August / September / October / November / December / January / February / March /April / May

Okahoma Ag in the Classroom

March, 2008

Spring is just around the corner

This is a great time of year to go for a walk and observe the changes taking place.

  • Prepare for your walk by reading the Frog and Toad story "Spring," from Frog and Toad are Friends.
  • Discuss the meaning of the saying, "Spring is just around the corner."
  • As you take your walk, have students look for new life emerging and observe the buds fattening up on trees and bushes.
  • Students gather materials on their walk to use as visual aids for reporting what they have seen when they get back to the classroom.
  • Take a walk along the same path a week later to see what has changed.
  • Students map their walk, using trees, sidewalks, buildings, etc., as points of reference.

Cool Website of the Month: Project BudBurst

While they are out for their walk, older students can collect information for Project BudBurst, A National Phenology Network Field Campaign for Citizen Scientists. Participants help collect important climate change data on the timing of first bud burst, first leafing, first flower, and seed or fruit dispersal. This national field campaign for people of all ages targets native tree and flower species across the country. The observations and records are entered into a BudBurst data base. As a result of the pilot field campaign in 2007, useful data was collected in a consistent way across the country so that scientists could use it to learn about the responses of individual plant species to climatic variation locally, regionally, and nationally, and to detect longer-term impacts of climate change by comparing with historical data.

The website also includes useful information about phenology and climate change.

More useful links

Forcing Flowering Branches

Get a head start on spring by forcing branches from a spring flowering bush or tree (flowering quince, forsythia, etc.)

  • Cut branches from the bush or tree.
  • Smash the end of the branch with a hammer.
  • Place in water indoors.
  • Watch for blooms to form.
  • Students predict what will happen and record observations daily.
  • Discuss factors that cause the branches to bloom early.

Vernal Equinox

March 20 is the Vernal, or Spring, Equinox, the beginning of astronomical spring.

The equinoxes are the two days each year when the middle of the Sun is an equal amount of time above and below the horizon for every location on Earth. In other words the sun would be directly over the Equator.

In the southern hemisphere, the Autumnal Equinox occurs at the same time as our Vernal Equinox.

  • Students locate the southern hemisphere on a globe and name three countries where Autumn is beginning at the same time spring is beginning here.
  • The new moon closest to the Vernal Equinox is traditionally the best time to plant. Students figure out when that is.
  • Students plant some seeds on the new moon closest to the Vernal Equinox and some another day to determine which seeds do best. Make sure all other variables are the same.

P.A.S.S. for Spring activities

In Clover

Shamrock is the English form of the Irish word seamrog which, literally translated, means "little clover." Clover is one of the major crops grown in Oklahoma as hay. It is extremely delicious and fattening to cattle. This fact is where we get the idiomatic phrase "in clover," meaning a carefree life of ease, comfort, or prosperity. Clover also grows, often unwanted, in most lawns in Oklahoma. Clover is a legume, which means it is good for the soil. Legumes capture nitrogen. Clover is one of the first plants to start greening up in the spring.

ACTIVITIES: Find a nice field of clover, and take your students outdoors to look for four-leaf clovers.

  • Students measure the area they are searching and determine the probability of finding four-leaf clovers, based on the area covered and the number of four leaf clovers they find.
  • Students make graphs showing the different kinds of plants found in the area.
  • Students use magnifying glasses to examine the clover and other plant material in the area.
  • Students compare clover with dandelions and other plants in the area. List differences and similarities on a Venn diagram.
  • Students use clover to construct multiplication facts. (Four clovers with three leaves each has how many leaves?)
  • Students use clover to demonstrate thirds.
  • Students make clover jewelry by gently tying one clover flower to the next until they have strings long enough for a necklace or bracelet.
  • Make clover bookmarks: Put a clover leaf between two sheets of white paper, and press between the pages of a heavy book. In a few days, when the clover has dried, take it from between the pages of paper. Cut a strip from colored construction paper, and carefully glue your clover to the top end. Laminate your bookmark to make it last longer!
  • Gather a mess of clover to use as a natural dye. Students guess what color the dye will make.

P.A.S.S for these activities

For more information about clover and hay, see A Hundred Bales of Hay.

Cattle love to eat clover, but, just like humans, they need other foods, too: They Don't Just Eat Grass

What nationwide youth organization has a four-leaf clover as its symbol?

Oklahoma 4-H is preparing to celebrate its centennial in 2009. Learn about the origins of 4-H and its importance to agricultural research with this online OAITC lesson: Head, Heart, Hands, Health

In Like A Lion, Out Like A Lamb

This phrase has its origins with the constellations Leo, the Lion, and Aries, the ram or lamb. It has to do with the relative positions of these constellations in the sky at the beginning and end of the month. For those of us who live through Oklahoma's volatile spring weather, it is an apt description of this month.

Before improved animal husbandry made lamb available year round, lamb meat was only available in spring. For that reason, lamb was associated with spring and called "spring lamb."

Spring is the time when most farm animal babies are scheduled to be born. Learn more about this with these lessons:


In Like a Lion, Out Like a Lamb

March roars in like a lion
So fierce,
The wind so cold,
It seems to pierce.
The month rolls on
And Spring draws near,
And March goes out
Like a lamb so dear

by Lorie Hill

Read the poem "In Like a Lion, Out Like a Lamb."

  • Students discuss the imagery in the poem. How is the wind like a lion?
  • Students use an online search engine to find weather forecasts for the month of March.
  • Students predict at the beginning of the month whether there will be more lion (windy) days or lamb (calm) days.
  • Students design a chart to keep track of lion days and lamb days for the month.
  • Students vote each day a "lion" day or "lamb" day.

P.A.S.S. for these activities

Explore the history of windmills with Writing the Wind

Read about a very windy March day in Oklahoma history: Dark Days on the Prairie

March 22 is World Water Day

AITC Online Lessons for World Water Day

Additional Resources for World Water Day

Outdoor Classrooms

Now is the time to start seedlings indoors to transplant into your outdoor classroom later in the spring.

  • Plant tomato and pepper seeds in peat trays.
  • Students estimate how many of the seeds will sprout and how long it will take them to sprout.
  • Keep the seeds in a warm, dark place until they sprout.
  • Students graph the number of seeds that sprout in each tray.
  • Thin seedlings after they have grown their second set of leaves.

P.A.S.S. for these activities

Cool weather veggies like spinach, lettuce, beets, peas and many other vegetables can be planted right into the garden beginning in March.

Plan your garden with Garden Grid.

More Online OAITC Plant Science Lessons

Songs and Poems About Growing Things

Other Gardening Resources

March Books

Bunting, Eve, Dandelions, Harcourt Brace, 1995. (Grades K-4)

Zoe and her family have traveled by covered wagon from Illinois to the Nebraska Territory. On a trip to town with her father for supplies, Zoe spots a mass of dandelions and realizes that the flowers are much like her family - they may be out of their element on the prairie, but they will survive and bloom in their new land.


Byars, Betsy, and Doron Ben-Ami, Tornado, 1996. (Grades K-3)

When a tornado is sighted, a boy's family rushes to the storm cellar. Anxious about the father, who's still in the cornfield, they listen to the storm overhead and to the stories related by their farmhand, Pete, about Tornado, the dog he knew and loved as a boy.

Geisert, Bonnie, Haystack, Houghton Mifflin, 2003. (Grades K-3)

Beginning with details about mowing, drying and tromping hay, the narrative moves on to explain the haystack's important purposes: to provide food, and a shelter from the wind, for cows during the winter; during warmer weather, to serve as a resting and feeding place for pigs. In return, the animals' manure is used as fertilizer for the next year's hay, thus continuing the cycle.

Haas, Jessie, and Joseph A. Smith, Mowing, Greenwillow, 1994. (Grades PreK-2)

Bumping down the road on the seat of an old, sickle-bar mower, Nora and Gramp set out to mow the hayfield.

Lobel, Arnold, Frog and Toad are Friends, HarperTrophy, 1979.

Frog and Toad are best friends, looking for lost buttons, greeting the spring, and waiting for mail. Their genuine care for each other makes Frog and Toad two of the finest amphibious role models around.

Locker, Thomas, Water Dance, Harcourt Brace, 1998. (Grades preK-3)

The book features a free-verse narrative illustrated by landscape and seascape paintings that show water in various forms referred to in the text: "I am the waterfall," "I am the clouds," or "I am the thunderhead." At the end of the book each picture appears in miniature accompanied by a paragraph explaining that particular phase of the water cycle.

Merberg, Julie, and Suzanne Bober, In the Garden with Van Gogh, Chronicle, 2002.

Perez, L. King, and Robert Casilla, First Day in Grapes, Lee & Low, 2002 (Grades 1-3).

Growing up in a migrant family, Chico has experienced first school days in artichokes and first days in onions, and "now his first day in third grade would be in grapes." His encounters with bullies and the grumpy school bus driver shake Chico's confidence, but a friendly classmate and an understanding teacher help him adjust. Realistic watercolor, pastel, and colored-pencil illustrations portray Chico's emotions.

Ray, Mary Lyn, and Lauren Stringer, Mud, Harcourt Brace, 1996. (Grades K-3)

The joy of a child playing in mud is tied to the change of seasons. Ray uses spirited language to show a child's playfulness as the mud thaws and comes alive with spring. This blithe view of one of the building blocks of life can come only from close observation; the point of view is at ground level, where readers can visually muck around in all that goo. The transformation of winter frost to mud serves as a spawning stage for the green of the new season.

Stevens, Janet, Tops & Bottoms, Harcourt Brace, 1995. (K-4)

Hoping to rise above his level of poverty, clever Hare strikes a deal with a rich and lazy bear in which Bear will contribute the land while Hare will provide the labor for a profitable harvest.


Wick, Walter, A Drop of Water: A Book of Science and Wonder, Scholastic, 1998. (Grades preK-3)

Filled with stop-action and close-up photography, an early scientific book features such images as a single snowflake and a falling drop of water, accompanied by introductions to such concepts as evaporation and condensation.

Recommend a book.

 

 

 

Time to sign up for summer tours

A Gardening We Will Go - June 3-5

On the Road With OAITC - July 22-24

What to Do in March

March is National Peanut Month

Peanuts were our 12th most valuable agricultural commodity in 2006. Oklahoma ranks 7th in the US in the production of peanuts.

Arachibutyrophobia is the fear of getting peanut butter stuck to the roof of your mouth.

March is National Noodle Month

Use macaroni and other dry pasta as math manipulatives:

  • Construct addition and subtraction facts.
  • Develop multiplication algorithms.
  • Use pasta pieces to create patterns.
  • Sort dry pasta pieces into groups by shape, size, color, etc.
  • Count dry pasta pieces by ones, twos, fives, etc.
  • Create bar graphs to show how many of each kind of pasta students have counted. Glue one of the pasta pieces at the top of each column.
  • List all possible arrangements and combinations of the kinds of dry pasta provided.
  • Use spaghetti to construct models of parallel, intersecting and perpindicular lines.
  • Use dry spaghetti to demonstrate fractions. For example, divide one spaghetti strand into equal pieces to serve four mice. Now divide it again to serve eight, 16, etc.

Bring a variety of cooked pastas for students to sample. Include whole wheat pastas and pastas made with spinach and other vegetables. Provide a simple spaghetti sauce and canned Parmesan cheese for a snack.

  • Students write observations and compare and contrast. Students develop their own criteria for comparison (e.g., texture, shape, flavor, etc.)

Use macaroni and other dry pasta for art projects.

  • Place a handful of pasta in a plastic bag.
  • Add food coloring and a larger amount of rubbing alcohol.
  • Work the bag until all the pasta is colored.
  • Spread on a box lid to dry.

P.A.S.S. for these activities

March is National Nutrition Month

Green is good for you! Have a green lunch for St. Patrick's Day -
green grapes
spinach salad
split pea soup
green-colored milk
saltine crackers painted with green food coloring

OAITC Nutrition Lessons

USDA Food Guide Pyramid

Nutritional Recipes for the Classroom

Easter is March 23

Easter Egg Genetics

Genetics activity with plastic Easter eggs from Acess Excellence: The National Health Museum

Ryegrass Easter Baskets

Try planting baskets with real grass. Oklahoma is number one in the nation in the production of rye grass, a cool season grass that grows very quickly. Line your Easter baskets with plastic, and put in potting medium. Sprinkle rye grass seed on the surface, and spritz to moisten. Grass should begin to grow within a few days. You may also use wheat seed, which is available as wheat berries from health food stores.

Eggshell Grass Heads

Plant ryegrass in eggshells. Make collars from paper for the eggs to rest in. Use markers to make faces on the eggshells.

P.A.S.S. for these activities

Related OAITC Lessons Online:

The extraordinary strength of the eggshell inspired one of the most beautiful architectural forms in the world—dome construction. With dome construction, weight is distributed evenly around a central point, like the large end, or air cell end, of an egg.

St. Peter’s Basilica in Rome is one of the oldest and most famous examples of dome construction. The Astrodome in Houston, Texas, has the largest circular-dome roof in the world. It is approximately nine acres of playing field used for baseball, football and other sporting events. Other famous domed buildings include the US Capital in Washington, DC, and the Palazzo dello Sport in Rome, Italy, designed for the 1960 Olympic Games.

Test the strength of the dome with this activity using eggs.

The Shape of Things

Oklahoma Fruit of the Month: Grapes

People have been eating grapes since prehistoric times. Raisins were probably first produced deliberately in Asia Minor by the process of burying fresh grapes in the hot desert sand. The grapes used to make raisins are different from table grapes. Another kind of grape is used to make grape juice. Growing grapes in Oklahoma has gained popularity over the past several years. All kinds of grapes can be grown in Oklahoma, but most Oklahoma grapes are grown for grape juice and wine. Table grapes available in the grocery store are mainly from California or Chile

Play With Your Food: The Grapes of Math

  • For each group of students, provide a large clear container and a mixture of green and red grapes.
  • Each group estimates how many grapes they think their container will hold.
  • Students count the grapes as they fill the container, by ones, twos and fives.
  • Students estimate how many of each color grape they have.
  • Students estimate the volume (in grapes) of another container, based on the number of grapes in the first container.
  • Students create patterns using the grapes.
  • Students use the grapes to construct addition and subtraction facts.
  • Students establish benchmarks on their containers for customary and metric units and estimate the measures of grapes.Try again with raisins.
  • Students select appropriate customary and metric units of measure to find the volume of the grapes.
  • Students describe the probability of drawing a red grape from the container.
  • Research question: Why are seedless grapes seedless? (See Melon Meiosis for a clue.)

P.A.S.S. for these activities

Oklahoma Vegetable of the Month: Gather the Greens

Greens are the first vegetables to come up in the springtime. If well-protected, some will stay alive through the winter and begin growing once the days start to warm. Spinach that overwinters is sweeter than that which is planted later. Spinach is probably the best known of the greens, but there are many others, including young dandelion greens! Swiss chard grows very well in Oklahoma as do mustard and beet greens. Other greens available in the grocery store this time of year are collard greens, kale and an assortment of Oriental greens.

Be a Food Explorer: Spinach Salad

Many times children will eat raw spinach, even if they don't like lettuce. Set up a mini salad bar with spinach and additional ingredients like sunflower seeds, mandarin oranges, grated carrots, mushrooms, red, yellow and green bell peppers, grapes, apple slices, nuts, etc. Provide a slightly sweet dressing such as honey mustard or poppyseed, and encourage students to build their own salad or just eat the ingredients individually.

Play With Your Food: Greens

Bring an assortment of greens to class. Set aside some for tasting, and let students handle and look at the rest.

  • Students draw pictures of the different kinds of leaves.
  • Students taste one each of the washed greens and determine which ones they like the best. You may also cook some to see which ones taste better cooked.
  • Record preferences and graph the results.
  • Greens lose a suprising amount of mass when cooked. Students weigh and measure greens before and after cooking. (Place a small amount of water or oil in a pan on medium heat. An electric skillet would work. Place the greens in the pan and cover.) Discuss the reason for the huge loss (water).
  • Use the cooking water as a natural dye.

P.A.S.S. for these activities


More activities with Oklahoma Roots and Leafy Greens

Vincent Van Gogh's birthday is March 30.

Happy Birthday, Vincent!


Vincent Van Gogh
Sheaves of Wheat in a Field

More Agriculture in Art

P.A.S.S.

Clover Activities

  • PreK - Creative Skills: 1.2,4. Math: 1.1; 2.2; 5.3. Small Motor: 2.1,2. Science Process: 1.1,2. Life Science: 3.3
  • Kindergarten - Creative Skills: 1.3. Math: 1.1; 2.1,4. Small Motor: 1.1. Science Process: 1.1,3. Physical Science: 1.1
  • Grade 1 - Science Process: 1.2; 2.1; 3.1,2,3; 4.3. Life Science: 2.2. Visual Arts: 3.1,2. Math Process: 1.1,2,3,5; 2.3; 3.2; 4.4; 5.2 . Math Content: 5.1
  • Grade 2 - Science Process: 1.2; 2.1; 3.1,2,3; 4.3.
    Life Science: 2.1. Visual Arts: 3.1,2. Math Process: 1.1,2,3; 2.3; 3.2; 4.4; 5.2. Math Content: 2.1b; 4.2ab; 5.1
  • Grade 3 - Science Process: 1.2; 2.1; 3.1,2,3; 4.3. Life Science: 2.1,2,3. Visual Arts: 3.1,2. Math Process: 1.1,2,3,5; 2.3; 3.2; 4.4; 5.2. Math Content: 2.2b; 3.2b; 4.2c,3; 5.1a,2a
  • Grade 4 - Science Process: 1.2; 2.1; 3.1,2,3; 4.1,3,4; 5.1,2. Life Science: 3.3. Visual Arts: 3.1,2. Math Process: 1.1,2,3,5; 2.3; 3.2; 4.4; 5.2. Math Content: 4.4b; 5.1b
  • Grade 5 - Science Process: 1.2; 2.1; 3.1,2,3; 4.1,3,4; 5.1,2. Physical Science: 1.1,2. Visual Arts: 3.1. Math Process: 1.1,2,3,5; 2.3; 3.2; 4.4; 5.2. Math Content: 2.1d; 4.2,4; 5.1ac

Pasta Activities

  • PreK - Creative Skills: 1.2,4. Math: 1.1,2; 2.2,3; 5.1,2,3. Small Motor: 2.1,2. Science Process: 1.1. Physical Science: 2.1
  • Kindergarten - Creative Skills: 1.3. Math: 1.1; 2.1,8. Small Motor: 1.1. Science Process: 1.1. Physical Science: 1.1. Visual Arts: 3.1d
  • Grade 1 - Math Process: 2.3; 3.2; 4.1; 5.1,2. Math Content: 1.1; 2.1.2a; 5.2. Science Process: 1.2. Physical Science: 1.1. Visual Arts: 3.1,2
  • Grade 2 - Math Process: 2.3; 3.2; 4.1; 5.1,2. Math Content: 1.1; 3.1a; 5.1. Science Process: 1.2. Physical Science: 1.1. Visual Arts: 3.1,2
  • Grade 3 - Math Process: 2.3; 3.2; 4.1; 5.1,2. Math Content: 3.2b; 5.1c,2b. Science Process: 1.2. Physical Science: 1.1. Visual Arts: 3.1,2
  • Grade 4 - Math Process: 2.3; 3.2; 4.1; 5.1,2. Math Content: 4.1a,2a; 5.1ab. Science Process: 1.2. Visual Arts: 3.1
  • Grade 5 - Math Process: 2.3; 3.2; 4.1; 5.1,2. Math Content: 1.1; 5.1a,2b. Science Process: 1.2. Physical Science: 1.1. Visual Arts: 3.1

Spring Activities

  • PreK - Creative Skills: 1.1. Oral Language: 1.1; 2.5. Reading: 8.4. Science Process: 1.1. Life Science: 3.2,3. Earth Science: 4.3
  • Kindergarten - Oral Language: 1.2; 2.1; 3.1. Reading: 6.3. Science Process: 1.1,2,3. Life Science: 2.2. Earth Science: 3.3. Social Studies: 1.1,3
  • Grade 1 - Science Process: 1.2; 3.1,2. Life Science: 2.1. Earth Science: 3.2. Reading: 6.1c,2,3b. Oral Language: 2.2,6,7; 3.2. Social Studies: 1.1
  • Grade 2 - Science Process: 1.2; 3.1,2. Life Science: 2.1. Earth Science: 3.1. Reading: 5.1c,2a. Oral Language: 2.2; 3.2. Social Studies: 1.1
  • Grade 3 - Science Process: 1.2; 3.1,2. Life Science: 2.1. Reading: 4.2ab. Oral Language: 3.2. Social Studies: 1.1; 2.3; 4.1
  • Grade 4 - Science Process: 1.2; 3.1,3. Life Science: 3.1,2. Reading: 3.1b,2a. Oral Language: 3.1. Social Studies: 2.2
  • Grade 5 - Science Process: 1.2; 3.1. Life Science: 2.2. Earth Science: 3.2. Social Studies: 1.1
  • Grade 6 - Science Process: 1.1; 3.1,3,4. Life Science: 4.1. Earth Science: 5.3. Social Studies: 2.3
  • Grade 7 - Science Process: 1.1; 3.1,3,4. Life Science: 4.2. Earth Science: 6.1. Social Studies: 2.4
  • Grade 8 - Science Process: 1.1; 3.1,3,4. Life Science: 3.2

Wind Activities

  • PreK - Oral Language: 1.1; 2.1,5. Reading: 8.4. Math: 5.2. Science Process: 1.1. Earth Science: 4.2
  • Kindergarten - Oral Language: 1.2. Reading: 6.3. Math: 5.1,2. Science Process: 1.3. Earth Science: 3.2
  • Grade 1 - Reading: 6.1a. Science Process: 2.1; 4.3. Earth Science 3.2
  • Grade 2 - Reading: 5.1; 6.3. Science Process: 2.1; 4.3.
  • Grade 3 - Reading: 4.1a; 5.3. Science Process: 2.1; 4.3.
  • Grade 4 - Reading: 3.1b; 4.3b. Science Process: 2.1; 4.1.
  • Grade 5 - Reading: 3.1b; 4.1b,3bcd. Science Process: 2.1; 4.1. Earth Science: 3.2.

Eggs

  • Pre-Kindergarten - Creative Skills: 1.2,4. Small Motor: 2.1,2. Science Process: 1.3. Life Science: 3.1,2
  • Kindergarten - Creative Skills: 1.3. Small Motor: 1.1. Science Process: 1.2. Life Science: 2.1,2
  • Grade 1 - Visual Art: 3.2. Science Process: 3.1. Life Science: 1.1
  • Grade 2 - Visual Art: 3.2. Science Process: 3.1. Life Science: 2.1

Grapes Activities

  • PreK - Math: 1.1,2; 2.2
  • Kindergarten - Math: 1.1; 2.1,4
  • Grade 1 - Math Process: 1.1,2; 2.1,4; 3.2,3; 4.4. Math Content: 1.1; 2.4
  • Grade 2 - Math Process: 1.1,2; 2.1,4; 3.2,3; 4.4. Math Content: 1.1; 4.2ab; 5.3
  • Grade 3 - Math Process: 1.1,2; 2.1,4; 3.2,3; 4.4. Math Content: 3.1; 4.2ab; 5.2a
  • Grade 4 - Math Process: 1.1,2; 2.1,4; 3.2,3; 4.4. Math Content: 4.4ab; 5.2
  • Grade 5 - Math Process: 1.1,2; 2.1,4; 3.2,3; 4.4. Math Content: 4.3; 5.2a

Greens Activities

  • PreK - Creative Skills: 1.4. Science Process: 1.1. Physical Science: 2.1. Small Motor: 2.1
  • Kindergarten - Science Process: 1.2,3. Physical Science: 1.1. Visual Arts: 1.2; 3.1a. Small Motor: 1.1
  • Grade 1 - Math Process: 1.2; 4.1,4; 5.1,2. Math Content: 5.1,2. Science Process: 1.1,2; 3.1,2; 4.3. Physical Science: 1.1,2
  • Grade 2 - Math Process: 1.2; 4.1; 5.1,2. Math Content: 4.2b; 5.1,2. Science Process: 1.1,2; 3.1,2; 4.3. Physical Science: 1.1
  • Grade 3 - Math Process: 1.2; 4.1; 5.1,2. Math Content: 4.2a; 5.1a. Science Process: 1.1,2; 3.1,2; 4.3. Life Science: 2.2
  • Grade 4 - Math Process: 1.2; 4.1; 5.1,2. Math Content: 4.4b; 5.1b. Science Process: 1.1,2; 3.1; 4.1,3. Life Science: 3.2
  • Grade 5 - Math Process: 1.2; 4.1; 5.1,2. Math Content: 4.4; 5.1abd. Science Process: 1.1,2; 3.1; 4.1,3. Physical Science: 1.1

Outdoor Classroom Activity

  • Grade 1 - Science Process: 1.2; 3.1,2; 4.3. Life Science: 2.1,2.
  • Grade 2 - Science Process: 1.2; 3.1,2; 4.3. Life Science: 2.1
  • Grade 3 - Science Process: 1.2; 3.1,2; 4.3. Life Science: 2.1,2
  • Grade 4 - Science Process: 1.2; 3.1; 4.1,3. Life Science: 3.1
  • Grade 5 - Science Process: 1.2; 3.1; 4.1,3. Life Science: 2.1,2

Natural Dye

Fill a large pot with any kind of greens (Dandelion greens would work.) or clover and cover with cold water. Simmer for 10 minutes, then turn off the heat. Cover the pan, and steep the mixture for 30 minutes. Use a strainer to remove the greens. Provide each student with a square of unbleached muslin. Place the muslin in the pot and leave it overnight. Next day remove the squares and hang them to dry.

Back to Ag in the Classroom homepage

Back to main calendar page

Join our emailing list for monthly program updates.