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Lesson 6 Corn King

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					                                       Introduction
Welcome to Food for Thought, Connecting Minnesota Geography, Agriculture and Communities. We
hope the lessons and maps included in this Teacher Guide with Master Maps will inspire interest in the
geography of Minnesota agriculture and enrich your curriculum.



About the Maps
The maps in this curriculum have been designed specifically to enable students to master the essential
skills in the Minnesota Academic Standards for Social Studies/Geography.

Grades 4-8 Standard:
   The student will use maps, globes, geographic information systems and other sources of information to
   analyze the natures of places at a variety of scales.
   Benchmark 2: Students will make inferences and draw conclusions about the character of places
   based on analyses and comparison of maps, aerial photos, and other images.

Grades 9-12 Standard:
   The student will use maps, globes, geographic information systems and other sources of information to
   analyze the natures of places at a variety of scales.
   Benchmark: 3. Students will demonstrate the ability to use geographic information from a variety of
   sources to determine feasible locations for economic activities.

   The master maps included in the Teacher Guide have been designed to overlay each other so the
   teacher can demonstrate to students how geographers use the concept of layers, or surfaces of
   data, abstracted from the landscape. Layers can be compared to see what correlations and causal
   relationships exist among the patterns of data examined. This concept is the foundation of Geographic
   Information Science and Geographic Information Systems (the computer programs and databases)
   designed to enable geographers to analyze a wide range of data. “Layering” map information is a
   valuable tool to enhance learning for students. By making transparencies of these black line master
   maps and layering the maps sequentially, teachers can expand a student’s comparison skill. Students
   then use the information on several different maps to answer questions, observe patterns, and discover
   connections. For the student color desk map, we encourage teachers to laminate them to assure multi-
   year use with students.



Suggestions for Layering the Black Line Maps
The black line maps were designed for use on overhead projectors and also for use by individual students.
You may photocopy them for either purpose.

Minnesota is the same size on all the black line maps. We encourage you to layer and mix and match the
maps to fit the subject of the day. The following suggestions for layering or matching maps facilitate map
comparison and lead students to discover geographic relationships. The maps listed in bold type on page 6
should serve as the main focus for each inquiry. Start with the maps in bold type and successively overlay
other maps in pairs.




                                                                                                             5.
     Layering that focuses on livestock:
         Overlay Milk Cows (Map 13) with Dairy Product Processing Sites (Map 24), Major Highways (Map 30),
         and Railroads (Map 31). In general, begin with the map about milk (dairy) cows (or another livestock
         map) and describe the relationship to processing sites and to potential markets for the products.

     Layering that focuses on crops:
         Overlay Corn 2007 (Map 3) with Ethanol Production (Map 22), Hogs and Pigs (Map 16), Major
         Highways (Map 30), and Railroads (Map 31). Use the map about corn (or another crop map) to analyze
         the relationship of the crop to processing sites, to on-farm use within Minnesota, and to shipment
         outside of Minnesota.

     Layering that focuses on the physical environment:
         Overlay Soybeans 2007 (Map 5) with Native Vegetation (Map 26), Landforms (Map 27), Annual
         Precipitation (Map 28), and Annual Frost-Free Days (Map 29). Consider different crops in relation to
         variations in physical environment and climate in Minnesota. For example, note the characteristics of
         regions where crop production is low vs. regions where crop production is high.

     Layering that focuses on population characteristic:
         Overlay Population Change (Map 21) with Farmland (Map 19), and Major Highways (Map 30). Contrast
         the population characteristics of farming areas vs. large urban areas.

     Layering that focuses on the Twin Cities as a market area and production area:
         Overlay Major Highways (Map 30) with Nurseries (Map 9) and Farmland (Map 19). How does the
         concentration of people around St. Paul and Minneapolis affect two particular commodities and more
         generally the use of land for farming?

     Layering that focuses on the pattern of cities in Minnesota:
         Overlay Major Highways (Map 30) with Farmland (Map 19) and Railroads (Map 31). Why are cities
         located where they are in Minnesota? Why did they grow in those places?



     Cartographer’s Notes:
     Several maps on the Color Student Desk Map and in the set of black line maps have a category called “No data
     reported.” When the 2007 Census of Agriculture provides digital data files, it also provides explanatory notes
     about reasons for reporting no data. There are two main reasons why data are not available: (1) the commodity
     occurs in extremely small amounts and is essentially a zero value or (2) data are withheld to avoid disclosing
     information about individual farms because there are relatively few producers in the county.

     Many of the color and black line maps are based on numerical data from the Census of Agriculture. These
     maps deliberately display percentages and numbers per square mile. By using “per” numbers we can
     compare counties that differ greatly in size. “Per” numbers also allow us to think about each topic in terms of
     concentrations or densities. Our legends that show percentage or per square mile data consistently use darker
     shading to represent higher numerical values. All the maps are based on data sources, which are noted on the
     maps themselves. We, in turn, bear responsibility for how we have chosen to represent the information.




6.
                                              Middle Lesson, 4-8
                                               z. Corn King
               Grade Levels: 4-8
          Four to five fifty-minute sessions.
                                                      Prior Knowledge:
      Minnesota State Standards:
                                                      Familiarity with using a world atlas (reading latitude
      V. Geography                                    bands, identifying countries, etc.)
      B. Maps and Globes
         Standard 1. The student will use maps        Objectives:
         and globes to demonstrate specific
         and increasingly complex geographic           • To understand how crops are influenced by
         knowledge.                                      environmental conditions.
         Benchmark 3. Students will distinguish
                                                       • To understand how farmers’ decisions are
         differences among uses of, and limitations
         of, different kinds of thematic maps to         influenced by environmental conditions, politics
         describe the development of Minnesota.          and technology
                                                       • To compare map topics and map locations.
      C. Physical Features and Processes
         Standard 1. The student will use basic        • To locate regions by common characteristics.
         terminology describing basic physical and     • To summarize the relationship between one topic
         cultural features of continents studied.        (e.g., corn production) and several explanatory
       Benchmark 2. Students will describe and           variables (e.g., precipitation, native vegetation).
         locate major physical features in their
         local community and analyze their impact      • To interpret and use maps at different scales (e.g.,
         on the community.                               Minnesota and world).
                                                       • To create maps from agricultural data.
      D. Interconnections
         Standard 1. The student will give examples   Materials:
         that demonstrate how people are connected
         to each other and the environment.            o Food for Thought Color Student Desk Map
         Benchmark 2. Students will analyze how
                                                       o One (1) World Atlas per pair of students (including
         the physical environment influences human
         activities.                                     maps about corn and/or maize production,
                                                         precipitation, natural vegetation, soils, and climate)
        Standard 3. The student will identify
        examples of the changing relationships         o Colored pencils
        between patterns of settlement and land
        use in Minnesota.                              o Handout 1: A-Maizing Corn!
        Benchmark 7. Students will use regions to      o Corn 2007 (Map 3), Native Vegetation (Map 26),
        analyze modern agriculture in Minnesota.         Landforms (Map 27), Precipitation (Map 28), Frost Free
        Standard 5. The student will describe how
                                                         Days (Map 29), Minnesota Counties (Map 32 and 33)
        humans influence the environment and in        o Handout 2: U.S. Corn Production by State, 2008
        turn are influenced by it.
        Benchmark 1. Students will recognize           o Outline map of the United States (with state
        changes over time in nearby landscapes,          boundaries)
        resulting from human occupation.
                                                       o Handout 3: Corn Around the World
                                                       o Corn – A Golden Treasure, available at:
                                                       http://extension.usu.edu/aitc/teachers/pdf/factsheet_corn.pdf


26.
PArT ONE          Minnesota



Activities:
1. Ask students to hypothesize where corn is grown in Minnesota.
2. Students begin by reading corn background information (Handout 1).
3. Provide each student with a copy of the named Minnesota Counties (named) (Map 32). Display Corn
   2007 (Map 3) on the overhead projector. Instruct students to shade in the counties that are in the
   highest corn percentage category (43% or above).
4. Provide each student with copies of the following maps: Vegetation (Map 26), Landforms (Map 27),
   Precipitation (Map 28), and Frost Free Days (Map 29). Ask students to use these maps to develop a
   profile of the type of agricultural regions that will support corn production. (Answers: Landforms–some
   slope, but mostly rolling hills to moderate slopes; Native Vegetation–mostly prairie; Precipitation–over
   20 inches; Frost Free Days–at least 120 days, but preferably more than 140).
5. Display Corn 2007 (Map 3) on the overhead projector. Have students use the Color Student Desk
   Map (color corn map) and Map 3 to form conclusions about the distribution of corn production. Have
   students write a paragraph describing the best places to be a corn farmer and why. They should
   construct their answers using the maps they were provided. Important: Explain to the students that
   they do not have to describe each county where corn has a high percentage. Rather, students should
   focus on the high corn “region” of southern Minnesota.
6. Engage a discussion that contrasts the wheat region with the corn region.
   a. How are the environments different in terms of precipitation and frost free days?
   b. What do you notice about native vegetation for the corn and wheat regions? (Answer: Environmental
      conditions are very important factors in a farmer’s decision about what crop to plant. For example,
      Minnesota farmers plant wheat in drier, cooler regions than corn. Both corn and wheat grow in what
      formerly was prairie. Corn needs more moisture and sunlight/heat units than wheat.)

7. Provide each student with copies of the following maps and handout: Corn in 2002 (Map 2), Corn in 2007
   (Map 3), Minnesota Counties (named) (Map 32), the Color Student Desk Map, and the handout, Corn—A
   Golden Treasure.
   a. Have students list the counties that show a change in corn as a percentage of farmland from 2002 to
      2007.
   b. Is the change an increase or decrease in percentage of farmland? Why?
   c. Are there counties that grew corn in 2007 that did not grow corn in 2002? Which counties are they?
   d. In general, in which cardinal direction is the corn region moving? Are there differences in the physical
      environment, rainfall, and frost free days in these new regions where corn is being grown?
   e. Using the data from the maps, the list of uses of corn, and the reading about corn, have students list
      factors that have contributed to the growth in corn production in Minnesota.
   f. Using the same resources listed in e. above, have students develop a well-structured paragraph on
      the topic of increased corn production. The paragraph should include at least three reasons for this
      increased production. (Possible reasons: increased uses of corn in a variety of products, increased
      use of corn as a source of fuel-ethanol, increased return on farm investment, improved hybrid
      products which will grow in shorter growing seasons, and irrigation.)

Assessment:
1. Students should be evaluated on the accuracy of their maps and their discussion. Students can also be
   asked to do a writing assignment.




                                                                                                                 27.
      PArT TwO            Making a Choropleth Map of United States Corn Production


      Activities:
      Background: Corn is the most frequently grown crop in the United States; it represents a vital part of the
      agriculture economy. Part Two will teach students how to make a choropleth map about corn production so they
      can analyze the impact this activity has on the United States and its individual member states.

      Note: Depending on the students’ skill level, consider reviewing the concept of choropleth mapping, how to make a
      choropleth, selecting classes and ranges and its importance for representing data. (See Introductory Lesson 2.)

      1. Provide students with the United States outline map. Ask students to speculate which states may grow the
         most corn. They should be able to do this based on their work in Parts One and Two of this lesson. Prompt
         students about which states are large in size, and may have more agricultural land available. Also, ask
         students to recall the characteristics of good corn farmland.
      2. Provide students with the U.S. Corn Production Table, 2008 (Handout 2). What assumptions may be made by
         examining the data? Can large and/or small producers be identified?
      3. Discuss how students can interpret the data to answer questions about corn production. Point out that maps
         provide a visual representation of information, making data easier to understand. Also, by identifying regions
         and analyzing their content, maps can be used to organize information in a meaningful way.
      4. The students will construct their own choropleth map to represent corn production for the United States.
         a. First, students must rank the states according to their corn production indicated on the table. Note:
            There is no data for Hawaii, Alaska, or Washington D.C. Ask students why there is no data provided
            for these places.
         b. Next, students must examine the data and determine the categories to be used for classification.
            For this assignment, students may select from the following four classifications of information: 1)
            corn planted, 2) corn harvested, 3) yield per acre, and 4) total production in bushels. Students may
            select natural breaks in the data to determine their categories or they may have five equal groups
            comprised of nine to ten states.
         c. Students may then create their choropleth map by using the United States outline map. Each range/
            class will be colored differently. Color selection is based on the values they will represent. Once
            again, emphasize that darker shades of the same color always indicate greater values while lighter
            shades indicate lesser values. Areas are distinguished from one another using different colors or
            different shades of the same color. These colors also indicate which values are greater in comparison
            to other values. Example of color selections for this map: largest producers of corn (purple), second
            largest producers (red), third largest producers (orange), small producers (yellow), and smallest
            producers (white). Reminder: All maps should contain a title, key, source, and author.
      5. When the student maps are completed, ask students to examine their maps and draw conclusions from the
         data. Engage a discussion with the following questions:
         a. What conclusions can be reached from the data on corn production?
         b. Which areas are growing the most corn? The least?
         c. Are there any regional trends apparent in the growth of corn in the United States?
         d. Are their environmental characteristics that influence the location of these regions?
         e. What does this information mean for each state? What role does corn production play in the
            economy of these states?

      Assessment:
      1. Students should be evaluated on the accuracy of their maps and their discussion. Students can also be
         asked to do a writing assignment.




28.
PArT ThrEE             World


Activities:
1. Ask students to hypothesize where corn is grown in the world.
2. Pair students and give each pair a world atlas and a copy of Handout Three: Corn Around the World. Review
   instructions on the chart. To save time, half of the student pairs could complete the precipitation and natural
   vegetation columns and the other half could complete the climate and soils columns. All pairs should
   complete the latitude column.
3. Engage students in a discussion that summarizes the environmental conditions of the wheat regions around
   the world. Simultaneously, display a black line world map on the overhead and outline each area as reported
   by the students. Use a different color transparency pen for each category on Handout Three. Discuss and
   answer the following:
   a. At what latitude bands does corn grow? (Answer: Latitude Bands - 35-40 and 45-55)
   b. What precipitation ranges occur where corn grows? (Answer: Precipitation Ranges - mainly in ranges
      10-20 and 20-40 inches)
   c. Is corn more likely to grow in grass regions or needle leaf evergreen regions? (Answer: Vegetation -
      grass or combination grass and broad leaf evergreen, and broad leaf deciduous)

Assessment:
1. Students should be evaluated on the accuracy of their maps and their discussion. Students can also be
   asked to do a writing assignment.

Extensions:
 1. Have students map the corn production data using different parameters for their classifications (i.e., equal
    groups vs. natural breaks). Are their maps different? How and why are they different?
 2. Have students compare maps made of the four different data sets and check to see if there are any
    differences in the spatial presentation of corn production. Have them analyze the how and why of the
    differences.
 3. Order the Minnesota Agriculture in the Classroom free DVD, “Fields of Energy” and show the ethanol clip
    (approximately 8 minutes). Note: It may also be viewed directly from the website: http://www.mda.state.
    mn.us/maitc and click on Food for Thought. Next, have students create a T-chart to examine the positive
    role of ethanol in our state and also any negative consequences of ethanol as a fuel. A few things they might
    consider are: cost, land use, production effects, auto mileage, National Energy Act/energy policies, and auto
    emissions.
 4. Additional Discussion Questions: What types of fuels power cars, trucks, school buses, and other vehicles?
    How do we produce and obtain fuels for transportation? What is ethanol? How is corn converted into fuel?
    How is ethanol delivered to consumers? What are FFVs (Flexible Fuel Vehicles)? What is quality control
    and why is it important in energy production? What are the benefits and costs of ethanol fuels? How does
    ethanol compare to petroleum gasoline?
 5. Provide students with a copy of Corn – A Golden Treasure. Have students make a list of all the things they
    have at home that are made from corn or corn by-products, or use corn in their production. Have students
    compete for the largest number of items they can find.




                                                                                                                     29.
      A         -       M           A         I       Z        I       N        G                   C         O         R          N         !
      InTRODUCTIOn                                                          knowledge of corn production with the early European settlers,
      The Corn Belt is a group of states where most of the corn in the      an act which saved many pioneers from starvation.
      United States is produced. Illinois, Iowa, Nebraska, and Minne-
      sota produce 50% of all the corn grown in the U.S. Other major        USES OF CORn
      corn growing states include Indiana, Wisconsin, Michigan,             Along with wheat and rice, corn is one of the world’s major
      South Dakota, Kansas, Missouri, Kentucky, and Ohio. These 12          grain crops. It is the largest grain crop grown in the U.S. Corn
      states make up the Corn Belt.                                         has been used as a foodstuff for humans (about 9 percent of
                                                                            each crop), as well as for livestock (about 64 percent of each
      Corn is the major feed grain grown by farmers in the U.S.,            crop). Corn has found its way into a wide variety of American
      leading all other crops in value and volume of production. Corn       foods. These foods include corn kernels, corn meal, and other
      is a major component in foods like cereals, peanut butter, and        food products such as: cooking oils, margarine, and corn syr-
      snack foods.                                                          ups and sweeteners (fructose), to name a few. Corn is also an
                                                                            excellent source of carbohydrates.
      An ear of corn has an average of 16 rows with 800 kernels. A          Corn cobs have been used as a soft-grit abrasive and to
      pound of corn consists of approximately 1300 kernels. An acre         provide furfural, a liquid required in the manufacturing of nylon
      (about the size of a football field) of corn, yielding 100 bushels,   fibers. Corn has been used as a source for producing degrad-
      produces approximately 7,280,000 kernels. Most of the weight          able plastics. Additionally, ethanol (a type of renewable fuel
      of a bushel of corn is the starch, oil, protein, and fiber, with      made from corn) has shown the possibility of becoming a major
      some natural moisture.                                                “new” fuel for the world’s automotive industry. From foods
                                                                            of the past to fuels of the future, this highly diverse crop has
      Farmers grow corn on every continent of the world except              played a major role in human civilization.
      Antarctica. Hybrid varieties of corn have been developed to
      adapt to specific growing conditions and locations worldwide.         CORn DEVELOPMEnT AnD GROWTH
      Hybrids are the offspring produced by breeding plants of differ-      As miraculous as the many uses for corn may be, the way corn
      ent varieties.                                                        develops and grows is equally fascinating. A single seed (or
                                                                            kernel) of corn may produce a plant which yields more than 600
      One hundred years ago, starch was basically the only prod-            kernels of corn per ear. To understand the vast amount of seed
      uct resulting from corn refining and the rest of the kernel           produced by corn plants, consider the following example: A
      was thrown away. Today, there are uses for every part of the          single kernel can produce a plant that will contain at least 600
      kernel—even the water in which it is processed. The corn seed         kernels per ear. On one acre of land, anywhere from 22,000 to
      (kernel) is composed of four main parts: the endosperm, the           35,000 individual plants may be grown. If each plant produces
      pericarp, the germ, and the tip cap. The endosperm is most of         at least one ear of corn the yield will be 13,000,000 (thirteen
      the dry weight of the kernel. It is also the source of energy for     million) kernels of corn from that single acre. (In general, hybrid
      the seed. The pericarp is the hard, outer coat that protects the      corn is developed to produce from one to two ears per plant.)
      kernel both before and after planting. The germ is the living part    A 400-acre farm would then yield over five billion kernels from
      of the corn kernel. The germ contains genetic information, vita-      its production. In addition, consider that U.S. corn yields have
      mins, and minerals that the kernel needs to grow. The tip cap is      increased 125 percent since 1950.
      where the kernel was attached to the cob.
                                                                            EnVIROnMEnTAL COnDITIOnS
      Corn can be made into fuel, abrasives, solvents, charcoal,            Temperature
      animal feed, bedding for animals, insulation, adhesives, and          The best temperatures for corn growth range between 68°F
      more. The kernel is used as oil, bran, starch, glutamates, animal     and 73°F. However, the optimum temperature varies over the
      feed, and solvents. The silk is combined with other parts of the      corn growing season and between daytime and nighttime. Corn
      corn plant to be used as part of animal feed, silage, and fuels.      yield may vary if the temperatures are too hot or too cold. Late
      Husks are made into dolls and used as filling materials. The          in the season, a long exposure of corn to temperatures below
      stalk is used to make paper, wallboard, silage, syrup, and rayon      28°F can damage corn. Corn yield may also be reduced due to
      (artificial silk).                                                    high air temperatures (95°F and higher) during pollination.

      BRIEF HISTORy OF CORn                                                 Precipitation
      Since ancient times, corn has played an integral role in hu-          Highest corn yields can only be obtained under optimum
      man history. Corn is a grass, native to the Americas. The exact       moisture conditions during the growing season. Moisture stress
      origin of the grain remains unknown, but tiny ears of corn have       at any of the growth stages will result in potential yield reduc-
      been discovered at ancient village sites and in tombs of early        tion. Corn has generally high water requirements and generally
      Native Americans. Evidence of corn in central Mexico sug-             needs more than 19 inches of rainfall in a growing season. The
      gests it was used there as long as 7,000 years ago, where it          amount of water needed can also vary by length of the growing
      was domesticated from wild grass. Cultivated corn is known to         season, and by the temperature. Higher temperatures require
      have existed in the southwestern U.S. for at least 3,000 years.       more water.
      To the Aztecs and the Incas, corn was a staple of their diet that
      provided flour and vegetable dishes for their meals. Here in the      Growing Season
      United States, many of the various Native American tribes have        Most corn needs 140 frost free days to germinate and grow
      traditionally grown corn—also known as maize—and used it              through maturity and harvest. Hybrids have been developed to
      for both food and utilitarian purposes. Corn was so important         shorten this to as few as 120 days.
      to some Pueblo tribes of the Southwest that it was considered
      one of the three sacred foods (along with beans and squash),          Source: Michigan Dept. of Agriculture: www.michigan.gov/
      so sacred that some groups even worshipped it. Indeed, Na-            mda/0,1607,7-125-2961_2971_34984-77056--,00.html
      tive American mythology is rich with stories involving corn and       Handout Two: U.S. Corn Production by State, 2008
      important religious events. Many eastern tribes shared their


30.                                                                                                                          hANdOuT ONE
                   u.S. Corn Production by State, 2008
                       Source: USDA, NASS, Crop Production 2008 Summary, January 2009


                       Acres Planted      Harvested for        Average yield         Total Production
           State
                          (1000s)         Grain (1000’s)      (Bushels/acre)        (1000’s of bushels)
      Alabama                 260                 235              104.0                    24,440
      Arizona                  50                  15              165.0                     2,475
      Arkansas                440                 430              155.0                    66,650
      California              670                 170              195.0                    33,150
      Colorado              1,250               1,080              137.0                   147,960
      Connecticut              27                —                   —                      —
      Delaware                160                 152              125.0                    19,000
      Florida                  70                  35              105.0                     3,675
      Georgia                 370                 310              140.0                    43,400
      Idaho                   300                  80              170.0                    13,600
      Illinois             12,100              11,900              179.0                 2,130,100
      Indiana               5,700               5,460              160.0                   873,600
      Iowa                 13,300              12,800              171.0                 2,188,800
      Kansas                3,850               3,630              134.0                   486,420
      Kentucky              1,210               1,120              136.0                   152,320
      Louisiana               520                 510              144.0                    75,440
      Maine                    29                —                   —                      —
      Maryland                460                 400              121.0                    48,400
      Massachusetts            19                —                —                         —
      Michigan              2,400               2,140              138.0                   295,320
      Minnesota             7,700               7,200              164.0                 1,180,800
      Missouri              2,800               2,650              144.0                   381,600
      Montana                  78                  35              136.0                     4,760
      Nebraska              8,800               8,550              163.0                 1,393,650
      Nevada                    5                —                   —                      —
      New Hampshire            15                —                   —                      —
      New Jersey               85                  74              116.0                     5,584
      New Mexico              140                  55              180.0                     9,900
      New York              1,090                 640              144.0                    92,160
      North Carolina          900                 830               78.0                    64,740
      North Dakota          2,550               2,300              124.0                   285,200
      Ohio                  3,300                 120              135.0                   421,200
      Oklahoma                370                 320              115.0                    36,800
      Oregon                   60                  33              200.0                     6,600
      Pennsylvania          1,350                 880              133.0                   117,040
      Rhode Island              2                —                   —                      —
      South Carolina          355                 315               65.0                    20,475
      South Dakota          4,750               4,400              133.0                   585,200
      Tennessee               690                 630              118.0                    74,340
      Texas                 2,300               2,030              125.0                   253,750
      Utah                     70                  23              157.0                     3,611
      Vermont                  94                —                   —                      —
      Virginia                470                 340              108.0                    36,720
      Washington              165                  90              205.0                    18,450
      West Virginia            43                  26              130.0                     3,380
      Wisconsin             3,800               2,880              137.0                   394,560
      Wyoming                  95                  52              134.0                     6,968
      Total U.S.           85,982              78,640              153.9                12,101,238


hANdOuT TwO                                                                                               31.
    32.
                                                       COrN ArOuNd ThE wOrLd
                Directions: Use a World Atlas. Find thematic maps to show corn or maize production, climate, precipitation, landforms, and natural
                vegetation. Describe the latitude regions of corn production for each continent. Also describe the vegetation, landforms, temperatures
                and precipitation of the world places where corn is grown. (If there is not a specific “corn” map, look for a map of agricultural products.)

                                              COUnTRIES WHERE                  AnnUAL
                      COnTInEnT                                                                       nATURAL VEGETATIOn          LAnDFORMS REGIOnS
                                               CORn IS GROWn             PRECIPITATIOn RAnGE


                 1. north America
                    (including
                    Central America)




                 2. South America




                 3. Europe




                 4. Africa




                 5. Asia
                    (East and
                    South Asia




hANdOuT ThrEE

				
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