Unit 2: Growing Corn
Lesson 2: Carlos and the Cornfield
Grade Level: First Grade
Time Required: 45 minutes. This lesson is only suitable for the late spring, early
summer growing season (April-May) although there may still be risk of frost.
Primary AZ State Standards:
(Cross-reference “Standards Matrix” for full listing)
Science:
S01-S1C2-03: Use simple tools such as rulers to collect data.
S01-S1C2-04: Record data from guided investigations in an organized and
appropriate format.
Math:
M01-S2C1-02: Ask and answer questions by interpreting simple displays of
data.
M01-S4C4-01: Compare and order objects according to length/height.
Objective(s):
Students will conduct experiments to find out how number of corn seeds planted
affect the vigor of growth of corn plants.
Students will collect, record, and analyze simple data to draw conclusions about a
research question.
Materials:
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Key Vocabulary:
Appendix 1E: Spanish vocabulary corn
Appendix 1F: Experiment Sheets
Book: Carlos and the Cornfield by J.R. Stevens
Corn seeds – at least 150 kernels, but bring some extra!
Planting sticks for each group, marked with 10 cm.
inch rulers
4 labels – prewritten (see Pre-Lesson Preparation)
Sharpie
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Reap
Sow
Spanish vocabulary
for corn:
-Mazorca
-Granos de maiz
-Cascara
-Raices
-Penacho
-Tallo
-Borla
Preparation
_X_ Adaptation of Content
_X_ Links to Background
_X_ Links to Past Learning
_X_ Strategies Incorporated
Instruction Features
Scaffolding
_X_ Modeling
_X_ Guided Practice
__ Independent Practice
_X_ Comprehensible Input
Grouping Options
_X_ Whole Class
_X_ Small Groups
__ Partners
_X_ Independent
Integration of Process
_X_ Reading
_X_ Writing
_X_ Speaking
_X_ Listening
Application
_X_ Hands-on
_X_ Meaningful
_X_ Linked to Objectives
_X_ Promotes Engagement
Assessment
__ Individual
__ Group
__ Written
__ Oral
Background Information:
Many cultures have adapted different ways of planting seeds based on their
unique environments. In the story Carlos and the Cornfield, Carlos’ father teachers
him a specific way to plant corn in their Mexican community. Planting the corn in a
different way than what his father specifies results in less healthy and vigorous
plants. This type of traditional, place-based knowledge is a key element to learning
best gardening practices for your region.
In this lesson, students will conduct a simple experiment to determine the best
way to plant corn seeds in the Flagstaff area. The depth at which students will plant
seed is a happy medium of 10 cm which is between conventional gardening methods
and dry-farming techniques used by many cultures in the southwest. Students will
learn more about southwest methods of dry-farming in fourth grade; however,
students will play around with one feature of dry-farming techniques which is the
number of seeds to plant per hole. In the windy, dry areas of Arizona where this
method is used, a cluster of plants in a single hole helps the plants stand up against
the dry, blowing winds. A single plant would be easily knocked over and killed, so
between 6-10 seeds are normally planted per hole.
To simulate the more natural environments of arid Arizona, consider using
local seeds for this experiment and only watering, at most, twice a week. By planting
the seeds at the recommended depth, seeds should not need quite as much water as
conventional methods. This experiment is best done outside since students are
focusing on adapting planting methods for the unique Flagstaff environment.
Pre-lesson Preparation:
1. Secure a copy of Carlos and the Cornfield by Jan Romero Stevens.
2. Stake off at least a 5’ x 4’ area in the school garden, or an area that could be
planted for this experiment outside on school grounds. The soil should be at
least slightly tilled to make it easy for students to make holes and plant seeds;
however, don’t worry about amending the soil. Corn is a pretty adaptable seed
and will grow in most soil types. Please be sure to water the soil thoroughly at
a day or ½ day before this experiment so the soil has time to absorb the water.
3. Create waterproof labels to label each row. Make one label to show rows with 1
seed, 4 seeds, 8 seeds, and 12 seeds.
4. Find some long, straight sticks… enough for every 3rd child. Mark a line 10 cm
from the bottom.
Activity Instructions:
Carlos and the Cornfield Reading Activity
Whole group
20 minutes
1. Ask students, “Who remembers the corn song that we learned in the last
lesson?” Sing again with students.
“Three Little Corn Seeds” song by Patricia Ward
(Changed to “Four Little Corn Seeds” to match stories of Native American
planting. Adapted with permission from Family Literacy Guided Lesson:
Carlos and the Cornfield, Geneseo Migrant Center website. See resources
for website link.)
Words
Hand and body motions
I had four little corn seeds.
I put them in the ground.
The sun came up.
The rain came down.
I raked and hoed,
And pulled the weeds.
Then tall green corn stalks,
Grew from my seeds.
Hold up four fingers.
Place four fingers in palm of other hand.
Circle arms over your head to form a sun.
Wiggle fingers as you bring arms to side.
Make raking and hoeing motions.
Make weed-pulling motion.
Stand up tall with arms extended overhead
Hold up four fingers.
2. Bring out the book, Carlos and the Cornfield. Tell students, “I want you to think
about that song again while we’re reading this story. While you are listening,
think about how we might sing the song for this story.”
3. Do a picture walk with students and have them predict what the story will be
about.
4. Tell students that this story is in English and Spanish, so there will be some
Spanish words in it. Introduce Spanish vocabulary words for parts of corn
(Appendix 1E). Do your best with pronunciation! Spanish pronunciation is
usually how it looks.
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Ear or Cob: Mazorca
Kernels: Granos de maiz
Husk: Cascara
Stalk: Tallo
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Not on diagram, but in case students ask:
• Roots: Raices
• Silk: Penacho
• Tassel: Borla
5. Read the book. As you read along, considering asking some of these questions:
a. What are tamales? Tortillas?
b. What jobs do you help your parents with?
c. What do you think the father means, “You reap what you sow?” (discuss
vocabulary here )
d. How is Carlos’ family’s way of planting similar or different then the way
the Hopi and Navajo plant corn? How about compared to farmers in
Iowa?
e. What idea did Carlos have to help finish planting more quickly?
f. Why was he rushing to finish?
g. What do you think will happen to the corn?(ask at the part where Carlos
forgets about the cornfield and then has an uneasy feeling)
h. When Carlos said that he had finished planting the corn, was it a lie?
Why or why not?
i. What would you have done if you had that big job?
j. Do you think Carlos’ solution was a good one?
k. Do you think Carlos reaped what he sowed?
6. Ask students how they would change our corn song for this book. Which song
do they think is right?
7. Tell students, “Today, you are going to do some experiments with planting corn
to figure out whether Carlos’s dad’s advice would work well for growing corn in
Flagstaff.”
Outdoor corn planting experiment: Testing quantity of seeds per hole
Small groups
25 minutes
1. Go outside to garden plot.
2. Divide the class groups of 3.
3. Explain the experiment. Students are going to test and see which planting
strategy works better: holes with one, four, eight, or twelve seeds. We will give
them all the same amount of water, with the same sun and same soil
conditions. Everyone will get a planting stick that is marked with the correct
planting depth.
4. Distribute Appendix 1F – Experiment Sheet.
5. Have the class make a prediction for the experiment. What will be the best?
The worst? Have each group write this on their experiment sheets (Appendix
1F).
6. Ask students, “How will we know what which plants are doing the best?” Have
students think about how things grow… measuring height of plants is a
good criteria. Explain that students will track the growth of the plants in
centimeters over the course of the next couple weeks.
7. Assign roles to students in the group such as:
a. Material gatherers
b. Diggers
c. Planters
d. Waterers – everyone gets a turn
e. Measurers – everyone gets a turn.
8. Explain set-up procedures to various groups and model how to plant one pot
for each group:
a. Give each group the responsibility for planting one row with a unique
number of seeds (either 1,4,8, or 12 seeds)
b. The 5’ x 4’ plot will have 4 foot-wide rows that are 5’ long. You will be
able to plant 6 holes if you leave at 1 foot between holes. Don’t make the
holes any closer than 1 foot.
c. Make sure everyone is planting the corn at the same depth: 10 cm for
each hole, as marked on the planting stick. This reflects the depth
slightly deeper than conventional gardening used in less arid places, yet
a little shallower than dry farming techniques used in the arid
southwest.
d. Make a hole, plant seeds and cover well. Label each row with number of
seeds.
e. Water deeply twice a week and have students record growth at regular
intervals over the next several weeks.
9. Distribute materials to students in various groups.
(Each group needs a planting stick, a ruler with inches, corn seeds, and prewritten labels to stick in the soil.)
10.
Explain to students that experiments take some time, and over the
course of the next few weeks, they’ll have to keep checking in on the plants,
watering them, and measuring them and recording the information. Remember
group roles!
11.
In several weeks, have students wrap up their experiment and reflect on
the results by completing the experiment sheets (Appendix 1F). Students
should discuss which seed quantity produced the best corn plants.
12.
Ask students, “Why would a science experiment like this be helpful for a
farmer or a gardener?” To figure out the best way to plant crops!
13.
For best results, make a chart of who is going to water and measure
plant, ensuring that everyone gets a fair number of turns.
Resources:
Carlos and the Cornfield Lesson Plan. Geneseo Migrant Center: Family Literacy
Guided Lessons. Accessed on May 22, 2010 from
http://www.migrant.net/literacy/
Stevens, J.R. (1995). Carlos and the Cornfield. Rising Moon Publisher.