MATC Summer Technology Institute Lesson Plan
UNL Professional Development Math and Science Summer Technology Institute July 2007
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Developed by Mrs. Marie Nielsen
http://sites.elba.k12.ne.us/mnielsen/
Science Teacher At Elba Public School, Elba, Nebraska 68835
(4-Day Week Schedule with a 7 Period Day starting at 8:00 A.M., ending with a 30 minute access 3:30-4:00)
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Title: Environmental Engineering Applied to Feedlots
Grade: 7-12 Environmental Education Class or Agricultural Science
Plan of Action:
Day 1
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Internet Research What is a Feedlot Worksheet
5 minutes Bell Ringers: 1. look up vocabulary word: FEEDLOT
2. answer the Journal Question: Why are feedlots important
to society.
55 min. Internet Worksheet
Day 2
Power Points: Environmental Engineering & Feedlots/Feedlot Runoff Calculations Worksheet
o 5 minutes Bell Ringers: 1. look up vocabulary word: 2. answer the Journal Question:
o 55 min. PPT
Day 3
o 30 min. View Dr. Erick Jones PPT on RFID’s Tags
o 10 min. Discuss Field Trip expectations
 Measurements of lots and runoff basin
 Formulate 2 Questions per student to ask Feedlot Manager
o 10 min. Finish Worksheets
Day 4
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Day 5
Feedlot Field Trip (Utilized Access Period)
10 min. to travel
10 min. to listen
60 min. to measure and collect data
10 in to travel home
NRD Speaker Will Demonstrate How to Test Water Samples for Nitrates
Students will collect samples at local feedlot as well as bring water from home or stocktanks
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5 Minute welcome
10 Minute explanation of job description, college education, salary, other
30 Minute Lab time testing water samples from feedlot tour &/or brought from home
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Day 6
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12 Minute
(May Flip with Day 5)Work on Poster and Paper
Design your own feedlot on poster
Calculate the rainwater peak runoff values and design the runoff detention basin to fit
Label all components of your lot
Include photos of real feedlots
Day 7
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Present Poster and Paper to Class (Public Speaking English Standard)
5 Minute Bell Ringer
55 Minutes
Data Set Used:
Internet Research:
http://en.wikipedia.org/wiki/Feedlot
http://www.agr.state.ne.us/pub/apd/feedlot.htm
http://www.sos.state.ne.us/business/regsearch/Rules/Environmental_Quality_Dept_of/Titl
e-198/Appendix-A.pdf
http://www.brinkinc.biz/pdf/CARRYINGMORETHANYOURSHAREOFTHELOAD.pdf
http://beefmagazine.com/mag/beef_build_buy_expand/index.html
http://www.agr.state.ne.us/regulate/adm/actbt.htm
http://dataserver.planning.sa.gov.au/publications/656p.pdf
Internet Resources for Power Point Presentation:
http://www.ces.purdue.edu/extmedia/WQ/WQ-7.html
http://www.state.sd.us/denr/DES/Ground/AWMS/AWMS.htm
http://www.ars.usda.gov/research/projects/projects.htm?ACCN_NO=410515
http://www.dot.ca.gov/hq/env/stormwater/publicat/const/Dec_2000.pdf
http://webmail.nicolet.k12.wi.us/~Jason_Huber/FOV2-00014049/FOV2-00019020/FOV20001903C/Rainwater Runoff.pdf?FCItemID=S008265FE
http://www.flickr.com/photos/candleshoe/941130784/
http://edweb.sdsu.edu/sciencetg/elementary/pond/pond4.html
http://www.hprcc.unl.edu/nebraska/
http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collectio
n/cub_/activities/cub_air/cub_air_lesson03_activity2.xml
http://www.engineeringpathway.com/ep/
http://www.free.ed.gov/resource.cfm?resource_id=1629&subject_id=43
http://www.lmnoeng.com/Hydrology/hydrology.htm
http://www.sos.state.ne.us/business/regsearch/Rules/Environmental_Quality_Dept_of/Title198/Appendix-A.pdf
o Dr. Shannon Bartelt-Hunt
Assisted with Coefficient Calculations
sbartelt2@unl.edu
University of Nebraska Lincoln College of Engineering http://www.engineering.unl.edu/
203 B Peter Kiewit Institute
Omaha, NE 68182-0178
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(402) 554-3868
FAX: (402) 554-3288
Local Natural Resource District (NRD) as a Guest Speaker
Local Feedlot Owner Guest Speaker and Feedlot Tour
Poster Designing a New Feedlot
One Page 5 paragraph essay on Pro’s and Con’s of Building New vs. Refurbishing a Feedlot
Standards Taught:
NEBRASKA SCIENCE STANDARDS Grades 9-12
Adopted by the State Board of Education May 8, 1998
12.1 Unifying Concepts and Processes
Unifying concepts and processes help students think about and integrate a range of basic
ideas which builds an understanding of the natural world.
12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order, and organization.
Example Indicators
• Predict and evaluate how change within a system affects that system. Runoff Pollutes Surface Water
• Design solutions to problems identified within a system.
12.1.2 By the end of twelfth grade, students will develop an understanding of evidence, models, and explanation.
Example Indicators
• Create a physical, mental, or mathematical model to show how objects and processes are connected.
FEEDLOT POSTER
• Test the usefulness of a model by comparing its predictions to actual observations.
FEEDLOT TOUR and PRO-CON ESSAY
• Understand that the way data are displayed affects interpretation.
• Evaluate the reasonableness of answers to problems.
• Understand that larger well chosen samples produce more accurate estimates of the characteristics of the
total population.
• Understand that a correlation between two variables doesn’t mean that either one causes the other.
12.2 Science as Inquiry
Science as inquiry requires students to combine processes and scientific knowledge with
scientific reasoning and critical thinking to develop their understanding of science.
12.2.1 By the end of twelfth grade, students will develop the abilities needed to do
scientific inquiry.
Example Indicators
• Formulate questions and identify concepts that guide scientific investigations. GUEST SPEAKER QUESTIONS
• Design and conduct scientific investigations. CONDUCT NITRATE WATER TESTS
• Use technology and mathematics to improve investigations and communications.
USE GPS TO MEASURE FEEDLOT
USE RUN OFF COEFFICIENT TO FIND RUNOFF OF REAL FEEDLOT AND POSTER DESIGNED LOT
• Formulate and revise scientific explanations and models using logic and evidence.
• Recognize and analyze alternative explanations and models.
• Communicate and defend a scientific argument.
12.6 Science and Technology
An understanding of science and technology establishes connections between the natural
and designed world, linking science to technology.
12.6.1 By the end of twelfth grade, students will develop an understanding of technological design.
Example Indicators
• Propose designs and choose between alternative solutions of a problem. FEEDLOT TOUR and PRO-CON ESSAY
• Implement the selected solution.
• Evaluate the solution and its consequences.
• Communicate the problem, process, and solution. PRESENT POSTER and ESSAY to CLASS
12.6.2 By the end of twelfth grade, students will develop an understanding about science and technology.
Example Indicators
• Explain how science advances with the introduction of new technology. Ask Feedlot Manager About Ear Tag ID
• Understand creativity, imagination, and a good knowledge base are all needed to advance the work of science
and engineering. View Dr. Erick Jones PPT on RFID’s Tags
• Contrast the reasons for the pursuit of science and the pursuit of technology.
• Contrast the reporting of scientific knowledge and the reporting of technical knowledge.
Handouts, Assignments, and Supporting Materials:
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Worksheets for Internet Research
2 Questions per Guest Speaker
Posters
Paper
Prep Period:
o 1-2 Planning periods
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make sure computers are accessible during class
time to run off internet sheets
phone call for tour
request poster boards
Implementation Period:
o Flexible use one lesson or the whole unit
o 7-8 Days depending on ability levels
Materials Needed:
o Internet
o van/bus
o poster board
o markers
o worksheet
o water
o sampling materials
Learning Expectations:
o Students will learn how to calculate runoff coefficients like Environmental
Engineers
o Students will apply calculator skills
o Students will observe the area affected by feedlot run off
o Students will evaluate the environmental impact using water samples
o Students measure the area of a real feedlot run off pond
o Students will use Global Positioning System (GPS) to map feedlot property
Science and Math Implications:
o Inquiry based science research skills
o Practice calculator skills
o Measure the area of a real feedlot
Collect water samples at various locations
Evaluations, Assessments, and Grading Rubric:
Completion of Worksheets
Ask 2 Questions per Guest Speaker
Participation in Field Trip
Poster Depicting a New Feedlot
Type a one-page paper outlining the pros and cons of building a new
feedlot or refurbishing an old one using 5-paragraph essay format.
Unexpected Results:
Teachers and students will learn there is way more to operating a feedlot that
meet environmental regulations and profits from efficiency than ever realized.
Students will appreciate the importance of the Environmental Engineers role in
calculating rainwater runoff to prevent local water contamination.