Classroom Instructional Plan
Instructor:
Workshop Title: Crazy about Corn
Estimated Time: 30-45 minutes
Terminal Performance Objective:
Given the information, students will be able to correctly identify products that come from corn production.
Competencies / Enabling Objectives
1. Identify parts of a corn kernel.
2. Explain the process of tassel to table for corn production.
Materials, Supplies, Equipment, References, and Other Resources:
Materials and Supplies:
 5 quart size plastic Ziploc baggies
 Cornstarch Packing Peanuts
Equipment:
 Computer
 Projector
References:
 www.agintheclassroom.org
 Kids, Crops, & Critters in the Classroom
 Illinois Farm Bureau
Situation:
This lesson is for an elementary school classroom setting. This class consists of 25 students with very little
knowledge about corn and how it is produced.
Interest Approach (Motivation):
Corn is a grass, native to the Americas. Along with wheat and soybeans, corn is one of Illinois major
grain crops.
DO: As the class enters the room, have each student draw a piece of paper with the letters (M-A-I-Z-E). Split
students into five groups based upon their letter.
SAY: To start off class today, we are going to create a structure that represents corn. Each group will have 10
minutes to use packing peanuts to build a model of something that represents the corn industry.
SAY: Who can tell me what packing peanuts are made of?
DO: Allow students to make guesses for 1-2 minutes.
SAY: Packing peanuts are made up of 95% cornstarch. Packing peanuts are made from corn which serves as a
renewable resource.
DO: Demonstrate how students will “lick and stick” packing peanuts together. Hand out 1 Ziploc baggie filled
with packing peanuts to each of the five groups.
SAY: You now have 10 minutes to work as a group to “lick and stick” packing peanuts together to form a
model of the corn industry.
DO: Walk around the classroom, keeping students on task. After ten minutes is up, have students share their
ideas of the corn industry based upon the models created.
SAY: As you can see, corn is used in many different ways. Not only is corn used for food, but it is also used in
shampoo, tires, batteries, and fuel for your cars.
Communicate Objectives, Define Problem or Decision to be Made, or Identify Questions to Investigate:
(Bring up on power point)
SAY: Today we are learning about corn and how it is grown.
SAY: We now can see how corn is used in many different ways. Today we will identify:
1. How corn is grown.
2. How corn gets from the field to your table, clothing, cars, etc.
Instructor Directions / Materials
Content Outline, Instructional Procedures, and/or Key Questions
Identify how the parts of a corn kernel.
Pose question.
SAY: Who can tell me the four main parts of a corn kernel?
 The endosperm, pericarp, germ, and tip cap are the four main
parts of a corn kernel.
Show picture of kernel on the
screen.
Endosperm: This consists of 82% of the kernel’s dry weight. This is the
source of energy and protein for the seed.
Pericarp: The hard outer shell that protects the kernel before and after
planting. This shell keeps water and insects away from the seed.
Germ: The living part of the corn kernel. This part of the kernel contains
minerals, vitamins, and enzymes needed for the kernel to grow.
Tip Cap: This part of the kernel is not covered by the pericarp (protective
shell.) This part of the kernel attaches to the cob.
Pose Question.
Show a one pound of corn in a
SAY: How many kernels of corn are on one ear?
plastic container to pass around
 One ear of corn has an average of 16 rows with 800 kernels.
the classroom.
 One pound of corn has around 1300 kernels.
Identify the process of tassel to table.
Video: Tassel to Table
SAY: Corn is grown in almost every continent of the world.
 Corn kernels are planted in the ground by farmers (producers).
 Once the corn plants are mature, they are harvested.
 Grain Trucks/Semis haul the grain to the elevator where it is stored.
 The grain is then taken by semi, rail road, or barge to be processed
into products we use everyday.
 After products are produced, they are shipped and placed on our
grocery store shelves.
 Consumers (people) buy the products produced.

Identify uses of corn.
Have some of these products in
the classroom for students to see. SAY:





What are some ways corn is used today?
Fuel
Shampoo
Starch
Animal Feed
Tires
Instructor Directions / Materials
Closure/Summary:
Content Outline, Instructional Procedures, and/or Key Questions
 Batteries
 Makeup
 Plastic
 Ethanol
 Soda
 Cooking Oils
SAY: In your groups, you have a stack of cards. Each group will have 2
minutes to line these cards in order from the time a seed kernel is put into
the ground until it reaches the grocery store shelve.
DO: Walk around to keep students on task, and answer any questions.
SAY: (After 2 minutes.) Who has the correct order of cards?
DO: Let the group present to the class. After presenting, give students the
correct order of tassel to table activity.
(Kernel-Harvest-Grain Truck- Elevator- Barge/Semi/Railroad+Grocery store-Household)
SAY: Now that you know what role corn plays in our everyday lives, you
can go out and teach people too.
Post questions on the screen.
SAY:
 What are the four main parts of a corn kernel?
 How many kernels of corn are on one cob?
 What are five products you use every day that contain corn?
Evaluation:
Students will be given a tassel to table worksheet that will be due at the
beginning of class the next day.