Ann Dvorak
Soybean Curriculum
Summer 2012 CASE Scholarship
Table of Contents
CASE Experience and Introduction………………………………3
Lesson Overview…………………………………………………….6
Lesson 1: Dissecting a Soybean Plant…………………………..7
Lesson 2: Monocot and Dicot Seeds……………………...……11
Lesson 3: Soybean Seed Germination…………………………14
2
CASE Experience
When I first was introduced to CASE at the National NAAE Conference in St.
Louis, MO, I had mixed feelings. I felt that the time and financial commitment of
attending an institute was more that I would be able to give, and I also questioned the
idea of adopting a curriculum that may not fit my individual program needs. I understand
the importance of integration of core subjects into the agricultural classroom, though,
and I had heard from my peers that had gone to a CASE institute that this curriculum
was a great tool to use for core subject integration. I was pleased to receive a
scholarship from the Soybean Board to help fund my AFNR CASE experience. It
allowed me to be able to attend an institute that my school or I wouldn’t have been able
to afford.
I still have some mixed feelings about the curriculum, but I can say that the
professional development provided at the institute was beneficial. I appreciate the way
that CASE is organized in a manner that promotes scaffolding and spiraling. These
concepts are important for building student’s learning. Sometimes in my day-to-day
teaching, I don’t make a point to make connections or revisit ideas. The CASE
curriculum does an excellent job of doing both. All CASE curriculum is also linked to
core standards which helps to show administration and the school board that I am
reinforcing those core courses in my classroom and thus assisting students to perform
better on standardized tests. The thing that I enjoyed the most about CASE was the
opportunity to share ideas with experienced and new teachers in the profession. It was
beneficial to go through a lesson and then have conversations about how we would use
them in our classrooms.
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Integration of CASE
As I stated previously, I still have some concerns about the CASE curriculum.
One of those concerns is that I don’t feel that AFNR has enough rigor to be taught to
freshmen or sophomore students. I have concerns with offering it for science credit
because I feel that it isn’t providing students with all of the same concepts that they
would be learning in General Science or Botany. I also don’t feel that the curriculum
does a good job of fitting in to the agricultural education school year as far as having
lessons taught during seasons when students can be outside learning or have the
materials available to teach concepts. Because of these two concerns, I am going to
integrate this curriculum into my junior high exploratory course. I teach this course to the
7th and 8th graders for one quarter each year. My plan is to isolate the activities,
projects, and problems that best fit my curriculum and teach them for a quarter during
their 7th grade year then again for a quarter their 8th grade year. As 9th graders, students
can take my Agriscience course where we dig deeper into the basic concepts of FFA
and build further on concepts learned during the 7th and 8th grade. I think that the CASE
curriculum does an excellent job of showing students that agricultural education isn’t
just teaching about production agriculture, which is a tough concept to get through to
prospective students. I think that by teaching the 7th and 8th graders this curriculum, they
will gain an understanding that not only is agriculture very science based, but that it can
also be fun to learn.
Because requisitions have passed, and I do not have much of the needed
equipment, I am going to budget for supplies to teach this course in 2013-2014. I am
also going to requisition and apply for grants to attend either the plant or animal CASE
institute in the summer of 2013. I am interested to see if these courses are more
rigorous and could be offered for science credit.
4
Development of Curriculum
I appreciate the way that the CASE curriculum is formatted and I also appreciate
that it teaches students through experiential learning activities. Therefore, I modified a
couple of activities from the CASE AFNR Lesson 5.2 All About Plants to come up with
my curriculum. I also added a lesson about monocot and dicot seed dissection to
complete a short unit introducing students to basic plant concepts using the soybean.
These lessons could be used in a junior high exploratory course or a high school
introductory course. I liked the idea of using the soybean as a model for these lessons
because it is a plant species that many students are already familiar with and these
lessons could be built onto to explain the role that soybeans play in food, animal, and
byproduct production.
I plan to share this curriculum on NAAE’s Communities of Practice website. This
website is available to all NAAE members and is a hub for exchange of materials and
ideas for agricultural educators. Another requirement for the scholarship is to share this
curriculum development with my community. When I first think of community, I think of
those in my school system. I will make this curriculum available to the science
educators in my school system so that they might use it as they are teaching basic
science concepts. Our district is also going to do an informational spot on a local radio
station about our CASE experience and the development of our curriculum.
5
Introduction
In these lessons, students will review the four main parts of a soybean plant and the
functions of each part. Students will also learn the difference between monocot and
dicots plants and seeds, and will conduction a germination trial using soybean seeds.
Perfomance Objectives:
It is expected that students will
 Identify and sketch the four basic parts of a soybean plant
 Describe the function of the four basic parts of a soybean plant
 Compare and contrast monocot and dicot plants
 Identify the parts of monocot and dicot seeds
 Describe the function of the parts of monocot and dicot seeds
 Conduct a germination trial to determine the germination rate of soybean seeds
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Lesson 1
Dissecting a Soybean Plant
Purpose
Just like you have eyes to see, ears to hear, and a tongue to taste, plants also have
various parts that have specific functions.
To better understand a plant, you must first know the parts and how they function
together to make the plant grow. Each structure plays a key role in the growth and
development of a plant. For humans to be able to produce and utilize plants
effectively in an agribusiness, they must understand the functions of each plant part.
Materials
Per group of four students:

Complete Soybean Plant with
either flowers or seeds
Per student:



Scissors
Glue stick
Pencil
Procedure
In this activity, you will learn the four basic parts of a significant agricultural plant and
identify each part. You will observe the external characteristics of the soybean plant
and determine the function of each of these plant parts.
Part One – Pass the Veggies Please
Your teacher will provide your group with a soybean plant. Use the plant to complete
the steps below.
1. With your partners, determine the following parts of the soybean plant: root,
stem, leaf, flower/seed.
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2. Draw an example of each plant part in Table 2.
Table 2 Looks Like
Root
Stem
Leaf
Flower/Seed
Part Two – Plant Part Function
Now that you have determined the parts of a soybean plant, you must determine the
functions of each part.
1. Look at the characteristics of each plant part in front of you.
2. Use your basic knowledge of plants and the visible characteristics to help you
brainstorm two functions for each plant part in Table 3.
Table 3 Plant Part Functions
Plant Part
Function
Root
Stem
Leaves
Flower/Seed
3. Cut out the 16 basic functions of plant parts found at the bottom of Activity 5.2.1
Student Worksheet.
4. Arrange the functions next to the plant part on your student worksheet. Each
plant part will have four functions.
5. Once your teacher has checked your placement of each function, glue the
functions next to the plant parts.
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Conclusion
1. What are the four basic plant parts?
2. List one example of a vegetable that we eat for each plant part.
3. What are the major functions of the four plant parts?
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Four functions of a leaf:
1.
2.
3.
4.
Four functions of a
flower/seed:
1.
2.
3.
4.
Four functions of a stem:
1.
2.
3.
4.
Four functions of a root:
1.
2.
3.
4.
Cut out each of these functions and place them next to the plant part.
Anchor Plant
Attract Insects
Cool the Plant
Food Storage
Food Storage
Food Storage
Gas Exchange
Hold Plant Upright
Photosynthesis
Photosynthesis
Produce Fruit
Produce Pollen
Produce Seeds
Transport Nutrients
Uptake Nutrients
Uptake Water
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Lesson 2
Monocot and Dicot Seeds
Purpose
In the last lesson, we learned about the parts of a soybean plant. In this lesson
you will further explore the soybean to determine if it is a monocot or dicot. What
are the characteristics of a monocot seed? How do these characteristics differ
from those of a dicot seed?
Materials
3 corn plants in separate pots
3 soybean plants in separate pots
Per group of 2 students
 2 fresh soybean seeds
 2 fresh corn seeds
 Magnifying Lens
 Scalpel
Per student
 Safety Goggles
 Pencil
Procedure
Part One – Making Observations
1. There are three soybean plants and three corn plants placed around the
room. Without talking, visit these plants, looking for visible differences
between them.
What things are the same?
What things are different?
2. Return to your seat and discuss your results with the person to your left. Be
prepared to share your findings with the class.
Part Two – Dissecting Seeds
1. Get two soybean and two corn seeds from your instructor.
2. Study the following parts of the soybean and corn seed:
a. Fruit Coat – transparent outer layer of the seed
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b. Endosperm – makes up most of a seed and is composed of an opaque
part, which contains starch, and a transparent part, which is composed
of protein. These are the reserve foods that will be used by the embryo
when it begins to grow.
c. Seed Coats – layers that surround the endosperm and serve to protect
the seed’s internal parts.
d. Embryo – Externally, the part of the seed marked by a slight
depression; internally, that part of the seed that grows into a new plant.
Composed of the plumule, the plumule sheath, the cotyledon, the
radicle, and the radicle sheath.
e. Cotyledon – makes up most of the embryo. The cotyledon’s infolded
edges almost enclose the plumule. Collectively, the cotyledons are the
seed leaves.
f. Plumule – the primary bud of the seed embryo.
g. Plumule Sheath – made up of several immature leaves, which will
become the first leaves of the plant.
h. Radicle – becomes the roote system of the plant.
i. Radicle Sheath – sheath of protection that surrounds the radicle.
j. Point of Attachment – where the seed is attached to the mature plant
3. Use the scalpel to cut one bean seed horizontally. Record what you find
inside in Observation 1.
4. Cut the other bean seed vertically. Record what you see in Observation 2.
5. Repeat steps 3 & 4 for the corn seeds.
Observation 1
Draw what you observed inside the bean and corn seeds that were cut in step 3.
Soybean Seed
Corn Seed
Observation 2
Draw what you observed inside the bean and corn seeds that were cut in step 4.
Soybean Seed
Corn Seed
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Conclusion
1. What is the function of the largest part of a seed?
2. What are the functions of the following seed parts?
a. Plumule
b. Radicle
c. Embryo
d. Seed coat
3. What is the function of seeds in the life cycle of a plant?
4. Are soybeans a monocot or dicot? What clues did you find to support your
answer?
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Lesson 3
Soybean Seed Germination
Purpose
Just as you started life as an egg, a soybean plant started life as an egg as well. The
flower produces eggs in the ovary. Those eggs go on to become the next generation
of plants once they are fertilized. Typically, soybean plant eggs are called seeds. In
order for a seed to become a new plant, they need the correct environment and
nutrients to grow. Every living organism has certain requirements that must be met
for growth and survival. Do soybean seeds need water to germinate? If so, how
much? Find out in this activity.
Materials
Per team of three students:






Per student:




2 liter plastic bottle
Stapler
Scissors
Permanent marker
Thermometer
Water
10 soybean seeds
Paper towel
Paper clip
Pencil
Procedure
Go through Seed Germination PowerPoint and take notes in your notebooks.
Your teacher will assign you to a team of three. You and your team will conduct an
experiment to understand the impact of water and temperature on soybean seed
germination. Each of you will set up a trial for a seed germination experiment and
work as a group to complete the germination and observation components of this
activity.
Part One – Setting Up the Experiment
1. Lay out a dry section of paper towel on your table.
2. Place 10 soybean seeds along one edge of the paper towel, try to space them
evenly from top to bottom. See Figure 1.
Figure 1. Seed Arrangement
3. Carefully roll the paper towel tightly around the bean seeds once or twice.
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4. Staple the paper towel between each seed to ensure that the bean seeds stay in
place.
5. Continue to roll the paper towel and staple the ends to keep it rolled.
6. Carefully cut approximately four inches off the top of the plastic bottle with
scissors.
7. Clean the plastic bottle with warm soapy water and rinse well.
8. Write all team members’ names on the outside of the bottle toward the top of the
bottle.
9. Draw a line on the outside of your team’s plastic bottle approximately 1/3 from
the bottom. This will be your water fill line.
10. Fill the bottle with water to this line.
11. Place an X on one end of your paper towel roll. This will indicate the top of your
roll.
12. Place your seed roll in the bottle with the X at the top and secure it to the edge
using the paperclip.
13. Once you have completed the experiment set up, your teacher will assign your
group one of the following temperature treatments.
 Cold
 Warm
 Hot
14. Using the thermometer, determine the temperature of the area your group has
been assigned and record in Table 1. Be sure to include the unit of
measurement.
15. Place and store your team’s bottle in the location specified by your teacher.
Table 1 Temperature Treatment
Treatment assigned:
Starting Temperature
Day ___
Day ___
Day ___
Final Temperature
Part Two – Predictions
With your teammates, determine what you predict will happen in this experiment in
Table 2. Record which temperature treatment was assigned to your group by your
teacher. Use an X to indicate a seed that will not germinate. Draw an O to indicate a
seed that will germinate.
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Table 2 Predictions
X=seed that will not germinate
O=seed that will germinate
Temperature
Treatment:
Top
Roll 1
Roll 2
Roll 3
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
What do you think will promote seed germination in your predictions?
What do you think will inhibit seed germination in your predictions?
Part Three – Maintenance
When instructed by your teacher, check the experiment bottle to make sure the
paper towel rolls have not fallen and the water level is to the line.
 If you need to add water, use caution to avoid getting water on the paper
towel rolls.
 Determine the current temperature and record in Table 1. Record the
number of days elapsed at each temperature recording.
Part Four – Data Collection
1. Record where the water level is in relation to the paper towel roll by making a
mark with the permanent marker in the paper towel.
2. Remove your seed roll from the bottle.
3. Dispose of the water and bottle.
4. Carefully unroll the seed roll, keeping the bean seeds in their original position.
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5. Record which seeds germinated and which did not in Table 2. Use an X to
indicate a seed that did not germinate. Draw an O to indicate a seed that did
germinate.
6. Draw a line across Table 2 to indicate which seeds were submerged below the
water level and label the line.
7. Draw a second line to indicate the highest point on the paper towel that was
damp and label the line.
Table 2 Observations
X=seed that did not germinate
O=germinated seeds
Top
Roll 1
Roll 2
Roll 3
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Part Five – Analyzing the Data
1. How many of your soybean seeds germinated?
2. What percent of your soybean seeds germinated? Set up the problem as a
proportion and show your work.
G=number of seeds germinated
X=percent germination
G
x

30 100
30x  100 * G
100 * G
x
30
3. Explain the trends of germination in relation to the water level. Where was the
best germination rate compared to the worst germination rate?
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Part Six – Class Comparisons
Share your results with other groups in the class. Record the percent germination of
each treatment group in Table 3 and answer the following question.
Table 3 Class Comparisons
Group:
Cold Treatment
Warm Treatment
Hot Treatment
1. Based on the class results, did temperature affect germination of bean seeds?
Why do you believe this is so?
Conclusion
1. In this experiment, why were there soybean seeds that did not germinate?
2. What role does water play in soybean seed germination?
3. What role does temperature play in soybean seed germination?
4. Based on what you learned, what do you think are the best conditions for
soybean seed germination?
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