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Corn-ucopia

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Overview

Corn is a vital part of the Kansas economy and landscape. Understanding how corn is planted, grown, and harvested helps students comprehend the importance of this crop to the Midwest. As cities have grown, many people move away from an agricultural understanding, even though it is essential to their lives. In this activity, students will learn about the origins and types of corn. They will gain knowledge about its growth and development, where it is grown, and products made from it. Students will also get the chance to apply math concepts, interpret graphs and data, and dissect a corn plant.

Teacher Guide

Kansas College and Career Ready Standards

Kansas College and Career Ready Standards

Science

  • LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • LS 3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
  • ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Language Arts

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Mathematics

  • HSN.Q.A.1. Use units as a way to understand problems and to guide the solution of multi-step problems.
  • HSN.Q.A.2. Define appropriate quantities for the purpose of descriptive modeling.
  • HSN.Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Learning Objectives

Learning Objectives

  • Students will understand the history and origins of corn and its present-day applications.
  • Students will understand and identify the eight main types of corn.
  • Students will recognize and be able to identify corn in various stages of growth.
  • Students will understand how corn goes from vegetative to reproductive stages.
  • Students will be able to classify and label the major parts of the corn plant.
  • Students will be able to determine the number of kernels in a bushel of corn, the number of corn plants in an acre, and even the equivalent of how many corn kernels make up the human body through quantitative measurements.
  • Students will know how to interpret graphs, tables, infographics, and data involving all aspects of the corn industry.
  • Students will learn how to determine the growth stage of a corn plant through dissection.
  • Students will understand the process of planting corn and its stages until harvest.

Table of Contents

Table of Contents

The introduction to this unit begins with the class reading the Explore Corn article that gives a brief introduction to corn, its history, its properties, and how it is planted. The unit is then broken down into sections that can be completed either sequentially or broken down into stations that students can, in any order, rotate around. The teacher can pick-and-choose and mix-and-match those lessons that best fit their curriculum and time frame. This unit is broken up into the following sections.

Introduction to Corn: Background Information

  • Introduction to Corn
  • Introduction to Corn Kahoot!

Section 1: The History of Corn

  • A Brief History of Corn Article with Quizizz
  • Video: Is Corn a Fruit, Vegetable or Grain?
  • HHMI Biointeractive: Popped Secret: The Mysterious Origin of Corn Video with Activity and Other Resources
  • How Stuff Works: Corn Video

Section 2: Types of Corn

  • Corn Types Quizlet
  • Corn Types Card Sort
  • Corn Types KERNEL Card Game

Section 3: Corn Growth and Development

  • Pioneer Growth Stages WebQuest with Worksheets
  • Corn Growth and Development Flipbook with K-State Poster
  • 3D Corn Plant Paper Model – Staging Version

Section 4: Corn Plant Anatomy

  • Corn Plant Structures and Functions
  • Corn Structures and Functions Image Match – Purpose Games
  • Corn Structure and Function Interactive Notebook – Color and Label
  • 3D Corn Plant Paper Model – Individual Version
  • Corn Felting Lab

Section 5: Mathematics with Corn

  • Corn Kernel Math with Ear of Corn Dissection

Section 6: Corn in Everyday Products

  • Everything is Corny Crossword Puzzles
  • Alternative: Corn-Based Consumer Products Research

Section 7: Corn Data –  Where is Corn Grown?

  • Corn Graphs and Math Activity – World of Corn 2020

Section 8: Corn Plant Dissection

  • Leaf Collar Dissection Method

Section 9: Planting Corn – this section coming soon!

  • Fertilizers, Pesticides, Herbicide, and Fungicides
  • Nitrogen, Carbon, and Water Cycles
  • Grow Your Own Corn Lab!

Section 10: Kansas Corn Video Series – this section coming soon!

  • Mini Videos – From Planting to Harvesting
  • 360°/VR Photos and Videos of Corn Fields

Materials

Materials

General Materials

  • Student Pages
  • Corn-ucopia PowerPoint (coming soon!)
  • Computer and internet access
  • Calculators
  • Colored markers, highlighters, or pencils

Materials for Introduction to Corn

Materials for Section 1: The History of Corn

Materials for Section 2: Types of Corn

Materials for Section 3: Corn Growth and Development

Materials for Section 4: Corn Plant Anatomy

Materials for Section 5: Mathematics with Corn

  • Labsheet: Corn Kernel Math with Ear of Corn Dissection (pg. S46-48, or available online here)
  • At least six ears of corn, scale that reads to at least two decimal places, at least 50 kernels, see-through container with enough kernels to fill that container, long strips of masking tape, colored markers to mark seeds, and ruler or tape measure.
  • Website and iBook: Abnormal Ears of Corn: https://www.agronomy.k-state.edu/extension/crop-production/corn/

Materials for Section 6: Corn in Everyday Products

  • Poster/PDF: National Corn Growers Association: The Many Uses of Corn (pg. S50, or available online here)
  • Handout: Kansas Corn: Common Items Containing Corn (pg. S51-52, or available online here)
  • Crossword Puzzle: Everything is Corny (pg. S53-57, available online here)
  • Alternative: Find actual common household products that contain corn or ingredients derived from corn

Materials for Section 7: Corn Data – Where is Corn Grown?

  • Infographic: National Corn Growers Association World of Corn 2020 (available online here)
  • Worksheet: Corn Graphs and Math (pg. S58-61, or available online here)

Materials for Section 8: Corn Plant Dissection

Safety Considerations

Safety Considerations

Students will be using a cutting utensil with a sharp edge to dissect corn. Show proper handling of the cutting utensil.

Introduction to Corn

Materials for Introduction to Corn

Procedure for “Introduction to Corn” Lesson

(45 minutes)

Begin by using these classroom discussion questions to find out what students already know (or think they know) about corn and where it is grown. This discussion can be done with the entire class, small groups, or as bellwork:

  • Where is corn grown? Why is it grown there?
  • How is corn grown?
  • Are there specific stages that corn goes through when it grows?
  • When can you harvest corn?
  • How many ears of corn are there on one stalk?
  • How many kernels of corn are found on each ear?
  • How many corn plants can be grown on an acre of land?
  • What types of corn are there?
  • What products are made from corn?

Introduction to Corn
Why is corn such a valuable crop? How does corn grow, pollinate, and produce kernels? What farming techniques are important to increase corn yield?

Corn is a grass, native to the Americas. Evidence in central Mexico suggests corn was used there about 9,000 years ago. Various Native American tribes shared their knowledge of corn, known as maize, with early European settlers, saving many from starvation. Early American colonists ground dried corn as meal for flour to use in porridge, cake, and bread. Sweet corn, served as “corn on the cob,” was not developed until the 1700s.

Along with wheat and rice, corn is one of the world’s major grain crops. It is the largest grain crop grown in the United States. About 9 percent of all the corn is used to produce food for humans: corn meal, cooking oils, margarine, corn syrups, and sweeteners (fructose). About 64 percent of all corn is used for livestock feed.

Corn is harvested for either grain or silage, with most of the grain going to dairies, animal feeding operations, and poultry operations. Corncobs have been used in the manufacturing of nylon fibers as well as being a source for producing biodegradable plastics. Ethanol, made from corn, is a renewable fuel used in today’s cars.

Corn is pollinated by wind and is typically planted in 30-inch rows. A single seed, or kernel, of corn may produce a plant that yields more than 600 kernels of corn per ear. Approximately 22,000 to 35,000 individual plants may be grown on an acre of land. Hybrid corn is developed to produce from one to two ears per plant. More than 80 million acres of the heartland are planted in corn each year. That’s almost as big as 60 million football fields!

After corn is harvested, farmers begin to prepare the soil for the next season by mixing in nutrients, such as potassium and phosphorus, with some form of tillage (breaking up soil) to incorporate them. In the spring, farmers will do a light tillage pass to create smooth bedding for planting. When the ground temperature is ready (50°F and expected to rise), farmers will plant the corn seeds. Farmers will then add fertilizer, two inches deep and two inches to the side of the kernels to help the seeds get a healthy start. After the seed is planted, most farmers will spray a pre-emergent herbicide to prohibit weed growth. When seedlings emerge and grow, farmers will inject the soil with some form of nitrogen fertilizer before the V8 (eighth leaf development) stage. This spring fertilizer will allow for the plant to “green-up” and establish good photosynthetic activity through harvest.

Farmers will continue to scout the crop through maturity for any additional pests. Farmers will harvest the crop when it is ripe in the fall.

  • Once the discussion is finished, hand each student the Introduction to Corn article (pg. S1, or available online at kansascornstem.com) and instruct them to read it.
  • Encourage students to highlight, in a specific color, important concepts they would like to further explore. Also, have students highlight, in a different color, important facts or take-a-ways from the world of corn.
  • Then, have students get together in groups. Hand each group a big sheet of butcher paper and a box of colored markers or pencils.
  • Ask each student within the group to draw a picture that represents a piece of information they took away from the article. No words!
  • After given enough time to complete this activity (about 15 minutes), ask each group to present their drawings to the class and talk about information from one of the pictures. Once a piece of information has been used, groups afterwards cannot repeat that information.

Procedure for “Introduction: Explore Corn Kahoot” Lesson

(15 minutes)

The class can then come together and play a game of Kahoot! to review the material. It can also be played the next class period as a warm-up to refresh what was learned the previous day.
Kahoot! Link: Introduction to Corn

Reflection and Conclusion Questions (Answers in printed teacher packet)
By the end of this section, students should be able to answer the following:

  • What are three uses for corn?
  • How long has corn been around? Where did it originate?
  • How many kernels are on an ear of corn? How many plants can grow on one acre?
  • What percentage of corn is used for human consumption?
  • What should the ground temperature reach before planting corn?

 

Section 1: History of Corn

Materials for Section 1: The History of Corn

 

Procedure for “A Brief History of Corn” Lesson

(30 minutes)

  • Make copies of the A Brief History of Corn article.
  • Students will read the article individually or, if in groups, each student can become an “expert” on that topic by reading one of the pages. Be sure that they are actively reading by highlighting key points. After each student is done reading their page, they will then explain what they have read to the group.
  • Each student can follow the link below to the Quizizz that contains 10 review questions. This can be assigned individually and at the student’s pace, or this can be done as a whole class.
    • A Brief History of Corn Quizizz
    • As a class: Click on the play live button. Choose either: Team, Classic, or Test. Click the continue button. Have students enter the game code. When all players have entered, click the start button to begin the game.
    • For self-paced individuals: Click on the “Assign HW” button. Enter how long you want the Quizizz to be open as well as any customizations found under the advanced settings. Click the continue button. You can copy the link and give that to your students or give them the join code.

Procedure for “Is Corn a Fruit, Vegetable or Grain?” Lesson

(20 minutes)

  • Ask students if corn is a vegetable, fruit, or a grain.
  • Then, have the students breakout into three different groups based on what they believe. Put each group in a different part of the room – like the room’s corners.
  • Give each group 3-5 minutes to discuss why they chose their answer amongst themselves.
  • Then, have each group make their case to the class.
  • Give a few minutes for students from each group to counterargue their case and to try to bring other students to their side of the room.
    • Be sure to give students a chance to move to a different group if they change their view.
  • Afterward, count how many students were in each group: fruit, vegetable, or grain.
  • Have the students return to their seats to watch the video, Is Corn a Fruit, Vegetable, or Grain? 
  • As a review, ask if the video helped to change anyone’s mind.

Procedure for “HHMI Biointeractive – Popped Secret: The Mysterious Origins of Corn” Lesson

(60-75 minutes)

  • This film and its activity worksheet explore how scientists used genetic and archaeological evidence to determine when, where, and how corn was domesticated from the Mexican grass teosinte.
  • Access the Popped Secret video (18 minutes) from the following link:
  • The student handout reinforces the concepts found in the video and can be downloaded using this link:
  • Have students watch the video in its entirety before working on the student handout.
  • Educator materials are also available in the link above.

Procedure for “How Stuff Works: Corn” Lesson

(45 minutes)

  • This is a great video that introduces a person to the world of corn: from how it is planted, harvested, and used for feed and industry. The video covers how it is used as an ingredient in many household products.
  • This can be a video for students to watch as a class or as a reference for the educator to get a nice overview on the versatile role corn plays in our everyday life.
  • Here is the YouTube link to the video

Reflection and Conclusion Questions

(Answers in printed teacher packet)

By the end of this section, students should be able to answer the following.

  • When and where corn was first domesticated?
  • What is another name for corn?
  • What was the earliest ancestor of modern-day corn?
  • What type of corn is the most widely used?
  • What common products can we find corn in?

Section 2: Types of Corn

Materials for Section 2: Types of Corn

Procedure for “Corn Types Quizlet” Lesson

(30 minutes)

  • The teacher can hand out the Eight Types of Corn Biosheet (pg. S7-8, or available online at www.kansascornstem.com) for students to actively read.
  • Have students highlight and compare the major differences between each type of corn.
  • A digital card set has been created in Quizlet. It contains the eight types of corn that are being studied in this unit along with their descriptions and characteristics. Students can access this card set and use it to study. The teacher can use it as a review after reading the Eight Types of Corn Biosheet.
  • Open Quizlet (www.quizlet.com) and find the Explore Corn – Corn Types or click this link.
  • There are many options to choose for studying this material such as:
    • Learn, Flashcards, Write, Spell, Match, Gravity, Test, and Live.
    • Choose the Live option.
  • Choose whether you want your students to compete as Individuals or in Teams.
  • You can then select how the questions will be worded: the definitions as the questions with possible terms as the answers or the term as the questions with possible definitions as the answers.
  • Students will be given the link: www.quizlet.live and a code to join the live game. A URL link and a QR Code are also provided as a way for people to join.
  • You can choose to assign students randomly to a team or specifically assign them to teams.
  • If specifically assigning to teams, tell each student the team number you want them to join.
  • Click the start button to begin the game. The first team to get 12 consecutive answers correct wins! Be careful though, as one wrong answer drops you back to zero!
  • Repeat as many times as you would like. The students start to learn after three games.
  • The following are different ways of playing Quizlet Live.
    • Randomly switch teams after each game.
    • Have students stand with their backs toward each other facing outward. They are not allowed to turn and look at each other. They must communicate verbally only.
    • Another version is to have students only communicate in funny enunciations picked by you, like a French accent or an Arnold Schwarzenegger impersonation.
    • Have one student in the group be the one that has to answer the question. There is no talking. The student that has the correct answer has to hand the designated student their device in order for them to select the correct answer. You can have that designated student sit further away, so students must run to them like a relay race.
    • For further adaptations to playing Quizlet Live, check out the following links.

Procedure for “Corn Types Card Sort” Lesson

(30 minutes)

  • This is a fun reinforcement activity after reading the Eight Types of Corn Biosheet. There are eight corn type cards that all have description cards that give the characteristics of each type of corn. These cards can be printed in as many sets as your classroom needs and can found here. Students will match the description cards with the correct corn type card.
  • Card set: Corn Types (S9 or  online here)
  • Each group will get a set of eight Corn Cards that contain the following corn types:
    • Dent, Flint, Pod, Popcorn, Flour, Sweet, Blue, and Amylomaize.
  • Card set: Description Cards  (S10-15 or available here) This is enough for only one group. Print group copies of these pages so that there is one set of Description Cards for each group.
    • There are 50 Description Cards in total.
  • For maximized repeatability, have the cards laminated.
  • Shuffle the Description Cards.
  • Have students break out into groups of two to five.
  • Each group gets a set of Corn Cards and a set of Description Cards.
  • Have the group put each corn card in a designated spot on their table.
  • Students will place the Description Cards around each Corn Card.
  • After students have completed the card game, post the answers.
  • Have each group count the number of correct matches.
  • The group with the most matches wins!
  • Alternatively:
    • Groups can be timed how long it takes to complete the game. When finished, every wrong answer gets 10 seconds added to their time. The group with the quickest time wins!
    • The teacher can pass out the corn type cards and the description cards along with the Eight Types of Corn Biosheet. Students can spread out the different corn cards. As they read the sheet, they can place the description cards with the proper corn card. The teacher can check to see how well they were able to grab information from the text.
    • Have all the description cards placed around the room. Give each group one type of corn card. They must find all the description cards for that type of corn and then they share afterwards.

Procedure for “Corn Types KERNEL Card Game” Lesson

(45 minutes)

  • This card game uses the corn type cards, description cards, and action cards to play a game that is similar to the style of the UNO card game. This can best be used as a review of the types of corn and their characteristics. The KERNEL cards and directions can be found at kansascornstem.com. The directions for the game are below.
  • Coming soon!

Reflection and Conclusion Questions

(Answers in printed teacher packet)

By the end of this section, students should be able to answer the following.

  • What are the eight main types of corn?
  • Which corn type is the most abundant?
  • Describe each corn type?

Section 3: Corn Growth and Development

Materials for Section 3: Corn Growth and Development

Procedure for “Pioneer Growth Stages WebQuest” Lesson

(60 minutes)

Procedure for “Corn Growth and Development Flipbook” Lesson

(45 minutes)

  • This is a fun modification to the Pioneer Growth Stages WebQuest that uses Kansas State University’s Department of Agronomy website and its accompanying poster. Students will use these resources to identify and describe the major growth and development stages corn goes through from emerging through the soil to when it is harvested.
  • Hand out a copy of the Kansas Corn Flipbook – Paper Version.
  • Students will use the following resources to summarize the main features and characteristics of each major stage of corn growth and development.
  • Students will write the summaries of the corn stages on the flip cards, to the left of each corn picture.
  • They will then cut out each card individually and stack them in order from VE on top to R6 on bottom with the purple title card on the very top.
  • Staple the top left and bottom left edges of the stack.
  • You now have a flipbook by placing your thumb on the right edge of the stack and allowing each card to slip past your thumb.
  • Alternatively, students can do this assignment using the included Kansas Corn Flipbook – Electronic Version here, instead of the paper version. They can type in the characteristics of each growth and development stage and then set a build transition to alternate through the slides at a pace of 0.2–0.4 seconds to show the corn plant growing throughout each stage.

Procedure for “3D Corn Plant Paper Model – Staging Version” Lesson

(120 minutes)

  • This activity has students creating three-dimensional corn plants using simple craft supplies found at any retail store. Students can be broken up into groups of two. Each group can craft a 3D paper model at a different growth and development stage. These paper models can then be arranged in order around the room for a visual representation of corn’s growth and development stages.
  • Step-by-step directions with pictures, templates and video can be found at kansascornstem.com.  Coming soon!

Reflection and Conclusion Questions

Answers in the printed teacher packet

By the end of this section, students should be able to answer the following:

  • What are the main vegetative stages of corn plant growth and development, and what is happening at those key stages?
  • What are the main reproductive stages of corn plant growth and development and what is happening at those key stages?

Section 4: Corn Plant Anatomy

Materials for Section 4: Corn Plant Anatomy

Procedure for “Corn Plant Structures and Functions” Lesson

(60 minutes)

  • This packet contains the structures and functions of the major parts of the corn plant and its seed. Students are given these information sheets along with worksheets, pg. S27-29 or available online here, that have them match and label the structures along with their functions.
  • To make this and introductory activity, do the following:
  • Print out the Corn Structures and Functions Cards (S37-40 or online here) Then, cut across so that the structure and the function are on the same slip of paper. If there are more than 17 students in your class, you will want to make two copies of the Corn Structures and Functions Cards.
  • Print out the Emerging Corn Plant structures and functions worksheet and one version of the Parts of an Emerging Corn Plant worksheet. Each student gets both worksheets.
  • Shuffle the slips of paper and pass them out, one for each student.
  • Have students get up and walk around the room in a disordered fashion. You can play music if you want.
  • When you say, “grow,” then have the students meet up with one, and only one, other student.
  • This pair will use their slips of paper to figure out and fill out their worksheet with those two structures and functions.
  • Once they feel like they figured out what structure and function matches the worksheet, they will exchange their slips of paper, part ways, and find another partner.
  • They will continue this procedure until they are able to complete their worksheet.
  • They may run into someone with a structure/function slip of paper that they already encountered. They should check their work and correct it if necessary.
  • Make sure that they only pair up with one other person at all times.
  • After the meet-and-greet, you can hand out the Emerging Corn Plant Structures and Functions information sheet with the Corn Plant Structures and Functions information sheet (pg. S29) and have them check their answers.
  • Alternatively, the teacher can take all the corn function cards and tape them up all around the room, in a scavenger hunt-like fashion. Students can then get up and walk around to match the functions to their respective structures, then write them down on their worksheets.

 

Procedure for “Corn Structures and Functions Image Match – Purpose Games” Lesson

(30 minutes)

The above worksheets were used to create an interactive image matching game. There is a Parts of an Emerging Corn Plant Terms and Functions version as well as a Kansas Corn Plant Anatomy Terms and Functions version.

Have students go to the Purpose Games website, https://www.purposegames.com/, and create a free account. They do not have to so this, only if they want their name shown on the game scoreboard. They can then find the games using the search function.

You can also provide them with the direct link:

https://www.purposegames.com/game/parts-of-an-emerging-corn-plant

https://www.purposegames.com/game/parts-of-an-emerging-corn-plant-function-version

https://www.purposegames.com/game/kansas-corn-plant-anatomy

https://www.purposegames.com/game/kansas-corn-plant-anatomy-functions

Have students compete for the fastest, most accurate score. Those that make the top leaderboard can get extra credit or recognition.

You can give students a goal such as 100% percent accuracy in under 15 seconds to get credit. This will enforce them to try many times in order to reach the goal. Have students take a screenshot of their final score.

Procedure for “Corn Structure and Function Interactive Notebook” Lesson

(60 minutes)

  • Students will use the Emerging Corn Plant Structures and Functions and the Corn Plant Structures and Functions handouts to create an interactive notebook page that contains corn plant and seed pictures with seventeen structure nametags. Students will then write the function of the structure inside the name tag.
  • Each student will get a copy of the corn plant and corn seed pictures from the Corn Structure-Function INB handout. They can paste these pictures into their notebooks, or they can paste them on a colored 8.5” x 11” sheet of paper.
  • Each student will get a copy of the 17 name cards, which are also located on the Corn Structure-Function INB handout, and needs to cut them out individually.
  • Each name card will be folded in half with the name on the outside. The white backside will be pasted into the notebook next to the line that identifies the structure.
  • Students will then flip up the name card and write its function on the inside.
  • There are some blank name cards if you want to add any more structures.
  • Have students color the pictures as well as the structure name tags. The more colorful the better!
  • There is a picture available at the end of the Corn Structure-Function INB handout to see what it can look like.

Procedure for “Corn Felting” Lesson

(120 minutes)

  • Students will be using the needle felting craft technique to create an ear of corn.
  • See if students can create a mini corn plant replica made from felt as well.
  • Download the Needle Felting Corn Lab for the complete instructions. Available Here

Reflection and Conclusion Questions

By the end of this section, students should be able to answer the following. (Answers in the printed teacher packet)

  • What are the seven major structures and their functions of an emerging corn plant?
  • What are the ten major structures and their functions of a mature corn plant?

Section 5: Mathematics with Corn

Materials for Section 5: Mathematics with Corn

  • Labsheet: Corn Kernel Math with Ear of Corn Dissection (pg. S46-48, or available online here)
  • At least six ears of corn, scale that reads to at least two decimal places, at least 50 kernels, see-through container with enough kernels to fill that container, long strips of masking tape, colored markers to mark seeds, and ruler or tape measure.
  • Website and iBook: Abnormal Ears of Corn: https://www.agronomy.k-state.edu/extension/crop-production/corn/

Procedure for “Corn Kernel Math with Ear of Corn Dissection” Lesson

(120 minutes)

  • This lab activity will have students explore ears of corn while incorporating math concepts involving averages, conversions, accuracy, percent error, and quantity estimation. Students will use the mass of objects to determine quantity without counting individual objects.
  • The following are sections contained in this Corn Kernel Math with Ear Dissection lab.
    • Counting the average number of rows and corn kernels on an ear of corn.
    • Using quantity estimation to determine the number of kernels in a container.
    • Applying the law of large numbers to determine accuracy.
    • Determining the number of kernels in a bushel of corn.
    • Estimating corn yield per acre.
    • Determine how many kernels and bushels of corn make up the human body.
  • Handout the Corn Kernel Math with Ear of Corn Dissection lab sheet each student.
  • Each group or station will need anywhere from three to six ears of corn, at least 50 loose corn kernels, and scales for getting the mass of the kernels.
  • The teacher will need to determine the mass of a clear container, then fill it up with as many corn kernels as it can hold. The number of kernels in that container will need to be hand-counted.
  • The teacher may want to think of a small prize for the student(s) or group that gets closest to the actual number of kernels in the container.
  • When determining the number of corn plants per acre in Part 4, the teacher can use tape any length longer than 17.5 feet.
  • The teacher will then use a colored marker to create a dot on the tape to represent a planted corn seed.
  • The distance of the “seeds” can be anywhere from 6-12 inches apart. The teacher may make the following changes:
    • Alternatively, the teacher can place a piece of tape on the floor that is exactly 17.5 feet and the students can count how many steps it takes to walk that distance.
    • In addition, the teacher can place multiple lengths of tape with different seed spacing, ranging from 6-12 inches.
  • K-State has published a PDF and an iBook (for iPads only). The title is Abnormal Ears of Corn and can be found under Publications with the following link: https://www.agronomy.k-state.edu/extension/crop-production/corn/

Reflection and Conclusion Questions

(Answers in printed teacher packet)

By the end of this section, students should be able to answer the following.

  • What is the average number of kernels on an ear of corn?
  • What is the average mass of an individual corn kernel?
  • How many rows of kernels are on an individual ear of corn
  • How many pounds is a bushel of corn?
  • Explain how farmers determine the number of corn plants in an acre with 30-inch rows.

Section 6: Corn in Everyday Products

Materials for Section 6: Corn in Everyday Products

  • Poster/PDF: National Corn Growers Association: The Many Uses of Corn (pg. S50, or available online here)
  • Handout: Kansas Corn: Common Items Containing Corn (pg. S51-52, or available online here)
  • Crossword Puzzle: Everything is Corny (pg. S53-57, available online here)
  • Alternative: Find actual common household products that contain corn or ingredients derived from cor

Procedure for “Everything’s Corny” Lesson

(60 minutes)

  • Corn is found in many everyday products either as a main component or as a starting point for other ingredients. It is even useful in many manufacturing processes. Students will use the National Corn Growers Association’s The Many Uses of Corn poster as well as Kansas Corn’s Common Items Containing Corn handout to identify the different forms corn can take in our everyday products. They will then use this information to complete a crossword puzzle.
  • Handout the two resources mentioned above along with an Everything is Corny crossword puzzle for the student to fill out. There are five versions of the crossword puzzle that can be used.
  • Alternatively:
    • The teacher can find many household products and place them all together on a table. The product samples can be numbered or lettered. The students can then find how corn was used in that product by looking at the ingredient list and doing some research. They can then write down the corn ingredient on a sheet of paper next to the letter or number of the product sample.
    • The teacher can create a matching worksheet that has the names, letters, or numbers of the product samples on one side and the corn ingredients on the other.

Reflection and Conclusion Questions

(Answers in printed teacher packet)

By the end of this section, students should be able to answer the following.

  • What are some products that you didn’t expect to have corn as an ingredient?
  • What common items found in your bathroom have corn as an ingredient?
  • Ask another question like the above; in food, home, industry, etc.
  • What are some ingredients that are derived from corn that have scientific names?

Section 7: Corn Data - Where is Corn Grown?

Materials for Section 7: Corn Data – Where is Corn Grown?

Procedure for “Corn Graphs and Math” Lesson

(120 minutes)

  • This activity uses the World of Corn 2020 infographic provided by the National Corn Growers Association. Students will complete a worksheet that has them read and analyze data provided in different types of graphs and tables.
  • Each student or pair of students gets a copy of the World of Corn 2020 infographic, available at kansascornstem.com.
  • Due to its colorful nature, it would be best to push this out to your students electronically.
  • Pass out the Corn Graphs and Math activity worksheet (pg. S58-61 or available online here) to each student or pair of students.
  • Helpful math formulas are found on the last page as a reference guide.

Reflection and Conclusion Questions

(Answers in printed teacher packet)

  • By the end of this section, students should be able to answer the following:
  • What is the average number of bushels of corn harvested in the U.S. in 2019?
  • What are the components and their percentages of yellow dent #2 corn?
  • What are the three largest corn producers in the world?
  • How does most of our corn get used?
  • What are the four main animals that feed off corn as a main part of their diet?
  • Which states are the top 3 producers of ethanol?

Section 8: Corn Plant Dissection

Materials for Section 8: Corn Plant Dissection

Procedure for “Leaf Collar Dissection Method” Lesson

(45 minutes)

  • Students will break out into groups of three to five students
  • Students will be working with cutting utensils for this portion.
  • Hand out the Leaf Collar Method Student worksheet (pg. S62-63, or available online here).
  • Give the students 5-10 minutes to read the background information and directions.
  • Show the following two YouTube videos that cover the determination of corn growth stages.
  • Students will use a knife and cutting board to carefully split the stalk of a corn plant in half, vertically, and down to the roots.
  • Remember, the first four nodes are often indistinguishable within the crown.
  • Count the number of nodes to determine the vegetative stage that the corn plant is in.
  • Compare the nodes counted within the stalk to the number of leaf collars found on the outside of the plant.
  • Have students complete the reflections section individually or as a group before coming together as a class to discuss.

Reflection and Conclusion Questions

(Answers in printed teacher packet)

By the end of this section, students should be able to answer the following.

  • How do we know when we have a fully developed leaf stage?
  • Why is it important for a farmer to know the development stages their corn plants are in?
  • What is so important about a corn plant being at the V2-V3 stage?
  • Why do we have to split the stalks instead of using the collar method?

Science and Agriculture Careers

Science and Agriculture Careers

  • Crop adjuster
  • Data processor
  • Extension agent
  • Grain buyer
  • Geospatial analytics specialist
  • Precision agriculture specialist
  • Climate change analyst
  • Ecologist
  • Environmental engineer
  • Environmental scientist
  • Nutrient manager
  • Pest control advisor
  • Produce inspector
  • Irrigation specialist
  • Aerial applicator
  • Agronomist
  • Crop advisor
  • Crop scout
  • Crop systems specialist
  • Entomologist
  • Horticulturist
  • Microbiologist
  • Plant biologist
  • Plant breeder
  • Plant geneticist
  • Plant pathologist
  • Field agronomist
  • Soil scientist
  • Weed scientist

To learn more about agriculture careers, visit https://agexplorer.ffa.org/.

Disclaimer

Disclaimer

Any educator electing to perform demonstrations is expected to follow NSTA Minimum Safety Practices and Regulations for Demonstrations, Experiments, and Workshops, which are available at https://static.nsta.org/pdfs/MinimumSafetyPracticesAndRegulations.pdf, as well as all school policies and rules and all state and federal laws, regulations, codes and professional standards. Educators are responsible for abiding appropriate legal standards and better professional practices under a duty of care to make laboratories and demonstrations in and out of the classroom as safe as possible. If in doubt, do not perform the demonstrations.

This lesson is the work product of the Kansas Corn Commission. Our lessons are written in collaboration with Kansas teachers for use in the classroom. Teachers may copy and share this curriculum. Use of this product for commercial or promotional use is prohibited without express permission of Kansas Corn.

Kansas-Corn-STEM-For-Kansas-Educators-1

About Kansas Corn STEM

As the need to produce more food with less resources grows, it is important that future generations have a better understanding of agriculture and how corn farming and agriculture fit into our daily lives. That’s why the Kansas Corn STEM program provides lessons to teach science through the lens of corn. We are committed to providing free materials and training to support educators.

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