Milky Farm Frenzy Part 1

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name (as applicable):

  Animal Science and Services

  Course Title:

  Agriscience Foundations 1

  Course Number:

  CTE Course -8106810

  Career Cluster:

  Agriculture Food and Natural Resources

  CIP Number:

  0101010500

  Course Type:

  High School Career Prep

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Farm Frenzy” (See CPALMS resource ID#219714). This is part one of a two part lesson series using the "Farm Frenzy" case study.

• Career Connection

  
  

  The lesson plan is designed to introduce students to a real life career scenario and improve their agricultural industry knowledge by integrating practical activities and reflection opportunities. In the domain of critical thinking, students are asked to create a solution to an agricultural problem using research from reliable sources.

• Learning Objectives

  
  

  Students will be able to:

  • Compare the positives and negatives of multiple animal welfare issues identified in the case study.
  • Integrate animal welfare industry standards and apply that to selective breeding practices.
  • Conduct research using viable sources to answer a question or solve a problem.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Explain and discuss animal biotechnology, including selective breeding.
  • Identify and explain animal welfare industry standards, including but not limited to foraging/ grazing space, barn space, goat reproduction information, and basic animal husbandry.
  • A basic understanding of CDC tagging expectations and regulations.

• Guiding Questions

  
  
  • How does the use of biotechnology improve or impede the agricultural industry?
  • What are examples of selective breeding within the agricultural field?
  • What is the difference between animal welfare and animals rights?
  • Why would monitoring animal welfare be beneficial on a farm?

• Procedure

  
  
  1. To introduce the lesson, the teacher will engage students by asking, “What factors on farms can directly influence animal welfare?” Students should be given time for independent reflection. The students will then participate in a paired or group discussion.
     • The teacher should provide the students with the attachment, Milky Farm Selective Breeding handout, which could be used to help guide students to focus prior knowledge about the topic and identify questions about the topic. The top section of the handout will allow students to individually respond to the introduction question.
     • During the class discussion time, the teacher should also review agricultural industry standards of animal welfare.
  2. Introduce the Farm Frenzy case study, "Farm Frenzy," (See CPALMS resource ID #219714) to the students and allow time for students to read and annotate the text independently before beginning any group activity. The case study can be printed out or digitally released to the students.
  3. Provide the following case study discussion questions and have students answer in small groups or as a whole group.
     • Which animal welfare discrepancies can be found in the case study?
     • What could a possible solution be to the problem within the case study?
     • How did Kathryn's background in Animal Behavior influence her actions in the case study?
  4. For the student centered activity, the teacher should have students work in small groups or individually. Students will research the positive and negative aspects of selective breeding and how this agricultural biotechnology can influence animal welfare. This information will be recorded on the bottom half of the Selective Breeding Worksheet. Students must use reliable agricultural resources when conducting their research.
  5. Once the students have conducted the research, in order to wrap up the lesson, the teacher should facilitate a whole class discussion where students share their insights about positive and negative aspects of selective breeding in relation to animal welfare using their research to support their claims.
  6. As a reflection, have students consider the following:
     • How does comparing the positives and negatives of a practice contribute to the success of an agricultural business?
     • How can knowledge of industry standards help you in future careers?

• Teacher Notes

  
  
  • The open discussion portion of the lesson after the research can be used as a class debate. The teacher can separate the class into halves in which both sides are given equal time to support their stance on selective breeding.