Agriscience II Semester 2 - Week 10 Ms. Petersen Blair High School
Monday (WHITE) / Tuesday (PURPLE) / Wednesday (WHITE) / Thursday / FridayClass: Agriscience 2
Unit: Agribusiness
Subtopic: Record Keeping
Date: 3/9/15 / Class: Agriscience 2
Unit: Plant Systems
Subtopic:
Date: 3/10/15 / Class: Agriscience 2
Unit: Plant Systems
Subtopic:
Date: 3/11/15 / SPRING BREAK / SPRING BREAK
Standard: / Standard: / Standard:
Objectives:
We can demonstrate proficient use of the Agriculture Experience Tracker. / Objectives:
We can identify the sectors of the plant science industry.
We can identify companies in Nebraska and the United States we can work for in the plant systems industry.
We can demonstrate proficient use of the Agriculture Experience Tracker. / Objectives:
We can identify the sectors of the plant science industry.
We can identify companies in Nebraska and the United States we can work for in the plant systems industry.
We can demonstrate proficient use of the Agriculture Experience Tracker.
Materials:
Copies: / Materials:
Copies: / Materials:
Copies:
Interest Approach:
Have students brainstorm in groups 2 reasons it is important to keep records, then have one partner capture reasons on white board. Discuss answers. See? YOU think it’s important, so I don’t have to convince you it IS! :) / Interest Approach:
Hold up a seed. Discuss cost. Hold up a plant. Discuss cost. Why is there such a cost difference? Discuss process plants take as they grow and mature. / Interest Approach:
Hold up a seed. Discuss cost. Hold up a plant. Discuss cost. Why is there such a cost difference? Discuss process plants take as they grow and mature.
Method/Key Steps:
1. Students enter AET records.
2. Show rubric for grading the AET.
3. Discuss future plans - when we will update, etc. / Method/Key Steps:
1. Show graphic of plant science sectors. Use PPT with lots of career examples to talk about each. Include map with Nebraska career opportunities in plant systems. Include schooling/earning opportunities.
2. Discuss which sector students are most interested in and why.
(floriculture, agronomy/pest management, landscape, breeding/genetics, turf grass management, nurseries/greenhouse management, range science, soil science, viticulture, arborist)
3. Class discussion over need for plant scientists. Use the following questions/facts to prompt debate:
-Discuss population of your local community in 1950 and how many farmers it would have taken to feed then. Compare to NOW. What about in 50 more years?
-Arable land statistics: http://data.worldbank.org/indicator/AG.LND.ARBL.ZS
4. Introduce first sector: breeding/genetics
-Show weird plants that can be bred http://mentalfloss.com/article/53101/11-odd-hybrid-fruits-and-vegetables
-Show short video on plant breeding (2:28)
http://www.monsanto.com/products/pages/breeding.aspx
5. Begin plant ID
6. Update records / Method/Key Steps:
1. Show graphic of plant science sectors. Use PPT with lots of career examples to talk about each. Include map with Nebraska career opportunities in plant systems. Include schooling/earning opportunities.
2. Discuss which sector students are most interested in and why.
(floriculture, agronomy/pest management, landscape, breeding/genetics, turf grass management, nurseries/greenhouse management, range science, soil science, viticulture, arborist)
3. Class discussion over need for plant scientists. Use the following questions/facts to prompt debate:
-Discuss population of your local community in 1950 and how many farmers it would have taken to feed then. Compare to NOW. What about in 50 more years?
-Arable land statistics: http://data.worldbank.org/indicator/AG.LND.ARBL.ZS
4. Introduce first sector: breeding/genetics
-Show weird plants that can be bred http://mentalfloss.com/article/53101/11-odd-hybrid-fruits-and-vegetables
-Show short video on plant breeding (2:28)
http://www.monsanto.com/products/pages/breeding.aspx
5. Begin plant ID
6. Update records
Conclusion:
We will now update our records once a week. / Conclusion:
Show list of 100 Plant Scientist questions (http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8137.2011.03859.x/full). Ask students to write down which question will be the most important to answer in their lifetime. / Conclusion:
Show list of 100 Plant Scientist questions (http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8137.2011.03859.x/full). Ask students to write down which question will be the most important to answer in their lifetime.
Assignment: / Assignment: / Assignment:
Horticulture Semester 2 - Week 10 Ms. Petersen Blair High School
Monday (WHITE) / Tuesday (PURPLE) / Wednesday (WHITE) / Thursday / FridayClass: Horticulture
Unit: Asexual plant propagation: Cuttings and Divisions (Softwood)
Subtopic: Introduction
Date: 3/9/15 / Class:Horticulture
Unit: Growth Requirement/Anatomy
Asexual plant propagation: Cuttings and Divisions (Softwood
Subtopic: Quiz/Introduction
Date: 3/10/15 / Class: Horticulture
Unit: Asexual plant propagation
Subtopic: Review
Date: 3/11/15 / SPRING BREAK / SPRING BREAK
Standard: / Standard: / Standard:
Objectives:
1. We can define propagation and distinguish between sexual and asexual.
2. We can list types of asexual plant propagation methods.
3. We can explain asexual plant propagation techniques. / Objectives:
1. We can identify plant growth requirements.
2. We can identify plant anatomy. / Objectives:
1. We can list methods of plant propagation
2. We can collect plant data in the greenhouse.
Materials: plant to show/demonstrate with
Copies: herbaceous cuttings notes, plant propagation overview graphic / Materials: plant to show/demonstrate with
Copies: Plant anatomy quizzes, herbaceous cuttings notes, plant propagation overview graphic / Materials:
Copies: Plant Quizzes
Interest Approach:
Introduce/review/quiz on floriculture items
Let’s just say Ms. Petersen/Mrs. Bohling was in an accident and got her arm cut off. What would happen? To her body? To the arm?
What would happen if this plant (hold up a plant) got its “arm” cut off? To the plant? To the leaf? What conditions would need to be present for the leaf to grow?
Lead into propagation... / Interest Approach:
Let’s just say Ms. Petersen/Mrs. Bohling was in an accident and got her arm cut off. What would happen? To her body? To the arm?
What would happen if this plant (hold up a plant) got its “arm” cut off? To the plant? To the leaf? What conditions would need to be present for the leaf to grow?
Lead into propagation... / Interest Approach:
Method/Key Steps:
1. Define propagation and discuss differences between sexual and asexual.
2. “Overall” graphic to show different kinds of propagation (softwood vs. hardwood).
3. Herbaceous cuttings PPT. / Method/Key Steps:
1. Plant growth requirements/anatomy quiz
Hand in quizzes and study guides
2. Define propagation and discuss differences between sexual and asexual.
3. “Overall” graphic to show different kinds of propagation (softwood vs. hardwood).
4. Herbaceous cuttings PPT. / Method/Key Steps:
1. Plant Set 5 Quiz
2. https://vimeo.com/47950499 Video Review of Propagation
3. Greenhouse work - introduce watering schedule/work schedule for day/semester
Conclusion:
Card activity - Match up!
Cutting reading from Ornamental Horticulture pages 379-384
Cutting reading from Plant and Soil Science pages 355-359 / Conclusion:
Card activity - Match up! / Conclusion:
Assignment: / Assignment: / Assignment:
Animal Science II Semester 2 - Week 10 Ms. Petersen Blair High School
Monday (WHITE) / Tuesday (PURPLE) / Wednesday (WHITE) / Thursday / FridayClass:Animal Science 2
Unit: Swine Management
Subtopic: Terminology/Sectors
Date: / Class: Animal Science 2
Unit: Swine Management
Subtopic: Technology/Sectors
Date: / Class:Animal Science 2
Unit:
Subtopic:
Date: / SPRING BREAK / SPRING BREAK
Standard: / Standard: / Standard:
Objectives:
We can identify pork by-products and their economic value. / Objectives:
We can identify pork by-products and their economic value. / Objectives:
1. We can identify basic equipment used in the management and handling of swine.
2. We can compare and contrast different housing systems for swine.
3. We can identify common/important feeding practices associated with swine management.
4. We can read ear notches on a pig.
Materials:
Copies: / Materials:
Copies: / Materials:
Copies: ear notching readings, livestock nutrition notes, equipment ID cards/notes sheet
Interest Approach:
Duluth Fire Hose Trading work pants commercial, “Fire Hose Work Pants vs. Hail Mary Hog”
https://www.youtube.com/watch?v=9ZAbi3ckw9U
OR
http://www.ispot.tv/ad/7CLv/duluth-trading-fire-hose-work-pants-vs-hail-mary-hog
Discuss “pig skin” footballs - what does it mean? Lead into products. / Interest Approach:
Duluth Fire Hose Trading work pants commercial, “Fire Hose Work Pants vs. Hail Mary Hog”
https://www.youtube.com/watch?v=9ZAbi3ckw9U
OR
http://www.ispot.tv/ad/7CLv/duluth-trading-fire-hose-work-pants-vs-hail-mary-hog
Discuss “pig skin” footballs - what does it mean? Lead into products. / Interest Approach:
Method/Key Steps:
1. Finish swine industry notes
2. Ask - how have pork eating trends changed over the last 50 years? Why do you think this?
3. Show meat consumption chart and discuss that pork is fairly flat - why might this be?
4. Pass out blank pig diagram - ask - what else comes from pigs besides meat?
5. Show news articles on pig heart transplant.
http://www.sciencedaily.com/releases/2014/08/140818113430.htm.
http://www.popsci.com/article/science/pig-heart-transplants-humans-are-way Discuss articles.
6. Show “everything but the oink” infographic to discuss pig by-products. (meats, pig ear dog treats, hearts, pigskin, etc.) Ask, do all of these products really come from pigs?
7. Have students, in partners, pick one of the products from the infographic to research. (Your heart example is the “model”).
8. Present findings to class. As each group presents, everyone else takes notes on blank pig diagram, drawing pictures and labelling pig by-products and where they come from on the pig. / Method/Key Steps:
1. Finish swine industry notes
2. Ask - how have pork eating trends changed over the last 50 years? Why do you think this?
3. Show meat consumption chart and discuss that pork is fairly flat - why might this be?
4. Pass out blank pig diagram - ask - what else comes from pigs besides meat?
5. Show news articles on pig heart transplant.
http://www.sciencedaily.com/releases/2014/08/140818113430.htm.
http://www.popsci.com/article/science/pig-heart-transplants-humans-are-way Discuss articles.
6. Show “everything but the oink” infographic to discuss pig by-products. (meats, pig ear dog treats, hearts, pigskin, etc.) Ask, do all of these products really come from pigs?
7. Have students, in partners, pick one of the products from the infographic to research. (Your heart example is the “model”).
8. Present findings to class. As each group presents, everyone else takes notes on blank pig diagram, drawing pictures and labelling pig by-products and where they come from on the pig. / Method/Key Steps:
1. Equipment ID PPT & labelling on chart
2. Powerpoint with feeding practices (see textbook)
3. Brief Pearson Square Review
4. Ear notching powerpoint and practice. Hand out reading as you explain notching on the PPT.
Conclusion:
“Show what you know” from today’s lesson. / Conclusion:
“Show what you know” from today’s lesson. / Conclusion:
Ear notching worksheet
Assignment: / Assignment: / Assignment: