DOCSLIB.ORG

Corn Wet Milled Feed Products

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Corn Wet Milled Feed Products CornCorn WetWet MilledMilled FeedFeed ProductsProducts CONTENTS Member Companies and Plant Locations ............................ 2 Foreword ............................................................................. 3 The Corn Crop .................................................................... 4 The Corn Kernel .................................................................. 5 CONTENTS The Corn Wet Milling Process ............................................ 6 Composition of Wet Milled Feed Products ......................... 8 Applications of Wet Milled Feed Products ........................11 Nutrient Values of Wet Milled Feed Products ...................19 Analytical Examination of Feed Products ..........................24 Literature Cited ..................................................................25 TABLES 1. Proximate Analysis of Yellow Dent Corn Grain ............ 5 2. Composition of Corn Wet Milled Feeds .......................20 3. Nutrient Composition of Corn Wet Milled Feeds .........21 4. Mineral Content of Corn Wet Milled Feeds ..................22 5. Amino Acid Content of Corn Wet Milled Feeds............23 FIGURES 1. The Corn Kernel ............................................................. 5 2. The Corn Wet Milling Process ....................................... 7 Corn Refiners Association 1701 Pennsylvania Avenue, N.W. Washington, D.C. 20006-5805 202-331-1634 Fax: 202-331-2054 www.corn.org 1 4th Edition Copyright 2006 MEMBER COMPANIES PLANT LOCATIONS Archer Daniels Midland Company Plants: P.O. Box 1470 Cedar Rapids, Iowa 52404 Decatur, Illinois 62525 Clinton, Iowa 52732 Columbus, Nebraska 68601 Decatur, Illinois 62525 Marshall, Minnesota 56258-2744 Cargill, Incorporated Plants: P.O. Box 5662/MS62 Blair, Nebraska 68008-2649 Minneapolis, Minnesota 55440-5662 Cedar Rapids, Iowa 52406-2638 Dayton, Ohio 45413-8001 Decatur, Alabama 35601 Eddyville, Iowa 52553-5000 Hammond, Indiana 46320-1094 Memphis, Tennessee 38113-0368 Wahpeton, North Dakota 58075 Corn Products International, Inc. Plants: 5 Westbrook Corporate Center Bedford Park, Illinois 60501-1933 Westchester, Illinois 60154 Stockton, California 95206-0129 Winton-Salem, North Carolina 27107 National Starch and Chemical Company Plants: 10 Finderne Avenue Indianapolis, Indiana 46221 Bridgewater, New Jersey 08807-0500 North Kansas City, Missouri 64116 Penford Products Co. Plant: (A company of Penford Corporation) Cedar Rapids, Iowa 52404-2175 P.O. Box 428 Cedar Rapids, Iowa 52406-0428 Roquette America, Inc. Plant: 1417 Exchange Street Keokuk, Iowa 52632-6647 Keokuk, Iowa 52632-6647 Tate & Lyle Ingredients Americas, Inc. Plants: (A subsidiary of Tate & Lyle, PLC ) Decatur, Illinois 62521 P.O. Box 151 Lafayette, Indiana 47902 Decatur, Illinois 62521 Lafayette, Indiana 47905 Loudon, Tennessee 37774 2 Corn is the basic food plant of modern America and by far its most versatile grain. The end products in which it is found are often far removed from the farmer's field. Corn refining plays a major role in the change from the golden ears of autumn to the beef, chicken, eggs, fish and other foodstuffs that grace our dining room tables. From the corn refining (wet milling) process comes protein, fiber, FOREWORD minerals and vitamins to feed the cattle, fish, hogs and poultry that enrich our diets. Corn wet milling feed products are an abundant source of protein and energy. About 14 million tons, roughly 25 to 30 percent of the corn used by the corn refining industry goes into feed products. The remarkable growth of the corn refining industry has made increasing quantities of high quality animal feed ingredients avail- able to U.S. and world markets. Along with this growth has come the need for updated information about the use of corn wet milled feed ingredients in animal rations. Members of the Corn Refiners Association, government agencies, universities and private institu- tions all contribute to the vast resources of nutritional information necessary to develop the most nutritionally efficient and economi- cally beneficial rations. The Corn Refiners Association hopes that all those concerned with feed formulation and animal nutrition will find this booklet informa- tive and useful in their day to day work. It describes briefly the pro- cess yielding the important ingredients coming from corn refining, reviews their special properties, presents compositional data neces- sary for using them in ration formulation and discusses use of the products in feeding various classes of animals. While we hope that the information provided is valuable, readers should understand that the feed industry is constantly changing. Researchers are continually discovering new uses for corn derived products, furthering the knowledge of animal feeding requirements and applying their dis- coveries to the nutritional needs of the world's population. Audrae Erickson President Corn Refiners Association Readers are advised that the information and suggestions contained herein are general in nature and that specific technical questions should be referred to the Association or member companies. Ques- tions concerning the price and/or availability of products described should be directed to individual Association members. 3 Corn (Zea mays) is grown in Approximately 2.9 billion every state: It is truly an bushels are converted to American crop. The United sweeteners, starch, flour, States has had an average cereal, liquor, animal feeds, annual corn production of vegetable oils, alcohol for THE CORN CROP 10.3 billion bushels for the fuel and hundreds of other years 2001 through 2005. To products. comprehend this amount of corn, imagine that all the This portion of the crop is corn was loaded onto rail processed by three major cars linked end to end. A industries: corn refiners, single train loaded with the who produce starches, sweet- average corn crop would eners, ethanol, feed ingredi- more than encircle the ents, corn oil, organic acids, globe. Another way to envi- amino acids and polyols; dry sion this quantity of corn is millers, who produce flaking to realize that if the average grits, snack grits, corn meals corn crop was divided and corn flours; and distill- equally among all Ameri- ers, who produce beverage cans, every man, woman and and industrial alcohol. The child would receive over 34 largest of these industries, bushels—a bushel equals 56 corn refiners, uses approxi- pounds. mately 15 percent of annual corn production. Each of Corn is a very versatile grain these industries also supplies that benefits mankind in feed ingredients. These corn many ways. Each year, 6 derived feed ingredients billion bushels of corn are consist primarily of the por- used as feed for cattle, hogs tions of corn remaining after and poultry in the United extraction of primary prod- States. Another 2 billion ucts such as starch, flour and bushels are exported, which grits. Different manufactur- is an integral part of this ing processes are used by country's balance of trade. each of these industries. 4 Corn kernels have three iature plant made up of a main parts, the seed coat or root like portion and five or pericarp, the starchy en- six embryonic leaves. In dosperm, and the embryo, addition, there are present commonly called the germ large quantities of high en- (Figure 1). ergy oil to feed the tiny plant THE CORN when it starts to grow, as The pericarp is the outer well as many substances KERNEL skin or hull of the kernel required during germination which serves to protect the and early development. seed. The endosperm, the main energy reserve, makes up about 80 percent of the Starch total weight of the kernel. It is about 90 percent starch and 7 percent gluten (pro- tein), with the remainder consisting of small amounts Endosperm Hull and of oil, minerals and some Starch Fiber trace constituents. and Gluten Germ Typical composition of corn Figure 1. grain is shown in Table 1. A Kernel of Corn. The embryo contains a min- Characteristic Range Average Table 1. Proximate Analysis of Moisture (% wet basis) 7 – 23 16.0 Yellow Dent Corn Starch (% dry basis) 61 – 78 71.7 Grain Protein (% dry basis) 6 – 12 9.5 Fat (% dry basis) 3.1 – 5.7 4.3 Ash (oxide) (% dry basis) 1.1 – 3.9 1.4 Pentosans (as xylose) (% dry basis) 5.8 – 6.6 6.2 Fiber (neutral detergent residue) (% dry basis) 8.3 – 11.9 9.5 Cellulose + Lignin 3.3 – 4.3 3.3 (acid detergent residue) (% dry basis) Sugars, Total (as glucose) (% dry basis) 1.0 – 3.0 2.6 Total Carotenoids (mg/kg) 12 – 36 26.0 Reprinted with permission form White, P.J., and Johnson, L.A., eds., 2003, Corn Chemistry and Technology, American Association of Cereal Chemists, St. Paul, MN. 5 In the corn wet milling pro- steeping, the water is drained cess, (Figure 2), the kernel is from the kernels and concen- separated into its component trated in multiple effect parts, and those parts are evaporators to yield concen- then further subdivided and trated steepwater. This pro- THE CORN WET refined. tein rich extract may be used as a nutrient for microorgan- MILLING PROCESS The wet miller buys shelled isms in the production of corn which is delivered to enzymes, antibiotics and his plant by truck, barge or other fermentation products. rail car. Normally #2 grade The major portion, however, corn is purchased, based on is combined with fiber and U.S. Department of Agricul- gluten in the production of ture standards. The first step animal feed ingredients. in the process is to clean the grain to remove extraneous The softened corn kernels material such as pieces of next pass through
Load more

Recommended publications
  • Ecosystems and Agro-Biodiversity Across Small and Large-Scale Maize Production Systems, Feeder Study to the “TEEB for Agriculture and Food”
    Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food” i Acknowledgements We would like to acknowledge TEEB and the Global Alliance for the Future of Food on supporting this project. We would also like to acknowledge the technical expertise provided by CONABIO´s network of experts outside and inside the institution and the knowledge gained through many years of hard and very robust scientific work of the Mexican research community (and beyond) tightly linked to maize genetic diversity resources. Finally we would specially like to thank the small-scale maize men and women farmers who through time and space have given us the opportunity of benefiting from the biological, genetic and cultural resources they care for. Certification All activities by Comisión Nacional para el Conocimiento y Uso de la Biodiversidad, acting in administrative matters through Nacional Financiera Fideicomiso Fondo para la Biodiversidad (“CONABIO/FFB”) were and are consistent under the Internal Revenue Code Sections 501 (c)(3) and 509(a)(1), (2) or (3). If any lobbying was conducted by CONABIO/FFB (whether or not discussed in this report), CONABIO/FFB complied with the applicable limits of Internal Revenue Code Sections 501(c)(3) and/or 501(h) and 4911. CONABIO/FFB warrants that it is in full compliance with its Grant Agreement with the New venture Fund, dated May 15, 2015, and that, if the grant was subject to any restrictions, all such restrictions were observed. How to cite: CONABIO. 2017. Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food”.
    [Show full text]
  • Hopi Crop Diversity and Change
    J. Ethtlobiol. 13(2);203-231 Winter 1993 HOPI CROP DIVERSITY AND CHANGE DANIELA SOLER I and DAVID A. CLEVELAND Center for People, Food, and Environment 344 South Third Ave. Thcson, AZ 85701 ABSTRACT.-There is increasing interest in conserving indigenous crop genetic diversity ex situ as a vital resource for industrial agriculture. However, crop diver­ sity is also important for conserving indigenously based, small-scale agriculture and the farm communities which practice it. Conservation of these resources may best be accomplished, therefore, by ensuring their survival in situ as part of local farming communities like the Hopi. The Hopi are foremost among Native Ameri­ can farmers in the United States in retaining their indigenous agriculture and folk crop varieties (FVs), yet little is known about the dynamics of change and persis­ tence in their crop repertoires. The purpose of our research was to investigate agricultural crop diversity in the form of individual Hopi farmers' crop reper­ toires, to establish the relative importance of Hopi FVs and non·Hopi crop vari­ eties in those repertoires, and to explore the reasons for change or persistence in these repertoires. We report data from a 1989 survey of a small (n "" 50), oppor­ tunistic sample of Hopi farmers and discuss the dynamics of change based on cross·sectional comparisons of the data on crop variety distribution, on farmers' answers to questions about change in their crop repertoires, and on the limited comparisons possible with a 1935 survey of Hopi seed sources. Because ours is a small, nonprobabilistic sample it is not possible to make valid extrapolations to Hopi farmers in general.
    [Show full text]
  • Tapping the Treasure
    RefinedRefined Corn Corn Products Products DefinitionsDefinitions cont.cont. Definitions Crystalline Fructose TappingTapping thethe Starch, Unmodified (Native) Crystalline fructose is made by separating the fructose from glucose in high fructose One of nature’s preeminent renewable resources and a mainstay of our food and corn syrup. It is provided in crystalline form and used primarily as a replacement industrial economy, starch is a complex carbohydrate composed of chains of glucose for sucrose in dry mix, baking and snack food applications. molecules. Basic consumer necessities such as paper and textiles are examples of its use in major industrial applications, where it is used in sizing, surface coating and Corn Oil TreasureTreasure adhesives. Cornstarch serves as the raw material from which a host of products are Corn oil is made from the oil-rich germ of the corn kernel. It is used mainly in The sight of tasseled corn swaying gently in the wind is a familiar scene in made, including baby powder, laundry spray starch and cooking starch. It is also cooking oil, salad oil and margarine. High in mono and poly unsaturated fats, corn summer in many regions of the country. In fact, corn is the most abundant crop found in other common household items such as matches, batteries, diapers and a oil is a top choice for reducing saturated fat and trans fat in numerous food products. produced in the United States today. It accounts for more planted acres and wide variety of food products. Corn Gluten Feed has a higher value than any other commodity. Starch, Modified Corn gluten feed is the protein and fiber co-product of corn processing.
    [Show full text]
  • Counting Kernels (Mean, Median, Mode and Range)
    Counting Kernels (Mean, Median, Mode and Range) Introduction Middle School Everywhere we look we see numbers: speed limit signs, gas prices, temperature for the day, and the population of a city. A set of numbers or numbers comparing more than one thing can take on a different meaning. For example, the average salary of the players on a sports team or the average class score on a math test can have various meanings. Many career fields use mean, median, mode and range to find important information that helps with understanding data and trends. Farming is one career field that uses information to help and predict corn yields in a field. Why do you think it is important for farmers to predict harvest yields? Background Information Most of the corn we grow in the U.S. is dent corn (also called field corn). While a small portion of dent corn is used for corn cereal, corn starch, corn oil and corn syrup, dent corn is a grain used mostly for livestock feed and ethanol production. You could cook and eat both sweet corn and dent corn as corn on the cob, but the dent corn won’t be as sweet and juicy. Activity This activity is designed to reinforce the concept of how to calculate mean, median, mode and range on an ear of field corn. If you have access to multiple ears, you may use them, but for this activity we will provide the data from three ears of corn. The number of kernels on an ear of corn varies depending on many factors during the growth process.
    [Show full text]
  • Corn Field Math and Science Grades 3-5 Math, Science, Social Studies Objectives Students Will Learn About Corn’S Place in the History of the Americas
    Corn Field Math and Science Grades 3-5 Math, Science, Social Studies Objectives Students will learn about corn’s place in the history of the Americas. Students will solve real life math problems using corn production. Students will display an understanding of how humans crossbred and domesticated plants. Students will classify Newtonian and Non-Newtonian substances and create polymers using cornstarch and corn syrup. Vocabulary bushel—a unit of measure usually equal to 35 liters or 9.5 gallons ethanol—a colorless liquid made from corn which can be burned as a fuel hybrid—an animal or plant that is produced from two animals or plants of different kinds polymer—a chemical compound that is made of small molecules that are arranged in a simple repeating structure to form a larger molecule silage—food for farm animals that is stored inside a silo teosinte—the wild grass plant that corn was domesticated from yield—to produce or provide (something, such as a plant or crop) Background Corn was derived from a native grass, known as teosinte. While the exact origin is unknown, tiny ears of corn have been discovered at ancient village sites and in tombs of early Americans. Evidence of corn in central Mexico suggests it was grown there as long as 9000 years ago. Teosinte is still grown in Mexico and Central America today. For more information about the domestication of corn or maize, have students watch the 17 minute video: “Popped Secret-the Mysterious Origin of Corn:” https://www.biointeractive.org/classroom-resources/popped-secret-mysterious-origin-corn Native Americans and early settlers in the United States have grown domesticated corn, also known as maize, in the southwestern US for at least 3000 years.
    [Show full text]
  • a Tale of Two Corns
    . A Tale of Two Corns , hen you’re driving down a highway in the Corn Belt and see acre after acre after acre of corn, don’t jump out . Field Corn and grab an ear for some impromptu corn on the cob. • 89 million planted acres WChances are, it’s the wrong sort of corn. • 14.4 billion bushels produced There are two corns in the United States, and field corn is by far the • Crop Value: $51.8 billion most common, grown on more than 99 percent of all corn acres. While a small portion is processed for use as corn cereal, corn starch, corn oil and corn syrup for human consumption, it is primarily used for livestock feed, ethanol production and other manufactured goods. It’s considered a grain. Sweet corn is what people purchase fresh, frozen or canned for eating. It’s consumed as a vegetable. Sweet Corn , Unlike field corn, which is harvested when the kernels are dry and • 494,600 planted acres fully mature, sweet corn is picked when immature. • 146 million bushel equivalents The following statistics from the U.S. Department of Agriculture will give you a sense of the size of these two vastly different industries. • Crop Value: $656 million What do some of these words mean? • A bushel of corn is 56 pounds, about the weight of a large bag of dog food. • An acre is about the area of a football field. How Field Corn is Used , In 2018, corn farmers grew 14.4 billion bushels of field corn. The total corn supply, including the corn carried over from 2018, is 16.6 billion bushels.
    [Show full text]
  • Corn Engrained in Midwest Lifestyle
    AT THE FARM GATE CornCorn engrainedengrained inin MidwestMidwest lifestylelifestyle By JOANIE STIERS e named our puppy Maizey, playing on the corn phrase W“maize.” The name seemed fitting for a yellow-colored Labrador and a tribute to the crop at the root of our livelihoods. We also thought the name was unique until we learned the farmer two miles south calls his dog the same. Farmers throughout Illinois share a connection to corn. We grow it, talk about it, and drive around just to look at it. We monitor its stages of development, the rain it receives, and its health in our own fields, as well as around the county, state and Midwest. We invest in the technology to plant it at consistent depths and precise distances to resemble picket fences at emergence. Tech-driven applications of fertilizer and herbicides help achieve the overall industry goal of more grain Make your own with less environmental impact. By mid-summer, farmers marvel at tassels and worry when forecasted storms with high biodegradable plastic winds could topple the crop under their care before it’s 1. Place a tablespoon of cornstarch in a plastic harvested. zipper-seal bag. Corn helps pay the bills for Illinois’ more than 72,000 farms, 2. Add 2 drops of corn oil to the cornstarch. most of which grow field corn, a grain used for food, feed and 3. Add 1½ tablespoons of water to the oil and fuel. The Illinois Corn Growers Association reports that the cornstarch. Seal the bag. crop adds $17.5 billion annually to the state’s economy.
    [Show full text]
  • USAID ADVANCE FY17 Q3 Report
    AGRICULTURAL DEVELOPMENT AND VALUE CHAIN ENHANCEMENT PROJECT (ADVANCE) FY 2017 Q3 REPORT: APRIL - JUNE 2017 Submitted July 28, 2017 ADVANCE FY17 Q3 Report July 2017 ADVANCE FY17 Q3 REPORT APRIL 2017 – JUNE 2017 COOPERATIVE AGREEMENT NO. AID-641-A-14-00001 AOR USAID: PEARL ACKAH CHIEF OF PARTY: EMMANUEL DORMON DISCLAIMER This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of ACDI/VOCA and do not necessarily reflect the views of USAID or the United States Government. ii ADVANCE FY17 Q3 Report July 2017 CONTENTS A. EXECUTIVE SUMMARY .................................................................................................................................. 1 B. INTRODUCTION ............................................................................................................................................ 3 C. COLLABORATION .......................................................................................................................................... 3 1. COLLABORATION WITH THE MINISTRY OF FOOD AND AGRICULTURE ................................................................................... 3 2. COLLABORATION WITH OTHER PARTNERS ...................................................................................................................... 3 D. KEY RESULTS ................................................................................................................................................
    [Show full text]
  • Demonstration Plan
    Corn in the Classroom – Many Uses Course: Corn in the Classroom Unit: Did You Know? Competency: Identify various uses for corn Lesson Title: Many Uses of Corn Estimated Time: 60 minutes Terminal Performance Objective: Identify the 5 major uses for corn. Enabling Objectives: - Identify the 5 major consumers of corn - Identify various uses within the 5 major consumer groups - Explore the uses of corn through “Make Your Own Corn Plastic” experiment Materials, Supplies, Equipment, References and Other Resources: - PowerPoint - Corn in the Classroom Activity Book pages 6, 7, and 8 - “Finding Corn in Your Home” activity sheet - “Make Your Own Corn Plastic” activity sheet o Corn oil, corn starch, water, small plastic cups, sturdy plastic spoons, food coloring (optional), 2 liquid droppers - Various household items made with corn (if desired: i.e. diapers, ketchup, cereal, clothes detergent, chocolate syrup, etc.) Interest Approach (Motivation): Place various items containing corn on display. (e.g. diapers, ketchup, cereal, clothes detergent, chocolate syrup, etc.). Question: Which of the items do you think contain corn? Answer: Actually, all of these items are made with corn and today we are going to discover even more items that include the nation’s top crop. Inform: However, these items are not made with the sweet corn we all like to eat, but with field corn (show on PowerPoint slide 4 or with Sweet vs. Field Poster.) Today we are going to learn about the many uses for field corn and how it affects us daily. Communicate Objectives, Define Problem or Decision to be Made or Identify Questions to Investigate: - Review the difference between sweet corn and field corn - Define the 5 major uses of field corn - Identify various uses for corn within 5 major consumption categories - Identify items that contain corn - Make our own ‘corn plastic’ Instructor Directions/Materials: Content Outline, Instructional Procedures, and/or Key Questions: PowerPoint - Review: sweet corn vs.
    [Show full text]
  • FIELD CORN Because of Its High Protein and Carbohydrate Content, Corn Has Been an Important Nutritional Resource for Thousands of Years
    FIELD CORN Because of its high protein and carbohydrate content, corn has been an important nutritional resource for thousands of years. Corn can be traced back to Mexican or central American cultures as early as 3400 B.C., and has become a staple among Native American civilizations throughout the Western Hemisphere. The corn plant is a North American native. It was first grown in Mexico 7,000 years ago. The native Indians first taught the pilgrims to use corn. Currently, field corn is a rather minor crop in Yuma County. In 2005, lo- cal corn producers grew roughly 300 acres of corn valued at $200,000. Field corn is also used to make whiskey, and a wide variety of industrial products such as ceram- ics, pharmaceutical drugs such as penicillin and other antibiotics, paints, crayons, shoe pol- ish, wall paper, paper goods, textiles, batteries, fireworks, cardboard, biodegradable packing materials and much more. Corn can be processed into a fuel called ethanol. More than a thousand modern items are made from corn. The United States grows more corn than any other country and is known as “maize” in many parts of the world. Corn is in touch with us daily - often without our ever knowing it. Americans would find it diffi- cult to live without corn. It is our country’s number one crop. Many people are familiar with sweet corn and enjoy it as a part of their diets. Approximately 50 percent of the U.S. corn crop is fed to livestock (hogs, cattle, sheep and poul- try). Corn is the leading source of sweetener and is used to make a wide variety of foods such as bread, breakfast cereal, corn meal, corn syrup, corn oil, corn starch, sodas, candy and chewing gum.
    [Show full text]
  • Corn Series Tortillas!
    Kitchen Lesson K7-1 Corn Series Sustainability By processing corn in diferent ways, we can compare methods of food production from contrasting times. Tortillas! Communication Students discuss pros and cons of various methods of corn Nourishment processing, drawing on their personal experience to Students learn the nutritional benefits of the nixtamalization formulate and defend opinions in a respectful way. process, taste and compare nixtamalized corn and non- nixtamalized corn and eat freshly made corn tortillas. Academics This lesson fulfills History–Social Science Content Life Skills Standards for Meso-American and Andean civilizations; Students compare three diferent studying the roles of people in each society; Common Core methods of grinding corn by hand, State Standards for following a multistep procedure; learn to prepare masa before collaborative discussion; speaking and listening; language; using a tortilla press to form acquiring words and phrases; Health Education Content fresh tortillas and Standards for identifying nutrients; diferentiating practice cooking them between diets that are health-promoting and diets on a griddle. linked to disease; preparing nutritious food; and identifying the impact of nutrition on chronic disease. Kitchen Lesson #1 Grade 7, Fall Rotation K7-1 The Corn Series: Tortillas! Abstract Summary In this 7th grade humanities lesson, students rotate through three stations to explore the process of making corn tortillas from scratch. Students learn about food production and processing by making tortillas
    [Show full text]
  • Teacher's Guide
    TEACHER’S GUIDE C For use with the book The Fantastic Corn Quest. O R GRADES 2-3 Written by Selma Bartels and Jessica (Hinman) Hughes Graphic Design by Tara Grell N Nebraska Agriculture in the Classroom LANGUAGE ARTS Nebraska State Standards: LA 2.1.3, 2.1.5, 2.1.6, 2.2.1, 2.2.2 1. Simile Activity: Have students complete the following: “Popcorn is like __________ because __________.” 2. Adjective Activity: Ask the students, “What does popcorn sound like when you chew it?” Have students think up sound words to describe the action. Suggest words like crunch, crack and squish. Have students think of adjectives to describe the taste. 3. Make a commercial to advertise popcorn/corn. 4. Create a recipe using popcorn. Name your new treat. 5. Before Reading Activity: Duplicate one copy of Activity Sheet A for each student. Draw a KWL Chart on large chart paper for whole group use. Have students fill out the K and W portions on their own sheet and then compile their answers on the large chart paper. 6. While Reading Activity: Duplicate one copy of Activity Sheets B1 and B2. Cut apart the cards. Also duplicate one copy of Activity Sheets C1 and C2 for each student. A. Vocabulary Cards – While the teacher reads the text, she/he will present the vocabulary cards as they appear in the text. Each will have a visual with the label and definition. B. Vocabulary Sheet – When class comes to a vocabulary word, each student will find the word on their sheet.
    [Show full text]