A maize ing Corn Activities

A maize ing Corn Activities Grade Level K-4 Science Experiments Language Arts Crossword Puzzle Social Studies Mapping Bulletin Board Nebraska Agriculture in the Classroom

A maize ing Corn Activities Grade Level K - 4 Developed by Kathy Schellpeper Graphic Designer Tara Grell Published by Nebraska Farm Bureau Foundation for Agriculture Issued by Nebraska Agriculture in the Classroom 5225 S. 16th St. P.O. Box 80299 Lincoln, NE 68501 Phone: 402-421-4400 www.agclassroom.org/ne Printed: 2007 Nebraska Agriculture in the Classroom 1 A maize ing Corn Activities

A maize ing Corn Activities Science Germination NEBRASKA STATE STANDARDS Science 2.1.1.b, 2.3.1, 2.3.2.b, 5.1.1.a-i, 5.3.2.b OBJECTIVE The student will observe the difference in germination between corn and bean seeds. MATERIALS Two large clear plastic cups (16 ounces) Gravel Potting soil Water Corn and bean seeds Activity A Resource A (make a transparency) Pencils and crayons Drainage tray PROCEDURE 1. Pass around the corn and bean seeds for everyone to feel. Note differences between them (shape, color, texture, and size). 2. Tell students to imagine cutting open a seed to see the inside. Display the transparency of Resource A and explain. In every seed lives an embryo or tiny plant complete with a stem, leaf, and root. The outside of the seed is covered with a seed coat that protects the embryo. The seed food that feeds the embryo is in one of two forms: cotyledons - which are like special leaves, or as an endosperm which surrounds the young plant. All seeds are either monocots (having one cotyledon like the corn seed) or dicots (having two cotyledons like the bean seed). Seeds will not grow without the right temperature, oxygen, and water. When conditions are right, water is absorbed into the seed through the seed coat. The embryo s cells begin to divide which increases the seed s size. This causes the seed coat to break open. The first sign of germination is the emerging root which is followed by the shoot (stem and leaves). Nebraska Agriculture in the Classroom 2 A maize ing Corn Activities

Germination (continued) 3. Plant some seeds so students can observe the germination process. Poke drainage holes in the bottoms of both cups. Line each with 1/2 of gravel and fill 3/4 full with potting soil. In one cup, evenly space 4 corn seeds against the side of the cup, so germination can be observed. Cover with 1/2 of potting soil and water gently until it drains. Repeat the above procedure planting 4 bean seeds in the other cup. 4. Distribute a copy of Activity A to all students. Have them record date and draw a seed of each type in the first sections of the chart. Note the soil line that is drawn to help students illustrate the proper placement of the seed. 5. Place the cups in darkness for a full day. This simulates the darkness that seeds experience in the soil. 6. Explain this germination process as students are observing it in the cups. Corn and bean seeds contain starch and nutrients that provide food for the baby plant until it has leaves and can make its own food (photosynthesis). Corn is a grass plant that has thin bladed leaves. The corn seed stays in the ground during germination. It is from there that the plant is fed. As that corn plant unfolds leaves, it will no longer require the seed food as the leaves will be making food. The bean plant has broad leaves. As germination takes place, the seed rises up above the ground with the germinating plant. It is from this seed, above ground, that the baby bean plant is fed. As the bean plant develops leaves, it will no longer need the seed food and cotyledons will drop off as the plant can make food from its leaves (photosynthesis). Note, if the seed food (cotyledons) are in anyway detached from the young bean plant, it will die from lack of nutrients. 7. As the seeds begin to germinate, students will need to date and illustrate the stages they observe. Students will use a ruler, string, etc. to measure the height of the plants. When all the sections of Activity A are filled, students can discuss the similarities and differences of the corn and bean plants. Nebraska Agriculture in the Classroom 3 A maize ing Corn Activities

A Germinating Corn Seed Date Date Planted on: Name: soil line Date Date Date soil line Nebraska Agriculture in the Classroom 4 A maize ing Corn Activities

A Germinating Bean Seed Date Date soil line Planted on: Name: Date Date Date soil line Nebraska Agriculture in the Classroom 5 A maize ing Corn Activities

Comparing Seeds Corn Seed Bean Seed (monocot) (dicot) endosperm cotyledon seed coat embryonic root seed coat first leaves embryonic root cotyledon Nebraska Agriculture in the Classroom 6 A maize ing Corn Activities

Corn Geotropism NEBRASKA STATE STANDARDS Science 2.3.1.b, 2.3.2.b, 5.1.1.a-i, 5.3.1.b, 5.3.2.b OBJECTIVE The student will observe geotropism, plant response to gravity and light. MATERIALS One large clear plastic cup (1 ounces) Gravel Potting soil Water Corn seeds PROCEDURE 1. Poke several small drainage holes in the bottom of the cup. Line with 1/2 of gravel, fill 3/4 full with potting soil. Plant 2 seeds upside down (pointed end up) against the side of the cup (so students can observe germination). Plant the other 2 seeds right side up with the pointed end down against the side of the cup. Cover with 1/2 of potting soil, water and set in the dark for a day. 2. As the seeds germinate, have the students compare the two pairs of seeds. They should observe geotropism, the roots ability to grow down and the shoots to grow upward, without regard to the direction the seed was planted. The seeds that were planted upside down will send their roots out the pointed end and then the roots will turn and grow downward because of the force of gravity. The roots grow down in search of food and water. The stems will grow up in search of light. 3. Continue daily observations of the roots: Measure the length of the roots. Observe the roots winding over the gravel. What happens to the roots when they reach the bottom of the cup? Observe the stem: When does it break through the soil? When does it form and unfold its first leaf? How tall does the stem become? Nebraska Agriculture in the Classroom 7 A maize ing Corn Activities

A Crowd of Corn NEBRASKA STATE STANDARDS Science 2.3.1.b, 2.3.2.b, 5.1.1.a-i, 5.3.1.b Language Arts 0.3.2.a-b, 1.3.2.a-b, 2.3.2.a-b, 3.3.2.a-b, 4.3.2.a-c OBJECTIVE Students will observe the difference in germination between corn and bean seeds. MATERIALS Three large clear plastic cups (16 ounces) Gravel Potting Soil Water Corn seeds Three small index cards Scissors, pencils, crayons Masking tape Literature book to read orally for 15 minutes PROCEDURE * Before the lesson, mark off and tape an 8 x 8 area of the classroom floor. * 1. Ask 4 students to sit inside the taped off area. Encourage them to pay attention as you read the literature book for 5 minutes. STOP and add 4 more students to the ones already seated on the floor. Continue reading for another 5 minutes. STOP and ask the rest of the class to sit in the marked off area. Read for another 5 minutes. 2. Ask the original 4 students to describe how they felt as they were listening to the story. * When did they feel crowded? * Is that the way they like to listen to a story? 3. Ask the total group: * How would you like to live being this crowded? * Would it be easy to concentrate at school? * How would your arms and legs feel if you were always this confined? * How would you feel if you couldn t stretch, move or run? 4. Plants need lots of room to live too. Each plant requires a space in the environment with their share of soil, water, air and light in order to grow and produce food. Nebraska Agriculture in the Classroom 8 A maize ing Corn Activities

A Crowd of Corn (continued) 5. Set up this experiment to show what happens when corn is planted close together. A. Poke holes in the bottom of the 16 ounce clear plastic cups. B. Line the bottom of each cup with 1 of gravel. C. Fill each cup 3/4 full of potting soil. D. Plant 4 seeds in cup #1, plant 8 seeds in cup #2, plant 20 seeds in cup #3. E. Cover each with 1/2 of potting soil and water gently until it drains. On the small cards, record the date and number of seeds planted. Place these beside each respective cup. (Note, do not paste them on the cup. It will block the students view of the roots). 6. Have the students write their predictions of growth and development by comparing the 3 cups. (Save these and read them in 3-5 weeks as the lesson is completed.) 7. As the corn germinates, watch the growth rates between cups. Questions/thoughts for discussion: A. What happened to the corn leaves in cup #3? B. Which cup has the healthiest plants? C. Would more water help cup #3? D. Was the growth rate different between cups #1 and #2, between #1 and #3? E. What do the plants lack in cup #3? They are all sharing the same water, soil, nutrients, and space. This corn will probably look stunted and pale due to the lack of nutrients and water. F. Which cup has the tallest corn? The plants in cup #3 may be taller because they are competing for light. G. The corn in cup #3 will be less likely to develop good root systems and/or strong healthy stalks and ears. ACTIVITIES 1. Thin the plants in cup #1 so they can grow and develop properly. 2. Dig up the plants from all 3 cups and compare root systems. 3. Have students bring seed packages to class. After discussing the package information, have the students create a new type of seed. Their seed package should include a picture of the plant, planting instructions, length of growing season, etc. Let the students be creative. For example: a plant that grows Hershey Kisses or a seed that grows Froot Loops, etc. Nebraska Agriculture in the Classroom 9 A maize ing Corn Activities

A maize ing Corn Activities Language Arts Crossword Puzzle ACROSS 4. You have probably eaten that was made from corn. 8. It is fun to eat corn on the. 9. One bushel of corn can be into one and a half pounds of corn oil margarine. 10. A is a machine used to harvest corn. 12. We get both and fuel from each bushel of corn. 13. Plastic bags that are made from need soil or water to biodegrade. 16. A of corn may grow to be eight feet tall. 18. Our play football in Nebraska. 20. The is the top of the corn plant where pollen is produced. 21. A of corn produces enough high fructose corn syrup to sweeten 400 cans of non-diet soft drinks. 22. As you peel fresh sweet corn, you are removing the from the ear. 23. An ear of corn has about 800. DOWN 1. are responsible for planting and caring for crops. 2. corn is made by crossing one variety of a corn plant with another variety. 3. An of land is about the size of a football field. 5. is a large user of corn. 6. One bushel of weighs 56 pounds. 7. Every major non-diet soft drink uses high corn syrup as a sweetener. 11. The United States lots of corn to the Soviet Union. 12. In Nebraska, is the corn harvesting season. 14. is an animal feed made by shredding the entire corn plant. 15. took corn back to Europe after his visit to the New World in 1492. 17. Corn and other plants depend on soil, air, and for growth. 19. When processed, a bushel of corn produces 2.8 gallons of fuel. Nebraska Agriculture in the Classroom 10 A maize ing Corn Activities

Crossword Puzzle 1 2 3 4 5 7 8 9 10 12 13 14 15 16 17 18 19 20 21 NEBRASKA STATE STANDARD 22 Language Arts 0.1.5.a-e, 1.1.5.a-f, 2.1.5.a-f, 3.1.5.af, 4.1.5.a-e 23 6 11 WORD BANK ACRE BUSHEL CEREAL COB COLUMBUS COMBINE CORN CORNSTARCH ETHANOL EXPORTS FALL FARMERS FOOD FRUCTOSE HUSK HUSKERS HYBRID KERNELS LIVESTOCK PROCESSED SILAGE STALK TASSEL WATER Nebraska Agriculture in the Classroom 11 A maize ing Corn Activities

Crossword Puzzle ANSWER KEY ACROSS 4. CEREAL 8. COB 9. PROCESSED 10. COMBINE 12. FOOD 13. CORNSTARCH 16. STALK 18. HUSKERS 20. TASSEL 21. BUSHEL 22. HUSK 23. KERNELS DOWN 1. FARMERS 2. HYBRID 3. ACRE 5. LIVESTOCK 6. CORN 7. FRUCTOSE 11. EXPORTS 12. FALL 14. SILAGE 15. COLUMBUS 17. WATER 19. ETHANOL Nebraska Agriculture in the Classroom 12 A maize ing Corn Activities

A maize ing Corn Activities Social Studies Mapping NEBRASKA STATE STANDARDS Social Studies 4.11 OBJECTIVE Students will locate and name the top ten corn producing states. MATERIALS Large map of the United States 1 copy of Activity A and Activity B for each student (Activity B is set up 3 per page) Yellow crayons Pencils Scissors PROCEDURE 1. As a group, locate each state on a large United States map. Explain to the student that these states are called the Corn Belt. All the states that grow the most corn are spread across the middle of the country kind of like a belt. Then have the students locate the state on Activity A and color it yellow. Continue through all 10 states. 2. Have students carefully cut out the states on Activity B. They will match the cutout states to the yellow states on Activity A. 3. Remove the cut-outs. The student will use the word bank on Activity A to help write the name of each state on the corresponding line. Nebraska Agriculture in the Classroom 13 A maize ing Corn Activities

Top Ten Corn Producing States STATES Illinois Indiana Iowa Michigan Minnesota Missouri Nebraska Ohio South Dakota Wisconsin Nebraska Agriculture in the Classroom 14 A maize ing Corn Activities

Carefully Cut Apart These States Nebraska Ohio Illinois Minnesota South Dakota Minnesota South Dakota Minnesota Michigan Wisconsin Indiana Missouri Carefully Cut Apart These States Michigan Nebraska Missouri Ohio Carefully Cut Apart These States Michigan Wisconsin Indiana Nebraska Indiana Ohio Iowa Illinois Iowa Illinois Activity B Activity B Activity B South Dakota Wisconsin Missouri Iowa Nebraska Agriculture in the Classroom 15 A maize ing Corn Activities