APRIL- CAREERS IN AGRICULTURE
Objectives:
1. Identify the variety of careers involved in dairy farming.
2. Understand the different skills needed to be successful in different careers.
3.Identify how each career connects to the farm.
4. Recognize the diversity of the individuals working within Riverview.
Guiding Questions:
1. List five skills that the Riverview team members listed to be successful at their chosen careers.
2. Did all of the people interviewed have a college degree?
3. Pick two of the careers in the video and describe how they help each other.
4. Which individual stood out to you the most and why?
5. What career interests you the most and why?
1. Identify the variety of careers involved in dairy farming.
2. Understand the different skills needed to be successful in different careers.
3.Identify how each career connects to the farm.
4. Recognize the diversity of the individuals working within Riverview.
Guiding Questions:
1. List five skills that the Riverview team members listed to be successful at their chosen careers.
2. Did all of the people interviewed have a college degree?
3. Pick two of the careers in the video and describe how they help each other.
4. Which individual stood out to you the most and why?
5. What career interests you the most and why?
Find answers to the questions here!
APRIL ACTIVITY: CATTLE FEED RATIONS
CATTLE RATION INGREDIENTS - EDIBLE LESSON!
2 scoops of Cheerios = FIBER
2 scoops of Corn Pops/Corn Flakes = ENERGY
2 smaller scoops of Crasins = PROTEIN
2 smaller scoops of M&Ms = FAT
1 smaller scoop of Marshmallows = MINERALS
2 scoops of Cheerios = FIBER
2 scoops of Corn Pops/Corn Flakes = ENERGY
2 smaller scoops of Crasins = PROTEIN
2 smaller scoops of M&Ms = FAT
1 smaller scoop of Marshmallows = MINERALS
MARCH - BEEF CATTLE + BY-PRODUCTS
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Objectives: (First Edition - By-Product Lesson)
1. Define agriculture products and by-products. 2. Identify the different purposes and methods of creating by-product ingredients and using them in everyday items used by humans. 3. Understand by-product development of different commodities raised and grown by farmers. Guiding questions: 1. What are beef cattle raised for? (what product) 2. What are the four different areas of cattle that are "waste" that have been used to develop ingredients in products we use? 3. What area of the cattle are used for developing many human health products (medicine)? 4. What area of the cattle are used in developing rubber that is used in show soles and tires? 5. How is ice cream an agricultural PRODUCT, as well as contains a BY-PRODUCT? 6. What surprised you most by learning about by-products from cattle? Answers for the questions can be found here:Find answers to the questions here!
FEBRUARY - HEIFER GROWTH CYCLEObjectives:
1. Identify the basic steps in the lifecycle of a dairy heifer. 2. Understand the importance of processes that protect the health of the heifer. 3. Identify at what age significant events happen in a heifer's life. 4. Identify what makes a heifer become a cow. Guiding questions: 1. Why is it important that calves get colostrum? 2. At what age do the calves begin drinking milk out of buckets? 3. How old are the heifers when they are vaccinated? 4. What are the names of the two farms in the video? 5. How many days is a heifer/cow pregnant? 6. How often are the heifers checked on when they are close to having their calf? 7. When does a heifer become a milking cow? FEBRUARY ACTIVITY: GROWTH CYCLE
Each Student Needs:
JANUARY PART 2 Farm to CartObjectives:
1. Identify steps taken to ensure food safety on the farm and in the cheese plants. 2. Identify how cows are milked. 3. Understand milk makes dairy products and identify dairy products. 4. Understand the cheese making process. Guiding questions: 1. What products do we get from milk and dairy cows? 2. What is your favorite dairy product? 3. Where does the milk go after it leaves the cow? 4. What is pasteurization? Why is it important? Find answers to the questions here! January Part 2 ACTIVITY - Crusin for a Brusin - Food Packaging ExperimentHave students watch the video below to understand the role of packaging. After the video explain that students will take on the role of food packaging specialists in a challenge to design the best package to ship one piece of fruit or an egg. Break students into groups of two to four (pending on class size). Students will name their company, research the nutritional content of their food item and make nutrition label, use any of the materials provided to create a package that will safely transport that item to the store. When completed do a test to see who created the best package.
Provide a variety of packaging materials for the students to chose from for their package. Each student should chose three items (plus they can use tape, colors and paper for labels), and draw their own design for a package. Once each student has drawn their design, the group should decide which design to go with. Here are a few examples of possible packaging materials to provide. Shipping Tape (Groups Share), Bubble wrap, Packing Paper, Paper Towels, Cotton balls, Packing peanuts, cut up egg cartons, cups, and anything else creative…. Once the design is chosen, each group should collect their materials and get their fruit (plum for example). Students can start constructing their package. Once they have constructed their package as a team they should develop a label and a name for their design. Provide paper for the label. When all groups are complete they will go through testing. One person from each group will explain what they used for packaging, the name of their company, and if they think their fruit will survive the drop and why or why not. Teachers should test each product by holding the package high and dropping it. Once dropped you will need to evaluate the fruit and determine which package won. Activity from the National Agriculture in the Classroom. JANUARY PART 1 WINTER FARMING IN ARIZONAObjectives:
1. Learn what crops are farmed in the winter in Arizona. 2. Understand what technology farmers use to conserve water. 3. Describe the different types of nozzles used on pivots and why. 4. Learn the end use for the crops grown in the winter. Guiding Questions: 1. What crops do we grow on our farm in Arizona? In the winter? In the summer? 2. What nozzle is used for germination? 3. How do the pivot towers know when to move forward? 4. How tall does the crop need to be before we switch nozzle types? 5. What nozzle do we use most of the growing season? Why? 6. What is the end use of the wheat grown in Arizona? Bonus Question: Why do we grow cover crops? Find answers to the questions here! January Part I ACTIVITY - IRRIGATION
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Objectives:
Guiding Questions
Find answers to the questions here!
- Learn about the many ways that farmer care for their cows on the farm.
- Understand what prep work farmers need to complete prior to milking the cows in the parlor.
- Define the different types of feed mixtures (Total Mixed Rations or TMR) we feed our cows on the farm.
- List the steps to making butter.
- Demonstrate understanding of butter making by making butter in the classroom (optional, BUT SO FUN).
Guiding Questions
- What are three categories of care that are important for the cows on our farm?
- What are the 4 steps that are completed to milk cows on the farm?
- What is put on the udder of the cows before they leave to go back to barn? Why?
- How do we clean the pens of manure on our farm?
- How many times do we milk the cows on our farm?
- What happens in the cow pen while the cows are being milked?
- Does it matter if it is comfortable for cows to lie down?
- How many hours a day do cows have feed and water available in their pen?
Find answers to the questions here!
TEACHER RESOURCES:
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OCTOBER - Silage Harvest and Manure
Objectives:
Guiding Questions
Find answers to the questions here!
- Define corn silage
- Develop an understanding of harvesting feed for cattle
- Understand the uses of manure
- Learn how farmers care for the soil and understand the process of feeding cattle and recycling manure
Guiding Questions
- What is corn silage?
- A _____________ is an animal that has four compartments in their stomach to help in food digestion.
- How many pounds is in a ton?
- What does the cover on the silage pile do?
- What is fermentation?
- How can manure be used on the farm?
- What primary nutrients do crops need to grow?
- What is the purpose of a soil sample?
Find answers to the questions here!
OCTOBER SOIL ACTIVITY |
PRE-LAB VIDEO
This is the pre-lab video. Teachers please watch this video first before completing the lab in class. This video will help you prepare for the classroom activity.
IN-CLASS LAB VIDEO
This is the in class lab video. Be sure to watch the pre-lab video first.
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SEPTEMBER - Construction
Objectives:
Guiding Questions
Find the answers to these questions here!
- Identify the three goals of construction
- Develop an understanding of the process to design a farm/engineering
- Learn how people stay safe in a construction area
- Identify the variety of skills needed to build a dairy farm
Guiding Questions
- What is one goal of the construction team?
- What did Jordan show us in the video? Hint: On the computer
- The barns are built for _____ years in mind, with minimal repairs or remodels.
- ____ % of the farm is improved from the last farm we built.
- True or False: The construction team only includes people from the United States with more than 10 years of experience.
Find the answers to these questions here!
Activity: Bridge Building
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Each Student Needs:
Instructions
- 20-30 popsicle / craft sticks (regular size)
- Liquid glue (stick glue does not work)
- Non-breakable items they can be added as gradual weight on the bridge
Instructions
- Students will complete parts of the worksheet (attached above) before building the bridge and after the bridge breaks.
- Students will build a bridge out of popsicle sticks only using glue as an adhesive.
- Allow the bridges at least 24 hours to dry.
- When it is time to test the bridges, students can gather multiple non-breakable items in the classroom or at their home. This can include but not limited to: Box of crayons, books, can of soup, pencil bag, notebooks etc.
- Students place the bridge across two desks / tables / chairs / books so at least one hand can slide freely under the bridge (We don't want the bridge to be flat on a table or floor)
- When the bridge is set, students can slowly add item by item to add weight to the bridge until the bridge breaks.
- Bonus: Have a fun competition to see who's bridge holds the most weight.