Cadillac Lesson Plan Middle School

Name: Date Last Revised:

Course Title: 8th Grade Agriculture

Unit: Animal Science (Middle School AgriScience Lesson Plan Library- Unit B) Problem Area: Identifying and Understanding the Segments of the Animal Science Industry

Title of Lesson: Exploring the Beef Industry (Lesson B-2)

Objectives: At the completion of this lesson, the students will be able to complete the following objectives with a score of 80% or higher, unless stated otherwise.

1. Identify the types of beef production systems.2. Explain the differences between a cow calf, feed lot, and purebred beef production system.3. Identify and describe the common beef cattle breeds.4. Describe the importance of meat production and its components.5. List the common by-products of the beef industry.

Situation: This lesson is being taught to a group of students in 8th grade. This lesson is a continuation of the Animal Science unit for my 8th grade agriculture class. The past two lessons were introductory lessons in animal science and how to classify animals. To continue building on these previous lessons, we are switching directions and focusing on specific species within animal science. Exploring the Beef Industry will be the first lesson because of the importance of beef cattle within the community. My 8th grade agriculture class lasts for 9 weeks and the class length is 55 minutes. The community is rural.

References and Teaching Aides:

1. Smartboard, Chalkboard, overhead projector, and computer projector.2. PowerPoint on Beef Cattle Industry.3. Bingo squares for each student: need to be cut in advance.4. Envelope or Ziploc bag for Bingo Squares: need one per student.5. Glue sticks: At least one per two students.6. Corn kernels to use as markers on bingo sheets. Need at least 20 corn kernels per student.7. Ziploc bag to hold corn kernels: need one per student.8. Beef Industry study guide (includes blank bingo card). Need one copy per student on white

paper.9. Bingo Game guide for teacher.

10. E-Moments: http://www.ydae.purdue.edu/download/undergrad/pdf/eMoments.pdf.11. Breeds of Beef Cattle. http://www.ansi.okstate.edu/breeds/cattle/.

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12. Beef Cattle Terminology. http://en.wikipedia.org/wiki/Beef_cattle.13. Baker, M. E., & Mikesell, R. E. (2005). Animal Science Biology & Technology. 2nd Ed. Upper

Saddle River, NJ: Pearson Education Inc. (pp. 164-191)14. Lee, J. S., Hutter, J., Rudd, R., Westrom, L., Patrick, A. R., & Bull, A. M.

(2004).Introduction to Livestock & Companion Animals. 3rd Ed. Upper Saddle River, NJ: Pearson Education Inc. (pp. 304-337).

15. Lee, Jasper S., et al. AgriScience Discovery. Upper Saddle River, New Jersey: Prentice Hall Interstate, 2003.

16. Ensminger, M. E., The Stockman’s Handbook. Danville, Illinois: Interstate Publishers, Inc. 1992

17. Lee, Jasper S. Introduction to Livestock and Companion Animals 2nd Edition. Danville, Illinois: Interstate Publishers, Inc. 2000 (Textbook and Activity Manual Chapter 7)

18. Various books and other resources related to the beef industry.19. Package of candy.

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Documentation of Competencies and Academic Standards Met by This Lesson: Connection to SAE/Career Development: Careers related to animal science and the beef industry include, working on a beef farm or in a large veterinary office, and working as a beef nutrition specialist or as a beef equipment sales representative. Animal breeders, livestock buyers, USDA meat inspectors, and livestock yard supervisors are other related careers.

Proficiency areas related to the Beef Cattle Industry are Beef Production, Diversified Livestock Production, Agricultural Processing, and Food Science and Technology.

Connections to FFA/Leadership Development/Personal Growth: Livestock Evaluation CDE and Meats Evaluation & Tech CDE

Indiana’s Ag. Standard. 8: Describe the similarities and differences in the uses, care and management of dairy, beef, swine, sheep, and other types of livestock.

Literacy/Technology Components: Reading and following instructions. Social Studies Concepts Taught:M.S. 1: Define productivity and provide examples of how productivity has changed during the past 100 years.

Environmental Science Concepts Taught:E.1.1: Define each of the productive resources (natural, human, capital) and explainwhy they are necessary for the production of goods and services. (Geography)

English Concepts Taught: 10.1.1 Understand technical vocabulary in subject area reading. 12.5.6 Use varied and extended vocabulary, appropriate for specific forms and topics.

The academic standards for Social Studies, Environmental Science, and English are found in the matrixes in the Indiana Agricultural Education Lesson Plan Library and/or the Middle School AgriScience Lesson Plan Library.

CDE, Proficiency Award, and Career information is on the Local Program Resource Guide CD-ROM.

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Interest Approach: Introduce Exploring the Beef Industry lesson by having the

students remove the bingo squares with terms from their envelopes/Ziploc bags and spread them out on their desks. During this time, ask students what these terms are referring to. After students share and identify the terms with the beef cattle industry, have the students glue the terms on their own blank bingo sheets. Explain importance of the beef cattle industry and ask other general questions to see how much the students know about beef cattle. Once students have filled their blank bingo sheet with beef terms, begin lesson.

Subject Matter Content Teaching Learning Activities

-Cow-calf operation-Feedlot operation

* Have study guides and envelopes with terms placed on the front desk before class begins. Give instruction to students to not touch materials until told or given permission.

Begin by saying, “When I say ‘Go,’ the first thing I would like for each of you to do is by single file walk up to the front desk and grab a study guide, a glue stick, and an envelope. Please return to your seats after you have done this and wait patiently. Do not open your envelope until I say.”

Make sure to give these instructions in detail and make sure each student hears you and understands. Repeat Directions.

“GO” Once all students have retrieved a study guide, glue stick, and an envelope and sat down, have students open envelopes.“Please open your envelopes and remove the squares with terms.”

Tell students to place the squares in front of them and look up when finished.

“Please raise your hand if you think you know what these terms relate to?”

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-Purebred operation-Angus-Charolais-Hereford-Maine-Anjou-Shorthorn -Simmental-Meat production-Retail cuts-Marbling-Zinc, Iron, Protein-Medicine-Textiles and Apparel

Call on a student for a response. May call on others as well.

“These terms are related to the beef cattle industry.”

Have students title their blank bingo sheet: Beef Cattle Industry.

Once students have titled their sheets, give the following instructions:

“In a moment I am going to say the word “Bingo.” When you hear that word take the Beef Cattle Industry terms that you have and glue them however you wish on the bingo squares. You will have one free space. As you are doing this, I will be asking you a few questions. By the time we are finished discussing the questions, your pasting should be completed! What are the questions?”“BINGO”

While the students are pasting, ask the following questions.

“Why is the beef cattle industry important to Switzerland County from the point of view of: - Consumer?” - Producers?” - Ag. Ed. Students?” - 4-H Members?” - FFA Members?”

After students are finished pasting on the terms, summarize by stating, “Each of these terms is a critical part of the beef cattle industry, which is very important to us as consumers, agriculture students, etc. The beef cattle industry does have an impact on the way we

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live and thus, understanding the beef cattle industry is important.” “Let’s begin our lesson by reading about the types of beef production operations.”

“Please open your Introduction to Livestock and Companion Animals (3rd ed.) book to page 222 and start reading under Types of Beef Production Systems. Please stop at the end of page 223. You have five minutes. Begin Reading”

Collect the envelopes and glue during the time students are reading.

Start the PowerPoint

Once students are done reading, begin PowerPoint.

I. Beef Production Operations

A. Cow-calf operation

1. Responsible for producing calves that

Go to Slide #2: Beef Production Operations

“From what you just read, raise your hand if you can tell us one type of beef production operation?”

“From the reading, are there any other types?”Give Positive Reinforcement.

Identify types in reading.

For each slide containing an operation (3 total), teach material as indicated. Use Choral Response E-Moment at the end to identify the operations.

Slide #3: Cow-calf Operation

“Please raise your hand if you know the purpose of a cow-calf operation?”

Students Read #1.

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will enter the feedlots.

2. Located in areas where grazing is suitable.

a. Name of a Cow-calf producer

3. Calves are usually born in the spring, stay with their mother through the summer, and are weaned, or taken away from the mother, in the fall.

B. Feedlot operation –

1. Responsible for producing calves that are market weight and ready to be harvested/slaughtered.

a. Market weight – 1255-1285 lbs or when finished.

b. Steers and heifers can be found in this operation.

Where would we find a cow-calf operation?Who do we know in Switzerland County that has a cow-calf operation?

Let students explain the operation. Ask questions directed toward finding out why the location is suitable. Discuss and have students brainstorm ideas.* If the students do not know a producer, have them find out. Ask for a volunteer or choose a student to do this tonight.

Students Read #2.

“Please stand and share if you can tell us when a calf is born on a cow-calf operation?”

“When is a calf usually taken away from their mother in a cow-calf operation?”

Students Read #3. Give Positive Reinforcement.

While they are writing this down, repeat sentence. Ask if there are any questions. Make sure students understand characteristics.

Slide #4 : Feedlot Operation “Raise your hand if you can tell us what a feed lot operation is responsible for?”

Read #1 to students. Stand and share: “What is market weight? “

“What should beef cattle weigh to be market weight?” Have students brainstorm ideas and share.

“What are the two types of beef animals we find on the feeding lots?”

Clarify any questions the students may have.

“Where is a feedlot operation located?”

“Who do we know in our county that has a

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2. Located in areas where there is a ready supply of grain for feed. The Midwest is a primary example.

a. Name of a feedlot producer.

b. Grains- corn, oats, wheat, soybeans, silage.

C. Purebred Operation –

1. Responsible for raising cattle of a single pure breed.

2. This type of operation producespurebred bulls to be used in cow-calf operations and animals to be sold to other

feedlot operation?” If students do not know, assign one of them to find out when they go home.

“What makes our area suitable for feedlot operations?” Give Positive Reinforcement.

Have students brainstorm ideas and share.

Read #2 to students. Discuss.

Ask questions referring to the needs of a growing beef animal.“What do beef animals need to have to grow and achieve market weight?”

“Stand and share if you can tell us what types of grain are fed to beef cattle?”

Make sure students are taking good notes.

Slide #5: Purebred Operation

“Someone with their hand raised, please tell us the final beef production operation according your reading.”

“Raise your hand if you live on a purebred operation or know of a purebred cattle producer.”

“What is a purebred operation?”

Students read #1

Read #2 to students.

“Why are purebred bulls important to a cow-calf operation?”

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purebred cattle farms.

a. Bulls are used for breeding. b. Purebred bulls add quality and more likeable traits to a herd, which could make more money for a producer.

3. Raised for shows and quality meat products.

4. Not raised to go to a feedlot.

Have students share ideas.

Make sure students understand the purpose of a bull and its’ importance to an operation.

“Raise your hand if you can give us an answer to the question: Why do we raise purebred cattle?”

Ask relevant questions: Refer to 4-H, beef cattle shows and Angus meat production.

Call on students. Discuss and elaborate on the purpose of raising purebred beef cattle.

Read #3 to students.

Read #4 to students

Cow-calf, Feedlot, and Purebred.

E-Moment: Choral Response all beef production systems:

State: “In review, the three beef production systems are cow-calf, feedlot, and purebred operations. Class, again what are the three beef production operations?”

After students say the three operations, give positive reinforcement.

Ask students if they have any questions. Clarify any question they may have. Go to the next slide (#6) in the PowerPoint.

II. Common Beef Cattle Breeds Slide #6:

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- Angus, Charolais, Hereford, Maine-Anjou, Shorthorn ,Simmental

Title of slide should read Beef Cattle Breeds.

“Please stand and share if you know a common beef cattle breed in our county.”

Call on students. If the breed has been identified, ask the students still standing who they might know in the county that raises each breed.

Discuss.

State: “Here are the common six breeds I have identified for our county.”

**Click once on PowerPoint and a word bank of breeds should show.

Activity:Announce to students that in a minute, six pictures identifying each breed will show. When I say “Begin,” students will try to match each breed picture with the correct breed. Students are to use the back of their study guide to do this activity. Have the students number 1 to 6. Students will have one minute to do this exercise.Repeat Procedure, Have students repeat, and Ask if there are any questions.

“Begin”.Once time is up, stop activity.

Please raise your hand, if you can tell us:

“Which picture represents an Angus breed?”“Which picture corresponds to a Charolais?”“Which picture represents a Hereford?” “Which picture shows a Maine-Anjou?”“Which picture represents a Shorthorn?”“Which picture represents a Simmental?” Give Positive Reinforcement.Click again on PowerPoint for the answers to appear. Leave Slide up through next activity.

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A. Angus. (p. 213)1. Imported from Scotland

around 1873.

2. Black or red in color and moderately framed.

3. Polled and produce a high-quality carcass that has good marbling.

B. Charolais (p. 214)1. Originated in the province

of Charolais, France.

2. White in color and larger than most breeds.

3. Popular in crossbreeding to

add frame and muscle.

C. Hereford (p. 215)1. Originated in Hereford County,

England.

2. White faces with red bodies.

3. Extremely good foragers.

D. Maine-Anjou (p. 217)1. Originated in France in the early

1800s.

2. Dark cherry red and white in color. They are moderately framed.

3. They are used highly in crossbreeding to produce a black Maine-Anjou.

E. Shorthorn (p. 218)1. Originated in England in the

1600s.

Group Activity: Students will be split into groups to research information about the common beef breeds.

Assign each student one of the six different breeds so there are an equal number of students working on a specific breed. (Angus, Charolais, Hereford, Maine-Anjou, Shorthorn, Simmental). Explain to the students that they are to read the information about their breed presented in the book (pp. 212-219) and write down specific information on pages 3 and 4 of study guide. Each group is expected to record the name, origination, color and frame size, and something unique about their breed assigned to them.

Students will use the book for researching their information and will be given 10 minutes to complete the assignment. **Allowed time could be shortened if students get done earlier.

Have students get together by breed and determine how they will present their material to the rest of the breeds. They will be given 2 minutes to do this.

After students have discussed information with their group, they are to present their information to the class. Each student needs to participate in presentation.

Be sure to tell students to take notes from each group’s presentation.

Clarify any breed characteristic or identify information that must be recorded in students’ notes.

Give Positive Reinforcement throughout presentations.

After all presentations are complete, students are to move back to their normal seats.

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2. Shorthorn cattle can be red, white, or roan. The frame size is moderate.

3. Originally developed as a dual-purpose breed. Today, they are becoming popular in show rings.

F. Simmental (p. 218)1. Originated in western Switzerland.

2. The color pattern includes a white face that is dominant and a red and white spotted or nearly solid red body. Large framed and heavy muscled.

3. Recently, Black strains of this breed have also been developed.

Ask students if they have any questions. Clarify any question they may have.

Go to the next slide (#7) in the PowerPoint

III. Meat Production

A. Retail cuts of the carcass are sold ingrocery stores.

1. The carcass is cut in four quarters for retail cuts.

a. Steaksb. Roastsc. Ground Beefd. Fat and Bones

“What are beef cattle primarily raised for?”

Begin slide #7: Meat Production

“Where can we go to buy processed beef?”

“Where are retail cuts located in a beef animal?”

“Who can name some retail cuts that we would buy at a grocery store?”

Have students brainstorm ideas. Explain that there are four quarters of the carcass. (Steak, roast, ground beef, & fat and bones.)

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B. The fat located in the meat, or muscle, is called marbling and gives the meat flavor and tenderness.

C. Beef is a good source of the important nutrients zinc, iron, and protein.

Go to Slide #8:

“Have you ever eaten a piece of steak that was not tender? It was even hard to cut with a knife? Why was the steak so tough?”

“What is marbling?”

“Why is beef good for us?”

“Raise your hand if you can tell us the nutrients that beef provides?”

Have students brainstorm ideas and share.Give Positive Reinforcement.

IV. By-Products of the Beef Industry

A. Medicines

1. Pancreatin aids in digestion of food.

2. Collagen is used in plastic surgery and to make non-stick bandages.

3. Cortisol is used as anti-inflammatory

4. Insulin is used for treating diabetes or high blood sugar.

B. Food – made from gelatin, which comes from the connective tissue of cattle

Slide # 9 : By-Products of the Beef Industry

Discuss the different By-Products of the Beef Industry – Lecture will be used for this section.

Slide #10: Medicines

State: “The systems of the human body and those of cattle are very similar. Thatmeans our bodies are able to use a number of medicines that come from cattle to keepus healthy.”

Please raise your hand if you have heard of pancreatin?

What is cortisol used for?

Have any of you heard of Insulin?

Slide #11: Food

Where does gelatin come from in cattle?

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1. Candies2. Desserts3. Diet Products4. Jellies

C. Household Products

1. Candles2. Detergents3. Mouthwash4. Perfume

D. Textiles and Apparel – made from cowhide

1. Clothing2. Boots3. Belts4. Wallets

E. Transportation Materials

1. Asphalta. Contains a binding agent from beef fat.

2. Antifreezea. Contains glycerol derived from beef fat.

What are some food products made from gelatin?

Make sure to re-inform students that they need to take notes. Inform them that they should be able to list common by-products of beef cattle

Slide #12: Household Products

State: “Many of the items in our homes are made from fats and proteins in beef cattle.”

Please raise your hand if you can tell us some household products made?

Slide #13: Textiles and Apparel

What is used off the beef animal to make textiles and apparel?

What are some textiles and apparel made from cowhide?

Slide #14: Transportation Materials

State: “Without beef by-products, traveling would be much more difficult.”

How is the byproduct of beef fat beneficial to transportation?

Ask students if they have any questions.

Turn off PowerPoint.

Beef Bingo Activity.

Summary: After discussing the by-products derived from the beef industry, the students will use the “Beef Bingo Activity” to review the lesson. Have students turn to the front

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page of their study guide and tell them that they are going to use their filled in bingo sheet to play “Beef Bingo.” Pass out bags of corn to each student. These bags of corn will be used as the markers/placeholders for bingo. Give directions to students that the corn is to only be used as placeholders and if they are used in any other way, the game will be stopped. Explain to the students that they are to say the word “Beef” after they get four terms marked in a row. (Four corners and diagonal could also be used) Ask if there are any questions. Use teacher-bingo guide for identifying words for the students to mark. Students can use their notes when playing bingo. This teacher-bingo guide can be read in any order. However, each description should be read so the review is beneficial to all students. Be sure to keep track of descriptions read per game. Read descriptions until a student declares “Beef!” Give a piece of candy to the winner. Have winning student identify the terms marked. Continue with this procedure until two more students declare “Beef!” Play bingo activity for two or three rounds or until all descriptions have been read at least twice. Begin the game. Assist any students that have a question. Collect corn at the conclusion of the beef bingo activity.

Evaluation: Students will be given a test covering the objectives of the lesson. The test will consist of true-false, multiple choice, and fill-in-the-blank questions.

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Class: Teacher:Date:

TITLE:

* Place terms anywhere

* 1 Free Space

Study GuideI. Beef Production Operations (Slide numbers 2-5)

A.

1.

2. Located in areas where________________________________.

3. Calves are usually born in the ______________, stay with their mother through the summer, and are ______________________________________________.

Name:___________________

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*Additional NotesTypes of Beef Operations Continued:

B.

1. Responsible for producing calves that are_____________________________________________________________________________________________________________.

a. Market weight –

b.

2. Located in areas where _____________________________________________________ ________________________________________________________________________

a. Grains -

Additional Notes:____________________________________________________________________________________________________________________________________________________________

C.

1. Responsible for raising cattle of a ___________________________________________. 2. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

a. Bulls are used for breedingb. Purebred bulls add __________________________________________________ _________________________________________________________________ _________________________________________________________________

3.

4.

Additional Notes:

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II. Common Beef Cattle Breeds

(Angus, Charolais, Hereford, Maine-Anjou, Shorthorn, Simmental)*Write Breed Names next to letters.*Write Breed Origination for #1, Color and Frame Size for #2, and a unique characteristic for #3.

G.1.

2.

3.

H.1.

2.

3.

I.

1.

2.

3.

J.

1.

2.

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3.

K.

1.

2.

3.

L.

1.

2.

3.

III. Meat Production (Slide numbers 7-8)

D. ________________________________________are sold in grocery stores.

1. The carcass is cut in four quarters for retail cuts.

a.

b.

c.

d.

E. The fat located in the meat, or muscle, is called _______________ and gives the meat flavor and tenderness.

F. Beef is a good source of the important nutrients: - - -.

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IV. By-Products of the Beef Industry (Slide numbers 9-14)

F. Medicines

1. _________________ aids in digestion of food.

2. _________________is used in plastic surgery and to make non-stick bandages.

3. ________________ is used as anti-inflammatory

4. ________________ is used for treating diabetes or high blood sugar.

G. Food – made from gelatin, which comes from the _______________________ of cattle.

1.

2. Desserts

3. Diet Products

4.

H. ______________Products

1. Candles

2.

3. Mouthwash

4.

I. Textiles and Apparel – made from _____________________

1. Clothing

2.

3. Belts

4.

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J. ____________________________________

1. Asphalta. Contains a binding agent from beef ______________.

2. Antifreezea. Contains glycerol derived from beef _____________..

NOTES:

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Exploring the Beef Industry: BEEF BINGO ACTIVITY

BEEF BINGO SQUARES

Sheet to be used for cutting out squares.Need one sheet per student.

CUT~~~~~~~

Cow-calf Operation

Feedlot Operation

PurebredOperation Angus

Charolais Hereford Maine-Anjou Shorthorn

Simmental Meat Production Retail Cuts Zinc, Iron,

Protein

Marbling Medicine Textiles & Apparel

FREE SPACE

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TEACHER BINGO GUIDEFor

BEEF BINGO

*Use descriptions at least twice**Students identify answers, but may need to give hints*

1. A type of beef operation that is responsible for producing calves that will enter feedlots.

Cow-Calf Operation

2. _______________ are located in areas where there is a ready supply of grain for feed.

Feedlot Operation

3. This type of operation produces purebred bulls to be used in cow-calf operations and animals to be sold to other purebred cattle farms.Purebred Operation

4. Polled and produce a high-quality carcass that has good marbling. Angus

5. Originated in the province of Charolais, France. Charolais6. A common breed that has white faces with red bodies. Hereford

7. They are used highly in crossbreeding to produce a black breed of this kind. This breed originated in France in the early 1800s.Maine-Anjou

8. This breed of cattle can be red, white, or roan. The frame size is moderate. Shorthorn

9. Recently, Black strains of this breed have also been developed. Simmental

10. Beef cattle are primarily raised for this reason. Meat Production

11. ________________ of the carcass are sold in grocery stores. This includes steaks, roasts, ground beef, and fats and bones.Retail Cuts

12. Beef is a good source of these three nutrients. Zinc, Iron, Protein

13. Refers to the tenderness and flavor of meat. Marbling

14. Insulin and Cortisol are a few examples of this by-product. Medicine

15. Made from cowhide describes this by-product. Textiles & Apparel

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