The OBIC Bioproducts Innovation Center has collaborated with Education Projects to develop soy-based lesson plans designed to advocate for the adoption of a biobased lifestyle by building awareness of renewable, plant-derived fuels, energy, and products such as soy-based products and biodiesel. These lesson plans were intended to inspire middle school students to pursue further education and develop careers in the soybean industry. Funding and support for this project comes from the Ohio Soybean Council.
How does soymeal feed compare to fishmeal feed when raising Tilapia in an aquaculture system?
What happens to a seed as it germinates?
What is inside a seed?
How can there be oil in a seed? How might we extract it?
What foods make up a healthy diet?
BioProducts Outreach and STEM Engagement
The lessons created through the “BioProducts Outreach and STEM Engagement” will provide high school educators with lessons to utilize in developing workforce knowledge and skills needed in all seven areas of the Agriculture, Food, and Natural Resources Career Clusters and understanding complex agricultural systems (National Council for Agricultural Education, 2009). The career clusters include Plant Systems; Animal Systems; Power, Structural and Technical Systems; Natural Resource Systems; Environmental Service Systems; Agribusiness Systems; and Food Products and Processing Systems.
Discover how a variety of biomass feedstocks can be used to improve the characteristics and performance of composite materials. (Chemistry) (Grades 6-9)
Create a model anaerobic digester to capture and measure biogas production and understand the anaerobic digestion process. (Chemistry) (Grades 1-8)
Algae, a renewable source of biofuel, have great potential to be an alternative to non-renewable sources like crude oil. (Chemistry) (Grades 6-12)
Make soap from glycerine, recognize its desirable properties and functions in products to classify glycerine as a by-product from biofuels. (Chemistry) (Grades 1-6)
Design a state-of-the-art landfill to be placed within the county that will take into account recycling and composting products. (Chemistry, Earth Science) (Grades 1-6)
Recognize that starch, proteins, and cellulose are natural polymers found in the grains we use and the food we eat. (Chemistry) (Grades 4-6)
Investigate the emerging bioproducts industry in your home and community. (Chemistry) (Grades 5-8)
Investigate natural alternatives compared to synthetic-based adhesives. (Biology, Chemistry) (Grades 5-12)
Explore and investigate an alternative source of rubber. (Physical Science) (Grades 5-12)
Discover that one of the applications of biotechnology has created issues of genetic modified organisms (GMOs) and genetically modified (GM) foods. (Chemistry, Environmental Science) (Grades 6-8)
Evaluate and compare the performance of bioproducts and traditional cleaning products using scientific methods. (Physical Science, Chemistry) (Grades 4-8)
Identify reasons to use biobased and biodegradable products in packaging. Students will design a compostability test for PLA packaging. (Chemistry, Earth Science) (Grades 4-8)
Recognize and classify products as polymers. Compare the usability of conventional polymers to biobased packaging materials. (Physics) (Grades 4-12)
Identify reasons to choose soy foam insulation over traditional synthetic insulation. (Chemistry) (Grades 4-12)
Recognize that properties of biomass make them sustainable substitutes in industrial products; test the properties of soy oil and soy lecithin in making ink. (Chemistry) (Grades 6-12)
Investigate the characteristics and effectiveness of bio-based lubricant versus synthetic-based lubricants. (Chemistry, Physical Science) (Grades 6-12)
Recognize and classify products as polymers and compare the usability of conventional polymers to biobased packaging materials. (Chemistry, Physical Science) (Grades 6-12)
Investigate the process of fermentation and anaerobic digestion. Apply the problem-solving model to a real world problem or product design. (Physical Science) (Grades 9-12)
Project supported by a Secondary Education/2-Year Postsecondary Education/Agriculture in the K-12 Classroom grant from the United States Department of Agriculture - National Institute of Food and Agriculture under Award No. 2010-38414-21028. Any opinion, findings, conclusions or recommendation expressed in this publication are those of the author and do not necessarily reflect the views of the U.S. Department of Agriculture.