Ag Literacy Book Bundle Reader Guide

Transcription

Agricultural Literacy
Book Bundle Project
22 Book Bundle Reader Guides
Minnesota Agriculture in the Classroom
Tons of Agriculture Packed into 22 Engaging and
Informative Books
This project is a collaborative effort between Minnesota Agriculture
in the Classroom (M-AITC), Hobar Publications, a Division of
Finney Company. The 22 selected titles provide facts and ideas
in both fiction and nonfiction forms to cover many aspects
of agriculture, including plants, animals, foods, and fibers.
No Agriculture Experience Required with Book Bundle
Reader Guides
You don’t have to be an agriculture expert to enjoy sharing the
book bundle with students. Because agriculture is essential to
daily living, the subjects of these books make easy connections to
many curriculum areas. Minnesota Agriculture in the Classroom
has created these individual Reader Guides to help reinforce
and enhance the bridges between agriculture and academics.
Revision Version, March 2010
Contact information:
To order book bundles:
Al Withers
Minnesota Dept. of Agriculture
Minnesota Agriculture in the
Classroom
625 Robert Street N.
St. Paul, MN 55155
Ph: 651-201-6688
[email protected]
Order Number: M-AITCO4
Hobar Publications,
A Division of Finney Company
8075 - 215th Street West
Lakeville, MN 55044
Ph: 952-469-6699 or 800-846-7027
Fax: 952-469-1968
www.finney-hobar.com
Table of Contents
About the Book Bundle Reader Guides.......................................................Page
Areas of Study ...........................................................................................Page
About Minnesota Agriculture in the Classroom . ....................................... Page
Teacher Training Component ....................................................................Page
General References . ..................................................................................Page
4
6
7
7
8
Agricultural Literature Book Bundle Reader Guides
Cattle Kids - A Year on the Western Range .................................................Page 9
Corn .........................................................................................................Page 11
Daddy Played Music for the Cows .............................................................Page 15
Dirt: The Scoop on Soil .............................................................................Page 17
Extra Cheese Please: Mozzarella’s Journey from Cow to Pizza.....................Page 19
Fantastic Farm Machines ...........................................................................Page 21
From Wheat to Bread ................................................................................Page 25
George Washington Carver .......................................................................Page 27
The Honey Makers ....................................................................................Page 29
How Do You Raise a Raisin ........................................................................Page 31
Life On a Pig Farm . ...................................................................................Page 33
Living on Farms . .......................................................................................Page 35
Midday Meals Around the World . .............................................................Page 37
Oh Say Can You Seed? ..............................................................................Page 39
The Ojibwa: Wild Rice Gatherers ...............................................................Page 43
Out and About at the Dairy Farm ..............................................................Page 43
Out and About at the Greenhouse ............................................................Page 45
Plant Plumbing: A Book About Roots and Stems . ......................................Page 47
Soybeans in the story of agriculture . .........................................................Page 49
The Super Soybean ...................................................................................Page 51
Tops & Bottoms ........................................................................................Page 55
The Tree Farmer ........................................................................................Page 57
Addendum: These titles were part of the original book bundle, but are now out of print.
Corn..........................................................................................................Page 61
Corn Belt Harvest.......................................................................................Page 63
Farmer’s Market: Families Working Together . ............................................Page 65
From Cotton to T-shirt ..............................................................................Page 67
From Plant to Blue Jeans . ..........................................................................Page 69
Glorious Grasses: The Grains .....................................................................Page 71
Harvest Year ..............................................................................................Page 73
If It Weren’t for Farmers . ...........................................................................Page 75
Life On a Cattle Farm ................................................................................Page 77
Lily’s Garden .............................................................................................Page 79
Pioneer Farm Cooking: Exploring History ..................................................Page 81
About the Book Bundle Reader Guides
Each Reader Guide tells you what to expect from the book and its appropriate audience. A few
titles are useful as teacher references. We chose titles specifically for use at the elementary level
and designated them for two audiences:
• Primary: Normally read aloud to students in Kindergarten to Grade 3 or ages 4-8
• Intermediate: Normally read aloud to students or used for student self-study in Grades 4
to 6 or ages 9-12
You’ll find a summary of the book as well as descriptions of core lessons. The core lessons
explain the concepts or ideas that students should take away from the book. Each Reader Guide
also provides discussion hints, glossary words, activities, and starting points for further reading
and online research.
In addition, the Reader Guide indicates the title’s connection to Minnesota, its application to
Minnesota academic standards, and its related Areas of Study.
More About the Minnesota Academic Standards Connections
Each title in the book bundle can help students toward mastery of the Minnesota Academic
Standards, offering real-world connections as you incorporate the standards into your
classroom activities. Specifics for each standard vary for grade levels. For details, refer to the
Minnesota Department of Education Academic Standards:
http://children.state.mn.us/mde/academic_excellence/academic_standards/index.html
Generally, the book bundle titles may address one or more of several Minnesota Academic
Standards.
Social Studies
• Minnesota History Strand: The student will demonstrate knowledge of Minnesota’s
indigenous peoples and frontier farms. The student will understand how families live today
and in earlier times, recognizing that some aspects change over time while others stay the
same.
• Geography Strand: The student will give examples that demonstrate how people are
connected to each other and the environment.
• Economics Strand: The student will understand the concept of interdependence in
relation to producers and consumers.
• U.S. History Strand: The student will know individuals and groups associated with key
turning points in U.S. history, understand the significance of slavery, and analyze the impact
of inventions and technologies on life in America, including the cotton gin.
page
4
Science
• History and Nature of Science Strand: The student will give examples of scientific
advances throughout history and understand how science is used to investigate interactions
between people and the natural world.
• Life Science Strand: The student will observe and describe how plants and animals grow
and change, as part of an understanding of life cycles.
• Earth and Space Science Strand: The student will observe and describe the formation,
composition, and properties of rocks, soils, water and air, and describe daily and seasonal
changes in weather. The student will investigate the impact humans have on the
environment.
Language Arts
• Reading and Literature Strand: The student will use a variety of strategies to expand
reading, listening, and speaking vocabularies.
More About the Areas of Study
The Areas of Study are subject categories designed to simplify selecting titles for different lesson
plans during the school year. A helpful cross-reference of book bundle titles by groups follows.
Areas of Study:
•
•
•
•
•
•
•
•
•
•
•
Animal Farms
Farming History
Farm Life
Gardens
Geography
Nutrition
Production & Processes
Science
Seasons
Tasty & Useful Plants
World Harvests / World Cultures
Book Bundle Reader Guide
page
5
page
6
Corn
Farming
History
Cattle Kids
Farm Life
The Super
Soybean
Soybeans in
the story of
agriculture
The Ojibwa:
Wild Rice
Gatherers
Daddy Played Daddy Played Corn
Music for the Music for the
Daddy Played
Cows
Cows
Music for the
Cows
Extra Cheese George
Please
Washington
Extra Cheese
Carver
Please
Life on a Pig
Farm
The Honey
Fantastic
Makers
Farm
Out and
Machines
About at the How Do
Dairy Farm
You Raise a
George
Raisin?
Washington
Carver
Living on
Farms
The Honey
Makers
The Ojibwa:
Wild Rice
How Do
Gatherers
You Raise a
Raisin?
Soybeans in
the story of
Life on a Pig
agriculture
Farm
The Super
Living on
Soybean
Farms
Cattle Kids
Animal
Farms
Tops and
Bottoms
Plant
Plumbing
Out and
About at the
Greenhouse
Oh Say Can
You Seed?
Gardens
From Wheat
to Bread
Extra Cheese
Please
Corn
Nutrition
The Super
Soybean
Soybeans in
the story of
agriculture
Midday Meals The Honey
Around the
Makers
World
How Do
The Ojibwa:
You Raise a
Wild Rice
Raisin?
Gatherers
Midday Meals
Around the
Soybeans in
World
the story of
agriculture
Oh Say Can
You Seed?
The Super
Soybean
The Ojibwa:
Wild Rice
Gatherers
How Do
You Raise a
Raisin?
Corn
Cattle Kids
Geography
The Tree
Farmer
The Super
Soybean
The Tree
Farmer
The Super
Soybean
Soybeans in
the story of
agriculture
Out and
About at the
Dairy Farm
Soybeans in
the story of
agriculture
Plant
Plumbing
Out and
About at the
Greenhouse
The Super
Soybean
Soybeans in
the story of
agriculture
Out and
About at the
Greenhouse
The Honey
Makers
Oh Say Can
You Seed?
The Ojibwa:
Wild Rice
Gatherers
The Ojibwa:
Wild Rice
Gatherers
The Ojibwa:
Wild Rice
Gatherers
Midday Meals
Around the
World
How Do
You Raise a
Raisin?
Corn
World
Harvests/
Cultures
Tops and
Bottoms
The Super
Soybean
Soybeans in
Plant Plumbing the story of
agriculture
Soybeans in
the story of
The Super
agriculture
Soybean
How Do You
Raise a Raisin?
George
Washington
Carver
From Wheat to
Bread
Corn
Tasty &
Useful
Plants
Oh Say Can
You Seed?
The Ojibwa:
Wild Rice
Gatherers
Oh Say Can
You Seed?
Living on
Farms
How Do
You Raise a
Raisin?
The Honey
Makers
From Wheat
to Bread
Fantastic
Farm
Machines
Corn
Cattle Kids
Seasons
Dirt: The
Fantastic
Scoop on Soil Farm
Machines
Fantastic
Farm
The Honey
Machines
Makers
Corn
Corn
Extra Cheese
Please
Cattle Kids
Science
Cattle Kids
Production
&
Processes
(for current books in the bundle)
Areas of Study
About Minnesota Agriculture in the Classroom –
A Partnership in Education
Minnesota Agriculture in the Classroom (M-AITC) is a school-based education program helping
students in grades K-12 gain broad-based agricultural knowledge.
M-AITC offers a multitude of materials to assist educators in teaching about agriculture. The
materials and programs, most at no cost, are designed to be integrated into existing subject
areas such as social studies, science, environmental education, math, and language arts. This
interdisciplinary approach provides unlimited opportunities for incorporating agriculture
across the K-12 curriculum.
M-AITC is outside of the classroom, too. Community groups, home schools, and the general
public all take advantage of programs and resources that are part of M-AITC.
Minnesota Agriculture in the Classroom is a public/private partnership and a cooperative effort
of the Minnesota Department of Agriculture and many other supporters.
Find us fast:
www.mda.state.mn.us/maitc
Al Withers
Minnesota Department of Agriculture
625 Robert Street N.
St. Paul, MN 55155-2538
Phone: 651-201-6688
E mail: [email protected]
Teacher Training Component
M-AITC partners with the University of Minnesota through the work of Education Specialist,
Susan Anderson. Susan spearheads the important teacher education component to advancing
agricultural literacy in Minnesota. Her expertise is in providing pre-service workshops and inservice programs, many centered on the popular Project Food, Land and People “Resources for
Learning” teacher handbook featuring 55 lessons. These lessons help teachers better integrate
the important connections between food, land, and people.
Susan Anderson, Life and Natural Sciences Program
University of Minnesota
Southwest Research and Outreach Center
507-641-8338
[email protected]
page
7
General References
This printed document and its related content are available online at the Minnesota Agriculture
in the Classroom web site, www.mda.state.mn.us/maitc. The M-AITC site’s Teacher Resources
section, which includes a large AgLinks Library, is especially helpful for enhancing lesson plans,
and the popular student Minnesota AgMag Series and new AgMag Jr. are just two of the fun
teaching tools available to Minnesota educators.
MINNESOTA
Food for Thought Mapping Curriculum, A Product of Minnesota Agriculture in the Classroom
Minnesota Academic Standards
http://children.state.mn.us/mde/academic_excellence/academic_standards/index.html
Minnesota Agricultural Statistics Service
www.nass.usda.gov/mn
NATIONAL
National Agriculture in the Classroom
www.agclassroom.org
U.S. Department of Agriculture
www.usda.gov (browse at Education and Outreach)
U.S. Department of Agriculture Nutrition Pyramid
www.mypyramid.gov
Youth and Kids in Agriculture (USDA)
www.nal.usda.gov/outreach/youthkids.htm
OTHER HELPFUL SITES
A to Z Teacher Stuff / Visit: Themes (i.e., farms, apples, Laura Ingalls Wilder, etc.)
www.atozteacherstuff.com
Kids Gardening
www.kidsgardening.com
National Geographic Xpeditions Learning Program
www.nationalgeographic.com/xpeditions
page
8
Nonfiction
Title: Cattle Kids – A Year on the Western Range
Author: Cat Urbigkit
Publisher/Copyright Date: Boyds Mill Press, 2007
ISBN 978-1-59078-508-9
Suggested Level: Grades 1-4
Summary: This glossy pictorial essay shows how children
fit into life on a modern cattle ranch. The author describes
the various tasks that take place during a typical year, such
as birthing, branding and grazing. An honest and accurate
portrayal of genuine ranch life.
Listening Questions to Ask Before Reading
Core Lessons
Helps develop a better understanding of life
on a farm, in this case a western beef ranch.
Provides insights into the cattle industry
and the role “farm kids” play on the farm.
Areas of Study
•
•
•
•
•
•
Animal Farms
Farm Life
Geography
Science
Seasons
• Social Studies – Geography
• Science – Life Science
• Language Arts – Reading and Literature
(Repeat afterward for answers from your good
listeners)
• What type of work can be done by kids
on a cattle ranch? (feeding, general help
with animal care, gathering cattle with
horses, sorting cattle)
• What’s the difference between a cattle
farm/ranch and a dairy farm? (cattle
farms raise beef for food; dairy farms raise
cows for milk)
• Why do cattle have ear tags? (so the
farmer/rancher can identify each animal
and for easy record keeping of that
animal throughout its life)
• What tools might a cattle kid use on the
ranch? (horses, herding dogs, saddles,
pitch forks)
Discussion Questions to Ask After Reading
Minnesota Connections
Minnesota has about 14,500 farms with beef
cows. Most cattle farms have been in the
family for more than 25 years. Hereford and
Black Angus are among the most popular
breeds. Most cattle in Minnesota are raised
on pasture and in feedlots, and not on the
‘open range’ as in the western states.
• Would you like to live on a farm or ranch
and be a cattle kid? Why or why not?
• Do you think being a cattle kid would be
mostly fun or a lot of work? Why or why
not?
• What are some ways people use cattle?
(for food, hides for leather, by-products
such as medicines and paint brushes)
• What sort of care do beef cattle need?
page
9
Title: Cattle Kids – A Year on the Western Range
• How is open range beef ranching
different from a Minnesota beef farm?
(the mere volume of land available for
grazing allows for a different type of
feeding and land use)
Words to Know
Breed – a specific type of beef animal, such
as Hereford or Angus
Bull – male cattle used for breeding
Steer – a young male that has been
castrated
Calf – a baby cow
Cows – female cattle (also means any
single cattle, male of female)
Heifer – young female that hasn’t yet
given birth
Branding – the process of placing the
ranch’s symbol into the animal’s hide;
used for identification
Activities
Art: Invent a new tool or equipment to
help on the cattle farm; draw a picture
or make one using toothpicks, tinfoil,
or other “found” materials. Name it and
describe to the class what it does.
Language Arts: Visit a cattle farm or
interview a cattle farmer; write a story
about what you would like or not like
about living on a cattle farm.
Language Arts: “Hay” and “hey” are
homophones; make a silly poem using
hay and hey and other homophones.
Other: Make a list of favorite foods made
with beef. Try a beef recipe.
Other: Bullfighting is a traditional sport in
Spain and Mexico; Hindus believe cows
are sacred; Western rodeos feature bull
riding and cow roping. Research these
or other cow-related activities, events,
or beliefs; describe how they began and
where they happen(ed) in a report.
page
10
Related Titles
• Beef by Jason Cooper. Rourke
Publications, 1997.
• Amazing Grazing by Cris Peterson. Boyds
Mill Press, 2002.
• Cattle by Dorothy Hinshaw. Carolrhoda
Books (Minnesota publisher), 1993.
• A Field Guide to Cows by John Pukite.
Penguin, 1998.
• My Dad Works on a Farm by Sarah
Hughes. Children’s Press, 2000.
Suggested Links
• Hereford Cattle Society
www.herefordcattle.org
• Food for Thought Mapping Curriculum,
A Product of Minnesota Ag in the
Classroom
• Minnesota Beef Council
www.mnbeef.org
Keywords for Online Searches:
<beef cattle kids activities>
<Hereford>
<beef cattle>
Nonfiction
Title: Corn
Author: and Photographer: Gail Gibbons
Publisher/Copyright Date: Holiday House, 2008
ISBN-13: 9780823421695
Suggested Level: Primary / Read Aloud; Intermediate / Self
Study (Ages 5-8 or grades 1-4)
Summary: Perennial nonfiction favorite Gail Gibbons turns her
spotlight on corn. Gibbons offers myriad facts about corn, from
the most basic to the more complex process of how kernels
are actually formed. Popcorn, corn on the cob, corn dogs,
cornflakes – corn is used in many favorite foods. This book
offers up a history of corn as well as the details concerning
planting, cultivation, harvesting, and its many uses – a
cornucopia of information about a popular farm product.
Core Lessons
The author explains the importance of
the crop to the ancient Mayans and to
the Pilgrims, as well as the many products
derived from it today. Various spreads
are devoted to types of corn, and to the
planting, pollinating, and harvesting of it.
Areas of Study
•
•
•
•
•
•
•
•
•
Farming History
Farm Life
Geography
Nutrition
Science
Seasons
World Harvests/Cultures
Minnesota is one of the ten Midwestern
states referred to as the “Corn Belt”. In
2007, Minnesota ranked fourth nationally
in producing corn for grain (dent corn or
commonly called field corn). Minnesota
also ranks second nationally in producing
sweet corn for processing. The growing
season for dent corn in Minnesota generally
is from 75 days in northern Minnesota to
120 days in southern Minnesota. Although
a majority of Minnesota’s annual corn crop
is fed to livestock such as cattle, hogs and
poultry, Minnesota has become a national
leader in the use of corn for renewable fuels
(ethanol from corn).
Historical Perspective for Corn
• Social Studies – Geography; Economics;
U.S. History
• Science – History and Nature of Science;
Life Science
American Indians lived in our parts of
the country long before white settlers
arrived and long before statehood. The
two major tribes were the Ojibwe and the
Dakota. The Dakota women were farmers,
harvesting corn and squash. In native lore,
corn, beans and squash are often called
the “Three Sisters.” This name came from
the Haudenosaunee, the People of the
page
11
Title: Corn
Longhouse (also known as Iroquois). Many
considered these crops to be special gifts
from the creator. They were very important
in the agriculture and nutrition of most of
the Native people of the Americas.
listeners)
• Where was corn raised thousands of years
ago? (In the area now called Mexico and
Central America)
• Who taught the Pilgrims (people who
sailed from England to the Americas)
how to grow corn? (The local Native
American Indians)
• List the four main different types of corn?
(dent, sweet, flint and popcorn )
• Which foods use corn? (flour, corn bread,
chips, cereal, polenta, cornmeal, popcorn,
canned corn, jams and jellies, corn oil,
corn syrup, corn on the cob, etc.)
• Which nonfoods use corn? (fuel ethanol,
cobs for fuel, corn husk dolls, husks for
mattresses, animal feed, decorations,
glue, biodegradable plastic and packing
materials, medicines, etc.)
• Name the parts of a corn plant? (stalk,
leaf, husk, cob, tassel, silk and ear)
• Name the most common corn that
people eat? (sweet corn)
• How is corn important to people today?
(Corn is used in literally thousands of
food and non-food items and is a staple
in the agriculture of many states)
• Who taught the Pilgrims how to grow
corn? (The Native American Indians)
• What great feast did the Pilgrims hold
to celebrate their bountiful harvest?
(Thanksgiving)
• What are the four main types of corn?
(dent, sweet, flint and popcorn)
• What causes the kernel to POP when
making popcorn? (Inside each kernel
page
12
there is some moisture and, when heated,
the moisture expands and the hull bursts
open)
• What is pollination? (To transfer pollen
from an anther to the stigma of (a flower))
• How tall is the average corn plant? (About
8 feet tall)
Words to Know
combine – a farm machine that harvests
corn by removing the ear of corn and
separating the kernels from the cob.
dent corn – also called field corn; the most
widely planted of the six kinds of corn.
industrial farm – this word is not in the
dictionary and should not have been
used in this book to categorize a larger
farming operation (page 26 in CORN
book). A better word might have been
“large mechanized” farming operation
run by one or more families on a larger
scale than a small acreage farm. In
Minnesota, examples might be farms
with large acres of corn, soybeans, wheat
and sugarbeets.
kernel – on corn cobs, the seeds of the
plant.
maize – the name for corn in ancient
South American and Mexican cultures.
pollination – the process by which
plant pollen is transferred from the
male reproductive organs to the female
reproductive organs to form seeds. In
flowering plants, pollen is transferred
from the anther to the stigma, often by
the wind or insects.
Activities
Art: cornhusk dolls as made by early
Colonists and eastern Native Americans
(find detailed instructions online using
keywords: cornhusk doll instructions.
Geography: Color the Corn Belt states on
a U.S. map. Highlight leading Minnesota
corn production areas (Check out
Minnesota Ag in the Classroom’s great
Title: Corn
full color commodity card set at www.
mda.state.mn.us/maitc. The corn card
will list major corn-producing counties).
Science: Evaluate ingredient lists on food/
nonfood products and make a display of
products that use corn.
Language Arts: Imagine you are a
Pilgrim just arriving in the Americas,
or a Native American Indian helping
to teach these new Pilgrims how to
survive, and write a story about your
experiences.
Other: Make popcorn and string into corn
garlands for bird food.
Suggested Links
a Product of MAITC
• Minnesota Agriculture in the Classroom
Click Children’s Literature Book BundleAdditional Activities - Bouncing Corn
• Minnesota Corn Growers Association
www.mncorn.org
• National Corn Growers Association
www.ncga.com
• The Popcorn Board
www.popcorn.org
Related Titles
• Corn – On and Off the Cob by Allan
Fowler, Children’s Press, 1994
• Corn is Maize – The Gift of the Indians
by Aliki
• Four Seasons of Corn; A Winnebago
Tradition by Sally M. Hunter, Lerner
Publications, 1997
• From Kernel to Corn Cob by Ellen Weiss
• Groundhog Day by Gail Gibbons
• The Vegetables We Eat by Gail Gibbons,
Holiday House, 2007
• Vegetables by Jillian Powell, Raintree
Steck-Vaughn, 1997
• What’s for Lunch, Corn by Pam Robson
Keywords for Online Searches
<corn education classroom>
<corn facts kids>
<cornhusk doll instruction>
page
13
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14
Fiction
Title: Daddy Played Music for the Cows
Author: Maryann Weidt; Illustrator: Henri Sorensen
Publisher/Copyright Date: Lothrop, Lee & Shepard
Books, 1995 (hardcover). Windward Publishing, 2004
(paperback). ISBN 0-89317-060-7
Suggested Level: Primary / Read aloud; Intermediate
(easy) / Student self-study
Summary: A daughter’s childhood memories tell about
life on a dairy farm years ago. The music her father
played for the cows, such as yodeling, tie together the
vignettes of her experiences as she grows up.
Core Lessons
Literature can tap into agriculture to
connect people to the past and to each
other. The story introduces a positive fatherdaughter relationship, described around
music and play. It also provides insights to
the American farm culture.
Areas of Study
• Animal Farms
• Farming History
• Farm Life
(Repeat afterward for answers from your
good listeners)
Note: Practice the singing and yodeling lines
before reading aloud.
• What was the little girl’s rattle? (a red can
full of seed corn)
• What did the barn cats chase? (a
sunbeam)
• What does a yodel sound like? (yo-dellay-hee, yo-del-lay-heeee-hoooo)
• Social Studies – Minnesota History
• Music – Historic Characteristics; Varied
Repertoire
Minnesota author. Minnesota farm setting.
Minnesota Book Award Winner, 1996.
Minnesota publisher (paperback). In 2005,
Minnesota had 79,600 farms. Each farmer
feeds 144 people.
• Have you visited a farm? What was
similar at that farm to the one in this
story?
• What is your favorite kind of music?
Would cows like it?
• Has anyone dared you to do something?
Did you do it? Why or why not?
• The little girl plays hide-and-seek behind
the cows with her friends. What games
do you play with your friends?
page
15
Title: Daddy Played Music for the Cows
Words to Know
manure – cow droppings
overalls – denim jeans that cover the chest
area
silage – a mix of hay and other plants for
cows to eat
waltz – a dance performed to music in ¾
time
yodel – a kind of singing from Switzerland
and, later, in country music
Activities
Music: Listen to country western and
yodeling music, especially songs noted
in the story such as “Toreador Song”
from the opera Carmen, “Git Along, Little
Dogies,” and “Happy Trails To You” by
Dale Evans and Roy Rogers.
Art: Make cow puppets with popsicle sticks
and black and white construction paper.
Other: Shake a jar of whipping cream until
it turns to butter. Share at snack time on
crackers.
Related Titles
• Cows in the Parlor: A Visit to a Dairy Farm
by Cynthia McFarland. Atheneum Books,
1990.
• How Now, Brown Cow? by Alice Shertle.
Harcourt, 1994.
• Life on a Dairy Farm by Judy Wolfman.
Carolrhoda Books (Minnesota publisher),
2004.
• Something to Tell the Grandcows by Eileen
Spinelli. Eerdmans, 2004.
• U 2 Can Yodel by Kerry Christensen, CD.
1998.
Suggested Links
Click Children’s Literature Book Bundle Additional Activities - Ice Cream in a Bag
• Author Maryann Weidt’s official Web site
www.maryannweidt.com
• Hear an authentic Swiss yodel
www.misslink.org/yodel.html
<yodel kids education>
page
16
Nonfiction
Title: Dirt: The Scoop on Soil
Author: Natalie M. Rosinsky; Illustrator: Sheree Boyd
Publisher/Copyright Date: Picture Window Books, 2003.
ISBN 1-4048-0012-3
Suggested Level: Primary / Read aloud; Intermediate /
Student self-study
Summary: Discusses the nature, uses, and importance of
soil and the many forms of life that it supports. Includes
fun facts and two activities.
Core Lessons
Helps readers understand the composition and
importance of soil.
Area of Study
• What holds topsoil together? (roots of
plants)
• What are some ways that animals help
make soil better for plants?
• Science
Life Science; Earth and Space Science
• Why is soil important to humans?
• What are some ways that humans can
help protect the soil?
• Does your family have a compost pile?
Have you harvested soil from it?
Words to Know
(also see glossary at back of book)
Minnesota-based advisors and Minneapolisbased publisher.
listeners)
• What is in soil? (crumbled rocks, worms,
bugs, rotting plants, sand, silt, clay, etc.)
• Can you name some colors of clay? (red,
yellow, white, tan, gray, black, blue)
• What makes humus? (rotting plants,
leaves, wood, animal parts)
compost – to collect food scraps and yard
clippings to make soil
decomposers – creatures that live in soil
and eat dead plants
erosion – the effect of wind or rain that
carries away topsoil
humus – the dark, gooey part of soil that
feeds plants
silt – a type of soil with grains smaller than
sand and larger than clay
topsoil – the top layer of soil with humus,
water and air for plants
page
17
Title: Dirt: The Scoop on Soil
Activities
(see also: activities at back of book)
Art: Draw, color and cut out small pictures
of decomposers; make a topsoil collage
showing the many creatures living in
soil.
Science: Make separate sand, humus, and
clay “castles” in plastic bins (use moist
playdough for clay; play sand and topsoil
available at home improvement centers).
Slowly pour water from a watering can
over each castle. Which one disappears
first? Why?
Language Arts: Read Diary of a Worm.
Write a story about saving the soil from a
worm’s perspective.
Other: Make a class or school compost
bin (find detailed instructions online,
keywords: <compost kids activity>)
Note: Text at end of book describes rows of
trees lining fields as windbreaks to stop erosion.
Depending on where you live, this may be a
familiar sight and a topic for further discussion
and activities.
Related Titles
• A Handful of Dirt by Raymond Bial.
Walker, 2000.
• Diary of a Worm by Doreen Cronin.
Joanna Cotler, 2003.
• Erosion by Rebecca Olien. Bridgestone
Books, 2002.
• Soil by Alice K. Flanagan. Compass Point
• Under One Rock: Bugs, Slugs, and Other
Ughs by Anthony D. Fredericks. Dawn
Publications, 2001.
Suggested Links
• Kids Gardening
Click Children’s Literature Book BundleAdditional Activities - Soil Baby
• U.S. Department of Agriculture - Natural
Resources Conservation Service
www.soils.usda.gov/education
• Worm World
http://yucky.kids.discovery.com/flash/
worm
<erosion classroom lesson>
<compost kids activity>
<kids soil garden>
<kids worm soil>
page
18
Nonfiction
Title: Extra Cheese Please: Mozzarella’s
Journey from Cow to Pizza
Author: Cris Peterson; Photographer: Alvis Upitis
Publisher/Copyright Date: Boyds Mills Press, 1994.
ISBN 1-59078-246-1
Student self-study
Summary: When Annabelle gives birth to her calf,
she also begins to produce milk. The milk is then
processed into cheese, and from the cheese, pizza
is made. Color photographs accompany the light,
informative text. Includes pizza recipe.
Core Lessons
Helps develop an understanding of the
farm-to-table path of cheese, which is
an agricultural product. Promotes an
appreciation for farmers, using a familiar
food.
Areas of Study
•
•
•
•
Animal Farms
Farm Life
Nutrition
• Social Studies – Minnesota History;
Economics
Author lives in Grantsburg, Wisconsin,
near Minnesota. Photographer is from
Minneapolis. In the U.S., Minnesota ranks
sixth in number of dairy cows (460,000)
and milk production.
listeners)
• How many glasses of milk can a cow
make in a year? (40,000 glasses or 1,830
pounds of cheese)
• How many times a day does a farmer
milk a cow? (twice: morning and night;
however, some farmers now milk their
cows three times per day)
• What do cows eat? (a “salad” of hay,
corn, soybean)
• What does rennet do? (thickens milk to
make curds)
• What is whey used for? (making other
foods like candy, ice cream, bakery goods)
• What other foods can you name that use
cheese or other dairy products?
• Why would eating cheese be healthy?
Talk about the “My Pyramid” of
nutrition.
• Trace back how foods or other agriculture
products begin: i.e., pizza to cheese to
milk to cow to plants to soil to rocks.
Trace salads, paper, honey, or other areas
of study.
page
19
Title: Extra Cheese Please: Mozzarella’s Journey from Cow to Pizza
Words to Know
(also see the glossary at back of book)
(also see suggestions at back of book)
curd – globs of custard-like milk
pasteurizer – heating machine that kills
germs in milk
rennet – liquid added to milk to thicken it
and make curds
silo – tall storage building for milk or grain
whey – clear liquid that separates from
curds
• The Milk Makers by Gail Gibbons. Simon
& Schuster Children’s Publishing, 1987.
• The Stinky Cheese Man and other Fairly
Stupid Tales by Jon Scieska. Viking
Juvenile, 1992.
Activities
Art: The black-and-white patterns on
Holsteins, the most popular dairy cow,
are as unique to each cow as fingerprints
are to people. Make cow pictures with
black finger-print spots.
Science: Use your five senses to explore
differences between “squeaky” yellow
cheese curds and white mozzarella
chunks (each student gets a sample
of each in a cup to examine); track
responses.
Language Arts: Talk about “Little Miss
Muffett” and its reference to curds and
whey (for fun, read The Stinky Cheese Man
as noted in Related Titles to emphasize
literature’s connection). Make a poem
with rhyming dairy farm words: cheese /
please, cow / now, hay / day, etc.
Other: (Also see pizza recipe at back of
book) Make butter: Put 1 tablespoon of
heavy cream in a 35mm film case, cover
it, and shake rapidly for 3-4 minutes until
butter forms.
page
20
Related Titles
Suggested Links
A Product of Minnesota Agriculture in
the Classroom
Click Children’s Literature Book Bundle-
Additional Activities - Ice Cream in a Bag
or Mammals, Milk & Math
• National Dairy Council
www.nutritionexplorations.org
• U.S. Department of Agriculture Nutrition
Pyramid
www.mypyramid.gov
<milk dairy Minnesota>
<cheese nutrition kids>
nonfiction
Title: fantastic farm machines
Author: Cris Peterson; Photographer: David Lundquist
Publisher/Copyright Date: Boyds Mills Press, 2006
ISBN 1-59078-271-2
Suggested Level: Primary/Read aloud; Intermediate/
Student self-study.
Summary: This book introduces the reader to twelve
different machines that help farmers get their work done,
while demonstrating various farm tasks and technology
involved in today’s farming. Color photographs showing
a range of close-up to distant aerial shots of farm
machines and the work that they do are included on
each page, enhancing the content of this book.
Core Lessons
Helps develop an understanding of the
technology involved in modern agriculture
through words and pictures as information
is shared about a variety of farm machines
used by farmers (producers). Through
the text the reader learns about many
agricultural tasks that are done on the farm,
the different machines and their functions
that help producers complete these tasks,
along with personal and easy to relate
to experiences of the producer/author of
the book. The outstanding photography
provides a first-hand look at fantastic farm
machines.
Areas of Study
•
•
•
•
Farm Life
Science (Technology)
Seasons
•
•
•
Social Studies – Minnesota, History,
Economics
Science – Life Science
Language Arts – Reading and Literature
Author lives in Grantsburg, Wisconsin,
Minneapolis. Many implement dealers dot
the countryside of Minnesota. The Minnesota
Inventors Congress takes place each year in
Redwood Falls, MN and many of the new
inventions include machines to make work
on the farm easier and more efficient.
listeners)
• What are the most important machines
used on the farm? (tractors)
• What machines are used to get the fields
and soil ready for planting? (chisel plow
and soil finisher)
• Plants need water to grow. What do
farmers use to supply abundant water to
their plants? (irrigation pivots)
• Sometimes farmers spray their crops to
protect them from insects and weeds.
What equipment do farmers have in
the sprayer cab to control the amount
of spray that they put on their crops?
(computers)
• What do some farmers do with the
manure or droppings from their animals?
(they spread it on the fields to fertilize
and help the crops grow)
page
21
• The machines in this book help farmers
get their work done. How do you think
farmers got some of this work done
before these machines were invented?
• This book talks about twelve different
machines that are used on the farm. Can
you think of some other machines that
are used on the farm?
• People are constantly inventing machines
to help us work and make our lives easier.
What are some machines that you use to
help you with your work or to make life
easier? What did people do before those
machines were invented?
Words to Know
(also see pictorial glossary at back of book)
seedbed – the surface area of the soil in
which the seeds will be planted
grains – the seed part of cereal plants, such
as wheat, corn, rye, and rice
irrigate – to move water from a natural
water source to a field for plants
husks – the outside layer of grain such as
corn, wheat and oats
hopper – equipment that holds or stores
crops during the harvest
manure – animal droppings
fertilizer – chemical or natural products
used to help plants grow
Activities
Art: After discussing the machinery in
this book, talk about other machinery
and inventions that have helped make
our lives easier such as cars, airplanes,
telephones, computers, etc. Students can
work in small groups or individually to
think about machines they would like
to invent that would help them. Have
students draw pictures of these machines,
label parts when possible, and give the
machine a title. Students can share their
drawings with classmates, and pictures
can be displayed for others to view.
page
22
History: Look at pictures of pioneer
farming to see how they worked the soil,
planted and harvested crops. Using books
about modern day farming compare the
machines and types of farming used years
ago to what we use today.
Science: Visit these two websites to learn
about simple machines:
• California Agriculture in the Classroom
downloadable lesson “Simple and Complex
Machines Used in Agriculture”
www.cfaitc.org
click on LESSON PLANS and scroll down.
• Teacher Packet - Simple Machines: Doing
Work on the Farm
http://www.meijergardens.org
click on LEARN, then click on Teachers, then
scroll down to find the lesson in the Teacher
Packet area.
Divide the students into groups and have
them list all the simple machines that are
included in the complex farm machines
discussed in this book. The groups could
also discuss inventions that could be
created using these simple machine ideas
that would help the students at school, at
home, or for recreation.
Language Arts: Have students interview
relatives and older acquaintances and
then write reports about what life was like
25, 50, 75 years ago as far as machines
and technology. What are some of the
biggest changes they have seen, and what
are some of the machines that we are still
using today? This information could be
put into a class timeline of changes in
technology.
Other: Invite retired farmers into the
classroom to discuss the changes
technology has brought to farming in
their lifetime. Encourage them to bring
pictures, samples of machines, and other
hands-on materials to help the students
better understand the presentation
Related Titles
• Cyrus McCormick and the Mechanical
Reaper by Lisa J. Aldrich, Morgan
Reynolds Publishing, 2002.
• Farm (from “Field Trip!” series) by
Angela Leeper, Heinemann-Raintree,
2004.
• Farm Machinery by Lynne M. Stone,
Rouke Publishing, 2001.
• Farm Tractors (Pull Ahead Books) by
Kristin L. Nelson, Lerner Publishing
Group, 2003.
• Farmland Innovator: A Story About Cyrus
McCormick by Catherine A. Welch,
Millbrook Press, 2006.
• John Deere by Rod Beemer, Motorbooks,
2006.
• John Deere (History Maker Bios) by Jan
Sutcliffe, Lerner Publications, 2006.
• On the Farm (Machines at Work) by
Henry Arthur Pluckrose, Franklin Watts
Publishing, 1999.
• Pioneer Plowmaker by David R. Collins,
Hobar Publications, 2001.
• Tractor (Machines at Work) by DK
Publishing, 2004.
• The World’s Greatest John Deere Tractor
Poster Book by Voyageur Press, 2007.
Suggested Links
• Official John Deere web site, shows
pictures of the latest John Deere farm
equipment.
www.deere.com/en_US/deerecom/usa_
canada.html
• Interactive website teaching children
about farm equipment that cuts, hauls,
loads, pulls, rakes and bales.
www.kidsfarm.com/equipment.htm
• Website about farm safety for kids and
adults.
www.fs4jk.org
• Web site with timeline of “Farm
Machinery and Technology”
http://inventors.about.com/library/
inventors/blfarm1.htm
• Mighty Midget Inventions geared to K-6
students who want to learn more about
inventing
http://inventors.about.com/library/
inventors/blkidprimerk_6.htm
<farm equipment>
<farm tractors>
<farm machinery>
<farm safety>
<inventions>
• California Agriculture in the Classroom
downloadable lesson “Simple and
Complex Machines Used in Agriculture”
www.cfaitc.org
click on Lesson plans, then scroll
down.
• Teacher Packet - Simple Machines:
Doing Work on the Farm
www.meijergardens.org
click on LEARN, then click on Teachers,
then scroll down to find the lesson in
the Teacher Packet area
page
23
page
24
Nonfiction
Title: From Wheat to Bread
Author: Kristin Thoennes Keller
Publisher/Copyright Date: Capstone Press, 2005. ISBN
0-7368-2638-6
Student self-study
Summary: An introduction to the basic concepts of
food production, distribution, and consumption by
tracing the production of bread from wheat to the
finished product. Includes fun facts and recipe.
Core Lessons
Promotes an understanding of how food arrives
on the table; develops an appreciation for
farming.
Areas of Study
• Nutrition
• Production & Processes
• Tasty & Useful Plants
• Social Studies – Geography, Economics
Life Science
•  Language Arts – Reading and Literature
Minnesota publisher. Minnesota grows
mainly hard red spring wheat, which
is most often used for breads and hard
rolls. Alexander Anderson of Red Wing,
Minnesota, invented a “cannon” to make
puffed wheat for cereal.
listeners)
• What is a grain? (a seed) Is wheat a grain?
(yes)
• How can farmers tell when it’s time to
harvest wheat? (when it turns yellow)
• What is a prairie skyscraper? (a grain
elevator)
• What part of the kernel grinds into white
flour? (the middle)
• Where can you buy bread? (grocery
stores, drug stores, bakeries, convenience
stores, etc.)
• What foods can you think of that use
wheat? Would you like to eat them?
• Discuss the origins of the phrase “greatest
thing since sliced bread.” What other
inventions have changed the way we
eat? (tractors, cold cereal, milk cartons,
refrigerated trucks, etc.)
• Make a list of the many types of workers
involved from wheat to bread. (farmer,
grain elevator operator, mill worker,
baker, packager, store clerk, etc.)
• Why might eating wheat grains be
healthy? Talk about the “My Pyramid” of
nutrition.
page
25
Title: From Wheat to Bread
Words to Know
Related Titles
(see also list at back of book)
combine – the machine that cuts and
separates kernels to put into trucks
grains – the seed part of cereal plants, such
as wheat, corn, rye, and rice
kernel – the small seed of the plant
vitamin – a nutrient that helps bodies
grow and stay healthy
Part of “From / To” series from Capstone
Press (Minnesota publisher): From Apples
to Applesauce, From Maple Trees to Maple
Syrup, From Milk to Ice Cream, From Oranges
to Orange Juice, and From Peanuts to Peanut
Butter.
Activities
Art: Make wheat paintbrushes (soak dried
sprigs from craft stores). Paint a farm
scene.
Art: Add glue and green tempura paint to
crushed shredded wheat cereal; shape in
circular mound on paper plate to make
a wreath (leave pencil hole at top for
hanging).
Art: Look at Wheaties® cereal box for
inspiration; draw yourself on a cereal box
and name the cereal.
Language Arts: Invent a new way to
use wheat and write a story about it.
For inspiration, read the Hummingbirds’
Gift or research online with keywords:
<puffed wheat Minnesota>.
Other: Bake bread (recipe at back of book).
• Bread (part of “From Farm to You” series)
by Carol Jones. Chelsea House, 2003.
• Farm Crops (part of “Harvest to Home”
series) by Lynn Stone. Rourke Publishing,
2002.
• The Hummingbirds’ Gift by Stefan
Czernecki and Timothy Rhodes.
Hyperion Books for Children, 1994.
Suggested Links
the Classroom
• Food Timeline
www.foodtimeline.org
Pyramid
www.mypyramid.gov
• Wheat Foods Council
www.wheatfoods.org
<puffed wheat Minnesota>
<wheat craft kids>
<wheat lesson>
page
26
Nonfiction (Biography)
Title: George Washington Carver
Authors: Andy Carter and Carol Saller; Illustrator: Lance
Paladino
Publisher/Copyright Date: Carolrhoda Books, Inc., 2001.
ISBN 1-57505-458-2
Suggested Level: Intermediate / Read aloud (in sections)
or student self-study
Sumary: Recounts the life of the African-American
agriculturist at the Tuskegee Institute, emphasizing his
love of plants and his belief in living in harmony with
the natural world.
Core Lessons
Discusses how one man changed agriculture
and advanced science; connects agriculture
to African American heritage. Focuses on
peanuts; however, in 1904 Carver began
studying soybeans and found that soybeans
provided protein and oil. Without Carver’s
discoveries soybeans may not have become
the top vegetable oil crop in the world.
Areas of Study
• Farming History
• Farm Life
• Science
U.S. History
Life Science
listeners)
• What were some of the jobs young
George did on the farm? (swept floors,
cooked, knitted, sewed, washed clothes,
tended a garden)
• How did George study plants? (replanted
them, watched them grow and die)
• Why was it difficult to find a school for
George? (he was black; he later taught at
Tuskegee Institute, a university for blacks)
• What did George teach farmers and
farm women? (how to make the soil
better, preserve foods, use wild plants
for medicine, make paint, grow pretty
flowers, etc.)
• What did George find to do with
peanuts? (over 300 things, including
making soil better, paint, shoe polish,
many foods)
Publisher is based in Minneapolis.
Minnesota ranked third in the U.S. in 2005
in soybean production.
• George learned from the woods and his
garden; where could you go to learn
about nature? What things have you seen
in nature that made you curious?
• What are some ways that people can live
in harmony with nature?
• How do you think scientists study nature
today?
page
27
Title: George Washington Carver
Words to Know
milkweed plant – a plant with long pods;
a favorite food for monarch butterflies
nature – the places or cycles of living
things such as plants and animals left
wild or untouched by humans
slave – a person who works for a master
as if the master “owns” the worker and
offers no choice for other work
Activities
Art: Use fresh-picked dandelion flowers
to mush yellow color onto paper for a
sunny picture. Or, collect flower heads
and use them like stamps to dip into
paint.
Science: Taste soymilk, soy nuts, and other
foods made from soybeans. Discuss how
they are alike or different than other
similar foods.
Language Arts: Take a hike in a field or
forest; write a story or poem about how
you feel when you see things from nature
and illustrate your writing.
Language Arts: Write about your quiet
place (or an imagined place; read A Quiet
Place for inspiration). Describe what
George Washington Carver might find
interesting there.
Other: (Check for peanut allergies first.)
Make peanut butter by shelling roasted
peanuts, removing the skins and placing
the peanuts in a blender with ½ Tbsp.
corn oil; spread on bread, apple slices, or
pieces of celery for snacks.
page
28
Related Titles
Part of “On My Own Biography” series with
23 additional titles.
• George Washington Carver: Peanut Wizard
by Laura Driscoll, part of “Smart About
Science” series. Grosset & Dunlap, 2003.
• The Story Of George Washington Carver by
Eva Moore. Scholastic Biography, 1990.
• A Quiet Place by Douglas Wood. Simon &
Schuster Children’s Publishing, 2002.
Suggested Links
Classroom
Additional Activities - Soy Boy
• Minnesota Soybean Research &
Promotion Council
www.mnsoybean.org
• Virginia-Carolina Peanuts
www.aboutpeanuts.com/educ.html
<nature paint kid lesson>
<peanut activity kids>
<George Washington Carver kids>
Nonfiction
Title: The Honey Makers
Author: Gail Gibbons
Publisher/Copyright Date: William Morrow and
Company, 1997.
ISBN 0-688-17531-7
Read aloud or student self-study
Summary: Covers the physical structure of honeybees
and how they live in colonies, as well as how they
produce honey and are managed by beekeepers.
Core Lessons
Bee farming is a part of agriculture like
other farming, and bee pollination is
essential to the other agricultural industries.
The book does not emphasize this critical
role as much as it could; however, it
provides an excellent introduction to the
honeybee, honeybee farming, and the
seasons of honeybee farming.
Areas of Study
• Farming History
• Farm Life
• Nutrition
• Science
• Seasons
• Social Studies – Minnesota History,
Geography, Economics
• Science – Life Science, Earth and Space
Science
In 2005, Minnesota ranked fifth in the
nation for honey production at 8,880,000
pounds; this was worth about $7,370,000.
Perhaps more important, honeybees
pollinate crops here.
listeners)
• About how many bees live in a colony, or
group? (50,000)
• The cells that make up honeycomb have
how many sides? (six)
• Which bee is the largest in the colony?
(the queen)
• When a new honeybee chews its way out
of the cell, is it a baby? (no, adult bee)
• What is pollination? (when bees carry
yellow powder from plant to plant,
which helps the plants grow fruit or
seeds)
• How do the bees communicate? (dance)
• What would a garden of green beans look
like without pollination?
• Why are honeybees important to humans?
• How are honeybees different from wasps?
page
29
Title: The Honey Makers
Words to Know
pollinate – to distribute pollen from plant
to plant
pupa – the wormlike baby stage of a
honeybee
proboscis – the mouth-like tube that sucks
up nectar
pollen – yellow dust that fertilizes plants
and helps fruit and seeds to grow
colony – a group of honeybees
nectar – sugary fluid in plant flowers that
honeybees use to make honey
Activities
Phys Ed: Break into groups and try the two
bee dances described in the book.
Art: Build a bee using construction paper
for the body, tissue paper for wings, and
pipe cleaner for legs; label the bee parts.
Language Arts: “Busy as a bee” is a
simile; make a class list of other animal
similes and discuss how these might have
begun.
Science: Plant a “bee garden” of yellow
flowers, especially squash or beans.
Observe the flowers and keep a record of
bee visits and plant growth.
Science: Collect a variety of flowers or use
stargazer lily and identify the stamen;
shake the flowers over black construction
paper to see the pollen.
Other: Make a recipe with honey (to
substitute sugar with honey, use 50% less
honey and 20% less moisture).
page
30
Related Titles
• Busy, Buzzy Bees (“Rookie Read-About
Science” series) by Allan Fowler.
Children’s Press, 1996.
• Honeybees (“All Aboard Science Reader”
series) by Joyce Milton. Grosset &
Dunlap, 2003.
• The Life and Times of the Honeybee by
Charles Micucci. Houghton Mifflin, 1997.
Suggested Links
• Honey.com: Fun and Facts for Kids
www.honey.com/consumers/kids
• All About Honey
www.draperbee.com
• University of Montana Kids Bee Page
beekeeper.dbs.umt.edu/~bees/kids.html
<honey bee kids class>
<honey bee kids project>
Nonfiction (with fiction-based verse and illustrations )
Title: How Do You Raise a Raisin?
Author: Pam Muñoz Ryan; Illustrator: Craig Brown
Publisher/Copyright Date: Charlesbridge, 2003.
ISBN 1-57091-398-6
Student self-study
Summary: Informational text answers the questions
posed in humorous verse about the history, planting,
harvesting, processing, and nutritional value of
raisins. Includes three easy recipes.
Core Lessons
Discusses a familiar food’s interesting path
from the farm to the table. Builds awareness
of agricultural diversity in the USA and
introduces the historical connections
agricultural products may have with other
countries.
Areas of Study
• Geography
• Farming History
• Nutrition
• World Harvests / World Cultures
listeners)
• Where do most grapes grow? (San
Joaquin Valley of California, near Fresno)
• Which directions do farmers plant grape
rows? (east to west)
• How do farmers start a new crop of
raisins? (cuttings from an older vine, not
seeds)
• How do grapes turn into raisins? (they
dry in the sun for about two or three
weeks)
• Why are they wrinkled? (they lose water
while drying)
• Social Studies – U.S. History; Economics
Life Science
About 90% of raisins are grown in
California; however, Minnesota has a
number of grape growers, especially around
the Twin Cities.
• Why are raisins good? (naturally sweet;
rich in iron, calcium, potassium, B
vitamins, fiber; easy to use in many other
foods; prevent mold in foods; dried fruit
is easy to carry and store)
• Why were raisins and grapes important
foods in ancient times?
• What are some other foods or beverages
made from grapes?
• Which other foods or fruits can be eaten
dried?
page
31
Title: How Do You Raise a Raisin?
Words to Know
vineyard – a farm that grows grapes
evaporate – to dry or allow moisture to
escape
currants – French word for raisins
Activities
Art: Draw a poster showing the steps from
growing a grape to eating a raisin.
Language Arts: Imagine that you taste
a grape for the first time. Write a story
about the experience. What would you
tell other people about this new fruit?
Language Arts: Take a field trip to a
vineyard; interview the farmers about
how they grow their grapes. Write a
report on what you learn.
Science: Make raisins by drying grapes in
a brown paper bag (do not eat them);
observe and report on the process.
Science: Assemble a sample of various
dried fruit (mangoes, banana chips, apple
chips, etc., found at a grocery store) and
fresh fruits of the same kinds. Taste-test
the fresh and dried fruits; report on the
differences or similarities.
Other: Make recipes at back of book.
page
32
Related Titles
• Grapes To Raisins (“Welcome Books”
series) by Inez Snyder. Children’s Press,
2005.
• Raisin and Grape by James Proimos. Dial,
2006.
Suggested Links
• Minnesota Grape Growers Association
(includes list of MN vineyards)
www.mngrapes.org
• California Marketing Board
www.calraisins.org/education
<grape raisin kids class>
Nonfiction
Title: Life on a Pig Farm
Author: Judy Wolfman; Photographer: David Lorenz
Winston
Publisher/Copyright Date: Carolrhoda Books, Inc. 2002.
ISBN 1-57505-236-9
Summary: A young farmer describes her day-to-day
activities of living and working on a pig farm. Offers
fun facts about pigs and farms.
Core Lessons
Helps develop a better understanding of life on
a farm. Provides insights to the pork industry;
first-person voice of narrator helps readers relate
to “farm kids.”
Areas of Study
• Animal Farms
• Farm Life
Economics
Minnesota publisher. Minnesota ranks
among the top three states for hog
production, and the swine industry
contributes over $1 billion annually to the
state’s economy.
listeners)
• What covers a piglet when it’s born?
(mucus)
• What do the pig farmers do to the piglets
right after they’re born? (clean them,
snip their two pointed upper teeth, give
an iron shot, notch the pigs’ ears, etc.)
• Why do pigs roll in mud? (to stay cool;
they have no sweat glands)
• How much can a full-grown pig weigh?
(230-250 pounds; boars can weigh 400600 pounds)
• What are some ways that people use
pigs?
• What are some foods from swine that
you like to eat?
• Would you like to live on a farm? Why or
why not?
page
33
Title: Life on a Pig Farm
Words to Know
boar - a male pig used for breeding
4-H - a worldwide organization that helps
kids learn skills, explore careers, and help
their communities
litter - a group of young born at one time
mucus - slime covering a newborn pig’s
body
needle teeth - a pig’s two pointed upper
teeth
notch - to make a V-shaped cut in the ear
of a newborn pig for identification
sow - a fully grown female pig that has
already given birth
swine - another name for pigs; meat from
pigs is called pork
Activities
Art: Photocopy or draw a picture of a
piglet. Illustrate and label the tasks that
happen after birth: clean mucus, give
shot, snip needle teeth, notch ears, etc.
Music: Make a song using pig oinks, grunts,
and squeals.
Language Arts: Visit a pig farm or
interview a pig farmer; write about what
you learn.
Language Arts: Make a “Synonym
Barnyard” with pigs, cows, dogs, cats,
children, farmers, tractors, etc.; create
a synonym list for each word (i.e., pig,
swine, hog, boar, piglet, pork). Draw
several pictures of each word, cut them
out and label them with their synonyms.
page
34
Related Titles
Part of a “Life on a…” series: Life on a Cattle
Farm, Life on a Crop Farm, Life on a Goat
Farm, and Life on a Horse Farm.
• All Pigs Are Beautiful by Dick King-Smith.
Candlewick Press, 1993.
• A Field Guide to Pigs by John Pukite.
Falcon Publishing, 1999.
• Living With Pigs by Bob Artley. Pelican
Publishing Company, 2003.
• Pigs by Gail Gibbons. Holiday House,
1999.
• Pigs by Sara Swan Miller. Children’s Press,
2000.
Suggested Links
the Classroom
• Minnesota Pork Board
www.mnpork.com
• Pork 4 Kids National Pork Producers
Council
www.pork4kids.com
<pork pigs kids activities>
<hog swine kids class>
<pork pigs farms>
nonfiction
Title: living on farms
Author: Allan Fowler
Publisher/Copyright Date: Children’s Press, 2000
ISBN 0-516-27085-0.
Suggested Level: Primary/Read aloud; Intermediate
(easy)/ Student self-study
Summary: An overview of farms, their history, farm
animals, equipment, produce, and the importance of
farms through the years.
Core Lessons
Highlights the diversity of farms
and agricultural products. Builds an
appreciation of farms, farm families, their
role in production, and their importance
now and in the past.
Areas of Study
listeners)
• Why do fewer people have to live on
farms today than in the past? (machines
do so much of the work)
• What do all crops need to grow? (water)
• Farming History
• Farm Life
• Social Studies – Economics and History
• Do we live in a warm or cool climate?
What kinds of farms are here?
• What did you eat for breakfast this
morning? Where did those foods come
from?
• Before grocery stores, how did people get
food to eat?
Words to Know
Agriculture is essential to all humans. In
2005 Minnesota had 79,600 farms, which
ranked the state fifth in the U.S. for total
value of agricultural products sold.
(also see pictorial glossary at back of book)
chores – work on the farm that needs to be
done each day
irrigation – to move water from a natural
livestock – animals kept on a farm
poultry – chickens or turkeys, also farm
grown ducks or geese
silos – tall round buildings on a farm used
to store feed for animals
page
35
Title: living on farms
Activities
Art: Draw a picture of the foods in your
lunch; label each item with the type of
farm it came from (crop, beef, poultry,
dairy, orchard, etc.) Put a star by the
farms that could be in your state.
Language Arts: Invite a farmer to talk
about life on a farm. Write a letter to a
farmer, thanking him/her for growing
food to eat. Tell why you like that food
and how it keeps you healthy.
Science/Health: Study the Food
Guidance System of nutrition; select
a food group and discuss the types of
farms that produce those foods. Bring
sample foods to class and make a real
Food Guidance System pyramid of
healthy foods.
Other: Make a “State Farm Meal” with
foods grown on farms in your state such
as beef, dairy products, soybeans, peas,
honey, etc.
Related Titles
• Fantastic Farm Machines by Cris Peterson
(Wisconsin author), Boyds Mills Press,
2006
• Farm (From “Field Trip” series) by Angela
Leeper, Heinemann-Raintree, 2004
• Life on a Dairy Farm by Judy Wolfman,
Carolrhoda Books ( Minnesota publisher)
2004
page
36
Suggested Links
Classroom
Click Children’s Literature Book BundleAdditional Activities - Soy Boy or Garden
in a Glove
• Minnesota Department of Agriculture
www.mda.state.mn.us
• Minnesota Farmer’s Market
www.ams.usda.gov/farmersmarkets/
states/minnesota.htm
Pyramid
www.mypyramid.gov
<agriculture classroom>
<farm kids class>
nonfiction
Title: Midday Meals Around the World
Author: Michele Zurakowski; Illustrator: Jeff Yesh
ISBN 1-4048-0281-9
Student self-study
Summary: Discusses the variety of foods that people
around the world might eat for their midday meal.
Highlights nine countries. Includes two recipes.
Core Lessons
Food is important to kids all over the world;
highlights the variety of foods that people eat
and emphasizes that there is not one right way to
eat.
Areas of Study
• Geography
• Nutrition
Minnesota-based advisors; Minneapolisbased publisher.
listeners)
• What might be the surprise in Japanese
onigiri (oh-NEE-gi-ree)? (spicy sausage or
other meat)
• Do children in Peru usually eat big or
small midday meals? (big, like steaks)
• Can you eat with your hands in India?
(yes, many foods)
• What do you like to eat for a midday
meal?
• Why is it important to eat a midday
meal?
• What are some nutritious foods to eat for
a midday meal?
• How many like peanut-butter-and-jelly
sandwiches (PBJs)? Why or why not?
• Do you think peanut butter tastes weird
to kids in other countries? Why or why
not?
Words to Know
chapatti – a round, flat bread that is
usually made with whole wheat flour
energy – the strength or power inside us
that makes it possible for us to move
porridge – a creamy, hot cereal
tortilla – a kind of Mexican flat and round
bread made out of wheat or corn
page
37
Title: Midday Meals Around the World
Activities
Related Titles
(also see the recipes at back of book)
(also listed at the back of the book)
Art: Color a Nigerian soup with lots of
vegetables. Label the vegetables.
Language Arts: Write a letter to a
(pretend) pen pal in a different country.
Ask questions about the pen pal’s favorite
foods, and describe your own.
Music: Make up a song and/or dance about
your favorite midday food.
For inspiration, listen to the 1980s hit
song, “Down Under” by the Australian
band, Men At Work (Business As Usual
album) – hint: it mentions a midday
favorite.
Other: Photocopy the “My Pyramid” of
nutrition. Analyze your midday meal
and write the foods from the meal in the
appropriate part of the pyramid. How
healthy is your lunch?
Other: Host an international lunch. Assign
several groups of students a country.
Provide a list of suggested dishes for
each country. Students bring ingredients
from home or the teacher assembles the
ingredients. Make the recipes in class and
sample the dishes.
Everybody Cooks by Norah Dooley.
1991.
The People of Mexico and Their Food by Ann
Burckhardt. Capstone Press (Minnesota
publisher), 1996.
Peanut Butter Party: Including the History,
Uses, and Future of Peanut Butter by Remy
Charlip. Tricycle Press, 1999.
The Story of Chopsticks by Ying Chang
Compestine. Holiday House, 2001.
This is the Way We Eat Our Lunch: A Book
About Children Around the World by Edith
Baer. Scholastic, 1995.
Suggested Links
• Kids Health
www.kidshealth.org/kid
the Classroom
Pyramid
www.mypyramid.gov
<lunch kids class>
page
38
fiction
Title: Oh Say can you seed?
Author: Bonnie Worth; Illustrator: Aristides Ruiz
Publisher/Copyright Date: Random House, 2001
ISBN 978-0-375-81095-4
Suggested Level: Primary/Read aloud; Intermediate/Read
aloud or student self-study
Summary: All about flowering plants from parts of
seeds, plants, and flowers to a look at photosynthesis,
pollination, fertilization and uses of plants.
Core Lessons
Helps readers understand the basics of
flowering plants from seed to flower
including photosynthesis, pollination, and
seed dispersal.
Areas of Study
• Gardens
• Nutrition
• Production and Processes
• Science
• Tasty and Useful Plants
listeners)
• How many basic parts are there to a seed? (3)
• In a process called photosynthesis what
are plants making? (food)
• What gas do plants breathe out that we
breathe in? (oxygen)
• Science – Life Science; Earth and Space
Science
The healthy growth of seeds is important
to agriculture and our food supply, which is
essential to all humans. In 2005 Minnesota
had 79,600 farms which ranked fifth in the
U.S. for total value of agricultural products
sold. Minnesota also has a vast network of
local farmers’ markets and pick-your-own
farms.
• What have you grown from seeds? Did
your plant grow slowly or quickly?
• Have you ever looked at the roots of
plants? Can you think of some roots that
we eat?
• Plants provide many things for us. Can
you name some of the things we get from
plants? What are your favorite fruits
and vegetables? How many fruits and
vegetables do you eat each day?
Words to Know
carbon dioxide – gas that humans and
animals breathe out and is absorbed by
plants from the air during photosynthesis
cotyledon – first leaf or pair of leaves
in a seed which supplies food to the
developing embryo
page
39
Title: oh say can you seed?
embryo – part of a seed which becomes the
new plant including roots, stem, and leaves
germination – the beginning of growth;
with suitable temperature, water, and air,
seeds begin to grow, sprout, and develop
oxygen – gas which green plants produce
during photosynthesis and which
humans and animals must breathe in
order to live
photosynthesis – process in plants that
captures light energy and turns it into
food by combining carbon dioxide and
water to produce sugar inside the leaves
and releasing oxygen into the air
pollination – moving pollen from the
anther of one flower to the stigma of
that or another flower. The first step in
producing a seed or fruit
Activities
Art: Assemble a variety of Minnesota
grown fruits and vegetables; make a
sculpture with them or paint them with
a variety of faces (then show off your
healthy crowd)
Science: Soak lima beans in a wet paper
towel. Make sure the paper towel is very
wet. After 24 hours peel off the seed
coat, open the cotyledon and look for
the tiny embryo inside. Try this with
other seeds as well.
Science: Plant two lima bean seeds in a
paper cup filled with soil (houseplant
or seed-starting soil works best). Water
only enough to moisten the soil. Cover
with plastic and a rubber band. Check
daily and track its progress. When the
seedling appears, remove plastic and
water as needed.
Science: Plant two seeds – corn, soybeans,
pumpkins, etc. Once they have sprouted
and have several leaves put some of the
plants in a dark place where they will
not get sunshine, while placing other
plants in a sunny area; or cover some of
the leaves with dark paper. After several
days to a week compare the leaves that
received sunlight to the leaves that have
not. Discuss photosynthesis, chlorophyll
and it’s effect on the condition and color
of the leaves of the plants.
page
40
Language Arts: Write some poems about
plants, fruits, or seeds. Try to write
poetry similar to the style that is used in
Dr. Suess books. Investigate other types
of poetry and write “plant” poems using
other styles. Include Thing 1 and Thing 2
in some of the poetry.
Related Titles
(also see suggested reading at back of book)
• Plant Packages by Susan Blackaby, Picture
Window Books, 2003
• Buds and Blossoms: A Book About Flowers
by Susan Blackaby, Picture Window
Books, 2005
• Green and Growing: A Book About Plants by
Susan Blackaby, Picture Window Books,
2005
• Catching Sunlight: A Book about Leaves by
Susan Blackaby, Picture Window Books, 2005
• The Reason for a Flower by Ruth Heller,
Putnam Juvenile,1999
• The Tiny Seed by Eric Carle, Aladdin, 2001
• A Seed Grows: My First Look at a Plant’s Life
Cycle by Pamela Hickman, Kids Can Press,
Ltd., 1996
• The Magic School Bus Plants Seeds: A Book
About How Living Things Grow by Joanna
Cole and John Speirs, Scholastic, 1995
Suggested Links
• A Food for Thought Mapping Curriculum,
A Product of MAITC
• Kid’s Gardening
Click Children’s Literature Book BundleAdd’l Activities-Garden in a Glove or Soil Baby
• St. Paul Farmers’ Market
www.stpaulfarmersmarket.com
• Minnesota Farmers’ Markets
<garden kids>
<farmer market Minnesota>
NONfiction
Title: The Ojibwa: Wild Rice Gatherers
Author: Therese DeAngelis
Publisher/Copyright Date: Blue Earth Books, 2003.
ISBN 0-7368-1537-6
Suggested Level: Intermediate / Read aloud (in sections);
student self-study; teacher reference
Summary: Discusses the Ojibwa Indians, focusing on
their tradition of gathering wild rice. Includes a wild
rice recipe, instructions for playing the moccasin game
and making a dream catcher, and suggestions for
learning more.
Core Lessons
Explains the significance of the wild rice
harvest to the Ojibwa people. Discusses
the historic and contemporary Ojibwa
culture and way of life, while reinforcing
an understanding and respect for Native
American practices.
Areas of Study
• Farming History
• Farm Life
• Geography
• Nutrition
• Seasons
listeners)
• What are other names for the Ojibwa
people? (Chippewa, Anishinabe)
• What is wild rice? (a grain that can be
eaten)
• What foods did the Ojibwa plant? (corn,
squash, pumpkins)
• What does winnowing do? (separates the
chaff, or waste—mainly the outer shells)
Geography; U.S. History
Minnesota publisher and University of
Minnesota consultant. Also, Ojibwa people
lived in the area now called the State of
Minnesota.
• How did the Ojibwa practice sustainable
farming? (they took only what they
needed; they left some rice for the birds
and for the plants to grow the following
year)
• What other sustainable hunting or
gathering practices do you know of?
(catch-and-release for fishing; limited
seasons for hunting, etc.)
• Why is it important to the Ojibwa people
to continue their traditions?
• Where do your ancestors come from?
How do you celebrate your heritage?
• What kinds of traditions do you have in
your family?
page
41
Title: The Ojibwa: Wild Rice Gatherers
Words to Know
(also see the back of the book)
(also see page 30 at back of book)
ancestor – a family member who lived a
long time ago
chaff – waste separated from the seed
reservation – land set aside by the U.S.
government for an American Indian
nation to use
sacred – something very special,
particularly something religious
winnow – to remove waste by tossing into
the air
Part of a Native American series: The
Cherokee: Native Basket Weavers; The Iroquois:
Longhouse Builders; The Pueblo: Southwestern
Potters; The Seminole: Patchworkers of the
Everglades; and, The Sioux: Nomadic Buffalo
Hunters.
• Grandmother’s Dreamcatcher by Becky Ray
McCain. Albert Whitman, 2001.
• The Ojibwa Indians by Bill Lund.
Capstone Press (Minnesota publisher),
1997.
• Ojibwa: People of the Great Lakes by Anne
M. Todd. Capstone Press (Minnesota
publisher), 2002.
Activities
Art: Make a dream catcher (see instruction
in book or check online).
Geography/Art: Photocopy Minnesota
map; color the areas where wild rice
grows. Decorate by gluing wild rice seeds
on or around image.
Language Arts: Create and illustrate
a story about how snow came
to Minnesota. Use the story of
Nanaboozhoo on page 6 for inspiration.
Science: Create separate piles of different
types of uncooked rice, such as white
processed rice (i.e., Minute Rice), wild
rice, or brown rice. Measure each type,
note colors and any other differences.
Cook the rice according to instructions.
Then measure each type again, note color
changes, and taste differences. Report
your findings.
Other: Make a wild rice dish (use recipe on
page 11 or check online).
page
42
Related Titles
Suggested Links
• National Endowment for the Humanities
www.edsitement.neh.gov/view_lesson_
plan.asp?id=369
• Wolf Ridge Ojibwa Heritage
www.wolf-ridge.org/teacher_res/classr_
con/ojibwe_heritage_cc.html
<ojibwa minnesota kids>
<dream catcher project kid>
<wild rice recipe kid>
fiction (with supporting facts and accurate content )
Title: Out and About at the Dairy Farm
Author: Andy Murphy; Illustrator: Anne McMullen
ISBN 1-4048-0038-7
Summary: Fictional story discusses the activities of
a dairy farm, describing the machines used and the
process used to get the milk to the table.
Core Lessons
Emphasizes the farm-to-table process;
promotes an appreciation for farmers.
Highly compatible with lessons prior to a
farm field trip.
Areas of Study
• Can any cow be milked? (only female
cows that have had a calf)
• How much milk can you get out of one
cow? (about 100 glasses of milk a day)
• Why do cows chew all the time? (they
chew cud to break down the food)
• Animal Farms
• Farm Life
• Social Studies – Economics
• What other foods can you name that
come from milk?
• Why are dairy foods important to your
health? Talk about the “My Pyramid” of
nutrition.
• Have you visited a farm before? What did
you see?
Words to Know
Minnesota publisher. In the U.S., Minnesota
ranks sixth in number of dairy cows
(460,000) and milk production.
listeners) Note: See page 3 of book.
• How do you get milk out of a cow?
(farmers use a milking machine attached
to the udder)
(also see back of book)
bull – male (boy) cattle
cattle – animals raised for milk or beef
cud – partly chewed food that cows
swallow, cough up, and then chew again
manure – animal droppings
silage – cut and mixed plants, such as grass
and corn, fed to cows
udder – the pouch under a cow where she
makes milk
page
43
Title: Out and About at the Dairy Farm
Activities
Art: The black-and-white patterns on
Holsteins, the most popular dairy cow,
are as unique to each cow as fingerprints
are to people. Make cow pictures with
black finger-print spots.
Art: Draw and color/paint what a cow sees
from the field.
Science: Compare “fat” in milk. Using clear
containers, pour samples of whole milk,
2% milk, skim milk, buttermilk, and
heavy cream products. Observe difference
in color and consistency (thickness);
taste in separate paper cups. Discuss how
these are different or similar, and write a
report.
Language Arts: Visit a dairy farm or invite
a dairy farmer to speak to the class; ask
questions and write about what you
learn.
Other: Make ice cream (see recipe at back
of book, see below, or check online).
Related Titles
Part of “Field Trips” series: Out and About
at the Apple Orchard; Out and About at the
Bakery; Out and About at the Fire Station;
Out and About at the Orchestra; and, Out and
About at the Zoo.
• Milk Makers by Gail Gibbons. Simon &
Schuster Children’s Publishing, 1987.
• Milk: From Cow to Carton by Aliki.
HarperCollins Children’s Books, Rev.
1992.
page
44
Suggested Links
• Food for Thought Mapping Curriculum, A
Product of Minnesota Agriculture in the
Classroom
Click Children’s Literature Book Bundle- Additional Activities - Ice Cream in a Bag
or Mammals, Milk & Math
Pyramid
www.mypyramid.gov
<milk dairy Minnesota>
<cheese nutrition kids>
Title: OUT AND ABOUT AT THE GREENHOUSE
Author/Illustrator: Bitsy Kemper; Illustrator: Zachary
Trover
Publisher/Copyright Date: Picture Window Books, 2007
ISBN – 13: 978-1-4048-2279-5
Suggested Level: Primary / Read aloud
Summary: This book is written as though you are taking
a field trip to a greenhouse with an elementary school
class. The horticulturalist takes the children around
the various areas while describing the greenhouse. The
illustrations provide clarification and help children
understand the significance of a greenhouse.
Core Lessons
Children will learn what a greenhouse
is, what grows there, what keeps it warm
inside and why we need greenhouses.
Also, the book provides information about
different types of plants. At the conclusion
of the tour there is an experiment for older
children.
Areas of Study
• Gardens
• Science
• Seasons
Minnesota publisher. The nursery,
greenhouse and landscape industry is a
growing and vital part of Minnesota’s
agriculture, and is valued at over $2.1
billion annually. The industry reaches
into every corner of Minnesota, especially
in the Twin Cities metro area where over
half of the state’s sales occur. Nationally,
horticultural production is also the fastest
growing segment of agriculture.
listeners)
• What is a horticulturalist? (A plant
expert; knows a lot about the science of
plants; like a plant doctor)
• What is a greenhouse? (A glass/
plastic enclosed structure used for the
cultivation or protection of tender
plants.)
• What grows in a greenhouse? (Various
answers apply.)
• What keeps it warm inside?
• Why do we need greenhouses? (So we
can grow plants anytime, in any weather
condition.)
• What is your favorite plant? What
greenhouse room might it grow best in?
Why?
• True or False: All plants need some water
to grow? (True)
• What is meant by “the greenhouse
effect”? (The greenhouse effect is when
sun-warmed air can’t escape. Earth’s
atmosphere has a natural, and important,
greenhouse effect. It keeps our planet
warm.)
page
45
Title: OUT AND ABOUT AT THE GREENHOUSE
Words to Know
horticulturalist – an expert in growing
plants
greenhouse – a glass/plastic enclosed
structure used for the cultivation or
protection of tender plants
prune – to trim or remove branches to
shape a plant or help its growth
seedling – a young plant
Activities
(also see “Trap the Heat” experiment on page 22)
Art: Make a crayon rubbing of an entire
plant from roots to flowers; label each
part.
Language Arts: Imagine you are a plant;
write about your life in a greenhouse vs.
growing outside.
Language Arts: Write a poem about
plants, fruits, or seeds.
Science: Seed germination (use cotton ball,
seed, water and small jeweler’s zipper
bag) – dip cotton ball in water and place
one seed on each side of the cotton ball,
then place in small zipper bag; chart the
germination process.
Social Studies: Interview a horticulturalist
or greenhouse worker and ask them
about growing plants in a greenhouse;
what grows best and where; who do they
sell their plants to, etc.
Related Titles
(also see list at back of book and the Out and
About at………….Series)
• Green Thumbs: A Kid’s Activity Guide to
Indoor and Outdoor Gardening. Chicago
Review Press, 1995
• “Green Thumb Guides” series; Growing
Herbs, Growing Fruit, Growing Trees,
Growing Flowers, and Growing Vegetables
by Tracy Nelson Maurer (Minnesota
author). Rourke Publishing, 2000.
• Roots, Shoots, Buckets and Boots: Gardening
together with Children. Workman
Publishing Company, 1999
• Green and Growing: A Book About Plants by
Susan Blackaby, Picture Window Books
(Minnesota publisher), 2005.
Suggested Links
(also see “On the Web” on page 24 of this book)
• Kids Gardening
Click Children’s Literature Book Bundle –
Additional Activities – Garden in a Glove
or Soil Baby
• Minnesota Landscape Arboretum
Teacher Resource Center
www.arboretum.umn.edu/education/
schools/teach.htm
<Greenhouse>
<Greenhouse plants>
<Garden kids>
<Plants>
page
46
NONfiction
Title: Plant Plumbing: A Book About Roots & Stems
Author: Susan Blackaby; Illustrator: Charlene DeLage
ISBN 1-4048-0109-X
Student self-study
Summary: Explains how roots and stems work to help
plants grow. Suggests two activities for readers; also
includes fun facts.
Core Lessons
A science-based approach to explaining
horticultural concepts to students. Readers
gain a better understanding of plant parts
and how they work.
Areas of Study
• Gardens
• Science
• What are some plants that you dig to
eat? (carrots, radishes, turnips, beets,
potatoes)
• Is a potato a stem or a root? (stem)
• What other stems do you eat? (celery,
asparagus, rhubarb)
• What is a tree trunk? (a woody stem)
• Social Studies – Geography, Economics,
U.S. History
• Science – Life Science, Earth and Space
Science
Minnesota-based advisors and Minneapolisbased publisher.
listeners)
• What do plants need to live? Can they
grow anywhere?
• Have you planted seeds? What did you
do to help the plants grow?
• What are some things woody stems
(trees) can be used to make?
Words to Know
(also included at back of book)
bud – a swelling on the stem that will grow
into a flower, leaf, or branch
node – a bulge on the stem where a bud is
attached
nutrients – parts of food, like vitamins,
that are used for growth
seedling – a young plant
soil – a more accurate word for dirt
• What do roots do? (keep the plant in the
ground, soak up water and nutrients, hold
up the plant, store food for the plant)
page
47
Title: Plant Plumbing: A Book About Roots & Stems
Activities
Suggested Links
(also Web sites below and see the back of book
for two activities)
(also see list at back of book)
Art: (Similar to activity on page 22) The
edible part of a Brussels sprout is the bud.
Slice sprouts in half. Dip them into paint
as stamps; they make nice “roses” on
note cards.
Art: Make a crayon rubbing of an entire
plant from roots to flower; label each
part.
Language Arts: Imagine you are a plant;
write about your life. Draw a picture of
yourself.
Science: (Similar to activity on page 23)
Use white carnations instead of celery
to see how the water travels as far as the
petals.
www.epa.gov/kids
Related Titles
• EPA Kids’ Site
Classroom
• Kids Gardening
Click Children’s Literature Book BundleAdditional Activities - Garden in a Glove,
Soy Boy or Soil Baby
• Minnesota Landscape Arboretum Teacher
Resource Center
schools/teach.htm
(also see list at back of book)
Part of a series: Buds And Blossoms: A Book
About Flowers; Catching Sunlight: A Book
About Leaves; Green And Growing: A Book
About Plants; Plant Packages: A Book About
Seeds; Plant Plumbing: A Book About Roots
And Stems; and The World’s Largest Plants: A
Book About Trees.
• Ann Plants a Garden by Susan Blackaby.
Picture Window Books (Minnesota
publisher), 2005.
• “Green Thumb Guides” series: Growing
• Plant Stems and Roots by David M.
Schwartz. Gareth Stevens, 2000.
page
48
<roots stems class>
<teacher plant activity>
<garden kids activities>
nonfiction
Title: SOYBEANS in the story of agriculture
Author: Susan Anderson and JoAnne Buggey
Publisher/Copyright Date: Northwest Arm Press,
2009. ISBN 978-0-9811335-2-2
Suggested Level: Intermediate/Read aloud or student self
study
Summary: SOYBEANS in the story of agriculture is a
part of AWESOME AGRICULTURE for Kids series. All
books in this series examine the five sub-concepts
of agriculture: production, processing, distribution,
marketing and consumerism. The commodity focused
on in this book is soybeans.
Core Lessons
Each of the five core lessons is organized
around one of the five sub-concepts of
agriculture. Every page includes “Did you
know?” and “It’s a fact.” to extend the
information presented in the text.
Areas of Study
• Farming History
• Farm Life
• Geography
• Nutrition
• Science
• Seasons
• World Harvests/Cultures
soybean farm in Redwood County, a leading
soybean producing county. The authors
taught at the University of Minnesota and
in elementary classrooms in the state. They
have both been part of curriculum writing
teams, conducted workshops for teachers,
and provided consulting for numerous
school districts and higher education
institutions. Both are currently working
with K-12 education programs at the U of M
Southwest Research and Outreach Center at
Lamberton, MN.
Lesson Sequence
• Social Studies – Geography; U.S. & World
History; Economics
• Science – Life Science; History and Nature
of Science
Minnesota is a major producer of soybeans.
Both authors grew up and were educated
in Minnesota. They currently live in
Minnesota and one author lives on a
• Post a large A to Z list on the board. (If
available read SOYBEANS an A to Z book)
• Ask students to think of words that relate to
soybeans.
• Record the words on the A to Z list after the
appropriate letter
• Add production to the list if it is not
already listed. Before reading Chapter 1, ask
children what they think production means?
(Agricultural production is growing crops or
raising animals pg. 3) Read the story line,
Did you know? and It’s a fact on each page
of Chapter 1. Discuss and add new words to
A to Z list.
• Repeat for Chapters 2(pg. 11), 3(pg 19),
4(pg. 23), and 5(pg. 27)
page
49
Title: SOYBEANS in the story of agriculture
Assessment
• What have you learned about soybeans
by examining the A to Z list?
• What are the five most important things
you have learned about soybeans and
why?
• Why do you think soybeans are an
important part of agriculture?
Words to Know
Production – agricultural production is
growing crops or raising animals
Processing – is making crops or animals
into products you can eat or use
Distribution – is delivering a product
from where it is produced or grown to
the places where it will be used
Marketing – is telling about products
so that you will know about them and
might buy them
Consumerism– is you choosing, buying,
and using products
Related Title
• SOYBEANS an A-to-Z book a part of the
AWESOME AGRICULTURE for Kids
series by Susan Anderson and JoAnne
Buggey, Northwest Arm Press, 2009
page
50
Suggested Links
• Food for Thought Mapping Curriculum, a
product of MAITC
• Minnesota Soybean Research and
Promotion Council and Growers
Association
www.mnsoybean.org
• United Soybean Board
www.unitedsoybean.org
<soybean education classroom>
<soybean facts kids>
<soybean activities>
nonfiction
Title: The Super Soybean
Author and Illustrator: Raymond Bial
Publisher/Copyright Date: Albert Whitman & Company,
2007. ISBN 978-0-8075-7549-9.
Suggested Level: Intermediate/Read aloud or student
self-study; Possible middle level regional studies
Summary: If there is any such thing as a “super or
miracle” plant, that plant is the soybean. Used for an
amazing variety of things – plastics, fuel, soap and
medicine – soybeans are also a healthy food source
for animals and humans. This photo-essay includes
botanical information about the soybean, its interesting
history and a good description of the planting and
harvesting of this super crop.
Core Lessons
Emphasizes the scientific and historical
journey of the soybean, a journey that
brought the soybean the distinction of
being the world’s “super or miracle” crop;
discusses the versatility of the soybean for
animal and human use; introduces students
to the important place the soybean has in
U.S. and Midwest agriculture.
Areas of Study
• Farming History
• Farm Life
• Geography
• Nutrition
• Science
• Seasons
• World Harvests/Cultures
Minnesota is a major producer of soybeans,
ranking third nationally in production
(just behind Iowa and Illinois). Minnesota
producers grow about 10 percent of the
nation’s total soybean crop on just over 7
million acres. Leading counties for soybean
production include Redwood, Renville,
Martin, Nobles, Faribault and Blue Earth
in southern and southwestern Minnesota.
Minnesota’s renewable energy program
includes a minimum 2 percent “biodiesel”
blend in all diesel fuel.
listeners)
• Which foods use soybeans? (cooking
oil, salad dressings, soy flour, tofu,
snacks, soy sauce, many prepared foods
and more.) The soybean is the world’s
foremost provider of protein and oil.
• Social Studies – Geography; U.S. & World
History; Economics
• Science – Life Science; History and Nature
of Science
• What are some nonfood uses for
soybeans? (fuel (biodiesel), plastic
utensils, candles, paints and stains,
medicines, soap, ink, crayons to name a
few.)
page
51
Title: The super soybean
• Why is the soybean such a good animal
feed? (The soybean is a great source of
protein (35 to 44 percent make-up),
along with many vitamins and minerals.
It is also low in fat and easy to grow
in the rich soils of Minnesota and the
surrounding region.
• Which country grows the most
soybeans? (U.S.A. – followed by Brazil,
Argentina, China and India.)
• Where are most of the nation’s soybeans
grown? (In the Midwest, led by Iowa,
Illinois and Minnesota. This part of the
country has vast stretches of fertile soil,
adequate moisture and summers that are
hot and humid.)
• What is meant by “yellow jewel”?
(There is record of the Chinese growing
soybeans for food more than three
thousand years ago. Soybeans were
considered one of five sacred grains,
essential to Chinese civilization (along
with rice, wheat, barley and millet).
Soybeans were also known as the
“yellow jewel”.)
• How has soybean farming changed?
(Today, most U.S. soybean farmers
use an herbicide resistant bean seed
when planting, allowing for minimum
cultivation and input costs. Many also
practice “no-till” planting, where the
beans are drilled into the soil stubble
left from the past year. The days of
conventional planting, cultivation and
walking beans are becoming a memory.)
• Why do farmers want clear blue skies
during harvest season? (Too much rain
makes it difficult to use large machinery
in wet fields; high moisture content in
soybeans means the farmer will have
to spend more money “drying down”
beans before selling or delivering to the
elevator or market; high winds can cause
soybean plants to lose their pods or
break, thus decreasing production.)
• How are soybeans contributing to the
page
52
renewable energy growth in the U.S.?
(Soy biodiesel is an excellent alternative
to petroleum fuel. Soybeans can be
used as fuel in autos, trucks, tractors
and buses. Your school bus most likely
is using soy biodiesel. This minimum 2
percent blend is now law in Minnesota.)
Words to Know
Legume – the fruit or seed of any of
various bean or pea plants consisting of
a case that splits along both sides when
ripe and having the seeds attach to
one side of the case; many legumes are
widely cultivated for food, as fodder for
livestock, and as a means of improving
the nitrogen content of soils.
Planter – equipment used to plant
soybeans; the planter digs long rows and
then drops seed beans one at a time and
then covers them with soil.
Drilling beans – using a special piece of
planting equipment, the soybeans are
drilled into the soil when planted with
no-till or minimum-till technology.
Hilum – the hilum is a scar left from the
place the bean was attached to the pod
– usually black, brown, gray, buff or
yellow.
Herbicide – a chemical used to kill
unwanted plants (weeds) in crop fields;
herbicides can be termed selective or
nonselective (for example, genetically
modified soybean plants can survive
when fields are sprayed with herbicides,
while all other plant growth is
eliminated).
Title: The super soybean
Activities
Suggested Links
Art: Draw the parts of a soybean plant and
label them.
Social Studies: Interview a soybean
farmer and have him/her tell how
farming has changed over the years;
tour a biodiesel processing plant to learn
more about how renewable energy is
made from soybeans.
Science: Taste soymilk, soy nuts and other
foods made from soybeans. Discuss how
they are alike or different than other
similar foods; evaluate ingredient lists
on food/nonfood products and make a
display of products that use soybeans.
More Science: Seed Germination (use
cotton ball, soybean seed, water and
small jeweler’s zipper bag) – dip cotton
ball in water and place one soybean
seed on each side of the cotton ball,
then place in small zipper bag; chart the
germination process.
a product of MAITC
Click Children’s Literature Book Bundle
– Additional Activities – Soy Boy
• Minnesota Soybean Research and
Promotion Council and Growers
Association
www.mnsoybean.org
• United Soybean Board
www.unitedsoybean.org
<soybean education classroom>
<soybean facts kids>
<soybean activities>
Related Titles
• From Seed to Plant by Gail Gibbons,
Holiday House, 1993
• Spill the Beans and Pass the Peanuts:
Legumes by Meredith Sayles Hughes,
Lerner Publications, 1999
• Tomatoes, Potatoes, Corn and Beans by
Sylvia Johnson, Atheneum Books for
Young Readers, 1997
page
53
page
54
fiction
Title: Tops & Bottoms
Author and Illustrator: Janet Stevens
Publisher/Copyright Date: Harcourt, Inc. 1995.
ISBN 0-15-292851-0.
Summary: Hare turns his bad luck around by striking a
clever deal with the rich and lazy Bear down the road.
Each harvest brings tops, bottoms, or middles, and Bear
ends up with the wrong end every time—until he learns
his lesson! The book received a Caldecott Honor.
Core Lessons
Emphasizes gardening steps, including
planting, weeding, harvesting. Highlights
the different edible parts of plants. The
moral of the story suggests that laziness will
harvest little.
Areas of Study
• Gardens
Science
Gardening is a popular activity in
Minnesota. The story simplifies the steps of
gardening and the tale’s lesson for children.
listeners)
• What are some plants that have good
“bottoms” to eat? (radishes, carrots,
beets)
• What are some plants that have good
“tops” to eat? (lettuce, broccoli, celery)
• What is a plant that has good “middles”
to eat? (corn)
• Why did Bear always get the wrong end?
• What lesson do you think the story tries
to teach?
• Talk about parts of certain plants that are
poisonous (leaves of poinsettias, leaves of
rhubarb, etc.) It’s good to try new foods,
but always check that it’s safe to eat.
• What parts of plants do you like to eat?
Words to Know
crops – plants grown for food or other
products
harvest – collecting or gathering the ripe
plants for food or products
profit – something earned or gained,
usually the result of working
Activities
Art/Drama: After reading the story, turn
it into a script, assign parts and present a
play.
Language Arts: This story has roots in
European folktales and American slave
page
55
Title: Tops & Bottoms
stories; read another folktale and a fairy
tale. Discuss what is similar or different
about these kinds of stories.
Science: Sample examples of plants with
more than one edible part or surprising
edible parts, such as green onions (raw
bulb and greens); beets (cooked bulb
and cooked or raw greens); young spring
dandelions (raw leaves, steamed flowers);
bee balm (leaves and flower petals); and
others (check online, keywords: <edible
flowers>). Note: Be sure that you have the
exact edible flower or plant, and that no
pesticides or chemicals have been sprayed on
any part of the plant before eating. Wash all
items well before eating.
paper cup filled with soil (houseplant or
seed-starting soil works best). Water only
enough to moisten the soil. Cover with
plastic and a rubber band. Check daily
and track its progress. When the seedling
appears, remove the plastic and water as
needed.
Related Titles
• Learn and Play in the Garden by Meg Herd.
Barron’s Educational Series, 1997.
• Green and Growing: A Book about Plants
by Susan Blackaby (part of “Growing
Things” series). Picture Window Books
(Minnesota publisher), 2003.
page
56
Suggested Links
• EPA Kids’ Site
www.epa.gov/kids
Classroom
• Kids Gardening
Click Children’s Literature Book BundleAdditional Activities - Garden in a Glove,
Soil Baby or Soy Boy
• Minnesota Landscape Arboretum Teacher
Resource Center
schools/teach.htm
<teacher folk tales>
<edible flowers>
<teacher plant activity>
<garden kids activities>
Title: THE TREE FARMER
Author: Chuck Leavell and Nicholas Cravotta; Illustrator:
Rebecca Bleau
Publisher/Copyright Date: VSP Books, 2003.
ISBN 1 – 893622 – 16 – 9
Suggested Level: Primary / Read aloud; Intermediate / Student
self-study
Summary: A grandfather who owns a tree farm takes his
grandson on a magical journey through the forest, where
trees become musical instruments, books, a baby’s crib and
more. The story tells the vital role that trees play in our
lives. Co-authored by Chuck Leavell, musician, tree farmer,
conservationist and longtime keyboardist for the Rolling
Stones. Brilliant colors on every page!
Core Lessons
It’s a story about the preservation of one
of our most important natural resources,
namely our great forests. The book explains
that the timber harvest produces consumer
products we all need and use. It also imbeds
in readers the important of a stewardship
ethic.
Areas of Study
• Production and Processes
• Science
Trees (forestry) are very important in
Minnesota. The forest is a vital part of the
state’s landscape, culture, geography and
history. The most common trees include
aspen, spruce, balsam, fir, birch, ash, maple,
northern white cedar, tamarack, pine, oak
and elm. Total forest land in Minnesota
accounts for about one-third of the state’s
land area, or about 16.7 million acres.
Nearly 40,000 people in Minnesota’s forest
products industry make paper and many
other wood-based consumer products.
listeners)
• Where does wood come from? (trees)
• Explain how raising trees is part of
farming? (Trees are a renewable resource
just like corn, wheat and soybeans. They
are planted, cared for and harvested for
mankind.)
• What is your favorite kind of tree? Do
you have a favorite tree at home or in
your neighborhood? (individual answers)
• Can you name some products we get
from trees? (paper, furniture, firewood,
homes, etc.)
• Why is forest conservation and
preservation important? (accept various
answers)
• How do trees help the environment?
(Trees are more than beauty. Trees
clean the air we breathe and the water
we drink. They reduce flooding and
erosion, save energy and temper climate.
Forests are the natural habitat for many
plants and animals. Because they are
page
57
Title: The Tree Farmer
a renewable resource, with proper
planning, care and management, they
should be on earth forever!)
• What is a seedling? (a young tree)
• Name some products we get from trees?
(expand on the original list developed
in the listening questions before
reading………you can expand greatly
from the list in the book)
• What is meant by the old Haida Indian
expression (back cover of book): “We
don’t inherit the land from our parents,
we borrow it from our children.” (It
speaks to a stewardship ethic. It begs us
to leave things (resources like land and
water) in a better shape and place than
we inherited. It also supports the seven
generations question of the old Native
American: How will this (an action) affect
the people seven generations from now?)
Words to Know
Seedling – a young plant grown from seed;
a young tree before it becomes a sapling
Activities
Art: Draw your favorite tree and label its
parts. Or, draw a picture of a favorite
setting for a tree – a forest, a park, by the
lake, in your own backyard.
Language Arts: Write a poem or story about
the importance of trees or write a story
about a favorite tree in your life.
Science: Get involved with Arbor Day at
your school or in your community. Plant
a seedling and then chart its growth over
the next several years. Start collecting
insects and bugs that are part of the tree’s
world and learn about the many pest and
beneficial insects.
Social Studies: Interview a arborist, city
forester or greenhouse or nursery expert
to learn more about trees and which trees
are best for your area…..what grows best
where, learn about planting a variety of
trees, etc.
page
58
Related Titles
Note: There are many….just google Trees or
Forest or Arbor Day and go from there.
We have not reviewed these books, so we
hesitate to list any here.
Suggested Links
• Trees of the 21st Century (National
Gardening program)
www.kidsgardening.org
• National Arbor Day Foundation (The
Living Forest and other great connections
to trees)
www.arborday.org
• Learn about the Minnesota Nursery and
Landscape Association
www.mnla.org
<trees>
<forestry>
<kids gardening>
<Arbor Day>
<plants>
Addendum
These titles were part of the original book bundle,
but are now out of print.
page
59
page
60
Addendum
Nonfiction
Title: Corn
Author: Elaine Landau
Publisher/Copyright Date: Children’s Press, 1999.
ISBN 0-516-26759-0
Suggested Level: Primary / Read aloud; Intermediate (HiLo) / Student self-study
Summary: Examines the history, cultivation, and uses of
corn. Includes simple recipes.
Core Lessons
Emphasizes the importance of corn in
world history and contemporary cultures;
discusses the versatility of corn as a food
source and manufacturing commodity.
Areas of Study
•
•
•
•
•
Farming History
Nutrition
U.S. History
Life Science
In 2005, Minnesota ranked first in sweet
corn for processing and fourth in corn for
grain among all states; corn flakes and other
corn-based cereals are produced here.
listeners)
• Which foods use corn? (syrups, cakes,
breads, pancakes, soups, mustards,
chewing gums, jellies, catsups, licorices,
breakfast cereals, beers, chips, puddings,
peanut butter, etc.)
• Which nonfoods use corn? (fuel
(ethanol), soaps, straws, crayons,
batteries, toothpaste, explosives, glue,
yarn, medicine, paper, paints, shoe
polish, lawn bags, golf tees, etc.)
• Which country grows the most corn?
(U.S.A.)
• Is corn from the grass family? (yes)
• How long have humans used corn?
(maybe for 10,000 years among Native
Americans)
• What is the Corn Belt? Is Minnesota
in it? (10 Midwest states, including
Minnesota, that grow much of the U.S.
corn)
• What is a hybrid? (new types of corn
grown to resist drought, pests, etc.)
• How was corn important to early settlers?
• What are some other ways corn helps the
environment? Why is that good?
page
61
Title: Corn
Words to Know
husks – the outside layer of a corn cob.
hybrid – new types of corn, often invented
by scientists for specific reasons.
plant.
maize – the name for corn in ancient
South American and Mexican cultures.
Activities
Art: Make cornhusk dolls as made by early
keywords: <cornhusk doll instruction>).
a U.S. map. Highlight Minnesota corn
production areas.
Language Arts: Imagine a new corn
hybrid, name it, explain why it was
invented, and write a story about how it
solved a problem or helped people.
Other (also see recipes at back of book):
Make popcorn and string into corn
page
62
Related Titles
• Part of a series, “True Books”: Apples,
Bananas, Sugar, Tomatoes, and Wheat.
• Corn—On and Off the Cob by Allan Fowler.
Children’s Press, 1994.
• Four Seasons of Corn: A Winnebago
Tradition by Sally M. Hunter. Lerner
Publications (Minnesota publisher), 1997.
• Vegetables by Jillian Powell. Raintree
Steck-Vaughn, 1997.
Suggested Links
the Classroom
www.mncorn.org
www.ncga.com
• The Popcorn Board www.popcorn.org
<corn facts kids>
Addendum
Nonfiction
Title: Corn Belt Harvest
Author and Photograher: Raymond Bial
Publisher/Copyright Date: Houghton Mifflin Co., 1991
Suggested Level: Primary / Read Aloud; Intermediate (some
difficult vocabulary) / Student self-study
Summary: This clear and simple text traces the development
of corn through the seasons, as it is planted, cultivated
and harvested. Great color photographs focusing on the
Midwest region of the United States called the “Corn Belt”.
Core Lessons
Emphasizes the importance of corn as a
commodity, with special attention to its
production and harvesting; a compelling
look at what is involved with each season
on the farm; helps readers better understand
the importance of modern machinery used
on the farm.
Areas of Study
•
•
•
•
•
•
•
Farming History
Farm Life
Geography
Science
Seasons
U.S. History
Life Science
Minnesota is one of the ten Midwestern
states referred to as the “Corn Belt”. In
2005, Minnesota ranked fourth nationally
in producing corn for grain. The growing
season for corn in Minnesota is generally
from 75 days in northern Minnesota to 120
days in southern Minnesota. Although a
majority of Minnesota’s annual corn crop
is fed to livestock such as cattle, hogs and
poultry, Minnesota has become a national
leader in the use of corn for renewable fuels
(ethanol from corn).
listeners)
• Which foods use corn? (syrups, cakes,
breads, pancakes, soups, mustards,
chewing gums, jellies, catsups, licorices,
breakfast cereals, beers, chips, puddings,
peanut butter, pop/soda, etc.)
• Which nonfoods use corn? (fuel
(ethanol), soaps, straws, crayons,
batteries, toothpaste, explosives, glue,
yarn, medicine, paper, paints, shoe
polish, lawn bags, golf tees, packing
“peanuts”, etc.)
• Which country grows the most corn?
(U.S.A.)
• What is the Corn Belt? Is Minnesota in it?
(10 Midwest states, including Minnesota,
that grow most of the U.S. corn)
• What seasons would a farmer consider
the most important? (Probably spring for
planting and fall for a successful harvest)
• Explain “knee high by the Fourth of
July”? (Farmers used to say this about
the height of their corn……….now they
consider head-high or more to be the
norm)
page
63
Title: Corn Belt Harvest
• How has corn farming changed over
time?
• How have new hybrids helped corn
production? (They have brought needed
weed and disease resistance traits, as well
as the ability to dramatically increase
yield per acre. Many Minnesota farmers
now get in excess of 200 bushels of corn
per acre)
• How have corn farmers changed their
production practices to better care for
the environment? (New hybrids have
allowed them to use less chemicals, and
new equipment technology (no till/
conservation tillage) has allowed them to
leave the corn stubble in the field all winter
to cut down on wind and water erosion)
Words to Know
cornhead – a piece of equipment that is
fitted on the front of a combine used to
guide the corn into rollers which gather,
shuck, and shell the corn.
cultivator – a chisel-toothed implement
used by farmers to dislodge weeds from
the soil.
dent corn – also called field corn; the most
widely planted of the six kinds of corn.
friable – the ability for soil to readily
crumble in the hand.
hybrid – new types or varieties of corn,
often invented by scientists for specific
reasons.
plant.
soil tilth – the ability of soil to aggregate,
or hold together.
Activities
Art: Make cornhusk dolls as made by early
page
64
keywords: <cornhusk doll instructions>
a U.S. map. Highlight leading Minnesota
corn production areas.
Language Arts: Imagine a new corn
hybrid, name it, explain why it was
invented, and write a story about how it
solved a problem or helped people.
Other: Make popcorn and string into corn
Related Titles
• Corn – On and Off the Cob by Allan
Fowler. Children’s Press, 1994
• Four Seasons of Corn; A Winnebago
Tradition by Sally M. Hunter, Lerner
Publications (Minnesota publisher), 1997
• Vegetables by Jillian Powell, Raintree
Steck-Vaughn, 1997
• What’s for Lunch, Corn by Pam Robson
Suggested Links
• Food for Thought Mapping Curriculum, a
Product of MAITC
www.mncorn.org
www.ncga.com
• The Popcorn Board
www.popcorn.org
<corn facts kids>
Nonfiction
Addendum
Title: Farmer’s Market: Families Working Together
Author: Marcie R. Rendon; Author/Photographer:
Cheryl Walsh Bellville
Publisher/Copyright Date: Carolrhoda Books, 2001.
ISBN 1-57505-462-0
Suggested Level: Intermediate / Student self-study;
Teacher reference
Summary: A behind-the-scenes look at how vegetables
and flowers come to the farmer’s market. Explains
that the market reflects immigration patterns and
offers ethnically diverse products. Focuses specifically
on two families descended from Hmong and German
immigrants.
Core Lessons
Focuses on the diversity of people involved
in growing agricultural products, as well as
the similarities among families of different
cultural backgrounds. Traces the connection
from rural farms to urban markets and
shows multi-generational family enterprises.
Areas of Study
•
•
•
•
•
•
•
•
The author is a Native American from
northern Minnesota; the photographer/
author also lives in Minnesota. Most of
the photographs were taken at the St.
Paul Farmer’s Market or Minnesota farms.
Publisher is located in Minneapolis.
Farming History
Farm Life
Gardens
Geography
Nutrition
Seasons
listeners)
Geography; Economics
• What can you see, smell, and hear at a
farmer’s market? (flowers, fruits, and
vegetables; many languages)
• Why are floodplains good for growing
crops? (the river’s old floods have left
behind rich nutrients in the soil)
• How many years can an asparagus field
produce a crop? (15 to 20 years)
• What does a greenhouse do? (clear plastic
lets sunshine in to warm the plants)
• What are corms? (the bulblike roots of
some plants, like gladiolas)
page
65
Title: Farmer’s Market: Families Working Together
• Farm families work together. How do you
help your family?
• Where did your ancestors come from?
What foods do you eat from that
country?
• Have you planted a garden? What did
you grow? Did you eat it? Why or why
not?
Words to Know
corms – roots of plants that store food for
the plants to grow again in the spring
immigrants – people who have moved to
a new country from a different country
floodplain – flat lands near a stream or
river that have rich soil from floodwaters
nutrients – healthy substances that help
living things to grow
truck farmers – people who grow crops
and bring them to market by truck or car
Activities
(also see planting activity at back of book)
Geography/Art: Look at a world map to
find Vietnam, Germany, and Minnesota.
Draw a Minnesota map showing the
Mississippi and Minnesota Rivers, their
flood plains, and what might grow there.
Language Arts: Take a field trip to a
farmer’s market and/or interview a
Hmong truck farmer about the foods he
or she brings to the market. Taste the
produce and take photos for your report,
if possible. Write about your experiences.
Math/Social Studies: Plan and design
a class farmers’ market, either growing
actual class crops for public sale or
bringing produce from home to “sell”
with classroom-only “money.”
Note: Consider an in-depth look at
Hmong immigration and the significant
contribution Hmongs have made to
agriculture in the U.S. Keyword search:
<Hmong farmer market>.
page
66
Related Titles
• Fresh from the Farmers’ Market: Year-Round
Recipes for the Pick of the Crop by Janet
Kessel Fletcher, Chronicle Books, 1997.
Useful for teachers as a reference.
• Garden by Robert Maass. Henry Holt and
Company, 1998.
Suggested Links
Classroom
Additional Activities - Trading Game or
Garden in a Glove
<Hmong farmer market>
nonfiction
Title: from cotton to t-shirt
Author: Robin Nelson
Publisher/Copyright Date: Lerner Publications, 2003
ISBN 0-8225-4732-5
(easy) / Student self study
Summary: Describes how cotton is grown and how that
cotton is processed, spun into thread, woven into cloth,
and cut and sewn to make a T-shirt.
Core Lessons
Explains that agriculture extends beyond
foods, particularly as fiber. Helps to build
an understanding of the process involved in
fabric-making. Promotes an appreciation for
farmers.
Areas of Study
• Science
listeners)
• Where does cotton come from? (a plant)
• What are bolls? (the pods left behind
after the cotton flowers die)
• What does a cotton gin do? (it separates
cotton from seeds, and also cleans and
dries the cotton)
• Why is the cloth dyed? (to create
different color T-shirts)
• Social Studies – Geography, Economics
• Science – Life Sciences
Nearly everyone in Minnesota has worn
a cotton T-shirt and used other cotton
products such as blue jeans. It is too cold,
and the growing season too short, to grow
cotton in Minnesota, but using cotton
products ties us to the farmers of the South.
• Cotton seed oil is used in cooking; can
you think of other plants that make oil
for cooking? (Sunflowers, corn, soybeans,
canola, all of which are grown in
Minnesota)
• Name things made with cotton? (cotton
balls, clothing, upholstery, towels, U.S.
currency, paper, etc.)
• How many of you are wearing a cotton
T-shirt? Why do you like to wear one?
• Eli Whitney, an American, invented
the cotton gin in 1793 to automatically
separate seeds from cotton. Why do you
think that was important?
• Cotton grows mainly in the southeastern
U.S. Why do you think it doesn’t grow
in Minnesota? (Cotton needs a long
growing season, plenty of sunshine and
page
67
Title: from cotton to t-shirt
water, and dry weather for harvest.
With a growing season starting as early
as February, cotton is not a good fit for
Minnesota weather conditions)
Words to Know
Bolls – tiny pods left by dead cotton
flowers
Cotton gin – a machine that separates soft
cotton from hard seeds
Dyed – made a different color
Knitting machine – a machine that
makes thread into cloth
Thread – a long, thin rope made of cotton
Activities
Math: Bring a laundry basket of clothing
and miscellaneous home textiles to class.
All items should have tags that show the
percentage of cotton in them. Split class
into groups. Ask groups of students to
find the labels and cotton percentages
for five items. Graph the items and their
percentages.
Art: Paint a picture with cotton balls and
cotton swabs instead of brushes.
Other: Grow cotton plants. Check seed
catalogs for sources.
Note: You may wish to explore the role
of cotton plantations and pre-Civil War
slavery in U.S. history. The slaves often
sang songs and chanted while they
worked. Search online for keywords
<cotton slave songs music> for specific
music and activities
page
68
Related Titles
• Part of a large from “Start to Finish”
series: From Cone to Sugar; From Cocoa
Bean to Chocolate; From Egg to Chicken;
From Flowers to Honey; From Foal to Horse;
From Fruit to Jelly; From Grass to Milk;
From Kernel to Corn; From Maple Tree to
Syrup; From Milk to Cheese; From Milk to
Ice Cream; From Peanut to Peanut Butter;
From Sea to Salt; From Sheep to Sweater;
From Shoot to Apple; From Tree to Paper;
and From Wheat to Bread
• Cotton Now & Then: Fabric-Making from
Boll to Bolt by Karen B. Willing. Now &
Then Publications, 1996.
• Working Cotton by Sherley Anne
Williams. Voyager Books, 1997.
Suggested Links
• Cotton’s Journey
www.cottonsjourney.com
• National Cotton Council of America
www.cotton.org
<cotton education classroom>
<cotton slave songs music>
NONfiction
Addendum
Title: From Plant to Blue JeanS
Author: Arthur John L’Hommedieu
ISBN 0-516-20366-5
Student self-study
Summary: Describes the process of making blue jeans
from the harvesting of cotton through the weaving of
cloth and sewing the finished product.
Core Lessons
Explains that agriculture extends beyond
foods, particularly as fiber. Helps to build
an understanding of the process involved in
fabric-making. Promotes an appreciation for
farmers.
Areas of Study
• Science
listeners)
• How long does a cotton flower live?
(three days)
• What are bolls? (the pods left behind by
the dead cotton flowers)
• What does a cotton gin do? (separates
cotton from seeds)
• What color is the warp of your jeans?
(blue; the insides are white)
• Social Studies – Geography, Economics,
U.S. History
Nearly everyone in Minnesota has worn
blue jeans and used cotton products, tying
us to the farmers in the South.
• Cotton seed oil is used in cooking; can
you think of other plants that make oil
for cooking? (Sunflowers, corn, soybeans,
canola, all of which are grown in
Minnesota)
• Name things made with cotton (cotton
balls, clothing, upholstery, towels, U.S.
currency, paper, etc.)
• How many of you are wearing jeans?
Why do you like to wear jeans?
• Eli Whitney, an American, invented
the cotton gin in 1793 to automatically
separate seeds from cotton. Why do you
think that was important?
• Cotton grows mainly in the southeastern U.S. Why do you think it doesn’t
grow in Minnesota?
page
69
Title: From Plant to Blue JeanS
Words to Know
boll – tiny pods left by dead cotton flowers
cotton gin – a machine that separates soft
cotton from hard seeds
filler – the inside yarn of fabric
textiles – fabrics
warp – the outside yarn of fabric
Activities
Math: Bring a laundry basket of clothing
and miscellaneous home textiles to class.
All items should have tags that show the
percentage of cotton in them. Split class
into groups. Ask groups of students to
find the labels and cotton percentages
for five items. Graph the items and their
percentages.
Art: Paint a picture with cotton balls and
cotton swabs instead of brushes.
Art: Weave wide strips of blue paper “warp”
and narrow strips of white paper “filler”
in a square. Outline with glued-on cotton
balls.
Other: Grow cotton plants. Check seed
catalogs for sources.
Note: You may wish to explore the role of
cotton plantations and pre-Civil War
slavery in U.S. history. The slaves often
sang songs and chanted while they
worked. Search online for keywords
<cotton slave songs music> for specific
music and activities.
Related Titles
• Part of series, “Changes”: From Cow to
Ice Cream; From Glass to Boat; From Metal
to Music; From Mud to House; From Rock to
page
70
Fireworks; From Wax to Crayon; and From
Wheat to Pasta.
• Cotton Now & Then: Fabric-Making from
Boll to Bolt by Karen B. Willing. Now &
Then Publications, 1996.
• Working Cotton by Sherley Anne Williams.
Voyager Books, 1997.
Suggested Links
• Cotton’s Journey
www.cottonsjourney.com
• National Cotton Council of America
www.cotton.org
<cotton education classroom>
<cotton slave songs music>
Nonfiction
Title: Glorious Grasses: The Grains
Author: Meredith Sayles Hughes
Publisher/Copyright Date: Lerner Publications, 1999.
ISBN 0-8225-2831-2
Suggested Level: Intermediate (advanced) / Student selfstudy; Teacher reference
Summary: Discusses how humans have cultivated and
used various grains, including wheat, rice, corn, millet,
oats, barley, and rye, and the nutritional value of these
cereals. Includes recipes.
Core Lessons
Offers in-depth descriptions of the
historical, cultural, and nutritional
significance of grains around the world.
Note: Chapters include Wheat, Rice, Corn,
Millet and Barley, and Oats and Rye. Select
sections to read aloud or use text for reference.
• What is the history of the grain?
• How is it used today?
• How has science affected farming of the
grain?
Areas of Study
• Farming History
•  Geography
• Nutrition
• Science
• Seasons
Geography; Economics; U.S. History
• Science - History and Nature of Science;
Publisher is located in Minneapolis.
Minnesota farmers grow wheat, rice, corn,
barley, and other grains. Grain mills and
cereal producers are located here, and a
Minnesotan invented the famous “puffed
rice” cereal.
• How was this grain important to people
long ago?
• What is the relationship among the
grain, its soil, and its geography?
• How is this grain important to people
today?
• How does eating grains fit into My
Pyramid and a healthy diet?
Words to Know
(also see page 93 at back of book)
climate – the general weather conditions
of a region
cultivate – to grow something on purpose,
not by accident or by nature
herbicides – chemicals to stop weeds
kernel – the seed of a grain plant
page
71
Title: Glorious Grasses: The Grains
nutrition – the basic elements a body
needs to grow and stay healthy
silage – a food for animals made from
diced and aged plants
Activities
Art: Draw the parts of a grain plant and
label them.
Art: Make a collage with grain kernels
glued to paper.
Social Studies: Make a family tree and
identify farmers in your genealogy;
interview a guest grain farmer and write a
news report.
Language: Write a story set in a different
time and a different country. At least one
character must grow, harvest, sell, or use
the grain in a way that changes his or her
life.
Music: Sing “America the Beautiful”;
discuss importance of grain in American
history.
Other: Make the breads, desserts, and other
recipes described in the book.
Related Titles
Part of “Plants We Eat” series: Buried
Treasure: Roots and Tubers; Cool as a
Cucumber, Hot as a Pepper: Fruit Vegetables;
Flavor Foods: Spices & Herbs; Green Power:
Leaf & Flower Vegetables; Hard to Crack: Nut
Trees; Spill the Beans and Pass the Peanuts:
Legumes; Stinky and Stringy: Stem & Bulb
Vegetables; Tall and Tasty: Fruit Trees; and,
Yes, We Have Bananas: Fruits from Shrubs &
Vines.
• Farm Crops (from “Harvest to Home”
series) by Lynn Stone. Rourke Publishing,
2002.
• Laura Ingalls Wilder: Growing up in the
Little House by Patricia Giff. Viking, 1987.
• Pioneers by Marie and Douglas Gorsline.
Random House, 1982.
• The Hummingbirds’ Gift by Stefan
Czernecki and Timothy Rhodes. Hyperion
Books for Children, 1994.
page
72
Suggested Links
• Food Timeline
www.foodtimeline.org
Classroom
• National Grid for Learning (United
Kingdom)
www.flourandgrain.com
Pyramid
www.mypyramid.gov
<grain classroom>
<grain farm lesson>
<Minnesota classroom grain>
Nonfiction
Addendum
Title: Harvest Year
Author: Cris Peterson; Photographer: Alvis Upitis
Publisher/Copyright Date: Boyds Mills Press, 1996.
ISBN 1-56397-571-8
Suggested Level: Intermediate / Read aloud or student
self-study
Summary: A photographic essay about foods that are
harvested year-round in the United States, described by
month and highlighting the state of origin.
Core Lessons
Emphasizes the variety of agriculture in
the U.S.; highlights the seasons of harvest
and interesting facts about the food, its
production, or consumption.
Areas of Study
• Farm Life
• Geography
• Nutrition
• Seasons
listeners)
• What is the most widely grown
vegetable? (potatoes)
• What is the world’s most important grain
crop? (wheat)
• When do people tap maple trees for
syrup? (March or spring)
• Social Studies – Geography
Author is from Grantsburg, Wisconsin,
Minneapolis. In the book, Minnesota peas
are spotlighted on the “July” pages; in
addition, several Minnesota agricultural
products appear throughout the book.
• What agricultural or farm products did
you see in the book that Minnesota
farmers grow?
• What would life be like without farmers?
• Have you ever helped on a farm during
harvest time? What was it like? Was it
easy?
Words to Know
combine – harvesting machine that
gathers and prepares crops for trucking
cure – to allow crops to develop their full
flavor
grain elevators – tall storage towers
hopper – equipment that holds or stores
crops during the harvest
vineyard – where grapes grow
page
73
Title: Harvest Year
Activities
Art: Photocopy the U.S. states, draw
examples of each state’s farm product,
then color and cut them into a puzzle.
Language Arts: Select your favorite
harvest and research the product at the
library, then write a report about it.
Other: Assign three months or one season
to each of four groups; each group selects
and prepares a recipe for the class to
taste that represents a product harvested
during the assigned season.
Related Titles
• A Farm through Time: The History of a
Farm from Medieval Times to the Present
Day by Angela Wilkes. DK Publishing,
2001.
• Farm Year by Monika Popp. Groundwood
Books, 2002.
• Food and Farming (Geography for Fun) by
Pam Robson. Stargazer Books, 2004.
page
74
Suggested Links
the Classroom
Click Children’s Literature Book BundleAdditional Activities - Garden in a Glove
• National Geographic Xpeditions Learning
Program
www.nationalgeographic.com/xpeditions
• Youth and Kids in Agriculture (USDA)
www.nal.usda.gov/outreach/youthkids.htm
<student farm lesson> <harvest season classroom>
Addendum
Nonfiction
Title: If It Weren’t For Farmers
Author: Allan Fowler
ISBN 0-516-46009-9
Summary: Briefly describes several different kinds of
farms, what the farmers do, and what foods the farmers
produce.
Core Lessons
Highlights the diversity of agricultural
products. Builds an appreciation for farmers
and their role in food production.
Areas of Study
• Farm Life • Nutrition
• Social Studies – Economics
Agriculture is essential to all humans. In
2005 Minnesota had 79,600 farms, which
ranked the state fifth in the U.S. for total
value of agricultural products sold.
listeners)
• What is a farm? (a place where people
work to grow plants or raise animals for
food)
• What is the most important thing after
soil and sun that plants need? (water)
• What grows on a poultry farm? (chickens
or turkeys)
• Do we live in a warm or cool climate?
What kinds of farms are here?
• What did you eat for breakfast this
morning? Where did those foods come
from?
• Before grocery stores, how did people get
food to eat?
page
75
Title: If It Weren’t For Farmers
Words to Know
(also see the pictorial glossary at back of book)
chemicals – usually a man-made mixture
that blocks weeds or pests from harming
plants
climate – the kind of weather a region has
most of the time
irrigate – to move water from a natural
organic – something grown on a farm
that uses only natural, not man-made,
fertilizers and weed or pest blockers
poultry – chickens or turkeys, also farmgrown ducks or geese
Activities
Art: Draw a picture of the foods in your
lunch; label each item with the type of
farm it came from (crop, beef, poultry,
dairy, orchard, etc.) Put a star by the
farms that could be in Minnesota.
Language Arts: Invite a farmer to talk
about life on a farm. Write a letter to a
farmer, thanking him/her for growing
food to eat. Tell why you like that food
and how it keeps you healthy.
Science/Health: Study the “My Pyramid”
of nutrition; select a food group and
discuss the types of farms that produce
those foods. Bring sample foods to class
and make a real pyramid of healthy
foods.
Other: Make a “Minnesota Farm Meal”
with foods grown on Minnesota farms,
such as beef, dairy products, soybeans,
peas, honey, etc.
page
76
Related Titles
• Fantastic Farm Machines by Cris Peterson
(Wisconsin author). Boyds Mills Press,
2006.
• Farm (from “Field Trip!” series) by Angela
Leeper. Heinemann-Raintree, 2004.
• Life on a Dairy Farm by Judy Wolfman.
2004.
Suggested Links
Classroom
Click Children’s Literature Book BundleAdditional Activities - Soy Boy or Garden
in a Glove
• Minnesota Department of Agriculture
www.mda.state.mn.us
Pyramid
www.mypyramid.gov
<agriculture classroom>
<farm kids class>
Addendum
Nonfiction
Title: Life on a Cattle Farm
Author: Judy Wolfman; Photographer: David Lorenz
Winston
Publisher/Copyright Date: Carolrhoda Books, Inc. 2002.
ISBN 1-57505-516-3
Summary: A young farmer describes his day-to-day
activities of living and working on a beef cattle farm.
Offers fun facts about cattle and farms.
Core Lessons
Helps develop a better understanding of life
on a farm, including when birthing, haying,
and other activities occur. Provides insights
to the cattle industry; first-person voice of
narrator helps readers relate to “farm kids.”
Areas of Study
• Animal Farms
• Farm Life
• Seasons
Economics
Minnesota publisher. In 2005, Minnesota
had about 15,000 farms with beef cows.
Most cattle farms have been in the same
family for more than 25 years.
listeners)
• What’s the difference between a cattle
farm and a dairy farm? (cattle farms raise
beef for food; dairy farms raise cows for
milk)
• How much does a bull weigh? (about
2,000 pounds)
• How much does a calf weight? (about 100
pounds)
• What does a cow use its tail for?
(communicating with calf, swatting flies,
etc.)
• What are some ways that people use
cattle?
• What are some foods from beef that you
like to eat?
• How are tractors important on farms?
What other inventions are important?
• Would you like to live on a farm? Why or
why not?
page
77
Title: Life on a Cattle Farm
Words to Know
(also see: suggestions at back of book)
bull - male cattle that can breed
calf - a baby cow
cows - female cattle (also means any single
cattle, male or female)
heifers - young female cattle that have not
given birth
manure - animal droppings
mucus - slime that covers a newborn calf
wean - to separate a young animal from its
mother so that it will begin to eat solid
food
Part of a “Life on a…” series: Life on a Crop
Farm, Life on a Goat Farm, Life on a Horse
Farm, and Life on a Pig Farm.
Activities
Art: Invent a new tool or equipment to
help on the cattle farm; draw a picture
or make one using toothpicks, tinfoil,
or other “found” materials. Name it and
describe to the class what it does.
Language Arts: Visit a cattle farm or
interview a cattle farmer; write a story
about what you would like or not like
about living on a cattle farm.
Language Arts: “Hay” and “hey” are
homophones; make a silly poem using
hay and hey and other homophones.
Other: Make a list of favorite foods made
with beef. Try a beef recipe.
Other: Bullfighting is a traditional sport in
Spain and Mexico; Hindus believe cows
are sacred; Western rodeos feature bull
riding and cow roping. Research these
or other cow-related activities, events,
or beliefs; describe how they began and
where they happen(ed) in a report.
page
78
Related Titles
• Beef by Jason Cooper. Rourke
Publications, 1997.
• Cattle by Dorothy Hinshaw. Carolrhoda
• A Field Guide to Cows by John Pukite.
Penguin, 1998.
Suggested Links
• Hereford Cattle Society
www.herefordcattle.org
Classroom
• Minnesota Beef Council
www.mnbeef.org
<beef cattle kids activities>
<Hereford>
<beef cattle>
fiction
Addendum
Title: Lily’s Garden
Author/Illustrator: Deborah Kogan Ray
Publisher/Copyright Date: Roaring Book Press, 2002.
ISBN 0-7613-1593-4
Read aloud or student self-study
Summary: A young girl in Maine and her grandmother
in California exchange letters and packages that reflect
cycles of planting and harvesting in their different
climates. Includes sidebars with facts about various
harvests and activities.
Core Lessons
Highlights the seasons of the garden,
including planting seeds and harvesting;
focuses on plants typically grown in a home
garden, such as tomatoes and pumpkins, as
well as blueberries and sugar maple trees.
Introduces the pleasures of gardening.
Areas of Study
• Gardens
• Geography
• Nutrition
• Seasons
listeners)
• How many gallons of maple sap will
make one gallon of syrup? (40)
• What are the first spring flowers in Lily’s
garden? (daffodils)
• What does Lily eat while she’s picking
with her mother? (blueberries)
Geography; Economics
Science
Minnesota and Maine have similar climates.
Many of the plants and processes, such as
making maple sugar, are similar between
the two states.
• What have you grown from seeds? Did
your plants grow slowly or quickly?
• Have you helped harvest fruits or
vegetables? What did you like or dislike
about it?
• What climates do your relatives or friends
live in? What do you think grows there?
Words to Know
bulbs – the part of a plant’s root that stores
all the food the plant needs to grow again
in the spring
bushel – a basket that holds fruit or
vegetables; it’s roughly equal to 8 gallons
chives – herb plants related to onions, used
for seasoning
page
79
Title: Lily’s Garden
pantry – a storage cabinet for preserved
fruits and vegetables
rakers – workers who use special rakes to
harvest blueberries
stakes – sticks or posts that lift up or hold
back vines and stems
Activities
(also see the planting activities and recipes
throughout the book)
Art: Assemble a variety of Minnesotagrown fruits and vegetables; make a
sculpture with them or paint them with
happy faces (then show off your healthy
crowd).
Art: Each student draws and colors or
paints at least one fruit or vegetable;
assemble the harvest to show a farm
stand like Lily’s.
paper cup filled with soil (houseplant or
seed-starting soil works best). Water only
enough to moisten the soil. Cover with
plastic and a rubber band. Check daily
and track its progress. When the seedling
appears, remove the plastic and water as
needed.
Language Arts: Imagine your pen
pal lives in California, Florida, Texas,
Arizona, or another warm climate; write
a letter telling about the weather in
Minnesota now and what the gardens
look like in this season.
page
80
Related Titles
• Garden by Robert Maass. Henry Holt and
Company, 1998.
• Victory Garden Kids’ Book by Marjorie
Water. Globe Pequot Press, 1994.
Suggested Links
the Classroom
• Kids Gardening
Click Children’s Literature Book BundleAdditional Activities - Garden in a Glove
or Soil Baby
<garden kids>
NONfiction
Addendum
Title: Pioneer Farm Cooking: Exploring History
Author: Mary Gunderson
Publisher/Copyright Date: Blue Earth Books, 2000.
ISBN 0-7368-0356-4
Suggested Level: Intermediate / Student self-study;
Teacher reference; could be read aloud in sections.
Summary: Discusses the everyday life, family roles,
cooking methods, and common foods of pioneers who
settled in the Midwest during the late 1800s and early
1900s. Includes recipes based on historical foods and
modified for today’s children.
Core Lessons
Creates a tangible connection through time
to historically relevant farm life. Explains
how pioneers adapted their foods for the
places they lived and the seasons they
encountered.
Areas of Study
• Farming History
• Farm Life
• Geography
• Nutrition
• Science
• Seasons
Geography, U.S. History
• Science – History and Nature of Science,
Life Science, Earth and Space Science
Minnesota publisher. In the 1800s, the U.S.
government urged pioneers to settle in the
Great Plains, including Minnesota.
listeners)
• Where was the Great Plains region? (the
Midwest, including parts of Minnesota)
• What was a soddy? (a home made from
blocks of earth and grass)
• What did a windmill do? (pumped water
from the ground)
• How did cooks tell a stove’s temperature?
(with their hands)
• Which vegetables did pioneers grow?
(onions, corn, beans, carrots, pumpkins,
etc.)
• What chores did pioneer children do?
(weed the garden, feed animals, churn
butter, etc.)
• How did pioneers keep food cold? (an ice
box with ice slabs cut from a pond)
• Do you think you would have liked being
a young pioneer? Why or why not?
• How are pioneer foods similar or different
than foods you eat today?
• Have you visited a farm? What was it
like?
page
81
Title: Pioneer Farm Cooking: Exploring History
• Have you visited the Great Plains? What
did you see?
• Have you ever camped in a tent? What
did you eat or do that was like pioneer
living?
Words to Know
ice box – a food cupboard kept cold with
blocks of ice, like a “cooler” today
prairie – flat or rolling grasslands
root cellar – a small underground room
for storing food
sod – a layer of soil with grass in it
Activities
Art: Make a “soddy” with playdough,
grass, and toothpicks. Discuss the ways
pioneers adapted to the lack of wood on
the prairie.
Art: Prairie children made their own toys
from scraps and “found” objects; using
scraps and “found” objects from home
(or, using sticks, stones, and limited
plants from the school yard), make a toy
or game to share with the class.
Language Arts: Read from A Little House
on the Prairie by Laura Ingalls Wilder,
Kirsten: An American Girl (American
Girl books) or Addy: An American Girl
(American Girl books). Discuss how
literature can help readers understand
what was important to people in
different times and how living/society is
similar (or different) today.
Music: Learn and sing “Home on the
Range” or “I’ve Been Working On The
Railroad.” Discuss the song’s relationship
to the days of the pioneers (i.e., covered
wagons, riverboats, and railroads brought
pioneers to the Great Plains).
Other: Prepare any of the recipes included
in the book.
page
82
Related Titles
• Children at the Hearth: 19th Century
Cooking, Manners & Games by Barbara
Swell. Native Ground Music, 1999.
• The Little House Cookbook: Frontier Foods
from Laura Ingalls Wilder’s Classic Stories
by Barbara M. Walker. HarperCollins
Children’s Book, 1989.
• Pioneer Days: Discover the Past with Fun
Projects, Games, Activities, and Recipes by
David C. King (American Kids in History
series). Jossey-Bass, 1997.
Suggested Links
• Gibbs Museum of Pioneer and Dakotah
Life (St. Paul, MN)
www.rchs.com/gbbsfm2.htm
• Mary Gunderson (author’s Web site)
www.historycooks.com
• Teacher Resource To Prairie-Related Web
Sites
www.campsilos.org/mod2/index.shtml
<teacher prairie pioneer>
<pioneer activities class>

Ag Literacy Book Bundle Reader Guide

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Corporate Sponsors July 17, 2015, Duluth Radisson