76

Scien

ce

Racey Soys!Grade Level: 2-3

Approximate Length of Activity: Lesson spans several weeks

Objectives Teacher

1. Assist students as they plant seeds, observe growth and record observations.

2. Explore with the class as they identify plant parts and the requirements for plant life.

3. Observe oily chips and discover products in the home that consist of soybeans.

Students1. Observe the plant seeds, and a growing plant and chart the growth.

2. Identify plant parts and discuss the requirements for plant life.

3. Discuss oily chips and explore their home for products containing soybeans.

Michigan Content Standards: (Science) L.RS.02.11; L.OL.02.14; L.OL.02.22; S.IP.02.15; S.IP.02.13; S.IP.02.16; S.IP.03.11; S.IP.03.13; S.IP.03.15; S.IP.03.16; L.OL. 03.31

IntroductionOver 3,000 years ago, soybeans were cultivated by the Chinese. At that time the bean had only small seeds and grew flat on the ground. Farmers selected seeds with larger fruits (the seed) and those that grew more upright. Over a period of years, the once wild soybean was domesticated.

Soybeans are an annual plant, completing their life cycle within one year. They are planted in the spring and harvested in the fall. When they are harvested, the leaves and stalks are brown. The bean is the “gold” of the plant and is presently the major plant part sought by farmers.

Materials NeededSoybean seeds•Peat pellets•Metric rulers•Copies of “Racey Beans” worksheet•Copies of Graph sheet•Copies of “Parts of the Soybean Plant”•Copies of “Get a Clue about Things in Your Home Made from Soybeans”•Cups•Packaged potato chips•Paper towe• ls

Soybean plant that was planted at least three weeks prior to teaching the lesson•

Scien

ce

77

Activity OutlineAttention Teacher: Grow a soybean a minimum of three weeks before teaching this lesson.

1. Students grow a soybean plant.

2. Explore soybean plant parts.

3. Discuss what plants need to survive.

4. Complete the activity, “Those Oily Chips”.

5. Search for items in your home made with soybeans.

Grow a soybean plantGive each group of two students a peat pellet. Soak the peat pellets in a cup with water until they swell. Using a pencil, plant the bean seed about ¼” in each peat pot. Student pairs should record their observations on the “Racey Beans” worksheet. Use the worksheet to create a chart of plant growth. Make graphs of the plant growth using the graph worksheet.Note: Plant 10 extra beans at this time in case some plants do not grow well.

Explore soybean plant partsMaterials Needed: Copies of “Parts of the Soybean Plant” worksheet, a soybean plant.

Just as humans have specific body parts that carry out life processes, so do plants. The six major external parts of flowering plants are:

Roots- transport water and minerals, store food, and anchor the plant in the ground.

Stems- the skeleton for the plant containing the inner vascular highway for water, mineral and food transport.

Leaves-major site of photosynthesis where oxygen is released and carbon dioxide is absorbed through the stomata.

Flower-the seed producing structure of a plant.

Seed- a unique, immature plant that grows and develops when placed in an environment containing air, water and warmth.

Fruit-mature flower which swells with developing seeds. Fruits normally contain energy that helps feed seeds during germination.

Display the soybean plant that was grown ahead of time and divide students into groups. Challenge them to name as many parts of the plant as they can.

Next, ask them to think about some parts that they can’t see (or ones that haven’t developed yet). Add these to their list.

Have the groups share their ideas. Combine the ideas into a class list called “Plant Parts.”

Give each team one worksheet, “Main Parts of the Soybean Plant”. They should label the parts and explain the basic functions of each as well as the relationships between the structures.

Discuss the life cycle of flowering plants. 1) Seed grows. 2) Flowering plants grow and develop flowers that will mature into fruit, if fertilized. 3) Fruit grows which contains seeds, new immature dormant plants. The soybean fruit is the pod.

78

Scien

ceDiscuss what plants need to survivePlant use materials (water, sunlight, minerals, food and air) to grow and reproduce. Plants capture the sun’s energy in their leaves and stems and use it to produce energy-rich molecules that we call food. To do this, water and minerals are pulled into the roots. This happens because water is constantly being lost by evaporation occurring at the stomata. Stomata are located on the underside of leaves. Air (oxygen and carbon dioxide) enters and exits the plant through the stomata. Carbon dioxide combines with water and, in the presence of sunlight, is converted into food. This cycle continues and “food” is produced and stored. Much of the energy produced by photosynthesis is stored in the bean (seed).

Procedure1. Discuss what elements will be necessary for the plants to grow and develop. Make a list of life

requirements.

2. Once the students’ plants develop green leaves. Combine two groups to make teams of four. They should decide what life requirement they want to test for. For example, students might observe what happens to the plant if it is removed from the soil, (all the other requirements-sunlight, air and water remain constant). Basically, students will construct an experiment to limit one of the life requirements (food, air, water, minerals, space, sunlight, and habitat).

3. Groups should leave one of their plants for the control and alter the other.

4. Record observations for two weeks. Use the “Racey Beans” worksheet.

5. Discuss what happened to the plants. Compare the control with the variable in each group’s experiment.

Those Oily Chips!Materials Needed: Packaged potato chips, paper towels

Take a look at the potato chip package provided. Notice that soybean oil was used to cook the chips. Often soybean cooking oil is referred to as “vegetable oil” or “vegetable shortening.”

Procedure1. Show the bag of chips to the students. Ask the students to think about how the chips were

cooked. Have the students write their ideas on paper.

2. Pair up the students to share their ideas. Together they should decide how the chip was cooked.

3. The pairs then share their ideas with the whole class. Write their ideas on a class chart.

4. Have the pairs lay a chip on a paper towel. Residue will be left on the towel.

5. Ask: What has soaked into the paper towel? (oil) What is the oil made from? (vegetable oil, most likely from soybeans) Discuss the various answers.

6. Ask a pair to examine the label. (Explain to students that most oil is made from soybeans or a mixture of plant oils.)

7. As a whole class, brainstorm a list of other products that students think might have soybeans in them. A list of soybean uses is included.

Scien

ce

79

Search for items in your home made with soybeans1. Read aloud the different items listed on the “Soybean Uses” worksheet.

2. Make copies of “Get a clue about things in your home made from soybeans” worksheet for each student.

3. Challenge students to search their homes and return with a list of as many items as they can find.

Related Activities1. This lesson was provided courtesy of the Michigan Soybean Promotion Committee. For more

information and activities contact: P.O. Box 287, 140 W. Tuscola St. Suite E, Frankenmuth, MI 48734, (989) 652-3294, www.michigansoybean.org Curriculum guide available: “Soybeans Go To School” and “Get a Clue about Soybeans”

2. Have students plant soybeans in different soil types. Observe what soil is best for maximum growth.

3. Alter one soybean plant with a fertilizer. Observe what happens to the plant.

4. Observe parts of other plants. Compare and classify the similarities and differences. Discuss the functions of the plant parts. Are the “roles” the same for different plants?

5. Create an “Art Soybean Plant.” Give the students a variety of art supplies: construction paper, tissue paper, pipe cleaners, scissors, glue, and crayons. On a piece of construction paper, have students design a soybean plant. Their plant should show at least three of the six different plant parts with labels describing the functions of the three parts.

6. Grow soybean seeds and expose them to different variables-sugar, vinegar, fertilizer, lemon juice, baking soda. Students can make predictions about what might happen to their plant.

7. Discuss the life requirements for other plants and animals. How are they similar and different? Make a Venn Diagram showing these factors.

8. Cook homemade potato chips in vegetable oil.

9. The lesson “Where Would We be Without Seeds?” located in the science section of this curriculum guide.

Book Resources1. “Why the Brown Bean Was Blue” by Susan M. Pankey

2. “Teach Me About Soybeans” by Nebraska Foundation for Agricultural Awareness

Acknowledgment: This lesson was provided courtesy of the Michigan Soybean Promotion Committee

80

Scien

ce

Racey Beans Date Height of plant (cm) Drawing of Plant

Name: _______________________________To be used with: Racey Soys!

Scien

ce

81

Graph the height of your plant for each day

Number of cm tall

Nu

mb

er o

f Day

sName: _______________________________To be used with: Racey Soys!

82

Scien

ce

Parts of the Soybean Plant

Name: _______________________________To be used with: Racey Soys!

Directions: Identify the plant parts pointed at. On the back of this sheet, write the names and describe in detail what each part does for the plant.

Scien

ce

83

Name: _______________________________To be used with: Racey Soys!

84

Scien

ceName: _______________________________To be used with: Racey Soys!