grades 2 3 - alberta beef review & field ... as easy as possible and to pass along the most...

2-WayTrans

port

Feedlot

Learning & Teaching R�ource2 & 3

42

www.albertabeef.org

GRADES

ExploreBeef_2-3_Sep16.indd 1 11/12/09 4:13 PM

Acknowledgments

Development & Writing

Patricia Shields-Ramsay & Doug Ramsay InPraxis Learning Systems

Design, Illustrations & Layout

Perry Shulak & Ansun Yan Critical Fusion Incorporated

Editing

Virginia Durksen Visible Ink Incorporated

Teacher Review & Field Test

Margo Cahn Edmonton

Brandy Chipeniuk Edmonton Public Schools

Yvette Christoffel Nicole Lamoureux Edmonton Catholic Schools

Lise Decottignies Calgary Board of Education

Marcia Tyerman Sherwood Park

Alberta Beef Producers Review

Judy McKnight Beef Producer

Judy Fenton Beef Producer

Chuck Gronenveld Beef Producer

Barb Sweetland Promotions Manager

Lindsey Metheral Program Coordinator

From Alberta Beef Producers

Alberta’s beef producers take tremendous pride and care in what they do and how

they do it. Their values have stood the test of time and are reflected in how they treat

the land, their livestock and the excellent product they produce. Alberta beef is, indeed,

raised right.

Alberta Beef Producers encourages teachers to use this resource to make teaching beef

as easy as possible and to pass along the most pertinent and up-to-date information on

the cattle industry.

Copy and Share

These curriculum-based resources are meant to be shared. Please copy the resources

that you want and then pass the information along to anyone else who will find it

useful. Thank you.


i

Explore a World of BeefLearning and Teaching Resource

Introduction ................................................................................................. 1

How to Use this Resource

Explore a World of Beef Map and Passport Learning Pages ................... 2

Differentiate ............................................................................................... 2

Prepare ........................................................................................................ 3

Assess .......................................................................................................... 4

Inquiry One: In what ways do people depend on the environment for working and living?

Learning Outcomes .................................................................................... 7

Teach and Learn .......................................................................................... 8

Student Resources ...................................................................................... 13

Inquiry Two: What do living things need to grow?

Learning Outcomes .................................................................................... 19

Teach and Learn ......................................................................................... 20

Student Resources ...................................................................................... 23

Appendix: Background Information ........................................................... 26

Take the Cow Club Challenge!

Grades 2 & 3

Table of Contents


ii

Explore a World of Beef

Take the Cow Club Challenge!Students are encouraged to synthesize and apply their learning by taking the Cow Club Challenge, provided on the Alberta Beef Producers’ website at www.albertabeef.org.

To take the Cow Club Challenge:

• GotoAlbertaBeefProducers’website.Downloadfreelessons,activities and resources. All classrooms that complete the lessons will be eligible to enter the Cow Club Challenge!

• WorkwithyourstudentstocompletetheCowClubChallenge.Follow the instructions on the website to submit your students’ projects by the deadline, which is June 1st of each school year.

• ThewinningclassroomwillreceiveaprizeprovidedbyAlberta Beef!Thegrandprizeforeachschoolyearislistedon www.albertabeef.org. Additional information is provided on the back cover of this resource.

COW CLUB MEMBER

COW CLUB MEMBER


1

IntroductionOver the course of the school year and across different subject areas, students explore topics and concepts that are connected in one way or another to agriculture. The food production system and its implications for nutritional health and well being, rural communities and ways of life, the use of resources and industries that produce, move and trade products are aspects of daily lives that have their roots in agriculture and have relevance and meaning for students.

For generations, Canadians have had access to a nutritious, safe and affordable food supply as well as a plethora of consumer by-products. These products begin on Alberta’s farms and ranches and are a result of the vitality and importance of agriculture. The range of activities associated with agricultural industries include food production, research, transportation infrastructure, government policies and sound environmental practices.

Explore a World of Beef encouragesstudents to “journey” through some of these concepts in the context of beef production and consumption – an important aspect of Alberta’s economic and social realities.

Explore a World of Beef provides an integrated mini-unit that centres on the impact of agriculture, specifically the impact that beef production has on ways and quality of life. These resources are designed to support specific learning outcomes in Alberta’s Kindergarten to Grade 5 Social Studies, Science and Health & Life Skills programs of study. Many activities also reinforce skills in Language Arts and Mathematics.

C o m p o n e n t s

The Explore a World of Beef series consists of the following components:

• ExploreaWorldofBeefKindergarten&Grade1 TeachingandLearningResource&Passport LearningPages

• Explore a World of Beef Grades 2 & 3 Teaching and Learning Resource & Passport Learning Pages

∑• Explore a World of Beef Map and Mini-Poster for Kindergarten to Grade 3

• ExploreaWorldofBeef Grade4Teachingand LearningResource&PassportLearningPages

• ExploreaWorldofBeef Grade5Teachingand LearningResource&PassportLearningPages

• ExploreaWorldofBeefMapforGrades4&5

Introduction

TIP: Please use caution with students who are not ready to make the connection that beef comes from cattle. Alternatively, explain that beef tastes good and contains 14 essential nutrients. Use the Explore a World of Beef Mini-Poster, developed for Kindergarten to Grade 1 but suitable for all grade levels.


2


Explore a World of Beef Map and Passport Learning Pages

The teaching and learning activities in this resource are supported by the Explore a World of Beef Map, Mini-Poster and Passport Learning Pages. The Passport Learning Pages provide suggestions and active learning strategies to reinforce, connect, extend and focus learning on cattle and beef production in Alberta communities, beef as a nutritious food choice and the many cattle by-products that are part of people’s daily lives. Vocabulary terms and concepts that are important to the activities are highlighted in bold print. Each inquiry includes suggestions for integrating the Map, Mini-Poster and Passport Learning Pages into the learning process.

The Explore a World of Beef Map, Mini-Poster and Passport Learning Pages can be used in one or more of the following ways:

• DisplaythePDFversionoftheMaporMini-PosterandPassportLearning Pages on a Smartboard.

• ProvidesmallgroupsofstudentswithagroupcopyoftheMaporMini- Poster and the Passport Learning Pages.

• WorkwiththeclassincircletimeusingaprintcopyoftheMaporMini- Poster and individual Passport Learning Pages.

• ProvidetheMaporMini-PosterandPassportLearningPagesasalearning centre activity.

Differentiate

Suggestions for meeting the different learning needs of students are provided in the Differentiate feature. These suggestions include approaches that can be used to meet different grade level learning outcomes.

How to Use this ResourceThis Explore a World of Beef Grades 2 and 3 Teaching and Learning Resource encourages students to explore and build

Through the inquiry questions, students develop understandings of four “big ideas.”

• UsingandProtectingthe Environment

• ExploringRuralWays of Life

• UsingResources

• GrowingandChanging

understandings through two main inquiry questions, which provide the focus for learning:

• Inwhatwaysdopeopledependontheenvironment for working and living?

• Whatdolivingthingsneedtogrow?

Teaching and learning activities provide students with the opportunity to learn more about the cattle and beef production industry in a context that is curriculum-relevant and connected to their daily lives.


3

Prepare

• Reviewtheteachingandlearningactivitiesthatfollow and select or adapt those that best meet the needs of your students.

• PreparetheExplore a World of Beef Passport Learning Pages for students. These passports are designed to be photocopied and stapled for student use.

• Startapicturecollectionofvisuals,photographsand illustrations that represent urban and rural communities, cattle ranches, beef production and products and cattle by-products. A number of cattle by-products are identified throughout the Explore a World of Beef resources.

• PreviewthevideosaboutAlbertacattleranchersat www.raisedright.ca. Discussion questions are suggested in the first inquiry.

• Findexamplesofglobalcommunitiesthatdependoncattle ranching and farming to share with Grade 3 students.

• Startacollectionofgroceryflyerswithillustrationsof nutritious food choices from all four food groups from Eating Well with Canada’s Food Guide.

• Someoftheactivitieswillrequirestudentstousethe following materials:

o Chart paper

o Glue sticks and scissors

o Dice or spinners (students can make their own spinners)

o An atlas or Internet map of the world (Passport Learning Pages activity)

o A digital camera (optional).

Introduction

It is important to note that cattle are raised to provide food for people. They are not pets. Consider ways to address questions that students may have:

• Intheactivitiesthatstudentsdo, ensure that time is provided to discuss the differences between raising animals and plants for human consumption and those kept as pets.

• Discusswaystorespectthechoices that people make about different food sources. For example, people from some cultures consume foods that other cultures may not find appealing.

•Explorethewaysthatpeople who raise animals for human consumption can ensure that the animals are well cared for and respected for their importance in providing nutritious and safe food sources.

BackgroundinformationoncattleranchingandbeefproductionisprovidedintheAppendixofthisresource,onpages26to34. Thebackgroundinformationprovidesadditionalsupportforimplementingthelearningactivitiesthroughoutthisresource.

AdditionalinformationandresourcesonEatingWellwithCanada’sFoodGuidecanbefoundontheHealthCanadawebsiteat www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php.Thereareanumberofwebsitesthatprovideclipartofdifferenttypesoffoods.Forexample,avarietyofillustrationscanbefoundat www.freeclipartpictures.com.


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Assess

The assessment checklists that follow can be used to assess students’ understandings and skill development as they engage in the learning activities in each inquiry. These checklists reflect learning outcomes from the Alberta Social Studies, Science and Health & Life Skills programs of study. The criteria statements in each checklist also reinforce general skills and processes from the Language Arts program of study. These checklists can be applied in a number of different contexts:

• Thecriteriastatementscanprovideabasisfordiagnostic,formativeand summative assessment of students.

• AllspecificlearningoutcomesfromAlbertaprogramsofstudy identified in each inquiry correlate to the checklists provided in this resource. Knowledge and Understanding outcomes are identified at the beginning of each inquiry. Although Skills and Processes learning outcomes are not indicated in the curriculum charts in each inquiry, many are addressed by the criteria statements in each checklist.

• Criteriastatementscanberecombinedandreorganizedtocreatefocused checklists or rubrics to evaluate student attainment of specific outcomes.

• Criteriastatementscanbeusedasastartingpointoraguidelinefor students to create their own checklists or rubrics with guidance from the teacher.

• Thecriteriastatementscanbeusedtocommunicatestudentlearning to parents.

• Thechecklistscanbephotocopiedforeachstudent,andtheirlearning progress tracked as they complete each inquiry. Alternatively, checklists can be selected as an area of assessment focus and used specifically to monitor and record student growth.


5

Introduction

Learning Criteria Yes Often Somewhat Not yet

Identifies and describes the physical characteristics of a rural community

Describes ways people use natural resources

Makes connections between human activities or industries and the physical characteristics of a community

Describes a range of goods and services that contribute to ways of life

Describes what living things need to meet their needs and grow

Applies guidelines from Eating Wellwith Canada’s Food Guide to plan a snack or meal

Checklist 1: Building Understanding


Finds and combines information and examples from more than one source

Sorts ideas into groups to make comparisons

Uses graphic organizers to organize ideas and information

Draws conclusions from organized information

Checklist 2: Researching and Creating


6



Shares ideas and learning about rural communities with others

Provides examples to support ideas and opinions

Creates visual images to support ideas and share with others

Checklist 3: Expressing and Sharing


Contributes ideas to group activities and encourages contributions from others

Works effectively in groups by fulfilling responsibilities and completing tasks

Checklist 4: Working Together


7

inquiry ONE

In what ways do people depend on the environment for working and living?

The first inquiry encourages students to explore the connections between geographic features and ways of life in rural communities, specifically those involved with cattle ranching. Students also develop understandings of economic factors and the products that come from the beef production industry.

Learning Outcomes

The following learning outcomes from Alberta programs of study are supported by the activities in this inquiry. A variety of Social Studies and Science skills can also be developed and reinforced, depending on the activities selected.

Inquiry ONE

Social Studies

2.1.2 Investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting the following questions for inquiry:

• Whatgeographicfactorsdeterminetheestablishment of each community (e.g., soil, water and climate)? (LPP, TCC)

• Howdoesthephysicalgeographyofeachcommunity shape its identity? (CC, I)

2.1.4 Investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following questions for inquiry:

• Whatkindsofnaturalresourcesexistinthe communities (e.g., fishing, agriculture, mining)? (ER, LPP)

• Whataretheoccupationsineachofthe communities? (ER)

• Whatkindsofgoodsandservicesareavailablein the communities? (ER)

• Whatimpactdoesindustryhaveonthe communities (i.e., agriculture, manufacturing)? (ER, LPP)

Social Studies

3.1.3 Examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

• Inwhatwaysdothepeopleinthecommunities depend on, adapt to and change the environment in which they live and work? (ER, LPP)

• Inwhatwaysdothecommunitiesshowconcern for their natural environment? (GC, LPP)

• Howdoesthephysicalgeographyinfluence the human activities in the communities (e.g., availability of water, climate)? (CC, LPP)

3.1.4 Examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

• Whatarethemaingoodsandservicesproduced by the communities studied (i.e., agricultural activities, manufacturing activities)? (ER, GC)

• Whatgoodsandservicesdothecommunities import from and export to other parts of the world? (ER, GC)

Grade 2 Grade 3

Big Ideas in this Inquiry

• UsingtheEnvironment

• ExploringRuralWays of Life

• UsingResources


8


Teach and Learn

environment wheelSocialStudies

Write the following words on the board:

• Prairie

• Hills

• Soil

• Stream

• Forest

• Grass.

Ask students to share what they know about each and what these words have in common. Then, invite students to identify geographic characteristics of communities they have lived in or learned about. How do these geographic characteristics affect what people do? (Encourage students to discuss how these characteristics of the environment affect the ways communities develop and what people who live in them do.)

Provide students with Student Resource 1: Environment Wheel (p. 13) and ask them to complete the sentence stems in each spoke of the wheel. Encourage students to add some of their own illustrations to support their sentences.

Invite students to share their environment wheels with each other and compare their responses. Then, ask the class to discuss questions such as the following:

• Howdoyouthinktheenvironmentinaprairiecommunity affects what people do?

• Whatkindofenvironmentalfactorswouldcattleranchers need? Why?

Big Idea: USING AND PROTECTING THE ENVIRONMENT

This big idea focuses on the concept of environment and encourages students to explore how physical geography influences agricultural communities involved in beef production.

As students discuss different geographic characteristics, have them first create quick sketches to illustrate their understanding of each concept. Then, share and discuss illustrations and ideas with the class to reinforce concepts.

Grade 2 students can be asked to review the geographic characteristics of Canadian communities they are studying. Place circles with the names of these communities on the board or Smartboard. As each community’s characteristics are reviewed, list them in the circles.

Grade 3 students can be asked to create two environment wheels – one that identifies and illustrates global communities that have these geographic characteristics and the second that identifies and illustrates Alberta communities with which they are familiar. Ask students to explore and discuss comparisons.

To extend learning for Grade 3 students, encourage them to find out whether cattle ranching and beef production are important activities in any of the global communities they are studying.

Differentiate

Beefproductionreferstocattleranchersandfeedlotoperators.


9

Inquiry ONE

care and concern wallSocialStudies

Create a Care and Concern Wall in the classroom, usingbulletin board space or poster paper, on which students share ideas about what people should do to demonstrate their concern for their communities and the environment. If classroom space is limited, have students create personal posters.

Invite students to work with a partner to complete illustrated “I Can…” word art statements that reflect what they can do personally to look after their communities and environments. Add the illustrated “I Can…” word art statements to the Care and Concern Wall or to the personal posters.

Encourage students to compare environmental practices across Canadian and global communities, including those used in industries other than agriculture. With the class, discuss questions such as the following:

• Whyisitimportanttothinkaboutenvironmentalfactors, such as steams or natural grass lands, when they are used for an activity such as agriculture?

• Howshouldfarmersandrancherslookafterthe environment?

Explore a World of Beef Map

Use the Explore a World of Beef Map to explore and discuss ways that cattle ranchers also demonstrate their concern for the environment. Have students create “Cattle Ranchers Can…” statements to indicate how cattle ranchers can consider and protect the environment.

Cattleranchesrepresentsomeofthestrongestandhealthiest ecosystemsintheworld.Theyarecompatiblewithmanywildlife,landscapesandhabitats.

Cattleuselandthatisnot suitableforgrowingcrops becauseitistoodry,wet, rocky,coldorhilly.Keepingthislandasgrasslandisgoodforthesoilandwaterquality.Cattleare ruminantanimalsandhavefour stomachs,whichenablesthem toconvertcoarsevegetation intohighqualityprotein. Cattlealsoproducemanure, whichisanaturalfertilizerfor growingcrops.

Feedinggraintocattledoesnotdepriveanyoneofanadequatediet.Cattlearetypicallyonlyfedgrainforashortperiodtoproducemoretenderandflavourfulbeef.Muchofthegraineatenbycattleiscoarsegrainthatcannotbeusedforhumanconsumption.

Consider student needs by choosing alternative grouping arrangements, such as:

• Groupingstudentswhounderstandconceptsrelatedtocareofthe environment into independent small groups to brainstorm ideas and create their “I Can…” illustrations or word art

• Organizingstudentlearningbuddiesorparenthelptosupport students as they create their illustrations or word art.

Provide options for students to develop a role play or demonstration of their “I Can...” statements.

Differentiate


10


comic strip or role playSocialStudies

As a class, watch the videos about Alberta cattle ranchers at www.raisedright.ca. Prepare some pre- and post-discussion questions you might ask students. These discussion questions can include:

• Whatdoyouknowaboutwaysoflifeonaranchorfarm?

• Thesevideosshareperspectivesfromcattleranchers.Whatdoyouthink you will see and hear?

• Howareyourwaysoflifesimilartoordifferentfromthewaysoflifeof these ranchers?

• Whattypesofactivitiesdocattleranchersdo?

• Howmighttheseactivitiesbesimilartoordifferentfromtheactivities people in other communities (Canadian or global) do?

• Whatfeelingsdotheseranchershaveaboutwhattheydotomake a living?

Big Idea: EXPLORING RURAL WAYS OF LIFE

This big idea focuses on building understandings of human activity, specifically those that are part of agriculture and beef production. Students make connections between the activities involved in raising cattle and their economic effects.

Introduce students to the Explore a World of Beef Map and Passport Learning Pages. Ask students to share what they see when they first look at the Map. Write the focus question, How do communities use and protect the environment? on the board or a Smartboard. Work with students to find and discuss examples of different geographic characteristics they see on the Map. Explore the focus question in more depth by using one of the sharing or grouping strategies provided on page 2.

Invite students to complete the activities on pages 1-4 of the Explore a World of Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

Passport Learning Pages: Activity One


11

Encourage students to consult the Explore a World of Beef Map and identify activities and occupations that are associated with the beef production industry.

Inquiry ONE

ThestoriesinthestudentresourceareadaptedfromProfilesontheAlbertaBeefMagazinewebsiteat www.albertabeef.ca/profiles/.AdditionalstoriesaboutfamiliesandindividualswhofarmandranchinAlbertacanbefoundonthissite.

Organize students into pairs and provide them with Student Resource 2: Ways of Life (pp. 14-16). Have them use a paired reading strategy to respond to the questions on the student resource.

Ask students to create a comic strip or plan a role play that describes one aspect of the beef production cycle. (Encourage students to create their comic strip to illustrate the activities of ranchers, feedlot operators, cattle inspectors, store owners or consumers. In a role play, encourage students to create a dialogue or pantomime that shows activities.)

Producing and Growing

• Raisingcattleonranchesorfarms

• Growingcropsorpurchasinggrain tofeedtheanimals

• Transportingandsellingcalves orcattle,usuallyatanauction market

• Feedingthecalvesinafeedlot

Beef Processing

• Inspectingthe animals

Retail

• Sellingbeefand by-productsConsumers

• Buyingandeatingbeef

• Buyingandusingthe by-products

After students share their comic strips or present their role plays, ask them to reflect on and respond to the following question:

• Howdotheactivitiesinvolvedinbeefproductionconnectto your lives? (Encourage students to think about what beef producers contribute. Rural students may have personal experiences or comparisons to share and urban students can be encouraged to consider how the jobs of beef producers may be similar to jobs they and their families do. The beef production industry makes products that they depend upon. Urban students can also be encouraged to make comparisons to their own activities.)

Write the focus question, How are ways of life in some rural Alberta communities affected by the beef production industry? on the board or a Smartboard. Explore the focus question in more depth by using one of the sharing or grouping strategies provided on page 2.


Passport Learning Pages: Activity Two



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Big Idea: USING RESOURCES

This big idea focuses on agriculture as both a resource and a human activity that provides goods and services. By-products from the beef production industry provide a number of different products that people use every day.

product gameSocialStudies

Ask students to brainstorm the names of products they depend on every day. Prompt students by suggesting different categories, such as food, personal care, clothing, medicine or vitamins, household items and school supplies. Brainstorm these or other categories together.

Ask students to share what they know or predict some examples of products they think come from cattle. Encourage students to consider products other than foods. Tell students that products other than beef are called by-products.

Provide students with Student Resource 3: Products and By-Products (pp. 17-18) and ask them to create their own “Product Cards,” using the template provided. For additional information on cattle by-products, see pages 30 to 31 in the Appendix.

Have students use the game board included in the student resource to illustrate their own game, modeled on Snakes and Ladders. After they have time to play their games, invite students to talk about what they learned about the range of products that come from cattle.


Encourage students to consult the Explore a World of Beef Map for examples of food products and cattle by-products. All of the product examples provided on the Map come from cattle.

Snakes and Laddersisaboardgameinwhichplayersrolladieorspinawheeltomovespacesalongtheboard.Theyfollowinstructionsfoundonthespaceinwhichtheyland.Iftheylandona“snake”theymustslidedowntheboard.Iftheylandona“ladder,”theycanclimbuptheboard.Thefirstplayertoreachthefinishsquarewinsthegame.

Inthisversion,studentsareaskedtocreatetheirownboardsbyplacingproductcardsandinstructioncardsonthegameboard.Theymustmakesuretheproductcardsmatchtheinstructioncards.

Provide support for students who may need help in creating the product cards and the game board. Have parent volunteers, learning buddies or older students work with students to discuss and sort the product cards and place them on the game board squares.

Differentiate

Write the focus question, What products and jobs come from the beef production industry? on the board or a Smartboard. Explore the focus question in more depth by using one of the sharing or grouping strategies provided on page 2.


Passport Learning Pages: Activity Three


13

Student Resource

Student Resource 1

Environment Wheel

A prairie is like

.

Hills can affect

.

A stream can provide

.

Grass is an example of

.

A forest can be used for

.

Soil is important because

.


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Student Resource 2

Ways of Life

Kendra Brewin

Kendra Brewin’s family moved from Calgary to an acreage near Strathmore when she was 11 years old. At first, she missed the city and her friends. Then, she started raising chickens and showing cattle. Kendra helped with chores so that she could buy feed for her cattle.

Kendra says, “I was a city girl. Now, I’d rather spend afternoons doing cattle chores and being outside.”

The Brewin family has a small herd of 30 cows. They have Maine-Anjou/ Angus cows and Tarentaise bulls. These are different breeds, or types, of cattle. Some of the cattle herd belong to Kendra.

Kendra is now in university. She wants to find a job that lets her live in the country and keep raising cattle.

The Kolk Family

Albert Kolk came to Canada in 1952 from Holland. His family were farm workers in Holland. After he worked on different farms and ranches in Alberta, he bought his own farm near Picture Butte. He and his family raised chickens, pigs, beef and dairy cows. They also grew sugar beets in a large garden.


15

Student Resource

As the farm grew, the family bought more land and built their own feedlot, a place where cattle are fed before they are sent to the market.

The Kolk family worked hard to care for and improve the dry land. They used irrigation and used cattle manure to fertilize the land. The six Kolk children were expected to drive a tractor, milk the dairy cows and do any chores that helped the family build a good quality of life. In return, the children earned their own cows and were given responsibility for a small piece of land.

Leighten Kolk looks after the cattle herd on the large farm. He says, “It is important to allow the children to make decisions and have a say.”

Every one of Albert Kolk’s grandchildren has spent a summer on the farm, checking the cattle and feeding in the feedlot. Another brother looks after the grain they grow to feed the cattle.

From Gate to Plate

When you travel on the road or highway and see cattle grazing in a pasture, you are probably seeing a cattle ranch in action. Calves are born and raised on ranches. The people who work on these ranches and own the cattle are called beef producers.

The ranchers have the job of caring for the cattle and the land every day. There are other people who work in the beef industry as well.

Cattle ranchers take care of the cattle herd and raise baby calves. Calves weigh about 36 kilograms when they are born. They drink milk produced by their mothers, who are called cows.

Once the calves reach a weight of about 230 kilograms, they are often sold to a feedlot. Often cattle are sold in an auction market. Cattle ranchers also have to grow crops or purchase grain to feed the cattle.

A feedlot is a place that buys calves and puts them on a healthy diet. Many feedlots in Alberta use barley to feed their cattle. This produces tender beef. When the cattle reach about 525 kilograms, they are ready to be processed into beef.


16


A processing or packing plant prepares the beef by packaging it into different products. These products can include hamburger, steak, ribs and roasts. All meat is inspected to make sure it is safe. The beef and by-products are sold to stores, who then sell these products to consumers. Over 95% of the animal is used.

Consumers, or people who buy products, use the beef or by-products as part of their daily lives. It can take about two years for cattle to reach your plate as beef!

Create a comic strip or plan a role play. Use at least three of the boxes below or make your own.

• Ifyoucreateacomicstrip,drawthreeofthestepsittakesfor cattle to go from the rancher’s gate to your plate!

• Ifyouplanaroleplay,drawwhatyouwillactandsaytoshow one of the steps involved in beef production.


17

Student ResourceInquiry TWO

Student Resource 3

Products and By-Products

Finish

Roll again

Miss a turn

Roll again

Roll again

Miss a turn

Miss a turn

Start Roll again


18


Create your own board by following these instructions:

• PicksixProductCards.Decidewheretoplacethemontheboard.

• PicksixInstructionCards.Placeatleastsixofthemonthegame board. Make sure the Instruction Cards match the products you pick to add to the board.

• Usediceormakeaspinner.Makeamarker.Playthegamewith a partner!

Product Cards

paint

crayon

crayon

crayoncrayon

Glue

Bandages

Go to a beef food product








Go to a beef by-product

that you can wear


that you can wear


that you can use at school


that you can use at school


can be used to play a

game


can be used to play a

game


that is used to travel


that is used to travel

Go to a beef by-product that is used for health

Go to a beef by-product that is used for health


that is edible


that is edible


that could be used to clean


that could be used to clean

Go to a beef by-product that you

could find in a house

Go to a beef by-product that you

could find in a house

Instruction Cards


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inquiry TWO

What do living things need to grow?

In the second inquiry, students explore the growth cycle and needs of cattle as well as their own nutritional needs as they develop and grow. Students build understandings of the importance of making nutritious choices for snacks and meals and examine what beef provides as a nutritional food choice.

Learning Outcomes

The following learning outcomes from Alberta programs of study are supported by the activities in this inquiry. A variety of Science skills can also be developed and reinforced, depending on the activities selected.

Inquiry TWO

Science

Topic A: Exploring Liquids

2–5 Describe some properties of water and other liquids, and recognize the importance of water to living and nonliving things.

Heath & Life Skills

W–2.5 Classify foods according to Canada’s Food Guide, and apply knowledge of food groups to plan for appropriate snacks and meals

Science

Topic E: Animal Life Cycles

3–10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments.

3–11 Identify requirements for animal care.

2. Observe and describe the growth and development of at least one living animal, as the animal develops from early to more advanced stages.

6. Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and space.

10. Demonstrate knowledge of the needs of animals studied, and demonstrate skills for their care.

Health & Life Skills

W–2.5 Classify foods according to Canada’s Food Guide, and apply knowledge of food groups to plan for appropriate snacks and meals

W–3.5 Apply guidelines from Canada’s Food Guide to individual nutritional circumstances; e.g., active children eat/drink more

W–3.3 Examine that individuals grow through similar stages of development at different rates and at different times

Grade 2 Grade 3

Big Idea in this Inquiry

• GrowingandChanging


20


a life cycleScience

Ask students to describe what will happen as they grow and develop. Encourage students to consider what will change as they grow. Work together to complete a class chart like the one below:

These physical characteristics will stay the same through my whole life.

These physical characteristics will change as I grow.

Provide students with Student Resource 4: Cattle Life Cycle (pp. 23-24) and ask them to work with a partner to create the same chart for cattle. This chart is included in the student resource.

These physical characteristics will stay the same as cattle grow and develop.

These physical characteristics will change as cattle grow and develop.

Big Idea: Growing and Changing

This big idea focuses on the concept of growth and asks students to compare the needs of cattle as they are raised and their own nutritional needs for healthy growth and development.

Teach and Learn

Depending on the learning support that individual students need to complete the activity on the student resource, organize them to work with a partner, a small group, with a learning buddy or individually.

DifferentiateAfter completing the charts, discuss the following questions with students:

• Whatdoweneedaswegrowanddevelop?(Encourage students to consider physical needs, such as nutritious foods, water and shelter, as well as emotional needs, such as a safe and caring environment in which to grow.)

• Whatdocattleneedastheygrowanddevelop?(Cattle also need food that meets their nutritional needs, such as grass and barley, shelter, water and sometimes medical attention.)

• Doeseveryonegrowatthesametime?Why?(Point out that everyone does not grow at the same rate and that growth can depend on our body characteristics, the nutrients we get as we develop and our activities.)

• Doallcattlegrowatthesamerate?Why?(Beef producers work to raise cattle to be the proper weight to bring them to market. However, animals can also grow at different rates.)


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Inquiry TWO

weigh scale postersScience

Ask students to use the Explore a World of Beef poster tofind and discuss examples and information about cattle at different stages of growth. Create a poster with two balance weigh scales and display it on a bulletin board or Smartboard. On one side of each weigh scale, place a picture and record the weight of a calf and of a market-ready steer:

• Acalfweighsabout36kilogramswhenitisborn.

• Amarket-readysteerweighsabout525kilograms.

Ask students to predict how many students it would take to equal each weight. Then, weigh each student and record the total weight of students in the class. Have students figure out how many of them it would take to equal the weight of a calf and a market-ready steer. (If the total does not equal 525 kilograms, ask students from another classroom to weigh in!)

Photograph the group of students that represent each weight or record a list of names and place the photograph or list on the other side of the weigh scale. Ask students to revisit their predictions!

Work with students who need additional practice with addition skills before completing the “weigh in” activity.

Differentiate

StudentsCattle

Write the focus question, How do beef cattle grow and develop? on the board or a Smartboard. Explore the focus question in more depth by using one of the sharing or grouping strategies provided on page 2.

Discuss why cattle are raised for food and other by-products. Tell students that over 95% of the beef animal is used and not wasted. Why should cattle and other animals that provide sources of food not be thought of as pets? (Animals raised for production are not the same as those raised for pleasure. There are many factors that influence the perception of animals that are acceptable to eat for food and those that are not. These factors can include cultural beliefs, religion, values, taste preferences, availability of food, historical and current human behaviour. Common behaviour in Canada accepts cattle as food. Meat is an important part of a nutritious diet and beef contains 14 essential nutrients. Millions of by-products are made from animals, including clothing, cosmetics and sports equipment. Cattle production contributes to the economy, to healthy bodies and to daily human activities.)


Passport Learning Pages: Activity Four


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shop for a mealScience,Health&LifeSkills

Provide students with a collection of grocery flyers. Have them cut out pictures of nutritious food choices that can be used to make up a balanced meal. Prepare class posters for each food group, with samples of food illustrations on each poster.

Provide students with Student Resource 5: Fill a Nutritious Grocery Cart (p. 25) and ask them to choose from each food group to create a nutritious meal. Use a carousel sharing strategy to have students “shop” from each poster to fill their grocery cart. Tell students that they must make sure they choose at least two foods from each food group from Eating Well with Canada’s Food Guide:

• MilkandAlternatives

• VegetablesandFruits

• MeatsandAlternatives

• GrainProducts.

Ask students to share their filled grocery carts with a partner or in a small group. As a class, discuss the Fast Facts on the student resource. Ask students to share what they have learned about the importance of a nutritious diet.

InaCarousel Sharingstrategy,groupsvisitstationsorposterstoeachcontributetheirideastodifferenttopicsorfocusquestions.Eachgroupisgivenanequalamountoftimeateachstationorposterandthenaskedtomoveontothenextone.

Write the focus question, What nutritious food choices come from beef cattle? on the board or a Smartboard. Explore the focus question in more depth by using one of the sharing or grouping strategies provided on page 2.

Ask students to categorize food related by-products learned about in Inquiry One. To which food groups do these products belong?

Invite students to complete the activities on pages 16-17of the Explore a World of Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

Passport Learning Pages: Activity Five


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Student Resource

Student Resource 4

Cattle Life CycleThere are many cattle ranches across Alberta. Many of these are small family ranches.

A cattle herd is made up of calves, heifers, cows, bulls and steers. Calves are baby animals. Cows and heifers are female cattle. Steers and bulls are male cattle. A cow usually has one calf every year.

Calves weigh about 36 kilograms when they are born. They are ready for market when they weigh about 525 kilograms. This takes about two years.

On these ranches, cattle are raised with care. Trees, windbreaks and barns protect the cattle from snow, wind, rain and the sun. Cattle can live outside all year long. In the winter, their hair grows longer. This protects them from cold temperatures. In the summer, their hair helps to keep them cool.

Fast Fact

Alberta has over 2 million beef cows. This is the most of any province in Canada.

Fast Fact

Cattle eat grass by wrapping their tongues around the grass and pulling it into their mouths.


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These physical characteristics will stay the same through the whole life of the beef animal.

These physical characteristics will change when the beef animal grows.

1.

2.

3.

1.

2.

3.


25

Student Resource

Student Resource 5

Fill a Healthy Grocery Cart

Fast Fact

Cattle are raised to provide food for people. They are not pets.

Fast Fact

Beef comes from cattle and provides us with protein and vitamins. Protein helps build muscles, fight infections and heal body tissues.

Fast Fact

There are many healthy ways to prepare beef to eat! A lean beef burger is packed with nutrients like protein, zinc and iron!

Fast Fact

Beef provides important vitamins.

• Zinctoboostimmunity.

• VitaminsB12andB6togrow and build your body.

• VitaminDtohelpbuild strong teeth and bones.

• Irontohelpwithlearning and concentration.

Fast Fact

Beef has 14 nutrients.


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appendix:BACKGROUND INFORMATIONThe Cattle Industry in Alberta

The Alberta cattle industry began in the late 1800s with English and American settlers discovering the many advantages that make Alberta an ideal location to raise cattle. These frontier producers found ways to prosper in the Canadian climate by using progressive management practices and by being early adaptors of technology.

With nearly five and a half million head of cattle, Alberta is the largest cattle producing province in Canada and has the fourth largest cattle herd of all provinces or states in North America, just behind Texas, Kansas and Nebraska. Alberta is one of the world’s most successful beef exporters, shipping a yearly average of $1 billion of beef all over the globe. Of Alberta’s estimated 2004 beef production, 12% was sold within the province, 50% to other provinces, 30% to the United States and 8% to other countries. These countries included Japan, South Korea, Mexico, Russia, Taiwan and Hong Kong.

Production Statistics

• 59%(31774)ofAlbertafarmshavebeefcattle

• Albertacattleandcalfnumbers–5930000head(39%ofCanadiantotal)

• Canadacattleandcalves–15083000

• Albertahas2345000breedingbeefcowsandheifers(39%of Canadian total)

• Albertafeedsover2230000cattleeachyearwithtotalannualbeef production of over 809 000 tonnes

• Albertaaverages74beefcowspercattlefarm

• Albertahas21067486hectaresoffarmland

• 32%ofallAlbertafarmlandisnaturallandforpasture

• 11%ofallAlbertafarmlandistameorseededpastureland

• Albertafederalandprovincialinspectedplantsprocessed2640000 head of cattle or roughly 67% of Canadian total in 2004 – a 28% increase from 2003


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appendix: BACKGROUND INFORMATION

Contribution to the Economy

Beef cattle production is Alberta’s largest agricultural sector, providing $2.6 billion in farm cash receipts annually or 32% of Alberta’s farm production income.

Canadian Fed Cattle Production 2006

Cattle Production

Cow/calf operations are the starting point for commercial beef production. There are 2 230 000 breeding beef cows and heifers in Alberta, 39% of the Canadian total. Cattle are raised to provide food for people. They are not pets.

Cow/calf production is based on an annual schedule, with mother cows usually producing one calf per year. Heifers typically produce their first calf at two years of age. Traditionally, most cow and calf producers in Alberta breed their animals in June, July or August so that calving occurs nine months later, in February, March or April of the following year. This can vary, as some producers prefer fall calving.

Canfax 2006

Statistics Canada January 2007

Alberta66.9%

Ontario19.9%Saskatchewan/

Manitoba/British Columbia

10.1%

Quebec/Atlantic3.1%

BC5%

250 500 head

AB40%

1.99 mil. head

SK30%

1.48 mil. head

MB12%

622 500 head ON

8% 381 000

head

QC4%

213 000 head Atlantic

Provinces1%

60 200 head

Canadian Beef Cow Herd 2007

AdditionalinformationoncattleproductioncanbefoundontheAlbertaBeefProducerswebsiteatwww.albertabeef.org.


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Cows and calves graze pasture during the spring, summer and fall. In typical operations, calves are weaned from cows in the fall, from September to November, when they reach a weight of about 230 kilograms.

Successful cow/calf production depends on animals receiving proper care and nutrition. Producers ensure their breeding females are maintained on a nutritional program with enough nutrients for the cow to give birth to a strong, healthy calf, supply milk to the calf and be in condition to rebreed about 80 to 85 days after calving.

Backgrounding (Feeding Weaned Calves)

At least half of the weaned calves produced in Alberta each year are “backgrounded” before they are placed on a feedlot finishing program. Backgrounding is the process of feeding younger, weaned calves a high forage diet, either in a feedlot or on pasture to increase their weight to about 340 kilograms. Once these cattle reach the desired weight, they move to the finishing phase.

Feedlot Finishing

Historically, cattle were “finished,” or raised for market, in small farm feedlots. A feedlot is any animal feeding operation that is used to bring cattle to a desirable weight for the market. Today, specialized cattle feedlots feed most of the province’s cattle to market weight. Alberta’s natural resources and climate are especially suitable to the cattle feeding industry. There are now 4 000 feedlots in Alberta, making the province the fifth largest cattle feeding area in North America.

Although feedlots can range in size from a capacity of a few hundred head of cattle to almost 40 000 cattle at one time, the larger-sized feedlots now finish the majority of cattle in Alberta. Alberta’s feedlot industry is primarily located in the south central and southern regions of the province, in close proximity to the beef processing plants located in southern Alberta.

Finishing rations are normally fed to cattle for at least 100 days. Depending on when they entered the feedlot, some animals can be ready for processing from 12 to 24 months of age. Steers are normally processed at 525 to 600 kilograms, and heifers at 475 to 525 kilograms.

As an indication of the high quality of beef produced in Alberta, over 90% of animals produced in Alberta feedlots achieve a grade of Canada A, AA, AAA, or above, the most desired categories within the Canadian meat grading system.


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Beef Processing

Alberta is home to Canada’s two largest beef processors – modern, efficient processing plants with capacity to process more than 52 000 head of cattle per week. In 2003, approximately 2.7 million cattle were processed in the province. Alberta has increased its share of the total Canadian beef processing industry from 68% in 2000 to 72% in 2003. During processing, cattle are humanely handled and inspected by the Canadian Food Inspection Agency.

Who’s involved in producing beef?

There are many different people and jobs involved in beef production. Some examples include:

• Ranchers(Cow/calfoperators)

• Backgroundingoperators

• Feedlotoperators

• Veterinarians

• Machinerydealers

• Feedandfertilizersalespersons

• Auctioneers

• Truckers

• Packingplantworkers

• Meatgraders,inspectorsandbutchers

Cattle By-Products

We normally associate beef as being part of a nutritious meal. However, because over 95% of the beef animal is utilized, items manufactured from cattle by-products are all around us. Yogurt, car tires, jello, marshmallows and a variety of medicines all contain a cattle by-product. Cattle by-products serve as source materials for other industries, including pharmaceuticals, chemicals and textiles.

The medical world relies on cattle by-products for many life-saving or life-improving medications and treatments. Our bodies can easily accept a medication or treatment made with cattle by-products. Although some medical products and treatments are made from synthetic ingredients, many are still made more economically from cattle.

For example, automobile tires contain stearic acid, which makes the rubber hold its shape under continuous surface friction. Even the asphalt on roadways contains a binding agent derived from the fat of cattle.

AbrochurethatprovidesdetailedinformationaboutCanada’sbeefindustrycanbeaccessedathttp://albertabeef.org/res/cp-beefIndustry.pdf.


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Cattle by-products fall into two main groups – edible and inedible. The following list provides some additional examples of the many uses of different parts of cattle.

• Gelatinfrombonesisusedinjello,yogurt,jelly,marshmallows, mayonnaise, “gummy” candies and soft shell capsules for medicine. It is also used in photographic film, glues, emery boards, some medical sponges and adhesives.

• Fattyacid-basefromfatsisusedinchewinggumandoleomargarineand shortening. It is also used in cosmetics, detergent, floor wax, deodorants, pet foods, candles, crayons, soap, shaving cream, perfumes, plastics and tires.

• Plasmaproteinfrombloodisusedincakemixes,pastaandimitation seafood.

• Intestinesareusedintennisraquetsandmusicalinstrumentstrings.

• Hoovesandhornsareusedincombs,pianokeys,steelballbearings, bone china and pet chews.

• Hideisusedasleatherorsuedeforluggage,clothing,purses,boots and shoes.

• Hairisusedinartists’paintbrushes.

• Organsareusedininsulinforsometypesofdiabetesandtotreat allergies.

The creation of by-products is an important way for the beef industry to reuse and recycle. The products listed and illustrated in the Explore a World of Beef Map, Mini-Poster and Passport Learning Pages are all cattle by-products.

From the Canadian Cattlemen’s Association website at

www.cattle.ca/just-facts-beef-by-products/.

Trade

In 2006, Canada exported 45% of total beef and cattle produced in Canada, an increase of 2% over 2005.

On a net basis (subtracting out imports), Canada exported 35% of its beef and cattle production in 2006. By far, the largest portion of Canadian beef exports is destined for the United States while other important markets include Japan, South Korea, Mexico, Russia, Taiwan and Hong Kong.

Statistics Canada, Canfax, AAFC 2006


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1.5 billion pounds (679 million kg)

Canfax 2006

US80.9%

Hong Kong/Macau4.2%

Mexico10.9%

Other4.0%

Beef and Cattle Exports 2006

USDA

The Top 10 Beef Producing Nations 2006

0% 5% 10% 15% 20% 25%

UnitedStates

Brazil

EU-25

China

Argentina

India

Australia

Mexico

Canada

Russia

22.3%

16.8%

14.7%

13.9%

5.8%

4.4%

4.1%

4.0%

2.7%

2.6%

Canadaproduces2.7%oftheworld’sbeefsupply.Worldwidebeefproductionisestimatedat54millionmetrictonnes.


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GIRA

USDA

The Top 10 Beef Exporting Nations 2006

The Top 12 World Cattle Inventories 2006

India

Brazil

China

UnitedStates

EU-25

Argentina

M.East/N.Africa

Mexico

Australia

Russia

Canada

S.Africa

0 50 100 150 200 250 300

Canadahas1.4%oftheworld’s1billioncattle.

(in millions of head)

280.5

164.9

140.7

97.1

86

54

37.4

31.2

28.6

21.4

14.8

14.1

Brazil

Australia

India

Argentina

NewZealand

UnitedStates

Uruguay

Canada

EU-25

China

0% 5% 10% 15% 20% 25% 30%

29%

20.1%

10.3%

7.6%

7.4%

7.2%

7.0%

6.0%

3.0%

1.4%

35%

Totalworldexportsin2006wereestimatedat7.3milliontonnes,andCanadawastheeighthlargestbeefexporterintheworld.

These graphs and statistics are from Canada’s Beef Fast Facts, on the Ontario Cattlemen’s

Association website found at http://www.cattle.guelph.on.ca/kids_cattle/fastfacts02.asp.


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Nutrition

Eating Well with Canada’s Food Guide stresses the importance of food choices that provide the best nutrients for the calories consumed. These foods are often called “power” foods. The big idea concept of nutrition is one that is relevant to every student’s daily life, and is important to develop in the context of choice and an understanding of why certain choices promote better health than others. Lean beef provides an excellent source of protein as well as a source of nutrients such as zinc, iron, potassium, magnesium and the B vitamins. For younger children, the one serving of meats and alternatives recommended by the Food Guide can be divided into smaller portions and made part of different snacks and meals.

“Serve nutritious small meals and snacks to young children to meet their daily recommended Food Guide Servings. Because they have small stomachs that tend to fill up quickly, children need to eat small amounts of food throughout the day. Most prefer meals and snacks on a regular schedule and in familiar surroundings. The amount of food eaten at each meal and snack will vary day-to-day depending on the child’s appetite, activity level and whether they are experiencing a growth spurt. Their appetite may also fluctuate when they are excited or overly tired. Also, it is quite normal to see children lose interest in any activity in a short time, including at mealtimes. When hungry, young children will focus on eating. When satisfied, their attention turns elsewhere.

Over time, the variations in the amount a child eats tend to average out to provide the calories and nutrients needed. This is especially true if the child is encouraged to eat healthy foods when hungry and to stop when full. Eating foods from each of the four food groups and including a small amount of unsaturated fats is the best way to make sure that children get the nutrients they need.”

From Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators.

(2007) Health Canada: p. 39. www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/pubs/res-

educat-eng.pdf.

AnumberofresourcesrelatedtoCanada’sFoodGuidecanbefoundontheHealthCanadawebsiteatwww.hc-sc.gc.ca/fn-an/food-guide-aliment/educ-comm/index-eng.php.

TheCanadianBeefwebsiteprovidesdetailedinformationonthenutritionalbenefitsofbeef,aswellastipsforbuyingandcookingbeef,atwww.beefinfo.org.

Beefhas14nutrients.


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Every bite of Alberta beef is packed with essential nutrients. There are 14 nutrients in total!

14 Nutrients in Beef

Protein • Proteinfrommeatcontainsall8 ESSENTIAL Amino Acids for growth and repair

• PlaysacrucialroleinALLbiological processes: muscle contraction, immunity, healthy nerve function, hormone production, builds and repairs body tissue

• Helpscurbyourhunger

• Buildsantibodies(thepartoftheblood that fights infection)

Vitamins

B12 • Aidsinformingredbloodcells • Maintainsahealthynervoussystem

B6 • Playsaroleinproteinmetabolism • Playsaroleinenergyproductionand prevents anaemia

D • Helpsyouabsorbandusecalciumand phospohrus for strong bones and teeth

• Contributestohealthyimmuneand nervous system function

Niacin • Neededthroughoutthebodyforenergyproduction

Thiamine • Convertsthecarbohydratesyoueatintoenergy

Riboflavin • Helpsourbodyuseenergy • Requiredforeffectiveironabsorption

Pantothenate • Helpsourbodyuseenergy

Minerals

Zinc • Aidsinenergymetabolismandtissue formation

• Aidsingrowthanddevelopment

• Helpspreventinfectionsbyboostingyour immune system

Iron • Combineswithproteintoform haemoglobin, the part of the red blood cell which transports oxygen

• Helpsproduceenergyforbodycells

• Notallsourcesofironarethesame.Beef contains a form of iron that is more easily absorbed.

Phosphorus • Workswithcalciumtobuildand maintain strong teeth and bones

• Bindstohaemoglobininredbloodcellsto effectively deliver oxygen to the body

Selenium • Isanantioxidantthatreducesoxidativedamagewithinthebody

Magnesium • Isimportantinbonefunction • Isinvolvedinmorethan300essential reactions within your metabolism

Potassium • Helpsregulatebloodpressure


Take the Cow Club Challenge!

Download this year’s challenge from Alberta Beef Producers’ website at www.albertabeef.org.

Prepare your students by asking them to use the Challenge Cow template that follows to design their own cow.

• BeforephotocopyingtheChallengeCow,addasentencestemsuchas the examples below to encourage students to summarize what they have learned about cattle and beef production:

o I didn’t know that beef cattle .

o I like beef because .

o I know cattle are raised right when .

o Did you know that ?

• Havestudentsillustratetheircowwithacollageofpictures,wordartor drawings. Encourage students to show what they have learned about cattle ranches, beef food choices and by-products.

As a class, create a picture wall or individual picture collages of your Challenge Cows and send the originals, photocopies or digital photographs in to Alberta Beef Producers.


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