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Dedication and Reflection

This book is dedicated to the pinto bean plant and all the various bean plants in existence.
I studied pinto, navy and lima beans as a part of this project, but I decided to focus my research
on the pinto bean in particular. Until I undertook this project, I knew very little about these
beans aside from the fact that I used them as a primary ingredient when making chili. I barely
even thought of where they came from. Going into this project I assumed that a plant would be a
lot easier to take care of than an animal since all they needed as far as I knew was sunlight and
water. However, I found that trying to take care of plants was a lot harder than I expected. I made
multiple attempts to successfully grow a pinto bean plant, but each attempt failed and most of
the plants died a few days after growing their first leaves. Despite my inability to keep a plant
alive for more than a month, I was able to learn a lot about the pinto bean through inquiry and
research.
This project required me to utilize the inquiry process of making claims and seeking
evidence to either support or refute those claims. I made sure to keep records of my
observations to ensure that the evidence I used was as accurate as it possibly could be. I
observed the bean seeds, I observed the growing plants for as long as they lasted, and I
conducted research on how the beans should grow.
I was really surprised to learn as much as I did about pinto bean seeds. I did not realize
that dry beans purchased in bulk from the grocery store could be planted. For some reason I
thought that they would have been processes or stored in such a way that would render them no
unviable. My background research assured me that the beans, or at least most of them, would be
able to grow, but I was still skeptical. This was the first question I had to answer: Would these
beans grow? I planted them, and to my surprise they all germinated.
I spent a lot of time observing the bean seeds. I used to imagine that seeds all looked the
samethat they were uniform in color, shape and size. However, as I began paying more
attention to how the beans looked as individuals, I realized that each pinto bean was unique.
There were slight variations in color from one bean to the next and the spots on each pinto bean
really mark each one as distinctive from the others. Taking quantitative measurements of the
individual beans was more difficult since they are quite small. This posed one of the greatest
challenges of this project. Trying to read the ruler to find the length and with of each bean
required a magnifying glass, but it was manageable. Finding the weight of a single bean was also
difficult because the scale I have would not provide a reading for one bean. I needed to weigh a
sample of 100 beans and take their average. The average size of a single pinto bean was not
something that I came across during initial research, so finding this information for myself was
really interesting.
Completing this project had an impact on my future as a science educator. I know how
important it is to make use of all the tools at your disposal in order to make accurate
observations. I also experience first hand how to conduct experiments. Knowing these things, I
will be able to help my
students to conduct other
scientific inquiries in the
future. I would like to thank
the pinto bean for being a
wonderful and cooperative
test subject throughout the
course of this project.

Table of Contents
The Scientific Name5
Observations6
Color by Number7
Measuring Weight8
Measuring Length9
Measuring Width10
Spot the Difference11
The growing bean12
Materials13
Root Maze25
Map26
Word Search27
Laboratory Research28
Lesson Plan31
Digital Story32
Bibliography33
Concept Map34

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Where Do Pinto Beans

Grow?
Pinto beans can grow on all the continents except for
Antarctica. This bean originated in Central America.
Today, pinto beans are grown on farms across the world
and across the United States. Most commonly in the US,
they are found in North Dakota, Michigan, Nebraska,
Minnesota, Idaho, California, Washington, Colorado,
Kansas and New Mexico. Color in the Map below to
show where pinto beans can be found.

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Hypothesis:

Laboratory Research

When first beginning this project I looked up ways to grow beans indoors. The most
common suggestion that I got was to place the beans in a damp paper towel, place that in a
clear plastic Ziploc bag, and hang the bag in the window so that the beans could receive
sunlight. However, as the days went on, the weather began getting colder and I noticed just
how cold the window could get. With the weather beginning to reach 50 degrees Fahrenheit
and below at night, I wondered if the window was really the best place for the beans to live. I
believed a consistent temperature would benefit the beans more than access to sunlight in the
early stages of bean development. I set out to find if there was any evidence to support this
claim.
Methods:
To begin, I conducted research on the Internet to find out the ideal growing conditions
for the pinto bean. I did not have very strict acceptance standards for this part of my research
for I was only looking for very general knowledge. After conducting research online, I moved
on to the next step of the process: setting up the experiment. I randomly selected six pinto
beans and then divided those beans into two separate groups. Both groups were then wrapped
in a damp paper towel and placed into separate plastic bags. One of the plastic bags was hung in
the window where I had been keeping the previous planted beans, and one of the bags was
taped to an interior wall. I had no control over how the daily temperatures would fluctuate, but
I kept the temperature of my apartment between 70 and 75 degrees for the duration of the
experiment. Over the next several days, I kept track of how the beans were growing.
Results:
My online research revealed that the ideal temperature for growing pinto beans would
be between 70 and 80 degrees Fahrenheit. I found six sources, mostly from gardening websites
or blogs and one from a university, which explained that the ideal growing conditions for bean
plants in general would be about 70 degrees. Some of the sources noted that pinto beans would
grow in temperatures from 60 to 90 degrees, but noted that between 70 and 80 would be most
effective.

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The temperature during the time I observed the beans fluctuated greatly. Although the
daily high temperatures were frequently above the required temperature required for pinto
bean germination, the temperature did not remain high consistently. There were days when the
high would be in the seventies and the low would be in the forties or below. This was in the
middle of October, which is way past the prime pinto bean growing season. Pinto beans are
typically grown during the summer months.
As I observed the pinto beans taped to the window and taped to the wall, it was clear
that the pinto beans on the wall were growing much faster than the ones in the window. I was
incredibly surprised to wake up one morning and see that the pinto beans on the wall already
had stems that were eight centimeters long after barely a week had passed. The average length
of germination is eight to ten days and these plants were already so tall. They grew to be about
25 cm tall, which was the tallest that I had ever grown during the course of this whole project.
However, as time went on, the beans that looked to be doing really well began to wilt. The
beans that were hanging in the window were still alive and healthy by the time I had to call the
experiment off.

Day 1
Day 3
Day 5

Day 7

Beans on Window
The beans are in the in the
paper towel and in the
window.
The beans have started to
grow in size they.
The beans are larger than they
were during the last
observation. This is similar to
the way the last beans in the
window were growing.
The beans still do not show
sings of germination. This is to
be expected since the average
length to germinate is 8-10
days.

Day 9

The beans are still getting

larger but they have not
germinated just yet.

Day 11

The beans have germinated

but they do not have any stem
to measure their length.
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Beans on Wall
The beans are in the in the
paper towel and on the wall.
The beans have started to grow
in size.
The beans are larger in size. It
looks like one of the beans is
already showing signs of
germination.
The beans on the wall are
already as tall as the plastic bag. I
will need to open it so they can
continue to grow without
bending their stems.
Two seedlings are about 7cm
and one is 8.5 cm.
The bean plants are growing
taller. They no longer fit within
the plastic bag. They have grown
and are now 12cm, 15cm and
13sm.
The plants are now 17cm, 19cm,
and 18cm. They have also
started to grow leaves.

Day 13

The seedlings are starting to

grow. They are about 3cm tall
at this point. It is hard to
measure their exact height
without disturbing them and
their root systems.
The plants are slowly getting
taller. They are about to

Day 15

Day 20

The plants are still alive. All

three are about 6 cm tall at
this point and they have leaves
that currently look very
healthy.

The plants are now 19cm, 22cm

and 20cm. Their leaves are
about 3cm in length and roughly
1.5cm at their widest.
The plants are taller at 21cm,
25cm and 23 cm. However they
have started to wilt. Their stems
and leaves are beginning to
shrivel. Their stems are also
looking a little bit discolored.
There is no hope for recovering
these beans. One of them has a
broken stem and the others
look like they are about to
break.

Table 1. Comparative Observations of Beans Hanging in the Window or on the Wall.

Conclusion:
Based on the results of this experiment, I would say that keeping the plants in an
environment with a consistent high temperature is helpful during the germination process.
However, after germination more than consistently warm temperatures is required to keep the
bean plants alive and thriving. These plants did not have access to direct sunlight where they
were, which could explain why they began to wilt after so short of a time. Another reason that
may account for why these beans did not do as well is that the plastic bag they were in had to
be open and this could have resulted in loss of water for these plants. Although I kept them
watered, the plants would have been loosing more water than the still fully enclosed plants
growing in the window.
Flaws in the experiment such as the ones presented above would need to be addressed
in further research. Perhaps having a more uniform planting system would provide better
results. Also, planting the seeds during the pinto bean growing season would also be an
interesting thing to study. Furthermore, as a result of conducting this experiment I am curious
about similar concepts. I wonder how growing a bean plant would work if a sunlamp was
utilized. A future experiment should compare the success of beans growing in the window to
beans growing under a sunlamp. Another experiment should be conducted that compares
beans gown outdoors under ideal conditions during the actual growing season to plants grown
indoors.

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Lesson Plan
Subject (Concept):
Plants and Plant Growth
Learning Objectives for lesson:
Students will understand how seeds grow into plants.
Anticipatory Set:
Students will work in small groups and observe the pinto bean plants growing in the classroom.
Each group of students (about 3 in a group) will have a pinto bean plant that they can observe.
They will also spend time observing individual pinto bean seeds. Students will write down their
observations. Students will then discuss in small groups how the seeds relate to the growing
plants and design a concept map to express their ideas. These concept maps will be used as a
pre-assessment and will not be shared with the class.
Instructional Strategies:
Inquiry and Research
Materials:
pencils, paper, classroom pinto bean plants, pinto bean seeds, magnifying glass, rulers,
observational journals, access to computers, plastic bags, paper towels.
Activities:
As a whole group, the class will plant pinto bean seeds in the classroom so they can observe
how they germinate and grow. Students will record their observations about the growing beans
in an observation journal. Meanwhile, students will conduct research on how seeds grow into
plants. They should find information about what needs must be met before a seed will begin to
grow. This information should also be recorded in their journals. Students will discuss in their
small groups what they found through research. Students will then work together to use what
they learned through research to propose the best conditions for growing a pinto bean plant in
the classroom. They will have to use evidence gathered during their observations and their
research to support their proposal. These proposals will be presented to the class. Student
groups will then follow through the their proposals and plant the seeds the way they suggested.
They will make observations about the beans for the next few weeks. After that they will
complete a reflection evaluating how successful their proposal was and noting if there was
anything that could have been improved upon.
Accommodations for special learners:
Students who have trouble with reading comprehension will be able to talk with classmates
about the concepts to get a better understanding. Students with visual impairments can have
materials read aloud. Students with hearing impairments will use visuals. Students for whom
English is a second language will be able to conduct research in their native language if applicable
and will be presented with information visually.
Assessment:
Students will be evaluated based on their reflections. Also, at the end of this lesson students
will create a new concept map about seeds becoming plants. This should be more detailed than
the one created at the start of the lesson.

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Digital Story

Domestication: Potential for Disaster

A Pinto Beans Perspective

I got the idea for this digital story because I only really encountered information about
pinto beans in terms of agriculture during my initial background research. I figured pinto beans
had to have grown in the wild at some point, but that information was not readily available and
I was not sure that these beans could grow in the wild any more. I decided to look into this and
found that there are some common beans that do still grow in the wild. This is when I came
across the term genetic diversity. The fact that domesticated agricultural plants lack genetic
diversity was something that I had not even realized was a problem. Genetic diversity is
necessary in all species so that the species can have a better chance of adaptation and survival.
The Irish Potato Famine was one example of a catastrophe following a lack of genetic diversity.
Through this project, I learned that this could have been prevented if there were a more
diverse crop growing in Ireland at the time. I also learned that this should still be a concern for
people today as an estimated 75% of genetic diversity has been lost.
I chose to tell this story from the perspective of a pinto bean. This is an issue that
affects more than just beans, so I figured it would be better if the pinto bean was not the main
subject of the story, but rather a narrator that has encountered this problem first hand.
Selecting images for this story was actually kind of fun. I realized early on that I would need to
use Internet sources for my images, but I was not sure that I would be able to find all the
pictures I needed. I wanted to make sure that the pictures did not feel too repetitive since I
know that I would get bored watching such a story as an audience member. I was able to find
all the pictures I was looking for. I even managed to find a picture of the wild common beans
compared to their domesticated counterparts, which is an important concept that needed
illustrating. Deciding what music to play with this story was the mots difficult part of putting this
movie together. I do not listen to music very often so I do not have a lot that I could pull from.
I decided to go with a simple piece of music that had no lyrics so that it would not be
distracting. While browsing the freeplaymusic website I stumbled across Vivaldis Four Seasons
Autumn Movement, and even though it does not relate directly to the theme of the story, I
found this appropriate since I was growing my beans in autumn.

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For Additional Information

(Bibliography)

(2015). Where the Wild Bean Grows: Team Uncovers Species Rich in Genetic Diversity. U. C.
Davis Department of Plant Sciences. Retrieved from
http://www.plantsciences.ucdavis.edu/plantsciences/features/wild_beans.htm
Albert, S. (2015). How to Grow Dry Beans. Harvest to Table. Retrieved from
http://www.harvesttotable.com/2009/03/how_to_grow_dry_beans/
Berkeley.edu (2007). Relevance of Evolution: Agriculture. Understanding Evolution. Retrieved
from http://evolution.berkeley.edu/evolibrary/article/agriculture_01
CGIAR (2015). Why Biodiversity Matters. Biodiversity International. Retrieved from
http://www.bioversityinternational.org/why-agricultural-biodiversity-matters-foundationof-agriculture/
Cornell University. (2015). Pole beans, Green Beans (pole), Wax Beans. Growing Guide.
Retrieved from http://www.gardening.cornell.edu/homegardening/scene8f63.html
EOL. (2012). Phaseolus Vulgaris: Common bean Encyclopedia of Life. Retrieved from
http://eol.org/pages/645324/overview
FAO. (2015). Biodiversity to nurture people. Harvesting Natures Diversity. Retrieved from
http://www.fao.org/docrep/004/v1430e/V1430E04.htm
Grow This! (2013). How to Grow Pinto Beans. Grow This! Grow your own veggies, fruits & herbs.
Retrieved from http://www.growthis.com/how-to-grow-pinto-beans/
Heirloom Organics. (2015). Guide to Growing Pinto Beans. Heirloom Organics. Retrieved from
http://www.heirloom organics.com/guide/va/1/guidetogrowingpinto.html
Sustainable table. (2015). Biodiversity. Grace Communications Foundation. Retrieved from
http://www.sustainabletable.org/268/biodiversity
The Gardeners Network. (2015). Soil Temperatures for Seed Germination and Transplanting
Vegetables. Retrieved from http://www.gardenersnet.com/gardening/seed-germinationsoil-temperatures.htm
USDA. (2012). Dry Beans. Vegetables and Pulses. Retrieved from
http://www.ers.usda.gov/topics/crops/vegetables-pulses/dry-beans.aspx

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