Agriscience II
Semester 2 - Week 4
Ms. Petersen
Blair High School
Monday (WHITE)
Tuesday (PURPLE)
Wednesday (WHITE)
Thursday (PURPLE)
Friday (WHITE)
Class: Agriscience II
Unit: Environmental
Service Systems
Subtopic: Water Pollution
Date: 1/26/15
Class: Agriscience II
Unit: Environmental
Service Systems/Power,
Structure and Technical
Systems
Subtopic: Pollution,
Careers
Date: 1/27/15
Class: Agriscience II
Unit: Environmental
Service Systems/Power,
Structure and Technical
Systems
Subtopic: Pollution,
Careers
Date: 1/28/15
Class: Agriscience II
Unit: Research in
Agriscience, Environmental
Service Systems, Power,
Structure & Technical
Systems
Subtopic: Quiz
Date: 1/29/15
Class: Agriscience II
Unit: Research in
Agriscience, Environmental
Service Systems, Power,
Structure & Technical
Systems
Subtopic: Quiz
Date: 1/30/15
Standard:
Standard:
Standard:
Standard:
Standard:
Objectives:
1. We can make
predictions about the
source of pollution.
Objectives:
1. We can define
eutrophication.
2. We can identify careers
in the Power, Structure,
and Technical Systems
career pathway.
Objectives:
1. We can define
eutrophication.
2. We can identify careers
in the Power, Structure,
and Technical Systems
career pathway.
Objectives:
1. We can explain the kinds
of pollution.
2. We can describe career
opportunities in the Power,
Structure, and Technical
Field.
Objectives:
1. We can explain the kinds
of pollution.
2. We can describe career
opportunities in the Power,
Structure, and Technical
Field.
Materials:
Jaffrey City Lab Aids Kit
Materials:
Pollution PPT
PST video links
Materials:
Pollution PPT
PST video links
Materials:
Materials:
Interest Approach:
Interest Approach:
Interest Approach:
Interest Approach:
Method/Key Steps:
1. Finish pollution notes
2. Kahoot review over ESS
3. Watch videos over
careers in Power, Structure
and Technical Systems:
Renewable and
Sustainable Energy Virtual Tour
http://www.nebraskacareer
clusters.com/renewablesustainable-energy/ (7
minutes)
(Nebraska Public Power
Tour)
Method/Key Steps:
1. Finish pollution notes
2. Kahoot review over ESS
3. Watch videos over
careers in Power, Structure
and Technical Systems:
Renewable and
Sustainable Energy Virtual Tour
http://www.nebraskacareer
clusters.com/renewablesustainable-energy/ (7
minutes)
(Nebraska Public Power
Tour)
Method/Key Steps:
LAPTOPS
1. Quiz over Science in Ag,
ESS, and PST units.
2. Time to work on
Agriscience Fair literature
reviews and
materials/methods.
Method/Key Steps:
1. Quiz over Science in Ag,
ESS, and PST units.
2. Time to work on
Agriscience Fair literature
reviews and
materials/methods.
Metals Tour:
http://www.nebraskacareer
clusters.com/manufacturing
/ (14 minutes)
Metals Tour:
http://www.nebraskacareer
clusters.com/manufacturing
/ (14 minutes)
4. Welding Professionals
https://www.youtube.com/w
atch?v=rYhJHQR_J8A
4. Welding Professionals
https://www.youtube.com/w
atch?v=rYhJHQR_J8A
5. Review for quiz
5. Review for quiz
6. Get ready for sub download Agriscience Fair
templates and SAVE all
together.
6. Get ready for sub download Agriscience Fair
templates and SAVE all
together.
Copies: Jaffrey City labs
Interest Approach:
Set context: Welcome to
your new home, Jaffrey
City!
Here is the situation:
https://www.youtube.com/w
atch?v=DWB1oAK1fM#t=46 (10:42)
Method/Key Steps:
1. Thank You’s to Butler Ag
2. Complete Jaffrey City
Lab.
Conclusion:
Complete lab discussion
questions.
Conclusion:
Sub next time - let’s have a
great day! Quiz then time
to work on Agriscience Fair
projects.
Conclusion:
Quiz then work time next
class.
Conclusion:
Conclusion:
Assignment:
Thank you note to Butler
Ag
Assignment:
Video sheet.
Assignment:
Video sheet.
Assignment:
Assignment:
Quiz next time.
Quiz next time.
Jaffrey City maps and lab
packet.
Horticulture
Semester 2 - Week 4
Ms. Petersen
Blair High School
Monday (WHITE)
Tuesday (PURPLE)
Wednesday (WHITE)
Thursday (PURPLE)
Friday (WHITE)
Class: Horticulture
Unit: Seeds and
Germination
Subtopic: Germination
Date: 1/26/15
Class: Horticulture
Unit: Seeds and Germination
Subtopic: Seed Saving
Date: 1/27/15
Class: Horticulture
Unit: Seeds and
Germination
Subtopic: Seed Saving
Date: 1/28/15
Class: Horticulture
Unit: Plant Structures and
Anatomy
Subtopic: Modified
Stems/Review
Date: 1/29/15
Class: Horticulture
Unit: Plant Structures and
Anatomy
Subtopic: Modified
Stems/Review
Date: 1/30/15
Standard:
Standard:
Standard:
Standard:
Standard:
Objectives:
1. We can identify factors
that affect seed
germination.
Objectives:
1. We can define seed
saving.
2. We can discuss the
importance of alternative
agricultural practices.
Objectives:
1. We can define seed
saving.
2. We can discuss the
importance of alternative
agricultural practices.
Objective:
Objective:
Materials: seeds
Materials: PPT
Materials: PPT
Materials:
Flower Sets PPTS
Materials:
Flower Sets PPTS
Copies: Seed germination
labs
Copies: Seed saving notes
Copies: Seed saving notes
Textbook
Textbook
Interest Approach:
Introduce/review/quiz on
floriculture items
Interest Approach:
Introduce/review/quiz on
floriculture items
Interest Approach:
Introduce/review/quiz on
floriculture items
Interest Approach:
Introduce/review/quiz on
floriculture items
Show a picture of an
opossum. Ask what it is
doing.
Ask students to assume
their best, “opossum”
impression of playing
dead.
Show some seeds - ask if
they are dead or just
“playing dead.” Do plants
do this? Can seeds be
dead? Lead into
Interest Approach:
Introduce/review/quiz on
floriculture items
germination
factors/viability.
Methods/Key Steps
1. Plant Quiz
2. Share case study with
students: Ms. Petersen
and her mom found a
bunch of lettuce seeds in
the garage and decided to
plant them. They were SO
excited and expected to
get a TON of lettuce.
They planted them
properly - with a light
dusting of soil, gave them
water, in an open area
with lots of light. A week
later - NOTHING had
grown. Two weeks later same story. Why might
this be?
3. Chat about germination
factors. Lead into viability.
(moisture, temperature,
light, air)
http://plantsinmotion.bio.in
diana.edu/plantmotion/ear
lygrowth/germination/ger
m.html
4. Show short videos of
plants growing in light vs.
dark:
http://plantsinmotion.bio.in
diana.edu/plantmotion/ear
lygrowth/photomorph/phot
omorph.html
5. Show students UNL
Passel pictures - discuss
that this is a method for
testing for seed viability.
http://passel.unl.edu/page
s/informationmodule.php?
idinformationmodule=113
0447090&topicorder=2&m
axto=8&minto=1
6. Pass out seed
germination lab. Students
complete lab in groups of
2 using different seeds.
Methods/Key Steps:
1. Seed saving video (on
PPT). Students take notes.
http://passel.unl.edu/commun
ities/sustainableag?idsubcoll
ectionmodule=1130274227&i
dindependentpage=376
(5:30)
2. Seed saving PPT.
Students take notes.
3. Students read Seed
Library article and answer
reading questions.
http://www.omaha.com/living/
gardeners-can-borrow-frombenson-seed-library-to-helpplans/article_732c8884e119-54a3-8e65c95d1de59380.html
4. Check seed germination
labs and make day 1
observations.
5. Water plants.
Method/Key Steps:
1. Seed saving video (on
PPT). Students take notes.
http://passel.unl.edu/commu
nities/sustainableag?idsubc
ollectionmodule=11302742
27&idindependentpage=37
6 (5:30)
2. Seed saving PPT.
Students take notes.
3. Students read Seed
Library article and answer
reading questions.
http://www.omaha.com/livin
g/gardeners-can-borrowfrom-benson-seed-libraryto-helpplans/article_732c8884e119-54a3-8e65c95d1de59380.html
4. Check seed germination
labs and make day 1
observations.
5. Water plants.
Methods/Key Steps:
1. Review all flower PPTS
as a class.
2. Complete 1-16 on page
79.
Methods/Key Steps:
1. Review all flower PPTS
as a class.
2. Complete 1-16 on page
79.
Conclusion:
Look at an actual seed
label. Identify everything
that is labeled that
pertains to germination.
Conclusion:
T chart brainstorm of
advantages and
disadvantages of saving
seeds to production
Conclusion:
T chart brainstorm of
advantages and
disadvantages of saving
seeds to production
Conclusion:
Going to garden center
next class.
Conclusion:
Going to garden center
next class.
Assignment:
Seed saving notes
Assignment:
Seed saving notes
Assignment:
1-16 on page 79.
Assignment:
1-16 on page 79.
Also discuss how different
types of seeds affect
viability - some spread
their own, etc. (marigolds,
spruces, etc.)
Assignment:
Seed germination lab
Animal Science II
Semester 2 - Week 4
Ms. Petersen
Blair High School
Monday (WHITE)
Tuesday (PURPLE)
Wednesday (WHITE)
Thursday (PURPLE)
Friday (WHITE)
Class: Animal Science II
Unit: Meats
Subtopic: Beef
Wholesale/Sub-Primal Cuts
Date: 1/26/15
Class: Animal Science II
Unit: Meats
Subtopic: Beef
Wholesale/Sub-Primal Cuts
Date: 1/27/15
Class: Animal Science II
Unit: Meats
Subtopic: Retail service
Date: 1/28/15
Class: Animal Science II
Unit: Meats
Subtopic: Pork
Wholesale/Sub-Primal
Date: 1/29/15
Class: Animal Science II
Unit: Meats
Subtopic: Pork
Wholesale/Sub-Primal
Date: 1/30/15
Standard:
Standard:
Standard:
Standard:
Standard:
Objectives:
1. We can identify
wholesale and retail cuts of
beef.
2. We can list retail meat
cuts and identify the
wholesale cut that it came
from.
3. We can identify the
wholesale cuts of pork.
Objectives:
1. We can identify
wholesale and retail cuts of
beef.
2. We can list retail meat
cuts and identify the
wholesale cut that it came
from.
3. We can identify the
wholesale cuts of pork.
Objectives:
Objectives:
We can identify wholesale
and retail cuts of pork.
Objectives:
We can identify wholesale
and retail cuts of pork.
Materials:
LAPTOPS
Materials:
LAPTOPS
Materials:
Materials:
LAPTOPS
Materials:
Interest Approach:
Arby’s: We Have the Meats
Commercial
https://www.youtube.com/w
atch?v=-xm2dxy2YNg
Interest Approach:
Using beef bytes
document, do beef trivia:
http://www.beefboard.org/u
Docs/d_beef_bytes.pdf
Interest Approach:
Interest Approach:
“Pork, Be Inspired”
commercials
https://www.youtube.com/w
atch?v=t_vT54fz29U
Interest Approach:
“Pork, Be Inspired”
commercials
https://www.youtube.com/w
atch?v=t_vT54fz29U
Method/Key Steps
1. Quiz over wholesale
beef cuts.
2. Watch UNL videos for
sub-primal/retail cuts.
Students write down
distinguishing
characteristics of each.
Students take notes.
http://animalscience.unl.ed
u/CDEretailID
Method/Key Steps:
1. Quiz over wholesale
beef cuts.
2. Watch UNL videos for
sub-primal/retail cuts.
Students write down
distinguishing
characteristics of each.
Students take notes.
http://animalscience.unl.ed
u/CDEretailID
Method/Key Steps:
Trip to SuperFoods
Method/Key Steps:
1. Wholesale/retail cuts of
pork PPT. Students take
notes. Students draw
wholesale cuts on blank pig
outline.
2. Watch UNL videos for
sub-primal/retail cuts.
Students write down
distinguishing
characteristics of each.
Students take notes.
Method/Key Steps:
1. Wholesale/retail cuts of
pork PPT. Students take
notes. Students draw
wholesale cuts on blank pig
outline.
2. Watch UNL videos for
sub-primal/retail cuts.
Students write down
distinguishing
characteristics of each.
Students take notes.
3. Practice cuts using
following links:
3. Practice cuts using
following links:
http://animalscience.unl.ed
u/CDEretailID
3. Use flash cards to
review!
http://animalscience.unl.ed
u/CDEretailID
3. Use flash cards to
review!
http://aggiemeat.tamu.edu/
meat-identificationpictures/4-h-seniordivision-and-ffa-meat-cde/
http://aggiemeat.tamu.edu/
meat-identificationpictures/4-h-seniordivision-and-ffa-meat-cde/
http://aggiemeat.tamu.edu/
meat-identification-pictures/
(Link with online practice)
http://aggiemeat.tamu.edu/
meat-identification-pictures/
(Link with online practice)
http://jr079.k12.sd.us/Anim
al%20Science_files/study_
guide_meat_cut_id.htm
http://jr079.k12.sd.us/Anim
al%20Science_files/study_
guide_meat_cut_id.htm
4. Go through Pork
wholesale cuts
4. Pork wholesale cuts
Conclusion:
Going to SuperFoods next
class.
Conclusion:
Conclusion:
Conclusion:
Conclusion:
Assignment:
Assignment:
Assignment:
Ask a question.
Assignment:
Assignment: