RHS Weekly Lesson Plan Template: Bennett Jacobs –Animal Science Technology
Time
5-10
min.
Dates
Apr 20
Monday
Apr 21
Tuesday
Apr 22
Wednesday
Apr 23
Thursday
Apr 24
Friday
Standard
Explain how the natural
behaviors of agricultural
animals can be used to
provide the animals with a
safer, more comfortable
environment.
Develop a chart of the per
capita consumption of
products from large animals
grown in the
United States.
Determine relationships
between feed crop
production and the
production of meat animals.
Locate on a map the states
and regions foremost in the
production of meat animals.
Identify signs and symptoms
that are used to recognize
and quarantine sick animals.
Essential Question/
Key Question
How can the natural
behaviors of pigs be used to
provide them a safe and
comfortable environment?
What parts of the
country/world consume the
most pork?
What is the relationship
between feed crop
production and the
production of meat animals?
What states and regions
produce the most pork?
What are the signs and
symptoms used to recognize
and quarantine sick animals?
Lesson Opener
Brainstorm the basic needs of
pigs and what conditions they
are vulnerable to.
Where would you assume the
largest pork consumption in
our country is?
Ask students how much they
would pay for each major cut
of pork (bacon, pork chop,
pulled pork sandwich)
Guess which states and
regions produce the most
pork.
What was the recent swine
health crisis?
Procedures/Strategies
Discuss the natural behaviors
of pigs and their vulnerability
to certain environmental
conditions (extreme
temperatures, UV rays, too
much rain, not enough to
graze, etc)
Talking points:
What types of shelters can
producers provide to address
these environmental
conditions? What types of
shelters are best for
farrowing?
Sub Assignment:
Have students research pork
consumption in the US.
Decipher the top 3
states/regions of
consumption.
Sub Assignment:
Have students research the
states and regions that
produce the most pork.
Complete the handout about
how feed prices affect pork
production and the regions of
the country that pork is
produced.
Have students research the
recent outbreak of Porcine
Epidemic Diarrhea Virus (PED)
virus and answer the
questions on the handout
about who it affected, how
many pigs died, what the
virus does, how farmers
recognize the symptoms and
if there were any treatments.
Lesson Summary
Review of vulnerability and
providing comfortable
conditions.
Have students share their
findings aloud.
Discuss with students the
major crops that pigs
consume (primarily corn) and
supplements (oats, barley,
soybean meal, etc.).
Is there a connection between
where feed crops are
produced and where swine
farms are located?
Talking points:
How do feed prices affect the
production of pork?
At what point would pork
become too expensive to
consume?
What are ways to alleviate
feed costs?
Overview of feed crops and
pork production.
Review handout.
Review worksheet
Assessment/
Evaluation
Materials Needed
Socrative Assessment
Assessment of worksheet
Teacher assessment of
worksheet to be completed
Thursday.
iPad
Assessment of worksheet
Assessment of worksheet
iPad
iPad
Time
40
min
Time
What countries around the
world consume the most
pork? Does the United States
import to these countries?
5
min
Time
iPad, boots