ELEMENTARY CURRICULUM

Grain Identification & Ag Products Lab Introduction
Students examine and record the properties of several large and small grains before they grind them with mortars and pestles and a hand grinder. Advancement of technology in agriculture is also discussed. (If classes are visiting the Mobile Ag Ed Science Lab more than one time during the week, this experiment should be completed the first day in the lab since it introduces students to lab procedures and agriculture.)
Standards: 3.1.4/7.C; 3.1.4.E; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.4.4.A; 3.5.4/7.B; 3.6.4/7.A; 3.6.4/7.C; 3.7.4/7.A; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.2.4/7.A; 4.2.4/7.B; 4.2.4.C; 4.4.4/7.A; 4.4.4.B; 4.4.4/7C; 4.4.4/7.D; 4.8.4/7.A; 4.8.4/7.B; 4.8.4.C

The Colorful Bean (an investigation and demonstration)
Students are introduced to the scientific method as they experiment to decide if petroleum or soybean based crayons produce the brightest color with the least flakiness and best covering power. Students end the session with a crayon making demonstration where each student receives a soy-based crayon.
Standards: 3.1.4.E; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.4.4/7.A; 3.5.4/7.B; 3.6.4/7.A; 3.6.4/7.A; 3.6.4/7.C; 3.7.5/7.A; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.2.4/7.A; 4.2.4/7.B; 4.2.4/7.C; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.4.4/7.D; 4.8.4/7.A; 4.8.7.B; 4.8.4/7.C; 4.8.4/7.D

The Mighty Smooth Bean (an investigation and demonstration)
The Mighty Bean – The power of a soybean is revealed to students as they “plant” a soybean in plaster of Paris. Observations amaze students as the soybean shows its strength.
The Smooth Bean – Students end the session with a demonstration, complete with take home samples, of lip balm made from soybean products. Interesting discussion on changing states of matter that happen while producing a usable product occurs.
Standards: 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.3.4/7.A; 3.3.4/7.B; 3.4.4/7.A; 3.5.4.C; 3.6.4/7.C; 3.7.4/7.A; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B 4.2.4/7.A; 4.2.4/7.B; 4.2.4.C; 4.3.4.A; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.6.4/7.A; 4.8.4/7.A; 4.8.7.B; 4.8.4.D

Glue from Milk
Students act as chemists and laboratory technicians as they produce glue from milk and then test the strength of their milk glue against Elmer’s glue using a peel test, tensile strength test, and sheer strength test.
Standards: 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.4.4/7.A; 3.6.4/7.A; 3.6.4;7.C; 3.7.4/7.B; 3.8.4.A; 3.8. 4/7.B 4.3.4/7.A; 4.2.4/7.B; 4.2.4.C; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.8.4/7.A; 4.8.4/7.B; 4.8.4.D

Cream to Butter
Students make butter from creams with varying levels of fat content to discover properties necessary for butter production. They will also learn about enzymes (ex. lactase) in dairy foods. Label reading will be employed.
Standards: 3.1.4/7.E; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 4.3.4/7.A; 3.6.4/7.A; 3.6.4/7.C; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.4.4/7.D; 4.6.4/7.A; 4.8.4/7.A; 4.8.7.B; 4.8.4/7.C; 4.8.4.D

How Well Do You Wash?
Students apply “germs” to their hands and then perform several hand washing test to determine which method of washing most effectively removes “germs”. Effectiveness of removal is measured with a special “glo-germ” light. The need for clean hands while handling food products and the washing of produce will be stressed
Standards: 3.1.4/7.B; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.3.4/7.B; 3.3.7.D; 3.7.4/7.A; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.4.4/7.A; 4.4.4/7.B; 4.4.4/7.C; 4.9.4/7.A

MIDDLE SCHOOL CURRICULUM

Soils
Students will test the water holding capacity of different types of soils. Math skills, such as measuring and calculation, will be incorporated. Impact of soil type on crop growth will be discussed.
Standards: 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.3.4.A; 3.4.4.A; 3.5.4/7.A; 3.5.4/7.B; 3.5.4/7.C; 3.7.4/7.A;3.7.4/7.B; 3.8.4/7.C; 4.2.4/7.A; 4.2.4/7.C; 4.3.7.B; 4.3.4/7.C; 4.4.4/7.A; 4.4.7.B; 4.4.4/7.C; 4.6.4/7.A; 4.8.4/7.A; 4.8.4/7.C; 4.8.4/7.D

Water
Analysis An imaginary town is experiencing pollution in some of its wells. Students collect data as they analyze the town’s developments, predict the contamination source, consider cost factors, test the wells, and draw conclusions which are to be presented in written form to the town council. Importance of responsible care of natural resources and proper disposal of waste and their impact on our groundwater is discussed.
Standards: 3.1.4/7.A; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.5.3/7.D; 3.6.7.A; 3.8.4/7.A; 3.8.4/7.C 4.1.7.A; 4.1.4/7.B; 4.1.7.C; 4.2.4/7.A; 4.2.7.B; 4.2.4/7.C; 4.3.4/7.A; 4.3.4/7.B; 4.3.4/7.C; 4.4.4/7.A; 4.4.4/7.C; 4.6.4/7.A; 4.6.4/7.B; 4.6.4/7.C; 4.8.4/7.A; 4.8.7.B; 4.8.4/7.C; 4.8.4/7.D; 4.9.4/7.A

Corn to Plastic
Two experiments enable students to better understand the concept of a by-product. One investigation examines the environmental impact of two packing foams: Styrofoam (made from petroleum) and Eco foam (made from corn). The next investigation involves students making plastic from corn and comparing it to plastic made from petroleum.
Standards: 3.1.4/7.B; 3.1.4/7.E; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.4.4/7.A; 3.5.4/7.B; 3.6.4/7.A; 3.6.4/7.C; 3.7.4/7.A; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.2.4/7.A; 4.2.4/7.B; 4.2.4/7.C; 4.2.4/7.D; 4.3.4/7.A; 4.3.4/7.B; 4.3.4/7.C; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.4.4/7.D; 4.8.4/7.A; 4.8.7.B; 4.8.4/7.C; 4.8.4/7.D;

Genetics
Students will learn about dominant and recessive genes and how genetics can determine the type of plant that is grown by creating models of corn DNA using different colored paper clips to signify genes. Applications of food biotechnology will be used.
Standards: 3.1.4/7.B; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.3.4/7.A; 3.3.4/7.B; 3.3.4/7.C; 3.3.4/7.D; 3.6.4/7.A; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.2.4/7.A; 4.2.4/7.B; 4.3.4/7.C; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.4.4/7.D; 4.5.4/7.A; 4.5.4/7.B; 4.6.4/7.A; 4.7.4/7.A; 4.7.4/7.B; 4.8.4/7.A; 4.8.7.B

Yeast Action
Fungi organisms called yeasts are used in bread making. Students set up an experiment to determine the conditions that create the best growing environment for yeast. The option of having students use newly gained knowledge of yeast to make pretzels is available.
Standards: 3.1.4.C; 3.1.4/7.E; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.3.4/7.A; 3.3.4/7.B; 3.4.4/7.A; 3.6.4/7.A; 3.6.4/7.C; 3.7.4/7.B 4.2.4/7.A; 4.2.4/7.B; 4.2.4/7.C; 4.3.4/7.C; 4.4.4/7.A; 4.4.4/7.C; 4.6.4/7.A; 4.8.4/7.A; 4.8.7.B

Exciting Eggs
Students act as egg inspectors after discovering and labeling the parts of an egg. Students make observations of the egg exterior to compare to quality labeling charts, then record data as the eggs are candled, inspected for freshness, weighed, and measured.
Standards: 3.1.4/7.A; 3.1.4/7.B; 3.1.4/7.C; 3.2.4/7.A; 3.2.4/7.B; 3.2.4/7.C; 3.2.4/7.D; 3.3.4/7.A; 3.3.4/7.B; 3.3.4/7.C; 3.3.4/7.D; 3.7.4/7.B; 3.8.4/7.A; 3.8.4/7.B; 3.8.4/7.C 4.2.4/7.A; 4.2.4/7.B; 4.4.4/7.A; 4.4.4.B; 4.4.4/7.C; 4.4.4/7.D; 4.6.4/7.A; 4.8.4/7.A; 4.8.7.B

WALK THROUGH CURRICULUMS

These curricular options are available for Kindergarten to 2nd Grade classes. Instead of a science experiment, they offer an introduction to basic agricultural concepts and information. The Walk Through curriculum is designed for a 25 minute visit to the Mobile Ag Ed Science Lab.

Farm Charm Walk Through
An engaging conversation leads students to decide what makes up a real farm. Samples of these components of a farm are placed in a mini zip lock baggie and worn around the students’ necks as a reminder.
Standards: 3.2.4.B; 3.3.4.A; 3.3.4.C; 3.6.3.C; 3.8.4.A; 3.8.4.B 4.2.4.A; 4.2.4.B; 4.2.4.C; 4.3.4.A; 4.3.4.C; 4.4.4.A; 4.4.4.B; 4.4.4.C; 4.4.4.D; 4.6.4.A; 4.8.4.A; 4.8.4.D

Tops and Bottoms
Students hear a story of a lazy bear and a smart hare that get involved in a deal that has hilarious consequences. This lively folktale leads to a discussion of plant parts and the parts of a plant that provide our food—tops or bottoms. Students plant seeds of a “tops” or “bottoms” plant to take back to their classroom to observe as it germinates and grows. Standards: 3.1.4.A; 3.3.4.A; 3.3.4.B; 3.5.4.C 4.2.4.A; 4.2.4.C; 4.3.4.A; 4.4.4.A; 4.4.4.B; 4.4.4.C; 4.6.4.A; 4.8.4.A; 4.8.4.D