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From Farm to Consumer

 

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Augmented Reality with Aurasma ......................................................... 4

Getting to Know George Washington .................................................... 5

The Farmer’s Share .............................................................................. 6

Food for a Dollar .................................................................................... 7

More People, Less Farms ..................................................................... 8

George Washington Cherry Pie ........................................................... 10

Wheat Milling ........................................................................................ 11

Growing Letters .................................................................................... 12

A Horse is a Horse ............................................................................... 13

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Table of Contents

 

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Augmented Reality is a technology that superimposes a computer-generated image on a user’s view of the real world, thus providing a composite view. The free app that we use is

called Aurasma. Directions for using the app are listed below. Download the app in your app store. When open, the arrow in the bottom center brings up a menu. Click on the menu. Select the magnifying glass (fourth option on bottom of menu). This allows users

to search for content within Aurasma. (People uploading things through Aurasma must create content within “channels.” Similar to how a computer has documents within folders.)

We have two channels. Both of our channels are listed as IAITC. Search for IAITC and select each channel. There will be an option to follow. Follow both channels. Now, content we create and share can be accessed. The app allows you to use a trigger image to overlay something on top. The overlay could be a video, 3d image, etc.

Select the crosshairs on the center of the bottom. This allows you to attempt to scan something.

Using the Aurasma app, scan the backside of a $1 bill, or use the one below. You will notice that when scanning the image, an overlay gets triggered and content displays over the image creating an augmented reality. Aurasma is an app (one of many) that creates such overlays which allows users to display content in addition to what is in the still image.

Augmented Reality with Aurasma

 

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1ST PRESIDENT OF THE UNITED STATES: 1789 - 1797 BORN: FEBRUARY 22, 1732 IN WESTMORELAND, VIRGINIA DIED: DECEMBER 14, 1799 IN MOUNT VERNON, VIRGINA

He described his most important occupation as a farmer. Washington tested over 60 different crops and practiced

crop rotation at his Mount Vernon Plantation. At Mount Vernon, Washington grew wheat, corn,

potatoes, buckwheat, oats, rye and flax. George became the master of the Mount Vernon estate in

1759, at the age of 20. George was also an inventor. He invented his own plow

that would turn the soil, drop seeds into the ground and cover them with a harrow attached to the back. His new plow did three jobs at once saving time and energy.

He also invented a two-story barn for processing wheat and other grains. Horses would do the treading while workers bagged the grain. This barn allowed for treading wheat indoors and away from bad weather.

While other farmers abandoned fields with soil that was too poor to grow crops, George experimented with different fertilizers that would replenish the nutrients in the soil.

Because the King of England forced colonists to pay a tax on goods they shipped to England, George made Mount Vernon less dependent on English goods by growing wheat and vegetables to sell to other colonists, as well as flax to make cloth. He also used slaves and hired weavers, shoemakers, and blacksmiths. George would not purchase anything from England that could be made at Mount Vernon.

George left Mount Vernon in 1775 to lead the colonies as Commander in Chief of the Continental Army. He did not return to Mount Vernon until the end of the war in 1783.

George Washington played the major role in the development of the mule population in America. He recognized the value of the mule in agriculture and became the first American mule breeder.

George left Mount Vernon in 1789 to become President of the United States. He returned in 1797, just two years before he died.

I know of no pursuit in which more real and important services can be rendered to any country than by improving its agriculture. —George Washington; 1794

Getting to Know George Washington

 

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This dollar bill shows the farm and marketing cost split in a typical $1 food purchase. The farm share of the food dollar is the share received by farmers from the sales of raw food commodities. The marketing share is the remainder accruing to food supply chain industries involved in all post-farm activities that culminate in final market food dollar sales. (Source: USDA/ERS)

One farmer can feed 158 people. But how much money do Americans spend on food each year, and how much of that money goes back to the farm? Food in America is affordable. In fact, in less than two months, the average American earns enough disposable income to pay for his or her food supply for the entire year In 2012, Americans spent just 10% of their disposable personal income on food. So how much of that income does the farm receive? For every dollar spent on food, the farm receives just 17.4¢ Let’s break it down:

For more information, visit the USDA Economic Research Service’s Food Dollar Series: http://www.ers.usda.gov/data-products/food-dollar-series.aspx

Money Spent on Food Farmer’s Share

$1.00 17.4¢

$10.00 $1.74

$100.00 $17.40

$1,000.00 $174.00

The Farmer’s Share

 

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Grade Level: K-3 Objective: By completing this activity, students will have a better understanding of where their food comes from and good nutritional habits, as well as practice math through measuring.

Common Core: Language Arts: CCSS.ELA-Literacy.RI.3.1; RI.3.2 Mathematics: Measurement and Data.3.MD.A.2

Next Generation Science Standards: Structures and Properties of Matter: 2-PS1-1

Suggested Reading Materials: IAITC Dairy Ag Mag Farmer George Plants a Nation by Peggy Thomas & Layne Johnson | ISBN-13: 9781620910290 The Story of George Washington by Patricia A. Pingry | ISBN-13: 9780824941888

What You Will Need: 1 Gallon Ziploc® Freezer Bag • 1 Can Whipped Cream 2 Cups Milk • 25 Dixie Cups 1 Can Cherry Pie Filling • 25 Spoons Graham Cracker Crumbs • Scissors 1 Package (4 serving size) Instant Vanilla Pudding Mix 1 Package (4 serving size) Instant Chocolate Pudding Mix 1 (8oz) Container Frozen Whipped Topping

Activity Instructions: 1. Combine the milk and instant pudding in the Ziploc bag. 2. Remove the air and Ziploc shut. 3. Squeeze and knead with hands until blended for 1 minute. 4. Add the cherry pie filling. 5. Remove the air and Ziploc shut. 6. Squeeze and knead with hands until blended for 2 minutes. 7. Add the whipped topping and gently combine. 8. Place a tablespoon of graham cracker crumbs in the bottom of the Dixie cups. 9. Cut the corner of the gallon freezer bag and squeeze pie filling into cups. 10.Garnish with whipped cream. 11.Add a spoon. Serve and enjoy.

George Washington Cherry Pie

 

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Grade Level: K-4 Objective: This lesson will introduce students to wheat as a plant and how that plant becomes food(s). Common Core: Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.4.4; RI.4.5; RF.4.3a Next Generation Science Standards: Interdependent Relationships in Ecosystems: 3-LS4-3; 3-LS4-4 Structure, Function and Information Processing: 4-LS1-1 Suggested Reading Materials: IAITC Specialty Crop Ag Mag Wheat Terra Nova Bread Comes to Life by George Levenson | ISBN: 1582461147 Farmer George Plants a Nation by Peggy Thomas & Layne Johnson | ISBN: 1620910292 What You Will Need: • Wheat Stalks • Salt or Pepper Grinder Directions: 1. Show students wheat stalks. 2. Go over the parts of the wheat stalk with the students to familiarize them with the parts so they can

understand the directions for dissection. Stalk—the entire plant. Head—the part of the wheat plant that contains the kernels. Beard—the bristle-like parts of the wheat plant that cover and protect the kernels. Kernel—the seed from which the wheat plant is grown or that people harvest from the wheat plant

to grind into flour. Stem/Straw—the part of the wheat plant that supports the head and is known as straw after harvest. 3. Dissect the wheat using the following steps: Hand out stalks of wheat to the students. Break the head off the stem. Make a straw out of the stem by breaking it to avoid the nodes. Lay the wheat head flat on a hard surface and pat with your hand to shake out the kernels. Have the students count their kernels. 4. Put the kernels of wheat into a salt or pepper grinder and have the students mill their wheat into

flour. What simple machines are being used? 5. Talk about different ways to grind wheat. The Native Americans did it using rocks, etc. Have

students design their own method of grinding wheat and then test their machines. 6. Talk about the uses of wheat flour to make pastas, breads, desserts, etc. Lesson Extender: 1. Have students find the gluten in wheat by chewing the kernels. Before there was chewing

gum in the store, farmers made their own with grains of wheat! This and other activities can be found in the back of the book Bread Comes to Life.

Adapted from Wheat mAGic Kit

Wheat Milling

 

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Grade Level: K-3

Objective: This activity is designed to allow students to observe the germination process and what factors encourage growth and what factors can discourage growth.

Common Core State Standards: Language Arts: CCSS.ELA-Literacy.RI.2.1; W.2.2; W.2.8; SL.2.1

Next Generation Science Standards: Structure & Properties of Matter: 2-PS1.A; 2-PS1-2 Suggested Reading Materials: IAITC Horticulture Ag Mag From Seed to Plant by Gail Gibbons | ISBN-13: 9780823410255 Seed, Soil, Sun: Earth’s Recipe for Food by Cris Peterson | ISBN-13: 9781590789476 The Tiny Seed by Eric Carle | ISBN-13: 9780689842443

What You Will Need: • Seeds • Glue Sticks • Construction Paper • Crayons • Wax Paper or Cookie Sheets • Water Bottle

Activity Instructions: 1. Cut large sheets of construction paper in half (hot-dog style). Each student should get one

1/2 piece of paper. 2. Next, write each students’ name on the construction paper strip using the crayons. Older

students can write their own name. 3. Now have each student trace over their name with a glue stick. 4. Once the student has traced his or her name in glue, have them shake the seeds over the

glue. If you use small seeds like radishes, carrots or even grass seeds you can put them in shakers to help students place the seeds easier. Old rinsed out plastic spice jars work really well.

5. Set to the side to let glue dry. 6. Once the glue is dried place the projects on wax paper or on cookie sheets so the seeds can

be spritzed with water. Do not saturate the paper but do get the seeds damp. The seeds should be kept damp to ensure growth.

Growing Letters

 

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Grade Level: K-3 Objective: Students will work together creating a horse model. They will learn more about ponies and horses and even the different marking on the horse faces. Common Core State Standards: Language Arts: CCSS.ELA-Literacy.RI.K.10; RI.1.10; RI.2.10; RI.3.10 Next Generation Science Standards: Interdependent Relationships in Ecosystems: K-LS1-1 Suggested Reading Materials: IAITC Horse Ag Mag Horse Dictionary: An A to Z of Horses by Scholastic | ISBN-13: 978-0439926317 Leah’s Pony by Elizabeth Friedrich | ISBN-13: 9781563978289 What You Will Need: Scissors • Construction Paper Horse Neck & Ears Template (pg. 14) • White Paper Google Eyes • Glue Yarn • Writing Utensil Activity Instructions: 1. Decide what color you want your horse to be and then grab two pieces of construction paper

of that color. 2. On one sheet of construction paper, have a partner trace your foot. 3. On the other sheet of construction paper, copy or trace the neck and ear pattern. 4. Cut out all pieces from the construction paper. Glue your footprint to the neck and the ears

to the top of the horse’s head. 5. Next glue some google eyes on the horse’s face and draw nostrils at the base of the nose. 6. Glue some yarn to the forehead and down the neck for the horse’s mane. 7. Lastly, decide if you want your horse to have any markings on its face. Use the guide below

to identify which marking you would like to use. Using the white paper, draw and cut out your face marking and glue it to the horse’s face.

A Horse is a Horse

 

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Illinois Agriculture in the Classroom 1701 Towanda Ave.

Bloomington, IL 61701 Phone: 309-557-3334

Fax: 309-557-2098 www.agintheclassroom.org

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