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Illinois Agriculture in the Classroom

A Complementary Lesson Booklet for IAITC’s

Summer Agriculture Institute

2 Illinois Agriculture in the Classroom


Table of Contents

Web Presence ........................................................................................................................................ 4

Website Information ............................................................................................................................... 5

Tagriculture ............................................................................................................................................ 6

Aurasma & i-Nigma ................................................................................................................................ 7

Wheat ...................................................................................................................................................... 8

Wheat Milling

Find the Gluten

Tortilla in a Bag

Nutrition .................................................................................................................................................. 12

Hungry Planet

Pizza & Livestock ................................................................................................................................... 14

Dairy ........................................................................................................................................................ 15

Where is My Milk From?

Milk and So Much More

Beef ......................................................................................................................................................... 19

Beef or Dairy?

Pork ......................................................................................................................................................... 21

Horse & Sheep ....................................................................................................................................... 22

Corn ........................................................................................................................................................ 23

Corny Art

Soybeans ................................................................................................................................................ 24

Bean Book

Lip Balm

Beanie Baby

Careers ................................................................................................................................................... 27

Logic Puzzle

Trading Commodities

Pumpkins ................................................................................................................................................ 31

3-D Pumpkins

Pumpkin Pie in a Bag

Apples ..................................................................................................................................................... 33

Apple Chain

Urban & Energy ...................................................................................................................................... 34

Soil .......................................................................................................................................................... 35

Soil Quotes

Other Online Resources ........................................................................................................................ 40

Recommended Reading & Answer Key ................................................................................................ 41


www.agintheclassroom.org

Web Presence


Teacher Resources—In this section, you will find lesson plans, printable AITC materials and lesson

booklets, and make-n-take activities that are ready for use in your classroom. You will also find grants

and other resources available to you.

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

tors listed in alphabetical order by county. These coordinators will help you get your hands on all of

our free resources, including Ag Mags and kits, and they may even be able to set up time to come into

your classroom to do activities with your students.

Teacher Workshop—We provide a number of development opportunities for educators, many of

which offer CPDUs. Check back here often to see when we will be visiting your area and how you can

see more of our materials.

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

Illinois agriculture.

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

Social Media Buttons—Become a fan of our Facebook Page and follow us on Twitter and Pinterest

by clicking on this button or by searching for Illinois Agriculture in the Classroom. This is a great place

to collaborate and interact with other teachers with wonderful ideas to share. We also work to provide

new videos, lessons, articles and websites that will help you with lessons in your classroom.

U.S. Department of Agriculture AITC—Click here to go to the National AITC website. This is a great

place to go and see lessons from Ag in the Classroom programs around the country. Tons of great

stuff to explore.

Links—Find links to other agricultural organizations.

Support AITC—Clicking here will take you to the IAA Foundation website. The IAA Foundation raises

funds for the Illinois AITC program in order to provide educators with free or low cost information and

materials.

Contact Us—Here you will find contact information for Illinois AITC. However, your first contact

should always be your County Ag Literacy Coordinator who is your link for free materials, kits and in-

formation.

About AITC—Learn about the history of both the National and Illinois Ag in the Classroom Programs.

Search—Search for lessons, activities and materials that will be useful in your classroom.

Tagriculture—Discussion board designed to share “best practices” of how agriculture can support

bigger causes. This can include classroom lessons, activities, etc. Open discussion with the ability to

communicate with others, ask questions, or share comments.

Website Information


Aurasma & i-nigma! This is a technology that superimposes a computer-generated image on a user’s view of the real

world, thus providing a composite view.

The free app that we use is called Aurasma. Download the app. When open, the arrow in the bottom

center brings up a menu. Click on the menu. Select the magnifying glass (fourth option on bottom of

menu). This allows users to search for content within Aurasma.

People uploading things through Aurasma must create content within “channels.” Similar to how a

computer has documents within folders. Our channel is IAITC. Search for IAITC and select the chan-

nel. There will be an option to follow. Follow the channel. Now, content we create and share can be

accessed.

The app allows you to use a trigger image to overlay something on top. The overlay could be a video,

3d image, etc. Select the crosshairs on the center of the bottom. This allows you to attempt to scan

something. Below are some images to scan using Aurasma.

You will notice that when scanning the images, an overlay gets triggered and content displays over

the image creating an augmented reality.

Aurasma is an app (one of many) that creates such overlays which allows users to display content in

addition to what is in the still image. For example, IAITC has Poultry trading cards, but to see the

chickens live in action, we can show a quick video through the use of Aurasma.

We can also engage students through the curiosity of scanning a code by creating games, scavenger

hunts, storytelling and even link them to additional sources or websites. For an example of the Illinois

Ag in the Classroom QR code quiz, check out:

http://www.agintheclassroom.org/TeacherResources/QR%20Codes/QR%20Code%20Apple%20Quiz.pdf

or scan

To scan QR Codes, one must have the software capable of scanning the codes. The recommended

free QR code scanner is called i-nigma. You simply hover over the code and line up the crosshairs

and you will be directed to the content embedded in the code.




Wheat Milling Common Core:

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

Next Generation Science Standards:

Interdependent Relationships in Ecosystems: 3-LS4-3; 3-LS4-4

Structure, Function and Information Processing: 4-LS1-1

Materials Needed: Wheat Stalks Salt or Pepper Grinder

Directions: 1. Show students wheat stalks. 2. Go over the parts of the wheat stalk with the students so they can understand the directions

for dissection.

Stalk—the entire plant. Head—the part of the wheat plant that contains the kernels. Beard—the bristle-like parts of the wheat plant that cover and protect the kernels. Kernel—the seed from which the wheat plant is grown or that people harvest from the wheat

plant to grind into flour. Stem/Straw—the part of the wheat plant that supports the head and is known as straw after

harvest. 3. Dissect the wheat using the following steps: Hand out stalks of wheat to the students. Break the head off the stem. Make a straw out of the stem by breaking it to avoid the nodes. Lay the wheat head flat on a hard surface and pat with your hand to shake out the kernels. Have the students count their kernels.

4. Put the kernels of wheat into a salt or pepper grinder and have the students mill their wheat

into flour. What simple machines are being used? 5. Talk about different ways to grind wheat. The Native Americans did it using rocks, etc.

Have students design their own method of grinding wheat and then test their machines. 6. Talk about the uses of wheat flour to make pastas, breads, desserts, etc.

Lesson Extender: 1. Have students find the gluten in wheat by chewing the kernels. Before there was chewing

gum in the store, farmers made their own with grains of wheat! This and other activities can be found in the back of the book Bread Comes to Life.

Adapted from Wheat mAGic Kit


Find the Gluten!

Common Core:

CCSS.ELA-Literacy.SL.5.1


Matter and Its Interactions: 5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4

Materials Needed:

Any combination of the following flours:

Whole wheat flour

Bread flour

All-purpose flour

Pastry flour

Gluten flour

Instant flour

Water (1/2 to 3/4 cup for each flour you’ll be using)

Bowls (one for each flour you’ll be using)

Directions:

1. Into separate bowls, measure out 1 cup of each of your flours. If your bowls look different,

remember which one contains which type of flour. If not, label them.

2. Slowly add about 1/2 to 3/4 cup water to the flour in each bowl, and knead each mixture until it

forms a soft, rubbery ball of dough. Let the dough balls sit for about 10 minutes.

3. In the sink, run cold water over one of the dough balls. Be careful not to let the dough

disintegrate; try cupping your hands around the ball and squeezing gently to remove the starch.

With low-gluten cake or pastry flours, you may want to put the dough in cheesecloth in order to

hold it together.

4. You’ll notice the water turning milky as it washes away the starch in the dough. Keep pouring out

the cloudy water that collects in the bottom of the bowl. Slowly, your dough ball will become a

gummy, slimy network of gluten strands.

5. When the water no longer becomes milky, you know there’s no more starch in the dough, leaving

nearly pure gluten. Notice how much smaller and strechier your ball has become.

6. Repeat steps 3 to 5 for each of your flour types. How does the texture of each one differ as you

wash away the starch? Does it take the same amount of time for each one? Are the gluten balls

all the same size, or are some larger than others?


Lesson Extender:

Try baking your gluten balls in the oven for about 15-30 minutes at 450° F. When you take

them out of the oven, you’ll notice they’ve puffed up and hardened, which is exactly what

happens to the gluten in a loaf of bread as it bakes. Add flavoring and try it! You can add

soy sauce, ginger, garlic, and seaweed. The finished product, known as seitan, is a great

source of texture and protein.

Discussion:

When you knead dough, you help two proteins in wheat flour, gliadin and glutenin, form

gluten. But flour also contains many other components: starch, lipids, sugars, and enzymes

that contribute to the consistency and nutritional value of bread. When you run water over

dough in this activity, you wash away most of these other substances, isolating the gluten in

the dough. In the oven, the steam produced as the the gluten heads up expands the ball.

Finally, the gluten hardens, and you have a finished gluten ball. Why is gluten so important?

Without it, there would be nothing to hold the gas that makes bread rise. Think of gluten as

the rubber of a balloon: The stronger it is, the more gas it can hold. But stronger isn’t always

better. For many baked goods, like pastries and pie crusts, it’s important to avoid gluten

development. That’s why different flours contain different amounts of protein, depending on

how they are meant to be used. A high-protein flour will make a dough with strong gluten,

good for hearty yeast breads. Pastry chefs, on the other hand, prefer low-protein flours that

yield delicate, tender doughs.

Adapted from: The Accidental Scientist: Science of Cooking

http://www.exploratorium.edu

http://www.exploratorium.edu


Tortilla in a Bag

Common Core:

Language Arts: CCSS.ELA-Literacy.RI.K.10; RI.1.4; RI.1.6

Materials Needed:

1 quart storage bag

3 tablespoons of shortening

1 1/2 cups flour

1/2 cup hot tap water

1/4 teaspoon baking powder

1/4 teaspoon salt

Directions:

1. Place flour, salt, and baking powder in the bag. Close and shake just a few shakes to

mix.

2. Add shortening and reclose the bag. Work the bag with your hands until the mixture

looks crumbly and there are no large pieces of shortening visible.

3. Open the bag and add the hot tap water. Knead in the bag until the dough is one large

piece and the sides of the bag come clean.

4. Take the dough out of the bag and divide it into four pieces. Put the pieces of dough on

the table and lay the bag on top of them. Let the dough rest for 15 minutes.

5. After resting, roll or pat the dough into eight-ten inch circles. Place the circles on a grid-

dle or frying pan heated to medium or medium-high heat. Cook until dark brown spots

appear. Turn and cook on the other side until brown.

6. Fill tortillas with ground beef, beans, salsa, cheese, and lettuce to make burritos.

7. Like pizza? Spread pizza sauce and toppings on the tortilla and cook to make your own

individual pizza.


Common Core:

Language Arts: CCSS.ELA-Literacy.RI.2.1-4.1; RI.2-6.7; RI.4.2; RI.4.3; RI.4.6; RI.4.7; RF.4.4; W.4.3; W.4.7; SL.4.2


Life Cycles & Traits: 3-LS3-2

Weather & Climate: 3-ESS2-2

Suggested Reading Materials:

Hungry Planet: What The World Eats by Peter Menzel & Faith D’Aluisio

ISBN-13: 978-0984074426

What the World Eats by Peter Menzel & Faith D’Aluisio

ISBN-13: 978-1582462462

Directions:

1. Have the students pick one of the countries in the book (any country but the United States). Give the students a photocopy of the picture of their country from the book.

2. Students should investigate the country before writing a report.

3. Have the students fill in the blanks of the thinking triangle on page 13, which will be included in their report.

4. Have the students include agricultural aspects such as weather/climate, topography/landscape, soil types, etc. in their report. Each student should use these findings in their discussion of why the people of their assigned country can grow specific foods and why they can’t grow other types of food. Students should also discuss nutritional aspects. Does the food purchased fulfill all the nutritional needs of the people in that country?

5. After all students have completed their report, discuss how the United States differs from other countries. What kind of land and climate do we have? What types of food do we buy? How much money do American families spend on food?

Lesson Extender:

1. Have students compare and contrast different families from the book. They could compare types of food eaten, how much money was spent on food for the week, obesity rates, birth/death rates, etc.

Hungry Planet!


“The Thinking Triangle”

Directions: Use the thinking triangle and record your thoughts about the image.

Row 1: (Who, What?) Who or what does this image represent? Describe it in one word.

Row 2: (When?) Think about the time period this image represents and describe it in two words.

Row 3: (Where?) Think about the place shown in the image and describe it in three words.

Row 4: (How?) Think of a how question that this image answers and write the answer in four words.

Row 5: (Why?) Think of a why question that this image answers and write the answer in five words.

Find additional materials and resources at: http://Barat-TPS.org and http://PrimarySourceNexus.org

Adapted from Barat Education Foundation

http://Barat-TPS.org

http://PrimarySourceNexus.org


Pizza & Livestock

Learn more about livestock and where your pizza ingredients came from!

Midwest Dairy Association:

http://www.midwestdairy.com/0t37p52/get-the-facts/

Dairy Farming Today:

http://www.dairyfarmingtoday.org/Pages/Home.aspx

The Highest Quality of Milk:

http://www.dairymakessense.com/

Nutrition and Food Safety: Facts to Know:

http://foodsafe.ucdavis.edu/

Beef: It’s What’s for Dinner:

http://www.beefitswhatsfordinner.com/

Explore Beef:

http://www.explorebeef.org/animalcare.aspx

Pork: Be Inspired:

http://www.porkbeinspired.com/index.aspx

Pigs:

http://www.ilpork.com/

Animal Health: Biosecurity & Antibiotics:

http://www.watchusgrow.org/topics/animal-health-biosecurity-antibiotics

Animal Nutrition:

http://purinamills.com/

Horses:

http://www.horsemenscouncil.org/

Chickens:

http://www.incredibleegg.org/good-egg-project/

Specialty Crops:

http://www.specialtygrowers.org/

Wheat:

http://www.wheatworld.org/

http://www.midwestdairy.com/0t37p52/get-the-facts/

http://www.dairyfarmingtoday.org/Pages/Home.aspx

http://www.dairymakessense.com/

http://foodsafe.ucdavis.edu/

http://www.beefitswhatsfordinner.com/

http://www.explorebeef.org/animalcare.aspx



http://www.watchusgrow.org/topics/animal-health-biosecurity-antibiotics

http://purinamills.com/



http://www.incredibleegg.org/good-egg-project/

http://www.specialtygrowers.org/

http://www.wheatworld.org/


Common Core:


Next Generation Science Standards: Earth Systems: 5-ESS3-1

Directions: 1. Every milk product contains a code on the packaging that details which dairy the

product came from. Find the code on your own container or find a sample code from the map on the next page. Enter it into the code location at www.whereismymilkfrom.com and find the dairy your milk came from! Investigate the following from your code:

• From what dairy did your milk come? • How many miles did your milk travel? • Are their other dairies closer to you than the one from which your milk came? • Investigate different brands of milk purchased in the same store or in the same town. • What did you notice about the different brands of milk and the locations of dairies? • Why do you think some stores carry milk from multiple locations? • As you conduct your own research, notice that your milk can come from a variety of

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

• If possible examine the code on UHT Pasteurized Milk. Why is it produced in other states?

www.whereismymilkfrom.com

Milk: The Local Connection

http://www.whereismymilkfrom.com

http://www.whereismymilkfrom.com


Milk: The Local Connection


Common Core:

Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5;

RF.4.3a

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


Structure & Properties of Matter: 5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4

Introduction:

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

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

(the milk).

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

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

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

an easy way to observe all the invisible activity.

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

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

and churning where a micelle meets a fat droplet.

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

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

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

What a party!

Materials Needed:

Milk (whole or 2%)

Dinner plate

Cotton swabs

Food coloring (red, yellow, green, blue)

Dish-washing soap (Dawn brand works well)

Milk and So Much More

http://www.clker.com/cliparts/C/M/O/x/2/m/dairy-cow-md.png


Directions:

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

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

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

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

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

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

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

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

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

15 seconds.

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

placing the cotton swab at different places in the milk.

Review:

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

number 2).

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

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

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

milk.

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

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

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

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

Exercise adapted from Kitchen Chemistry:

http://www.stevespanglerscience.com

http://www.stevespanglerscience.com


What COW is this? Common Core:



Life Cycles & Traits: 3-LS1-1; 3-LS3-1; 3-LS3-2; 3-LS4-2

Structure, Function, and Information Processing: 4-LS1-1; 4-LS1-2

Background Information:

All female cattle breeds produce milk and meat, but some cattle are better milk producers, while some

are better meat producers. Beef cows provide us with meat and other by-products such as crayons,

plastic, insulin and pet foods. Dairy cows produce milk products. Since dairy cows produce milk, they

usually have very large udders. For this reason, dairy cows are a different shape than beef cows. The

basic shape of a dairy cow is a trapezoid. The basic shape of a beef cow is a rectangle. Dairy cows

must be milked 2 to 3 times a day and because of this they are very scheduled animals. Most dairy

cows will make their way to the barn from the pasture without the assistance of the farmer because of

this routine they become accustomed to. Beef cattle, on the other hand, do not have as rigid a

schedule, so they can be seen out in the pasture for longer periods of time and they will be moved

from one pasture to another pasture more often. Some beef cattle will even be miles away from the

main farm when they are put out to pasture.

Directions:

1. Hand out Beef and Dairy Ag Mags. Have students read through the Ag Mags. While reading,

encourage students to highlight any information or interesting facts they discover.

2. Share the background information with students.

3. Provide students with the Venn diagram template to chart the similarities and differences between

beef and dairy cattle. Students can use the information from the Ag Mags or search for their own

information using books and the Internet.

4. Create a Venn diagram on a chalkboard or large piece of paper. Record student responses as they

share what they found.

Lesson Extenders:

Have students extend their Venn diagrams by comparing/contrasting another Illinois farm animal.

Collect products made from beef and dairy cattle. Have students sort the products into two groups

to reveal beef and dairy products.

Ask students to design their own beef and dairy cows, starting with appropriate shapes: rectangle

for beef and trapezoid for dairy. Encourage students to use information within Ag Mags to add

other features to their cows.

Adapted from Oklahoma Agriculture in the Classroom


Dairy Cattle

Beef Cattle

What COW is this? Venn Diagram


Pork

Learn more about Pork by visiting the links below!

Pork: Be Inspired:


Pigs:


Pork in our diet:

http://www.porkandhealth.org/default.aspx

Pork for kids:

http://www.pork4kids.com/default.aspx

A Career in Pork:

http://www.pork.org/Resources/132/careersinporkproduction1.aspx



http://www.porkandhealth.org/default.aspx

http://www.pork4kids.com/default.aspx

http://www.pork.org/Resources/132/careersinporkproduction1.aspx


Horses & Sheep

Learn more about Horses!

For coat colors and patterns:

http://www.equusite.com/articles/basics/basicsColors.shtml

Study the different breeds of horses:

http://www.ansi.okstate.edu/breeds/horses/

History of the horse:

http://www.imh.org/index.php

Learn more about Sheep!

United States Department of Agriculture:

http://www.ers.usda.gov/topics/animal-products/sheep,-lamb-mutton.aspx

American Sheep Industry Association:

http://www.sheepusa.org/

http://www.equusite.com/articles/basics/basicsColors.shtml

http://www.ansi.okstate.edu/breeds/horses/

http://www.imh.org/index.php

http://www.ers.usda.gov/topics/animal-products/sheep,-lamb-mutton.aspx

http://www.sheepusa.org/


Common Core:

Language Arts: CCSS.ELA-Literacy.W.3.1; W.3.7


Structures and Properties of Matter: 2-PS1-1; 2-PS1-3

Engineering Design: K-2.ETS1-1; K-2-ETS1-2

Materials Needed:

Cornstarch Packing Peanuts

Introduction:

Cornstarch packing peanuts are biodegradable and decompose in water, leaving no toxic waste.

Because the peanuts begin to break down in water, the peanuts can be used to construct sculptures

and art. Simply “lick and stick.” Cornstarch packing peanuts can be used in a variety of ways in the

classroom. Here are a few ideas:

Directions:

1. Use the packing peanuts as an interest approach. Each student thinks of something different

when they hear the word “agriculture.” Have your students build something related to agriculture.

To make it more interesting, give your students some stipulations, such as:

Time Limit—Give your students 10 minutes to construct their idea of agriculture.

Height—You are looking for the tallest structure.

Sturdiness—Structures should be free-standing. When time is up, have them let go and

then measure the tallest structure that can stand on its own.

Creativity— You are looking for the most creative structure(s).

2. Another interest approach idea: Give students the title of an upcoming reading assignment or

book. What does each student think of when they hear that title? What will the book be about?

Have each student construct their idea.

3. For young students learning numbers or the alphabet, give them a piece of paper with a number

or letter on it. Have them “trace” the number or letter with corn packing peanuts by having them

lick and stick them together.

Corn Packing Peanuts:

www.uline.com (search: Cornstarch Peanuts)

Corny Art

http://www.uline.com


Bean Book

Common Core:

CCSS.ELA-Literacy.RI.3.7

Materials Needed:

Templates located at agintheclassroom.org

Tan and green construction paper

Scissors

Stapler

Markers or crayons

Glue

Directions:

1. Explain the parts of a soybean using the description above.

2. Cut out the seed coat, seed leaves, and embryo.

3. Cut apart blocks of text, following the dotted lines.

4. Fold the seed leaves (yellow) into the seed coat (tan) and tuck the embryo (green) into upper center of seed leaves.

5. Attach seed parts by stapling along fold.

6. Using the numbers as reference (see below), glue text onto the pages of your Bean Book.

7. Write your name on the cover of your book.

Place Bean Book text in the following order:

1. Front cover

2. Inside front cover

3. Page after inside front cover (first cotyledon)

4. Inside of first cotyledon, next to embryo

5. Inside of second cotyledon, with arrows pointing to parts of embryo

6. Inside back cover

7. Outside back cover

agintheclassroom.org


Lip Balm Common Core:

Mathematics: CCSS.Math.Practice.MP.4; MP.5; 5.MD.A.1; 5.MD.C.3


Matter and Its Interactions.5-PS1-2; 5-PS1-3; 5-PS1-4

Materials Needed:

For each student:

lip balm container

For class:

3.5 ounces (l00g) beeswax

stir stick

beaker

1 bottle (3.7ml) of cooking flavoring oil (optional)

1-1/2 cups (360 ml) soybean oil

hot plate

hot pad

The above recipe will make enough to fill 30 containers about 1/2 full.

Directions:

The block of beeswax can be easily broken up into pieces by placing the block in a large freezer bag and having the students break it up with a hammer. Weigh 100g of the small pieces in a 600 ml beaker. Put the beaker with the beeswax on the hot plate. Turn on the hot plate before adding soybean oil so that students can see the wax begin to melt. With the hot plate on low, heat the mixture of beeswax and soybean oil, stirring occasionally. When the beeswax is completely melted, turn off the heat. If you choose to add flavoring, add the contents of the bottle (3.7ml) at this time and stir until everything is completely mixed. Ask the students why they think the beeswax and oil mixed. Explain that beeswax is an oily substance and, therefore, mixes with oil.

Pour the liquid into the lip balm containers, filling them about 1/2 full. Allow each student to take his/her container of lip balm and observe the changes as the liquid cools. What is happening as the liquid cools? (It is getting harder.) Now that the liquid is turning solid, where is the oil? (Mixed with the beeswax.) Discuss solids and liquids with the students.

When the lip balm has cooled, discuss its uses. We use lip balm to prevent chapping and to moisturize our lips. The oil and wax in the lip balm create a protective seal that prevents our lips from chapping (drying out).

Lesson Extender:

Students can form a "mini" manufacturing company for types of fundraisers. Conduct flavoring and cost analysis to find out how to make and sell their product. By listing ingredients such as soybean oil, beeswax, and other information identified on flavoring oils, students can generate labels for their jars or twist-up tubes.


Beanie Baby

Common Core:


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


Structure & Properties of Matter: 5-PS1-4

Materials Needed:

Jewelry size re-sealable bag (found in craft stores)

Crystal Soil

Hole Punch

Water

Measuring Spoons

Soybeans

Yarn

Directions:

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

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

3. Add one tablespoon of water.

4. Gently push in two soybeans.

5. Seal your bag firmly.

6. Insert the yarn to make a necklace.

7. Wear your Beanie Baby around your neck and under your shirt to keep it in a warm, dark

place.

8. Check your Beanie Baby several times a day for germination and record the growth.

Lesson Extender:

Soybeans have many different uses in today’s society. Explain how the use of soybeans has

evolved since George Washington Carver studied them. Be sure to include your own

experiences along with information from the reading.


Logically Thinking

Common Core:

CCSS.ELA-Literacy.RI.4.5; RI.4.6

Background/Directions:

The Smith brothers researched each career featured at the local career fair and then attended the fair. Each of them picked two careers that interested them. Use the clues to find out each person’s career choice. The chart below will help you identify what you learned from each clue. In the square where the vertical and horizontal lines meet is where you mark your possible answers. Read each clue and record the information on the chart. When you find a true match, put a yes in the appropriate box. When you prove a combination false, put an x in the box. Continue until you find all the answers. Each person will have two careers. Each career will have only one person. Answer key can be found on page 42.

1. The person who enjoyed learning about veterinarians also chose feedlot manager.

2. Daniel did not pick the forester.

3. Joshua was not interested in being a farmer or a feedlot manger.

4. Daniel did not choose the writer.

5. Bret was not interested in being a photographer or a food safety specialist.

6. Jacob did not choose the teacher.

7. Michael did not choose to be a forester.

8. The person who chose to be a farmer also chose the writer.

9. Bret picked either the writer or the feedlot manager.

10. Jacob did not choose the food safety specialist.

11. Bret was not interested in being a forester.

12. Michael did not choose the farmer or the food safety specialist.

13. Jacob chose either the food safety specialist or the conservationist.

14. Joshua did not choose the forester or the writer.

15. The person who chose the chemist did not choose the teacher.

16. Bret did not choose the feedlot manager.

17. The person who chose the photographer also chose the teacher.

18. One person chose both the chemist and the food safety specialist.

19. Joshua chose either the conservationist or the teacher.

Farmer Forester Vet Chemist Photographer Writer Feedlot

Manager

Teacher Food

Safety

Specialist

Conservationist

Jacob

Daniel

Joshua

Michael

Bret


Trading Commodities Common Core:

CCSS.ELA-Literacy.RI.5.1; RI.5.5; RI.5.7; W.5.1; W.5.2; SL.5.1

Materials Needed:

1 set of trading cards (per person) found at http://www.agintheclassroom.org/TeacherResources/InterestApproaches/Trading%20Cards.pdf

Trading situations—next page(s)

Score sheet—next page(s)

Directions:

Students will simulate trade using agricultural commodities found in Illinois. The

activity will introduce real world situations as they arise and explain how they

influence agriculture.

1. Combine all cards (one set per player) into one deck. Mix up all the cards and

deal out evenly amongst the players. Each player will end up with 12 random

cards. Each card has a beginning value displayed on the rubric to the right.

2. After all cards have been dealt, 3 situation cards are randomly drawn and read

aloud. (One person (marketer) will stand aside and keep track of “current”

market prices, so that as they fluctuate, players can see each card’s worth.)

On the score sheet, calculate your total score using the “current” market prices

after the situation cards are drawn. This will be your round 1 score.

3. After round 1 scores are written, there will be a 2 minute round of open trade. During this time

period players will trade commodities contained in their hands. They should not disclose which

items they are trading. Only trade with another player willing to trade the same amount of cards as

you. That is: 1 for 1; 2 for 2; etc. Each player will call out the number wishing to trade and trade

when another player is calling the same number as them. Trading begins when the marketer says:

“Market open,” and trading ends when 2 minutes has surpassed. The marketer will call out

“Market closed.”

4. The player to the left of the dealer randomly selects one of the trading situation cards. Follow the

instructions on the situation card subtracting or adding points to the initial scoring rubric. Record

your score in a column called round 2 score.

5. Combine all the cards. Shuffle the cards. Deal the cards. The dealer calls “Market open,” again

and trading ends when 2 minutes has surpassed. The player keeping time will announce: “Market

closed.” This time, the person to the left of the dealer will draw randomly 2 situation cards. They

are in combination, therefore if one card decreases a commodity by 3 points and the other

decreases the same commodity by 4 points, a combined 7 points will be decreased per card.

6. Tally up the scores and record this score as round 3 score. Now add up all the scores from each

round and the highest score wins!

Initial Scoring Rubric

Corn: 10

Soybeans: 10

Pigs: 10

Beef Cattle: 9

Dairy Cattle: 9

Pumpkins: 9

Poultry: 8

Pizza: 8


Trading Commodities

A new ethanol

plant opens

increasing

demand for corn.

Increase corn by

3 points.

Pumpkins are in

high demand.

Pumpkins

increase by 3

points.

Cost of

insecticides

increases.

Soybeans and

field corn

decrease by 3

points.

You had an

incredible yield of

specialty crops

like peppers and

onions. Increase

pizza by 3 points.

There is a high

demand for beef

products. Beef

cattle increase

by 4 points.

Prairie Farms

Dairy wants milk

from your cows.

Dairy cattle in-

crease by 4

points.

Your tomatoes

taste the best for

pizza sauce!

Pizza increases

by 4 points.

Your machinery

used to harvest

crops needs

repair.

Soybeans, field

corn, and wheat

decrease by 4

points.

Companies want

your soybeans to

make biodiesel.

Increase

soybeans by 2

points.

Your apples are

chosen to be

used for

applesauce.

Increase apples

by 3 points.

Your “you-pick”

apple orchard is

a huge

agritourism spot.

Apples increase

by 6 points.

Illinois apples

were the only

ones not

impacted by

frost. Increase

apples by 3

points.

Pork and bacon

are in high

demand.

Increase pigs by

5 points.

You had a high

yield of eggs

from your

chickens.

Poultry increases

by 4 points.

Your horses

have won

several racing

awards and are

in perfect health.

Horses increase

by 5 points.

The cost of

animal feed

increases.

Poultry, pigs,

beef cattle, and

dairy cattle

decrease by 3

points.

There is a high

demand for soft

red winter wheat

to mix for all

purpose flour.

Wheat increases

by 6 points.

Japanese

beetles attacked

your soybeans.

Decrease

soybeans by 3

points.

Some of your

baby chicks

didn’t survive

past the first

couple of days.

Decrease poultry

by 1 point.

The mill is

looking for a high

amount of wool

to process into

yarn. Sheep

increases by 5

points.

The market has

an abundance of

chickens causing

a low demand.

Decrease poultry

by 4 points.

Your horse was

just visited by the

veterinarian and

is in great health.

Increase horses

by 4 points.

Your pigs got

sick because of

improperly

controlled

temperatures.

Pigs decrease by

5 points.

Everyone wants

ice cream from

the milk your

cows produce.

Increase dairy

cattle by 3

points.

The European

corn borer

attacked your

corn crops.

Decrease corn

by 3 points.


Trading Commodities (continued)

Round 1 Round 2 Round 3

Lesson Extenders:

1. Explain your strategy during the trading part of the exercise. What were you trying to

accomplish? Were you trying to get all of one commodity or were you trying to get a mix

of several? Have a class discussion explaining the benefits and drawbacks of each.

2. Write a few paragraphs explaining how this trading exercise is similar to real experiences

in the agriculture industry. Use examples from what happened during your activity.

3. Was there any time during the activity where you felt that it was a guessing game or it was

difficult to come up with a strategy? Write and explain how this high level of prediction

might be similar to what farmers experience?

4. Suppose it costs each player 8 points per commodity (card) to produce or raise it. Look

back at the scores from Round 2 and Round 3. Did any players’ score go below 96?

What would this score represent? Do you think there are any farmers that lose money?

5. Write a paragraph explaining what you have learned from this activity. Participate in a

class discussion sharing what you learned, drawing on key ideas from the activity.

6. Write a paragraph identifying ways people can help to reduce the risks or problems that

emerged during this activity.

Pla

ye

rs’ N

am

e


Common Core:

Language Arts: CCSS.ELA-Literacy.RL.4.3; W.4.2


Animals, Plants & their Environment: K-LS1-1

Life Cycles & Traits: 3-LS1-1; 3-LS3-1

Materials Needed:

Orange construction paper

Green construction paper

Hole punch

2 paper fasteners for each pumpkin

Scissors

Directions:

1. Begin by reading the Pumpkin Ag Mag.

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

3. Write a pumpkin fact on each strip.

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

5. Cut strips of green construction paper into 1 inch by 1 inch squares. Punch a hole in the middle of these squares. This will be the pumpkin’s stem.

6. Still holding the strips together, place the stem on top of the middle hole and put a paper fastener through the stem and the orange strips of paper in the middle hole.

7. Bring together the ends of the long orange strips and fasten them with a paper fastener.

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

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

3-D Pumpkins


Pumpkin Pie in a Bag

Common Core:

Language Arts: CCSS.ELA-Literacy.RI.3.1; RI.3.2; Mathematics: Measurement and Data.3.MD.2


Structures and Properties of Matter: 2-PS1-1; 2-PS1-3

Materials Needed:

1 Gallon Ziploc Freezer Bag

1 Teaspoon Ground Cinnamon

1/2 Teaspoon Ground Ginger

26 Small Cups/Spoons

2 Packages (4 serving size) Instant Vanilla Pudding Mix

Activity Instructions:

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

2. Remove the air and Ziploc shut.

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

4. Add the pumpkin, cinnamon, and ginger.

5. Remove the air and Ziploc shut.

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

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

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

9. Garnish with whipped topping.

10. Add a spoon. Serve and enjoy.

11. Discuss pumpkin production while students are eating.

Yield - 25 students and 1 teacher.

Ingredients can be divided by 4 or 5 for students to work in small groups. Make sure to use math to get the correct batch!

1 Can (15 ounces) 100%

Pure Pumpkin

2 2/3 Cups Cold Milk

Scissors

Graham Cracker Crumbs

1 Can Whipped Topping

Can Opener


Common Core:

Language Arts: CCSS.ELA-Literacy.RL.4.3; W.4.2


Animals, Plants & their Environment: K-LS1-1

Weather & Climate: 3-ESS2-1

Life Cycles & Traits: 3-LS1-1; 3-LS3-1

Materials Needed:

2 red paper plates per student (or white plates to be

colored)

Crayons

Glue

Scissors

Construction paper (yellow, pink, brown and green)

Hole punch

Tape

Yarn

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

Stapler

Directions:

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

Punch a hole on each side of the items you made with construction paper. The brown

seed only gets one hole punch.

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

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

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

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

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

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

Apple Chain

http://www.agintheclassroom.org


Urban & Energy

Learn more about Urban

Communities!

Container Gardens:

http://urbanext.illinois.edu/containergardening/welcome.cfm

Rooftop Gardens:

http://www.epa.gov/heatisland/mitigation/greenroofs.htm

Learn more about Energy!

Illinois Windmills:

http://www.illinoiswindmills.org/index_files/custom.htm

Energy Kids:

http://www.eia.gov/kids/energy.cfm?page=tl_ethanol

Alliant Energy Kids:

http://www.alliantenergykids.com/index.htm

http://urbanext.illinois.edu/containergardening/welcome.cfm

http://www.epa.gov/heatisland/mitigation/greenroofs.htm

http://www.illinoiswindmills.org/index_files/custom.htm

http://www.eia.gov/kids/energy.cfm?page=tl_ethanol

http://www.alliantenergykids.com/index.htm


Say It With Soil Common Core:

CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a; SL.4.1; W.4.2; W.4.6; W.4.7; W.4.8


Interdependent Relationships in Ecosystems: 3-LS4-4

Life Cycles & Traits: 3-LS3-2

Earth’s Systems: 5-ESS3-1

Materials Needed:

Soil Quotes Handout– Say It With Soil (found on pages 36 & 37)

Directions:

1. Using the provided quotes, cut quotes into strips and distribute to students.

2. Students will read the soil quote and write a paragraph about the quote. Some/all of the

following questions should be addressed:

What does the quote mean to me?

What did this quote mean to the author?

Under what circumstances did the author write this quote?

Has this quote withstood the passage of time? Why?

Is this quote appropriate in today’s world? Why?

3. Students can share their writing with the entire class.

Lesson Extender:

Create a Bio Cube about one of the authors of the quotes you

read. Use the planning sheets located on pages 37 and 38 to

begin. Once the sheet is completed, go to http://

www.readwritethink.org/files/resources/interactives/cube_creator/

and fill out your own Bio Cube. A few examples of authors to

choose would be: George Washington, Franklin D. Roosevelt,

Walt Whitman, etc.

Adapted from Soil mAGic Kit

The wealth of Illinois is in

her soil and her strength

lies in its intelligent

development.

Andrew Sloan Draper–

President, University of

Illinois, 1899

http://www.readwritethink.org/files/resources/interactives/cube_creator/

http://www.readwritethink.org/files/resources/interactives/cube_creator/


Say It With Soil

Soil Quotes Handout

Soil, like faith, is the substance of things hoped for, the evidence of things not seen. It is the

starting point for all living things that inhabit the earth. -Firman E. Bear; 1986

I know of no pursuit in which more real and important services can be rendered to any country

than by improving its agriculture. -George Washington; July 20, 1794

The soil is the source of life, creativity, culture and real independence. -David Ben Gurion,

Hazon VeDerek; 1950s

There are two spiritual dangers in not owning a farm. One is the danger of supposing that

breakfast comes from the grocery, and the other that heat comes from the furnace. -Aldo

Leopold; 1949

A nation that destroys its soil, destroys itself. -Franklin D. Roosevelt; 1937

A conservationist is one who is humbly aware that with each stroke he is writing his signature on

the face of the land. -Aldo Leopold; 1949

When tillage begins, other arts follow. The farmers therefore are the founders of human

civilization. -Daniel Webster; 1840

If in the human economy, a squash in the field is worth more than a bushel of soil, that does not

mean that food is more valuable than soil; it means simply that we do not know how to value the

soil. In its complexity and its potential longevity, the soil exceeds our comprehension; we do not

know how to place a just market value on it, and we will never learn how. Its value is inestimable;

we must value it, beyond whatever price we put on it, by respecting it. -Wendell Berry; 1995

We know more about the movement of celestial bodies than about the soil underfoot. - Leonardo

DaVinci; 1500s

Essentially, all life depends upon the soil...There can be no life without soil and no soil without life:

they have evolved together. -Charles E. Kellogg; 1938

...the Latin name for man, homo, derived from humus, the stuff of life in the soil. -Dr. Daniel Hillel;

late 1900s

I saw all the people hustling early in the morning to go into the factories and the stores and the

office buildings, to do their job, to get their check. But ultimately it’s not office buildings or jobs that

give us our checks. It’s the soil. The soil is what gives us the real income that supports us all. -Ed

Begley; late 1900s


Plowed ground smells of earthworms and empires. -Justin Isherwood; 1990

Soil erosion is as old as agriculture. It began when the first heavy rain struck the first furrow turned

by a crude implement of tillage in the hands of prehistoric man. It has been going on ever since,

wherever man’s culture of the earth has bared the soil to rain and wind. -Hugh H. Bennett and

W.C. Lowdermilk; 1930s

We abuse land because we regard it as a commodity belonging to us. When we see land as a

community to which we belong, we may begin to use it with love and respect. -Aldo Leopold; 1949

I bequeath myself to the dirt, to grow from the grass I love; If you want me again, look for me under

your boot soles. -Walt Whitman; 1855

We are part of the earth and it is part of us...What befalls the earth befalls all the sons of the earth.

-Chief Seattle; 1854

Each soil has had its own history. Like a river, a mountain, a forest, or any natural thing, its present

condition is due to the influences of many things and events of the past. -Charles Kellogg; 1956

Nature has endowed the earth with glorious wonders and vast resources that man may use for his

own ends. Regardless of our tastes or our way of living, there are none that present more

variations to tax our imagination than the soil, and certainly none so important to our ancestors, to

ourselves, and to our children. -Charles Kellogg; 1956

Man and man’s earth are unexhausted and undiscovered. Wake and listen! Verily, the earth shall

yet be a source of recovery. Remain faithful to the earth, with the power of your virtue. Let your gift

-giving love and your knowledge serve the meaning of the earth. -Friedrich Nietzche; 1870’s –

1880s

A cloak of loose, soft material, held to the earth’s hard surface by gravity, is all that lies between

life and lifelessness. -Wallace H. Fuller; 1975

I cannot conceive of the time when knowledge of soils will be complete. Our expectation is that our

successors will build on what has been done, as we are building on the work of our predecessors.

-R.S. Smith; 1928

Soils are developed; they are not merely an accumulation of debris resulting from decay of rock

and organic materials...In other words, a soil is an entity – an object in nature which has

characteristics that distinguish it from all other objects in nature. -C.E. Millar & L.M. Turk; 1943

We spend our lives hurrying away from the real, as though it were deadly to us. “It must be

somewhere up there on the horizon,” we think. And all the time it is in the soil, right beneath our

feet. -William Bryant Logan; 1996

The wealth of Illinois is in her soil and her strength lies in its intelligent development.

-Draper; 1899


Bio Cube Planning Sheet

Use this planning sheet to prepare for the online Bio Cube interactive by filling in the

information for each side of the cube. Because space on the cube is limited, you will

need to briefly summarize your information.

Adapted from McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons for grades 3–8. Newark,

Side Prompt Information

1 Person’s Name, Time Period, and

Place

2 Personal Background

3 Personality Traits

4 Significance

5 Obstacles

6 Important Quote


Other Online Resources Illinois Farm Families

www.watchusgrow.org

Illinois Farm Families is a coalition of farmers committed to:

Showing you how we grow your food

Answering your questions about farms, farmers and farming

Sharing with you what really happens on modern Illinois farms

We know you care about how your food is raised. We do, too. Because we feed our families the same food

we grow for you and your family. We also realize that you probably have a lot of questions about farming

about why, when and how we use chemicals, antibiotics and hormones, about how we care for our animals.

We want to answer those questions. We may not agree on everything, but we want you to know the facts

about your food from the people who grow it.

Emily Webel—Farmington, Illinois

http://webelfamilyfarm.blogspot.com/

I remember laughing when my grandma told my fiance

(now husband) that everywhere in my background was

"farm." My husband was in the ag industry, but I thought

that moving to the farm was so far off, even far fetched!

Ha! Now, nine years of marriage, four kids, and a remod-

eled farmhouse later, we are here, in the thick of America-

na, farming away.

Holly Spangler—Marietta, Illinois

http://farmprogress.com/blogs.aspx?b=4

Holly Spangler has covered Illinois agriculture for the past 13 years, beginning her ca-

reer with Prairie Farmer even before graduating from college. As associate editor, she

brings real-world production agriculture experience to the topics she covers, including

a range of production, management and issue-oriented stories. She also shares the

trials and tribulations of young farmers through her monthly column, My Generation,

and her blog at www.prairiefarmer.com.

Holly and her husband, John, farm in western Illinois where they raise corn, soybeans

and cattle on 2,000 acres. Their operation includes 100 head of commercial cows in a cow/calf operation,

plus several Shorthorns for the local show calf market. The family operation includes John’s parents, and their

three children, Jenna, Nathan and Caroline.

Find links to other useful websites, blogs, and online resources on our website:


under the “Links” tab at the top, or the “IL Farm Life” link on the left

http://www.watchusgrow.org


http://farmprogress.com/blogs.aspx?b=4

http://www.prairiefarmer.com




Recommended Reading

Animals

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

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

Awesome Agriculture: Pigs & Pork in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-01-3)

Awesome Agriculture: Beef Cattle an A-to-Z Book by Susan Anderson & JoAnne Buggey (ISBN-13: 978-1-926781-08-2 3)

Awesome Agriculture: Beef Cattle in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-09-9)

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

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

Pig 05049 by Christien Meindertsma (ISBN-13: 978-90-812413-1-1)

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

War Horse by Michael Morpurgo (ISBN-13: 978-0439796644)

Roll of Thunder, Hear My Cry by Mildred D. Taylor (ISBN-13: 978-0140384512)

...And Now Miguel by Joseph Krumgold (ISBN-13: 978-0064401432)

Gracias The Thanksgiving Turkey by Joy Cowley (ISBN-13: 978-0439769877)

Apple

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

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

Biotechnology

Gregor Mendel: The Friar Who Grew Peas by Cheryl Bardoe (ISBN-13: 978-0-8109-5475-5)

Enjoy Your Cells by Fran Balkwill (ISBN-13: 978-0879695842)

Corn

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

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

Awesome Agriculture: Corn in the Story of Agriculture by Susan & JoAnne Buggey (ISBN-13: 978-1-926781-03-7)

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

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

Dairy

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

Click, Clack, Moo by Doreen Cronin & Betsy Lewin (ISBN-13: 978-1442433700)

Extra Cheese, Please! by Cris Peterson (ISBN-13: 978-1590782460)

The Cow in Patrick O’Shanahan’s Kitchen by Diana Prichard & Heather Knopf (ISBN-13: 9781939775016)

Earth Day/Energy

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

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

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

Water: Sources, Use, Conservation by Nancy Carlson (ISBN: 9781926781105)

Nutrition

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

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

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

What I Eat: Around the World in 80 Diets by Peter Menzel & Faith D’Aluisio (ISBN 978-0-9840744-0-2)

Pumpkin

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

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

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


Recommended Reading

Soil

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

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

Diary of a Worm by Doreen Cronin (ISBN-13: 978-0060001506)

Investigate Rocks and Soil by Charlotte Guillain (ISBN-13: 978-1-4329-1411-0)

Soybean

Auntie Yang’s Great Soybean Picnic by Ginnie Lo | ISBN: 1600604420

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

5)

Awesome Agriculture: Soybeans in the Story of Agriculture by Susan Anderson & JoAnne Buggey

(ISBN-13: 978-1-926781-03-7)

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

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

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

Specialty Crop

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

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

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

Urban

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

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

Wheat

Farmer George Plants a Nation by Peggy Thomas (ISBN-13: 978-1590784600) Bread Comes to Life by George Levenson (ISBN: 1-58246-114-7) Bread, Bread, Bread by Ann Morris (ISBN-13: 978-0-688-12275-1) From Wheat to Pasta by Robert Egan (ISBN: 0-516-26069-3) The Hungry Farmer by Michelle Wagner Nechaev (ISBN: 157471340X) The Little Red Hen and the Ear of Wheat by Mary Finch (ISBN: 1902283341) The Thing About Luck by Cynthia Kadohata (ISBN-13: 9781416918820)

Logically Thinking (Answer Key):

Jacob chose Forester and Conservationist.

Daniel chose Chemist and Food Safety Specialist.

Joshua chose Photographer and Teacher.

Michael chose Veterinarian and Feedlot Manager.

Bret chose Farmer and Writer.


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