Time:

1 hour (or 30 minute on two different days) complied with by 5 minutes day-to-day for 2 weeks

Purpose/Objective:

Students will compare and contrast corn and soybean plants, the growth and development, and how every are provided for different purposes and make different commodities that all of us use daily. Students will additionally learn and also identify the parts of a monocot and dicot and also measure growth.

You are watching: Is corn monocot or dicot

Materials:

Corn Belt Harvest by Raymond Bial untreated corn seedsThe super Soybean by Raymond Bial untreated soybean seedsJewelry size re-sealable bagsJelly BeadZYarnSoilSmall plastic cupsLarge butcher paperDiagrams from: http://media.web.britannica.com/eb-media/54/166754-050-8DEB8E13.jpg (diagram of corn kernel)http://www.growingyourfuture.com/civi/sites/default/files/AnatomyOfBeanSeed.pdf (diagram that a bean seed)

Suggested Companion sources (books, websites, etc.)

Vocabulary (with definitions)

Germination- process of a plant emerging from a seed and also beginning to flourish Embryo- part of a particle that creates into a plant Cotyledon- component of the embryo within a seeds that provides nutrients for the germinating tree Monocot- flower plant through an embryo that has actually one cotyledon Dicot- flowering plant through an embryo that has two cotyledons Ethanol- renewable fuel make from assorted plant materials Biodiesel- renewable fuel made from oils and fats of natural origin Renewable resource-any natural resource that have the right to replenish itself normally over time Non-renewable resource- any type of natural resource that cannot be replenishes naturally; once it is gone it is unable to do forever

Interest technique or Motivator:

Split students right into two groups. Offer one team a bucket of soybeans and also one team a bucket the corn, half-full. Provide the groups 5 minute to identify what lock know about the commodity in your bucket. Then, have the soybean team teach the corn team what they think they know, and also the corn team share what they know. Then, have actually students talk about the crops and add additional details they know.

Background – farming Connections (what would a teacher should know prior to teaching this lesson):

Corn and also soybeans space Iowa’s #1 and #2 crops, and also Iowa leads the nation in corn production and also usually soybean production as well. Corn and soybeans the are raised in Iowa are used for a variety of various products, consisting of ethanol to power cards, corn syrup that’s found in candy, fruit snacks, and also some fruit juices, corn starch that is a usual thickener, fed to livestock and used because that food commodities like corn chips and taco shells.

Soybeans are offered for biodiesel to strength trucks and also busses. Soybean oil is the key ingredient in vegetable oil, and also can be processed right into soy milk, tofu, and soy protein. Soybeans are also used to feed livestock.

Corn and also soybeans develop an extremely different. Corn is a type of grass, and also soybeans are a legume. Corn is a monocot, and soybeans are dicots, meaning that corn only has actually one cotyledon and soybeans have two. Cotyledons come to be the an initial true pipeline of the plant. Soybeans construct nodules on their roots that aid fix nitrogen indigenous the setting for the tree to use. Corn go not have actually that ability, and must depend on the soil for the nitrogen that needs.

Procedures (main points, action by step activities, and also the full content to be gift to students)

Activity One:

Create a KWL chart because that both corn and also soybeans listing what students share.Hand students usage magnifying glasses and also their own corn and also soybean seed to examine. Share observations around what castle see and make a list on the board for the corn and also soybean seed.Open currently softened (pre-soaked) seeds and look and also label the components of a corn and also soybean seed. Brand the components on the empty diagram worksheet.Discuss the differences in the seeds through the students. What other crops can have seeds similar to corn? Soybeans? Hand each college student a jewelry sized bag, 9 Jelly BeadZ, two corn kernels and also two soybean seeds, and a piece of yarn.Students will certainly plant the seeds in their bags and wear about their neck together a necklace all day. In ~ the end of the day, collect and place next to a warm area in the room.

Activity 2

Together review each book by Raymond Bial. Talk about as the publications are read assets we acquire from corn and also soybeans. Students may stay an ext engaged if only specific pages space read fairly than the whole book. Comment on what makes corn and also soybeans a renewable resource and how we have the right to use them for fuel.Complete a big Venn diagram comparing and contrasting corn and soybeans as a entirety class. The Venn Diagram might compare and also contrast uses, growth, and seed parts. Students will certainly then individually create 3 truth they learned around corn and also 3 facts they learned about soybeans on sticky notes and also place lock on the “L” section of the KWL chart.Spend 5-10 minute every day or every other day observing the particle germination necklaces v students. Students deserve to record monitorings individually or as a class, and include anything they observe to the course Venn diagram.

Essential files (maps, charts, pictures, or documents)

Extension activities (how deserve to students extend learning external of the classroom? This can include assignments they do outside of class.)

Students will certainly measure the elevation of your corn and soybean plant every day for 2 weeks and make a dual line graph showing readjust over time. Present students through a variety of assets containing soybeans, corn, or both. Have actually students work in groups to type the commodities into categories that contain corn, soybeans, or both.

Author(s)

Jennifer Hardee, Essex elementary school School, 3 rd grade

National farming Literacy Outcomes

Plants and Animals because that Food, Fiber & energy Outcomes upper Elementary grades 3-5- Distinguish between renewable and also non-renewable resources supplied in the production of food, feed, fuel, fiber (fabric or clothing) and shelter Science, Technology, Engineering and Math Outcomes carry out examples of science being used in farming for food, clothing and shelter products

Iowa usual Standards (Essential Concepts and Skills)

Literacy - analysis Standards because that Informational message K-5- RI.3.1 Ask and also answer inquiries to demonstrate understanding of a text, referring clearly to the text as the basis because that the answers.W.4.4 produce clear and coherent writing in i beg your pardon the development and company are suitable to task, purpose, and audience.SL.4.4 Report on a subject or text, call a story, or recount an experience in an arranged manner, using appropriate facts and relevant, descriptive details to assistance main principles or themes; speak plainly at an understandable pace.Century an abilities st21 21.3–5.ES.1 Essential concept and/or Skill: Communicate and also work productively through others emphasizing participation and cultural awareness to develop quality work.Math - Measurement and Data- 3.MD.B.4 generate measurement data by measure up lengths making use of rulers significant with halves and also fourths of an inch. Show the data by making a heat plot, wherein the horizontal range is significant off in proper units—whole numbers, halves, or quarters.

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Next Generation scientific research Standards

3-LS1-1. Construct models to define that organisms have unique and diverse life cycles but all have in typical birth, growth, reproduction, and death.

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