Pages 87-183 - West Central FFA Chapter

87

Name ___________________

Disease Problems in Large Animals Paper You will write a minimum of three pages on a disease that affects a large animal. The information within your report should include the following: ~ What animals it affects ~ Signs and symptoms ~ Ways to prevent it ~ Ways to treat it ~ How does the animal contract it ~ Outcome of animal’s health ~ Any other interesting points that are dealt with when this condition is seen ~ Include at least one picture of what the infected area or animal looks like Your paper should be double spaced, 12 point font (Times New Roman), 1” margins. Include a cover page for your report.

Video Portion There will also be a recorded portion that reports your disease and your findings to the rest of the class. There will be a video camera in the classroom one day in the coming week to make a video segment (at least 2 minutes long) that deals with your topic. The format should be some news anchor related setting (ex = special report, breaking news, nightly news, etc).

Grading of this project is found on the reverse side

88 Diseases and Health Problems in Large Animals Name______________ Disease name_______________________ Date due________________________ Requirements Content: Covers name of animal, disease, signs, treatment, prevention, impact on future health of the animal, picture of animal with the disease,

Points 10 – 20 – 30 – 40 –50

Follows rules of English, correct spelling, etc.

10 – 15 – 20 - 25

Video portion- stayed in 2 minute limit - covered all the required content - creativity

10 – 15 – 20 -25

_______________ out of 100 points

Comments

89 Chrissy Song, IN Livestock Presentations VocabularyWhat are the males, females, castrated males, and young called What purpose are the animals raised for? Examples- meat, pleasure, work, etc Give example of the products and by-products. Breed examples (6) What areas are they produced in? What are the characteristics to look for? The gestation period Breeding information Origin of the animal Care information (nutrition, housing, vet needs, etc.) Diseases (symptoms, prevention/cure) (3) Cuts of meat History information Myths ________________________________________________________________________ Presentation Requirements Minimum of 10 pp slides Slides must contain information for notes and pictures Additional information to what is on the slide Minimum of 5 pictures Presentation needs to be at least 8 minutes in length Must be practiced!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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Use of animals not Use of animals described fully 10 mentioned 0 Vocabulary not Partial list of Full vocabulary mentioned 0 vocabulary 5 10 Examples of Some examples of Products not products given 5 given 0 Gestation period not Gestation period given 5 given 0 Origin or history not Origin or history given 10 given 0 Where they are produced Where are they produced today today not given 0 given 5 No myths were given 0 Some myths were given 5 Six Breeds Listed 30 points No nutritional information 0

Six Breeds with information 60 points Limited Complete nutrition nutrition info 10 information 5 No disease info 0 Disease info Prevention or only 10 Cure and disease info 20 Cuts of meat not given 0 Some of Cuts given in cuts given 5 detail 10 Power Point not used 0 Less than 10 Power point used pp slides 15 10 slides 25 Pictures not used Some pictures Minimum to add to used 5 pictures used 20 presentation 0 Presentation was Presentation only Presentation was choppy and not gave information very polished practiced 5 presented on slides and practiced 10 and included info. Additional to slides 15 Not enough Enough info was information was given 15 given 5

Possible 10 10

Your Score

5 5 10 5 5 60 10

20 10 25 20 15

15

Vocabulary, Purpose, Products and By-Products, Breed Examples w. Info, Where are they Produced, Characteristics, Gestation period, Breeding information, Origin, Care info, Diseases (symptoms/cures), Cuts of meat, History, Myths Group Names: Animal Total Score

91 Content Area: Animal Science Lesson Heading: Digestion Activity Description: Designing Own Digestive System After covering parts of the system and their functions, have students design their own digestive system by thinking of objects that perform a similar task. Many parts have multiple functions and in that case think of an item that performs one of the functions. Design a ruminant digestive system and explain why a particular item was chosen. I use a worksheet with a grid on it and have them draw their new system at the bottom of the page. Ex: Digestive System Part Object How it relates Mouth Grinder Increases surface area, chops up food Esophagus Hose Pathway to stomach Materials Needed: Worksheet or piece of paper Boxes or pictures of objects Activity Length: 15-20 minutes; 5 minutes to create worksheet, more time to gather objects and/or pictures Other Comments/Hints/Suggestions: Could do in groups, could have boxes of objects for them to get ideas from or use to make a system. Pictures of objects they can use to design a new system. Can be difficult to think of on own and really gets them thinking about what the part of the system does. I use at the end of the hour and have as homework if they need more time to think of objects and draw their newly designed system. Time will vary depending on how they show created system.

92 Jerky i found that the students really liked to make jerky. they would bring in recipes to the class and they had to narrow down their choices to two recipes in each section. i wanted the recipes to be different so that they could taste many different kinds. we used sliced bottom round pieces that were marinated overnight. the next day they were placed in the dehydrator and i would rotate the trays on the RONCO dehydrator that i own. when the process was finished, the students tasted all of the different jerkies and made up their mind which one they liked the best. (the recipe in which i tossed ingredients together without much measuring seemed to go the fastest. key ingredients were brown sugar and lemon juice) Myron Johs PO Box 593 Lisbon, ND 58054 701 683-4106

93 Animal Health Bacterial Diseases Name (as you would like it to appear in handbook) Michael Miron School Name/Address Forest Lake Area Senior High School 6101 Scandia Tr. N. Forest Lake, MN 55025 Email [email protected] Phone 651-982-8495 Content Area – Animal Health/Animal Science Lesson Heading- Bacterial Diseases Activity Description- Students will first investigate bacteria, diseases that they cause, potential damage to the animal, and treatment options. Students will use the scientific method as a means of diagnosing each animal as being positive or negative for Mastitis and determine if the animal must be treated for the illness. Material needed: 4 Fresh Milk Samples (Cow or Goat) Lab Packet CMT Test Materials (testing solution and paddle) Dr. Naylor testing strips Activity Length- 60 min (Dependant upon the number of testing stations), Prep Time for activity 15-25 min (set-up each station)

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102 Name: Kurt Payne School Name/Address: Perkins County School, NE Email: [email protected] Content Area: Animal Science Lesson Heading: Nutrition Chick Experiment Activity Description: To reinforce nutrition lessons I purchase enough baby chickens for the class. The chicks are placed in individual cages built of wire by the class members. Each chick is fed a variety of diet and the progress is charted for 2 weeks. If there are enough in class the experiment can be duplicated. Discussion questions involve consideration of possible variables. Sample rations used are a balanced commercial ration. Ground corn, High Protein soybean, alfalfa, clabbered milk, powdered milk, baby pig ration, and grain sorghum. The program teaches husbandry, scientific record keeping, as well as nutrition. We are able to then place the survivors in a brooder house, free range them to 3.4 pounds and then teach a food science lesson on slaughter, preservation, and cook them up for a barbecue at an FFA chapter meeting.

103 Chrissy Song, IN Sheep and Goat Breed Research Project Name: You will research a breed of sheep or goat and put together a story book about your breed. The story book and presentations should included the following information: Breed Origin Wool Type Breed Characteristics (ex. color, living conditions, diet needs, etc) Interesting facts about the breed Purpose the animal is raised for Production locations The story book should included the following information and will be graded on neatness and creativity: Colored Picture Outlined facts You will have two days in the computer lab to collect the necessary information and you will present your storybook and presentation during the next block March 17. The breed you will be researching is the ___________________________ Total Points 50

104 I would like to submit the SLURB activity. It is used to demonstrate the spread of disease. This activity is one a fellow student teacher came up with last year. It is very easy to adapt to your needs or focus in an animal health unit. Make slurbs ahead of time. Slurbs are made up of 1/2 cup of flour in a small cup for each student. One cup should also have 1 tablespoon of baking soda. Note which student gets the slurb with baking soda. **You must have an odd number to have successful results** Hand out the slurbs and have students name their slurb. Then explain that they are highly social creatures and they interact by mixing thier contents together thoroughly. Instruct them to interact with two other slurbs in class and keep track of who they meet. Announce that there has been an outbreak of Slurbitis. All slurbs must be tested. Conduct a test of each slurb by using a dropper to add vinegar to each slurb. If the slurb bubbles...they have the disease. Have the students come up with ideas about how/why the slurbs all got sick and who specifically infected the population. There is a lot of possibility to discuss prevention and ways that populations are infected with diseases. Lastly, tell the students who originally infected the population and have them complete a reflection exercise or explain if they correctly predicted the cultprit. I think the students enjoyed this activity and I hope it will be of some use to your project. Sincerely, Lacy Bangert Chapman High School Agricultural Education

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“The Kingdom of Estrus”

Once upon a time…long, long ago in a galaxy far, far away there was the Kingdom of Estrus. The Lovely Princess Follicle ruled estrus, and wherever she went, she shared valuable estrogen those around her, and life was good in the Kingdom of Estrus. Then one day, a strange, cloaked figure hobbled into the Castle Courtyard (called the “Ovary” for its circular shape). When she threw back her hood, everyone could see it was the Wicked Witch Lutenizing Hormone (Her goblin friends called her “LH” for short). LH cast a spell on the land and banished Princess Follicle from Kingdom of Estrus forever and installed a new leader…the evil Corpus Luteum. The people suffered greatly, for when Princess Follicle was driven away, so went the estrogen. A dark cloud hung over the Kingdom, now named Diestrus – LH called it that because she said the Kingdom of Estrus was dead!. The dark cloud was known as Progesterone, and as long as Progesterone shrouded the Kingdom, Princess Follicle could never return. These were bleak days indeed for the people of the new Kingdom of Diestrus – the cows’ milk turned sour, all the fish in the stew ponds died, and perhaps most importantly, there were no more EGGS! All hope was lost. The people had resigned themselves to their new miserable fate. And then one day, another stranger came down the cobblestone path that led to the Castle Courtyard of Ovary. He was cladden in shining armor and rode a magnificent white stallion. A peasant asked him, “Are you the proverbial Knight in shining armor riding the magnificent white stallion?” To which the man on the horse replied, “Yes I am”. His name was Sir Follicle Stimulating Hormone (Now keep in mind, this was before Public Education, so the name was a bit of a tongue-twister for most…the people just called him Sir FSH) When Sir FSH rode into the Castle Courtyard of Ovary, he drew the mighty, magical sword, “Prostaglandin”, and slay the evil Corpus Luteum. As soon as Corpus Luteum died, the black cloud of Progesterone drifted away and once again, Princess Follicle was able to return and the Kingdom of Estrus was restored. However, as the wicked witch LH was leaving, she turned around and said, “I’ll be back in about 28 days…Ha, Ha, Ha.” And then she got on her Harley and rode out of town! The End

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Species

Group Name

Mature Male

Mature Female

General Nam Young

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Species

Group Name

Mature Male

Mature Female

General Nam Young

Cattle

Herd

Bull

Cow

Calf

Sheep

Flock

Ram

Ewe

Lamb

Swine

Herd

Boar

Sow

Pig or Piglet

Horses

Herd – Tame Band – Wild

Stud or Stallion

Mare

Foal

Goats

Herd

Buck or Ram

Doe

Kid

Dogs

Pack

Dog or Stud

Bitch

Pup or Puppy

Chickens

Flock

Cock or Rooster

Hen

Chick

108

Species

Cattle Sheep

Swine Horses

Goats

Dogs

Chickens

Group Name

Mature Male

Mature Female

General Nam Young

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The Digestive System Name (as you would like it to appear in handbook)___Stephanie Wohlhuter_______ School Name/Address__Agricultural & Food Sciences Academy__________________ [email protected]________________________________________ Phone_____(651) 259-4963________________________________ Content Area – Food Science Lesson Heading- The digestive system Activity Description- I use these notes to go over the basics of the digestive system with an introduction to food science class. At the end of the assignment, the students create a travel guide of the digestive system. The travel guide should have hand-drawn pictures of the different places in the digestive system, as well as a realistic description of the location and creative tourist stops. Material needed: -Copies of assignment for each student in class -Art supplies Activity Length- 2 – 50 minute class periods. Prep time – 5 minutes or less (make copies and reserve computer lab)

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A T rip th ro u g h th e Gastro intestinal T ract Once food enters the mouth, it moves through the following process: 1. Sa li vary gla nds secrete saliva, which contains an enzyme that breaks down starch. Food is moistened to aid in chewing. 2. Mastication (chewing) – increases the surface area of the food and mixes saliva enzymes and water with the food. 3. E sop hagus – long tube that serves as the food delivery mechanism to the stomach. It allows us to breathe while chewing by spacing out the food matter. 4. Stomach - contains strong acids, enzymes and fluids that mix, toss and grind foods. The pepsin enzyme breaks down bonds found in proteins. 5. Sma ll Intesti ne – The site where actual digestion takes place. This organ is approximately 20 feet in length. Specifically, carbohydrates, lipids, and proteins are broken into smaller units here and absorbed into the blood stream. -Pa ncreas – secretes pancreatic juice and a bicarbonate that neutralizes stomach acid that makes its way into the small intestine.. -Ga ll b la dder – stores bile. -Li ver - makes bile and digests lipids. 6. Large intesti ne – reabsorbs water and some minerals into the blood. 7. Rectum – undigested waste is passed here for excretion. Note: The brain is the control center for this whole process. Specifically, the hypothalamus regulates appetite and hunger. Terms & Defi nitions • Ingestion – eating and swallowing food and liquids.

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• Digestion – the breakdown of food into its individual nutrients. • Absorption – nutrients in contact with the cell wall of the GI tract for an extended period of time are passed into the cells. • Transportation – nutrients are transported in the blood to the liver where they are processed and sent to parts of the body to use. • Peristalsis – layers of muscles squeeze and push food along the GI tract. Fun Facts a bout Digestion • When food goes through the process from ingestion to excretion about 24-72 hours have lapsed. If a person’s diet is high in fiber, that time is reduced. • Why doesn’t the stomach digest itself? A substance called gastric mucus is made inside the body. This substance lines the stomach wall so that acids can’t eat away at the stomach lining. • The liver is an important organ in the body. Not only does it “process” nutrients to send to other parts of the body, but it also detoxifies harmful substances that are ingested into the body. Putting too many harmful substances into the body can cause cirrhosis, or hardening of the liver. • The process of peristalsis slows down as humans age, thus increasing the risk for constipation. Your assignment: • Create a brochure or small booklet that will serve as a “travel guide” of the gastrointestinal tract. • Your guide should include the following components: o A hand-drawn picture of all seven “locations” in the digestive tract. o A physical description of each location. o A creative explanation of interesting features, tour options, restaurants, etc., that can be visited at each stop.

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• The emphasis on this assignment will be placed on creativity. The goal is that you understand each part of the digestive tract well enough to create analogies between it and a real-life location that is known for tourism.

113 Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: Aquaculture Lesson Heading: 3-D Fish Parts Model Activity Description: After discussing the parts and functions of fish fins students recreate a 3-D replica of a fish properly labeling the parts. Materials Needed: Colored Construction Paper Scissors Glue Staples Activity Length: 45 minutes Other Comments/Hints/Suggestions:

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Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Aquaculture Science Aquaculture management profile Student work individually and select a species from the list I provide. They used the textbook and internet to create a powerpoint profile. Textbook, internet, powerpoint software 3-4 days A list of sample species and the number of students per species is included

Name File name:

Date

Period

Aquaculture Management Profile Project Requirements 1) Select one species during class; teacher will coordinate selection 2) Research species on the computer and textbook. Use your username and password or the Agriscience username = agriscience; password = agriscience. This will allow you to save your work in the Aquaculture science folder. Do NOT use the research login – you will not be able to get your file to work on it the next day. a) Suggestions: i) Use www.google.com for factual information ii) Use www.google.com-Images for pictures iii) Use scientific name when searching for more technical information iv) Use multiple key word searches (ex. channel catfish aquaculture spawning methods) 3) Prepare one Aquaculture Management Profile using PowerPoint software a) Each file must have all of following 9 slides in the specified order. You may add additional slides. i) Introduction ii) Identification iii) Habitat iv) Breeding v) Culture Method(s) vi) Feeding vii) Disease viii) Harvesting ix) Bibliography x) Cool Facts (extra credit) b) Details for each slide are provided on the back of this form. The items listed under ‘information’ are meant as a guide/goal. Find as much information as possible. You may find more or different information on the topic. At least one slide of information per topic. 4) Use a technical writing style and format a) Headings, bullets &/or tables (no sentences or paragraphs) b) Include pictures, charts & graphs, & or graphics c) Proper formatting (readable & clear font; alignment, borders, etc.); Custom animation (optional) 5) Save working files to network (also go to this location to find your file) a) Classes on ‘Student’ (T:) drive i) SAHS folder 3. Agriscience department folder 4. Aquaculture Science Class folder 5. FILE NAMES: Speciesnameyour name (record on top of this sheet by your name)

1. EX. troutbobjones 6) Submit final copy to dropbox on network for Final grading (you can NOT retrieve the file from here once it is saved; however you can replace it with a new copy) a) Classes on ‘Student’ (T:) drive i) SAHS folder

115 6.

Dropbox folder 7. 4th period – Aquaculture Science folder 7) Complete and Submit Grading (turn in when project is complete) Criteria Complete – included all 9 slides in order Content – clear, detailed, and accurate Format – effective use of headings, bullets, color, etc. Pictures – include pictures Total Extra Credit (Cool Facts)

Points 5 15 5 5 30 Up to 5

Student

Teacher

116

Checklist

Name of slide (Topic) Introduction Identification Habitat

Breeding

Culture method(s)

Feeding

Diseases

Harvesting

Other stuff

Bibliography

Information (for content slides - included as many items in each box as you can find) Common name, Scientific name Your first and last name, Class name and year Unique identifying features; Differences from similar species Length, weight, size, shape, color, markings, etc. Range where commonly found Type of lake, stream, or river (shallow/deep, fast/slow, fresh/brackish/salt) Type of bottom and/or vegetative cover preferred Where found during day? Night? Where are young most commonly found? Old? Movement and migration habits Spawning/breeding temperature (range and ideal) Season and frequency of spawning (months, length of season, etc.) Spawning location (containers) and behavior Age and size of sexual maturity Days required to hatch; impact of temp; Days between hatch & feeding Spawning methods; ways to encourage spawning behavior Requirements for hatching (water quality and quantity, facitities) Ideal temperature; impact of high/low temperatures Ideal DO levels; reduced growth levels; lethal levels Other key water quality features Facilities and features (ponds, tanks, etc.) Control of predators Stocking rate - number of fingerlings per acre (beginners vs. advanced) Stocking methods Preferred time of day Food (herbivore, omnivore, carnivore) Preferred location of feeding (top, middle, or bottom) Commercial feeding (forms, methods, etc.) Amounts to feed Common symptoms Possible causes Methods of prevention Methods of treatment Growth rates (pounds gained per amount of time) Feed conversion (pounds gained per pound of feed) Factors affecting growth and yield Typical harvest size and age Harvesting methods Processing methods Trivia, fun facts, Record size Unique behaviors (breeding, feeding, grooming, nursing, aggression, etc.) Grading Integrated systems Genetics (breeding, inbreeding, hybridization, crossbreeding, DNA analysis) Names and URL’s of primary web sites Names, authors, date of other resources (texts, etc.)

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Aquaculture Management Profile List of Topics Channel Catfish Trout Salmon Tilapia Hybrid striped bass Carp Crawfish (Crayfish) Prawns Shrimp Oysters Alligators Frogs

4

Total

30

3 3 3 3 2 2 2 2 2 2 2

118 Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Aquaculture Science Aquaculture Promotion Brochure Students work individually to create a promotional brochure at the conclusion of the introductory unit to Aquaculture. If using the Delmar text, it would include materials from chapters 1-3 Paper, colored pencils, text 2 days

Name _____________________________ Hour _______________ Date _______________

Aquaculture Promotion Brochure Reference: Aquaculture Science – Chapter 1: Aquaculture Basics and History, Chapter 2 – Aquatic Plants and Animals in Aquaculture, Chapter 3 – Marketing Aquaculture Directions: 1. Create a tri-fold brochure, using all 6 panels, to educate people about the importance of aquaculture. The use of a computer at home to create brochure is optional; however, all brochures must meet the criteria below. 2. The following are some guidelines for creating the brochure: • Have a clear, readable title. • Use a technical writing style: be as detailed as possible while using a few words as possible (ex. Bullet lists are encouraged; paragraphs will be penalized) • Use diagrams, pictures, charts, graphs, table, artwork, illustrations, etc. to catch the reader's eye • Use correct spelling, grammar, and punctuation • Create a neat, professional appearance (straight lines, neat writing, no erasures, no frayed edges, etc.) • The goals of the brochure include attract the attention of the reader and inform the reader. • Be sure to list important information that the reader needs to know about 1)Aquaculture Definition and History, 2)Major Aquaculture Species and Features, 3) Aquaculture Activities, 4)Future of Aquaculture, 5) International Aquaculture Production, 6)Trends in consumption • Provide ALL the important and practical information while not overwhelming them with unnecessary details. Pts Criteria Student Teacher Possible Follow instructions (tri-fold; all 6 panels used; student 2 evaluation completed; clear title). Technical writing: clear fonts, readable; well-organized, 3 section headings, bullet lists, etc. Creativity (use of graphics, charts, diagrams, illustrations, 4 color, etc.) Professional (neat, clean, straight lines, correct grammar, 4 correct spelling, balanced, focal point) Complete accurate, technical information including: 1. What is aquaculture? How does it compare to agriculture? What is the history of aquaculture? (Ch. 1) 12 2. What are the major species used in aquaculture? What are their features? (Ch. 1 & 2) 3. What activities are involved with aquaculture? (Ch. 1)

119 4. What is the future of aquaculture? (Ch. 1) 5. What is the status of international aquaculture production (top 5 countries & USA rank)? (Ch. 3) 6. What has been the trend in fish consumption? How does it compare to other foods? (Ch. 3) Hint: use graphs as appropriate. Total

25

120 Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Animal Care and Management Aquarium Project Students work in groups to set up and manage an aquarium during the semester. They also keep records, take pictures, and create a summary powerpoint of their aquarium Aquariums, filters, fish, test kits, lights, timers, heaters, rocks, decorations, buckets, water, siphon/vacuum hoses, camera, computers, powerpoint software 2 days for aquarium set-up; 1-2 weeks for tank cycling; 3-10 weeks for tank management; 3 days for PP Can also work for an aquaculture science class. Three files are included: assignment, lab record, and individual summary

Names

Aquarium PowerPoint Directions: Create a PowerPoint presentation that demonstrates your knowledge of fish and aquariums. The PowerPoint will feature your aquarium as the context (setting) for the information. Save the file on the networked computers in the room. Use the evaluation criteria as a guide for format and content. After completion of the project, evaluate the PowerPoint as a group and record your points in the ‘Group Points’ column. References: Text, notes, FINS website (Fish Information Service), books, websites. Evaluation Criteria: Maximum Group Points Content (what to include) Introductory Slide – Title, student names, class name

1

Specifications - # of gallons, square inches of surface area, pounds of water

5

held (8.3 #/gal), temperature, heater size (min= 5W/gal), amount of gravel ~(1#/gal)

Budget – list of all equipment, materials, fish, supplies, and costs; be

5

complete; include a total

Set-up procedure – Set-by-step list from beginning to end (fully stocked

5

aquarium)

Filtration – List the three type of filtration and where each occurs in your

3

aquarium

Water – list the type of tests, why they are important, procedures, desired

3

levels

Fish – list type, quantities, length of each; give total inches of fish

3

Feeding – what, how much, how often, protein % of fish food, first three

2

ingredients

Format (how to do it) File name________________________

1

Items included in order listed above with headings

1

Pictures of aquarium and types of fish

2

Clarity – Use headings and bullet lists, NO sentences

2

Creativity – use of color, clipart, animation, etc.

2

Total

35

Teacher

121

Fish care Day

Sun

Mon

Tues

Wed

Thurs

Fri

Sat

Date Add food Change water Record temperature Check filter & pump Check timer and light Change filter Vacuum gravel Record % water change Complete sanitizing Decorations cleaned Ammonia test results Nitrite test results Nitrate test results Hardness test results PH test results Add stress coat Add stress zyme # of new fish added Total live fish count Total inches of fish Dead fish count

Name Date

Period

Sun

Mon

T

122 Aquarium Individual Summary Directions: For each of the following tasks, evaluate what percentage of the group effort you feel you did by placing an ‘X’ in the appropriate column. For example, if you are the only one that ever did the nitrate test, you did 100% of the work; but if four of you fed the fish an equal number of times, you each did 25% of the work. Place an ‘X’ in the ‘N/A’ if no one in the group ever did that 0%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

110%

1120%

2140%

4170%

7199%

Add water Adjust heater (temp control) Change filter Change light bulb Check timer and light Clean algae off sides of tank Clean filter Complete cleaning of tank Completing the record-keeping form Conduct ammonia test Conduct nitrate test Conduct nitrite test Feeding fish Observing for healthy fish Partial water changes Setting up the aquarium Vacuum gravel

1. In addition to what is listed above, what else did you do for this project?

2. What did you learn from this project?

3. Why should you NOT add fish to a tank the same day you set it up?

100%

N/A

123 4. What is the most challenging part of caring for an aquarium?

5. List four things YOU could have done to improve this project?

6. Who in your group do you think should get the most points? Why?

7. Who in your group do you think should get the least points? Why?

124 Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: Aquaculture Lesson Heading: Fish Identification Note Cards Activity Description: After going through the unit on Fish ID and Fish species I assign each student 2-4 fish species. They must make a note card with a clear color picture on the front and identifying characteristics on the back as well as the Fish name on the back (common and Latin). Then students laminate the cards and use them to study. The information on the back of the card must be typed. Materials Needed: 5 x 8 note cards work best Scissors Color Printer Contact paper for laminating Activity Length: 50 minutes to make cards then use cards as a study resource for 5-10 minutes at the end or beginning of class. Other Comments/Hints/Suggestions: You should have 2-3 note cards of each fish that way when students are studying they can see different pictures and there will be enough note cards for everyone to use. Check each note cards before the student laminates it to make sure it is done correctly.

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Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Aquaculture Science Fish label analysis Students use the commercial aquaculture fish food label provided on the assignment sheet to answer questions. Copies of assignment 1 day Works well after a lesson on fish food ingredients.

Name Date

Period

Fish Food Label Analysis The food is Nelson's Silver Cup Steelhead Extruded Floating Feed (2.5 mm) Guaranteed Analysis Crude protein - not less than 45% Crude fat - not less than 16% Crude fiber - not more than 3% Ash - not more than 12% Sodium - not more than 2% Phosphorus - not less than 1.2% Vitamin A - not less than 10,000 IU/KG Vitamin D - not less than 5000 IU/KG Vitamin E - not less than 250 IU/KG Ingredients Fish meal, soybean meal, wheat flour, blood meal, stabilized fish oil, wheat germ, dried wheat, lecithin, vitamin A acetate, D-activated animal sterol (D3), vitamin B12 supplement, riboflavin supplement, niacin, folic acid menadione, sodium bisulphite complex, calcium pantothenate, pyridoxine hydrochloride, thiamine, biotin, DL alphatocopherol (E), L-ascorbyl-2-polyphosphate (C), choline chloride, cobalt sulfate, copper sulfate, ferrous sulfate, manganese sulfate, ethylenediamine dihydroiodide, ethoxyquin (anti-oxidant), added mineral matter not more than 2.50% 1) Which process was used to form this food? a) Steam pelleting b) Extrusion c) Microencapsulation 2) What is the size of the pellet? mm 3) Which of the following is the primary ingredient (by weight) in the food? a) Protein b) Fat c) Fiber d) Vitamins 4) In a 50 lb bag of the food, would it be legal for it to contain 25 lbs of protein? Yes/No (circle one) 5) In a 50 lb bag of the food, would it be legal for it to contain 20 lbs of protein? Yes/No (circle one) 6) In a 50 lbs. bag of the food, is it possible for it to legally contain 43 lbs of protein? Yes/No (circle one) 7) In the guaranteed analysis list, which two items are the primary sources of energy? a) _____________________ b) _____________________ 8) Which type of nutrient is crude fiber? a) Protein b) Lipid c) Carbohydrate d) Vitamins e) Minerals

126 9) What is the difference between crude protein (listed on the label) and digestible protein?

10) What type of nutrients are primarily found in ash?

11) What type of nutrients are sodium and phosphorus? a) Protein b) Minerals c) Fat d) Fiber e) Vitamins 12) Why are calcium and phosphorus both essential for fish growth? 13) Why is a minimum level of phosphorus listed in the guaranteed analysis, but not calcium? 14) The vitamins listed are: (circle one) a) Fat – soluble b) Water – soluble 15) Which of the ingredients are animal sources of protein? 16) Which of the ingredients is the best quality protein? 17) Which of the ingredients is the best quality plant-based protein? 18) What are the primary nutrients provided by the wheat flour? 19) Which of the first 10 ingredients is a primary source of lipids? 20) Which of the ingredients most likely serves as binding agents for the food? 21) Which ingredients are water-soluble vitamins? 22) Which ingredient is an anti-oxidant? 23) This food contains the most a) Wheat germ b) Wheat flour c) Wheat flour 24) What ingredient is a source of copper (a part of many enzymes)?

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Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: Aquaculture/Horticulture Lesson Heading: Hydroponics Model Drawing Activity Description: After conducting a unit on hydroponics and hydroponics systems students are to create their own hydroponics model. The greatest emphasis of the assignment is identifying the parts needed, how it works, and the benefits and drawbacks of the system. Materials Needed: Computer Lab Appleworks Drawing Program or Microsoft Drawing Program Activity Length: 90 minutes to research and create model replica 10 minutes to prepare presentation 2-3 minutes per presentation Other Comments/Hints/Suggestions: Require students to ask questions during presentations Keep student work from year to year to show as an example for the next year.

128

Hydroponics Systems 20 points Please follow the directions below. 1. Work individually or with a partner of your choice (absolutely no groups of 3 or moreyou will receive a zero) 2. Search the Internet under a. -Hydroponic Systems b. -Hydroponic Models c. -Examples of hydroponics 3. Find at least 2 websites that show and DESCRIBE the various hydroponics systems that are on the market. 4. Read through and become familiar with the various hydroponics models. 5. Choose one or a combination of a couple of different systems and … a. List the different materials you would need to build a home hydroponics model similar to the one chosen. (include this on your drawing page, typed) b. Create a drawing of your system on the computer or paper (if you choose to do it on paper it needs to be of superior quality and very neat) c. Explain how your system works and why it is a good system. Type this information right onto your drawing page. d. Cite your two sources on the page as well. e. Answer the following question on the same page. What are the requirements that plants need to grow? 6. Turn in the basket with your name and if you have a partner their name as well. Staple this sheet to the front of your assignment. Due Friday, April 28th

129

Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Aquaculture Science Lab performance evaluation Students evaluate themselves and their group members on laboratory activities Copies of evaluation 10 minutes Done individually with no talking so it is confidential. Would be good to do a few times during the class. Modify as needed for other classes

Name Date

Period

Laboratory Performance Evaluation Directions: Put your name in the top of the first column; Put you lab members names at the top of the other columns. Circle the number that best reflect each individual’s performance for each item. Record their total points at the bottom of each column. Scale: Lower number = lower performance; Higher number = Higher performance Your name

Names of lab group members

Names Overall involvement/effort Safety/No breakage Clean-up/Put items away Read & follow procedures Attention to detail Accurate data recorded Proper lab techniques Maturity/No horseplay Reliable/Dependable On-task/Use of time Responsible/Positive Cooperative/Helpful Complete/Thorough Initiative/Self-directed Appropriate behavior Total (50)

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 5 5 5 5 5 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 1 1 5 1 1 1 5 1 1 1 1 1

1 2 3

2 3 1 2 3 2 1 2 2 3 4 1 2 3 4 5 2 3 1 2 3 2 3 4 1 2 3 4 2 3 4 1 2 3 4 5 2 3 1 2 3 2 1 2 2 3 1 2 3 2 3 1 2 3 2 3 1 2 3

Additional Comments (use back if necessary):

1 2 3 1 1 1 5 1 1 1 5 1 1 1 1 1

1 2 3

2 3 1 2 3 2 1 2 2 3 4 1 2 3 4 5 2 3 1 2 3 2 3 4 1 2 3 4 2 3 4 1 2 3 4 5 2 3 1 2 3 2 1 2 2 3 1 2 3 2 3 1 2 3 2 3 1 2 3

1 2 3 1 1 1 5 1 1 1 5 1 1 1 1 1

1 2 3

2 3 1 2 3 2 1 2 2 3 4 1 2 3 4 5 2 3 1 2 3 2 3 4 1 2 3 4 2 3 4 1 2 3 4 5 2 3 1 2 3 2 1 2 2 3 1 2 3 2 3 1 2 3 2 3 1 2 3

130 Content Area Lesson Heading Detailed description Materials needed Approximate length

Aquaculture Science Aquaculture Lab Record Students take these tests as they manage aquaculture systems and/or aquariums. Keep these on a clipboard. Not all tests need to be done each day. LaMotte test kits (or equivalent). Clipboards. Some tests can be done in less than 5 minutes; the DO test takes over 15 minutes; they get more efficient and accurate with practices

Other details

Aquaculture lab record Group #

Date

Temp

Ph

Ammonia

Unionized Ammonia

Nitrite

Nitrate

Dissolved Oxygen

Notes

Names

131

132

133

134

135

136

137

Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Biotechnology Kiwi DNA extraction Students use easy to locate materials to extract DNA from Kiwi See lab sheet 1 day A good simple introductory lab. Ripe kiwi’s work best, but you may want to have some variation in the kiwi so kids get different results and then you can discuss why their results are different

Name _______________________________ Hour ______________ Date ______________ DNA Extraction from Kiwi Fruit Background: DNA is present in the cells of all living organisms. This procedure is designed to extract DNA from kiwi in sufficient quantity to be seen and spooled. This activity is ideal for students to work in pairs, but each student will have a tube of DNA at the end. Some questions to get you thinking about today's lab: 1. One way to purify a molecule is to get rid of everything but that molecule. If we want to isolate DNA from kiwifruit, what do we have to get rid of? 2. What materials would you use to do that? 3. What can we do with the DNA once we've purified it? Materials: • zip lock bags (2) • beaker • coffee filter • ice water bath • extraction solution • kiwifruit • isopropyl alcohol • rubber band • small test tubes (1 per student) Procedure: 1. Get 6 pieces of kiwi and put them in a zip lock bag. 2. Add 20 ml of extraction solution to the zip lock bag. Make sure the bag is closed without much extra air. Mush the kiwi thoroughly but carefully so the bag doesn't break; for about 5 minutes. 3. Cool the kiwi mixture in the ice bath for a minute. Then mush the kiwi for 5 more minutes. Cool, then repeat this 2 more times. 4. Place the coffee filter in the beaker, push down on the filter slightly to make a “bowl” then secure the filter around the beaker with a rubber band. 5. Filter the mixture in the coffee filter. Allow to separate. 6. Dispense approximately 2 ml of kiwi solution into each test tube, one for each student. 7. Being careful not to shake the tubes, add approximately 2ml or an equal amount of cold alcohol to each tube.

138 8. Take a look at your tube. DNA will be present between the alcohol and kiwi solution, it will be white in appearance. Analysis: (Answer the following questions) 1. What does mashing the kiwi do?

2. What do you think the extraction solution is? What does it do to the kiwi?

3. Why do we cool the mixture?

4. What is being filtered out? What is going through the filter?

5. What do you think the alcohol does? Why do we want it cold?

6. What do you see in the interface of the liquids?

139 Content Area Lesson Heading Detailed description Materials needed Approximate length Other details

Biotechnology Biotech Update Students work in groups to creatively teach other students about biotech using a news report format. Students can supply needed props 2 days for research; 2 days for presentations Be sure each topic get covered and for larger classes be sure each topic is covered by the same number of groups (otherwise all newscasts are on the same topic and you don’t get the diversity of biotech)

Name _______________________________ Hour ______________ Date ______________ Biotechnology Update Objective: To increase awareness of current issues and developments in biotechnology via a newscast format. Procedure: 1. Select a topic from the list of biotechnology themes: a. Animal Biotechnology b. Plant Biotechnology c. Environmental Biotechnology d. Food Biotechnology e. Human Health Biotechnology 2. Research the topic; utilize school resources, current news media, etc. a. Remember to record the vital stats (title, date, author, etc.) of your sources. 3. Present your findings in a simulated newscast format: a. Model after a TV newscast b. All members of the groups will participate (as anchors, reporter, commercials) c. Must be a minimum of five minutes in length d. Newscast must include at least 5 news stories and/or features e. Include at least one 30 second biotechnology related commercial. f. Submit your notes and script for evaluation.

Criteria

Points Possible

Newscast includes at least 5 news stories and/or features AND one biotech-related commercial

6

Information presented is accurate and complete

5

Notes and script include stories covered in newscast and the sources

5

Participation of all group members

4

Creative - newscast and commercial

5

Total

25

Student

Teacher

140

141

142 DNA Helix Models Name: Holly Covington, Student Teacher School Name/Address: Martin County West, Sherburn, MN 720 3rd North St. New Ulm, MN 56073 Email: [email protected] Phone: 507-276-5223 Content Area: Biotechnology Lesson Heading: DNA Helix Models Activity Description: After teaching students a basic introduction on DNA, each student will build a double helix model. Have students select 4 different colors of gumdrops (or marshmallows), two Twizzlers, and a handful of toothpicks. Explain to students that the Twizzlers represent the sugar/phosphate backbone of their DNA and that the gumdrops (or marshmallows) represent the nitrogencontaining bases. Assign certain colors of marshmallows or gumdrops to the different bases (A,T,C,G) The students can first create one DNA strand by attaching the gumdrops (alternating bases) with a toothpick to one Twizzler. Have students push the gumdrop down through the toothpick close to the Twizzler to allow for enough room to attach the second DNA strand. (In the end, students should have two bases in the middle of one toothpick and the two ends of the toothpick attached to each Twizzler to allow for a tighter double helix.) Once the first DNA strand has been completed, have the students attach the second DNA strand by complementary base pairing. Once completed students should hold up their double helix and twist representing a DNA strand. Have students compare their double helix strands to their classmates, students gene sequences should be different from one another. This shows how every gene is different. As a teacher you can check to make sure that the base pairs are correct. After each student has a DNA model checked by the teacher and has compared it to other student’s models, the students can enjoy eating their creations! Materials Needed: Twizzlers Mini Colored Marshmallows or Gumdrops Toothpicks Activity Length: 20 – 25 min to create and eat (depending on age of students) 10 min to prepare -Purchase Materials -Make sample

143

144 Content Area: Ag Science/Biotechnology Unit Lesson Heading: Zymotechnology -- Fermentation Materials Needed: Listed below Activity Length: 1 – 45 minute class period

Ag Science Lab Activity Biotechnology Zymotechnology: Ancient Art and Modern Science Purpose The purpose of this lab is to introduce you to the process of fermentation by yeast, a single-celled fungus that consumes sugar and produces carbon dioxide gas and alcohol. This process in probably the oldest use of biotechnology. The fermentation process is the same process bakers have used for thousands of years to make bread rise. The use of yeast as a technology is also known as zymotechnology. Materials • • • • • • • • •

1 12-ounce soda or juice bottle large balloon 1 teaspoon dry yeast 1 teaspoon sugar measuring spoons measuring cups masking tape for labeling stopwatch 1 cup warm water

145

Procedure 1. Collect all the required materials and bring them to your work area. Mix one cup of warm water with one teaspoon of sugar, and one teaspoon of dry yeast, in a clean soda or juice bottle. 2. Immediately after you have thoroughly mixed the ingredients in the bottle, cover the top of the bottle by stretching a balloon over the opening. Make sure you carefully pull the balloon down far enough over the top of the bottle to assure an airtight seal. 3. Using the masking tape, label the bottle with your group name and set it aside in a warm dark area. The yeast should begin converting the sugar into carbon dioxide almost immediately. Begin timing how long it takes to fill the balloon with carbon dioxide gas. The carbon dioxide will begin to fill up the balloon, much like the way the gas collects in bread dough and causes it to rise. When the balloon is completely filled, carefully let out the gas by lifting the side of the balloon off the top of the bottle. When the balloon is deflated, cover the top again, and observe I more carbon dioxide gas is generated. 4. When the experiment is finished, complete the following conclusion exercises on a separate sheet of paper. Conclusions 1. How long did it take for the balloon to completely fill with carbon dioxide gas? 2. Write out the chemical reaction for fermentation. 3. Describe how the experiment you just conducted illustrated why the process of fermentation is considered biotechnology. 4. Chart your results using time and balloon growth.

146 Zymotechnology: Ancient Art and Modern Science Biotechnology Ag Science

5 4

3 2

1

Across 1. Another reacting agent. 2. The use of yeast as a technology. Down 3. One of the reacting agents. 4. Chemical reaction that will be taking place 5. The gas released. 6. Needed to collect the gas given off.

6

147 The words found in the crossword are the ones you need to find in the word find.

B N S G U G U G A N M S G X Q __ __ .

E N O E B E Z B U X D R K Y W

__

A N O I L R G C I V X G K X F

Z Y M O T E C H N O L O G Y T

G E W T L A O C O Y I W L Z B

O R I Y E L T I R A Q B B E R

O Y L O F V A N N A B I X C U

D O L U R X H B E A H P O U F

L U N I A Y L W N M S K K J M

__ __ __ __

__ __ __ __

__ __ __ __

E D I X O I D N O B R A C D F

I R E N S U L W Y A D E Y C T

S E V U N F R N R E Z E F I T

T A G T K C G E C P A X W L C

R R R O Y X W S T P P X M I X

__ __ __ __ __ __ __ __

__ __ __ __

__ __ __

E A E R T M U D X S Q S P F E

__ __ __

__ __ __ __ __ __

__ __ __ __ __ . __ __ __ __ __

__ __ __ __ __

__ __ __

148 B N S G U G + + + + + + + + +

E N O E B E + + + + + + + + +

A N O I L R + + + + + + + + +

Z Y M O T E C H N O L O G Y +

G E W T L A + + + + + + + + +

O R I Y E L T + + + + + + + +

O Y L O F + A N + + + + + + +

D O L U R + + B E + + + + + +

L U N I A + + + + M + + + + +

E D I X O I D N O B R A C + +

I R E N S + + + + + + E Y + +

S E V U N + + + + + + E F + +

T A G T K + + + + + A + + + +

E A E R T + + + + S + + + + +

R R R O Y + + + T + + + + + +

(Over,Down,Direction) BALLOON(8,8,NW) CARBONDIOXIDE(10,13,N) FERMENTATION(12,13,NW) SUGAR(11,5,NE) YEAST(11,13,NE) ZYMOTECHNOLOGY(4,1,S) Be a good listener. Your ears will never get you in trouble.

balloon Needed to collect the gas given off. yeast Once of the reacting agents. sugar Another reacting agent. zymotechnology The use of yeast as a technology. carbondioxide The gas released. fermentation Chemical reaction that will be taking place Be a good listener. Your ears will never get you in trouble. Frank Tyger

Frank Tyger

149

150

151

152 Content Area: Biotechnology Unit Lesson Heading: Introduction to Biotechnology Materials Needed: Internet access. Activity Length: 1 – 45 minute class period, definitions due back the next day

The Phenomena of Biotechnology Assignment 1 50 pts. 1. Search the Internet and make a list of all the food products that are currently produced using biotechnology. Compare your list to that of others in your class. (5 pts.) 2. Choose a product from the list you made in #1 (no one in the class should have the same product). Research how the product was made or processed and how the technology was developed. Report to the class. Turn in a copy of your report. Everything must be in your own words and references cited for full credit (websites where information was obtained must be listed at the end of your report). (20 pts.) 3. For extra credit find a newspaper or magazine article that deals with biotechnology to share with the class and evaluate the article in regards to its points on the negative or positive points. (up to 20 pts. Extra credit) 4. Ask 5 different teachers to define biotechnology and sign their name on the following form. (2 ½ pts. for signature, 2 ½ pts. for definition = total 25 pts.)

Biotechnology Definition

Teacher's Signature

_________________________________________ _________________________________________

_______________

_________________________________________ _________________________________________

_______________

_________________________________________ _________________________________________

_______________

_________________________________________ _________________________________________

_______________

_________________________________________ _________________________________________

_______________

153

154

Middle School Agriculture Corn and Soybean importance Name: Corn and soybeans are important crops to all of us. Use a search engine such as www.google.com to answer the following problems: What is the difference between sweet corn and dent corn? Dent corn is a primary feed for livestock. What percent of corn is used to feed livestock? Indiana ranks what state in terms of the number of bushels of corn produced? Soybeans are very high in protein. Soybeans are what percent protein? Are soybeans high or low in cholesterol? Indiana ranks what state in terms of the number of bushels of soybeans produced? Name 9 uses for corn and soybeans besides being used for animal feed: Corn 1 2 3 4 5 6 7 8 9

Soybeans

155 A Pre-Harvest Yield Estimation Technique for Corn Corn growers often desire to predict grain yields 4 to 6 weeks ahead of harvest in order to help develop grain marketing plans. The desire to predict yields in individual fields is particularly keen when growing conditions have been unusual. A number of yield prediction methods exist, but the one most commonly used is probably the Yield Component Method. Also called the Slide Rule Yield Calculator, this method was developed by the University of Illinois many years ago. The advantage of this method is that it can be used shortly after pollination is complete, when kernel development is easily determined. The accuracy of the Yield Component Method is often questionable, however, due to the fact that an average kernel weight value is figured into the calculation in order to determine yield. Select several sites in the field. At each site, measure off a length of row equal to 1/1000th acre. For 30-inch rows, this would be 17 feet 5 inches. Count the number of harvestable ears in the 1/1000th acre. On every fifth ear, count the number of kernel rows per ear and determine the average. On the same ears, count the number of kernels per row and determine the average. Calculate estimated yield for each site in the field by multiplying ear number by average row number by average kernel number, then dividing that result by 90. The value of '90' represents the average kernel weight (90,000 kernels/56 pound bushel). Repeat the procedure for each site and average the yields of all sites to estimate yield for the field. For example, let's say in Site #1 you counted 24 harvestable ears. Sampling every fifth ear resulted in an average row number of 16 and an average number of kernels per row of 30. The estimated yield for that site would (24 x 16 x 30) divided by 90, which equals 128 bushels per acre. Since weight per kernel will vary depending on hybrid and environment, this yield estimator should only be used to estimate 'ballpark' grain yields. For example, yield will be overestimated in a year with poor grain fill conditions (e.g., low kernel weight from a drought year) and underestimated in a year with excellent grain fill conditions (e.g., large kernel weight from non-stress grain fill period). Remember that this method of estimating pre-harvest grain yield in corn indeed provides only an estimate. This method will probably get you within plus or minus 30 bushels of the actual yield. Obviously, the more sampling performed within a field, the more accurately you will 'capture' the variability of yield throughout the field. Use the yield estimates obtained by this method for general planning purposes only.

156

“La Cucuracha” (Not exactly as pictured)

The Mission It’s the Madagascar Hissing Cockroach, or more precisely Gromphadorhina portentosa. Fear not, my young aspiring entomologist, no spelling bee tomorrow (we’ll be covering spelling “bees” next week – along with other intelligent pollinating insects…get it? Spelling “Bees”?). The “Hissing Beetle”, as it was dubbed by the pet industry (C’mon, who wants a “cockroach” as a pet?!) is native to the tropical island of Madagascar where it forages under the debris of the forest floor. It can grow up to four inches long!!. Males are easily distinguished from the females because of the small horn like projections on their heads and their antennas are fuzzier (I guess that means the males have more feelings in this species! Where do I get this stuff?) Your mission today is to carefully observe your assigned arthropod and reproduce it on paper to the minutest detail (Aka. “Draw it”) “What?” you say, ‘I can’t draw!”. Relax, Rembrandt. I’ll take into consideration that some of you are perhaps more artistically challenged than others; however, nothing short of your best work will be accepted! Remember, and be sure to show, the following identifying characteristics of insects: ¬ 3 Body regions (head, thorax, and abdomen) ¬ 6 jointed legs ¬ 2, 4, or no wings You will be provided the following materials to assist you in your venture: ¬ ¬ ¬ ¬

Drawing paper Colored pencils Magnifying glass One petri-dish enclosed cockroach

One Final Word Look, I know the thought of handling insects may “bug” you a little, but don’t worry – that’s why the cockroaches are enclosed in the petri dish. Use your magnifying glass to get a good close look. You will have on class period to complete and turn in your labeled drawing. Good luck and happy drawing!

157 Name: Marie Rete School Name/Address: Lyle High School, MN Email: [email protected] Phone: 507.325.2201 Content Area: Crop Production/Plant Science Lesson Heading: Entomology Activity Description: I would like to share the BUG-GO game developed by Kentucky IPM to help students identify insects. I use this in the unit on IPM. Just print off the instructions, the identification cards, and the information sheets, and the BUG –Go sheets. I use beans for markers. Kids enjoy the activity. Materials Needed: materials printed from the website markers (beans) Activity Length: It takes no less than a good 50 minutes. ( I like to make it two days- one day to go over the bugs and their characteristics and the second day to review and play BUG-GO or use it during a 90 minute lesson. Other Comments/Hints/Suggestions: Web Address http://www.uky.edu/Ag/IPM/teachers/bug-go/bug-go.htm

158 Integrated Pest Management “Economic Threshold” You are a crop farmer. You have noticed some leaf hopper damage in your Soybean field. You have outlined the following options to control the pest.

What pest management treatment will be the most cost effective? Facts about your farm: Soybean field is 30 acres Average yield per acre is 72 bushels soybeans per acre Market price for a bushel of soybean is $7.10/bushel Pest treatment options to consider: 1. Do nothing. Resulting crop damage will be 60% loss of crop 2. Buy beneficial insects: Lacewings a. Cost is $ 12/acre b. This method will require two treatments c. Resulting crop damage will be 15% 3. Spray a Biological insecticide: Safer Soap a. Cost is $ 5/acre b. This method will require four treatments c. Resulting crop damage will be 25% 4. Spray a chemical insecticide with a 80% insect control rate a. Cost is $ 8/acre b. This method will requires one treatment c. Resulting crop damage will be 20% 5. Spray a chemical insecticide with a 100% insect control rate a. Cost is $ 16/acre b. This method will require one treatment c. Resulting crop damage will be 0%

159

Name____________ Plants and Their Products Matching (there is more than one answer) Items

Products

1. Tomato

_______________

a. Ketchup

2. Corn

_______________

b. Wax

3. Soybeans

_______________

c. Food on Cob

4. Oats

_______________

d. Margarine

5. Wheat

_______________

e. Crisco

6. Alfalfa

_______________

f. Soap g. Gasoline h. Spaghetti Sauce i. Flour j. Cereal k. Horse Feed l. Oatmeal m. Hay n. Crayons

160 Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: Ag Sales/Business, Intro to Ag, Leadership, FFA, Careers Lesson Heading: 2 minute drill about yourself Activity Description: To stress the importance of being able to answer the interview question “Tell Me A Little About Yourself”, students are required to stand in front of the class for exactly 2 minutes and tell the rest of the class about themselves. The only requirement is that they remain talking for the entire 2 minutes. Cover beforehand possible topics to discuss (family, extra-curr, hobbies, jobs, pets, interests, etc.). Give students the assignment the day before so that have some time to think about it. If time permits during the remainder of the course have follow-up pop quiz sessions to test their ability to think on their feet. Materials Needed: Timer Activity Length: 2 minutes per student Other Comments/Hints/Suggestions: Students are not allowed to sit down before the 2 minutes are up, if they cannot think of anything they must stand there and take the heat.

161

162 Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: Ag Management/Business or Intro to Agriculture Lesson Heading: Agriculture Industries Mind Map Activity Description: To introduce students to the vast world of agriculture and emphasize that agriculture is bigger than just implements, crops, and animals students will create a mind map or graphic organizer. Get things started on the white board as a class. Create a large rectangle to signify the students paper. In the middle write the word agriculture. Break the paper down into 4 sections. What are the four main areas of agriculture? I use production, business, services, and alternative ag/niche markets. You may use what suits you. Then start having students give one example for each area. The key is to encourage them to use pictures and drawings rather than just words and pencils and pens are not allowed. Everything must be done in color. Have students connect key points with arrows and highlight particular words that should stand out. I require the students to have a total of 25 different items on their mind map. It is a good way to introduce agriculture and get students into that mindset. After all the maps are completed have each student share their best item from each sector. Materials Needed: 8 ½ x 13 Paper Colored Pencils (crayons and markers do not work well for this) Activity Length: 30-45 minutes to create 10 minutes to share Other Comments/Hints/Suggestions: You can use the mind map idea for many other areas of instruction. The key is to remind students that it is easier for their mind to remember things if they can relate a picture and color to it.

163

Middle School Agriculture Balance sheets Name: Many businesses complete on a regular basis a financial statement called a balance sheet. It is composed of the following three parts: assets - what a business owns, liabilities – what a business owns, and net worth – assets minus liabilities. Complete the table below by categorizing the items as assets, liabilities, or neither. Money in the bank Doctor bill that is unpaid Value of car Home mortgage Telephone bill that was paid yesterday. Value of house Baseball card collection Take the following items and put them into the proper spot in the balance sheet below. When you are done, you will find the total assets, total liabilities, and then find the net worth. Balance sheet January 1 Assets:

Liabilities

Net worth Use the following: cash - $150, gas bill - $75, credit card debt - $75, clothes - $400, bike $150, money owed to parents $35 1. Is it possible for liabilities to be larger than assets? 2. Is it possible that the balance sheet will be different tomorrow? 3. What will happen to the balance sheet if we buy some CD’s? 4. What will happen to the balance sheet if we buy some groceries?

164 Name: Natasha Mortenson School Name/Address: Morris Area High School, Minnesota Email: [email protected] Content Area: Ag Sales Lesson Heading: Benefits Benefits Benefits

Activity Description: To teach student how to see and use benefits of products I have them complete this worksheet. We do extensive discussion in class and brainstorm with each students products and how they view benefits compared with another student. Length – 1-2 class periods.

165

BENEFITS BENEFITS BENEFITS BENEFITS BENEFITS The benefits to buying something are why we buy, right??? For the following categories choose three options and write benefits for each one. Then, write which one you would choose and why. FOR EXAMPLE: Shampoo Options

Head and Shoulders Controls Dandruff

Bed Head Suave Professional Product Less expensive

BENEFITS

Two in one shampoo and cond.

Can return if I don’t like it

Many different formula’s

Available at most stores

Professional Support

Available at most stores

Which one would you buy? _____________ WHY? __________________________________________________________________________________ ______________________________________________________________ PICK-UP Options

BENEFITS Which one would you buy? _____________ WHY?_____________________________________________________________________________ _____________________________________________________________

Choose your own product on the next three… __________________

166 Options

BENEFITS Which one would you buy? _____________ WHY?_____________________________________________________________________________ _____________________________________________________________ _______________ Options

BENEFITS Which one would you buy? _____________ WHY?_____________________________________________________________________________ ____________________________________________________________ ______________________ Options

BENEFITS Which one would you buy? _____________ WHY?_____________________________________________________________________________ _____________________________________________________________

167 You are considering buying a new car. You would like to know the ownership and operating costs. Show all formulas and work neatly. Ownership costs: New cost $12,000 Trade in value after 4 years $8,000 Interest rate 9.5% Taxes (plates) $252/year Insurance $750/year Repairs $800 for the time you own it Storage: it takes up 160 square feet @$1.75/ft2 Operating costs: You plan to drive 12,000 miles per year. Gasoline costs $1.249/gallon Your vehicle gets 18 mpg. Please figure ownership costs per year and per mile Please figure operating costs per mile. Please add together the ownership plus the operating costs per mile.

168

Name: Natasha Mortenson School Name/Address: Morris Area High School, Minnesota Email: [email protected] Content Area: Ag Business/Career Skills Lesson Heading: Cost of Living

Activity Description: Students decide some other places they may want to live and then complete an online cost of living calculator to see what the cost of living is there. We talk in class about what cost of living is and compare our community to others around us.

169

Cost of Living

Name: _________________

The Cost of Living in Minnesota may be drastically different than in other parts of the country. For this assignment you will find out how much you will to make in other states to comply with the salary you make here in Minnesota. 1. Name 5 states that you would enjoy living in (even if you never plan on leaving Minnesota). a. b. c. d. e. 2. Write down how much money you hope to make after high school or college. a. $ __________ 3. Using the cost of living calculator at http://www.homefair.com/homefair/calc/salcalc.html find the cost of living for those other states. a. State #1 $_______________________ b. State #2 $______________________ c. State #3 $_______________________ d. State #4 $_______________________ e. State #5 $_______________________ 4. What are some additional costs that you should be aware of when relocating?

170

Make up your own account book problems Cut and dried problems in workbooks have very little interest to the average student in agriculture. The farm account problem, in particular, may seem to be far removed from the student’s actual situation. Try making up a problem of your own with the assistance of the class. Let the students pick the name of the individual, his agriculture teacher, his location, his situation, and the enterprise he should carry (these should be typical of the community). Make the problem a result of their ideas and study, using comities to work out dairy information for each enterprise or section. Present situations only in this part of the activity and leave the answering of them to a later date. Then take each item as developed and write it on the board, getting the class to criticize and pass on it. Finally combine the situations of each committee into a Master Diary. You now have a problem prepared by the students according to their idea of its suitability and as difficult as they care to make it. This type of problem, being a result of their work, will be more interesting to them, and they will actually become interested in seeing how “Joe Scuttmarook,” a product of their imagination, comes out on his farm account book. If several classes do this, you can develop a little game among classes to see who can work out the other’s problem first. Ron Nelson, MN

Middle School Agriculture

171

Figuring taxes Name: Most people who work need to fill out federal and state tax forms. In this class, we will only fill out a federal form. Write down the definition or meaning of the following: W-4 W-2 1099 1040 EZ Due date for tax forms: *********************************************************************** Let’s assume the following as we fill out the 1040EZ tax form. You are an 8th grade student living in your parents home You worked this summer for an employer and they paid you $750.00. Your employer took out federal income taxes of $125.00 You have a bank account in which the bank paid you $25.00 in interest.

1. Do you think you will have to pay additional tax or do you think you will get some back? 2. Did you think that filling out the tax form was easy (10) or difficult (1) to fill out?

3. What would of happened if the person filling out this form did not bother to send it in? 4. What do you suppose the consequences are for lying or cheating in filling out a tax form?

Name: Natasha Mortenson School Name/Address: Morris Area High School, Minnesota

172 Email: [email protected] Content Area: Career Skills/Finance/Ag Business Lesson Heading: Finance

Activity Description: I have the students make a 5-10 minutes video on any financial topic we have covered in class. This may include insurance (any kind), credit, cooperatives, etc. They should make the video something you can show other classes to teach them about that topic. Length: 3 days

173

Financial Video Assignment Assignment: In a group you are to choose a financial topic and produce an educational video. These videos should be done in good taste and be suitable to show other classes to learn about financial topics. Only one group may do a topic, no duplicating. There are many topics to choose from so do one that interests your group. 1. Choose 5-6 group members. 2. Choose a topic. (we will draw numbers for you to choose so have a couple in mind just in case yours gets picked. 3. Plan out your video. (What are you going to do, what props do you need, etc.) 4. Get prepared to shoot the video. 5. Shoot the video. a. Each member of the group must be in the video at least once. b. There needs to be two commercials in the middle of the video, try to keep them financially related. (You may not exceed two commercials) c. The video must be at least 10 minutes long, but may not exceed 15 minutes. 6. Present video to the class. Each group will be provided a video camera, and this video can only be done during the class time, unless you have access to another video camera. This video must be done on school grounds and you may not, under any circumstances leave school grounds as you shoot the video during class time. Be creative and have fun!!!

Group Member:

Topic choice

1. ___ ______________________

_______________________

2. _________________________

Props

3. _________________________

_______________________

4. _________________________

_______________________

5. _________________________

_______________________

6. _________________________

_______________________

174

Financial Video Project This is due at the end of the day today!!!

Group members:

________________________ ________________________ ________________________ ________________________ ________________________

Our Video Topic is __________________________________. Our plan to teach the audience about this topic is: (this is the part where you explain all aspects of your video.)

We plan on doing the following commercials for our video:

Put together a script for one of your commercials today. This must be specific!!! (Write it on the back of this paper. This also must include props and the parts you will play.

175 Name: Natasha Mortenson School Name/Address: Morris Area High School, Minnesota Email: [email protected] Content Area: Career Skills/Ag Business Lesson Heading: Life Insurance

Activity Description: Student complete the following worksheet about different families and their life insurance needs. The calculator is easy to use, but I would suggest you go in and do each of them first because they student will have questions. Length – 1 class period

176 Name: _________________________________

Life Insurance Calculator Use the Life Insurance Calculator to figure out the needs for the following scenarios. Go to: http://www.ipipeline.com/iquote/e-needs.htm Family #1 – The Johnson’s Father – 34 years old and makes an Annual Income of $45,000 Mother 32 years old – Homemaker Child #1 – 5 years old Child #2 – 7 years old Child #3 – 14 year old The Johnson family has invested well and earns $5,000 per year in investment income. They also own two cars, and a boat. These items are worth $25,000 in cash. There is not another life insurance policy. The Johnson’s have a mortgage balance of $120,000. Other outstanding loans include: - ATV - $5,000 - Snowmobile - $3000 - Credit Card Debt - $1500 Funeral and Medical Expenses: $8000 Monthly expenses for the children are approx. $100 each. They would like to plan for all children to attend a private college - $20,000 The children will require support until they reach the age of 18. What is the additional recommended life insurance needs: $ ___________________ Family #2 – The Smith’s Father – 28 years old and makes an Annual Income of $30,000 Mother 25 years old and makes an Annual Income of $20,000 Child #1 – 2 years old Child #2 – 4 months old The Smith family haven’t invested a lot. They earn about $250 on investment income. They own two cars. These items are worth $15,000 in cash. The father has a life insurance policy worth $15,000 The Johnson’s have a mortgage balance of $60,000

177 Other outstanding loans include: - Credit Card Debt - $2500 - College Loans - $6,000 Funeral and Medical Expenses: $10000 Monthly expenses for the children are approx. $125 They would like to plan for all children to attend a private college - $20,000 The children will require support until they reach the age of 18. What is the additional recommended life insurance needs: $ ___________________

178 Raising Hogs For Profit I have the following items in my budget: Expenses Feed DIRTIS on my building Vet, Elect. And Misc. Feeder pig Sales

$40.00 $5.00 $10.00 $25.00

230# @ $32.00/cwt

If you do not show your work neatly, you will not get full credit. A. Should I raise hogs – why or why not?

B. What hog price would it have to be in order for you to recommend I not raise hogs?

179

Coffee -- $50 Per Cup Economics: Supply and Demand Georgia Agriculture Education Curriculum Office Dr. Frank B. Flanders and Asha Wise Note to the teacher: This activity is to accompany lessons in agricultural Education dealing with economic supply and demand, entrepreneurship, food science, agricultural research, innovation, product development, etc. Use this activity as a class opener/mental set exercise to introduce the lesson. Have the students read the story first and then complete the study sheet. Review the questions and answers in class to generate discussion.

Coffee is an everyday beverage for many people. Specialty gourmet coffees are becoming especially popular. Gourmet coffee blends are common on grocery shelves as well as in specialty coffee shops. Specialty blends are generally more expensive than regular coffee. Specialty coffees have, what is called in economic terms, ‘value added.’ The added value is usually in the form of a special flavor achieved through an additive, special processing or special variety of coffee. Perhaps the ultimate in uniqueness of the specialty coffees is Kopi Luwak. This rare coffee costs $50.00 a cup and $600.00 a pound for the coffee beans! Only 500 pounds of this coffee is produced each year. Kopi Luwak coffee cannot normally be found at local coffee shops. It is found in only a few stores in the United States but it may be ordered from online specialty stores. The coffee is grown on the islands of Sumatra, Java, and Sulawesi, which are part of the Republic of Indonesia. Kopi Luwak coffee beans are collected from the ground in the excrement of the Common Palm Civet Cat. The civet, a cat-like animal, eats only the ripest coffee cherries and excretes the coffee bean in its droppings. The coffee cherry stones (seeds or coffee beans) are collected by natives by picking through the droppings. Food scientists have found the secret to the coffee’s unique flavor. The smooth, rich flavor of Kopi Luwak coffee is achieved during the digestion process as it travels through the gastrointestinal track of the Civet. The bean goes through a fermentation process by the digestive enzymes. It has been found that Kopi Luwak coffee has a lower protein level than other coffee beans, meaning that the proteins were partially broken down and leached out while traveling through the digestive track. Proteins affect the flavor and aroma of coffee beans and particularly the bitterness. With reduced levels of protein in Kopi Luwak beans, the coffee produced is less bitter. Kopi Luwak coffee is safe. It has been found to have a low bacteria count, likely due to the thorough washing process performed by the Indonesians who collected the beans. Kopi Luwak coffee has been found to have more red and yellow tones compared to more greenish tones of Columbian coffee. Kopi Luwak coffee beans have a smoother texture than regular coffee beans because the gastric acids and enzymes of the Civet Cat exfoliate the bean surface. It is said that the coffee itself has a rich chocolate-like flavor with no aftertaste, and that it is smooth and full bodied with an earthy, musty, jungle undertone. Kopi Luwak coffee has great economic potential, but much research needs to be done to answer important questions. Do consumers buy the coffee as a novelty or do they prefer its taste over other coffee? Is the demand worth finding a way to increase supply? Can the natural process be reproduced in the laboratory or processing plant?

Coffee -- $50 Per Cup

180 1. Coffee is made from roasting coffee __________ and tea is made from __________. A. cherries, beans B. beans, leaves C. leaves, beans

D. beans, char

2. Which is the best definition of gourmet coffee? A. a fine drink, exquisite B. a coffee of unusual origin

D. a blend of coffee

C. domestic coffee

3. When the fleshy covering is removed from the coffee cherry, the coffee ________ is left. A. bean B. char C. husk

D. endosperm

4. What does exfoliate mean, as in ‘the gastric juices of the civet exfoliate the beans’? A. to selectively harvest B. to roast coffee C. to remove a layer

D. to remove protein

5. Kopi Luwak coffee is produced in ___________________________. A. Indonesia B. Iran C. Brazil

D. Columbia

6. Which of these best describes the location of Indonesia? A. southwest of Florida B. north of Australia

D. an island near Peru

C. south of Cuba

7. An economic term for changing a product so that it is made more valuable is: A. supply and demand B. demand C. supply

D. value added

8. Kopi Luwak has been determined safe to drink because of the low _____ count. A. husk B. char C. endosperm

D. bacteria

9. Which would likely happen if a process was found to drastically increase the supply of Kopi Luwak coffee? Price would: A. increase B. decrease C. remain unchanged D. increase incrementally 10. In economic terms, the _____ is said to go up when more people want to purchase a product (which is what might happen if everyone suddenly wanted to drink Kopi Luwak coffee). A. demand B. index C. resistance D. added value 11. Which of these was found to account for a bitter taste in coffee? A. protein B. char

C. gastric juice

D. endosperm

12. Which of the following is another term for animal droppings? A. excrement B. dung

C. scat

D. all of these

13. What does ‘leached out’ mean, as in ‘the proteins were leached out of the beans’? A. to burn B. to remove with liquid C. to pull out

D. to push out

14. Gastric acid is: A. fluid of the colon

D. saliva

B. dung acid

C. stomach acid

15. Why is only 500 pounds of Kopi Luwak coffee produced each year? 16. Do you think consumers buy Kopi Luwak coffee as a novelty or because they truly like the flavor? 17. Do you think it is possible to reproduce the natural process in a laboratory or achieve the same result through additives? 18. How could you increase the amount of Kopi Luwak coffee produced? 19. If you tried to reproduce Kopi Luwak coffee using an animal found in the US, what animal would you use and why? 20. Would you taste this product? (Your teacher has obtained a cup of this coffee for research purposes and each student may have an opportunity to taste this rare coffee) Yes or No. _______________

181 Coffee -- $50 Per Cup Study Sheet Answer Key

1.

B. beans, leaves

2.

A. a fine drink, exquisite

3.

A. bean

4.

C. to remove a layer

5.

A. Indonesia

6.

B. north of Australia

7.

D. value added

8.

D. bacteria

9.

B. decrease

10.

A. demand

11.

A. protein

12.

D. all of these

13.

B. to remove with liquid

14.

C. stomach acid

15.

Because of a limited number of civets, difficulty in finding the dung and of separating out the beans

16.

Answers will vary.

17.

Answers will vary.

18.

Answers will vary.

19.

Answers will vary. The most plausible would be animals with similar digestive tracts to civets.

20.

Answers will vary.

182 Name: Ellen Thompson School Name/Address: Sauk Centre High School, MN Email: [email protected] Phone: 320.352.2856 Content Area: FFA/Leadership Lesson Heading: Writing A Mission Statement Activity Description: On the first day of class I ask students to create their own mission statement. We discuss the importance of a mission statement and distinguish between a mission statement and a goal. They also must come up with three goals and the method for achieving each goal. Each student then creates a nice looking mission statement document using Microsoft Word and prints to the color printer. The students must put their mission statement somewhere they will see it everyday. Materials Needed: Computer Lab Mission Statement Assignment Mission Statement Example Laminator (if available) Activity Length: 45 minutes Other Comments/Hints/Suggestions: Make sure to walk around and check Mission Statements and Goals some students confuse the two.

183

Ag Management

Creating A Personal Mission Statement Due Today

1. Create a personal mission statement about yourself. A mission statement should include A. Your beliefs B. Your morals

C. Your overall statement of how you want to live your life. D. See example listed on board.

2. Using Microsoft Word create your mission statement and three personal goals for you. Include under your goals at least one example of how you will reach that goal. Procedure-

1. Open Microsoft word.

2. Go to file at the top of the screen Choose page setup

Click on middle choice next to orientation (landscape)

3. Go back to your document, type in your mission statement and goals. Use unique and

personal fonts and formatting to make it yours. After you have completed that portion follow these steps.

4. Go to format

Choose borders and shading Choose page border at the top of your screen

Go to the middle column at the bottom and choose art Pick from one of the borders listed

5. Then add color and shading if you want. Copy and paste a picture from the Internet. Play with it and really JAZZ it up.

6. Print off a version in black and white, see what is looks like and make necessary changes. 7. Once you have completed your mission statement and goals print your mission statement in color. hp laserjet 2550 color. Turn in!