Green Eggs & Agriculture

Home , Green Eggs and Ham, Helen Palmer (author), The Lorax, The Lorax (musical), The Lorax (TV special)

Green Eggs

Agriculture

“Children want the same things we want. To laugh, to be challenged, to be entertained and delighted.” -Dr. Seuss

1 Dr. seuss The man who taught children That reading is fun

“A person’s a person, no matter how small,” Theodor Geisel, a.k.a. Dr. Seuss, would say. “Children want the same things we want. To laugh, to be challenged, to be entertained and delighted.” Brilliant, playful, and always respectful of children, Dr. Seuss charmed his way into the consciousness of four generations of youngsters and parents. In the process, he helped millions of kids learn to read. Dr. Seuss was born in Springfield, Massachusetts, on March 2, 1904. After graduating from Dartmouth College in 1925, he went to Oxford University, intending to acquire a doctorate in litera- ture. At Oxford, Geisel met Helen Palmer, whom he wed in 1927. Upon his return to America later that year, Geisel published cartoons and humorous articles for Judge, the leading humor magazine in America at the time. His cartoons also appeared in major magazines such as Life, Vanity Fair, and Liberty. Geisel gained national exposure when he won an advertising contract for an insecticide called Flit. He coined the phrase, “Quick, Henry, the Flit!” which became a popular expression. Geisel developed the idea for his first children’s book in 1936 while on a vacation cruise. The rhythm of the ship’s engine drove the cadence to And to Think That I Saw It on Mulberry Street. During World War II, Geisel joined the Army and was sent to Hollywood where he wrote documentaries for the military. During this time, he also created a cartoon called Gerald McBoing-Boing, which won him an Oscar. In May of 1954, Life published a report on illiteracy among schoolchildren, suggesting that children were having trouble reading because their books were boring. This problem inspired Geisel’s publisher, prompting him to send Geisel a list of 400 words he felt were important for children to learn. The publisher asked Geisel to cut the list to 250 words and use them to write an entertaining children’s book. Nine months later, Geisel, using 220 of the words given to him, published The Cat in the Hat, which brought instant success. Winner of the Pulitzer Prize in 1984 and three Academy Awards, Geisel authored and illustrated 44 children’s books. His enchanting stories are available as audiocassettes, animated television specials, and videos. While Theodor Geisel died on September 24, 1991, Dr. Seuss lives on, inspiring generations of children of all ages to explore the joys of reading. -Courtesy of Random House 2 Table of contents

The Cat in the Hat ...... 4

Ten Apples Up on Top ...... 6

Oh Say Can You Seed? ...... 9

Bartholomew and the Oobleck ...... 11

Oh, the Things They Invented ...... 12

Hop on Pop ...... 13

My, Oh My– A Butterfly! ...... 15

On Beyond Bugs: All About Insects ...... 17

Oh, the Places You’ll Go! ...... 21

Mr. Brown Can Moo, Can You? ...... 23

Green Eggs and Ham ...... 26

The Lorax ...... 28

McElligot’s Pool ...... 32

Dr. Seuss Trail Mix ...... 35

THE CAT IN THE HAT

Objective: Farmers wear many hats (balance many tasks) throughout their day. Students will identify and compare different jobs done on the farm.

Common Core State Standards: CCSS.ELA-Literacy.RI.2.5; RI.2.10; RL.2.4; RL.2.10; SL.2.1-2.3; W.2.2; W.2.6; W.2.7

Suggested Reading Materials: The Cat in the Hat by Dr. Seuss ISBN: 9780394900018 IAITC’s Career Ag Mag

Materials Needed: • The Cat in the Hat by Dr. Seuss • Access to the internet • 1 sheet white construction paper, 12” x 18” per student • 1 sheet red construction paper, 12” x 18” per student • 2 paper plates (regular sized plates, not small ones) per student • Glue • Scissors • Stapler

Procedure: Let’s learn about, “The Farmers Hat!” 1. Begin by reading The Cat in the Hat to the class. Discuss the part of the book (page 18) where the cat balances the cup, milk, cake, books, fish, rake, ship, and fan at the same time. Discuss how farmers have to juggle many tasks each day. As a class, come up with a list of jobs that farmers must understand to be a successful farmer. Examples below:  Mechanic, when they work on their machinery.  Scientist, when they study their soil composition and determine the best fertilizer and seed.  Veterinarian, when they care for their animals by recognizing early signs of disease, assist in the birth of animals, and administer medication.  Business manager, when they balance accounts, sell farm produce, make payments, and keep track of equipment, products and land.  Nutritionist, when they prepare feed rations for the best growth and production of their livestock.  Forest Ranger, when they recognize the various kinds of trees, detect fires and know the methods for controlling them, clear trees from their land, and prevent soil erosion.  Engineer, when they need to know how to plan and construct fences and buildings, build irrigation ditches and control the flow of water, and use natural resources to grow products useful to man. 4 2. From that list, students will choose one career to research and write a short summary. 3. For younger students: Students can make their own “Cat in the Hat” hat. Instructions:  Draw a 2” line across the bottom of the white construction paper (the long edge). Cut from the bottom of the paper up to the line every 2” apart, creating tabs.  Fold up all of the 2” tabs at the drawn line.  Cut 3—2” x 18” strips from the red construction paper.  Cut the center out of both paper plates, leaving about a 2” brim.  Turn the white paper over and glue the cut red strips to the white paper. About 1 3/4” up from the tabs, glue the first red strip. Then skip about 1 3/4” of white paper and glue another red strip. Then skip another 1 3/4” of white paper and glue the last red strip to the very top 1/2” - 1” that is left of the white paper.  Place glue on one of the short edges. Roll the completed construction paper into a cylinder, right side facing out, and glue together. Staple the top and bottom as far as your stapler will reach to keep the hat together.  Put glue around the edge of one plate. Place tabs of the hat on the glue.  Put glue around the edge of the other plate. Put the plate over the top of the hat, glue side down. Move the plate down until it is on top of the tabs, sandwiching the tabs between the two plates creating a completed rim.  You may want to put a few staples around the rim to make sure everything holds together.  Lastly, students will choose six jobs a farmer must do to be successful and write those on their hat.

Lesson Extenders:

Writing: 1. Have students research Theodor Geisel’s life, and have them write their own short biography. 2. Create your own Dr. Seuss hat with red and white construction paper. Have your students write facts on each sentence strip about Theodor Geisel’s life and then each student will have their own hat to match the Cat’s Hat!

Language Arts: 1. Students will identify rhyming words that they hear in The Cat in the Hat and practice writing those words. 2. Hold a talent day based on Dr. Seuss’ books. Students and teachers can recite or act out the books. 3. Have students identify verbs in The Cat in the Hat. Ask them to replace verbs with other verbs to make the sentences silly.

Ten apples up on top

Objective: Students will represent the seasonal cycle by creating apple trees that bloom in the spring and ripen in the fall. Use this activity to learn more about the apple life cycle.

Common Core State Standards: CCSS.ELA-Literacy.RI.1.5; RI.1.10; RL.1.1; RL.1.7; SL.1.1

Next Generation Science Standards: Earth’s Systems: K-E552-2; From Molecules to Organisms: K-LS1-1

Suggested Reading Materials: Applesauce Day by Lisa Amstutz ISBN: 9780807503928 Ten Apples Up On Top by Dr. Seuss ISBN: 9780007169979 IAITC’s Apple Ag Mag

Materials Needed: • Brown and green construction paper • Templates (found on page 7 and 8) • Glue sticks • Pink and white tissue paper • Red or green round garage sale stickers or bingo daubers • Scissors • Bee/Bug stickers

Procedure: 1. Start by reading Dr. Seuss’ Ten Apples Up On Top. *Game Time! If time allows, try playing Minute To Win It - Johnny Applestack! https://www.youtube.com/watch?v=QQ-4vlH6e7I 2. Spend some time looking at the Apple Ag Mag and discuss the apple life cycle with your students. Now that you have discussed the lifecycle, try making your own Apple Blossom Tree. 3. Trace the two treetops onto green construction paper and cut out. Two tops are needed for each tree. 4. Trace the tree trunk onto brown construction paper and cut out. Lay one treetop on the table. Glue the tree trunk to this top. Then, match up and glue on the other top. 5. Cut pink and white tissue paper into small squares. 6. On one side of the tree, glue on crumpled tissue paper to represent blossoms. Add a bug or bee sticker to the blossoms. Pollination must occur in order for an apple to grow. This growth first starts in the flower. Label this side of the trunk “spring.” 7. On the other side of the tree, add red or green stickers or use a red or green bingo dauber to make your apples on the treetop. Use a brown marker to create stems. Label this side of the trunk “fall.”

Lesson Extenders: 1. Read Applesauce Day and make your own applesauce. A great applesauce recipe can be found near the back of the book, Applesauce Day.

6 7

8 OH Say can you seed? Oh Say Can You Seed? is a book in The Cat in the Hat’s Learning Library. This series creates a bridge between fiction books and nonfiction concept books for young children. This book was not written by Dr. Seuss, but is worth including because of the content of the book.

Objective: Students will observe the plant germination process by constructing an experiment with soybeans.

Common Core State Standards: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a; Math.Content.K.CC.A.1; K.CC.A.3; K.CC.B.4; 1.NBT.A.1; 4.MD.A.2

Illinois Social Science Standards: SS.G.1-2.K; SS.G.1.1; SS.G.3.3; SS.G.3.4; SS.G.2-4.5; SS.G.2-4.6-8; SS.EC.1.K; SS.EC.1.3; SS.EC.2.1; SS.EC.1-2.5; SS.EC.1-3.6-8

Next Generation Science Standards: K-LS1-1; K-ESS2-2; K-ESS3-1; K-ESS; 2-ESS-1; 5-PS1-4

Suggested Reading Materials: Oh Say Can You Seed? by Bonnie Worth ISBN: 0375810951 IAITC’s Soybean Ag Mag

Materials Needed: • Jewelry size resealable bag • Crystal soil • Measuring spoons • Soybeans • Hole punch • Yarn • Water

Procedure: Students will make their own Beanie Baby with soybeans! 1. Punch a hole in the top of your bag. 2. Place 1/4 teaspoon of Crystal Soil into the bag. 3. Add two soybeans to the bag. 4. Add one tablespoon of water. 5. Seal your bag firmly. 6. Insert the yarn to make a necklace. 7. Wear your Beanie Baby around your neck and under your shirt to keep it in a warm, dark place. 8. Check your Beanie Baby several times a day for germination and record the growth. Apply mathematics to ensure accurate measurements. This will help grow a healthy soybean. • Turn this into an experiment. Change the variables (amount of light, type of soil medium, amount of water) and have students hypothesize the outcomes and keep a germination journal to record their conclusions. • Research and have a class discussion about the uses of soybeans, where soybeans are grown and where they are exported. Discuss how soybeans are high in protein and are a global food source. Look at maps to determine why soybeans are grown in specific locations. 9

Lesson Extenders:

1. Soybean dissection: Monocot embryos have a single cotyledon while dicot embryos have two cotyledons. The cotyledons are seed leaves produced by the seed’s embryo. Cotyledons absorb nutrients packaged in the seed until the seedling is able to produce its first true leaves and begin photosynthesis. Try dissecting a soybean! Follow the instructions below.  Soak soybeans 24 hours before dissection.  Pass out a few soybeans to each student.  Students investigate the soybeans with magnifying glasses.  Each student will dissect a soybean using a plastic knife.  Find and identify the seed parts. Hilum, Seed Coat, Cotyledon and the Embryo.

2. Create a poster: In Oh Say Can You Seed?, The Cat in the Hat talks about how plants give us paper, cloth, grains, fruits, vegetables, and medicines. Have students brainstorm and research the products we get from plants and use the ideas to create a poster. The poster can include drawings, pictures from the internet, or actual products. Check out Illinois Ag in the Classroom’s Soybean and Corn Ag Mag to find products that come from Illinois!

3. Make mini-greenhouses: Cut a 12-cup egg carton in half width-wise. Leave the lids on, but cut them as well. Give each student one 6-cup egg carton section with a lid. This will be their mini-greenhouse. Ask the students to place one cotton ball in each cup of their mini-greenhouse. Let the students choose six different types of seeds and place one seed on each cotton ball. Students will use an eyedropper to place a few drops of water on each cotton ball until it is saturated and close the lids of their greenhouses. They will place them in a warm spot such as a windowsill. Have the students check their greenhouses daily for growth and graph it. The students can then compare individual graphs.

4. Make your own Bean Book: In this activity, students will write a small book describing the three main parts of a seed. Go to www.agintheclassroom.org for patterns. Ask the students to fold 2 pieces of paper together to form an 8-page 8.5 inch by 5.5 inch booklet. Project the following text for the book and have the students write the text and draw pictures to along with it: Title Page, make up your own title and write your name as the author Page 1- The soybean has a cover called the seed coat. It protects the seed. Page 2- Inside the seed coat there are two seed leaves. They hold food. Page 3- A baby plant is hidden between the seed leaves. It is called the embryo. Page 4- Note students will label the parts of the embryo with arrows indicating the leaves, stem, and root. Page 5- Every kind of seed has three parts. Page 6- They are stored food, embryo, and seed coat. Ask the students to read their books to each other. You can make booklets for the students that are in the shape of a bean. The front and back can be the seed coat, the 2nd and 5th pages can be the seed leaves, and the middle two pages can be the embryos (as it looks when dissected). The students would start writing on the back of the seed coat page and would not write on the embryos. Each student will title their book and write title and author boldly on the cover of the book. The students can also write a list of soy products on the back of the book so they can remember what comes from soybeans when they get home.

Bartholomew and the oobleck

Objective: Students will use a corn-based material to experiment with traits of liquids and solids.

Next Generation Science Standards: Structures and Properties of Matter: 2-PS1-1; 2-PS1-3 Engineering Design: K-2.ETS1-1; K-2-ETS1-2

Suggested Reading Materials: Bartholomew and the Oobleck by Dr.Seuss ISBN: 0394800753 IAITC’s Corn and Water Ag Mag

Materials Needed: • Bowls • Forks • Water • Cornstarch • Water

Procedure: Corn, like soybeans, other crops, and animal products are beneficial for more than just the food they supply. These resources can often be used to create secondary products we call “by-products.” The plastic-like material created in this activity is one by-product of corn.

1. Place 4 teaspoons of cornstarch in a bowl. 2. Add 2 teaspoons of water to the cornstarch. 3. Add a few drops of food coloring to the bowl. 4. Blend the mixture with a fork. It should flow when the bowl is tipped but feel solid to the touch. If the substance is too thick, add a little water. If the substance is too runny, add more corn starch. 5. Play with the new oobleck (corn plastic). Is it a solid or a liquid?

Lesson Extenders: 1. Raindrops! Conduct this activity to determine how raindrops form. Pour enough hot water into a one-quart jar to cover the bottom. Turn the jar lid upside down and set it over the mouth of the jar. Put three to four ice cubes inside the lid. Observe the underside of the lid for 10 minutes. The lid looks wet, and finally water drops form on the underside of the lid. Ask the students to describe this event and try to explain why this happens. This is because some of the liquid water in the bottom of the jar evaporates (changes into a gas). The water vapor condenses and then changes back to a liquid when it hits the cool underside of the lid. As the amount of liquid increases, drops form on the underside of the lid. In nature, liquid water evaporates from open water areas such as streams, lakes, and oceans. This vapor rises and condenses as it hits the cooler upper air. Clouds are made of tiny drops of liquid water suspended in the air. Water drops in clouds range in size from .000079 to .0039 inches in diameter. The tiny water drops join together, forming larger, heavier drops. The drops start falling as rain when air can no longer support them. Falling raindrops range in size from .24 to .79 inches. 11

Oh, the things they invented!

Oh, The Things They Invented!, is a book in The Cat in the Hat’s Learning Library. This series creates a bridge between fiction books and nonfiction concept books for young children. This book was not written by Dr. Seuss, but is worth including because of the content of the book.

Objective: Students will visually represent what they learned about agriculture with a sculpture. Students will apply the concepts of biodegradable materials by producing a structure.

Common Core: CCSS.ELA-Literacy.W.3.1; W.3.7; Math.Content.K.CC.A.1; K.CC.A.3; K.CC.B.4; 1.NBT.A.1; 4.MD.A.2

Next Generation Science Standards: Structures and Properties of Matter: 2-PS1-1; 2-PS1-3; Engineering Design: K-2.ETS1-1; K-2-ETS1-2

Suggested Reading Materials: 11 Experiments that Failed by Jenny Offill ISBN: 9780375847622 Oh, The Things They Invented! by Bonnie Worth ISBN: 9780449814970 The Inventor’s Secret, What Thomas Edison Told Henry Ford by Suzanne Slade ISBN: 97815808966672 IAITC’s Corn Ag Mag

Materials Needed: • Cornstarch packing peanuts • Clear plastic cups (optional) • Water (optional)

Procedure: Corn and other crops are renewable resources because we can regrow a new supply every season. Using renewable resources to produce everyday products, like packing peanuts, is an environmentally responsible practice. Additionally, cornstarch packing peanuts are biodegradable, unlike traditional Styrofoam packing peanuts and decompose in water, leaving no toxic waste. 1. Start by reading, Oh, The Things They Invented and talk about what the word “invent” means. Discuss some of the most popular inventions that will interest your students. 2. Review the Corn Ag Mag and explain that packing peanuts are made from corn. Discuss the guidelines of the activity before passing out the materials. 3. Pass out a few handfuls of the Cornstarch packing peanuts to each student. 4. Demonstrate the biodegradable qualities of the cornstarch packing peanut by licking two (or lightly dipping them in a cup of water) and sticking them together. 5. Have the students use the peanuts to construct sculptures representing one fact they learned from reading the Ag Mag.

Lesson Extender: 1. Apple Towers: Read Apple Fractions by Jerry Pallotta. Students will use many different sizes of apple slices to construct a tower. Give them time to research the structural design of tall buildings and time for them to draw a diagram of their planned tower. Students will get pre-cut apples in different sizes, toothpicks, paperclips, and straws to build with. Give them a specific amount of time to build their towers. Once each group has completed their towers, take time to measure each tower. Chart each measurement and discuss more than the height of the towers. Discuss the lengths, weight, and amount of apple pieces used.

12 Hop on pop

Objective: Students will observe and manipulate properties of density and buoyancy through an experiment.

Common Core State Standards: CCSS.ELA-Literacy.W.3.1; W.3.7; SL.3.1; Math.K.CC.A.1; K.CC.B.4.A; 1.NBT.A.1; 1.MD.C.4; 2.MD.D.10; 3.MD.B.3

Next Generation Science Standards: Structures and Properties of Matter: 2-PS1-1; 2-PS1-3

Suggested Reading Materials: 11 Experiments that Failed by Jenny Offill ISBN: 9780375847622 Hop On Pop by Dr.Seuss ISBN: 9780394800295 The Popcorn Astronaut by Deborah Ruddell ISBN: 9781442465558 IAITC’S Corn Ag Mag

Materials Needed: • Student scientific method sheet (found on next page) • Individual student predictor • Classroom graph • Glass jar • 2 tablespoons of baking soda • 3 ounces of vinegar • 2 cups of water • Popcorn • Spoon

Procedure: Dancing corn is simple science. The secret to the magic dancing corn is the baking soda and vinegar chemical reaction. When baking soda (which is a base) is mixed with the vinegar (which is an acid) they produce a gas. The gas is carbon dioxide. The carbon dioxide bubbles lift the corn, but as the bubbles pop, the corn falls back down. 1. Start this experiment by asking, “What will happen to the popcorn when you mix them with vinegar and baking soda?” 2. Pass out individual student predictors and method sheet. Students will mark their hypothesis. 3. Chart the student predictions on a class graph. Ask volunteers to explain the reasons for their predictions. 4. Discuss the graph with the class focusing on reasons why it is helpful to organize data in a data display. 5. Conduct the experiment. See “procedure” on the Scientific Method sheet. 6. Discuss results as explained in the objective. 7. Have the class complete the student Scientific Method sheet.

Lesson Extender: 1. Give each student a square of bubble wrap. Read the book, Hop On Pop, and then have them hop on “pop.” (bubble wrap)

13 Student predictor and methods sheet

Scientific Method *Dancing Popcorn*

Problem: What will happen to the popcorn kernels when you mix them with vinegar and baking soda?

Collect Materials: • Glass jar • 2 tablespoons of baking soda • 3 ounces of vinegar • 2 cups of water • Popcorn • Spoon

Hypothesis: The Popcorn kernels will ______.

Procedure: 1. Fill your glass jar with two cups of water. 2. Add two tablespoons of baking soda to the water. 3. Stir to dissolve the baking soda as much as possible. 4. Add popcorn kernels to the water and baking soda. 5. Add 3 ounces of vinegar slowly.

Conclusion: The popcorn kernels______.

Draw a picture of your experiment .

14 My, Oh my — a butterfly

My, Oh My — a Butterfly! is a book in The Cat in the Hat’s Learning Library. This series creates a bridge between fiction books and nonfiction concept books for young children. This book was not written by Dr. Seuss, but is worth including because of the content of the book.

Objective: Students will create experiments to observe static electricity and the butterfly lifecycle.

Common Core State Standards: CCSS.ELA-Literacy.RI.3.5; RI.3.10; RL.3.10; SL.3.1-3.3

Next Generation Science Standards: Forces and Interactions: 3-PS2-3

Suggested Reading Materials: From Caterpillar to Butterfly by Dr. Gerald Legg ISBN: 0531153320 My, Oh My — a Butterfly! by Tish Rabe ISBN: 9780375828829 Ten Little Caterpillars by Avelyn Davidson ISBN: 9781442433854 The Very Hungry Caterpillar by Eric Carle ISBN: 9780399213014 IAITC’s Pollinator Ag Mag Insect mAGic Kit (see your County Ag Literacy Coordinator—www.agintheclassroom.org)

Materials Needed: • Cardboard • Tissue paper • Cardstock paper • Pencil • Scissors • Googly eyes • Balloon • Glue stick • Marker

Procedure: Try this static electricity butterfly experiment. 1. Start this lesson by discussing how static electricity works. For example: Electrons have a negative charge of electricity and protons have a positive charge. Opposite charges attract, so when materials rub together and one material becomes negatively charged and one is positively charged, static electricity results. 2. State the question, “What will happen if we charge a balloon by rubbing it in our hair, and then hold it over tissue paper wings of a butterfly? Have your students write down their hypothesis.

3. After students make their hypothesis, allow them all to make their very own butterfly.

 Start by cutting a square of cardboard, 7 inches x 7 inches.

 Use your pencil to draw butterfly wings on your tissue paper. Make sure to make them smaller than your square. Cut them out and set them onto your cardboard. Do not glue them to the cardboard.

 Cut a butterfly body out of your cardstock paper and glue it down the middle of your butterfly and overlapping it onto your cardboard. Again, do not glue the tissue paper wings down. You will want the wings loose. Glue your googly eyes down onto your butterfly. Use a marker to draw antennae on your butterfly.

 Blow up your balloon and rub your balloon in your hair to give it an electric charge. Now hold the balloon on top of your butterfly, close (but not touching it) and watch the wings raise and lower as you move the balloon closer and farther away.

 After your class has finished this experiment, have them write a conclusion.

 Lastly, spend time exploring the lifecycle of a butterfly by reading, My, Oh My—a Butterfly, looking through IAITC’s Pollinator Ag Mag, or the other books listed under “Suggested Reading Materials.”

Lesson Extenders: Make your own Pasta Butterfly Lifecycle! 1. Give each student a paper plate. 2. Using a marker, have them write out the names of the four stages on the paper plate. “Egg” at the top left , “Larva” at the top right, “Pupae” at the bottom right, and “Adult” at the bottom left. 3. Draw arrows clockwise from “Egg” to “Larva” and from “Larva” to “Pupae” and so forth. 4. Put a dot of glue under “Egg” and drop a pinch of couscous on it for the egg. 5. Put a dot of glue next to “Larva” and place two rotini pasta on it for the two larva. 6. Put a dot of glue next to “Pupae” and place two of the shells on it for the pupae. 7. Put a dot of glue next to “Adult Butterfly” and place the bow-tie on it for the adult butterfly.

*Try making your own EDIBLE Butterfly Lifecycle! (Similar to the Pasta Butterfly Lifecycle) Eggs: small marshmallows Caterpillars: gummy worms Chrysalises: Tootsie Rolls Butterflies: sociable crackers (just the butterfly ones!)

16 On Beyond Bugs!

On Beyond Bugs! is a book in The Cat in the Hat’s Learning Library. This series creates a bridge between fiction books and nonfiction concept books for young children. This book was not written by Dr. Seuss, but is worth including because of the content of the book.

Objective: Students will identify how pollinators adapt to make sure they have enough food, and how flowers have developed adaptations to attract specific pollinators by illustrating adaptations to an imagined flower.

Common Core State Standards: CCSS.ELA-Literacy.RI.4.5; W.4.2; W.4.4; SL.4.1; SL.4.3; SL.4.4; Sl.4.5

Illinois Social Science Standards: SS.G.2.4

Next Generation Science Standards: Heredity: Inheritance and Variation of Traits: 3-LS3; Biological Evolution: Unity and Diversity: 3-LS4; Engineering and Design: 3-5-ETS1

Suggested Reading Materials: On Beyond Bugs! by Tish Rabe ISBN: 9780679873037 IAITC’s Pollinator Ag Mag Native Flowers and Pollinators Information (found on pages 19 and 20)

Materials Needed: • Paper • Coloring utensils • Picky Pollinator worksheet (found on page 18) • Pollinator and plant example photos may be helpful

Procedure: 1. Start this lesson by reading, On Beyond Bugs! by Tish Rabe. 2. Explain or review how pollinators carry pollen from one flower to another of the same species. Hummingbirds, honeybees, bats, butterflies and other pollinators have adapted to make sure that they have enough food, and likewise, flowers have developed adaptations to attract specific pollinators.  An example of this is the red trumpet flower. It’s long narrow tube shape is perfect for a hovering hummingbird, but it would not attract a honey bee. Honey bees are attracted to sweet scents (the trumpet flower is relatively scentless) and they need somewhere to land while they collect the nectar of the flower. 2. Provide every student with a worksheet on the next page and coloring utensils, then pair the students up. 3. Each student should ask his or her partner the questions on the sheet regarding their favorite color, shape, snack, etc. and record the answers. 4. Using their partner’s responses, have each student design and draw a flower that would effectively attract their partner. 5. Have the students present the flowers to the class, making sure they identify which specific features would attract their partner and why?

Lesson Extenders: • After the students have designed a flower to attract a pollinator, have the partners switch papers again. Now each student must draw a pollinator with adaptations to collect the food/nectar/reward from the flower. Write a short paragraph explaining how each feature works to accomplish its goal.

17 Picky Pollinators Worksheet

1. Ask your partner the following questions and record his or her responses in the spaces provided.

• What is your favorite color?

• What is your favorite shape?

• What smells good to you?

• What is your favorite food?

2. In the space above, design and draw a flower that is adapted to your partner’s preferences. Be creative when imagining the features that would appeal to your partner. Then, below, describe these features and how they suit your partner’s personal preferences.

______.

18 Native Flowers & Pollinators Create a positive environment with plants that provide a good habitat for our pollinators. The most effective plantings for pollinators will have at least 3 different types of plants, in each part of the growing season, with as many colors as possible to attract a diversity of pollinators. Use this fact sheet to help guide you through our pollinator poster located on our website: www.agintheclassroom.org

The Dooryard Violet (Viola sororia) This purple violet is the Illinois State Flower that needs full sun to partial shade. The bloom season is from March-June. These flowers are visited by butterflies and bees.

Pale Purple Coneflower (Echinacea pallida) This purple flower needs sun to part shade. The bloom season is from June-August. These flowers are visited by butterflies, bees and beetles.

Tall Sunflower (Helianthus giganteus) This yellow flower needs sun to part shade. The bloom season is from July-October. These flowers are visited by butterflies and bees.

White Panicle Aster (Symphyotrichum lanceolatum) This white flower needs sun to part shade. The bloom season is July-October. These flowers are visited by butterflies and bees.

Apple Blossom Apple blossoms create pollen from the stamen. The pollen that is stuck to the bee from one flower, travels on the bee where it is collected by the pistil of another apple blossom. Once the blossom is pollinated, an apple will grow.

19 Pumpkin Blossom Male flowers contain the stamen which contains the pollen. Female pumpkin blossoms are easily identified. They develop a tiny baby pumpkin that is located between the stem and the flower with the help of pollinators. Illinois grows the most pumpkins in the world, with the majority processed in Morton, Illinois, the Pumpkin Capital of the World!

Red Spotted Purple Butterfly (Limenitis Arthemis) This butterfly’s habitat is in the open woodland and forest edges. They are attracted to apple trees as well as other trees and shrubs. They prefer fruit and sap, but will occasionally visit flowers such as butterfly bushes.

Monarch Butterfly (Danaus plexippus) This butterfly is the Illinois state insect. Monarchs can be found in weedy areas, prairies, roadsides, pastures and marches. The adult feeds on flower nectar. The larva eats milkweed plants and grows rapidly.

Honey Bee (Apis mellifera) Honeybees are nectar focused, but need pollen at some states in their lives. They collect nectar with their special tongues and store it in a pouch in their throats until they get back to the bee hive. Some honeybees collect pollen in their pollen baskets to transport it from the flowers to the nest or hive.

20 Oh, the places you’ll go! Objective: Students will identify map features and discover the diversity of crops in Illinois by practicing reading a map.

Common Core State Standards: CCSS.ELA-Literacy.RI.3.5; RI.3.10; RL.3.10

Illinois Social Science Standards: SS.G.1.3; SS.G.3.3; SS.G.1.4; SS.G.3.4; SS.G.2-4.5

Suggested Reading Materials: The Scrambled States of America by Laurie Keller ISBN: 9780805068313 There’s a Map on My Lap by Tish Rabe ISBN: 0375810994 Oh, the Places You’ll Go! by Dr. Seuss ISBN: 9780679805274 IAITC’s Seasons Ag Mag

Materials Needed: • Internet access • Illinois map • Crayons or colored pencils

Procedure: Oh the places you can go with agriculture in Illinois! Be sure to start this lesson by reading There’s a Map on My Lap and Oh, the Places You’ll Go. Another great resource to use with this lesson is our Seasons Ag Mag. This Ag Mag will navigate you through many counties in Illinois and show you which specialty crop those counties specialize in. Answer the questions below and map your answers on the Illinois county map on the next page.

 Using blue markers or crayons, draw the Illinois and Mississippi Rivers on the map. These rivers are used to ship many agricultural products.  Morton, Illinois, is the Pumpkin Capital of the World. Find the county where Morton is located and draw a pumpkin inside it.  Route 66 provides excellent access for products and agricultural commodities to be hauled from Chicago to the Pacific Coast. Trace out Route 66 and place the number 66 along the line.  Ray Kroc opened his first McDonald’s in Des Plaines, Illinois. Find the county where Des Plaines is located and draw a large letter “M” inside it.  The Horseradish Capital of the World is located in Collinsville, Illinois. Find the county where Collinsville is located and color it gray.  You can find one of the nation’s top bacon companies right here in Illinois. Oscar Mayer is located in Chicago, Illinois. Find the county where it’s located and color it brown.  Bees are very helpful in the pollination of specialty crops. Sasse’s Apiary is located in Chestnut, Illinois. Find Logan County and color it black and yellow.  Illinois grows more soybeans than most states, and Decatur is called the “Soybean Capital of the World.” Find Macon County and color it light green.  Many consumers flock to Christmas tree farms to cut their own tree for the holidays. Richardson’s Christmas Trees is located in Spring Grove, Illinois. Find its county and color it dark green.  The University of Illinois has one of the top ranked agriculture programs in the nation. Find Champaign County and color it orange.  Corn is so important to McLean County agriculture that the baseball team, the “Normal CornBelters,” is named after it! Find McLean County and color it purple.

21 Lesson Extenders:

1. Beach Ball Toss: Using an inflatable globe, explain that the earth is mostly made up of water. Each time a student catches the globe they must state where their right thumb landed– land or water. They will see that the majority of their classmates thumbs will land on water.

2. Landforms: Ask the students to identify types of land and plants in Oh, the Places You’ll Go! (flat land, hills, giant pink trees/flowers, mountains, etc.) Students will create a list of similarities and differences between the topography and plants in Oh, the Places You’ll Go! and Illinois. One helpful resource on Illinois topography would be the Department of Natural Resources: https:// goo.gl/6rxm7F.

3. Career Bingo: Oh, the Places You’ll Go! is about looking at your life and having hope for great things. Use the Illinois Ag in the Classroom Career Ag Mag to discuss agriculture careers. Create bingo cards with different Agriculture careers. For younger students, use pictures in the squares.

4. Slice of Soil: How much of the Earth’s surface is used for food production? You can conduct a demonstration to show how little of the earth’s surface is actually used for food production as compared to growing populations. See activity below:

Slice of Soil

Soil is one of our most important natural resources on the earth’s surface. Many living things depend on it for food. People do, too. Not all soil is good enough for plants to grow. Complete this activity to learn just how little soil we have to grow food.

1. Cut an apple into four equal parts. Three parts represent the oceans of the world. The fourth part represents the land area.

2. Cut the land section in half lengthwise. Now you have two 1/8 pieces. One section represents land such as deserts, swamps, Antarctic, Arctic, and mountain regions. The other 1/8 section represents land where man can live and may or may not be able to grow food.

3. Slice this 1/8 section crosswise into four equal parts. Three of these 1/32 sections represent the areas of the world that are too rocky, too wet, too hot, or where soils are too poor to grow food. Plus, we can’t grow food on some land because cities and other man-made structures are built on it.

4. Carefully peel the last 1/32 section. The peel on this small piece represents the amount of soil on which we have to grow food. This amount of soil will never get any bigger.

22 Mr. brown can moo! Can you?

Objective: Students will manipulate fats and proteins in milk to better understand milk’s composition.

Common Core State Standards: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a; Math.Content.4.MD.A.2; 4.MD.B.4

Next Generation Science Standards: Structure & Properties of Matter: 5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4

Suggested Reading Materials: Clarabelle by Cris Peterson ISBN:1590783107 Mr. Brown Can Moo! Can You? by Dr. Seuss ISBN: 9780394806228 The Butter Battle Book by Dr. Seuss ISBN: 9780394865805 IAITC’s Dairy Ag Mag

Materials Needed: • Milk (whole or 2%) • Dinner plate • Cotton swabs • Food coloring (red, yellow, green, blue) • Dish-washing soap (Dawn brand works well)

Introduction to Milk Emulsion: 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 altered. 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!

Procedure: 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 if this activity works with tap water.

Lesson Extenders:

1. Onomatopoeia: Teach the students about onomatopoeia. Many of the words in Mr. Brown Can Moo, Can You? are these types of words. (eek, pop, moo, sizzle, slurp, etc.) Have your students come up with other onomatopoeia words. 2. Making Butter: Start by reading, The Butter Battle Book. Maybe you’ve made butter with a classroom before where you pass around a container of cream and have the students take turns shaking and it turns into butter. Why not make it an experiment? One simple way to do this is to give one student two containers. Both have cream in them, but only one will be shaken. Ask them to hold one in their hand while they are shaking the other one. This way the students can answer the question: Is shaking necessary for butter making? Other variables you may want to try in butter making include time, heat, light, air, and types of containers. The students can do the butter experiment while the book is being read and then eat butter on crackers afterwards. Compare the two containers after shaking.

24 3. Where’s My Milk From?: Every milk product contains a code on the packaging that details which dairy the product came from. Find the code (or use the sample code from the map on the next page) and enter it at www.whereismymilkfrom.com to find out what dairy your milk came from!

4. Ice Cream in a Bag: Ice cream freezes at -6 degrees C (21 degrees F). Ice cream can be made in the classroom with the understanding that the freezing point of water is actually lowered by adding salt to the ice between the bag walls. Heat energy is transferred easily from the milk through the plastic bag to the salty ice water causing the ice to melt. As it does so, the water in the milk freezes, resulting in ice cream.

Materials:

• 1/4 cup sugar

• 1/2 teaspoon vanilla extract

• 1 cup milk

• Duct tape

• Bath towel

• 1 cup whipping cream, half & half or Milnot

• Crushed ice (1 bag of ice will freeze 3 bags of ice cream)

• 1 cup rock salt (approximately 8 cups per 5 lbs.)

• 1 quart and 1 gallon size Ziploc freezer bags (Ziplocs are usually stronger & work best)

Procedure: 1. Put the milk, whipping cream, sugar, and vanilla in a 1 quart freezer bag and seal. For security, fold a piece of duct tape over the seal. 2. Place the bag with the ingredients inside a gallon freezer bag. 3. Pack the larger bag with crushed ice around the smaller bag. Pour ¾ to 1 cup of salt evenly over the ice. 4. Wrap in a bath towel and shake for 10 minutes. Open the outer bag and remove the inner bag with the ingredients. Wipe off the bag to be sure salt water doesn’t get into the ice cream. 5. Cut the top off and spoon into cups. 6. Makes about 3 cups. (1 bag will serve approximately 4 students)

25 Green eggs and ham

Objective: Students will create poems while discovering more about eggs and ham.

Common Core State Standards: CCSS.ELA-Literacy.RI.2.5; RI.2.10; RL.2.4; RL.2.10; SL.2.1-2.3; W.2.2; W.2.6; W.2.7