the science of maryland agriculture · 2016-03-02 · belong to the grass family. corn, wheat, and...

The Science of Maryland Agriculture

University of Maryland Extension programs are open to all and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry,

national origin, marital status, genetic information, political affiliation, or gender identity or expression.

GOAL STATEMENT:Students will explain the role of soybeans and other legumes in making nitrogen available in a form that

can be used by plants, animals, and humans. They will also identify a wide variety of products that contain soybeans.

OBJECTIVES:• Students will identify the main parts of a soybean plant.• Students will interpret the nitrogen cycle as it relates to animals, plants and humans. • Students will identify products that contain soybeans.• Students will research soybeans to determine how they are grown, harvested, and used and why

they are important in the food chain.

REQUIRED MATERIALS: • Soybean plant including the root system or photo of soybean plant• Magnifying glass or microscope for viewing root nodules• Dried soybeans for observation • Photos of Maryland grain crops (on PowerPoint or printed and laminated)• Copies of soybean plants diagram for each student to label• Copies of nitrogen cycle fill-in diagram• Set of items or photos of items for soybean product activity (see list later in lesson). There is a

PowerPoint presentation accompanying this lesson that contains photos of all items in the list. The photos can be printed individually by the teacher for use in the student activity.

• Set of soybean sentence facts (1 per group)• Pictures of grains such as corn, wheat, barley, oats and soybeans

AMOUNT OF TIME TO ALLOW: 60 minutes. Extension activities will take additional time.

Soybeans are the number two Maryland-grown crop in terms of total bushels harvested per year. Soybeans are used in various ways. As whole seeds, soybeans are planted to produce more soybeans

for the next growing season. They are also roasted as snacks and eaten as edamame (green, non-dried soybeans). Soybeans are also processed in different ways. The oil can be extracted from the beans and is

used as a component in animal and human feeds. Soybeans can also be ground into meal, which is typically made into animal feed. The hulls, or dried pods, are used in animal feed and in water purification research.

By weight, soybeans yield, on average, 18% oil, 79% meal, and 3% waste (which is typically used in some capacity).

In terms of taxonomy, soybeans plants are classified as legumes. Legumes are plants that provide a home for special nitrogen-fixing bacteria in their root systems. Legumes and the bacteria housed in their roots share a

symbiotic relationship, or a relationship from which they both benefit. The bacteria obtain nutrition from the plant and, in turn, provide nitrogen to the plant. These bacteria remove nitrogen from the air and convert it to a form of nitrogen that the soybeans use to make protein, an important nutrient required for the plants to grow. For this reason, soybeans are one of the world’s most inexpensive sources of dietary protein.

Other crops which farmers grow – aside from soybeans – are classified as grain crops. Grain crops, unlike legumes, belong to the grass family. Corn, wheat, and barley are examples of grain crops. (Although soybeans are not technically grains, they are often considered by agricultural producers to be grains for reasons of practicality.) Grains are a major food source for people and animals, and they require a large amount of nitrogen in the soil for proper growth.

Farmers who grow field crops (such as corn, hay, soybeans, and wheat) use the nitrogen-fixing property of legumes to their advantage. To ensure that soil nitrogen is continually replenished, farmers rotate crops. For example, soybeans are typically planted following the harvest of a crop such as wheat. The following year, corn will be planted in that same field that grew soybeans the previous year. Therefore, using a legume such as soybeans in a crop rotation ensures that soil will continually have sufficient plant-available nitrogen for plants to grow.



10 minutes

Show students photographs of farm crops grown in Maryland. (These photographs are included in the lesson; the name of each crop is in very small print on each photograph, but you may want to cover the name to keep students from seeing the identify of each.) One at a time, show the photograph and ask students to identify the crop shown in each. Write the name of each crop on the board. Once all photographs have been examined, write the word “grain crops” above the list. Discuss what grain crops are and how they are used by people and animals.

Next show the class a photo or sample of a complete soybean plant that includes the root system. Ask the students to identify what kind of grain the plant grows. (If a soybean plant is not available, show students the soybean plant diagram contained later in this lesson.) Once identified, write the word “soybean” on the board in a separate group from where the grain crops are listed. If soybeans were listed as a grain crop, erase the word from that group. Then write the following words on the board beside the word soybeans: peas, alfalfa, lentils, beans, peanuts, and soybeans. Finally, write the word “legume” above this list. Ask students if they know what a legume is. How do the plants in the legume category differ from those in the grain category? Discuss ideas.

Activity 1Directions:

1. Give each student a copy of the soybean plant diagram. 2. Ask them to locate and label the following parts: pods, leaves, seeds, stem, nodules, flowers,

roots. They may discuss their ideas with a partner to ensure that their labeling is correct. 3. Review the parts of the plant and ask students if they know the function of each plant part. You

may choose to have students use colored pencils to make each part of the diagram a different color.

4. Ask students if they notice anything unique about this diagram or a part of the plant they haven’t seen on other plants. Help students understand that root nodules are characteristic unique to legumes. Explain how these nodules are important to soil fertility and plant growth because of the nitrogen-fixing qualities of the bacteria that reside in the nodules.

5. Ask students why nitrogen is important to for plants to grow. Discuss their ideas. Then provide each student with a copy of “The Nitrogen Cycle” worksheet.

6. Help students understand that nitrogen is vital to all life. Without it there would be no plants, animals, or other organisms. Lead a discussion of the way nitrogen cycles from the air into the ground and back through the organism to the soil and atmosphere. Have the students place the 6 descriptions (see below) on the correct part of the diagram of the nitrogen cycle. Be sure to introduce these steps. a. nitrogen in the airb. bacteria in roots of legumes take nitrogen from air and supply it to the legume where it is

converted into protein and other nitrogen compoundsc. nitrogen can be released in the soild. plants can use soil nitrogen for their growthe. animals can eat plants to take in nitrogen and meet their protein needsf. animals and plants produce waste products or die and decompose, adding nitrogen back to

soilg. denitrifying bacteria in the soil release nitrogen back into the air

Activity 2Directions:

1. To test student understanding of nitrogen cycle processes, ask each student to draw an arrow on a piece of paper. Explain that you will read several statements. After each statement, students are to hold up their arrows with the arrow pointing upward for an answer of “increase”, downward for an answer of “decrease”, or sideways for an answer of “no change/little change” of nitrogen in the soil.

2. After students have made their selections for a statement, review the reasons given and discuss/clarify as needed. Instead of using arrows, another option for this activity would be to designate three areas of the classroom as increase, decrease, or no change/little change and have move to the areas they choose.a. A farmer plants soybeans in the same field three years in a row. (Increase. The nitrogen-

fixing bacteria in the roots of soybeans add nitrogen to the soil. The amount of nitrogen can increase over time.)

b. A farmer plants only corn in the same field five years in a row. (Decrease. Corn



30 minutes



removes nitrogen from the soil and it is not a legume, so it is unable to add nitrogen to the soil.)

c. A homeowner spreads poultry manure over her garden before she plants vegetables. (Increase. Manure from poultry contains nitrogen and can be used as a natural fertilizer to supplement the nitrogen in the soil.)

d. After soybeans have been harvested in the fall, nothing is planted until the spring. (No change or little change. There are no plants growing and removing nitrogen. Note: Some nitrogen may be washed from the soil as a result of rainfall.)

e. A farmer practices crop rotation by alternating the crops planted each year. For example: soybeans (year 1), corn (year 2), soybeans (year 3), corn (year 4). (No change or little change. Crop rotates tends to balance the amount of nitrogen in the soil.)

f. A farmer applies chemical fertilizers to the soil as soybeans are planted. (Increase. Chemical fertilizers are made by people and used to supplement nitrogen in the soil that was put there by bacteria in the roots of legumes.)

• chocolate candy • hot dogs• frozen dinners• diet food products• cooking oils• margarines• noodles• cereals• facial tissues• baby food products • soap • detergent • livestock feed • cosmetics

• cleaning materials • plastics • metal fork or spoon• bakery products• canned foods• paper plates• pancake mixes• muffin mixes• inks • cake mixes• sample of polyester fabric• pet food• shampoo• rubber

Activity 3 Directions:

a. Pass some soybean seeds or photos of soybeans around the room. Inform the students that soybeans are one of the world’s most inexpensive sources of protein for humans and animals. Protein is an important nutrient that human and animal bodies need for building body tissues like muscle and skin.

b. Place all of the photos of soybean products in a box. (You may print the photos from the PowerPoint presentation included with this lesson. Another option is to collect and use samples of actual products in place of the photo set.

c. Ask each student to pull one item or photo out of the box without looking. Have each student predict whether their object contains soybeans. Only three on the list of products (see below) do not contain soybeans: tissues, paper plate, and metal fork or spoon. With the class, discuss how soybeans are a component of very many food and non-food products we use every day.”

The items/pictures include:

• paints (water based)• adhesives• particle boards• crayons (soy crayons are

available from MD Soybean Board)



Several facts about soybeans are included with this lesson. Copy the facts for each student group. Next, cut out each fact and separate the beginning from the ending of the sentence. Instruct student groups to match the beginning and ending part of each sentence to make true statements about soybeans. As a review, discuss the correct statements as a class.

Have students observe root nodules under a magnifying glass or microscope to examine their structure.

Research the major uses of soybeans and present the results to the class.

Search online for “Soybeans Go to School kit Michigan”. This website offers several suggested lessons in detail that will provide hands-on lessons for the youth. We suggest the following: Racey Soy unit- “Examining the Bean” page 23-24 or Can the Golden Bean Be Green unit- page 45-46 “Ink Is Ink Is Ink, Isn’t It?” There are others choices within this unit that are very good as well.

Search online for “A Bean is a Seed Oklahoma”. This is another hands-on lesson that is designed for younger children but may be adaptable for middle school.

Talk to local farmers and ask them why they raise soybeans. Report to the class the reasons soybeans are a popular cash crop in your county and in the state. (This is a good public speaking opportunity, too.)

20 minutes

Review some of the basic facts about soybeans that are found in the Background Information section. Ask students to line up in the center of the room. Read the following statements one at

a time. For each statement, have students move to one side of the room if they think it is true and the other side if they think it is false. Ask students on each side of the room to give reasons for

their choices. If the statement is false, explain why it is false.

1. Peas, alfalfa, lentils, beans, and soybeans are classified as a group of plants called legumes. (True)

2. Legumes have special bacteria in their roots that remove carbon from the air. (False—they are the only crops that remove nitrogen from the air)

3. Although soybeans are technically not grains, they are often grown by grain farmers. (True)4. The bacteria in the roots of soybeans use nitrogen from the air to make carbohydrates. (False—

they make protein. Legumes are very high in protein because they are the only plants with nitrogen-fixing root bacteria.)

5. Soybeans are one of the world’s most expensive sources of protein. (False—soybeans are a relatively inexpensive source of protein.)

6. Maryland farmers grow more acres of soybeans than corn. (False—corn is the #1 crop and soybeans are the #2 crop.)



“Just the Beginning, Life of a Young Sprout.” 2010, Maryland Soybean Board, Laser Letters and Agri-Media Services, Easton, MD.

The Maryland Soybean Board website

Windows to the Universe: The Nitrogen Cycle website

Minnesota Ag in the Classroom website

On this website, search “Soybeans: Minnesota’s #1 Cash Crop” to find information about soybeans.

Ohio Soybean Council - Soybean Education Resources website. The Ohio Soybean Council offers many activities such as The Farmer Fueling the Future; Bean Team, and Cool Beans - It’s SOYence.

A pre/post test should be completed with this lesson plan. Student understanding of concepts can also be evaluated through class discussion as well as through evaluation of completed activity data sheets. Analysis/conclusion questions that are answered incorrectly by a large number of students should be addressed in a follow-up discussion.

• Grain Farmer – A grain farmer plants, harvests and sells the soybean.• Grain Marketer – A grain marketer buys the soybean from the farmer and resells the beans to

the poultry industry and other markets that utilize the soybeans.• Food Scientist – A food scientist finds more uses for the soybeans for various food products

and industrial uses.• Agriculture Scientist – An agriculture scientist researches the properties of the bean to assist

in the development of a better more disease resistant soybean. • Plant Breeder – A breeder develops a better soybean with traits such as better nutritive

content and pest resistance.• Pathologist – A pathologist devises ways to protect the soybean from diseases.• Entomologist – An entomologist devises ways to protect the soybean from insects that are

detrimental to its growth.• Agronomist – An agronomist devises best management practices for growing soybean. • Grain Silo Operator – A grain silo operator measures the number of bushels and probes

soybeans to find the moisture and test weight of the soybeans sold to the local granary. • Grain Hauler – A grain hauler drives the truck loads of soybeans to the buyer of the bean.

These locations actually utilize the soybeans for feed purposes here in Maryland.• Grain Processor – A grain processor uses the bean in various ways such as making the oil into

ink, oil for cooking and feed for chickens.


University of Maryland Extension programs are open to all and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic information, political affiliation, or gender identity or expression.

Name:

Date: Period:

Parts of a Soybean Plant (Soybeans are Legumes!)

Directions: Draw a line to the correct parts of the plant. Write a description of the function of each plant part.

flowers leaves seeds inside pods stem roots root nodules

source: science.howstuffworks.com



Name:

Date: Period:

The Nitrogen CyclePlace the six NITROGEN CYCLE processes in the correct locations on the diagram: decomposers denitrifying bacteria plants take up nitrogen nitrogen-fixing bacteria nitrogen in the atmosphere nitrogen in soil nitrogen in the soil nitrogen used by plants

Diagram adapted from: http://upload.wikimedia.org/wikipedia/commons/d/de/Nitrogen_Cycle.jpg



Name:

Date: Period:

The Nitrogen Cycle - Teacher Key

Diagram adapted from: http://upload.wikimedia.org/wikipedia/commons/d/de/Nitrogen_Cycle.jpg



Name:

Date: Period:

Soybean Fact Matching Activity

Plants need the following to grow 80 % of the air we breathe.

Nitrogen makes up two or more year rotation.

Nitrogen is needed for to keep the soil rich and to produce the best plant growth.

Farmers grow nitrogen producing crops in 120 days (3 months).

Grass crops include and harvested in the fall.

Grass crops depend on soil nitrogen sunlight, water, minerals, food and air

Soybeans normally grow to maturity corn, wheat, rice and barley.

Soybeans are planted in the spring where farmers alternate crops to replace nitrogen in the soil.

Crop rotation is a farming practice provided by legumes or a chemical fertilizer containing nitrogen.

Farmers alternate crops on a soybeans to make protein.



PRE-Evaluation: Soy: The Magic Bean1. How old are you? ______________

3. Are you….(Select ALL that apply.) African American/Black Asian Other Native American/Alaskan Native Hispanic/Latino White Native Hawaiian/Other Pacific Islander

4. What type of school do you go to? (Select one.) Public school Private school Religious school (Catholic, etc.) Home school

2. Are you... (Select one.) A boy A girl

Your Science and Agriculture Opinions and Knowledge5. BEFORE going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements.

6. BEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below.

StronglyDisagree Disagree Agree Strongly

Agree

I like science. 1 2 3 4

I feel that Maryland agriculture is a part of science. 1 2 3 4

Science is useful for solving everyday problems. 1 2 3 4

Maryland agriculture is beneficial to me, my family, and my community.

1 2 3 4

When I graduate from high school, I would like to have a job in agricultural science.

1 2 3 4

I can name three jobs in the agriculture industry. 1 2 3 4

None Low Medium High VeryHigh

Maryland agriculture 1 2 3 4 5

Soybeans 1 2 3 4 5

Crop rotation 1 2 3 4 5

Soybean products 1 2 3 4 5

Nitrogen cycle 1 2 3 4 5



POST-Evaluation: Soy: The Magic BeanYour Science and Agriculture Opinions and Knowledge7. AFTER going through the AGsploration Program, please circle the degree to which you agree or disagree with the following statements.

8. AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below.

9. As a result of participating in this activity, tell one new thing you will try or one thing you will find information about.

StronglyDisagree Disagree Agree Strongly

Agree

I like science. 1 2 3 4

I feel that Maryland agriculture is a part of science. 1 2 3 4

Science is useful for solving everyday problems. 1 2 3 4

Maryland agriculture is beneficial to me, my family, and my community.

1 2 3 4

When I graduate from high school, I would like to have a job in agricultural science.

1 2 3 4

I can name three jobs in the agriculture industry. 1 2 3 4



Soybeans 1 2 3 4 5






SUPPLEMENTAL-Evaluation: Soy: The Magic BeanDirections: If you are teaching more than one lesson plan in one day, you may attach this to the pre/post evaluation form for the other lesson you are teaching. Please have the student fill out these during the pre and post evaluation times. In addition, only have the student fill out the post evaluation questions Q5 – Q7 at the completion of all lessons.

PRE-EvaluationBEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below.

POST-EvaluationAFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below.



Soybeans 1 2 3 4 5






Soybeans 1 2 3 4 5




the science of maryland agriculture · 2016-03-02 · belong to the grass family. corn, wheat, and...

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