Teacher Lesson Plans

Learning Objectives

• Identify and describe the parts of a peanut plant and seed
• Explain how peanuts fix nitrogen in soil
• Understand Carver's contribution to agricultural science
• Practice scientific observation and documentation skills

Materials Needed

• Raw peanuts in shells (5-6 per student)
• Hand lenses or magnifying glasses
• Paper towels
• Science journals or observation sheets
• Colored pencils
• Peanut plant diagram (provided)
• Allergy alert list (CRITICAL - check for peanut allergies)

Procedure

1. Introduction (10 min): Share brief biography of George Washington Carver. Show images of peanut plants. Discuss why Carver encouraged farmers to plant peanuts. Check allergy list!
2. Guided Exploration (15 min): Distribute peanuts. Guide students to observe shell texture, color, ridges. Have students carefully open shell and count seeds inside. Draw observations.
3. Dissection (20 min): Remove papery seed coat. Identify embryo, cotyledons (food storage). Use hand lens to observe detail. Label diagram with parts.
4. Nitrogen Fixation Demo (10 min): Show root nodule images. Explain symbiotic relationship with Rhizobium bacteria. Connect to Carver's crop rotation recommendations.
5. Wrap-Up & Assessment (5 min): Students share one discovery. Quick exit ticket: "Why did Carver think peanuts were important for soil health?"

Standards Alignment

• NGSS 3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles
• NGSS 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment
• Common Core ELA W.4.7: Conduct short research projects that build knowledge through investigation

Learning Objectives

• Explain the scientific principles behind crop rotation
• Apply the scientific method to agricultural problems
• Analyze soil nutrient data and make predictions
• Evaluate Carver's impact on sustainable agriculture

Materials Needed

• Soil testing kits (nitrogen, phosphorus, potassium)
• Four plant pots per group
• Potting soil
• Seeds: clover, radishes, beans
• Graph paper and rulers
• Digital tablets or computers for research
• Carver's agricultural bulletins (excerpts)

Day 1: Problem & Hypothesis (50 min)

1. Hook (10 min): Present historical scenario - "It's 1896. Cotton has depleted Southern soil. You're a farmer. What do you do?" Students brainstorm solutions.
2. Historical Context (15 min): Read excerpts from Carver's Bulletin #31 on crop rotation. Discuss his experimental approach and findings.
3. Scientific Method Review (10 min): Review steps: question, hypothesis, experiment, analysis, conclusion. Show how Carver applied this.
4. Group Work (15 min): Student groups develop research question about plant effects on soil. Write hypothesis. Design 4-week experiment comparing crops.

Day 2: Experimentation (50 min)

1. Setup (20 min): Groups test baseline soil nutrients in all four pots. Record data in lab notebooks. Plant different seeds in three pots, leave one as control.
2. Data Tables (15 min): Create observation tables for 4-week period. Include columns for plant height, leaf count, soil moisture, visual observations.
3. Variables Discussion (15 min): Identify independent variable (crop type), dependent variables (soil nutrients, plant growth), constants (water, light, temperature).

Day 3: Analysis & Application (50 min)

1. Data Analysis (20 min): After 4 weeks, retest soil. Compare to baseline. Graph nutrient changes. Which crops depleted nitrogen? Which added it?
2. Conclusions (15 min): Groups present findings. Did results support hypothesis? What would happen if crops were rotated year to year?
3. Modern Application (15 min): Research current sustainable farming practices. How is Carver's work still relevant? Discuss organic farming, permaculture, regenerative agriculture.

Standards Alignment

• NGSS MS-LS2-1: Analyze and interpret data to provide evidence for effects of resource availability on organisms
• NGSS MS-ETS1-4: Develop a model to generate data for iterative testing and modification
• Common Core Math 6.SP.B.5: Summarize numerical data sets in relation to their context

Learning Objectives

• Describe key events in George Washington Carver's life
• Identify obstacles Carver faced and how he overcame them
• Connect Carver's character traits to personal goal-setting
• Practice empathy and perspective-taking

Materials Needed

• Picture book: "A Weed Is a Flower" by Aliki (or similar biography)
• Timeline template (printable)
• Chart paper and markers
• Index cards (5 per student)
• Crayons or colored pencils
• Map of United States (showing Missouri, Iowa, Kansas, Alabama)

Procedure

1. Introduction (5 min): Ask: "Have you ever worked really hard for something? What happened?" Share that today we'll learn about someone who never gave up on his dreams despite many challenges.
2. Read-Aloud (15 min): Read biography. Pause at key moments (kidnapping, seeking education, college rejection, Tuskegee) to discuss feelings and choices.
3. Timeline Activity (15 min): On chart paper, create class timeline of Carver's life. Students contribute events. Identify obstacles with red stars, achievements with gold stars.
4. Character Traits (7 min): Brainstorm words describing Carver (curious, persistent, kind, creative). Students choose their favorite trait and explain why it's important.
5. Connection (3 min): Students share one goal they have and one challenge they might face. How can they be like Carver?

Standards Alignment

• C3 Framework D2.His.2.3-5: Compare life in specific historical time periods to life today
• Common Core ELA RI.3.3: Describe relationship between historical events, scientific ideas, or steps in procedures
• SEL Competency: Self-management and goal-setting

Learning Objectives

• Explain chemical extraction and distillation processes
• Perform oil extraction from plant materials using organic solvents
• Analyze protein, lipid, and carbohydrate content of peanuts
• Synthesize biodiesel or soap from peanut oil
• Evaluate Carver's contributions to industrial chemistry

Materials Needed (Per Lab Group)

• Raw peanuts (unsalted, 100g)
• Mortar and pestle or food processor
• Ethanol (95%, 200mL) - SAFETY: Flammable
• Separatory funnel
• Beakers (250mL, 500mL)
• Hot plate with temperature control
• Thermometer
• Filter paper and funnel
• Test tubes and rack
• Sudan III stain (lipid test)
• Biuret reagent (protein test)
• Benedict's solution (reducing sugar test)
• Safety goggles, gloves, lab coats
• Fume hood access

Day 1: Historical Context & Chemical Composition

1. Hook (10 min): Display 20 different items. Reveal all can be made from peanuts. Challenge: "How is this possible?" Introduce Carver's work at Tuskegee.
2. Primary Source Analysis (20 min): Read excerpts from Carver's "How to Grow the Peanut and 105 Ways of Preparing it for Human Consumption" (1916). Identify scientific language and methodology.
3. Macromolecule Review (20 min): Review proteins, lipids, carbohydrates. Discuss functional groups. Predict what biomolecules peanuts contain and why that matters for product development.

Day 2-3: Oil Extraction Lab

1. Safety Briefing (10 min): Review Material Safety Data Sheets for ethanol. Emphasize fume hood use, no open flames, proper PPE. Demonstrate emergency procedures.
2. Procedure (Day 2 - 30 min): Grind peanuts to powder. Add 150mL ethanol. Heat gently (50-60°C) in fume hood for 20 minutes, stirring. Cool. Filter through coffee filter. Collect filtrate.
3. Evaporation (Day 2 - 10 min): Pour filtrate into evaporating dish. Place in fume hood overnight to allow ethanol to evaporate, leaving peanut oil.
4. Yield Analysis (Day 3 - 20 min): Measure mass of extracted oil. Calculate percent yield. Compare to published values (40-50% oil content). Discuss factors affecting yield.
5. Characterization (Day 3 - 30 min): Test oil with Sudan III (should stain red). Measure density. Perform saponification test (add NaOH, heat - should form soap).

Day 4: Biochemical Analysis

1. Sample Preparation (10 min): Create peanut extract by grinding fresh peanuts with water. Filter to obtain liquid extract.
2. Protein Test (15 min): Add Biuret reagent to extract. Positive result = purple color. Peanuts are ~25% protein.
3. Lipid Test (15 min): Add Sudan III to oil sample. Positive result = red/orange staining.
4. Carbohydrate Test (15 min): Add Benedict's solution to extract. Heat. Positive result = brick red precipitate. Peanuts contain ~15% carbs.
5. Data Compilation (5 min): Create table of biochemical composition. Compare to USDA nutritional data.

Day 5: Product Synthesis & Presentation

1. Product Development (30 min): Groups choose one Carver product to synthesize (soap, biodiesel, or peanut butter). Follow provided protocols. Document process with photos.
2. Quality Testing (10 min): Test product properties. Soap: pH test, lather test. Peanut butter: spreadability, taste test (if safe). Biodiesel: combustion test.
3. Presentations (60 min, next class): Each group presents their synthesis process, yields, and reflections on Carver's methodology. Discuss scalability and industrial applications.

Standards Alignment

• NGSS HS-PS1-3: Plan and conduct an investigation to gather evidence to compare properties of substances
• NGSS HS-PS1-6: Refine design of a chemical system by specifying a change in conditions
• NGSS HS-ETS1-2: Design a solution to a complex problem by breaking it down into smaller, more manageable problems
• AP Chemistry: Separation and purification techniques, percent yield calculations, organic chemistry functional groups

Learning Objectives

• Analyze primary source documents for purpose, audience, and bias
• Identify main ideas and supporting details in technical writing
• Compare writing styles for different audiences
• Synthesize information from multiple sources
• Produce informational writing based on research

Materials Needed

• Primary source packet (4 documents per student)
• Document analysis worksheets
• Highlighters (3 colors per student)
• Chart paper for gallery walk
• Digital access for online archives

Primary Sources (all available online):

• Bulletin #31: "How to Grow the Peanut" (1916)
• Bulletin #43: "Twelve Ways to Meet the New Economic Conditions Here in the South" (1917)
• Letter to Booker T. Washington (1896)
• Congressional testimony (1921)

Procedure

1. Day 1 - Introduction to Primary Sources (50 min): Teach difference between primary/secondary sources. Model document analysis using Bulletin #31 excerpt. Practice SOAPS (Speaker, Occasion, Audience, Purpose, Subject) framework together.
2. Day 2 - Close Reading (50 min): Students read Bulletin #43 independently. Highlight: yellow (main ideas), green (evidence/examples), pink (unfamiliar vocabulary). Complete analysis worksheet answering: What problem is Carver addressing? Who is his audience? What solutions does he propose?
3. Day 3 - Comparison & Context (50 min): Read Carver's letter to Washington and Congressional testimony. Compare tone, formality, and purpose. Discuss historical context: Why did Carver write so many bulletins? Why was his Congressional testimony significant for Black scientists in 1921?
4. Day 4 - Synthesis Essay (50 min): Students write 2-page essay: "How did George Washington Carver use writing to promote agricultural and economic change?" Must cite at least 3 primary sources with proper attribution.

Standards Alignment

• Common Core ELA RI.7.1: Cite textual evidence to support analysis
• Common Core ELA RI.7.6: Determine author's point of view and purpose
• Common Core ELA W.7.2: Write informative/explanatory texts
• Common Core ELA RH.6-8.9: Analyze relationship between primary and secondary source on same topic

Unit Essential Questions

• How did the cotton economy affect Southern poverty and soil degradation?
• What was Carver's economic vision for Black farmers?
• How did scientific innovation drive economic change?
• What barriers prevented widespread adoption of Carver's methods?

Week 1: Historical Context & Economic Analysis

Day 1-2: Post-Reconstruction South economy. Sharecropping system. Cotton dependence. Analyze primary sources: sharecropping contracts, farmer debt records, soil depletion reports.

Day 3-4: Introduction to Carver at Tuskegee Institute. His agricultural bulletins as economic intervention. Close reading: Bulletin #43 economic recommendations. Calculate potential profit differences between cotton monoculture vs. crop rotation.

Day 5: Guest speaker (virtual or in-person): Agricultural economist or historian specializing in Southern agriculture.

Week 2: Impact & Legacy

Day 6-7: Peanut industry growth 1900-1950. Analyze economic data: Alabama peanut production graphs, price trends, farmer income changes. Carver's Congressional testimony impact on tariffs.

Day 8: Jesup Wagon and agricultural extension work. Discuss technology transfer and educational outreach as economic development strategy.

Day 9-10: Student research projects: Compare Carver's approach to other economic uplift strategies (Booker T. Washington's industrial education, W.E.B. Du Bois's Talented Tenth, cooperative economics). Final presentations.

Standards Alignment

• C3 Framework D2.Eco.1.9-12: Analyze how incentives influence choices
• C3 Framework D2.His.14.9-12: Analyze multiple and complex causes of events
• AP US History: Period 6 (1865-1898) industrialization and Period 7 (1890-1945) economic changes

Learning Objectives

• Discover that George Washington Carver was both scientist and artist
• Create natural colors from plant materials
• Practice observational drawing of nature
• Explore connection between art and science

Materials Needed

• Fresh spinach leaves
• Beets (chopped)
• Turmeric powder
• Blueberries
• Small bowls for each color
• Water
• Cotton swabs or small brushes
• Watercolor paper or cardstock
• Smocks or old shirts
• Images of Carver's plant artwork

Procedure

1. Introduction (5 min): Show Carver's botanical drawings. "Dr. Carver loved painting plants! He made his own paints from nature. We're going to make paints too!"
2. Demonstration (10 min): Teacher creates natural "paints" by mashing spinach with water (green), beet juice (pink/red), turmeric in water (yellow), crushed blueberries (purple). Students observe color changes.
3. Exploration (5 min): Each table tests their natural paints on paper. Notice how colors are different from store-bought paint. Some might be lighter or darker.
4. Nature Drawing (20 min): Students paint pictures of plants, flowers, or vegetables using natural paints. Encourage observation: "Look closely at how leaves have lines called veins. Dr. Carver noticed tiny details in plants."
5. Gallery Walk (5 min): Display artwork. Students share what they painted and which natural paint was their favorite.

Standards Alignment

• National Core Arts VA:Cr1.2.K: Use observation and investigation in preparation for making artwork
• National Core Arts VA:Cr2.1.1: Explore uses of materials and tools to create works of art
• NGSS K-LS1-1: Use observations to describe patterns of what plants need to survive

Learning Objectives

• Calculate profit and loss for different crop scenarios
• Use percentages to analyze yield changes
• Apply ratios and proportions to land allocation
• Create and interpret data visualizations
• Make evidence-based recommendations using mathematical reasoning

Procedure

1. Scenario Introduction (10 min): Present problem: "You own 100 acres in Alabama in 1915. Cotton prices are low. Dr. Carver suggests trying peanuts and sweet potatoes. What should you plant to maximize profit?"
2. Data Provided:
   • Cotton: $150/acre revenue, $100/acre costs, 30% soil depletion per year
   • Peanuts: $200/acre revenue, $80/acre costs, +15% soil improvement
   • Sweet Potatoes: $180/acre revenue, $70/acre costs, +10% soil improvement
3. Guided Practice (20 min): Work through Year 1 calculations together. Calculate profit for all cotton (100 acres). Then calculate profit for 50 acres cotton, 25 acres peanuts, 25 acres sweet potatoes. Which is more profitable?
4. Independent Work (20 min): Students design 5-year crop rotation plan. Create table showing: acres of each crop per year, revenue, costs, profit. Account for soil health effects on yield. Use spreadsheet or graph paper.
5. Presentations (10 min): Groups share their rotation plans and explain mathematical reasoning. Which plan generates most profit over 5 years? How does soil health affect long-term planning?

Standards Alignment

• Common Core Math 7.RP.A.3: Use proportional relationships to solve multi-step ratio and percent problems
• Common Core Math 7.EE.B.3: Solve multi-step real-life mathematical problems
• Common Core Math 6.SP.B.4: Display numerical data in plots and analyze patterns