Sheep and Lambs
I love my old wood floors, but this time of year they are c-c-c-cold. Wool rugs and wool socks help warm those cold mornings. Wool provides great protection against the cold because it doesn't freeze when it gets wet. Sheep have grazed in Oklahoma pastures at least since statehood, and sheep and wool ranked 15th among all Oklahoma agricultural commodities in 2006.
Sheep have a 270-degree radius of view, almost 3/4 of a circle. Humans only see 170 degrees at best. This makes sheep very difficult to sneak up on or surprise. Sheep have poor eyesight but excellent hearing.
Activity: Radius of Vision
1. Students practice angles and degrees of a circle
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Students will stand and follow teacher directions, as follows.
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Students will turn left or right in quarter, half, three-quarter and full turns. (For greater physical activity, have students jump from position to position.)
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Discuss the turns in relation to degrees of a circle.
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Students will turn left or right by 45, 90, 180, 270 and 360 degrees.
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With older students, discuss the specific names of angles (right angle, straight angle, obtuse angle, acute angle.
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Students will change positions to demonstrate each of the angles listed above.
2. Students will work in groups of three to determine range of vision.
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One student will stand on a paper circle.
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Member Number 2 will place a mark on the circle showing the direction Member Number 1 is facing.
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Member Number 3 will hold an object directly behind Member Number 1 and slowly move it around the edge of the circle until Member Number 1 can see it.
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Member Number 2 will then mark the point on the circle where Member Number 1 was able to see the object.
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Students will exchange places so that the range of vision is measured for each person in the group.
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Students will determine range of vision by calculating the degrees on the circle.
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Students will show the range of vision of a sheep by marking 270 degrees from the starting point on the circle.
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Students will compare their own ranges of vision with that of a sheep.
3. For younger students, mark the circle ahead of time at 270 degrees (range of vision for a sheep).
- Each student will stand on the circle while another student holds an object at 270 degrees ( the point marked ahead of time).
- The second student will then move the object to the point where the first student can see it.
- Students will discuss the difference between their own range of vision and that of a sheep.
4. Students will compose stories and draw pictures illustrating the difficulty predators might have sneaking up on sheep.
5. Students will use online search engines or library resources to find the sight radius of some other animals.
Fleece as White as Snow? Students become familiar with vocabulary words pertaining to the production of sheep.
Wet and Wooly: Students examine some of the characteristics of wool.
Combing a fleece
Researchers in Pennsylvania have developed a biopolishing method that makes scratchy wool feel silky smooth. The US military is interested in using this biopolished wool, especially for manufacture of underwear for our troops. Underwear garments currently used contain synthetic fibers that can burn and melt into wounds during combat situations. Wool produces a self-extinguishing flame and dissipating ash when burned.
Race car drivers wear wool-lined suits to reduce their chances of being burned in a firey crash.
If you have a lab table, try this lesson - Great Balls of Fire - to test flammability in wool and some other common fabrics.
More Facts About Sheep and Wool
Little Boy Blue
by Anonymous
Little boy blue,
Come blow your horn,
The sheep's in the meadow,
The cow's in the corn.
But where is the boy
Who looks after the sheep?
He's under a haystack,
Fast asleep.
Little Bo-Peep
by Anonymous
Little Bo-Peep has lost her sheep,
And can't tell where to find them;
Leave them alone, and they'll come home,
Bringing their tails behind them.
Little Bo-Peep fell fast asleep,
And dreamt she heard them bleating;
But when she awoke, she found it a joke,
For they were still all fleeting.
Then up she took her little crook,
Determined for to find them;
She found them indeed, but it made her heart bleed,
For they'd left their tails behind them.
It happened one day, as Bo-Peep did stray
Into a meadow hard by,
There she espied their tails, side by side,
All hung on a tree to dry.
She heaved a sigh and wiped her eye,
And over the hillocks she raced;
And tried what she could, as a shepherdess should,
That each tail be properly placed.
Why are so many nursery rhymes about children tending sheep? In ancient times sheep generally wandered around from one place to another, through the villages and around them, looking for grass to eat under the care of a shepherd. Often shepherds were children, sometimes groups of children. Joseph, from the Bible story, was out tending the sheep with his brothers when his brothers sold him to the Egyptian slave traders.
What other nursery rhymes are about children tending sheep? (Mary Had a Little Lamb; Baa, Baa, Black Sheep)
More about sheep in ancient history
When the Power Came On
Thomas Edison invented the lightbulb in 1879, and his company started generating power in 1882, but electricity did not reach all the farms of Oklahoma until the mid 1940s.
Activities
- Students will read about the History of Electricity in America (Smithsonian site) and the History of Rural Electric Coops and write papers in which they discuss life without electricity then and now.
- Students will search online to find out when electricity first came to your part of the state.
People live in warm houses and wear heavy coats outside in winter. We find plenty of food at the grocery store. But what happens to the animals?
Farm Animals
In colder parts of the country, farm animals may go into a barn or some other shelter, but in Oklahoma most farm animals stay outdoors. The farmer/rancher may build or plant a wind break to provide shelter from the harshest conditions. Farm animals adapt to the cold weather by gaining weight and growing winter coats. The farmer or rancher checks daily to make sure livestock has enough food and water.When temperatures drop, ponds may freeze, so the farmer/rancher chops through the ice with an ax to make a hole big enough for the animals to drink from. Animals need large amounts of food in winter to stay warm, so round bales of hay are delivered to the field by tractor for the animals to eat.
The wild ancestors of farm animals survived winter in several ways, just as wild animals do today.
Migration
The wild ancestors of cattle were probably migratory, like bison, deer and elk. These animals move around in search of food and shelter.
Many birds migrate in the fall. Because the trip can be dangerous, some travel in large flocks. Many fish migrate, too. They may swim south, or move into deeper, warmer water. Insects also migrate. Some butterflies and moths fly very long distances. For example, Monarch butterflies spend the summer in Canada and the Northern U.S. They migrate as far south as Mexico for the winter. Most migrating insects go much shorter distances. Many, like termites and Japanese beetles, move downward into the soil. Earthworms also move down, some as far as six feet below the surface.
Adaptation
Some wild animals adapt, like Oklahoma farm animals that stay outdoors in winter. To keep warm, they may grow new, thicker fur. On weasels and snowshoe rabbits, the new fur is white to help them hide in the snow.
Food is hard to find in the winter. Some animals, like squirrels, mice and beavers, gather extra food in the fall and store it to eat later. Some, like rabbits and deer, spend winter looking for moss, twigs, bark and leaves to eat. Other animals eat different kinds of food as the seasons change. The red fox eats fruit and insects in the spring, summer and fall. In the winter, it cannot find these things, so instead it eats small rodents. Wild boar, the wild cousins of domestic swine, adapt by growing heavier coats and changing their diet.
Animals may find winter shelter in holes in trees or logs, under rocks or leaves, or underground. Some mice even build tunnels through the snow. Animals like squirrels and mice may huddle close together.
Hibernation
Some animals "hibernate" for part or all of the winter. This is a special, very deep sleep. The animal's body temperature drops, and its heartbeat and breathing slow down. It uses very little energy. In the fall, these animals get ready for winter by eating extra food and storing it as body fat. They use this fat for energy while hibernating. Some also store food like nuts or acorns to eat later in the winter. Bears, skunks, chipmunks, and some bats hibernate.
In ancient times, people living in cold climates may have survived the winter with their own form of hibernation. One historian reports that in the mountains of France, when the weather turned cold, people would settle in for warmth with their cows and pigs and do nothing for months on end. This practice also helped conserve limited food supplies.
The term "winter squash" dates back to a time when refrigeration and cross country transportation was not as readily available as it is now. Fresh foods from all over the world were not stocked on grocery shelves year round. "Good keepers" became known as winter vegetables if they would "keep" until December. Winter squash have hard, thick skins and will keep for up to a month if stored in a cool, dark, well-ventilated place.
The best tasting winter squash is available this time of year, beginning in early fall. Purchase acorn squash that is almost solid dark green. The best butternut squash has a thick neck and small round base. Ornamental squash, also plentiful during the holiday season, is edible but normally not as flavorful as acorn, butternut and spaghetti squash.
More on the history of food preservation techniques: "Food for Keeps"
Play With Your Food - What's Inside?
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Bring in an assortment of winter squash.
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Students write descriptions and predict what they will find inside. What color will will they be? Will there be seeds? Where are the seeds located? What will it smell like? How will it feel?
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Use a very sharp knife, a cutting board and a mallet to slice each squash in half. (Winter squash is difficult to cut, so take safety precautions. You might want to have some cut ahead of time to avoid accidents.)
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Allow students to smell and taste the squash, and have them write their observations after cutting.
Pumpkins, Squash and Other Cucurbits
Be a Food Explorer - Roasted Acorn Squash
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Preheat oven to 375 degrees.
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Cut acorn squash in half, and scoop the seeds out of each half with a spoon.
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Place cut side down on a greased cookie sheet and roast for 20 to 30 minutes or until tender when flesh is poked with a fork.
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Turn squash over and add 1 pat of butter, 1 teaspoon of honey or maple syrup, 1 tablespoon of brown sugar, salt and pepper to the hollow scoop of each half.
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Cool and let students scoop out the flesh with spoons.
If necessary, you may use a microwave. Cut the acorn squash in half and scoop out the seeds. Cook on one side for 5 minutes. Then turn it over and cook for another five minutes. The squash is ready when you can easily pierce it with a fork. Add the butter and flavoring.
Oklahoma Fruit of Month - Apricot
Apricots are very good for you. Just three fresh apricots provide 30 percent of the recommended daily amount for beta-carotene (Vitamin A). Apricots also provide Vitamin C, iron, potassium, and fiber among other nutrients. This time of year apricots are available dried, canned or in preserves and jellies.
Play With Your Food - How Many Apricots?
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Bring a small clear jar or cup and dried apricots.
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Students estimate how many apricots will fit in the jar. Write the estimates on the chalkboard.
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Students count as you place the apricots in the jar, smashing them down as necessary.
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Students count by tens, and use tally marks to keep count.
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Students modify estimates after you have counted 50.
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Students compare the apricots with standard units (centimeter cubes, 1-inch cubes) to estimate the volume of the jar.
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When the jar is about 1/4, students estimate how many more it will take to fill it, based on the number already counted.
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Wear food handling gloves so students can eat the apricots afterward.
For older students
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Bring a clear plastic container with lid to class.
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Fill with dried apricots.
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Students estimate how many apricots are in the jar.
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Students will write their estimates on a small sticky note.
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Draw a long line on the board to make a line plot.
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Students decide who has the low and high estimate.
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Students will p lace those estimates just above the line at each end.
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As a class, compute the range.
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Divide the line in halves and fourths.
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Students will bring their estimates to the board and place them in the appropriate place on the line.
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Students will compute the mean, median, and mode of all the estimates.
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Students may also identify at clumps and outliers and complete a box and whisker plot. (See Graphs)
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Using food handling gloves, divide the apricots among students for eating.
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Each student will count his/her apricots.
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Compute the actual number of apricots by adding students portions.
Be a Food Explorer - Apricot Oat-Nut Snack Mix
Snowball Fight
In this lesson students learn how snow helps crops grow while playing a game using facts and words about snow
January 11 is Plough Sunday.
Plough Sunday is a traditional English celebration of the beginning of the agricultural year. Plough Sunday celebrations usually involve bringing a ploughshare into a church with prayers for the blessing of the land. It is traditionally held on the Sunday after Epiphany, the Sunday between January 7 and January 13. Work in the fields began the day after Plough Sunday, on Plough Monday.
Traditionally the stubbles were left after harvest to feed and fatten up poultry and geese for Michaelmas, which marked the end, and the start of the farming year.
As most of the cereal crops grown were sown in the spring, ploughing did not start until after the Christmas festivities in January and February, giving time for the frost to break down the soil prior to sowing in March or April.
Happy New Year in Many Languages
| Chinese (Cantonese) | Gung hay fat choy ("May you become prosperous.") or
|
| Chinese (Mandarin) | Xin nian yu kuai |
| Danish | Godt Nytår |
| Dutch | Gelukkig nieuwjaar |
| Farsi (Iran) | Aide shoma mobarak |
| French | Bonne année |
| Gaelic | Aith-bhliain Fe Nhaise Dhuit |
| German | Gutes Neues Jahr |
| Hawaiian | Hauoli Makahiki Hou |
| Hebrew | Shanah tovah |
| Hmong | Nyob zoo xyoo tshiab |
| Indonesian | Selamat Tahun Baru |
| Italian | Buon Capo d'Anno |
| Japanese | Akemashite Omedetou Gozaimasu |
| Norwegian | Godt Nyttår |
| Tagalog | Maligayang Bagong Taon |
| Polish | Szczesliwego Nowego roku |
| Portuguese | Feliz ano novo |
| Romanian | La Multi Ani |
| Russian | S Novym Godom |
| Spanish | Feliz Año Nuevo |
| Sudanese | Wilujeng Tahun Baru |
| Swedish | Gott Nytt År |
| Turkish | Yeni Yiliniz Kutlu Olsun |
| Welsh | Blwyddyn Newydd Dda |
Activites
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Students will research to identify the countries where each language is spoken.
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Students will locate the countries on a world map.
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Students will select two or more of the countries and research to find New Year's customs.
January, 2009
People in almost every country in the world celebrate the first day of the new year with special customs and traditions meant to bring good luck.
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People in Japan try to swallow a long noodle without breaking it.
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Austrians try to touch a pig.
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Dutch people eat something in the shape of a circle.
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Spanish people eat 12 grapes, one for each month of the year.
Activities:
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Students will find the locations mentioned above on a world map.
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Students will discuss their own new year customs, (watching football bowl games, banging pots at midnight, etc.)
Hoppin’ John is said to have originated with African slaves on southern plantations. Historians have two theories as to where the name "Hoppin' John" originated. The first comes from the idea that when guests would arrive at one’s home for dinner, the host would say "just hop in, John," meaning they should make themselves at home and join in the dinner festivities. The second comes from a story that children gathered prior to dinner and would "hop around the table."
Black-eyed peas, also called cow peas, are grown in Oklahoma, mostly to bale as feed for animals. They also grow well in Oklahoma gardens.
A Garden in the Mailbox
In the gloomiest days of winter, beautiful flowers bloom and scrumptious vegetables grow in the mailboxes of gardeners all across the country. Mail order seed companies send out their new catalogs beginning in January.
The first mail-order seed catalog was introduced in 1834. The artists who illustrated the early catalogs took great care to draw botanically correct images. This was very important to the farmer, who paid in winter for the coming summer's harvest. If the size, shape or color of a vegetable or flower was misrepresented in the catalog, the farmer's livelihood might be jeopardized.
Learn more about seed catalogs: A Garden in the Mailbox
Explore the beautiful art in old seed catalogs at this Smithsonian site.
Listing of seed catalogs to order from the Carnegie Library of Pittsburg
Hundreds Day
Celebrate the hundredth day of the school year with
A
Hundred Bales of Hay
More hundreds to count
- 100 kernels of popcorn
- 100 pencils
- 100 kernels of wheat
- 100 steps
(Have students check their heart rates before and after taking 100 steps, in honor of National Heart Month.) - 100 heart beats
- 100 peanuts
- 100 pecans
- 100 valentines
- 100 cans of food
(Have a food drive for your community's food bank, in honor of National Canned Foods month) - 100 pancakes
National Soup Month
Soup of the Evening, Beautiful Soup
by Lewis Carroll, from Alice in Wonderland
Beautiful Soup, so rich and green,
Waiting in a hot tureen!
Who for such dainties would not stoop?
Soup of the evening, beautiful Soup!
Soup of the evening, beautiful Soup!
Beautiful Soup! Who cares for fish,
Game, or any other dish?
Who would not give all else for two
Pennyworth only of Beautiful Soup?
Pennyworth only of beautiful Soup?
January is National Soup Month. In early times soup was called "pottage" (from pot and the Latin potare, to drink), but by the Middle Ages, the word "soup" had replaced "pottage" in most European languages. The word soup is thought to have come from the sound made by slurping hot liquid from a spoon. Some variations of the word are soop, sopa, sope, soepe, suppa, soppe, soep, suppe, soppa, sopera, soupe, chupe, zuppa, and zup. To sup was to eat the evening meal at which soup was traditionally served. Eventually the meal itself became supper.
Celebrate National Soup Month by introducing students to some of the vegetables grown in Oklahoma. Read the classic, Stone Soup, then check out the Oklahoma version. This lesson includes math, science language arts and social studies lessons for grades 1-8
January is Wheat Bread Month
Make Bread in a Bag to eat with your soup. You may be able to get the ingredients from your school cafeteria, and the cups and baggies you will need are available free from the State Department of Education. Just call 405.521.3327 and allow a couple of weeks for them to get to you.
The "father" of sliced bread is Otto Rohwedder, a former jewelry
store owner. He had started work on a slicing machine in 1912, and when
bakers told him sliced bread would go stale quickly, he developed an
apparatus for holding all of the slices together with hat pins. This
wasn't too successful as the pins continued to fall out.
An obvious solution would be a wrapper, but it was not that obvious at
the time. Wrapping, however, proved to be the key to success, and in
May, 1928, a Battle Creek, Michigan, bakery began turning out the first
sliced bread, using Rohwedder's newest slicer, which also wrapped and
sealed the loaf.
Little Red Hen
(This lesson has lots of pictures for a puppet play and takes a long time to load. Please be patient.)
The old classic The Little Red Hen is perfect for exploring the process by which wheat is turned into bread. It's also a great way to discuss with your students all the careers involved in making a loaf of bread.
Red Dirt Groundbreaker: John Kroutil
John Kroutil immigrated from Czechoslavakia with his parents in 1881. The family first settled in Nebraska before coming to Oklahoma Territory in 1890. John and his brother Frank purchased the Yukon Mill and Grain Company in 1902.
Other Czechs had migrated to the young territory in the land runs of the 1890s, north from Texas and south from Nebraska and Kansas. Because many had been wheat farmers in their native country, they grew wheat in the new land and were happy to take their grain to the Kroutil brothers, where they could do business in their native tongue.
Milling was an important industry in the early years of statehood. In 1910 the flour milling industry was by far the most productive. There were 295 plants and 842 workers. Total sales were $109 million of the state's $53 million industrial output. Yukon Mill and Grain Company was among the most successful, along with Shanwnee Mills, owned by J. Lloyd Ford.
John Kroutil served as president of the Yukon Milland Grain Company until his death in 1954. In 1912, he and his brother opened the Yukon National Bank. John Kroutil also served as president of the Yukon Electric Company, which was formed in 1907 after a steam-powered electric generating plant was built near the mill.
For his philanthropy and business leadership Kroutil was inducted into the Oklahoma Hall of Fame in 1933. On June 12, 1954, he died of a heart attack on his farm near Piedmont.
A Hidden Beauty: Bulbs
It may be cold and dreary outside, but students can grow beautiful flowers indoors from bulbs. Narcissus and amaryllis are the simplest and are usually available this time of year, maybe even on sale. In this lesson students learn about bulbs and construct a model of a plant that grows from a bulb.
Writing Prompts
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Write about a memory related to eating soup or bread or both.
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Describe a winter day in the life of a farm animal.
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Make up a soup recipe using unusual ingredients.
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Pretend you are a migrating animal in winter and write a letter home about your migration.
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Write a newspaper story about a snowball fight.
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Research breads around the world and use Power Point to present your findings.
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Write an advertising campaign for your favorite soup.
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Pretend you are a shepherd tending sheep and write a journal of your sheep's wandering through towns and villages.
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Pretend you are a radio reporter and do an on-the-scene report of the day the power came on in your town.
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Describe your favorite sweater.
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Write a poem using at least three of the following words: sheep, wool, graze, warm, winter.
January Books
Brown, Marcia, Stone Soup, Aladdin, 1997. (Grades PreK-2)
Old French tale about soldiers who trick miserly villages into making them a feast. This version won a Caldecott Medal when Brown retold and illustrated it in 1947.
Finch, Mary, and Elisabeth Bell, Little Red Hen and the Ear of Wheat, Barefoot, 2001. (Grades PreK-1)
A rooster and a mouse live with the little red hen and lazily refuse to help do the chores necessary to turn a grain of wheat into a loaf of bread. When, in turn, the little red hen won't share the fruits of her solitary labor, the shirkers learn their lesson and, in this story, get a second chance. Next time the hen finds a grain of wheat, both rooster and mouse are there to help and to enjoy the delicious reward.
Lyon, George Ella, Weaving the Rainbow,
Atheneum/Richard
Jackson, 2004. (Grades PreK-2)
A young woman raises sheep, shears them, cards and spins the wool, dyes
the yarn, and weaves it at a loom. Terms like "yearling," "skein," "warp," "weft," "shuttle," and "treadles" are
understandable in context and bring richness to the text. Words and illustrations
complement each other in evoking the essence of creating art and in portraying
the lush countryside.
Moore, Jo Ellen, and Gary Shipman, Bread Around the World, Evan-Moor, 1995. (Grades 1-3)
Discover the types of bread produced by people all over the world. Curriculum units include cooking demonstrations, field trips, science, math and writing experiences.
Morris, Ann, Bread, Bread, Bread, Morrow, William and Co., 1993. (Grades K-3)
Celebrates the many different kinds of bread and how it may be enjoyed all over the world.
Paulsen, Gary, The Winter Room, Bantam, 1998. (Grades 4-7)
The winter room is where Eldon, his brother Wayne, old Uncle David, and the rest of the family gather on icy cold nights, sitting in front of the stove. There the boys listen eagerly to all of Uncle David's tales of superheroes. Then one night Uncle David tells the story, "The Woodcutter," and what happens next is terrible - then wonderful.
Robbins, Ken, A Flower Grows, Dial, 1990. (Grades PreK-2)
Beautiful hand-tinted photographs depict the planting, growth, and wilting of an Apple Blossom amaryllis. Simple, straightforward prose accompanies the pictures and describes the process. Almost all the double-page spreads have two photographs, one large and one small, with a series of four full-page portraits to show the flower at the height of its blooming. An "Author's Note" gives more details on how to grow bulbs.
Sendak, Maurice, Chicken Soup With Rice, HarperTrophy, 1991. (preK-3)
In silly rhymes Maurice Sendak takes children through the twelve months of the year. The non-sensical inclusion of "chicken soup with rice" in all of the rhymes makes the months all the more memorable and easy for kids to recite.
Ag-Related Books for Children and Young Adults
PASS for January Activities
(P.A.S.S. for recommended lessons online are listed in the lessons)
Happy New Year Around the World
- Grade 3 - Social Studies: 1.1; 2.4. Reading: 6.2b
- Grade 4 - Social Studies: 1.1; 2.2,3. Reading: 5.1a,2c
- Grade 5 - Social Studies: 1.1; 7.1. Reading: 5.1a,2b
- Grade 6 - Social Studies: 1.1,3; 2.3; 3.2. Reading: 5.1ab
- Grade 7 - Social Studies: 1.1,4; 2.4; 4.1. Reading: 5.1ab
- Grade 8 - Social Studies: 1.1. Reading: 5.1a
Sheep and Lambs - Radius of Vision
- Grade 1 - Math Process: 1.1,2; 4.4; 5.1. Math Content: 4.1c. Reading: 8.2. Writing: 2.1
- Grade 2 - Math Process: 1.1,2; 4.4; 5.1. Math Content: 4.2b. Reading: 7.2. Writing: 2.1
- Grade 3 - Math Process: 1.1,2; 4.4; 5.1. Reading: 6.2b. Writing: 2.1
- Grade 4 - Math Process: 1.1,2; 4.4; 5.1. Math Content: 4.1b. Reading: 5.2c. Writing: 2.2
- Grade 5 - Math Process: 1.1,2; 4.4; 5.1. Math Content: 4.4. Reading: 5.1a. Writing: 2.2
- Grade 6 - Math Process: 1.1,3; 4.1. Math Content: 3.1a. Reading: 5.1a. Writing: 2.1a,7
- Grade 7 - Math Process: 1.1,3; 4.1. Reading: 5.1a. Writing: 2.8
- Grade 8 - Math Process: 1.1,3; 4.1. Reading: 5.1a. Writing: 2.8
Hundreds Day
- Grade 1 - Math Process: 1.1; 2.3. Math Concept: 2.4
When the Power Came On
- Grade 3 - Reading: 6.2b. Writing: 2.1
- Grade 4 - Reading: 5.1e,2c. Writing: 2.6
- Grade 5 - Reading: 5.1a,2b. Writing: 2.1
- Grade 6 - Reading: 5.1a,2d. Writing: 2.4a,7
- Grade 7 - Reading: 5.1a,2c. Writing: 2.4b,8
- Grade 8 - Reading: 5.1a,2b. Writing: 2.2b,8
National Soup Month
- Grade 1: Science Process - 1.1,2; 2.1; 3.1,2; 4.3. Physical Science: 1.1,2,3. Math Process: 1.1,2; 2.1; 3.2; 4.4; 5.1. Math Content: 5.1,2
- Grade 2: Science Process - 1.1,2; 2.1; 3.1,2; 4.3. Physical Science: 1.1. Math Process: 1.1,2; 2.1; 3.2; 4.4; 5.1. Math Content: 4.2b; 5.1
- Grade 3: Science Process - 1.1,2; 2.1; 3.1,2; 4.3. Physical Science: 1.1. Math Process: 1.1,2; 2.1; 3.2; 4.4; 5.1. Math Content: 4.3; 5.1a
- Grade 4: Science Process - 1.1,2; 2.1; 3.1; 4.1,4; 5.2,3. Math Process: 1.1,2; 2.1; 3.2; 4.4; 5.1. Math Content: 4.4b; 5.1b
- Grade 5: Science Process - 1.1,2; 3.1; 4.1,4. Physical Science: 1.1,2,3. Math Process: 1.1,2; 2.1; 3.2; 4.4; 5.1. Math Content: 5.1d.
- Grade 6: Science Process - 1.1,2; 2.2; 3.1; 5.1,2,3. Physical Science: 1.1; 2.1. Math Process: 1.1,3; 2.1; 3.3; 4.1; 5.1. Math Content: 4.1; 5.1
- Grade 7: Science Process - 1.1,2; 2.2; 3.1; 4.1; 5.1,3. Physical Science: 1.1,2. Math Process: 1.1,3; 2.1; 3.3; 4.1; 5.1. Math Content: 4.2a
- Grade 8: Science Process - 1.1,2; 2.2; 3.1. Math Process: 1.1,3; 2.1; 3.3; 4.1; 5.1. Math Content: 4.1; 5.1
Winter Squash - What's Inside?
- Grade 1 - Writing: 2.5. Science Process: 1.2; 2.1; 4.3. Physical Science: 1.1,2
- Grade 2 - Writing: 2.2c. Science Process: 1.2; 2.1; 4.3. Physical Science: 1.1
- Grade 3 - Writing: 2.2. Science Process: 1.2; 2.1; 4.3. Life Science: 2.1
- Grade 4 - Writing: 2.1b. Science Process: 1.2; 2.1; 4.4; 5.4. Life Science: 3.2
- Grade 5 - Writing: 2.1. Science Process: 1.2; 2.1; 4.4; 5.4. Physical Science: 1.1
How Many Apricots?
- Grade 1 - Math Process: 1.2; 3.3; 5.2. Math Content: 2.1,4
- Grade 2 - Math Process: 1.2; 3.3; 5.2. Math Content: 2.1a,3; 5.3
- Grade 4 - Math Process: 1.2; 3.3; 5.2. Math Content: 1.2b; 3.2c; 5.1b
- Grade 5 - Math Process: 1.1,2; 2.3; 3.2,3; 4.4; 5.1,2. Math Content: 3.2b; 4.3; 5.1ae
- Grade 6 - Math Process: 1.1,3; 2.1; 3.4; 4.1; 5.1,2,4. Math Content: 2.3; 5.1,3
- Grade 7 - Math Process: 1.1,3; 2.1; 3.4; 4.1; 5.1,2,4. Math Content: 2.1b
- Grade 8 - Math Process: 1.1,3; 2.1; 3.4; 4.1; 5.1,2,4. Math Content: 2.1b; 5.1
Writing Prompts
- Grade 1 - Writing: 2.1,3,4,5
- Grade 2 - Writing: 2.2abc,4,5
- Grade 3 - Writing: 2.2,4,5,6abc
- Grade 4 - Writing: 2.2,3
- Grade 5 - Writing: 2.1,2,4
- Grade 6 - Writing: 2.7,8
- Grade 7 - Writing: 2.8,9
- Grade 8 - Writing: 2.8,9
Ag in Art
- Grade 1 - Visual Art: 1.2,3; 2.3
- Grade 2 - Visual Art: 1.2,3; 2.3
- Grade 3 - Visual Art: 1.2,3; 2.3
- Grade 4 - Visual Art: 2.1,2
- Grade 5 - Visual Art: 2.1,2
- Grade 6 - Visual Art: 2.2
- Grade 7 - Visual Art: 2.2
