Growing America

Corn and soybean production is an important source of food, fuel and bioproducts worldwide. Students learn about these important plants’ anatomy and growth stages.

Unit level:
Storyline

Phenomenon

Growing America: How can we make food production less of a gamble? Variables such as climate, nutrition, and competition for resources play an important role in the growth of plants. How can production practices mitigate the effects of these factors in order to increase the health and yield of plants?

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Puzzling plants

How are corn and soybean plants similar and different?

What do students do? Students build a model of the corn or soy plant.

What do students figure out? Students determine the differences and similarities between these two crops.

HS-LS1-2

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Explore an ear of corn

What do you know about this familiar plant? How do the parts of the corn plant work to produce an ear of corn?

What do students do? Students determine corn anatomy and function.

What do students figure out? Students learn how the parts of the corn plant work together to produce an ear of corn.

MS-LS1-5

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Corn dissection

What can the corn plant tell us? How can we tell what growth stage the corn plant is in?

What do students do? Students dissect the corn plant and make observations.

What do students figure out? Students determine the plant’s growth stage based upon corn anatomy.

MS-LS1-5

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Growing degree days

What role does air temperature play in crop production?

What do students do? Students research how temperature plays a role in corn growth and calculate growing degree units for a region.

What do students figure out? Students compare observable corn growth stages to regional climate and plant data. Students select hybrids based upon regional growing degree units and yield.

MS-LS1-5

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Analyzing data to minimize land use impacts

How can we utilize soil, water, and land use data to make land use decisions?

What do students do? Students analyze soil and water quality data to construct an explanation for the current state of land use of a system.

What do students figure out? Students design a solution to the current land use of a system to improve the soil and water quality of that same system.

MS-ESS-3

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The sunlight–food connection

What do plants need to grow? What role does photosynthesis play in plant growth? What role does photosynthesis play in the cycling of matter and the flow of energy in an ecosystem?

What do students do: Students explore how sunlight, water and carbon dioxide change matter into different forms (oxygen and glucose).

What do students figure out? Students will construct an explanation for the cycling of matter and flow of energy during the photosynthetic process using data collected from their investigation.

MS LS1-6

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Macromolecules in food

What are the differences in macromolecule amounts in different seed and food? How do the differences impact the uses of each?

What do students do? Students test different food for macromolecule content.

What do students figure out? Students compare macromolecule amounts and determine how those macromolecules impact the uses of corn and soybean.

MS-LS1-7

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Improving crop yield

How might we make accurate predictions to improve crop yield? What information helps us best prepare for and see an improved crop yield?

What do students do? Students interpret graphical data.

What do students figure out? Students see the effect of nutrient application on production.

HS-LS2-2

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Teacher background

Corn is a grass native to the Americas. Evidence in central Mexico suggests corn was used there about 7000 years ago. Various Native American tribes shared their knowledge of corn, also known as maize, with early European settlers, saving many from starvation. Early American colonists ground dried corn as meal for flour to use in porridge, cake and bread. Sweet corn, served as “corn on the cob,” was not developed until the 1700s. About 9% of all corn is used to produce food for humans: corn meal, cooking oils, margarine, corn syrups, and sweeteners (fructose). About 64% of all corn is used as feed for livestock and 40% is used to create ethanol. Corn is harvested for either grain or silage with most of the grain going directly to livestock operations or ethanol production. Ethanol is a fuel alcohol that is produced from starch leaving the protein, fat, fiber and minerals to produce livestock feed (distiller’s grains). Corncobs have been used in the manufacturing of nylon fibers, ethanol, and as a source for producing degradable plastics.

Soybeans are a legume native to Southeast Asia. Evidence suggests that soybeans were first domesticated by the Chinese around 2800 B.C. and were used as an edible crop highly regarded by the Chinese emperor. Soybeans were first introduced to the Americas in the 19th century and were highly regarded by botanist and chemist George Washington Carver as a means to improve soil fertility in the south. Consequently, he developed more than 300 different uses for soybeans and they became a prominent crop in the 20th and 21st centuries, increasing to more than 2000 varieties commercially available for production today. Soybeans are primarily broken down into two components: 80% meal (97% of all soybean meal is used in animal feed with the remaining 3% as human food products) and 20% oil (61% of soybean oil is used in food production, 31% in biofuels and 8% in industrial applications).

Corn is pollinated by wind and is typically planted in 30-inch rows. A single seed, or kernel, of corn may produce a plant which yields more than 600–800 kernels of corn per ear. Approximately 22,000 to 35,000 individual plants may be grown on an acre of land. Hybrid corn is developed to produce from one to two ears per plant.

Soybeans are self-pollinated and are typically planted in 15 inch rows. A single bean may produce a plant that will yield 50–100 pods on average, each with three seeds inside.  Approximately 120,000 to 140,000 individual plants may be grown on an acre of land. Soybeans are developed to produce up to 200 pods per plant.

After the crop is harvested, the farmer begins to prepare the soil for the next season by testing the soil to determine if it will need additional nutrients for spring planting. In the spring, the farmer will either plant with a no-till planter or possibly do a light tillage pass to create smooth bedding for planting if necessary. When the ground temperature is ready (50°F and expected to rise), the farmer will plant and add fertilizer 2 inches deeper and 2 inches to the side of the grain to help the seeds get a healthy start. After the seed is planted, most farmers will spray a pre-emergent herbicide to prohibit weed growth. When corn seedlings emerge and grow, the farmer will add some form of nitrogen fertilizer before the v8 (8th leaf development) stage. This spring fertilizer will allow for the plant to green up and establish good photosynthetic activity through harvest. The addition of fertilizer is not necessary for soybeans as they are legumes and help to produce their own nitrogen in the soil. The farmer will continue to scout the crop through maturity for any additional pests and will harvest the crop when it is ripe in the fall.

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Next Generation Science Standards

Science and Engineering Practice

  • Constructing Explanations and Designing Solutions

Disciplinary Core Idea

  • LS1B Growth and Development of Organisms

Cross Cutting Concept

  • Cause and Effect