Smart Stuff with Twig Walkingstick; The Biggest Tomato Ever

Twig Walkingstick lives in and around the Wooster campus of the Ohio Agricultural Research and Development Center. His alter ego is Kurt Knebusch, one of our super-talented writers and editors on campus. Each month, look for Twig to answer a reader questions and some additional interesting facts below. After Twig's post, we will be providing some ideas and suggestions on how to incorporate the info in Twig's column into fun science learning for your students and children.

Q. Dear Twig: What's the biggest tomato ever?

A. The biggest tomato ever in weight – the heaviest, that is – weighed an amazing 7 pounds, 12 ounces. That's actually just a little bit more than the average weight of a newborn baby born in the United States! 

Whoa. Big tomato ...

Scientists at Cornell University say tomatoes come in a huge range of sizes. One wild type grows tiny fruit that weigh less than a tenth of an ounce: way less than even a blueberry or cranberry.
Other types – ones bred especially to crank out whoppers – grow tomatoes that weigh nearly a thousand times more than that!

The variety called Brandywine, for instance, grows fruit that weigh about 2 pounds each. Dutchman and Gian Beligan tomatoes can tip the scales at up to 5 pounds. The record tomato, the baby-sized one, came from a type called Delicious.

Giant tomatoes tend to look like soccer balls with the air half let out. Big, but caved in on tom. Also juicier.

Kickingly,

Twig

P.S. Plant scientists call the tomato a fruit. But in general we call it and use it as a vegetable.


Notes: The record tomato was grown by Gordon Graham in Oklahoma in 1986. Read about him and it in Southern Living. Learn more about growing giant tomatoes in Organic Gardening. Sources included Guinness World Records 2006 and "Dissecting the Genetic Pathway to Extreme Fruit Size in Tomato ..." by Lippmann and Tanksley, Cornell University. Note, too, the "World's Largest Tomato" (artificial category),  Leamington, Ontario, Canada, which Twig in fact has had the pleasure of staring in open-mouth wonder at.

Using this information in the classroom:

Want to have more fun with tomatoes? Have dun growing them together with your students in your classroom or home.

AgBCs: Terrific Tomatoes

It's the most popular edible plant grown in the home garden. The National garden Bureau has even designated this year as the year of the tomato. Who knew, right?

But what most Ohioans don't know is that Ohio is a tomato mecca, ranking second nationwide in tomato production. Tomatoes are even Ohio's official state fruit. And our state drink? Tomato juice.


Want to have fun learning more about tomatoes? Check out Ohio State's interactive tomato model.


Want to learn even more cool tomato facts? See what OARDC scientist Esther van der Knapp is doing with her award-winning research on the shape of tomatoes.

AgBC's: S is for Sensational Soil

Soil is so important, yet we hardly think about it! Soil anchors plant roots, holds water for plants, and even provides air spaces for plant roots to grow.

Image from the Extreme Pumpkin Store

But for all that, did you know soil is basically made of of 3 sizes of particles? Sand is the larges, clay is the smaller, and silt falls in the middle size-wise. The proportion of each of these particles varies from soil to soil, giving each soil unique characteristics. Some solid drain more quickly (sand), while others hold water or become saturated with water (clay). Many plants, trees and shrubs prefer to grow in a balanced mixture of these particles called "loam." Loamy soils hold a moderate amount of water, air and nutrients while supporting the plant.

A vineyard in Lake County, Ohio

Because characteristics of the soil can affect plant growth, farmers and gardeners often test soil to determine if it's good for growing specific plants. Two such simple tests include the ribbon test and the "soil shake" test. The results are a good predictor of whether or not the soil is good for growing specific plants. More accurate assessments can be sent to soil testing labs, and today it is increasingly common for farmers to have their cropland grid sampled and have the results of their soil testing GPS mapped to improve the efficiency of their farming operations.


Here are some simple instructions for conducting the ribbon and "soil shake" tests with your students:

• Ask the students if they've ever heard of the ribbon test. The explain that is can help determine what kinds of particles are in their soil. 
• Demonstrate the text by moistening a handful of garden soil or silt in the palm of your hand until it has the consistency of putty. Work the soil into a ball about 1/2" in diameter. Press the ball between your forefinger and thumb to form a ribbon (see below).
• If the soil will not form a ribbon, it is sand. If it makes a ribbon 1-2 inches long, it is loam. Ribbons longer and 2 inches are clay. Here is a more detailed description.
• Explain that each of the three types of soil particles forms a different type of ribbon. Repeat the test with clay and sand.
• Ask the children to describe the difference between the three ribbons.
• Pass out different kinds of soil without telling the students what soil type they have; let them each conduct their own ribbon test and hypothesize about what type of soil they have.

Making a soil ribbon.

Students can also conduct a "soil shake" test:

• Fill a jar 1/3 full with soil.
• Fill the jar 1/3 full with water.
• Add a tablespoon of alum (alum speeds the settling process and can be found in the spice section of the grocery store.
• Ask the children to predict what will happen when the jar is shaken. 
• Divide the children into groups of 3-4. Ask them to collect soil from outdoors or give them some soil you have collected.
• Tighten the lid and shake for 3 minutes. Make sure all the lumps have broken apart. Tell the children to observe the jar after 30 seconds, 1 minute, 2 minutes and 3 minutes and write down what they observe.
• Have them report their findings to the class. Discuss how the soil separates by particle size and identify the particles int he layers they see. The larger sand particles will be on the bottom, with the silt in the middle and any clay particles on top.

For more fun, investigate what kinds of plants grow best in various kinds of soil.

AgBC's: R is for Roots

Last week we talked about ducks and their wetland habitats. But did you know one of the other important functions of wetlands is that they help to stabilize the soil and hold it in place? This  helps to prevent erosion and trap sediments, which helps to create a rich, fertile habitats for plants and animals. But how do they do this?

The roots of the plants in this interior wetlands in North Carolina help protect the soil.
Photo from the National Oceanic & Atmospheric Administration.

The roots of wetland plants play a critical role in protecting the soil from erosion and keeping it in place. Want to see hands-on for yourself if and how roots hold soil in place? Try this simple experiment. Here's what you'll need:

• 5 radish seeds
• 5 mustard seeds
• 2 glass or plastic contains, about 1-cup volume
• earth/soil free from lumps
• water

Fill both containers roughly 2/3 full of soil. Then plant the radish seeds in one container and the mustard seeds in the other. Cover the seeds very, very lightly with soil. Add 1/4 cup water to each container and place in a sunny area or near a bright light. Make sure the soil stays slightly damp.

After 2 weeks, empty the container with the radish seeds onto some newspaper. Do the same with the mustard seed container. What shape does the soil have? Why? Talk about the impact of this discovery. What would happen to the soil if a fire burned all the plant material from a hillside if there was a heavy rain?

Students will have fun with this simple experiment, and you will, too!

AgBCs: Q is for Quack

Quack, quack! There are lots of cool resources available for learning about ducks! Now duck farming is not a HUGE business here in Ohio, but it IS in our neighboring state of Indiana. But not only do farmers raise ducks on farms, here at OARDC we do a lot of research about natural resources and the environment, and ducks are a key component of our natural environment—especially wetlands!

This photo of Brian Blight Canvasbacks is from the Ohio Department of Natural Resources

Did you know wetlands rank with tropical rain forests in the diversity and productivity of plants and animals that they support? Or that they are found in every part of the world except Antarctica? Mammals, birds, amphibians, reptiles, fish and invertebrates all use wetlands for food, water, breeding and nesting grounds, resting areas and shelters.

This photo of ducks in a wetland habitat is from the US Fish & Wildlife Service

Wetlands are the water filters of nature. Many wetland plants and animals remove harmful impurities from our water and keep it naturally clean. Some communities and businesses even use managed wetlands to purify their wastewater. And when spring runoff and heavy rains create too much water for the land to absorb, wetlands can sore that excess water and slow its flow, reducing both the risk and severity of flooding.

But despite all of these benefits (and many, many more), wetlands are also one of the world's most vulnerable and threatened ecosystems. Here at Ohio State University, we're even doing research on the differences and similarities between man-made and naturally occurring wetlands.

This photo of wood ducks in a wetland habitat is from the
US EPA & US Fish & Wildlife Service photographer Tim McCade

Considering how important wetlands are to not only animals like ducks but to our ecosystem as a whole, this may be a great area for you and the young people in your life to get involved in by participating in an action-based learning experience! These types of experience can be custom tailored and developed to your group's interests and age level:

• Younger students may enjoy writing a poem, story or play about animals in their wetland homes, creating a poster or storybook about the wildlife who rely on wetlands or even building a diorama of a local wetland.
• Middle elementary students can construct nest boxes, conduct a wetland cleanup, grow & plant native trees and shrubs stream side, write letters regarding a local wetland issue or share their wetland knowledge through science projects and displays.
• Older students can build wetland trails and boardwalks, work with others to restore a wetland, research and plan ways to address a local environmental concern, or even contribute to research through bird banding.

The possibilities are limitless! There's no need to rack your brain to come up with a new and novel idea—there are many great ideas already out there. Ducks Unlimited Canada has some great ideas plus FREE educational resources and lesson plans! Local conservation groups are another great source for information on local issues and ideas.

Kids of all age will love learning about an important issue like this while "getting their hands dirty" in the process—especially when they feel like they've made a difference in the real world!

By the way, did you know May is American Wetland month? Go celebrate!

Smart Stuff with Twig Walkingstick: Homegrown Frugal Frugivorous Fruitfest!

Twig Walkingstick lives in and around the Wooster campus of the Ohio Agricultural Research and Development Center. His alter ego is Kurt Knebusch, one of our super-talented writers and editors on campus. Each month, look for Twig to answer a reader questions and some additional interesting facts below. After Twig's post, we will be providing some ideas and suggestions on how to incorporate the info in Twig's column into fun science learning for your students and children.

Q. Dear Twig: You asked this last week: "Why would you want to grow your own fruit?" You mentioned a good way to learn about it.

A. My friend Miss McGillicuddy grows her own raspberries. She has bags and bags of frozen ones down in the freezer in her basement. Whenever she wants some, even in the middle of winter, maybe to make a raspberry cobbler, she goes downstairs and gets some. Simple. They're free, sweet and good. And in summer, whoa, during raspberry season, she picks them almost every day (she has to, there are so many) and can eat them fresh, if she wants to, till she pops. Which make, as I see it, some pretty good reasons to grow your own fruit or to try.

How to learn about it? Find gobs of helpful books at your library or bookstore. And also try this new one. It's called Midwest Home Fruit Production Guide. It's a fact-filled, fruit-filled, fruity fruitipedia. The place I work for, Ohio State, just published it. You can read about it here. You can buy it online here ($9.50). 

Fruitfully,

Twig

P.S. More good reasons: It's fun. Good exercise. And cuts your food bill with fresh, healthy food.

P.P.S. Frugal ("FROO-guhl") means thrifty, inexpensive, economical. Frugivorous ("froo-JIV-ah-russ") means fruit-eating.

Notes:
Another good way to learn more: Find a ton of fact sheets on fruit growing at Ohioline. Click the yellow "Yard and Garden" circle. Click the third bullet down: "Fruit." Then pick a fruit and start fruitin'! Learnin'! Both!

Remember, the kinds of fruit you can grow in Ohio and the rest of the Midwest include apples, grapes, pears, plums, peaches, strawberries, raspberries, blackberries, blueberries and a big bunch of others.

Our closing words come from three bards: "A crummy commercial?" (Ralphie, "A Christmas Story"). "It's a Major Award!" (The Old Man, "A Christmas Story"). "Tell me what I want, what I really, really want!" (Ralph Wiggum, "The Simpsons").

Good night, good luck.

AgBCs: P is for Pumpkin

Did you know the pumpkin actually originated in Mexico over 9,000 years ago? American Indian tribes grew pumpkins long before any European explorers arrived in the Americas. Columbus actually carried pumpkin seeds on his return trip to Europe, but the resulting melons weren't used to feed people—they were used to feed pigs!

Pumpkins come in many varieties—including this yogurt pumpkin!

Even the early New England settlers were not big fans of using pumpkins for food—until the first long, cold winter set in and food became very scarce. Then they changed their minds in a hurry! One common cooking method wa to let the fire die down and place a whole pumpkin in the ashes. Once it was baked soft, she pumpkin was cut open and honey or maple syrup (along with some animal fat) was poured on top.

Pilgrims often cooked their pumpkins whole! You can learn how here...

The early settlers also made pumpkin pies, but they looked nothing like the pumpkin pies of today! They simply cut off the pumpkin top and scared out the seed. Then they placed apples, sugar, spices and milk inside. Finally, they put the top back on the pumpkin and baked it in the fire's ashes.

So have fun trying out some of the early recipes the Pilgrims used to cook their pumpkins, or here are some other fun ideas to try:

Pumpkin, Pumpkin: What Comes Next?
See what happens this fall after Halloween is over!


Halloween is over, so now what?
Check out these great reads on the life cycle of a pumpkin!

Smart Stuff with Twig Walkingstick: Now THAT would be a great pumpkin!
Ever wonder what would happen if there really were flying pumpkins? Get Twig's take on this unlikely phenomenon...