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Saint Mary-of-the-Woods CollegeEducation Department

Lesson/Activity Plan Template

Teacher Candidate: Amanda Thompson

Name of Lesson: How Corn GrowsSubject: Science/Math/Literacy/Social Studies/ Social Emotional Grade Preschool

Rationale for lesson:Students will understand that corn starts out at as a seed and eventually becomes a corn stalk that contains ears of corn.

Learning outcomes:Students will be able to sequence a set of pictures that show a kernel, sprout, cornstalk without corn, and cornstalk with an ear of corn.

Assessment of student outcomes:I will assess the students understanding of the topic through discussion and if they are able to sequence the pictures of corn at the end of the lesson.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationELA 2.4 Demonstrate comprehensionM 3.1 Demonstrate understanding of classifyingM 4.1 Understanding of spatial relationshipsSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceSC 3.1 Demonstrate awareness of lifeSS 2.1 Demonstrate awareness of chronological thinkingSS 3.3 Demonstrate awareness of environment and society

Materials Needed:Books: Corn Up Close, Watch Corn Grow, and From Kernel to Corncob

Pictures of a kernel, sprout, cornstalk (green and without corn), and mature cornstalk (that is brown with an ear of corn)

Specimen that shows the germination of a corn kernel

Video from Scholastic about how seeds grow

Puzzle about the lifecycle of corn

Various corn kernels

Cornstalks

Lesson/Activity Presentation:

Anticipatory set:

Today we are going to learn how this little corn seed grows into a huge cornstalk. What are the things a seed needs to grow? (Sunlight, water, and soil) We are going to find out what happens when a corn kernel … that is the name for a corn seed… has those things.

Teaching procedures:I will begin by showing the children a video from Scholastic that shows how seeds grow. (This is a very short video (1:21) to peak the children’s interest and engage them in the topic.)

I will then show the students a specimen that shows a corn kernel sprouting. I will explain that the first one is just a corn kernel, just like this. I will give the children a corn kernel to pass around. The next one has a root coming out. I will explain that it is like the movie, where the roots began to grow. I will then show the third one that has a lot of roots coming out of the kernel. Lastly, I will show the last one that is a sprout and the leaves are beginning to grow. Then I will let the students investigate the specimen. I will encourage the children to take turns and to pass the specimen around so that everyone can have a chance to see it.

I will then show pictures from the book “From Kernel to Corncob”. I will explain how the corn continues to grow from a sprout until it reaches the mature corn stalk with ears of corn.

Guided & independent practice:For guided practice we will discuss the lifecycle of a corn plant and sequence several pictures that show the lifecycle of corn. (Kernel, sprout, cornstalk, and a cornstalk with ears of corn)

For independent practice the children will sequence the lifecycle of a corn plant using pictures of each of the stages.

Closure: To close the activity, we will work as a group to put together a puzzle that shows the lifecycle of corn. While we put together the puzzle I will draw the students’ attention to the number of roots, how big the stalk is, and also if there are corn ears. I will encourage the children to discuss the lesson as we work the puzzle.

Differentiated instruction:

Additional pictures could be added for students who are advanced in understanding of the topic.

Children could work in small groups to sequence the lifecycle pictures. Children could be given real items for each of the stages of corn to touch and manipulate. Children can draw the lifecycle if they wish. Provide videos and pictures (in books and for sequencing) to support visual learners Encourage verbal learners to discuss the topics

Multicultural emphasis (if appropriate):none

Technology (if appropriate): Video about how seeds growing- Scholastic




Name of Lesson: Parts of a Corn PlantSubject: Science/Math Grade Preschool

Rationale for lesson:Students will understand that there are many different parts of the corn plant.

Learning outcomes:Students will be able to identify at least 2 of the parts of a corn plant.

Assessment of student outcomes:I will assess the students’ ability to identify the parts of a corn plant by asking questions in both small and large group settings.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationELA 2.4 Demonstrate comprehensionM 1.1 Demonstrate strong sense of countingM 1.2 Demonstrate understanding of written numeralsM 3.1 Demonstrate understanding of classifyingSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceSC 3.1 Demonstrate awareness of lifeSS 3.3 Demonstrate awareness of environment and society

Materials Needed:Books: Corn Up Close, Watch Corn Grow, and Corn

Pictures with labels of parts of the corn stalk, including: kernel, stalk, roots, tassel, cob, and husk

Real samples of each of the items listed above

6 Bins to hold items individually

Cornstalk with tassels, roots, and ear of corn intact


Anticipatory set:

Yesterday we learned how corn grows. We learned words such as kernel, sprout, and corn stalk. Today we are going to learn more about the corn stalk.

Teaching procedures:Did you know that the corn stalk has body parts? What are some of your body parts?

What body part helps you to stand up, and not fall over? Yes your feet! Our feet are similar to the roots of the corn stalk. The roots help to make sure the plant doesn’t fall over or get blown over by the wind. (Show the students the corn stalk as I speak.) These hair like things are called the roots. You can touch them if you want, but be careful with your friends. These roots are so strong, that they keep the corn safe in the ground even during a storm. I tried to pull one of these corn stalks out of the ground to bring it to class and the roots were holding it so tight that I pulled and pulled and couldn’t even get it out of the ground!The roots do something else that is very important too. Does anyone have a guess what else the roots might do? The roots are like little straws that drink up the water and vitamins in the dirt and take it to the rest of the plant. That’s very important!

Now this long part right here holds everything together is called the stalk. This is the part of the plant that the corn grows on. The stalk can be very tall! These stalks reach the celling, but some kinds of corn are even bigger than these! The stalk is hard and very strong. Let’s take turns feeling the stalk. What do you think it feels like?

Another part of the corn stalk is the leaves. These leaves look different than the leaves on a tree. How are they different? This leaves are bigger and they are very long. The leaves help to bring the nutrients from the sun into the plant.

The very top of the corn plant is called the tassel. The tassel produces pollen that will make the corn kernels grow. Feel the tassel! What do you think it feels like?

On the corn stalk, ears of corn grow. The leaves on the outside of the corn are called husks. That is a funny word. Can you say it with me? The husks protect the corn from animals and bugs that might want to eat the corn. These husks are dry, so they are brown, but husks can also be green. You will see green husk sometimes on corn on the cob. Feel both the green and the brown husks. How do the green husks and brown husks feel different?

If we peel back all the husks, we will see the ear of corn. On the corn there are lots of corn seeds. Who remembers from yesterday what corn seeds are called? Corn seeds are called kernels. There are many different types of kernels and they can be many different colors. I have a bin here that has different types of kernels in them. You can feel them and see how they look. How are they the same? How are they different?

If I were to take all these kernels off we would be left with the corn cob. The cob is the center part of the ear of corn where all the kernels are attached. What do you think the cob feels like?

Guided & independent practice:

For guided practice I will describe a part of the plant while holding up the card with that label. For example: I will hold up the card that says kernel and say “this is the corn seed”. The children should respond kernel. I will assess the small group to see if there is anyone who seems to be having trouble understanding the names/concepts being presented.I will place the label and the item in a bin (the kernels in a bin with the label that says kernel).I will put each item in a separate bin. I will place these at the science center for children to investigate and explore the items more in-depth. As children explore at the science center I will ask questions to check understanding.

Closure: To close the activity, we will measure the corn stalks to see which is the longest. We will use tissue boxes as our unit of measure. I will group the children into 4 groups (because I have 4 cornstalks to measure). I will demonstrate how to line up the boxes. I will then instruct the children to count how many boxes long their corn is. As a class we will decide which is the longest based on the measurement. We will then check the answer by laying the other corn stalks next to it to make sure that it is the longest.

Differentiated instruction: Children can have items to touch and manipulate during the discussion. Children could work in small groups. For the measuring activity, the unit of measure could be something smaller to make the

activity more challenging. For the measuring activity the unit of measure could be something larger (such as a 9x14

piece of paper) to make the activity less challenging. The teacher could make up a song to help the children remember the parts of a corn plant.


Technology (if appropriate): none




Name of Lesson: Different Types of CornSubject: Science/Math/Literacy/Social Studies/ Social Emotional/Art Grade Preschool

Rationale for lesson:Students will understand that there are different types of corn and that each type can be used for different things.

Learning outcomes:Students will be able to identify the type of corn by description or physical examination of the corn.

Assessment of student outcomes:I will assess the students understanding by their ability to correctly sort the corn 4 out of 6 times.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationELA 2.3 Demonstrate awareness and understanding of concepts of printELA 2.4 Demonstrate comprehensionM 1.1 Demonstrate strong sense of countingM 3.1 Demonstrate understanding of classifyingSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceSC 1.2 Demonstrate awareness of the physical properties of objectsSC 3.1 Demonstrate awareness of lifeSS 3.3 Demonstrate awareness of environment and societyCA 3.2 Demonstrate creative expression through visual art productionPHG 2.2 Demonstrate development of body awareness

Materials Needed:Books: Corn

Pictures of different types of corn

Corn ears from each type of corn

Various corn kernels from all 3 types of corn (each type sorted into small cups)

Paper and crayons for students to draw their favorite thing they have learned about cornBins for each type of cornLabels with pictures of each type of corn


Anticipatory set:I will begin the lesson by teaching the children a song about popcorn. For this song the children will count and also jump like they are popcorn.

After the song, I will ask the children if we cooked corn on the cob (or Sweet corn) would it turn into Popcorn? What if we heated field corn (or Dent corn)?

I would explain that it doesn’t because there are different types of corn. Today we are going to learn about the 4 different types of corn and how they are different from each other.

Teaching procedures: I will begin by showing the students the picture of Popcorn ears in the book Corn. I would explain that Popcorn is the only type of corn that will make popcorn. I will then pass around Popcorn on the ear and also give each child several popcorn kernels to investigate. I will describe and also ask the children to describe the kernels and what they are seeing and feeling. I will explain what happens when popcorn is heated and why it turns into the popcorn we eat.

Then I will show the students the picture of Sweet Corn in the book Corn. I would explain that Sweet Corn or Corn on the Cob is the only type of corn that is soft when it is harvested. I will then pass around Sweet Corn on the cob and also give each child several Sweet Corn kernels to investigate. I will describe and also ask the children to describe the kernels and what they are seeing and feeling. I will ask them questions to help the children observe the differences between the two types of corn.

Next I will show the students the picture of Flint Corn in the book Corn. I would explain that Flint Corn or Indian Corn is very colorful. I will then pass around Flint Corn on the cob and also give each child several Flint Corn kernels to investigate. I will describe and also ask the children to describe the kernels and what they are seeing and feeling. I will ask the students questions to help them observe the differences between the three types of corn.

Lastly, I will show the students the picture of Dent Corn in the book Corn. I would explain that Dent Corn or Field Corn is the type of corn that is grown in the fields next to our school. I will then pass around Dent Corn on the cob and also give each child several Dent Corn kernels to investigate. I will describe and also ask the children to describe the kernels and what they are seeing and feeling. I will especially point out the small dent in the top of each kernel of Dent corn. I will ask the students questions to help them observe the differences between the four types of corn.


Children will be able to sort the corn kernels according to the different types of corn. Each type of corn will be placed in a bin and put in the science center (with the bins that contain the different parts of the corn plant). Each bin will have a label and picture of the type of corn. Children can work alone or as part of a small group to sort the different kernels of corn.

Closure: To close the activity, the children will draw their favorite thing they have learned about corn. We will then hang these pictures on the bulletin board.

Differentiated instruction: For more advanced children I will point out the first letter of the label of the type

of corn. I will ask them what corn starts with an F. That makes the sound /F/. Children can work alone or as part of a group to sort the kernels. During the lesson I will incorporate visuals, verbal descriptions, and hands on

items (each child holding actual kernels). Students can choose how to demonstrate their learning and what materials they

would like to use. (Students can cut yellow circles out of paper for the corn kernels instead of drawing them.)

Ask questions and use descriptions that vary in difficulty based on the child’s understanding.






Name of Lesson: Shucking and Shelling CornSubject: Science/Math/Literacy/Social Studies/ Social Emotional Grade Preschool

Rationale for lesson:Students will understand that shucking and shelling corn is a time consuming process.

Learning outcomes:Students will be able to problem solve and find ways to shell the corn from the cob.

Assessment of student outcomes:I will assess the students by observing as they shell corn.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationM 1.1 Demonstrate strong sense of countingM 1.2 Demonstrate understanding of written numeralsM 3.1 Demonstrate understanding of classifyingSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceSC 1.2 Demonstrate awareness of the physical properties of objectsSC 3.1 Demonstrate awareness of lifeSS 3.3 Demonstrate awareness of environment and societyPHG 2.2 Demonstrate development of body awareness

Materials Needed:

Books: Life and Times of Corn and Corn is Maize

Many different corn stalks for children to shuck and shell corn

Several types of corn for children to shell (To help children notice how the different types of corn are different)

Laminated paper mats with corn ears with numbers on them

Shelled corn


Anticipatory set:We learned the other day that the only corn that is soft is Sweet Corn. In order to eat the other types of corn, the corn has to be taken off the cob and ground up. The corn is also taken off the cob to feed to most animals. Today we are going to take the corn off of the cob. That is called shelling the corn. You will also take the husks off of the corn that is called shucking the corn.

Teaching procedures:This book says a long time ago, they would have shelling parties. Everyone would sit in a circle and talk and shell corn. Get into groups of about 4 people. I am going to bring you a corn stalk. You can pull off the corn ear and then take turns shelling the corn. To shell the corn you will push one of the kernels towards the end of the ear. The kernel should fall off. Then you can push on the next one.

Guided & independent practice:Children can shell corn independently. Children will gain understanding and skill as they practice shelling corn.

Closure: To close the activity, we will talk about how long it took them to shell the corn. We will also discuss what would happen if we had to shell all the corn from the field next to us. (This will lead into the next lesson about tractors.) Next, the children will use the corn they have shelled to play a number game. For the game, the children will identify the number on the corn ear and place that many corn kernels on the corn ear.

Differentiated instruction: For more advanced children the numbers on the corn ear game can be made more

difficult. (I used 11-15 for some children. The numbers on the corn game can be made easier for children having difficulty

identifying numbers. Children can work in small groups to complete the number game. Children can work together to shell the corn. Children having difficulty shelling the Flint corn or Popcorn can be given Dent corn (it is

much easier to shell).


Technology (if appropriate): None




Name of Lesson: Tractors and Farm EquipmentSubject: Science/Literacy/Social Studies/ Social Emotional Grade Preschool

Rationale for lesson:Students will understand the usefulness of tractors and how they help the farmer.

Learning outcomes:Students will be able to identify 3 out of 5 tractors or farm equipment and explain what it does.

Assessment of student outcomes:I will assess the students through questions and discussions and also through observations of dramatic play.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationELA 2.1 Demonstrate awareness of the alphabetM 3.1 Demonstrate understanding of classifyingSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceAPL 4.1 Demonstrate development of social interactions during playSC 1.2 Demonstrate awareness of the physical properties of objectsSS 3.3 Demonstrate awareness of environment and society

Materials Needed:

Books: Mighty Machines, Tractors, and Corn

Pictures of Plows, Seed drills, Combines, and Silos.

Many different tractors and corn kernels for sand table

YouTube video: Mighty Machines on the Farm and Combines in action

Laminated paper tractors with uppercase letters on them- wheels with uppercase and lowercase letters


Anticipatory set:Yesterday when we shelled corn, did that take a little time or a long time? Do you remember watching the combine harvest the corn? Did it take the combine a short time or a long time to harvest and shell the corn?

Farm machines and tractors make it easier and faster for the farmer to do the work on the farm.

Teaching procedures:

Before the corn can grow, what needs to happen? Yes it needs to be planted. There are several pieces of equipment that farmers use to plant corn. I found a movie that shows how the farmer makes the ground ready to plant and also plants the seeds. The plow prepares the ground and the seed drill plants the seeds. Here is a picture of the plow and here is a picture of the seed drill. The movie will show how this equipment looks when it is working. We will then watch the short video. What is the name of the equipment that gets the ground ready for planting (as I show a picture from the book)? Yes a plow. Can you say that with me.. a plow. The other equipment that plants seeds is called what (I will also show a picture of the seed drill)? Yes a seed drill. The seed drill has lots of little buckets to hold the seeds.

After the corn is planted it grows and grows. When the corn is ready to harvest, the farmer uses a combine to shuck and shell the corn. Do you remember watching the combine as it harvested the corn? I have another movie that explains how the combine works and how they get the corn ready to store. The front part of the combine is what cuts down the stalks. The combine then separates the corn ears from the rest of the plant. The combine then beats the corn ear so hard, that the corn kernels fall off the cob. It then shakes to separate the corn from the rest of the plant. The corn goes into the storage bin and the rest of the plant is shot out the back of the combine. When the storage bin is full the chute can be extended and the corn is put into a wagon and then taken to big truck. Do you remember how the farmer did that when he was harvesting the corn?

Lastly, the corn is either sold and taken to places that will use the corn to make foods, or it can be taken to silos for storage. There are many silos in town; here are pictures of a couple of them. We are going to continue watching the video. It shows how the corn is taken from the semi-trucks and put into the silos. (We will watch the rest of the video here.) (As I show the children pictures of the silos) These long tubes take the corn into the silos for storage. The farmer can store the corn there until it is needed.

Guided & independent practice:Children will engage in guided and independent practice through dramatic play. A variety of tractors (tractors, wagons, combines, and trucks) will be placed at the sand table and corn will also be included. Tractors will also be placed at the science center with the barn and farm animals.As children cooperate and play together, I will guide and observe their play and the vocabulary they use.

Closure: To close the activity, we will play a tractor game where you find uppercase and lowercase letters on tires to place on the tractor with the same letter.

Differentiated instruction: For more advanced children the letters on the tractor game can be made more difficult by

having them match uppercase and lowercase letters (For example A and a together) The tractor game can be made easier by having the student match 2 uppercase letters that

match the letter on the tractor. Children can play independently or with others. Children can make tractors or farm equipment using blocks or other items in the

classroom. Children can write or draw to represent what they have learned about tractors.


Technology (if appropriate): Video from YouTube: Mighty Machines on the Farm and Combines in action




Name of Lesson: Food Made From CornSubject: Science/Literacy/Social Studies/ Math/ Social Emotional Grade Preschool

Rationale for lesson:Students will understand that corn is used to make many of the foods we eat.

Learning outcomes:Students will be able to identify 3 foods that are made from corn.

Assessment of student outcomes:I will assess the students through their pictures that they draw of their favorite foods made from corn.

Related Foundations/Indiana Academic Standard:ELA 1.3 Demonstrate ability to engage in conversationELA 2.3 Demonstrate awareness and understanding of concepts of printM 1.1 Demonstrate strong sense of countingM 1.2 Demonstrate understanding of written numeralsM 3.1 Demonstrate understanding of classifyingSE 4.1 Demonstrate relationship skillsAPL 1.2 Demonstrate interest and curiosity as a learnerAPL 3.1 Demonstrate development of sustained attention and persistenceSC 1.2 Demonstrate awareness of the physical properties of objectsSS 3.3 Demonstrate awareness of environment and societyCA 3.1 Demonstrate creative expression through visual art production

Materials Needed:

Books: Corn, Life and Times of Corn, and Corn is Maize

Pictures of foods made from corn

Large paper to make graph

Paper and crayons to draw picture of their favorite food made from corn


Anticipatory set:At snack, the last couple weeks, we have been having foods made from corn. Today we are going to talk about all the different foods that can be made from corn.

Teaching procedures:

Who can remember some of the foods we have eaten that are made from corn? Raise your hand if you have an answer. When the child says a type of food made from corn, I will put a picture of the food up on the board. I will then say: “cornbread is made from Dent corn that is ground up.” I will continue with the children giving answers until they can’t think of anymore. If I have any pictures left, I will tell the children the remaining items as I put the picture on the board.

The class will make a graph of our favorite foods made from corn. We will decide how many children like each type of food listed on the graph.


For independent practice the children will draw a picture of their favorite food made from corn. We will put these pictures on the bulletin board.

Closure: To close the activity, the children will cut out a book called “We Eat Corn”. As a small group we will sequence the pages and we will read the book together. I will encourage the children to look at the pictures for hints. (The text is repetitive which makes it easy for the children to “read” the book.) When all the books are made, we will “read” the book as a class.

Differentiated instruction: Children having difficulty remembering the foods we had for snacks could be given

reminders. (i.e. We ate these with salsa and cheese.) Children who are advanced can label their paper with the food they chose. (The teacher

can write the word on another paper and allow the child to copy it onto their paper.) The teacher can write the dictations of the children who are unable to write the words on

their paper. Children having difficulty understanding which number is greater on the graph can be

instructed to look for which line is the longest. Children can also make their pictures by cutting, gluing, or using other materials around

the classroom.

Multicultural emphasis (if appropriate):We talked about tamales and tacos and other Mexican food made from corn. We also talked about how corn is called maize in some places.


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atsmwc.weebly.com€¦ · Web viewThat is a funny word. ... Children will be able to sort the corn kernels according to the different ... To shell the corn you will push one of