California Career and Technical Education Standards

• ANR.C.C8.1 Know types of nutrients required by farm animals (e.g., proteins, minerals, vita...
• ANR.FS.11.0 Demonstration and Application
• ANR.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2

• Milk it does a body good! - Hooks / Set

  (10 - 15 minutes) Ask students to watch a video clip of a milk commercial and listen for the reasons milk is important. They may want to capture the information as they watch the commercial. After the commercial, elicit student responses.
  
  Ask students to close their eyes and picture a morning that their alarm clock did not go off. It is 7:52, school starts at 8:00am and you have a five minute walk to school. You rush to throw on some clothes, hoping they match. Grab your back pack and run out the door. As you are sitting in third period, you feel your stomach start to growl. You realize that in your rush to get to school you did not get to eat breakfast. Think about how you feel? (Allow 15-20 seconds for students to think) Now open your eyes and capture those feelings on your paper. Ask a few students to share their feeling. The teacher may want to ask some leading questions, such as - "Will you be able to focus on learning with your stomach growling? What is your physical state, do you have a headache, stomach ache, etc.?"
  
  Ask those students who play sports to identify themselves. Select those students to discuss the food items they eat prior to a game. How do wrestler's feel when they need to cut weight? When football players are having a team dinner before their game, what kinds of food are they eating and do they know why?
  
  The teacher may choose to integrate some information about the food guide pyramid at this point.
  
  Just as nutrients are important to people, they are also important to animals. As agriculturalists it is essential that we understand the 5 classes of nutrients and their functions.

  • Milk It does a body good video [ Watch Video ] [ Download Original Video ]
• Determine what they know - Lecture

  (2 minutes) Ask students to write their definition of nutrient on a piece of paper. The teacher may choose to collect this and assign points for student accountability. Once the majority of students have recorded an answer, elicit student responses. The actual definition can be found in the lecture materials and powerpoint.
• Direct Input - Lecture

  (15 minutes) Distribute a guided notes outline to each student . Show the powerpoint "Classes of Nutrients". During the slide show, students will capture the information they are missing in their notes. Teachers should consider chunking this information by only showing slides 1-13. 

  • Classes of Nutrients Guided Outlines [ Download ]
  • 5 Classes of Nutrients Power Point [ Download ] Slide Show for Direct Instruction
• Me-You-Us E-moment - Assessment

  (7 minutes) Use the Me, You, Us moment as a method of review about the types of essential nutrients. Use the question " What purpose does each class of nutrient serve?" as a prompt for student response. A script for this portion of the lesson follows:
  
  When I say "essential" get out a piece of paper and record your answer to this question- " What purpose does each class of nutrient serve?   "Essential" (allow time for student response)
  
  Ok, now when I say "Healthy", I want you to share what you have written with two other individuals and work together to compare and modify your answers. "Healthy" (allow time for student response)
  
  Now move on to the last portion of this activity by asking individuals or groups to share their answers with the entire class.

  • Me You Us Moment [ Download ] Me You Us e-moment description
• Nutritional Deficiencies - Other

  (5 minutes)Understanding the types of deficiencies that occur in livestock makes it easier to spot problems and create solutions. Define the term deficiency for students by explaining that it is a lack of or a shortage of something. Deficiencies can occur at any time to any animal and be devastating.
  
  Ask students to review their notes and share the symptoms of deficiencies for protein, minerals, vitamins, carbohydrates and fats.
• Whose Line is it anyway? - Demo / Modeling

  (10 minutes)Use the party host e-moment to reinforce the concepts of nutritional deficiencies. The teacher may want to show the Whose line is it anyway"  clip to help students understand how the game is played.
  
  Prepare index cards with symptoms of nutrient deficiencies. Select students or volunteers to be the guests at the party and select a party host. The party host will try to guess the guest's identity.

  • Who's Line Party Host Clip [ Watch Video ] [ Download Original Video ] Use this clip to help set up this activity. It may help the students to see what is expected during this activity.
  • Party Host E-moment [ Download ] Instructions for Party Host Moment
• Functions of Animals - Lecture

  (7 minutes) Display the nutrition power point slides 14-19. Students will complete their guided notes. Embellish this portion of the lecture with personal stories. After slide 19 I tell as story about a sow that was part of my SAE project. This sow was a week away from farrowing and came down with a "quick pneumonia". She was really struggling to breathe, so we immediately called the vet and he came right out. When he arrived, the sow had already died. We asked if the babies may still be alive, and what their chances of survival may be since they were almost to term. The vet performed a c-section on the sow to see about the piglets (this sow was very big, indicating a large litter of pigs). He carefully cut into her side and started to remove the piglets one by one. None of the 14 babies had a heartbeat. He explained to my sister and I that most likely the sow had naturally cut off the oxygen supply to the babies when she reached a certain point of distress in order to try and take in enough oxygen to support her body functions. Just like oxygen, vial nutrients are important and if a mother animal is pregnant and nutrient deficient, her body will do what it takes to sustain her life, including blocking nutrients going to the fetus.
• Mother Goose E-Moment - Projects

  (15 minutes)The mother goose moment is used to increase comprehension of subject matter. The teacher may need to provide the students with a list of nursery ryhmes and/or an example

  • Mother Goose E-Moment [ Download ] Directions for the Mother Goose E-moment
• Relate to Students - Closure

  We have discussed the five major types of nutrients, nutritional deficiencies and nutritional functions in livestock. (Call out to students to name the classes of nutrients, deficiencies and functions)_ Just as we worry about the health and nutrition of our animals, we also need to be concerned with our own nutrition and the importance of the dining decisions we make everyday. As you go through the rest of the day think about what you are eating and challenge yourself to eat the recommended daily allowances of items in the food guide pyramid