 Author:
 Kaydie Brandl
 Subject:
 Agriculture
 Material Type:
 Activity/Lab, Homework/Assignment
 Level:
 High School
 Tags:
 License:
 Creative Commons Attribution NonCommercial Share Alike
 Language:
 English
Education Standards
Feed Ration Pearson Square Lab Day 6
Feed Ration Project LP
Basic Livestock Nutrition Part 4
Overview
Part 4 Nutritional Unit for Animal Science. This lesson goes over Pearson's Square and calculating feed amounts.
AFNR.HS.2.2.a Demonstrate management techniques that ensure animal welfare.
AFNR.HS.2.2.b Analyze procedures to ensure that animal products are safe for consumption.
Instructional Plan  Instructor: 
 
Course: 
 
Unit: 
 
Lesson Title: 
 
Estimated Time:  2, 50 minute periods  
Est. age/number of learners: 
 
Equipment, Supplies, References, and Other Resources:  
 
Instructor Directions & Estimated Time  Set Induction 
Interest Approach:
5 minutes  For those of you who have livestock at home, or even pets at home, I want to pose a few questions to you. Do you know where their food comes from? What goes into it? Discussion with students. Do you feed directly from a bag or do you mix it with other things? Discussion. 
Context: 2 minutes  When you mix together feed, you are formulating ration. Careful calculations go into creating these rations, and today, we’re going to learn how to do it. 
Objectives:  TLW: discuss how to formulate feed rations through taking notes about the Pearson Square TLW: Demonstrate formulating a basic feed ration by practicing on a worksheet. TLW: discuss the importance of homogenous particle size and palatability TLW: Balance a basic feed ration using trail mix ingredients. 
Instructor Directions & Estimated Time  Content Outline and/or Procedures 
Introduction: 3 minutes  To begin, I’m passing out the skeleton notes of this lecture. Just like you did with the nutrients PowerPoint, take notes and fill in the skeleton notes as you work. What questions are there? Discuss and pass out skeleton notes 
Objective 1: TLW: discuss how to formulate feed rations through taking notes about the Pearson Square
10 minutes
Practice problems: 10 minutes
10 minutes, or until the end of class.  Read through the PowerPoint slides. Other things to keep in mind are:

Transition: 2 minutes  What questions are there before we start on the homework for today? Discussion. You are using the skills we learned and practiced just earlier on this assignment. Let’s begin! 
Objective 2 TLW: Demonstrate formulating a basic feed ration by practicing on a worksheet.
10 minutes, or until the end of class.  Now, we’re going to practice for a bit using the Pearson square. The expectation for this assignment is that you can work with your peers on completing this. It will be due at the beginning of class tomorrow. Tomorrow, we’ll be doing a lab activity where we get to mix a ration. What questions are there before we start? Wait and answer questions as they arise. Pass out the Pearson Square Practice Worksheet.
As students work on the Pearson’s Square Practice Worksheet, answer questions as they arise. The students can work with each other to complete the assignment. 
Transition/Introduction: 2 minutes  Today, we’re going to talk about the palatability and particle size of livestock feed. This fits in well with our Pearson Square lesson because when we do our lab activity later today, we’re going to take into consideration the particle size and palatability. 
Objective 3: TLW: discuss the importance of homogenous particle size and palatability Beginning of next class
10 minutes
 Since this is only going to be two PowerPoint slides, instead of skeleton notes, we’re going to make a graphic organizer for our notes. Pass out construction paper and markers
Fold the construction paper in half, like this. Demonstrate with students. On one half, write Palatability. Spell it on the board for students. On the other half, write Particle size. Write it on the board for students. As we go through the slides today, I want you to write down three key takeaways and one example in a human diet, something you would have eaten that shows palatability and particle size. WE can discuss this in a bit if you need help figuring out what examples are.
Go through the two slides on Palatability and Particle Size. When finished: What are some examples of takeaways that you wrote down? Discuss What are the examples that you wrote for human diets? Discuss.
Those are great responses, and we’re going to keep moving on. 
Transition: 2 minutes  I will take the assignments from yesterday, were there any final questions on the Pearson square before we move on to our activity today? Wait and answer questions. 
Objective 4: TLW: Balance a basic feed ration using trail mix ingredients.
60 minutes total (broke into two days) Introduction: 5 minutes
15 minutes (Part 1 &2)
15 minutes or until end of class(Part 3)
The next day Introduction: 5 minutes
15 minutes (part 4)
5 minutes (part 5)
15 minutes (Part 6)  Today, our activity is creating a basic feed ration. You will have the opportunity to create a feed ration for yourself with trail mix, but we’re going to have to balance our Pearson square first to know how much we need. Pass out the Balancing Trail mix Ration worksheet. Somethings to keep in mind are:
You can work with each other, but everyone will be expected to complete their own feed bag. You have the first fifteen minutes to get through questions 1 and 2. What questions are there before we begin?
This activity is meant to be one they do on their own, but they can work with each other if they need. Display a timer on the board with 15 minutes on it. When it hits 1minute left, gauge where students are, to see if they need more time to finish. If they complete the first two questions before the time is up, they can help their teammates.
After 15 minutes have expired: You should all be done with part 1 and part 2. Now, we’re going to move on to part 3. You have the rest of the class to complete question 3. What questions are there before we begin? Put up a timer with two minutes, and then one for five minutes. Again, students should be working on their own project, but they can work with each other.
Before class wraps up, remind the students: Tomorrow we’re going to make and grind our feed. Leave your materials in the class box, with your name on all of it. Are there any questions before we dismiss?
As you’re coming in today, pick up your supplies you put away yesterday. Remember, we created our feed label after determing our ration using the Pearson Square. Are there any questions before we get started today? Wait.
We’re going to create our feeds now, and we’re going to limit how many people are up gathering their feed at one time. So, everyone in the first desk clump, you four, can come up and do your measurements first. Make sure you are following the ‘recipe’ you created in the first portion of the lab today. You will have fifteen minutes to complete part number four. When we finish, we’ll have a discussion about our different feeds we all created. What questions are there before we begin?
Put up a timer on the board so students can see how much time they have left. Manage the supplies at the front of the room to make sure students are taking only what they need. This is also a good time to help them with the math to scale the recipe down and if students want to ask the instructor questions oneon one.
With two minutes left on the timer: You have two minutes, raise your hand if you can finish up in two minutes.
Now that we have our feedstuffs in our baggies, we want to take out all the air we can from the bag. As I’m passing out the rolling pins, take out the air from your bag. Your goal while you roll the feed is to make all the particles the same size. What questions are there? Pass out rolling pins.
When students are finished, pass out spoons: Now, complete part 6 on the lab activity. Taste your feed and complete the questions. When you’re done, throw away your powdered feed and spoons, and we’ll discuss your findings. You’ll have twelve minutes to complete this part. What questions are there? Discuss. Display timer on the board so students can gauge their time.

Transition: ~5 minutes  Now that we have finished with our lab activity, I have just a few questions. What did you like about mixing your own rations? Discussion. Were your rations palatable? Why? Discussion. What would you have changed about your ration if you could go back and do it again? Discussion. Why is it important to have correct calculations before you create your ration? Discussion. 
Closure
2 minutes  So, remember, we started this lesson learning how to use the Pearson Square and we ended with using that tool to make a feed ration. Tomorrow, we’re going to be playing a few review games, and we’ll have quiz on the Pearson Square the day after. What questions are there before we dismiss for the day? 