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<ul><li><p> Illinois Agriculture in the Classroom </p><p>From the Ground and </p><p>All Around </p><p>A Complementary Lesson Booklet for IAITCs </p><p>Summer Agriculture Institute </p></li><li><p> 2 Illinois Agriculture in the Classroom </p></li><li><p> 3 Illinois Agriculture in the Classroom </p><p>Table of Contents </p><p>Web Presence ............................................................................................................................. 4 </p><p>Website Information ................................................................................................................... 5 </p><p>Tagriculture ................................................................................................................................. 6 </p><p>Earth Day/Energy ....................................................................................................................... 7 </p><p> Earth Day Bracelet </p><p>Soil ............................................................................................................................................... 8 </p><p> Say It With Soil </p><p> Soil Slurry </p><p>Soybeans/Corn/Wheat/Cotton ................................................................................................... 14 </p><p> Beanie Baby </p><p> Corn Dissection </p><p> Annas Corn </p><p> Wheat Milling </p><p> Cotton Ginning </p><p>Livestock ................................................................................................................................................ 21 </p><p> What COW Is This? </p><p> Milk: The Local Connection </p><p> Milk And So Much More </p><p> The Work Horse </p><p>Nutrition .................................................................................................................................................. 29 </p><p> What I Eat </p><p> Mighty Microbes </p><p>Biotechnology ........................................................................................................................................ 35 </p><p> DNA Bracelet </p><p> Cell Booklet </p><p>Urban ...................................................................................................................................................... 40 </p><p> Urban vs. Rural </p><p>Pumpkin &amp; Apple ................................................................................................................................... 42 </p><p> 3-D Pumpkin </p><p> Apple Chain </p><p>Online Resources/Recommended Reading ......................................................................................... 44 </p></li><li><p> 4 Illinois Agriculture in the Classroom </p><p>www.agintheclassroom.org </p><p>/agintheclassroom @ilagclass </p><p>Web Presence </p></li><li><p> 5 Illinois Agriculture in the Classroom </p><p>Teacher ResourcesIn this section you will find lesson plans, printable AITC materials and lesson </p><p>booklets, and make-n-take activities that are ready for use in your classroom. You will also find grants </p><p>and other resources available to you. </p><p>Contact Your County Agricultural Literacy CoordinatorHere you will find our County Coordina-</p><p>tors listed in alphabetical order by county. These coordinators will help you get your hands on all of </p><p>our free resources, including Ag Mags and kits, and they may even be able to set up time to come into </p><p>your classroom to do activities with your students. </p><p>Teacher WorkshopWe are constantly providing development opportunities for educators, many of </p><p>which offer CPDUs. Check back here often to see when we will be visiting your area and how you can </p><p>see more of our materials. </p><p>IL Farm LifeIn this section, you will find photos, website links and other resources about general </p><p>Illinois agriculture. </p><p>County SupportThis section is for county coordinators and staff only. </p><p>Social Media ButtonsBecome a fan of our Facebook Page or follow us on Twitter by clicking on </p><p>this button or by searching for Illinois Agriculture in the Classroom. This is a great place to collaborate </p><p>and interact with other teachers with wonderful ideas to share. We also work to provide new videos, </p><p>lessons, articles and websites that will help you with lessons in your classroom. </p><p>U.S. Department of Agriculture AITCClick here to go to the National AITC website. This is a great </p><p>place to go and see lessons from Ag in the Classroom programs around the country. Tons of great </p><p>stuff to explore. </p><p>LinksFind links to other agricultural organizations. </p><p>Support AITCClicking here will take you to the IAA Foundation website. The IAA Foundation raises </p><p>funds for the Illinois AITC program in order to provide educators with free or low cost information and </p><p>materials. </p><p>Contact UsHere you will find contact information for Illinois AITC. However, your first contact </p><p>should always be your County Ag Literacy Coordinator, who is your link for free materials, kits and in-</p><p>formation. </p><p>About AITCLearn about the history of both the National and Illinois Ag in the Classroom Programs. </p><p>SearchSearch for lessons, activities and materials that will be useful in your classroom. </p><p>TagricultureDiscussion board designed to share best practices of how agriculture can support </p><p>bigger causes. This can include classroom lessons, activities, etc. Open discussion with the ability to </p><p>communicate with others, ask questions, or share comments. </p><p>Website Information </p></li><li><p> 6 Illinois Agriculture in the Classroom </p><p>A Teach Agriculture Initiative </p><p>Submission </p><p>The Community </p></li><li><p> 7 Illinois Agriculture in the Classroom </p><p>Objective: After completing this lesson, students will discover the circles of our Earth and will be better </p><p>prepared for Earth Day! </p><p>Common Core: Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a </p><p>Next Generation Science Standards: </p><p>Interdependent Relationships in Ecosystems: 3-LS2-1; 3-LS4-3; 3-LS4-4 </p><p>Life Cycles &amp; Traits: 3-LS1-1; 3-LS3-1; 3-LS3-2 </p><p>Weather &amp; Climate: 3-LESS2-1; 3-ESS3-1 </p><p>Structure, Function &amp; Information Processing: 4-LS1-1 </p><p>Earths Systems: 5-ESS3-1 </p><p>Background Information: </p><p> People move in circles. The earth provides us with everything we need to survive. We must take great care </p><p>of our valuable resources! </p><p> Water is a circle. Water rains down on land. Water collects in oceans, rivers, lakes, and streams. It </p><p>evaporates back up into the sky and collects in clouds. The clouds become heavy, and rain falls down to </p><p>land again. </p><p> Plants and soil are circles. Plants grow from soil. Plants provide food for animals. Animals provide food for </p><p>other animals. Animals die and decompose. New soil is made. New plants grow. </p><p> Earth is a circle. Earth is spinning through space, rotating on its axis, revolving around the sun. The Earth </p><p>and sun give us the circle of the seasons and the circle of night and day. </p><p> Air is a circle. Animals breathe in oxygen and exhale carbon dioxide. Plants take in carbon dioxide, use it to </p><p>make food, and give off oxygen. Animals breathe it in again. </p><p> The sun is a circle. The sun provides warmth for light for all of the Earths circles. Without the sun, plants </p><p>and animals would not survive. The sun binds us together. </p><p>Materials Needed: </p><p>1 pipe cleaner per student 1 small clear pony bead (people) </p><p>1 small blue pony bead (water) 1 small green pony bead (plants) </p><p>1 small brown pony bead (soil) 1 small orange pony bead (day) </p><p>1 small black pony bead (night) 1 small white pony bead (air) </p><p>1 small yellow pony bead (sun) 1 small red pony bead (animals) </p><p>Directions: </p><p>1. String the colored beads on to the pipe cleaner to represent the circles of the Earth. String opposite end of </p><p>the pipe cleaner back through the clear People bead. Now your clear People bead is an adjuster for the </p><p>bracelet. </p><p>Earth Day Bracelet </p></li><li><p> 8 Illinois Agriculture in the Classroom </p><p>Say It With Soil </p><p>Objective: Instruction in this lesson should result in students achieving how to demonstrate </p><p>through writing and how soil interconnects with all living things. </p><p>Common Core: Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a </p><p>Next Generation Science Standards: </p><p>Interdependent Relationships in Ecosystems: 3-LS4-4 </p><p>Life Cycles &amp; Traits: 3-LS3-2 </p><p>Earths Systems: 5-ESS3-1 </p><p>Materials Needed: </p><p>ELA Lesson 2 Soil Quotes Handout Say It With Soil (from Soil mAGic Kit) </p><p>Directions: </p><p>1. Using the provided quotes on the ELA Lesson 2 Soil Quotes Handout Say It With Soil, </p><p>cut quotes into strips and distribute to students. </p><p>2. Students will read the soil quote and write a paragraph about the quote. Some/all of the </p><p>following questions should be addressed: </p><p>What does the quote mean to me? </p><p>What did this quote mean to the author? </p><p>Under what circumstances did the author write this quote? </p><p>Has this quote withstood the passage of time? Why? </p><p>Is this quote appropriate in todays world? Why? </p><p>3. Students can share their writing with the entire class. </p><p>Adapted from Soil mAGic Kit </p></li><li><p> 9 Illinois Agriculture in the Classroom </p><p>Say It With Soil </p><p>Soil Quotes Handout </p><p> Soil, like faith, is the substance of things hoped for, the evidence of things not seen. It is the </p><p>starting point for all living things that inhabit the earth. -Firman E. Bear; 1986 </p><p> I know of no pursuit in which more real and important services can be rendered to any country </p><p>than by improving its agriculture. -George Washington; July 20, 1794 </p><p> The soil is the source of life, creativity, culture and real independence. -David Ben Gurion, </p><p> Hazon VeDerek; 1950s </p><p> There are two spiritual dangers in not owning a farm. One is the danger of supposing that </p><p> breakfast comes from the grocery, and the other that heat comes from the furnace. -Aldo </p><p> Leopold; 1949 </p><p> A nation that destroys its soil, destroys itself. -Franklin D. Roosevelt; 1937 </p><p> A conservationist is one who is humbly aware that with each stroke he is writing his signature on </p><p>the face of the land. -Aldo Leopold; 1949 </p><p> When tillage begins, other arts follow. The farmers therefore are the founders of human </p><p>civilization. -Daniel Webster; 1840 </p><p> If in the human economy, a squash in the field is worth more than a bushel of soil, that does not </p><p>mean that food is more valuable than soil; it means simply that we do not know how to value the </p><p>soil. In its complexity and its potential longevity, the soil exceeds our comprehension; we do not </p><p>know how to place a just market value on it, and we will never learn how. Its value is inestimable; </p><p>we must value it, beyond whatever price we put on it, by respecting it. -Wendell Berry; 1995 </p><p> We know more about the movement of celestial bodies than about the soil underfoot. - Leonardo </p><p>DaVinci; 1500s </p><p> Essentially, all life depends upon the soil...There can be no life without soil and no soil without life: </p><p>they have evolved together. -Charles E. Kellogg; 1938 </p><p> ..the Latin name for man, homo, derived from humus, the stuff of life in the soil. -Dr. Daniel Hillel; </p><p>late 1900s </p><p> I saw all the people hustling early in the morning to go into the factories and the stores and the </p><p>office buildings, to do their job, to get their check. But ultimately its not office buildings or jobs that </p><p>give us our checks. Its the soil. The soil is what gives us the real income that supports us all. -Ed </p><p>Begley; late 1900s </p></li><li><p> 10 Illinois Agriculture in the Classroom </p><p> Plowed ground smells of earthworms and empires. -Justin Isherwood; 1990 </p><p> Soil erosion is as old as agriculture. It began when the first heavy rain struck the first furrow turned </p><p>by a crude implement of tillage in the hands of prehistoric man. It has been going on ever since, </p><p>wherever mans culture of the earth has bared the soil to rain and wind. -Hugh H. Bennett and </p><p>W.C. Lowdermilk; 1930s </p><p> We abuse land because we regard it as a commodity belonging to us. When we see land as a </p><p>community to which we belong, we may begin to use it with love and respect. -Aldo Leopold; 1949 </p><p> I bequeath myself to the dirt, to grow from the grass I love; If you want me again, look for me under </p><p>your boot soles. -Walt Whitman; 1855 </p><p> We are part of the earth and it is part of us...What befalls the earth befalls all the sons of the earth. </p><p>-Chief Seattle; 1854 </p><p> Each soil has had its own history. Like a river, a mountain, a forest, or any natural thing, its present </p><p>condition is due to the influences of many things and events of the past. -Charles Kellogg; 1956 </p><p> Nature has endowed the earth with glorious wonders and vast resources that man may use for his </p><p>own ends. Regardless of our tastes or our way of living, there are none that present more </p><p>variations to tax our imagination than the soil, and certainly none so important to our ancestors, to </p><p>ourselves, and to our children. -Charles Kellogg; 1956 </p><p> Man and mans earth are unexhausted and undiscovered. Wake and listen! Verily, the earth shall </p><p>yet be a source of recovery. Remain faithful to the earth, with the power of your virtue. Let your gift</p><p>-giving love and your knowledge serve the meaning of the earth. -Friedrich Nietzche; 1870s </p><p>1880s </p><p> A cloak of loose, soft material, held to the earths hard surface by gravity, is all that lies between </p><p>life and lifelessness. -Wallace H. Fuller; 1975 </p><p> I cannot conceive of the time when knowledge of soils will be complete. Our expectation is that our </p><p>successors will build on what has been done, as we are building on the work of our predecessors. </p><p>-R.S. Smith; 1928 </p><p> Soils are developed; they are not merely an accumulation of debris resulting from decay of rock </p><p>and organic materials...In other words, a soil is an entity an object in nature which has </p><p>characteristics that distinguish it from all other objects in nature. -C.E. Millar &amp; L.M. Turk; 1943 </p><p> We spend our lives hurrying away from the real, as though it were deadly to us. It must be </p><p>somewhere up there on the horizon, we think. And all the time it is in the soil, right beneath our </p><p>feet. -William Bryant Logan; 1996 </p><p> The wealth of Illinois is in her soil and her strength lies in its intelligent development. </p><p>-Draper; 1899 </p></li><li><p> 11 Illinois Agriculture in the Classroom </p><p>Soil Slurry </p><p>Objective: After completing this lesson students will recognize that soil is made up of </p><p>different sized particles that will define its texture, be able to explain why different soil </p><p>particles form layers, and be able to use appropriate increments to measure soil layer </p><p>thickness. </p><p>Common Core: Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a </p><p> Mathematics: CCSS.Math.Content.4.MD.A.2; 4.MD.B.4 </p><p>Next Generation Science Standards: </p><p>Structure &amp; Properties of Matter: 5-PS1-1; 5-PS1-2; 5-PS1-3; 5-PS1-4 </p><p>Materials Needed: </p><p>2 quart jars with lids </p><p>Masking tape, to label jars </p><p>Dishwashing liquid </p><p>Plastic rulers </p><p>Science Lesson 2 Student Worksheet - Soil Slurry Data Table </p><p>Dry soil sample from garden, flowerbed or field </p><p>Soil sample from roadside, gravel pit or housing development, completely dry </p><p>* Samples for Soil Slurry are taken from the topsoil. Topsoil is the upper, outermost layer of soil, usually the top 2 to 8 inches. It has the highest concentration...</p></li></ul>

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