National Agricultural Literacy Curriculum Matrix
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Pumpkins... Not Just For Halloween (Grades 3-5)
3 - 5
Students will learn a variety of subjects including history, science, nutrition, and math through the study of pumpkins. Activities include estimating the size and weight of pumpkins, sprouting pumpkin seeds, and making pumpkin pie in a bag.
- The Great Pumpkin Story activity sheet
- Pumpkins, 1 per group
- String, rulers, and scale (for weighing pumpkins; a bathroom scale will work)
- Pumpkin Peddlers activity sheet
- Plastic cups, 10 per group
- Resealable bags, 1 per group
- Large spoons
- Clear plastic cup (for planting)
- Paper towels
- Cotton balls
- Craft/popsicle stick
- Pumpkin Pie in a Bag instructions and ingredients
Essential Files (maps, charts, pictures, or documents)
pumpkin: a large rounded orange-yellow fruit with a thick rind, edible flesh, and many seeds
Did you know? (Ag Facts)
- Illinois is the top pumpkin producing state in the nation with nearly 500 million pounds of pumpkins harvested each year.
- The size of a pumpkin depends on water, temperature, insects, diseases, pollination, fertility, soil type, plant population and weeds.
- Bees and other insects help pollinate the pumpkins. Some insect are harmful and some insects (like bees) are helpful. Farmers try and spray to kill bad insects when there aren’t flowers and good, beneficial insects aren’t present.
- Pumpkins are ready to harvest when they are the right color and have the right rind readiness. But remember, they can be a lot of different colors.
- Pumpkins can be sold at farmers markets and grocery stores. Many of them are sold to companies like Libby’s to make pumpkin puree.
Background Agricultural Connections
Interest Approach – Engagement
- Ask students to draw a picture of what they think a pumpkin looks like. Hold their pictures up and see how many just think it is an orange round with stem on top. Show samples of different pumpkins and how they come in different shapes, colors, sizes etc.
- Use the attached Pumpkin Varieties PowerPoint to show pictures of many varieties of pumpkin
- After students have observed several different varieties of pumpkin, brainstorm a list of uses for pumpkins on the board.
Activity 1: The Great Pumpkin Story and Pumpkin Predictions
- Have students read The Great Pumpkin Story and answer the questions at the end.
- Divide the class into groups of four. Provide each group with a pumpkin (do your best to get pumpkins that are quite different from one another).
- Ask the groups to estimate the height, diameter, and weight of their pumpkin.
- Ask students to guess which group has the largest pumpkin. Which pumpkin weighs the most? Do they think the largest pumpkin will weigh the most? Will the smallest pumpkin weigh the least? Which two pumpkins are the closest in size? Which two pumpkins are the closest in weight?
- Next, provide each group with a ruler, some string (for measuring the diameter), and access to a scale (a bathroom scale will work). Ask each group to weigh and measure their pumpkin.
- Were their predictions correct?
Activity 2: Pumpkin Peddlers
- Part of the botanical definition of a fruit is that seeds will be found inside. Ask your students to predict how many seeds they might find inside their pumpkin.
- Hand out the activity sheet Pumpkin Peddlers to each student, and pass out ten cups and one resealable bag to each group.
- Using the activity sheet, have each group record a reasonable price for the pumpkin and their estimate of how many seeds the pumpkin will contain.
- Place newspapers underneath each pumpkin, and cut off the tops of the pumpkins so that students can dig out the seeds. You may want to provide metal spoons for this. Students should take turns digging out the seeds. As the seeds are removed, other students in the group should clean off the fibers, dry the seeds using a paper towel, and then begin to fill the paper cups with groups of ten. When all ten cups are filled, pour the one hundred seeds into a resealable bag, keeping a tally of how many hundreds are emptied into the bag.
- Were their predictions accurate? Did larger pumpkins have more seeds than smaller pumpkins. Did weight have an influence on the number of seeds? You may want to graph the results of each group’s seed count.
- Discuss how many pumpkins could be grown from one pumpkin. Help students fill in the rest of their worksheet by calculating how much money their pumpkin could generate by multiplying the price they would sell their pumpkins for by how many seeds were in it.
Activity 3: Sprouting Pumpkin Seeds
- Provide each student in the group with a clear cup, a paper towel, some cotton balls, a craft stick, and four pumpkin seeds—the ones they cleaned out in Activity 2 will work just fine. (Try to schedule this activity for a Friday, as the seeds won’t sprout over the first two days).
- Students should tear or cut a three-inch wide strip from the paper towel. This strip should be placed around the inside of the cup. Student should trim the towel if there is a lot of excess so that there is only one layer around the inside.
- Next, have students fill the center of the cup with cotton balls. Tell them to thoroughly dampen the cotton by setting the cup under a dripping faucet. The cotton will moisten the paper towel. No water should drip to the bottom of the cup.
- Ask the students to insert the pumpkin seeds between the cup and the paper towel. You can have them place some of the seeds with the pointed end up and some with the pointed end down.
- Label each cup with the group’s name. Set the cups on a sunny windowsill. Instruct groups to water as necessary and to watch for the seeds to grow. You may want them to draw how the seedlings look on each day once they sprout and begin to grow.
Activity 4: Pumpkin Processing
- Brainstorm with the class all of the uses for pumpkins. In addition to carving for Halloween, pumpkins are also processed into various food products such as pumpkin pie, pumpkin cheesecake, and more. In fact, the majority of pumpkins grown in the United States are processed into pumpkin puree that is typically canned.
- Explain to students the difference between a whole, raw food product (like a pumpkin) and a processed food product, such as pumpkin pie or any other food product made from pumpkin. Use the following diagram:
- Use the instructions found in the attached file Pumpkin Pie in a Bag to make pumpkin "pies" for your students.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
During Activity #4, show the video clip Libby's 100% Pure Pumpkin From Farm to Can. This video shows the pumpkin in a farmer's field, planting, harvest, and processing.
Show the America's Heartland: Uses for Pumpkins 2-minute video clip.
Suggested Companion Resources
- The Great Pumpkin (Activity)
- From Seed to Pumpkin (Book)
- How Many Seeds in a Pumpkin? (Book)
- In Search of the Perfect Pumpkin (Book)
- Life Cycles: Pumpkins (Book)
- Pumpkin Circle: The Story of a Garden (Book)
- Pumpkin Jack (Book)
- Pumpkin Pumpkin (Book)
- Pumpkins (Book)
- Rotten Pumpkin: A Rotten Tale in 15 Voices (Book)
- Seed, Sprout, Pumpkin, Pie (Book)
- The Life Cycle of a Pumpkin (Book)
- The Pumpkin Book (Book)
- All About the Pumpkin Video (Multimedia)
- Pumpkin: How Does it Grow? (Multimedia)
- Pumpkin Reader (Booklets & Readers)
State Standards for Minnesota
3rd Grade: Nature of Science and Engineering3rd Grade: Nature of Science and Engineering
126.96.36.199.3Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.
188.8.131.52.1Use tools, including rulers, thermometers, magnifiers and simple balance, to improve observations and keep a record of the observations made.
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Diagram the path of production for a processed product, from farm to table (T3.3-5.b)
- Distinguish between processed and unprocessed food (T3.3-5.c)
Agriculture and the Environment
- Explain how the interaction of the sun, soil, water, and weather in plant and animal growth impacts agricultural production (T1.3-5.b)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Language: Anchor Standards
CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP5Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.
CCSS.MATH.PRACTICE.MP6Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.
5-LS1: From Molecules to Organisms: Structures and Processes
5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.