many gallons of milk does a

dairy cow produce each day?

8-10 (hop eight, nine, or ten times)

How many dairy cow breeds are there in

the United States?

7

In what month is National Milk Day cele-

brated?

January (hop one time since January is

the first month of the year)

How many grams of protein are in an

eight ounce serving of milk?

8

How many BILLION pounds of milk do

Illinois Dairy cows produce each year?

About 2

How many letters are in the word

‘dairy’?

5

How much feed does a 1500 pound

dairy cow eat each day?

100 pounds

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FOOTBALL TOSS Objective: Participants will practice counting and informal measurement skills with

an activity that shows how agriculture is part of everyday supplies.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.B.4

Complimentary Reading:

IAITC Beef, Livestock, and Pork Ag Mags

Beef Cattle in the Story of Agriculture By Susan Anderson and Joanne Buggey

ISBN: 9781926781099

From Cow to Shoe By Ali Mitgutsch ISBN: 9780876141519

Materials:

Football

Blowup string instrument

Medicine bottle

Empty paint bottle

Animal banners (found on following pages)

Tape

Directions:

1. Advance preparation— Tape the animal banners found on the following pages to a wall.

2. Briefly explain to participants that many things they use and enjoy like school supplies, electronics, sports equipment

and much more are made possible because of plants and animals. We use plants and animals to make many of the

things we use in our lives.

3. Show participants the animal banners.

4. Have the participant stand at the animal banners and count back a distance of ten heel-to-toe steps from the banners.

5. Provide the football, blowup instrument, medicine bottle, and paint bottle and explain that each of the items is made

from one of the animal’s displayed on the banners.

6. From the distance the participant stepped out, direct the participant to throw each item previously provided at the

banner he thinks shows the animal the item is made from.

7. Regardless of whether the participant guesses correctly, share the correct answer after each attempt. Footballs are

made from hides. The correct banner for participants to throw the football at is the one picturing cattle. Bows for

stringed instruments can be made from horse tails. Insulin and ingredients for other medicine come from pigs. Paint is

made with eggs.

8. Allow the participant to select a prize for each correct throw.

Suggested Prize Details:

• Participants earn a prize for each correct throw.

• Prize suggestions—animal byproduct (e.g. piece of gum, dice, Band-aid, or toothbrush) to help further participant under-

standing that many things we use are made from plants and animals

Back in the Classroom:

• Explore ways agriculture is part of the supplies students use daily. Visit agintheclassroom.org for resources on plant and

animal byproduct uses.

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Animal Banners

14

Animal Banners

15

Animal Banners

16

Animal Banners

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BOATS DELIVER

Objective: Participants will engineer a boat that is able to float while

holding soybeans modeling a barge.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.A.1; K.CC.B.4; K.CC.B.5;

K.G.B.5

Next Generation Science Standards:

Engineering Design K-2-ETS1

Illinois Learning Standards for Social Science:

SS.G.2.K; SS.EC.1.K

Complimentary Reading:

IAITC Soybean and Water Ag Mags

Oh Say Can You Seed? By Bonnie Worth ISBN: 0375810951

Super Soybean By Raymond Bial ISBN: 0807575496

Soybean in the Story of Agriculture by Susan Anderson and JoAnne Buggey ISBN: 9780981133522

State Shapes Illinois By Erik Bruun ISBN: 9781579121013

Drawbridges Open and Close By Patrick T. McBriarty ISBN: 9781941216026

Materials:

Water basin

Water

Fish net (for removing soybean spillage from water basin if necessary to restore water depth)

Variety of building materials including, but not limited to: Aluminum foil, Cling Wrap, balloons, tape, scissors,

popsicle sticks, pipe cleaners, small cups, cardstock

Soybeans

Small cup for pouring soybeans

Device with internet access

Directions:

1. Have participants watch the video linked here. https://binged.it/2Hhk9k5 This video will show partici-

pants how boats and waterways play an important role in transporting Illinois commodities. Boats and

waterways provide a way for large amounts of grain to be transported at low costs.

2. Supply participants with a variety of materials to be used to build a boat. Suggested materials to give par-

ticipants are provided in the ‘Materials’ list above.

3. Inform participants the goal is to use the available materials to build a boat that floats and holds one hun-

dred soybeans.

4. Provide participants time to build their boats.

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5. Once built, have the participant put her boat in the water to see if it floats. If it does not float, allow

the participant to work on a new design. If it does float, direct the participant to begin testing the boat’s

ability to hold soybeans using the following instructions.

A. Begin with a test to see if the boat can hold twenty soybeans. Have the participant count twenty soy-

beans into a small cup. Once they have twenty soybeans, have them pour the soybeans in the boat.

B. If the boat continues to float, have the participant count ten soybeans into the small cup. Ask the partici-

pant how many soybeans the boat will have if it holds the additional ten soybeans. (Answer: 20 +10 = 30)

Then, have the participants proceed to pour the soybeans on the boat.

C. Have the participant continue counting out groups of ten soybeans into the small cup, stating the antici-

pated sum by tens, and testing to see if the boat holds the additional soybeans. Have the participant stop

adding soybeans once one hundred soybeans are in the boat.

6. The boat challenge is complete when whichever of the following happens first: the boat sinks, the boat

starts to spill soybeans, or the boat is holding one hundred soybeans.

7. Allow participants to select a prize if their boat successfully holds one hundred soybeans.

Suggested Prize Details:

• Any participant whose boat holds one hundred soybeans earns a prize.

• Prize suggestions —soy crayons, piece of candy that contains soy (e.g. Tootsie Roll, Hershey’s Milk Choco-

late or other chocolate containing soy, Jolly Rancher Hard Candy, etc.), or allow participants to grow a

soybean with our Beanie Baby necklace found at agintheclassroom.org

Back in the classroom:

• On a following occasion, allow participants to examine a variety of boats. This could be through looking

at pictures of boats, models of boats, or real boats. Repeat the boat building challenge with the goal of

individual improvement.

• Have a discussion about how people and goods move from place to place.

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PUMPKIN CATAPULT

Objective: Students will practice relative position skills by building

a catapult to launch a pumpkin towards a Libby’s pumpkin can.

Common Core:

Mathematics: CCSS.Math.Content.K.G.A.1

Next Generation Science Standards:

Motion and Stability: Forces and Interactions K-PS2-1

Complimentary Reading:

IAITC Pumpkin Ag Mag

Pumpkin Jack By Will Hubbell ISBN: 9780807566664

How Many Seeds in a Pumpkin? By Margaret McNamara and G. Brian Karas ISBN: 9780375840142

Materials:

Popsicle sticks

Rubber bands

Pumpkin (1/2 inch orange craft pom pom)

Libby’s pumpkin can

Device with internet access

Prize bins labeled above, beside, in front of, behind

Ruler

Directions:

1. Have participants watch the video linked here of a pumpkin launcher in slow motion.

https://binged.it/2Gjxwj0 This video will show participants an example of agriculture providing a hobby

and recreational activity.

2. Explain to participants they are going to build a pumpkin launcher using popsicle sticks and rubber bands.

They will then use the device they built to launch a pumpkin (orange pom pom).

3. Show participants four different prize bins. Inform participants the prize bin they get to choose from is

determined by where their pumpkin (orange pom pom) lands in relation to the Libby’s pumpkin can.

Catapult

Model

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4. Have a sample catapult made with popsicle sticks and rubber bands available for participants to see. Par-

ticipants can make the sample catapult or they can make their own design. On the previous page, there

is a picture of a catapult. Directions for making the catapult pictured are as follows:

A. Align two popsicle sticks, one on top of the other. Secure the popsicle sticks together with a rubber band

at one end.

B. Gather five popsicle sticks. Align the sticks, placing all one on top of the other. Secure the sticks together

with rubber bands at both ends.

C. Slide the five sticks between the other two sticks crosswise about half-way. Secure where the sticks inter-

sect by rubberbanding together with an ‘x’ pattern.

5. Provide participants with popsicle sticks and rubber bands to build a catapult.

6. Once participants have built their catapult, have them place it one foot in front of the Libby’s pumpkin

can. Give participants a pumpkin (orange pom pom) for launching. Ask participants where they are

aiming to launch the pumpkin (orange pom pom), helping them use correct terms to describe relative

position.

7. Have the participant launch the pumpkin (orange pom pom).

8. Include the participant in determining the position of the pumpkin (orange pom pom).

9. Allow the participant to select a prize from the prize bin that corresponds with the position where her

pumpkin (orange pom pom) landed in relation to the Libby’s pumpkin can.

Suggested Prize Details:

• Prize bins labeled above, beside, in front of, behind are needed.

• All participants who successfully catapult a pumpkin (orange pom pom) earn a prize. To reinforce relative

position skills present in this lesson, participants should select a prize from the prize bin that corresponds

with the position where her pumpkin (orange pom pom) landed.

• Prize suggestions—pumpkin shaped candy, pumpkin sticker, pumpkin shaped eraser, orange pencil

Back in the Classroom:

• Research different devices used in pumpkin catapulting events. Encourage students to use the additional

information to create a launch that will make an object go the furthest distance.

• Brainstorm scenarios where students have experienced agriculture as part of a hobby or recreational ac-

tivity. Have students journal about the experience.

• To provide a taste of Libby’s Pumpkin, see our Pumpkin Patch Pie in a bag activity found at

agintheclassroom.org.

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WATER RACE

Objective: Students will learn about a key way humans can reduce

their impact on water demand with a water race.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.B.4; K.MD.A.1; K.MD.A.2

Next Generation Science Standards:

Earth and Human Activity K-ESS3-3

Complimentary Reading:

IAITC Water Ag Mag

One Well By Rochelle Strauss ISBN: 9781553379546

All the Water in the World By George Ella Lyon ISBN: 9781416971306

Cloudette By Tom Lichtenheld ISBN: 9780805087765

Snowflake Bentley By Jaqueline Briggs Martin ISBN: 9780547248295

Water Dance By Thomas Locker ISBN: 9780152163969

Materials:

Two cylindrical containers with large openings (e.g. water

pitchers)

Bowl (e.g. non-breakable mixing bowl)

Permanent marker

Small cup (approximately 3 ounce size)

Plastic water bottle (approximately 16 ounce size)

Scissors

Kiddie pool

Tarp

Towels

Water

Artificial plants

Dice (optional)

Carpet remnant or similar nonslip flooring (optional)

Directions:

1. The goal of this game is to fill the containers with the plants with water from the reservoir bowl using the

scoops provided.

Main Materials

Needed

22

2. Advance preparation—

A. Cover surfaces, such as the floor, to protect them from water damage.

B. Fill a kiddie pool with water. This is the water supply for doing the activity repeatedly.

C. Evenly mark fill lines on the two cylindrical containers about one-third from the bottom. Fill the two cylindrical

containers to the fill lines with water. Dump the water into the reservoir bowl. This ensures the reservoir bowl has

exactly the right amount of water needed to reach the fill lines.

D. Put artificial plants in the empty cylindrical containers.

E. Puncture the bottom of a plastic water bottle with scissors.

F. Determine the layout of the water race. A sample race layout is provided on the following page.

G. Take necessary precautions (e.g. putting carpet remnant on floor, using nonslip mats, doing race outside on grass,

etc.) to protect participants from slipping as this activity may cause wet floors.

3. Show participants the cylindrical containers with artificial plants. Tell them their goal is to give the plants the

amount of water they need indicated by the fill lines.

4. Show the participants the bowl filled with water. Explain that the bowl holds exactly the amount of water both

plants need.

5. Using a choosing strategy (e.g. rolling dice, participant with closest birthday, etc.), have one participant choose

either the small cup or the plastic water bottle to use to water the plant. Give the other participant the remaining

item. Do not label the water bottle for the challenge.

6. Establish which plant each participant is watering and explain to the participants the race details. If using the race

layout on the following page, tell participants they will start at the water bowl and they must go back-and-forth to

get from the water bowl to the plant.

7. Tell the participants that when they hear “Go” they may begin to get water from the reservoir bowl using their

container and water their plant.

8. The participant who gets to the fill line first wins. Note: The water bottle can hold more water at a time, but spills,

making it more challenging to water the plant. Spilled water means that both plants cannot receive the amount of

water needed.

9. Using the “water race” as an example, briefly discuss why it is important that we not waste water. If we waste

water there will not be enough water to grow the food we eat or to support the other ways we use water in our

lives. Farmers and ranchers use water to raise the animals and crops that we use for food, fiber and fuel. People

use water everyday whether it be for drinking, bathing, or a variety of other uses. Because we have a limited

supply of water, we must conserve and use it wisely.

Suggested Prize Details:

• Any participant who attempts this challenge, earns a prize.

• Prize suggestions—water cycle bracelet found at agintheclassroom.org, small bottled water with note reminding

participant not to waste water, water themed sticker (e.g. snowflakes, raindrops, water conservation)

Back in the Classroom:

• Incentivize water conservation. Have a wall where students can record when they do something that conserves

water. When the wall gets full, award the class.

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Kiddie Pool -

for spills and to provide water

source for doing race repeatedly

Water

Bowl

Run Run

——

——

——

——

—–—

— 5

-10

ft.—

——

——

——

——

——

Sample Water Race Layout

24

ARE YOU TALLER? Objective: Students will practice counting skills while learning about corn

plants.

Common Core:

Mathematics: CCSS.Math.Content.K.CC.4; K.CC.5; K.MD.2

Next Generation Science Standards:

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

Complimentary Reading:

IAITC Corn Ag Mag

Corn By Gail Gibbons ISBN: 9780823421695

Materials:

12 copies corn clipart (found on following page)

Directions:

1. Show participants a picture of a mature corn plant. A picture is available on the front page of IAITC’s Corn Ag Mag.

2. Inform participants that just like people, corn plants grow to different heights. Also like people, a number of things

influence how tall a corn plant grows. Briefly explain that things like the nutrients a corn plant receives and corn

type influence how tall the plant grows.

3. Tell participants they are going to compare their height to the heights of a short corn plant, a common (average)

corn plant, and a tall corn plant.

4. Show participants the corn clipart, found on the following page. Explain that it is an ear of corn which is the part of

the corn plant we eat. The ear measures eight inches. An average ear of corn is seven to eight inches.

5. Share that a short corn plant is four feet tall. Direct the participant to count out six ears of corn and place them

end-to-end on the floor. This provides a model of the height of a corn plant that is four feet tall. Help the

participant compare her height to the four foot corn plant by laying down.

6. Next, share that a common (average) corn plant is eight feet tall. Direct the participant to count out twelve ears of

corn and place them end-to-end on the floor. This provides a model of the height of a corn plant that is eight feet

tall. Help the participant compare her height to the eight foot corn plant by again laying down.

7. For a wow factor, share that the world record corn plant height is forty-five feet tall. Explain that it would take

sixty-seven and a half ears of clipart corn to make forty-five feet. Help the participant compare her height to

something forty-five feet tall like a marking on the floor that is forty-five feet long or a building that is forty-five

feet tall.

Suggested Prize Details:

• All participants receive a prize at this station.

• Prize suggestions—popcorn, one serving box of cereal that has corn as an ingredient, Ziploc bag of lick-and-stick

corn packing peanuts for home project use available at Uline.com

Back in the Classroom:

• Study other aspects of corn like planting, pollination, and harvest.

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I——

——

——

——

–——

——

——

——

——

——

——

——

-8 in

che

s——

——

——

——

——

——

——

——

——

——

——

——

I

26

NOTES:

27

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Illinois Agriculture in the Classroom

1701 Towanda Ave.

Bloomington, IL 61701

Phone: 309-557-3334

Illinois Agriculture in the Classroom Ag Mags are four-page colorful agricultural magazines for kids.

They contain information about agriculture, classroom activities, career interviews and bright pictures.

To place your order for this FREE resource, visit www.agintheclassroom.org to find your county contact

information.

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