Lesson 5.3 Soybean Plant Needs
Preface
While soybean plants produce energy through photosynthesis, they also have basic environmental needs.
Soybean plants need light, water, warm temperatures, and nutrients for optimal growth and production.
Students were introduced to the importance of light in Lesson 5.2 All About Plants and the relationship
between light and photosynthesis.
Water plays an important role in soybean plants, as it is a factor in the uptake of nutrients, temperature
control, life processes such as photosynthesis and respiration, and is responsible for turgor pressure.
Soybean plant growth is also influenced by temperature. Temperatures above or below the optimal growth
range can slow soybean plant growth and development. Just as important, soybean plants require sixteen
essential nutrients. This lesson addresses the six macronutrients, nitrogen, phosphorus, potassium,
calcium, magnesium, and sulfur.
Students will have to study the water, temperature, and nutrient needs of soybean plants. They will also
design and conduct an inquiry experiment based on the optimal growth conditions of one environmental
factor for a soybean plant.
Concepts
Performance Objectives
Students will know and understand
Students will learn concepts by doing
1. Soybean plants require adequate amounts of water for
survival, growth, and development.
 Determine the relationship between water availability
and turgor pressure.
2. The three primary nutrients, nitrogen, phosphorus, and
potassium, are necessary for the healthy growth of
soybean plants.
 Research soybean plant macronutrients and record the
functions in plants, deficiency symptoms, and sources
for each.
3. Production and management of soybean plants are
based upon environmental conditions, such as
temperature.
 Calculate growing degree days for two locations to
determine soybean crop maturity.
 Design and conduct an inquiry experiment on one
environmental factor to investigate the optimal growth
range for a soybean plant.
 Write a lab report and develop a presentation to report
their findings on environmental conditions and soybean
plant growth.
National AFNR Career Cluster Content Standards Alignment
AFNR: LifeKnowledge® and Cluster Skills Content Standards
CS.11.
Scientific Inquiry: Utilize scientific inquiry as an investigative method.
AFNR: Plant Systems Career Pathway Content Standards
PS.01.
Apply knowledge of plant classification, plant anatomy and plant physiology to the production and
management of plants.
PS.02.
Prepare and implement a plant management plan that addresses the influence of environmental factors,
nutrients, and soil on plant growth.
Curriculum for Agricultural Science Education © 2014
AFNR – Lesson 5.3 Plant Needs – Page 1
Next Generation Science Standards Alignment
Science and Engineering Practices
Asking Questions
and Defining
Problems
Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating,
refining, and evaluating empirically testable questions and design problems using models and simulations.
 Ask questions that arise from careful observation of phenomena, or unexpected results
▪ to clarify and/or seek additional information.
▪ to determine relationships, including quantitative relationships, between independent and dependent
variables.
 Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field
(e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a
model or theory.
Planning and
Carrying Out
Investigations
Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include
investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
 Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis
for evidence as part of building and revising models, supporting explanations for phenomena, or testing
solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s
design to ensure variables are controlled.
 Select appropriate tools to collect, record, analyze, and evaluate data.
Analyzing and
Interpreting Data
Constructing
Explanations and
Designing
Solutions
Engaging in
Argument from
Evidence
Obtaining,
Evaluating, and
Communicating
Information
 Make directional hypotheses that specify what happens to a dependent variable when an independent
variable is manipulated.
Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical
analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
 Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make
valid and reliable scientific claims or determine an optimal design solution.
 Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and
interpreting data.
Constructing explanations and designing solutions in 9–12 builds on K– 8 experiences and progresses to
explanations and designs that are supported by multiple and independent student-generated sources of
evidence consistent with scientific ideas, principles, and theories.
 Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent
variables.
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate
and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the
natural and designed world(s). Arguments may also come from current scientific or historical episodes in
science.
 Construct, use, and/or present an oral and written argument or counter-arguments based on data and
evidence.
Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to
evaluating the validity and reliability of the claims, methods, and designs.
 Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of
development and the design and performance of a proposed process or system) in multiple formats
(including orally, graphically, textually, and mathematically).
Crosscutting Concepts
Cause and Effect:
Mechanism and
Prediction
Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the
mechanisms by which they are mediated, is a major activity of science and engineering.
 Cause and effect relationships can be suggested and predicted for complex natural and human designed
systems by examining what is known about smaller scale mechanisms within the system.
 Systems can be designed to cause a desired effect.
Understandings about the Nature of Science
Curriculum for Agricultural Science Education © 2014
AFNR – Lesson 5.3 Plant Needs – Page 2
Scientific
 Science investigations use diverse methods and do not always use the same set of procedures to obtain
Investigations Use a
data.
Variety of Methods  Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, openmindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.
Science is a Way of  Science is both a body of knowledge that represents a current understanding of natural systems and the
Knowing
processes used to refine, elaborate, revise, and extend this knowledge.
Common Core State Standards for High School Mathematics
Modeling standards are indicated by the star symbol (*) throughout other conceptual categories.
CCSS: Conceptual Category – Number and Quantity

Quantities
*Reason quantitatively and use units to solve problems.
CCSS: Conceptual Category – Statistics and Probability
Interpreting Categorical and
Quantitative Data
Making Inferences and
Justifying Conclusions


*Summarize, represent, and interpret data on a single count or measurement
variable.
*Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
Common Core State Standards for English Language Arts
CCSS: English Language Arts Standards » Science & Technical Subjects » Grade 9-10
 RST.9-10.3 – Follow precisely a complex multistep procedure when carrying out experiments,
Key Ideas and Details
taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
 RST.9-10.7 – Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.
Integration of
Knowledge and Ideas
CCSS: English Language Arts Standards » Writing » Grade 9-10
Text Types and
Purposes
Production and
Distribution of Writing
Research to Build and
Present Knowledge
Range of Writing
WHST.9-10.2 – Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
 WHST.9-10.2.A – Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
 WHST.9-10.2.F – Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of the topic).
 WHST.9-10.4 – Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
 WHST.9-10.6 – Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other information and
to display information flexibly and dynamically.
 WHST.9-10.7 – Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
 WHST.9-10.10 – Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Essential Questions
1. What are the environmental needs of soybean plants?
2. What roles does water play in sustaining soybean plant life?
3. How does water help physically support soybean plants?
4. How does temperature affect soybean plant growth and maturity?
5. How can the maturity of soybean plants be predicted using historical climate data?
Curriculum for Agricultural Science Education © 2014
AFNR – Lesson 5.3 Plant Needs – Page 3
6. Why are nutrients necessary for soybean plants?
7. What are the essential macronutrients?
8. How are nutrient deficiency symptoms identified?
9. What are the optimal ranges of environmental conditions for soybean plant growth?
Key Terms
Absorb
Accumulation
Deficiency
Essential nutrient
Growing degree day
Growth
Herbaceous
Macronutrient
Micronutrient
Nutrient
Permanent wilting point
Threshold
Turgor
Turgor pressure
Wilt
Day-to-Day Plans
Time: 7 days
The teacher will refer to the Teacher Resources section for specific information on teaching this lesson, in
particular Lesson 5.3 Teacher Notes, Lesson 5.3 Glossary, Lesson 5.3 Materials, and other support
documents.
Day 1:



The teacher will present Concepts, Performance Objectives, Essential Questions, and Key
Terms in order to provide a lesson overview.
The teacher will provide students with a copy of Activity 5.3.1 Soybeans Standing Tall with
Water.
Students will work in teams of three to complete Step 1-12 of Activity 5.3.1 Soybeans Standing
Tall with Water.
Day 2:




Students will complete the remainder of Activity 5.3.1 Standing Tall with Water and the
Conclusion questions.
The teacher will provide students with a copy of Activity 5.3.2 Soybeans Grown in the Sun.
Students will work individually to complete Activity 5.3.2 Soybeans Grown in the Sun.
The teacher will review how growing degree-days influence plants and crops.


The teacher will provide students with a copy of Activity 5.3.3 Digging Up Soybean Nutrients.
Students will work individually to complete Activity 5.3.3 Digging Up Soybean Nutrients.
Day 3:
Day 4 – 6:






The teacher will provide students with a copy of Project 5.3.4 Soybean Optimal Growth
Ranges and discuss designing inquiry experiments with students.
Students will work in teams of three to design an experiment for Project 5.3.4 Soybean Optimal
Growth Ranges.
The teacher will review and approve the prediction, materials, procedures, and data collection
instrument for each team of students.
Students will conduct their experiments and collect data.
NOTE: Data collection times will differ based on experiment design. Lab reports and
presentations should be submitted and assessed based on the needs of each team.
The teacher will assess student work using the Lab Report Rubric and Project 5.3.4
Presentation Rubric upon project completion.
Curriculum for Agricultural Science Education © 2014
AFNR – Lesson 5.3 Plant Needs – Page 4
Day 7:




The teacher will lead students in a summary discussion of the activities and project to verify
students understand concepts of the lesson.
The teacher will distribute Lesson 5.3 Check for Understanding.
Students will complete Lesson 5.3 Check for Understanding and submit for grading.
The teacher will use Lesson 5.3 Check for Understanding Answer Key to grade student
assessments.
Instructional Resources
Student Support Documents
Activity 5.3.1 Soybeans Standing Tall with Water
Activity 5.3.2 Soybeans Grown in the Sun
Activity 5.3.3 Digging Up Soybean Nutrients
Project 5.3.4 Soybean Optimal Growth Ranges
Lesson 5.3 Glossary
Teacher Resources
Lesson 5.3 Teacher Notes
Lesson 5.3 Check for Understanding
Lesson 5.3 Materials
Answer Keys and Assessment Rubrics
Activity 5.3.2 Answer Key
Project 5.3.4 Presentation Rubric
Lab Report Rubric
Lesson 5.3 Check for Understanding Answer Key
Student Project Development Template
Lab Report Template
Reference Sources
Burton, L.D. (2010). Agriscience: fundamentals and applications (5th ed.). Clifton Park, NY: Delmar.
Herren, R. V., & Donahue, R. L. (2000). Delmar’s agriscience dictionary with searchable CD-ROM.
Albany, NY: Delmar.
National Climatic Data Center. (2010). U.S. Climate Normals. Retrieved January 2010 from
http://hurricane.ncdc.noaa.gov/cgi-bin/climatenormals/climatenormals.pl
Parker, R. (2010). Plant and soil science: Fundamentals and applications. Clifton Park, NY: Delmar.
This lesson will provide conceptual and procedural knowledge required for participation in the following
FFA activities:
 Agricultural Proficiency
 Agriscience Fair
 National Agronomy Career Development Event
Curriculum for Agricultural Science Education © 2014
AFNR – Activity 5.3.2 Grown in the Sun – Page 5


National Floriculture Career Development Event
National Nursery/Landscape Career Development Event
For more on the National FFA Organization review the following URL: http://www.ffa.org/.
Cultivating plants offers countless opportunities for SAE projects in the fields of crop production,
horticulture, nursery production, and hydroponics. Below are some examples of SAE activities connected
to this lesson of study:
 Develop a fertilizer plan for homeowners addressing proper lawn care.
 Work for a local nursery watering crops and monitoring plant health.
 Determine a planting schedule for vegetable crops in the local area to reach maturity at varied
intervals.
 Work for a local crop producer assisting with irrigation, fertilization, and harvest.
For more information regarding opportunities related to Supervised Agricultural Experience, view the
webpage at the following URL: http://www.ffa.org/index.cfm?method=c_programs.SAE.
Critical Thinking and Application Extensions
Explanation
1. Students will create a poster exhibiting the primary macronutrients and their deficiency symptoms to be
displayed in the greenhouse to assist with nutrient monitoring.
Application
2. Students will develop a spreadsheet that calculates the growing degree days for their hometown and
determine when common vegetable crops should mature.
Perspective
3. Students will research and write a report comparing the types of crops produced in temperate versus
tropical areas and how those crops influence native diets.
Curriculum for Agricultural Science Education © 2014
AFNR – Activity 5.3.2 Grown in the Sun – Page 6
Activity 5.3.1 Soybeans Stand Tall with Water
Purpose
Water is essential to all living plants and cells. It is especially important to plant growth and production.
Plants absorb most water through their roots. What happens to plants when there is not enough water?
In herbaceous, or non-woody, plants, turgor pressure holds plants upright. Turgor pressure is the force that
water inside the vacuole of a cell exerts on the cell wall. When the vacuole is full and pushing against the
cell wall, plants stand tall and upright. With insufficient water, plants lose turgor pressure and wilt. When
water is deficient for too long plants reach their permanent wilting point, or the point when they can no
longer recover from a water deficiency.
Materials
Per team of three students:






Per student:
Electric fan
3 soybean plants
2 rock wool cubes
30 ml graduated cup
Ruler
Water




Computer with Internet access
Agriscience Library
Pencil
Agriscience Notebook
Procedure
You and your teammates will be determining the necessity of water on soybean plant survival and growth.
By using a fan to aid in the flow of air around your soybeans, evaporation is increased to allow you to make
observations more quickly.
4. Obtain three soybean plants from your teacher.
5. Remove all media from their roots and rinse with water.
6. Place the roots of two of the soybean plants in the rock wool cubes.
7. Place 20 ml of water in the graduated cup.
8. Press one of the rock wool cubes into the cup so it absorbs the water.
9. Remove the moistened rock wool cube from the graduated cup.
10. Place the other rock wool cube in the graduated cup and add water until the cube is fully soaked and
the cup is full. Leave the rock wool cube in the cup. This will serve as your potted plant trial.
11. Using the ruler, measure the height of each soybean plant and record in Table 1.
12. Observe the stability, or ability of the stem to support the plant, and record in Table 1.
13. Turn on the fan and set the fan speed to low to avoid overturning your seedlings. The fan increases
evaporation allowing you to make observations more quickly.
14. Arrange each of your soybean plants in front of the fan so that the air flows over each seedling evenly.
15. Observe the soybean plants every five minutes for the next 20 minutes. Record your observations in
Table 1.
Curriculum for Agricultural Science Education © 2014
AFNR – Activity 5.3.2 Grown in the Sun – Page 7
16. In the time between observations, use the computer and the Internet or reference books in the
classroom to answer the questions in Table 2.
17. Leave your experiment overnight or until your next class period when you will make a final observation.
18. When you have made the final observation, clean up according to your teacher’s instructions.
Table 1 Observations
Time
Bare Root
0 minutes
Rockwool
Potted
Bare Root
5 minutes
Rockwool
Potted
Bare Root
10 minutes
Rockwool
Potted
Bare Root
15 minutes
Rockwool
Potted
Bare Root
20 minutes
Rockwool
Potted
Bare Root
Next day
Rockwool
Potted
Table 2 Roles of Water
What role (or roles) does water
play in each of the following?
Height
Stability
Plant Part(s)
Involved
Other
Answer
Uptake of nutrients
Transport of nutrients
Photosynthesis
Respiration
Cell turgor
Cooling and temperature control
Conclusion
19. How does the availability of water to soybean plant roots aid in plant stability?
20. Describe what happens to the cell vacuole when water is plentiful.
21. What happens to the soybean plant when water is scarce?
Curriculum for Agricultural Science Education © 2014
AFNR – Activity 5.3.2 Grown in the Sun – Page 8
Activity 5.3.2 Soybeans Grown in the Sun
Purpose
Plant maturity is determined by the accumulation of thermal units during the growing period of plants.
Growing Degree Days (GDD) is the total number of heat units calculated by using the average daily
temperature and subtracting a base temperature for a specific plant. The base temperature is the minimum
temperature requirement a plant needs to grow.
For example, a plant may require a temperature of 40 degrees. Until the temperature the plant is exposed
to reaches 40 degrees, the plant will not experience any growth. If the temperature exceeds 40 degrees,
the plant will accumulate GDD. Each plant has a GDD requirement based on research from growers of the
specific plant variety. Therefore, you are able to predict when a plant will be mature based on examining
historical climate data for your growing region.
To calculate growing degree days, find the average daily temperature by adding the maximum temperature
and the minimum temperature and dividing by two. Then subtract the base temperature for that plant. See
the formula below.
Daily GDD =
(Max temp + Min temp)
- 40 (base temperature)
2
Temperature for different locations depends upon many factors. Latitude and elevation are major factors
that influence the average daily temperatures of an area. However, what if you wanted to raise the same
crop in two different locations? How would you determine the anticipated date of harvest?
Materials
Per student:


Highlighter
Calculator


Pencil
Agriscience Notebook
Procedure
You will calculate GDD units for two different locations and determine the date of maturity for soybeans. To
understand how GDD units are calculated, first you will complete a practice set of data and report the
answer to your teacher.
Part One – Determining GDD Units
You will determine how many GDD units are accumulated for a 10-day period. The daily temperatures are
listed in Table 1. The crop you are calculating the GDD for is wheat, which has a base temperature of 40°
Fahrenheit.
Curriculum for Agricultural Science Education © 2014
AFNR – Activity 5.3.2 Grown in the Sun – Page 9
Name: ___________________________________________________________________
Table 1 10 Day Trial
Daily Low
Day
Temperature
1
33
Daily High
Temperature
45
2
34
50
3
36
50
4
38
52
5
40
54
6
42
52
7
40
60
8
33
44
9
36
47
10
43
61
GDD Units
Total GDD units for 10-Day Period
Check your answer with your teacher to verify that you are correct.
Part Two – Comparing Locations
You will calculate when soybeans will be ready to harvest in two different geographic locations. You will
assume the soybeans are planted on May 1 at each location. The total number of accumulated GDD units
for soybeans to reach maturity and set pods is 1200 units. Use the temperature data in Table 2 to
determine the approximate harvest date for each geographic location.
Soybeans require a base temperature of 50° for growth. The maximum temperature for soybean
growth is 85°. Calculate the daily growing degree days using the following formula. Record your
calculation in the “Daily GDD” column.
Daily GDD =
(Max temp + Min temp)
- 50
2
 If the average temperature does not exceed 50°, enter 0 in the table.
 If the maximum temperature exceeds 85°, use 85° as the maximum temperature for your
calculation that day as plants do not grow faster over 85°.
In the “Acc GDD” column for each location, keep a running total of the accumulated GDD units until you
reach the 1200 threshold. Highlight the date when each location reaches 1200 GDD units. The first three
dates for each column have been done for you.
Table 2 Temperature Data
Indianapolis, Indiana
DATE
MAX
MIN
May 1
May 2
May 3
May 4
May 5
May 6
79
79
79
80
80
80
51
51
51
52
52
52
Daily
GDD
15
15
15
Minneapolis, Minnesota
Acc
GDD
15
30
45
Curriculum for Agricultural Science Education © 2014
MAX
MIN
67
67
68
68
68
69
46
47
47
47
48
48
Daily
GDD
6.5
7
7.5
Acc
GDD
6.5
13.5
21
AFNR – Activity X.X.X Name – Page 10
Name: ___________________________________________________________________
Table 2 Temperature Data
Indianapolis, Indiana
DATE
MAX
MIN
May 7
May 8
May 9
May 10
May 11
May 12
May 13
May 14
May 15
May 16
May 17
May 18
May 19
May 20
May 21
May 22
May 23
May 24
May 25
May 26
May 27
May 28
May 29
May 30
May 31
June 1
June 2
June 3
June 4
June 5
June 6
June 7
June 8
June 9
June 10
June 11
June 12
June 13
June 14
June 15
June 16
June 17
June 18
June 19
June 20
June 21
June 22
80
81
81
81
81
82
82
82
83
83
83
83
84
84
84
84
85
85
85
85
86
86
86
87
87
87
87
88
88
88
88
89
89
89
89
90
90
90
90
90
90
91
91
91
91
91
91
53
53
53
54
54
54
55
55
55
56
56
56
57
57
57
58
58
58
59
59
59
59
60
60
60
61
61
61
61
62
62
62
63
63
63
63
64
64
64
64
64
65
65
65
65
65
66
Daily
GDD
Minneapolis, Minnesota
Acc
GDD
Curriculum for Agricultural Science Education © 2014
MAX
MIN
69
69
70
70
70
71
71
71
72
72
72
73
73
73
74
74
74
75
75
75
76
76
76
77
77
77
77
78
78
78
79
79
79
79
80
80
80
80
81
81
81
81
81
82
82
82
82
48
49
49
50
50
50
51
51
51
52
52
52
53
53
53
54
54
54
55
55
55
56
56
57
57
57
58
58
58
58
59
59
59
60
60
60
60
61
61
61
61
62
62
62
62
63
63
Daily
GDD
Acc
GDD
AFNR – Activity X.X.X Name – Page 11
Name: ___________________________________________________________________
Table 2 Temperature Data
Indianapolis, Indiana
DATE
MAX
MIN
June 23
June 24
June 25
June 26
June 27
June 28
June 29
June 30
July 1
July 2
July 3
July 4
July 5
July 6
July 7
July 8
July 9
July 10
July 11
July 12
July 13
July 14
July 15
July 16
July 17
July 18
July 19
July 20
July 21
July 22
July 23
July 24
July 25
July 26
July 27
July 28
July 29
July 30
July 31
91
91
91
91
92
92
92
92
91
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
92
91
91
66
66
66
66
66
66
67
67
67
67
67
67
67
67
67
67
67
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
68
Daily
GDD
Minneapolis, Minnesota
Acc
GDD
MAX
MIN
82
82
82
83
83
83
83
83
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
84
63
63
63
64
64
64
64
64
64
64
65
65
65
65
65
65
65
65
65
65
65
65
66
66
66
66
66
66
66
66
66
66
66
65
65
65
65
65
65
Daily
GDD
Acc
GDD
Conclusion
22. When did the soybeans reach maturity in Minnesota compared to Indiana?
23. As a producer, how could you use differing maturation dates to your advantage?
Curriculum for Agricultural Science Education © 2014
AFNR – Activity X.X.X Name – Page 12
Name: ___________________________________________________________________
Activity 5.3.3 Digging Up Soybean Nutrients
Purpose
In order to carry out the life processes of photosynthesis and respiration, plants need nutrition. Plants take
in nutrients primarily from the soil through their roots. There are sixteen nutrients essential to plant growth
and development. Three of those nutrients, carbon, hydrogen, and oxygen, are supplied to plants through
air and water. The remaining nutrients are classified as macronutrients and micronutrients.
Macronutrients are needed in relatively large amounts while micronutrients are needed in much smaller
quantities. The macronutrients are further divided into primary macronutrients and secondary
macronutrients. Just what are the macronutrients? Put your research skills to the test to learn more.
Materials
Per student:
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Computer with Internet access
Agriscience Library
Pencil
Agriscience Notebook
Procedure
In this activity, you will research the basics of plant nutrition of soybeans. Use the Agriscience Library and
the Internet to determine the information needed to complete Table 1 on Activity 5.3.3 Student Worksheet.
Recommended Resources:
Textbooks
Parker, R. (2010). Plant and soil science: Fundamentals and applications. Clifton Park, NY: Delmar.
Burton, L.D. (2010). Agriscience: fundamentals and applications (5th ed.). Clifton Park, NY: Delmar.
Websites
Plant Nutrients http://www.agr.state.nc.us/cyber/kidswrld/plant/nutrient.htm
Guide to Symptoms of Plant Nutrient Deficiencies http://ag.arizona.edu/pubs/garden/az1106.pdf
Recognizing Plant Nutrient Deficiencies
http://www.unce.unr.edu/publications/files/ho/2002/fs0265.pdf
Conclusion
24. Based on what you have learned, why do you think the primary nutrients are classified as such?
25. If you were asked to diagnose a nutrient deficiency, what are three plant characteristics you would look
for first?
Curriculum for Agricultural Science Education © 2014
AFNR – Activity X.X.X Name – Page 13
Activity 5.3.3 Student Worksheet
Table 1 Macronutrients in soybeans
Nutrient
Function(s) in Plants
Primary Macronutrients
Deficiency Symptoms
Source(s)
Secondary Macronutrients in Soybeans
Curriculum for Agricultural Science Education © 2014
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 14
Project 5.3.4 Soybean Optimal Growth Ranges
Purpose
Plants need water, light, nutrients and warmth for optimal growth. The variables that affect plant growth are
many, and agriculturalists need to consider each factor when determining which crops to grow and how to
provide for the environmental requirements of plants.
You have learned about individual requirements of plants, but the range of each environmental requirement
for optimal growth remains a question. For instance in Lesson 5.2 All About Plants, you determined that
plants need light to photosynthesize, but how much and what kind of light is needed? Find out more about
plant growth requirements as you design and conduct an experiment for this project.
Materials (quantities and materials vary depending upon student experiment design)
Materials available per team:
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Per student:
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Soybean plants
Assorted light sources
Temperature control systems
Assorted water sources
Assorted fertilizers
LabQuest2
Assorted Vernier sensors
Watering device
Additional materials available upon
request
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Safety glasses
Disposable gloves
Computer with Internet access and word
processing software
Lab Report Template
Lab Report Rubric
Project 5.3.4 Presentation Rubric
Pencil
Agriscience Notebook
Procedure
You will work in a team of three to design and conduct an experiment on the effects of one environmental
requirement of soybeans. You and your teammates will develop questions, make predictions, and design
the experiment and data collection instrument. When you have completed these steps, have your teacher
review your experiment. Upon receiving teacher approval, you and your teammates may conduct the
experiment.
Part One – Research and Predictions
It will be important for you to know the environmental requirements for the soybean plant you will be testing
in this experiment. Even though you are testing just one environmental factor, you will need to ensure the
other environmental factors are being met and held constant. By holding the control factors constant, you
eliminate variables that you are not testing.
Select the factor your team will test and record below. The environmental factors that you may choose from
include the following
 Light
 Nutrients (select one primary nutrient)
 Temperature
Factor being tested:
Curriculum for Agricultural Science Education © 2014

Water
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 15
Use the Internet and reference books in the classroom to research and record the ideal growing
environment for the soybean plant you will use in the experiment.
With your teammates, make a list of possible questions you may have about the optimal growth range of
the environmental factor you are testing. Record your questions in Table 2 of Project 5.3.4 Planning Guide.
Decide the question you and your teammates will answer in your experiment and circle that question. Now
develop a prediction of what your results will be. Record your prediction in Table 2 of the planning guide.
Part Two – Experimental Design
Determine how you will conduct your experiment, make a list of all materials, and write set-by-step
procedures in the planning guide. Use additional paper if necessary. Be sure your procedures are specific
enough for another person to replicate your experiment.
Experimental Specifications:
 Test only one factor
 Must have a “control”
 The test must include a minimum of three variations of treatments
 Must use three soybean plants for each test
Develop a data table to collect your results in Table 2 of Project 5.3.4 Planning Guide.
Part Three – Experimentation and Data Collection
Once you have developed the data collection table, have your teacher review your predictions, materials,
procedures, and data table. Make revisions as necessary and when your experiment has been approved,
conduct the experiment.
Part Four – Reporting Your Results
Use the Lab Report Template to write a detailed report on your findings and scientific conclusions. You will
write the lab report as an individual. Review the Lab Report Evaluation Rubric for assessment standards.
As a team, prepare a three to five minute poster presentation on your research, experimental design,
results, and conclusions. Use Project 5.3.4 Presentation Rubric to review the grading expectations for your
presentation.
Conclusion
26. Based on the environmental factor you explored, which variation was the most detrimental to soybean
plant growth?
27. For your environmental factor, how did your results compare to the optimal range you researched?
Curriculum for Agricultural Science Education © 2014
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 16
Project 5.3.4 Planning Guide
Table 1. Ideal Growing Conditions of Soybeans
Light
Carbon Dioxide
Temperature
Water
Primary Nutrients
Additional
Information
Table 2. Experimental Design
Possible Questions:
Prediction:
Materials:
Curriculum for Agricultural Science Education © 2014
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 17
Table 2. Experimental Design
Procedures:
Data Table:
Teacher Approval:
Curriculum for Agricultural Science Education © 2014
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 18
Curriculum for Agricultural Science Education © 2014
AFNR – Project 5.3.4 Optimal Growth Ranges – Page 19