Lesson

From Soybeans to Car Parts

Students investigate the collaborative work of an agricultural scientist and engineer who found new uses for soybeans and discuss careers in science and engineering, biobased products, and the use of renewable resources.

Grades
3 – 5
TX: Grades 3 – 5
Estimated Time
45 minutes
Updated
August 13, 2024

Background

Lesson Activities

Recommended Companion Resources

Credits

Author

Sue Knott | Minnesota Agriculture in the Classroom

Acknowledgements

Adapted from 4-H Agri-Science Curriculum, Robert L. Horton PhD Ohio State University Extension.

Sources

  1. https://www.thehenryford.org/research/soybeancar.aspx
  2. http://farmflavor.com/soybean-fun-facts/
  3. http://ncsoy.org/media-resources/uses-of-soybeans/

Standards

Texas Content Area Standards

  • ELA: 3.110.5.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 3.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 3.110.5.b.6

    Comprehension skills: listening speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 3.6.G: The student is expected to evaluate details read to determine key ideas.

  • ELA: 3.110.5.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

    • ELA: 3.13.C: The student is expected to identify and gather relevant information from a variety of sources.

  • ELA: 4.110.6.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

    • ELA: 4.1.C: The student is expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation and the conventions of language to communicate ideas effectively.

  • ELA: 4.110.6.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 4.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 4.110.6.b.6

    Comprehension skills: listening, speaking, reading, writing and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 4.6.G: The student is expected to evaluate details read to determine key ideas.

  • ELA: 4.110.6.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

    • ELA: 4.13.C: The student is expected to identify and gather relevant information from a variety of sources.

  • ELA: 5.110.7.b.4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

    • ELA: 5.b.4: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking- fluency. The students reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

  • ELA: 5.110.7.b.6

    Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

    • ELA: 5.6.G: The student is expected to evaluate details read to determine key ideas.

  • Social Studies: 3.113.14.c.6

    Economics. The student understands the concept of the free enterprise system and how businesses operate in the U.S. free enterprise system. The student is expected to:

    • Social Studies: 3.113.14.c.6.D: identify individuals, past and present, such as Henry Ford and Sam Walton who have started new businesses

  • ELA: 5.110.7.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

    • ELA: 5.13.C: The student is expected to identify and gather relevant information from a variety of sources.

  • Social Studies: 5.113.16.c.6

    Geography. The student understands places and regions in the United States. The student is expected to:

    • Social Studies: 5.113.16.c.6.C: locate on a map important political features such as the five largest cities by population in the United States and the 50 states

  • Science: 3.112.14.b.5

    Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classifies, changed, and used.

    • Science: 3.112.14.b.5.D: The student is expected to explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips.

  • Science: 5.112.16.b.5

    Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classifies, changed, and used.

    • Science: 5.5.C: The student is expected to identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

  • Social Studies: 5.113.16.c.22

    Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to:

    • Social Studies: 5.113.16.c.22.A: identify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong

  • Science: 3.112.5.b.6

    Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

    • Science: 3.112.5.b.6.A: measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float in water

  • Science: 5.112.7.b.6

    Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

    • Science: 5.112.7.b.6.B: demonstrate and explain that some mixtures maintain physical properties of their substances such as iron filings and sand or sand and water