Jerome Engelhaupt
Soybean Curriculum
Summer 2014 CASE ASA
Table of Contents
Reflection of CASE ASA Experience…………………………………….….……………….…3
Lesson Overview……………………………………………………………….……………………...5
Lesson 1: (5.3.1) What is the Value of my Soybeans as a Feedstuff?……….6
Lesson 2: (5.5.1) Ration Rules of Thumb Revised……………………………………..10
Lesson 3: (5.5.2) Square SOW Meal Revised ……………….…………………........…18
Reflection of CASE ASA Experience
I first attended the CASE institute at UNL in July 2012. My first thoughts about
the CASE curriculum were very positive in that I felt it would provide for a more
structured and standard curriculum. I envisioned that this could become a standard
curriculum that would allow an easier transition of students from one educational system
to another. I was also very excited about the curriculum providing the tools for more
student interaction, and labs and activities to motivate a higher level of student
engagement. I felt that over time the adoption of the curriculum would alleviate some of
the prep time in continually developing lesson plans, activities and labs, and provide for
more time to work on SAE development and to build on student relationships, especially
with the structured labs and activities. My thoughts regarding the structured curriculum
providing for greater student engagement and a higher level of learning have not
changed, but have been enhanced and reinforced even more after attending the 2013
ASP CASE institute at UNL in July 2013. Essentially, I have even stronger feelings
about the benefits of greater student engagement and higher level learning after
attending the 2014 CASE ASA Institute at UNL in late June—early July 2014.
I have always been apprehensive about the cost of the curriculum as well as the
time commitment. I was also concerned about the potential cost of equipment,
materials, and supplies to implement the curriculum. I was excited about the
opportunity when I learned that UNL was planning to host the CASE institute and even
more excited and appreciative to learn of the scholarship opportunities provided for
each of the past three years CASE institutes by the Nebraska Soybean Board, the CHS
Foundation, and the Partners for Innovation.
After attending the CASE Institute, I have absolutely no regrets! I appreciate the
professionalism in the lead teacher’s delivery of the curriculum, even though it was quite
intense and required considerable extra time in the evenings …or early morning hours
to complete assignments or prepare for the next day. I also am appreciative of the
concept of spiraling and scaffolding that is utilized in the curriculum. I feel this concept
is important in the effective education of students. I feel that I will better utilize and
reinforce to the students this concept of building on previous learning experiences on a
more regular basis in my classroom in the future! I am confident the integration of the
core subject areas of science, math, and technology in the curriculum will benefit the
students in understanding the “real life” applications of those disciplines in the
agriculture arena as well any career area they pursue.
I have really enjoyed the camaraderie and sharing with the other students in the
CASE training. It provided yet another opportunity to share ideas and practices with
other educators that will allow for more effective instruction in my own classroom.
I am appreciative after attending the CASE Institutes in 2012, and 2013, for the
reduction of time from 10 to 8 days for the ASA CASE Institute in 2014. I feel the
reduction of time worked well for most students and did not reduce the quality or value
of the curriculum.
My concerns with the ASA CASE as well as the ASP and AFNR curriculums in
my own school is they are yearlong curriculums and that many of the elective classes at
our school are semester based, therefore we may have new or different students
wanting to come into the class at the beginning of the second semester. Another
concern is that I also use part of the school year to help students develop their SAE’s
and their record books. We also have to utilize some class time to prepare for range
judging, livestock judging, and CDE and LSE as well as other FFA events. In a ,small
school system here at West Boyd, many of our students are involved in multiple
activities, therefore out of class time for such preparation is very limited. (Many of our
students are in 6 to 14 different intra/extra-curricular activities throughout the school
year.) I will have to make decisions regarding the possibility of compromising some of
these activities to implement the CASE curriculum to the greatest extent possible.
Integration of CASE
I will be utilizing the CASE ASP curriculum during the 2014-15 school year and
the CASE ASA curriculum in the 2015-16 school year with my Junior and Senior
students. At West Boyd Schools, we alternate Animal Science every other year with
Plant Science. I will have to select certain components of the curriculum to teach and
others to “skirt” around or eliminate. I will also have to compromise some of the FFA
activities which will be hard for me to do! I plan to work with our Science instructor to
determine which concepts he covers that would allow me to reduce instruction time on
or delete. I am pleased that he does currently have some of the more expensive lab
equipment that he will share with my program, and that we can work together on future
equipment purchases that we can share to enhance both of our programs.
Curriculum Development and Sharing
I have developed a Unit for Animal Nutrition utilizing soybeans/soybean products
as a feedstuff with three lesson plans. These lesson plans are revisions of CASE
curriculum from CASE ASA. The first lesson, (5.3.1), deals with the variance of protein
and fat content in different varieties of soybeans and how this can affect ration
development. It reinforces the idea that livestock producers should have their feedstuffs
analyzed for nutrient values when formulating rations, and also hopefully in the near
future, providing a basis for the pricing od soybeans according to fat and protein
content. The second, (5.5.1), lesson deals with conversion of “as fed” to dry matter
basis and vise-versa for various feed values. This lesson provides a basis for the third
lesson. The third lesson, (5.5.2), is the formulation of rations using multiple feedstuffs
using the Pearson Square. I have shared these lesson plans on the “Communities of
Practice” website for other educators and the public to utilize, and will offer them to the
Science instructor here at West Boyd Schools.
Jerome Engelhaupt
West Boyd Schools
AgScience Instructor
West Boyd FFA Advisor
Soybean Unit Lesson Overview
I have developed a Unit for Animal Nutrition utilizing soybeans/soybean products
as a feedstuff with three lesson plans. These lesson plans are revisions of CASE
curriculum from CASE ASA. The first lesson, (5.3.1), deals with the variance of protein
and fat content in different varieties of soybeans and how this can affect ration
development. It reinforces the idea that livestock producers should have their feedstuffs
analyzed for nutrient values when formulating rations, and also hopefully in the near
future, providing a basis for the pricing od soybeans according to fat and protein
content. The second, (5.5.1), lesson deals with conversion of “as fed” to dry matter
basis and vise-versa for various feed values. This lesson provides a basis for the third
lesson. The third lesson, (5.5.2), is the formulation of rations using multiple feedstuffs
using the Pearson Square. I have shared these lesson plans on the “Communities of
Practice” website for other educators and the public to utilize, and will offer them to the
Science instructor here at West Boyd Schools.
Performance Objectives:
-Performance objectives are stated on the 1st page of each lesson.
Lesson 5.3.1 What is the Value in my
Soybeans as a Feedstuff REVISED
Name:
Date:
Purpose
All living organisms require energy to grow and survive. Plants can produce energy
through the process of photosynthesis. Animals produce energy and muscle tissue
by consuming feed from plant or other animal sources. Determining the best sources
of energy and protein is important to animal producers to ensure animal health and
production. Not all feeds contain the same amount of energy and protein nor are all
feeds high in energy and protein palatable to animals. There can be a variance of
protein, carbohydrates and fat/oil within the same feedstuff grown in different
regions, fields, and soil types. The value of the feedstuff is dependent on soil
condition, fertility programs, varieties, and other management and environmental
factors.
Individual feedstuff analysis is very important when determining rations for animal
production. Accurate ration development based on accurate feedstuff analysis will
allow for greater efficiency and production within the livestock industry
Performance Objectives
It is expected that students will
Conduct an inquiry experiment to determine the protein and fat content
different samples of the same type of feedstuff in feedstuffs
Properly collect feedstuff samples and package to send to a commercial
lab for analysis
.
 Read a feed analysis data sheet and interpret the information included on
the data sheet
Materials
Per Per student:






One soybean sample per student each from different
producers or different fields
Pencil/Pen
Permanent marker
Pint size zip-lock bags, one per student
Feed/Forage Sample Information Form, (can be printed from
“www.wardlab.com”)
One large box for the class for mailing the samples as a
group.
Procedure
In this activity, you will prepare a whole kernel soybean sample and submittal
information form to the Ward Lab in Kearney, NE requesting a fat and protein
analysis.
Part One:
Each student collect one soybean sample from a stored source. They should try to
collect samples from different sources so there is a variety of samples from different
fields, with different variety numbers, production methods and maturity dates as well.
Part Two:
Each student will package and properly label their sample and complete a Feed/Forage
sample submittal information sheet requesting fat and protein analysis to send along to
Ward Labs with their sample.
Part Three:
When the analysis is complete and returned from Ward Labs, students will complete the
attached analysis for comparative purposes on page 4.
Extended Activity:
Using the Pearson Square balance rations using the two most differing protein contents
from the group. Use corn at 9% protein and a different soybean protein content from
above for each of the rations. Discuss the economics of using the higher protein
feedstuff assuming the feedstuff is priced the same disregarding the values for protein
and fat.
Conclusion
1. Which soybean sample has the greatest fat content?
2. Which of the tested samples is the best energy source? Why?
3. Which of the samples is the best protein source? Why?
4. Why might the soybean samples have different values for fat and protein, what can
affect these values?
5. When determining rations for livestock, why is it important to use the actual analysis
of the feedstuffs being used rather than the standard values for that feedstuff?
6. Would you expect the fat and protein content values that you measured to be close
to the value listed in feed analysis books? Why?
Activity 5.3.1 Student Worksheet
Name:
Date:
Table 1. Data
Sample/Student Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Average value for all samples
Protein
Content
Fat
Content
Lesson 5.5.1 Ration Rules of Thumb
(revised)
Name:
Date:
Purpose
The job of a nutritionist is not an easy task. One size does not fit all. Creating a diet
or ration for an animal can be challenging. There are many considerations that effect
the content and quantity of the ration. Not only do you have to consider all of the
characteristics of the individual animal, but you must also take into account the
quality of the feeds you are using.
A ration is the total amount of feed an animal consumes in a 24-hour period. A ration
needs to provide the right amount and proportion of nutrients needed by the animal
during its particular life cycle stage. A diet refers to the ration without reference to a
specific period of time. Diets should be based on the needs of the animal being fed
and the nutrient content of the feed available.
Performance Objectives
It is expected that students will
Describe the characteristics of a good ration..
Complete conversions of feedstuffs from a dry-matter basis to an as-fed basis.
Determine the required percentage of each nutrient in a ration
Materials
Per student:




Modern Livestock and Poultry Production text
Calculator
Pencil
Agriscience Notebook
Procedure
In this activity, you will be researching several key facts for balancing a ration. Use
the chapter “Balancing Rations” from the Modern Livestock and Poultry Production
textbook as a resource to complete this activity.
Part One – Discovery
There are many considerations when developing a ration for an animal. Read pages
158–169 from “Chapter 8 – Balancing Rations” in your textbook. As you read, use
the concept of definition map on Activity 5.5.1 Student Worksheet to record
important facts and guidelines for ration development.
A concept of definition map provides you with a structure for note taking to help you
organize and record the most important facts. You will read the content and use the
map to summarize the key points presented in the reading. These notes will help
you in future activities.
Part Two – Calculations
Determining the amount of feed versus water in a feedstuff is an important
calculation an animal producer completes when planning how much to feed. You
may want to consult your notes from Part One for assistance with converting dry
matter to as-fed and vise-versa. Show your work for all problems and include proper
units with your final answers.
A. Conversions – Dry Matter and As-Fed
1. If soybean meal contains 11% moisture, what percentage of dry matter (DM) does
it contain?
Answer: ________________
2. How many pounds of dry matter are in 100 pounds of soybean meal with 11%
moisture?
Answer: ________________
Explain how you derived your answer:
3. How many pounds of dry matter are in 1 ton of soybean meal with 11% moisture?
Answer: ________________
4. A ration for lactating swine calls for 5 pounds of oats and 10 pounds of corn on an
as-fed basis. The oats have 89 percent dry matter. How many pounds of dry matter
are in the oats on a 100% dry matter basis? The corn is 14% moisture. How many
pounds of dry matter are in the corn?
Answer: oats_____________ corn_____________
5. A large lactating sow is fed 18 lbs of complete ration per day on an as fed basis.
The ration is 87% DM. How many pounds of dry matter feed will she consume in
one day?
Answer: ________________
B. Determining the percentage of a nutrient in a feed on a dry matter or as-fed
basis
It is frequently necessary to determine the amount of a nutrient provided on a dry
matter basis or on an as-fed basis. The following equation can be used for any
nutrient and for conversions from as-fed to dry matter or dry matter to as-fed.
% nutrient, as - fed basis % nutrient, DM basis

% DM of feed
100% DM
Remember that percentage means per 100, so 70% means 70 per 100. If you divide
70 by 100 you get .70, which is a decimal. To convert percentages to decimals,
simply divide by 100. A simpler method is to move the decimal two places to the left
and remove the % symbol. Example: 15.5% = .155
Example: What percent crude protein (CP)
Example: What percent CP does 49.4% CP
does a 44% CP soybean meal contain on a dry
matter basis if the DM = 89%?
(DM basis) contain on an as-fed basis if the DM
= 89%?
.44
x

.89 1.00
.89 x  .44
x  49.4%CP (DM Basis)
x
49.4

89 100
100 x  4361
x  44%CP (As - fed Basis)
6. What percent CP does a 45.2% CP (DM basis) cottonseed meal contain on an asfed basis if the DM = 91%?
Answer: ________________
7. Complete the following table. Please show your work in the space provided below.
%DM
% CP
As-fed Basis
%CP
DM Basis
a.
89.0
51.0
_____
b.
91.0
_____
53.0
c.
_____
4.0
13.0
Please show your work below.
a.
b.
c.
8. On a DM basis, a feed has 16% CP and 3300 kcal/kg of metabolizable energy
(ME). What are the CP and ME on an as-fed basis? Dry matter of the feed is 85%.
Show your work in the space provided.
CP:
Answers:
ME:
CP = ________%
ME = ________kcal/kg
C. Application Problem
9. A ration for sows contains 16% CP on a DM basis. Therefore, 1 lb of ration
provides .16 lbs of CP on a DM basis. How many pounds of dry matter are required
to provide 1.7 lbs of CP?
Show your work in the space provided.
Answer_______________
10. The sow ration above contains 87% DM. How many pounds of ration would you
need to feed to provide the 1.7 lbs of CP on an as-fed basis? (How much feed
would you have to put in front of an animal?)
Show your work in the space provided.
Answer: ________________
11. A lactating sow will eat 3% of her body weight in feed per day on a DM basis. How
many pounds of the ration would a 400 lb sow eat on a DM basis?
Show your work in the space provided.
Answer: ________________
12. The sow needs 1.7 pounds of CP per day. Could the sow meet her CP
requirements eating the 16% ration? Why or why not?
Use your answers from above to help determine your answer.
Conclusion
1. What are three characteristics of a good ration?
2. Why should the amount of feed provided equal or slightly exceed the feed intake
per day of an animal?
3. Why is the amount of dry matter in a ration important?
4. Would a ration with 75% dry matter be suitable for a 400 pound sow who consumes
12 pounds of feed per day?
Activity 5.5.1 Student Worksheet
Name:
Date:
Balancing Rations Concept of Definition Map
Functions of a Ration:
Characteristics of a Good Ration:






General Principles
Balancing
Rations
DM / As-Fed Conversions
a=
Dry Matter Basis:
b=
As-Fed Basis:
c=
As-fed to DM formula:
Rules of Thumb:

Steps in Balancing:



DM to as-fed Formula:
1.
2.
3.

4.

5.
Lesson 5.5.2 Pearson’s Square Sow Meal
revised
Name:
Date:
Purpose
Feeding animals is not a chore livestock producers take lightly. The financial, health,
and production gains from a good feeding program are essential to the long-term
viability of an animal operation. Yet balancing a ration, or providing animals with all
the nutrients each animal needs in the right proportions and amounts, can be an
intimidating task. It is difficult to balance a ration by trial and error and can be costly
if not done correctly.
There are times when a producer meets the nutritional requirements of an animal by
using two feedstuffs. The Pearson Square is a useful tool for blending two feedstuffs
with different nutrient concentrations into a mixture with a desired concentration. It is
used to calculate the proportion of two feeds to be mixed together based on the
percentage of a specific nutrient as you will learn in this activity
Performance Objectives
It is expected that students will:
List the steps in balancing a ration.
Use the Pearson Square to balance a ration using two feedstuffs.
Use the Pearson Square to balance a ration using multiple feed stuffs.
Develop a balanced ration for their Producer’s Management Guide .
.
Materials
Per student:




Modern Livestock and Poultry Production textbook
Calculator
Pencil
Agriscience Notebook
Procedure
In this activity, you will be formulating rations based on the nutritional needs of an
animal. You may find Chapter 8 in your textbook helpful as a reference and for
additional examples.
Part One – How to use the Pearson Square
The following problem will be used to demonstrate how to use the Pearson Square
method for blending two feedstuffs with different nutrient concentrations.
You are mixing a feed for your lactating sow herd. Using corn oats, and soybean
meal, formulate 1 ton of a mixture that contains 16% crude protein (CP) on an as-fed
basis.
Step 1 -Write down the facts you know.
%CP of yellow corn
=9
%CP of oats
= 13
%CP of soybean meal
= 44
%CP desired in the ration
= 16
From feed analysis completed in a
lab. For average data see the NRC
Composition Tables
~
Protein need of hogs
Step 2 – Drawing the Pearson Square.
 Draw a one to two inch square.
 Draw diagonal lines from corner to corner, leaving a space in the middle
(See Figure 1).
Figure 1. Pearson Square Template
Step 3 – Inputting the facts you know.
 Write the % of the nutrient for which you are calculating in the center.
 On the left side of the square, write in the feeds and percentage of the
nutrient supplied on the top and bottom corners.
 (In this ration you are using a grain mixture of 2 parts corn and 1 part oats
therefore you must determine the %CP of the mixture. To do this, you
must multiply the % of the corn that makes up the mixture by the % protein
in the corn, (67% corn X 9% protein) and then multiply the % of the
mixture that is oats by the % protein in the oats, (33% oats X13%protein)
and then add these sums together to determine the average protein of the
grain mixture of oats and corn
(67% X 9%) + (33% X 13%) =
6.03% +
4.29%
=10.3% average CP for the corn/oats mixture
Feedstuff with % of Nutrient
Corn oats mixture 10.3%
% of Desired
Nutrient
Parts of Each Feed
16
Soybean meal 44%
Figure 2. Pearson Square Set-up
Step 4 – Determining the proportion of each feed.
 Subtract across the diagonal for each feedstuff.
 The result gives you the parts of each feedstuff in the ration.
 Read across the square to determine the proportion of each feed to use in
the ration.
Feedstuff with % of
Nutrient
% of Desired Nutrient
Parts of Each Feed
28 parts
corn/oats mixture
Corn/oats mixture 10.3
(44 -16= 28)
16
(16- 10.3 = 5.7)
Soybean meal (SBM)
44
5.7 parts SBM
33.7 total parts
Figure 3. Pearson Square Solved
Rule: Subtract
smallest
numbers from
larger numbers
– all answers
will be positive
numbers.
Step 5 – Calculating the percentage of each feedstuff.
 With these proportions, you are able to convert the parts of the ration to the
percentage that should be used in the ration for desired nutrient
concentration.
 Divide the parts of each ingredient by the total parts of the ration.
 Multiply by 100 to determine the percentage of each feedstuff needed in the
ration.
(28 parts corn/oats / 33.7 total part*100 = 83% corn/oats
(5.7 parts SBM/ 33.7 total parts) * 100 = 17% SBM
Step 6 – Determining the quantity of each feedstuff in your ration.
 Calculate the quantity of each feedstuff.
 To determine how many pounds of each feed
ingredient are needed multiply the total pounds needed
by the percent of the feedstuff in the ration.
(1 ton) 2000 lbs feed x ____%
corn/oats
33% of the corn/oats mixture is
oats
67% of the corn/oats mixture is
corn
(1 ton) 2000 lbs feed x ____% SBM
= _____ lbs corn/oats
= _____ lbs oats
= _____ lbs corn
= _____ lbs SBM
Step 7 – Check your work.
_______lbs corn x 9% CP = _____lbs of CP
______lbs oats X 13% CP
= _____lbs of CP
_______lbs SBM x 44% CP = _____lbs of CP
Add the lbs of CP in each feed _____lbs of CP/2000 lbs feed (16%CP)
If all math is correct your answer will be 320.
Part Two – Practice Problems
Solve the following problems using the Pearson Square. Please show your work.
5. Formulate 100 pounds of a ration with 18% CP using yellow corn (10.1% CP)
and soybean meal (42.5% CP).
Answer: ______lbs yellow corn
_______lbs soybean meal
Check your work (Step 7):
6. Formulate a 600 kg mixture with 20% protein of barley (13.5% CP) and canola
meal (40.9% CP).
Answer: ______kg barley
Check your work (Step 7):
_______kg canola meal
Conclusion
7. Why is the use of the Pearson Square method an important tool for animal
producers when determining rations?
8. Explain how the Pearson Square might be used in a ration that involves more
than two feedstuffs.
What nutritional problem do you foresee using only the Pearson Square in order to
balance a ration? Explain your reasoning.