This lesson plan explores many ways animals help and support people including providing food, clothing, companionship, and service, as well as secondary benefits like soil conservation and fertility, and stabilizing farm businesses with diversification of risk. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.
Material Type: Assessment, Diagram/Illustration, Lecture Notes, Lesson Plan
This lesson plan explores the difference between good and poor quality feedstuffs by learning the functions of feed, identifying feed types and characteristics, and identifying how animals are fed. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.
Material Type: Assessment, Diagram/Illustration, Lecture Notes, Lesson Plan
The uses of animals in biotechnology are expansive, and many times overlooked. This lesson will have students exploring the wide range of uses of animals in biotechnology and formulating an opinion about the uses of animals in biotechnology.
Material Type: Activity/Lab, Homework/Assignment
In this lesson, students will practice vocabulary for veterinary suturing, and apply when and where these procedures would be used in animal health care and surgery. Developed by Lynne M. Cook, Tift County High School, Georgia.
Material Type: Homework/Assignment, Lesson Plan
This dissection laboratory content and activity will familiarize students with the major internal and external anatomical features and structures of the perch fish and with the functions of each part and system.
Material Type: Activity/Lab
In this eight-day lesson, students will be establish and develop SAEs. Additionally, students will gain valuable record keeping skills through the use of AET.
Material Type: Activity/Lab, Assessment, Homework/Assignment, Lesson Plan
What does a technology look like that will change the world? Biotechnology has the power to alter all of our lives. The ability to manipulate genes in ways that benefit people is a powerful technology. In this lesson we will explore various benefits and applications of biotechnology. You will analyze different perspectives in the race to create biotechnology. From there you will decide how you feel about “playing with genes” and how that will impact your life.StandardsBio.B.3.2.4 Students will apply scientific thinking, processes, tools, and technologies in the study of genetics.
Material Type: Lesson Plan
Animal Welfare vs Animal Rights Debate Grade Level: 9th-12thSubject: Animal ScienceDuration: 5 daysDOK Level: 4SAMR Level: Substitution Indiana Standard: AS-7.4 Explain the implications of animal welfare and animal rightsObjective: Given a debated livestock issue related to animal welfare, students will be able to understand both sides of the issue, and effectively persuade others in making a decision about the issue.Procedure: Have the students compare and contrast the terms “animal welfare” and “animal rights”.Have a class discussion on the impact of the differencesGroup the class into partnersHave them research and make a list of five animal right issues related to the agricultural industryHave a class discussion on the topics researched. As a class narrow down the list.Have each pair pull a topic and side out of a hat.Explain the Debate Project expectations and grading rubric.Allow class time for research.Have the students submit a list of statements and supporting facts after day 2.Have the students submit a rough draft of their opening and closing statements after day 3. Debates will be done on day 5Product or Assessment: Students will be graded on their submitted facts and rough draft. The rubric will be used to grade the debate on the given day.Credits: Renee Wangler, Agriscience Instructor - Newaygo County Career-Tech Center
Material Type: Lesson Plan
Overview: This lesson is an exploration of dysfunctional team dynamics, and healthy traits of teams who overcome those negative influences. Over five standard class periods, students will review dysfunctions of a team, watch 45 minutes of the movie Miracle, review healthy functions of a team, watch the remainder of the movie, answer discussion questions, and write a summative essay. By Patrick Lencioni
Material Type: Homework/Assignment, Lesson Plan, Unit of Study
Students will identify nutrient deficiencies in crops to determine plant nutrient requirements for optimum growth. Lesson plan from the New Mexico Animal, Plant, and Soil Science Lesson Plan Library.
Material Type: Activity/Lab, Assessment, Diagram/Illustration, Lecture Notes, Lesson Plan
This Lesson will examine the definition of Soil using written and video references. The lesson will also demonstrate how to identify different soil types by examining the texture of different soil samples. The lab portion will allow students to collect, evaluate and determine soil texture and type using the hands-on ribbon method. The lesson is meant to be conducted over a period of two to three days depending on class period length.
Material Type: Activity/Lab
Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region.
Material Type: Activity/Lab, Assessment, Homework/Assignment
Students engage in hands-on, true-to-life research experiences on air quality topics chosen for personal interest through a unit composed of one lesson and five associated activities. Using a project-based learning approach suitable for secondary science classrooms and low-cost air quality monitors, students gain the background and skills needed to conduct their own air quality research projects. The curriculum provides: 1) an introduction to air quality science, 2) data collection practice, 3) data analysis practice, 4) help planning and conducting a research project and 5) guidance in interpreting data and presenting research in professional poster format. The comprehensive curriculum requires no pre-requisite knowledge of air quality science or engineering. This curriculum takes advantage of low-cost, next-generation, open-source air quality monitors called Pods. These monitors were developed in a mechanical engineering lab at the University of Colorado Boulder and are used for academic research as well as education and outreach. The monitors are made available for use with this curriculum through AQ-IQ Kits that may be rented from the university by teachers. Alternatively, nearly the entire unit, including the student-directed projects, could also be completed without an air quality monitor. For example, students can design research projects that utilize existing air quality data instead of collecting their own, which is highly feasible since much data is publically available. In addition, other low-cost monitors could be used instead of the Pods. Also, the curriculum is intentionally flexible, so that the lesson and its activities can be used individually. See the Other section for details about the Pods and ideas for alternative equipment, usage without air quality monitors, and adjustments to individually teach the lesson and activities.
Material Type: Unit of Study
Just as humans, wildlife have needs. Wildlife needs a place to live, food and water to eat and drink, and a specific environment. Today, you will be learning about a new wildlife species, where they live, and what they need to survive. You will have five different spots on your Wildlife Habitat Amazing Race. At each spot you will have a task to complete to make a complete wildlife habitat.
Material Type: Activity/Lab
Just as humans, wildlife have needs. Wildlife needs a place to live, food and water to eat and drink, and a specific environment. Today, you will be learning about a new wildlife species, where they live, and what they need to survive. You will have five different spots on your Wildlife Habitat Amazing Race. At each spot you will have a task to complete to make a complete wildlife habitat.
Material Type: Activity/Lab
In this seven-day lesson, students learn the importance of scoring whitetail antlers, demonstrate the scoring process, and compete in an antler-constructing contest.
Material Type: Activity/Lab, Assessment, Interactive, Lesson Plan
The students will dissect an owl pellet by removing the bones. They will use the bones to reconstruct the skeletons to help them determine what animals the owl has eaten. The class will compile their results and use their findings to help them construct a food web for the owl.
Material Type: Activity/Lab
Wildlife has been in the United States longer than any settler or Indian tribe. From buffalo in the west to the white-tailed deer in the east, wildlife has been in the environment for centuries. When the settlers landed in the United States they had to learn how to interact with the wildlife and use it to their advantage…without exploiting it. What did the wildlife look like when settlers first arrived in the U.S. and how has it evolved over time?
Material Type: Lesson, Lesson Plan
The students will simulate different methods used to treat the Eastern Red Cedar, using the Prairie Protector Game.
Material Type: Activity/Lab
The students will analyze the plant composition of four different one meter squares. They will record the number of grasses, forbs/legumes and woody plants in each square. They will also make a list of each species of grasses, forbs/legumes, and woody plants, and determine if the species is native or non-native. If they find a plant they do not know, use the PlantsSnap Plant Identification app.
Material Type: Activity/Lab
