communities.naae.org€¦ · Web view2021. 3. 20. · CC.3.5.11-12.B: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information

Course Title: Large Animal Science Unit Title: Beef

Lesson Title – What systems of breeding produce the beef on your plat? Length – 45 minuets/ 2class

PA Academic Standards and Anchors Addressed – Science

CC.3.5.11-12.B: Determine the central ideas or conclusions of a text; summarize complex

concepts, processes, or information presented in a text by paraphrasing them in simpler

but still accurate terms

CC.3.5.11-12.E: Analyze how the text structures information or ideas into categories or

hierarchies, demonstrating understanding of the information or ideas.

PA Agriculture Standards and Benchmarks – Animal Science

7.1 Explain the physiology of animal reproduction

Objectives - Upon completion of the lesson, students will be able to:

1 Discuss housing requirements for beef cattle to teacher satisfaction.

2 Describe a continues breeding systemwith 100% accuracy.

3 Discuss the pros and cons of its use in the beef industry to teacher satisfaction.

4 Describe a terminal breeding system with 100% accuracy.

5 Discuss the pros and cons of its use in the beef industry to teacher satisfaction.

Lesson Type - Informational Operational Managerial

Modalities Addressed - Visual Auditory Kinesthetic

Multiple Intelligences

Addressed - Verbal-Linguistic Naturalist Musical Visual-Spatial

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Logical- Interpersonal Intrapersonal Bodily-

Mathematical Kinesthetic

Essential Vocabulary –

Purebred , Crossbreed, F1, Continuous, Terminal, True Rotations, Crisscross, Sire Rotations,

Static Terminal, Rotation-Terminal, Multiple Sire Breed, Hybrid Sires and Composites

Need of Lesson – A course that is designed to instruct and enable (26) 10-12th grade students to understand the housing and breeding systems that allow producers to provide elite F1 heifers. As well as functional and profitable beef producing calves. Enabling them to be an active participant in the local beef industry that includes numerous purebred, commercial, and feedlot operations.

Materials –

1 Power Point

26 copies of beef breeding system article

26 student note books

Gummy Bears 1/2 lb.

4 Breeding system scenarios

2 groups of toy cattle ( at least 10 in each group)& 5 different breeding scenarios

4 copies of 3 different Market and Breeding cattle EPDs and selection scenarios

4 seats of syringes and 18 gage needles with blue food coloring with dosaga instructions ect.

4 cattle dummy necks

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Pre-Class Set-Up –

Buy Gummy bears

Copies of Scenarios and articles handouts.

Set up power point

Set up learning centers

Resources (Community, etc)

Mikesell, R. (2011). Animal science biology & technology. (third ed., pp. 160-195). Clifton Park, NY: Delmar.

Hammack, S. (2011, January ). Texas adapted genetic strategies for beef cattle iv: breeding systems. Retrieved from http://animalscience.tamu.edu/files/2012/04/geneticsE189.pdf

Bell Work – 5 minuets

Day 1:

1. What do the terms Continues and Terminal mean to you?

2. Given a herd of 25 shorthorn beef cattle ( 24 heifers & 1 bull ) where you can sell or

keep as many calves as you want, what breeding system would be the most efficient

to use? Why?

Day 2:

1. What are the pros and cons of a rancher/farmer operating on a terminal system?

2. What type of system would a club calf operation be using? ( draw out on the board

as a class after students pair and share after individual answers in their notebooks

Interest Approach – 10 minuets

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1. “Get in to a single fill line from shortest to tallest, without talking.”

“Now count off by fours..1,2,3,….”

When the students are in their groups give two groups (1&3) 13 gummy bears (group 1 all the

same color and group 3, 12 of the same color and 1 different color, give the other two groups

(2&4) 24 gummy bears (group 2 all the same color and group 4, 12 the same 12 a different color

and 2 of two different colors).

“I am giving each group their cattle herds & a paper that describes your groups breeding

system.”

“When I say ‘Go’ work with in your groups to determine the pros and cons of your system.”

“GO!”

Give about 5 minutes then go around to the groups and have them share their system and its

pros/cons. Give them 5 more minutes to work as a class to try and solve the problem of

linebreeding.

“Great! Now it looks like everyone had the same problem of linebreeding. As class/producers

help each other find a solution to this problem.”

“Go!”

If it looks like they are struggling remind them to see what they can sell or trade. At the end of

the 5 minuets have them share what solutions they found.

2. Pass out Texas Adapted Genetic Strategies for Beef Cattle IV: Breeding Systems article.

“I am passing out an article from Texas A&M on Breeding systems.”

“What I want you to do is individually read the article and highlight any words or phrases that

you feel are the key points to the article.”

“Put your highlighter down to show you are finished.”

Allow about 3 minutes. Then have the students partner up to compare their highlighted thoughts

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and develop one question and one word they unfamiliar with.

“It looks like everyone is just about done. I want you to now partner up with the person next to

you.”

“The two of you will compare what you highlighted and make the same marks on your own

paper.”

“Once you have completed this I am passing out two different colored sticky notes. The Pink is

for your group to write on question you have about the article, the Blue is for your group to put

one word that they are unfamiliar with on.”

“When you have finished put your sticky notes on the board in their respected columns and

return to your set.”

Allow about 5 minutes. Then read off the questions, seeing if anyone in the class may know the

answer. Do the same with the word column. About 2 minutes.

Transition- 2 minuets

1. Which system do you feel is the better choices and why?

2. Do you feel that there could be more than just these two systems? Give an example.

3. What kind of system do you use on your operation or where you get your fair steers?

4. How do you feel now about these systems now that we have read the article and reviewed

yesterday’s lesson?

Summary of Content and Teaching Strategies –

● Lecture/Discussion: 23minutes

o Set Up: Start Power Point - 10 minutes micro lecture

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▪ Have students take notes during the lecture

● Newton Moment-6 minutes

o Have students think of their best “Why?" question after being presented with today’s new information. Have students, one at a time share their questions at rapid fire and see if any of the other students can answer. If not, post the question on the board, but don't stop on it . Allow everyone to get their question asked first, then go back to the ones that none of the students could immediately answer. See what questions can be answered now. Those that are left can be answer by the instructor or give them back to the class as an assigcontin

5 minutes-

o Students who have a firm understanding of beef cattle breeding systems after review ( Newton Moment) will be directed to one of three learning centers to continue to master the skills/concepts covered throughout the unit ( breeding system, EPD eveluation, and BQA practices for certification).

o Students falling below the teacher designated mastery threshold will continue to review with the teacher by revisiting the bell work with new scenarios. ( potentionally leading to related home work).

● Wrap Up and Review: 2 minuteso Clean up learning centers & Review the days objectives ( complete ticket

out dependinon the day of the week)

● Lecture/Discussion: 23minutes

o Set Up: Start Power Point –15 minutes

o Have students take notes during the power point.

● Barbara Walters Moment-6 minutes

o Have students break up into groups of three. Designate one student in each group to be the interviewer. The interviewer will ask questions of the others regarding the information or ideas present over the past two

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lessons. The interviewer will have 60 seconds before the next "commercial break". After the first interviewer is done, students switch roles so that others can be interviewed.

5 minutes-o Students who have a firm understanding of beef cattle breeding systems

after review ( Newton Moment) will be directed to one of three learning centers to continue to master the skills/concepts covered throughout the unit ( breeding system, EPD eveluation, and BQA practices for certification).

o Students falling below the teacher designated mastery threshold will continue to review with the teacher by revisiting the bell work with new scenarios. ( potentionally leading to related home work).

● Wrap Up and Review: 2 minuteso Clean up learning centers & Review the days objectives ( complete ticket

out dependinon the day of the week)

Learning Assessment- 6 minute

1. Have the students think of their best “Why?" question after being presented with today’s new information. Have students, one at a time share their questions at rapid fire and see if any of the other students can answer. If not, post the question on the board, but don't stop on it . Allow everyone to get their question asked first, then go back to the ones that none of the students could immediately answer. See what questions can be answered now. Those that are left can be answer by the instructor or give them back to the class as an assignment. (Newton Moment)

2. Have the students break up into groups of three. Designate one student in each group to be the interviewer. The interviewer will ask questions of the others regarding the information or ideas present over the past two lessons (Barbara Walters Moment). The interviewer will have 60 seconds before the next "commercial break". After the first interviewer is done, students switch roles so that others can be interviewed.

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Cognitive Connect –

Yesterday – Overview of the Beef Industry

Today – Breeding Systems

Tomorrow – Breeding Systems

Adaptations/Accommodations for Special Needs -

Students with special needs will be accommodated based on their individual IEP. Guided notes,

modified quizzes & tests, and other instructional aids will be available. Preferential seating will

be available for students who need it. Various teaching methods and aids will be utilized to

accommodate a wide variety of learners. I plan to work with the IEP teams as necessary to adapt

to the learner’s needs.

Total Ag Program –

Extended Classroom-

Research Ag careers and facts about careers and future education/skills need.

FFA –

Event Livestock Career Development Event is a competitive activity that tests the student's ability to select and evaluate livestock. Event components include seven evaluation classes of beef, sheep and swine; oral placement reasons on four classes; a written exam on livestock production and quality grading of slaughter cattle. A team event, based on production performance records, demonstrates the team's breeding livestock selection ability.

https://www.ffa.org/documents/conv_2013_cde_livestock.pdf

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SAE –

Agricultural Communications – Agriscience Animal Systems Research - Research in the life processes, health, nutrition, genetics, management and processing of animal systems related to small animals, aquaculture, livestock, dairy, horses and/or poultry. https://www.ffa.org/documents/prof_descriptions.pdf

Lesson Summary

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Which component(s) in your lesson plan are your “flex” item(s), i.e., can be lengthened or shortened to accommodate time? Explain how the component(s) can be “flexed”.

● Objective review can be shortened or lengthened depending on the amount of time need to cover the lecture. This is possible by having a set number of (10) questions that vary in kind( high level, low, opened, close)

Describe any adaptations and accommodations for learners with special needs that can be made in this lesson plan (see Methods chapter 12).

● Students with special needs will be accommodated based on their individual IEP.

Guided notes, modified quizzes & tests, and other instructional aids will be available. Preferential seating will be available for students who need it. Various teaching methods and aids will be utilized to accommodate a wide variety of learners. I plan to work with the IEP teams as necessary to adapt to the learner’s needs.

We learn in three modalities. Where in this lesson plan are your specific evidences of accommodating learners’ modalities?

● Auditory- Verbal directions, music to time bell work, and while students work on their plans.

● Visual – Power point, Chart, directions and objectives posted on the board

● Kenisetic - Interest approach students will be up moving around.

What is the highest level of cognition according to Bloom’s Taxonomy that students reach in this lesson plan? Describe this occurrence.

Synthase: Given a real production scenario students will be able to think critically to find a reasonable solution.

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1. Your purebred beef operation consists of 13 head of Herefords (12 heifers and 1 bull). You produce uniform replacement females that are retained in the herd. The cowherd has genetics of both sires and dam and you do not want to loss heterosis with in the herd or inbreed your cattle. With your gummy bears as a visual determine and demonstrate which breeding system your operation falls under and what steps you will take to ensure your herd quality.

2. Your purebred beef operation consists of 24 head of Angus (22 heifers and 2 bulls). You produce uniform replacement females that are retained in the herd. The cowherd has genetics of both sires and dam and you do not want to loss heterosis with in the herd or inbreed your cattle. With your gummy bears as a visual determine and demonstrate which breeding system your operation falls under and what steps you will take to ensure your herd quality.

3. Your Cross breed beef operation consists of 13 head (12 heifers and 1 bull). You produce heifers that are not retained for breeding, only keep brood heifers for about two years after their purchase. Selling all calves. With your gummy bears as a visual determine and demonstrate which breeding system your operation falls under and what steps you will take to ensure your herd quality.

4. Your Cross breed beef operation consists of 24 head (22 heifers and 2 bulls).You produce heifers that are retained for breeding and purchase replacements. With your gummy bears as a visual determine and demonstrate which breeding system your operation falls under and what steps you will take to ensure your herd quality.

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communities.naae.org€¦ · Web view2021. 3. 20. · CC.3.5.11-12.B: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information