Table of Contents

Notes to the Teacher: ............................................................................ Error! Bookmark not defined.

Lesson 1a: Corn Math ......................................................................................................................... 1

Lesson 1b: Corn math.......................................................................................................................... 3

Lesson 2a: Life Cycle of Corn ............................................................................................................... 5

Lesson 2b: Life Cycle of Corn ............................................................................................................... 6

Lesson 3a: Parts of the Corn Plant....................................................................................................... 8

Lesson 3b: Parts of the Corn Plant .................................................................................................... 11

Lesson 4a: Corn Products .................................................................................................................. 14

Lesson 4b: Corn Products .................................................................................................................. 18

Lesson 5a: “The Tortilla Factory” By Gary Paulsen ............................................................................ 21

Lesson 5b: “The Tortilla Factory” By Gary Paulsen ............................................................................ 28

Suggested Reading ............................................................................................................................ 39

Resources .......................................................................................................................................... 40

Notes to the Teacher:

Common Core Standards, New Mexico Science Standards and Texas Essential Knowledge and Skills

(TEKS) are correlated with each lesson. Many other standards will be covered dependent on the

extensions you choose to utilize in your classroom.

Multiple websites were used to compile these lessons. Specific websites will be included on each lesson.

The goal of this curriculum is to familiarize students with agriculture emphasizing corn.

Lessons labeled 1a-5a are intended for grades Pre-K to 1st grade. Lessons 1b-5b are intended for second

grade and up.

This curriculum was written and compiled by former Las Cruces Public Schools teacher, Joanna Salopek.

Joanna has a degree in Agriscience Education from Auburn University. She taught Integrated Science and

Biology at Centennial High School before joining the Mesilla Valley Maze team.

Lesson 1a: Corn Math

Objective: Students will use math skills to add, group and count.

Common Core Standards: K.CC.1-5, K.OA.1-5, 1.OA.1-8

Texas Essential Knowledge and Skills (TEKS): Kinder- 111.2.b.2-3, 1st- 111.3.b.2-3

Procedure:

1. Using as many dried corn cobs as you can obtain, have students count how many kernels are

found in each row. (Depending on student abilities, have them add up how many kernels on the

cob overall.)

2. Have students compare how many kernels are found in each row. Are they the same? Different?

3. After counting on the cob, have students gently remove kernels from the cob and count them

into piles of 18 corn cobs.

4. Then, using the corn kernels and 3 dice per student (or group of students), have them use the

“Corn Roll, Count and Cover” activity sheet.

5. Students first roll two dice, and then make two piles of corn kernels that equal the same

number. Then, have students find the sum of the two piles. Use a corn kernel to cover the circle

with the sum on the Roll and Cover activity sheet.

6. Have them “roll, count, and cover” until all numbers on the corn cob are covered.

7. Then, repeat activity using three dice.

Corn Roll, Count and Cover

*2 Dice Used

*3 Dice used

Lesson 1b: Corn math Objective: Students will use math skills adding and subtracting or of multiplying and dividing using candy

corn.

Common Core Standards: 2.OA.1-2, 2.NBT.5-8, 3.OA.1-7, 4.NBT.1-6, 4.NF.3-6, 5.NBT.5-7, 5.NF.1-2

Texas Essential Knowledge and Skills (TEKS): 2nd-111.4.b.3-4, 3rd-111.5.b.3-5, 4th-111.6.b.3-4, 5th-

111.7.b.3-4

Procedure:

1. Copy the following templates (I would make a set for each number set you are currently practicing in your classroom).

2. Then, have your students color the images like a candy corn. 3. After coloring, write multiplication problems on each image. For example, I would write “5” on

the top piece of the candy corn, “x 4” on the middle section and then “20” on the bottom section.

a. Teacher Tip: Modify for younger students by using addition and subtraction OR modify for older students by using division, multiplication, fractions, or numbers with remainders or unknown quantities (x and y).

4. Then, cut the image into three pieces. 5. Have students solve the problems by matching up the correct pieces of candy corn. 6. If needed, you can laminate and reuse cards.

Example:

5

X 4

= 20

Lesson 2a: Life Cycle of Corn

Objective: Students will learn and sequence the life cycle of corn.

NM Science Standards: Life Sciences & Scientific Thinking and Practices II.II.II.I and II.II.II.II (kinder-1st)

Texas Essential Knowledge and Skills (TEKS): Kinder-112.11.b.2-3 & 9-10 1st- 112.12.b.2-3 & 9-10

Procedure:

1. Explain and discuss with the children the growth of a corn stalk from the corn kernels planted in

the ground to a corn plant that produces more kernels.

a. The corn kernels (seeds) are planted in the soil.

b. With water and sunlight the seed sprouts

c. The sprouts grows and form the corn stalk with leaves and then tassels/silks

d. The silks (inside the corn husks) grab pollen from the tassels to grow the corn kernels.

2. Remind the students that you are using a plate to show the life cycle because it is a circle with

no end; just like the cycle that corn goes through.

3. To begin this activity, students will each need a paper plate. I suggest using different colors of

yarn and glue to illustrate the corn life cycle; but, if you do not have access to these materials,

students can simply draw on the paper plate with marker.

4. Have students split the plate into fourths by gluing two pieces of yarn at the middle of the

length and width of the plate.

5. The cycle will begin on the upper left hand corner. Have students either glue actual corn kernels

in this corner, or they can draw the kernels.

6. In the upper right corner of the paper plate, the children can make a small sprout using green

yarn.

7. The lower right corner of the plate should contain a corn stalk with silks/tassels. Use green yarn

to show the stalk and leaves, and small yellow pieces for the silk and tassels.

8. To complete the life cycle, students will make a corn of cob on the lower left hand corner. Use

green yarn for the husk and yellow yarn for the actual cob.

9. Explain that after you have your corn cob, you would take the seeds, plant them, and the cycle

would continue on again.

Adapted from: http://thepreschooltoolboxblog.com/corn-life-cycle-sequencing-cards-preschool/

Lesson 2b: Life Cycle of Corn

Objective: Students will learn the life cycle of corn and what factors are needed to grow corn.

Common Core Standards: Life Sciences & Scientific Thinking and Practice I.I.I-III, II.II.II.I-II (2nd-5th)

Texas Essential Knowledge and Skills (TEKS): 2nd- 112.13.b.2,3,9,10 3rd- 112.14.b.2,4,9,10

4th-112.15.b.2,4,9,10 5th- 112.16.b.2,4,9

Procedure:

1. Ask students if they know what a “life cycle” is. Explain that a life cycle is the path something

takes to grow and develop. Also explain that cycles keep going and going and rarely ever stop.

2. Go over the life cycle of corn by drawing on the board (while students draw on their papers).

Start with a corn kernel, and ask them what happens next.

3. Explain that a corn kernel is actually a seed. So, the seed needs to be planted. Lead a discussion

on what is needed for the kernel to grow into a plant (water, good soil, sunlight, fertilizer, etc.)

4. Continue with the cycle by showing a seed sprouting, the sprout turning into a corn stalk, and

then, the corn stalk producing corn cobs. Using the Vocabulary from Lesson 3b may help the

students understand what “sprouts, stalks, etc.” mean.

5. To show the students how seeds sprout, you will do an experiment adapted from Washington

State’s Ag in the Classroom. (http://agclassroom.org/wa/matrix/lessonplan_print.cfm?lpid=219)

Living Necklace Activity

1. Provide each student with one popcorn seed and one Indian corn seed. Ask each student to

begin his or her corn journal by drawing a picture of each seed and writing several sentences to

describe it.

2. Provide groups with the materials needed for each student to make a “Living Necklace” (plastic

jewelry bag, cotton balls, and yarn), permanent marker(s) and a cup of water. Direct students to

make their necklace as follows:

Use a permanent marker to label one side of the bag P and the other side I.

Dip a cotton ball in water so that it is thoroughly wet but not dripping. Excess water will

cause the seeds not to sprout.

Place the cotton ball in the small plastic bag.

Put one popcorn seed on the side of the cotton ball facing the label P.

Put one Indian corn seed on the other side of the cotton ball, facing the label I. The labels

will help students remember which seed is which.

Seal the bag. String the yarn through the hole in the jewelry bag. Tie a knot in the end of the

string to form a necklace.

Bags can be hung from tacks on a bulletin board and taken down for student observations.

Teaching Tip: The corn seeds will sprout in three to six days. Starting on a Friday and making the

first observations on Monday will speed up this activity.

3. For one week have students record the changes they observe in their seeds, including information

about observable traits such as: number of days from “planting” until the root and the shoot can be

seen; root and shoot lengths and color; and number of leaves and roots.

Use hand lenses to observe the roots and shoots as they emerge and grow.

Use rulers to measure the length of roots and leaves as they grow. (measure outside of

bags)

4. In small groups, have students make charts or graphs of the data they collected for measurable traits

(leaf and root length). Ask them to look for differences between the popcorn and Indian corn.

5. As a class, discuss how each group compared their data for popcorn and Indian corn. Which kinds of

charts or graphs worked the best? Were there noticeable differences between the popcorn and

Indian corn seedlings?

Lesson 3a: Parts of the Corn Plant

Objective: Students will learn the different parts that make up a corn plant.

NM Science Standards: Life Science & Scientific Thinking and Practices II.II.II.I and II.II.II.II (kinder-1st)

Texas Essential Knowledge and Skills (TEKS): Kinder- 112.11.b.9-10 1st- 112.12.b.9-10

Procedure:

1. Ask the class to help you draw a corn plant on the board. Only draw what they tell you... So, if they

say, “it has leaves!” draw leaves on the board without being connected to anything. Prompt the

students to tell you where the leaves go.

2. After you have finished drawing what they have instructed you to, use a different color of marker to

draw in any missing parts.

3. Then, discuss what parts of a plant are on most green plants and the general function of each part.

For example, roots are to keep the plant firmly in the ground, and absorb water and nutrients.

4. After discussing what parts are necessary on a corn plant, pass out the “Parts of The Corn Plant”

worksheet.

5. Instruct the students to color the picture.

6. Then, have them cut out and paste the definitions for each plant part next to the correct image.

7. They should draw an arrow to connect the definition to the image.

Parts of a Corn Plant

Directions: Color your corn plant and then cut and glue the correct

boxes next to the corn plant parts. Draw an arrow to connect the part

to the definition!

Word Bank:

Stalk- The long stem of a corn

plant

Tassel- Pollen producing part of

a corn plant

Roots- The plants anchor that

holds the plant firmly in the

ground and soaks up water and

minerals.

Husk- Leafy covering of an ear of

corn

Silk- The soft threadlike “string”

of an ear of corn

Leaf- One of the green usually

flat parts that grow from a stem

of a plant

Ear of corn - Long, yellow part of

the corn plant that contains rows

of seeds and is eaten by animals

and humans.

Lesson 3b: Parts of the Corn Plant

Objective: Students will learn the parts of the corn plant and the associated vocabulary.

Common Core Standards: Life Sciences & Scientific Thinking and Practice I.I.I-III, II.II.II.I-II (2nd-5th)

Texas Essential Knowledge and Skills (TEKS): 2nd- 112.13.b.9-10 3rd-112.14.b.9-10 4th-112.15.b.9-10

5th-112.16.b.9-10

Procedure:

1. Ask the class to help you draw a corn plant on the board. Only draw what they tell you... So, if they

say, “it has leaves!” draw leaves on the board without being connected to anything. Prompt the

students to tell you where the leaves go.

2. After you have finished drawing what they have instructed you to, use a different color of marker to

draw in any missing parts.

3. Then, discuss what parts of a plant are on most green plants and the general function of each part.

For example, roots are to keep the plant firmly in the ground, and absorb water and nutrients.

4. After discussing what parts are necessary on a corn plant, pass out the “Parts of The Corn Plant”

worksheet.

5. Instruct the students to color the picture.

6. Then, have the students label the corn plant parts using the word bank and write the correct

definition next to each corn part plant using the definitions handout.

Parts of a Corn Plant

Directions: Color your corn plant. Then, using the word bank below, label the

parts of the corn plant. Finally, copy the correct definition next to each corn plant

part.

Word Bank:

Stalk

Tassel

Roots

Husk

Silk

Leaf

Ear of corn

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Definitions:

The long stem of a corn plant

Pollen producing part of a corn plant

The soft threadlike “string” of an ear of corn

The plants anchor that holds the plant firmly in the ground and soaks up water

and minerals.

Leafy covering of an ear of corn

One of the green usually flat parts that grow from a stem of a plant

Long, yellow part of the corn plant that contains rows of seeds and is eaten by

animals and humans.

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Lesson 4a: Corn Products

Objective: Students will learn which common products contain corn and then, create their own corn

product.

New Mexico Standards: Social Studies K-4 Benchmark II-F; K-4 Science Benchmark I

Texas Essential Knowledge and Skills (TEKS): Kinder- 112.11.b.2 1st-112.12.b.2

Procedure:

1. Arrange a display of several products including, but not limited to:

a. Corn oil

b. Corn starch

c. Corn syrup

d. Popcorn

e. Sample of livestock food

f. Soda pop

g. Biodegradable packing

peanuts

h. Paper

i. Candy bar

j. Cough syrup

k. Canned fruit

l. Crayons

m. Aspirin

2. Label all products with a number (in case students don’t know what to call each product).

3. Then, instruct students to pass by the display and write down the number of the products they

think contain corn.

4. After students have made their guesses, discuss how each of the products actually contain corn.

Explain that corn is used in a wide variety of products.

5. A corn products word search is provided below.

6. If time allows, you can then make a fun corn product in class:

https://www.exploratorium.edu/science_explorer/ooze.html

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newspaper

measuring cups

1 cup of dry cornstarch

large bowl or pan

food coloring (if you want)

1/2 cup of water

Put newspaper down on your counter or table

top.

Put the cornstarch into the bowl. Add a drop or

two of food coloring. (Use whatever colors you

like.) Add water slowly, mixing the cornstarch and

water with your fingers until all the powder is wet.

Keep adding water until the Ooze feels like a

liquid when you're mixing it slowly. Then try

tapping on the surface with your finger or a spoon.

When Ooze is just right, it won't splash--it will feel

solid. If you Ooze is too powdery, add a little more

water. If it's too wet, add more cornstarch.

Play around with your Ooze!

Pick up a handful

and squeeze it. Stop

squeezing and it will drip

through your fingers.

Rest your fingers

on the surface of the

Ooze. Let them sink down

to the bottom of the bowl. Then try to pull

them out fast. What happens?

Take a blob and roll it between your hands

to make a ball. Then stop rolling. The Ooze

will trickle away between your fingers.

Put a small plastic toy on the surface. Does

it stay there or does it sink?

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Ketchup, like Ooze, is a non-Newtonian fluid. Physicists say that the best way to get

ketchup to flow is to turn the bottle over and be patient. Smacking the bottom of

the bottle actually slows the ketchup down!

Why does my Ooze act like that?

Your Ooze is made up of tiny, solid particles of

cornstarch suspended in water. Chemists call this

type of mixture a colloid.

As you found out when you experimented with

your Ooze, this colloid behaves strangely. When

you bang on it with a spoon or quickly squeeze a

handful of Ooze, it freezes in place, acting like a

solid. The harder you push, the thicker the Ooze

becomes. But when you open your hand and let

your Ooze ooze, it drips like a liquid. Try to stir the

Ooze quickly with a finger, and it will resist your

movement. Stir it slowly, and it will flow around

your finger easily.

Smack water with a spoon and it splashes. Smack

Ooze with a spoon and it acts like a solid.

Most liquids don't act like that. If you stir a cup of

water with your finger, the water moves out of the

way easily--and it doesn't matter whether you stir

it quickly or slowly.

Your finger is applying what a physicist would call a

sideways shearing force to the water. In response,

the water shears, or moves out of the way. The

behavior of Ooze relates to its viscosity, or

resistance to flow. Water's viscosity doesn't

change when you apply a shearing force--but the

viscosity of your Ooze does.

Back in the 1700s, Isaac Newton identified the

properties of an ideal liquid. Water and other

liquids that have the properties that Newton

identifies are call Newtonian fluids. Your Ooze

doesn't act like Newton's ideal fluid. It's a non-

Newtonian fluid.

There are many non-Newtonian fluids around.

They don't all behave like your Ooze, but each one

is weird in its own way. Ketchup, for example, is a

non-Newtonian fluid. (The scientific term for this

type of non-Newtonian fluid is thixotropic. That

comes from the Greek words thixis, which means

"the act of handling" and trope, meaning

"change".)

Quicksand is a non-Newtonian fluid that acts more

like your Ooze--it gets more viscous when you

apply a shearing force. If you ever find yourself

sinking in a pool of quicksand (or a vat of

cornstarch and water), try swimming toward the

shore very slowly. The slower you move, the less

the quicksand or cornstarch will resist your

movement.

https://www.exploratorium.edu/science_explorer/ooze.html

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18

Lesson 4b: Corn Products

Objective: Students will learn which common products contain corn, identify products in their homes

that contain corn, and create their own corn product.

New Mexico Standards: Social Studies 5-8 Benchmark II-F; 5-8 Science Benchmark I

Texas Essential Knowledge and Skills (TEKS): 2nd-5th 112.13-16.b.1-2

Procedure:

1. Arrange a display of several products including, but not limited to:

a. Corn oil

b. Corn starch

c. Corn syrup

d. Popcorn

e. Sample of livestock food

f. Soda pop

g. Biodegradable packing

peanuts

h. Paper

i. Candy bar

j. Cough syrup

k. Canned fruit

l. Crayons

m. Aspirin

2. Then, instruct students to pass by the display and write down the products that they think

contain corn.

3. After students have made their guesses, discuss how each of the products actually contain corn.

Explain that corn is used in a wide variety of products.

4. Instruct the students to be “Corn Detectives” for homework. Their assignment is to look around

their homes for products that contain some type of corn. (Hint: make sure to look in the kitchen

and bathroom!) Have them make a list of what products and their brand name that contain a

corn product or byproduct. Try to find at least 5 products.

5. Provide students with a list of corn byproducts that may help them in their search:

a. Monosodium glutamate

b. Xanthan gum

c. Cornstarch

d. Fructose

e. Cornstarch

f. Corn syrup

g. Dextrose

h. Maltodextrin

i. Dextrin

j. Sorbitol

6. Students may also complete the following Corn Product Worksheet.

7. Or, students can use corn to make their own biodegradable plastic!

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Corn in the Classroom: Make your own bio-Plastic!

Background:

Over 3,000 grocery store products are made with processed corn. A few corn derivatives

include: monosodium glutamate, xanthan gum additives, cornstarch, high fructose corn syrup,

dextrose, and maltodextrin. Which products did you find in your home?

Materials:

Ziploc bag

Corn oil

Cornstarch

Food coloring (optional)

Microwave

Procedure:

1. Place a tablespoon of cornstarch into a plastic Ziploc bag.

2. Add two drops of corn oil to the cornstarch.

3. Add one tablespoon of water to the oil and cornstarch.

4. Mix the cornstarch, corn oil, and water in the plastic bag by rubbing the outside of the

bag with your fingers.

5. Add two drops of food coloring and mix again.

6. Place your bag in the microwave on high for 20-25 seconds. DO NOT completely seal the

bag (it might explode).

7. Carefully take the bag out (its hot!) and observe.

Observations:

1. What do you notice about your biodegradable plastic?

2. What could you make with this biodegradable plastic if you let it harden? Remember

that it will dissolve eventually, so keep it in the plastic.

3. Form your plastic into a ball while it is still warm and describe what it does.

4. Compare your biodegradable plastic with the plastic of the Ziploc bag.

Activity adapted from Illinois Agriculture in the Classroom.

20

21

Lesson 5a: “The Tortilla Factory” By Gary Paulsen

Objective: Students will listen to a literary non-fiction text read aloud and use literacy skills (reading, writing,

discussion, and listening) to better understand the big idea.

Common Core Standards: Kinder-RL:1 and 10, RF:4, SL:1-2 1st

- RL:1-3, RF:4, SL:1-2

Texas Essential Knowledge and Skills (TEKS): Kinder-110.11b.4-6, Reading and Comprehension Skills-110.10(b) 1st

-

1st- 110.12.b.5,6,11, Reading and Comprehension Skills- 110.10(b)

Lesson from: Clark County School District achievethecore.org/file/1590

Title/Author: The Tortilla Factory by Gary Paulsen with paintings by Ruth Wright Paulsen

Suggested Time to Spend: 4 Days (Recommendation: one session per day, at least 20 minutes per day)

Teacher Instructions: Before the Lesson

1. Read the Big Ideas and Key Understandings and the Synopsis below. Please do not read this to the students.

This is a description to help you prepare to teach the book and be clear about what you want your children to

take away from the work.

Big Ideas/Key Understandings/Focusing Question

There is a cycle from farm to table that is connected to the seasons.

Synopsis

In this example of literary non-fiction, Gary Paulsen honors migrant farmworkers using eloquent language

and rich vocabulary in a poetic, cyclical structure. He describes the life cycle of a corn seed as it goes from

farm to table and nourishes the hands that plant the seeds.

2. Go to the last page of the lesson and review “What Makes this Read-Aloud Complex.” This was created for you

as part of the lesson and will give you guidance about what the lesson writers saw as the sources of

complexity or key access points for this book. You will of course evaluate text complexity with your own

students in mind, and make adjustments to the lesson pacing and even the suggested activities and questions.

3. Read the entire book, adding your own insights to the understandings identified. Also note the stopping

points for the text-inspired questions and activities. Hint: you may want to copy the questions vocabulary

words and activities over onto sticky notes so they can be stuck to the right pages for each day’s questions and

vocabulary work.

The Lesson – Questions, Activities, and Tasks

Questions/Activities/Vocabulary/Tasks Expected Outcome or Response (for each)

FIRST READING: Read aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused.

The goal here is for students to enjoy the book, both writing and pictures, and to experience it as a whole. This will give

22

them some context and sense of completion before they dive into examining the parts of the book more carefully.

SECOND READING: This reading emphasizes the language of the text, specifically the figurative language. During this reading students see how the author uses language and punctuation (ellipses) to create a cyclical structure. Using the illustration on pages 6-7, what does the author mean when he says, “The black earth sleeps in winter”? How does the earth sleep? Turn and talk to a partner. As students partner talk, teacher should listen for acceptable responses. You could have students use the following sentence frame to begin their discussion: The illustration tells me ___________________. Discuss responses as a group. Think about the sounds you hear when soft wind blows plants and leaves. On page 13, the author says the green plants are rustling in the soft wind. What would you see and hear when green plants are rustling in soft wind? Use your body to show me how a rustling plant might look and sound. Sometimes the word ‘ground’ means something you walk on. On page 15, the author uses the word ‘ground’ in a different way. The author says corn is ground into flour. He means that the corn gets dried and crushed into a powder. Teacher model a crushing motion and have students mimic. Page 19 What is meant by clank-clunking machinery? Page 21 What are the action words the author uses to describe what happens to the dough? (You can even demonstrate the actions with your hands). Page 23 What are perfect disks? Page 27 What part of the story is repeated?

Acceptable responses:

- The illustration tells me that nothing is happening.

- The illustration tells me that nothing is growing.

- The illustration tells me the earth is asleep and calm.

- The illustration tells me that the black earth is soil. (If students do not address the definition of the earth in this text as soil, be sure to explicitly tell them).

Students should sway gently while making a rustling noise. Students mimic the meaning of the word ‘ground’. Loud machines Push, squeeze, and flatten. A flat round shape. The author repeats these phrases:

- black earth, - brown hands, - yellow seeds, and

23

Page 31 The … at the end are called ellipses. An author uses these when he/she omits or leaves out something. What do the ellipses tell us? The teacher may choose to ask the following question to further discuss the text and the cyclical structure of the text: Why is ‘THE BLACK EARTH’ on page 7 capitalized?

- make golden corn to dry in hot sun and be ground into flour.

On page 27, the author uses the phrase ‘the black earth’ which is also used at the beginning of the story. The story (cycle) will repeat. The author is placing emphasis because it’s the beginning and we’re coming back to it.

THIRD READING: In this reading the two cycles will be emphasized – the seasons and the farm to table (corn cycle). Ask students, “What is a cycle?” Explain the relationship of a cycle to a circle. Demonstrate this using a circle to show the seasons. The first five lines describe the seasons. Have students find evidence of each season. Each year, the seasons repeat: winter, spring, summer, fall. The farmers’ planting and harvesting follows the seasons. The crops follow a cycle. Complete a graphic that shows the seasons and the planting cycle:

Winter: Page 7, “The black earth sleeps in winter.” The illustration appears dark and gloomy. Spring: Pages 9 and 11, “But in the spring the black earth is worked by brown hands that plant yellow seeds,” Summer Page 13, “which become green plants rustling in soft wind”. The word ‘become’ signifies the growing of the plants. Fall: “Make golden corn to dry in hot sun and be ground into flour” The harvesting of corn signifies the end of summer.

24

There is another cycle that is a part of this story – ask students to listen for the farm - to - table cycle as you continue to read. What happens to the flour? You can have students create notes with pictures or you can provide simple pictures representing the words below that you have them place in order. These “notes” will help students with their project. Sample pictures are attached. Corn > Flour > Dough > Disks > Dinner > Nourishment > Planting > Corn

FINAL DAY WITH THE BOOK - Culminating Task

Provide students with a ‘perfect disk’. With a partner, have students use words and pictures to show how the

author uses The Tortilla Factory to describe the farm to table cycle of corn and tortillas. The cycle should

resemble the following:

• the green plants rustle in the wind

• the golden corn dries in the sun waiting to be ground into flour

• the earth is worked

• seeds are planted

• the earth sleeps

Winter Spring

Summer Fall

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Corn > Flour > Dough > Disks > Dinner > Nourishment > Planting > Corn

• Planting

Corn

Flour

Dough

Disks Dinner

Nourishment

Planting

26

Vocabulary

These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to

your students )

These words merit more time and attention (They are abstract, have multiple meanings, and/or

are a part of a large family of words with related meanings. These words are likely to describe events, ideas,

processes or experiences that most of your student will be unfamiliar with)

These words can be described as ‘tell’ words. Quickly define the following words while reading: Page 9 - worked – soil is being prepared for use Page 15 - golden – color Page 15 - flour – powder used for baking Page 17 - factory – a building where goods are made Page 19 - machinery – a machine Page 19 - dough – the result of adding a liquid to flour Page 23 - package – a container used to hold goods

These words can be described as ‘teach’ words and are explicitly taught in the lesson. Page 7 - earth – soil Page 13 - rustling – sound Page 15 - ground – turn into a powder Page 23 - disks – a flat figure in a rounded shape

Fun Extension Activities for this book and other useful Resources

- Use The Seasons of Arnold’s Apple Tree by Gail Gibbons to describe the life cycle of an apple tree as the

season’s change. Relate this to The Tortilla Factory by Gary Paulsen.

- Take a tour of a tortilla factory using this link http://www.youtube.com/watch?v=I2BC9jS8_PU.

- A slideshow of The Tortilla Factory by Gary Paulsen can be found at http://vimeo.com/51170648 .

- Consider other cycles that can be related to The Tortilla Factory (ex: water cycle, rock cycle, calendar,

recycling).

- Watch the video From Seed to Plant. The video can be found using the following link:

http://www.watchknowlearn.org/Video.aspx?VideoID=36335&CategoryID=10502. Stop the video after

Step 4 (47 seconds).

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What Makes this Text Complex?

1. Quantitative Measure Go to http://www.lexile.com/ and enter the title of your text in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database.

2. Qualitative Features

Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex.

3. Reader and Task Considerations What will challenge my students most in this text? What supports can I provide? Students will be challenged to gain in-depth meaning from the text given its complex cyclical structure. Support will be provided through the sequencing of text dependent questions, modeling, partner talk, and visual representations. How will this text help my students build knowledge about the world? Students will gain knowledge of life cycles as it is represented by the life cycle of a tortilla in this story. This can be translated to other types of life cycles. Student will also have collaborative conversations with partners to further their understanding of the content while also building communication skills.

510L

Meaning/Purpose Structure

2-3 band 420-820L 4-5 band 740-1010L 6-8 band 925-1185L 9-10 band 1050-1335L 11-CCR band 1185-1385L

Language Knowledge Demands

In this text, the farm to table cycle is illustrated by

showing corn made into tortillas. It can be related to

other cycles such as seasons, the water cycle, rock

cycle, and a yearly calendar.

This literary nonfiction text has many poetic

features. It consist of one long sentence and uses

figurative language. Special attention may need to be

given to the use of commas and ellipses. The only

period in the story occurs on the first page while the

last page ends in ellipses indicating the cycle will

repeat.

Some words will need to be explicitly taught while

students can obtain meaning from other words using

context clues highlighted by the teacher.

Students will need to have general knowledge of

farmers and their role in the community.

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Lesson 5b: “The Tortilla Factory” By Gary Paulsen

Objectives: Students will:

Define productive resources as capital resources, human resources, and natural resources. Define capital, human, and natural resources.

Define intermediate goods.

Classify the resources used in a production process as capital resources, human resources, natural resources, or intermediate goods.

New Mexico Social Studies Standards: K-4 Benchmark: IV.A-B 5th- 5-8 Benchmark: IV.A-B

Texas Essential Knowledge and Skills (TEKS): 2nd-113.13.b.10 3rd- 113.14.b.7

4th- 113.15.b.10,11,12.c,13.b 5th- 113.16.b.12-13

Procedure:

Images of the lesson are included below or, you can access the pdf while via:

https://www.stlouisfed.org/education/tortilla-factory

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Suggested Reading Carlos and the Cornfield by Jan Romero Stevens

Anna’s Corn by Barbara Santucci

Corn Up Close by Katie Franks

Don’t Eat your Seed Corn by Steve Cooper

From Kernel to Corn by Robin Nelson

Corn by Gail Gibbons

The Year of No More Corn by Helen Ketteman

Three Stalks of Corn by Leo Politi

Gimme Cracked Corn & I Will Share by Kevin O’Malley

All Around the Farm a John Deere publication

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Resources

http://heymommychocolatemilk.blogspot.com/2012/09/candy-corn-math-with-printables.html

http://thefirstgradeparade.blogspot.com/2010/10/candy-corn-math.html

http://thekindergartenconnection.com/candy-corn-roll-color-games/

http://royalbaloo.com/no-prep-candy-corn-multiplication/

http://agclassroom.org/wa/matrix/lessonplan_print.cfm?lpid=219

http://thepreschooltoolboxblog.com/corn-life-cycle-sequencing-cards-preschool/

http://www.ped.state.nm.us/standards/

https://www.stlouisfed.org/education/tortilla-factory

achievethecore.org/file/1590