ready set go beef! - tennessee farm bureau in the classroom...• raising beef cattle takes more...

READY... SET... GO BEEF!

BRIEF DESCRIPTION:Hamburger and other

beef foods are most commonlyrecognized as the by-productsof beef cattle. Interestingly,only about 40% of the beef cowis actually harvested for food.The other 60% is made into non-beef by-products. In this lesson,students will learn the many,many by-products of beef. Fromthis, students will gain anduniderstanding of the importanceof technology and learn that agriculture is about more thanjust food.

LEVEL:First Grade

SUBJECT:Science Physical EducationMathLanguage Arts

SKILLS:Classifying, Collecting,Comprehending, Concluding,Cooperating, Cooperative learn-ing, Discussing, FollowingDirections, Identifying, Listening,Locating, Matching, Organizing,Recognizing Relations, Sorting

OBJECTIVES:• To learn about the food andnon-food by-products that comefrom beef cattle.• To demonstrate an understand-ing of beef by-products by play-ing a game.

ESTIMATED TEACHING TIME:45 to 60 minutes

TERRANOVA STANDARDS:

SUPPORTING INFORMATION FORTEACHERS:

If you were to ask your students, “From where does hamburg-er come?”, can you guess what theirresponse would be?

In the early 1980’s, an informal survey was conducted toassess agriculture knowledge ofTennessee third grade students. Theaforementioned question was one ofthe three questions asked. The mostpopular response to the question was... McDonalds, of course.

The results of this surveyconcluded not only that there was aneed for a program such asAgriculture In The Classroom, but italso showed that students wereunaware of the food products thatcome from animals, let alone the non-food by-products.

Beef cattle are one ofAmerica’s most popular agriculturalcommodities. Beef cattle are grownon more than 500,000 farms andranches throughout the UnitedStates. While beef cattle are raisedin Tennessee, the vast majority ofbeef cattle is raised in the westernportion of our nation. Texas ranksfirst in the number of beef cows followed by Missouri, Nebraska,Oklahoma, South Dakota, Montana,Kansas, and Kentucky.

Tennessee ranks 9th in theU.S. in the number of beef cows with1,030,000 according to 1999

statistics from the TennesseeDepartment of Agriculture. TheAmerican Farm Bureau Federationcites that one-fourth of the world’sbeef supply is produced in the UnitedStates.

There are many differentbreeds of cattle. Many have beencrossbred to yield hybrids with moredesirable characteristics such asresistance to disease, ratio of fat tomuscle, and improved growth rate.This is the same as breeding one specific thoroughbred horse to another to get a faster offspring orbreeding one specific dog to anotherin order to get a specific color.

By crossbreeding, farmers usegenetic selection to get a better quality cow and in turn, we as consumers get better quality beef .It is estimated that each person inthe United States will consume about62 pounds of beef each year.

Beef is not the only productthat we get from beef cattle.Interestingly, almost the entire beefanimal can be used to benefit us insome way. For example, from a typical 1000-pound steer, only 400pounds (approximately) are used forbeef that we eat. Beef is a goodsource of protein which builds, maintains, and repairs body tissue andiron which helps the red blood cells ofthe body carry oxygen to other cellsand tissue. Beef also provides thebody with B-vitamins which promotehealthy skin, a healthy nervous sys- Technology ... page 1

tem, and are important for metabolism and digestion.Additionally, beef contains zinc, a mineral, which isused by the body for growth and immune system maintainance.

Pot roast, sirloin steak, ground beef, ribeyesteak, tenderloin steak, T-bone steak, and of course ...hamburger ... are common types of beef.

The other 600 pounds left over from the steer,not used as beef, are used as by-products. You probably use more beef by-products than you think!Here are just a few examples of beef by-products:

From bone, horn, hooves, and gelatin, we get the follow-ing items:• combs• gelatin (such as jello)• marshmallows• mayonnaise• gelatin candy (such as gummy bears)• photographic film• steel ball bearings• fine bone china• pet food• vitamin capsules/gel coatings

From the hide and hair, we get the following items:• insulation• paint brushes• industrial glue• band-aids• clothes• shoes• luggage• saddles• furniture• automobiles• volleyballs• basketballs• baseball gloves

From the fats and fatty acids, we get the followingproducts:• shampoo• soap• shaving cream• cosmetics• deodorant• candles• crayons• floor wax• detergent• hydraulic break fluid

• plastics• insecticides• paints• perfumes• synthetic rubber

This lesson combines an element of physicalactivity while teaching students the importance of beefproduction in relation to beef and beef by-products.

GETTING STARTED:To begin this activity, give the students a list

of the products of beef animals, similar to the listabove. Conduct a “scavenger hunt” by having the students to find beef by-products in the classroom andat home.

In addition to beef items, you will need to collect anumber of non-beef products.

Materials needed:• Beef by-products• Non-beef products• Three cardboard boxes• Marker• Whistle• Gymnasium or large play area

PROCEDURE:• Discuss the items found and identify which part ofthe beef animal they come from.

• Put the collected beef products in one cardboardbox. In the same box, put about the same number ofnon-beef products.

• Label one of the two remaining boxes “Team A”.Label the third box, “Team B”.

• Place all three boxes at one end of a gymnasium orplay area.

• Divide the students into two teams positioned on theopposite side of the room from the three boxes.

• Announce to the students that this is a “Relay forBeef Products”.

• Explain when the whistle blows, the first personfrom each team will run across the gym to the box withmixed beef and non-beef products. The students willfind one beef product and place it in the team box. Thestudents will then run back to the team and send on

Technology ... page 2

the next student. The game is timed for a certainnumber of minutes. When time is up, the team withmost beef products in their box wins!

• (Note: Make sure there are plenty of items in thebox ... especially beef products so that every memberof the team can play.)

• Stress to the students that they must know theirbeef products, and also be quick, to win the game!

EVALUATION:• Why is beef so important to us?

• Discuss with your students the different uses ofbeef cattle. Name some different types of beef.Name some beef by-products. Go a step further todetermine which part of the beef cow is specificallyused to make these various by-products.

• Beef cattle are just one farm animal from which weget numerous by-products. Name some other farm animals and the by-products that we get from them.

• Raising beef cattle takes more than just the farmer.There are many, many people involved with the processof taking the cow from birth to a by-product.Scientists, feed and grain retailers, transportation specialist, production engineers, etc... are just to namea few. Can you name the other different types ofpeople and jobs involved?

EXTENSIONS AND VARIATIONS:• Utilize your “Farm Friends” director or contact yourcounty Farm Bureau office to invite a beef cattlefarmer in your county or neighboring county to comespeak to your class about raising beef cattle. Maybehe or she can bring a baby calf for your class to see ...so, don’t forget to ask.

• Instead of using just one box per team to place thebeef by-products items in, make it more specific. Foreach team, make a box labeled, “BONE, HORN,HOOVES, AND GELATIN”, “HIDE AND HAIR”, and“FATS AND FATTY ACIDS”. Have the students relayand place the by-products in the appropriate boxabove.

• Nutrition: Using the Food Guide Pyramid, have yourstudents identify the food group to which beefbelongs.

• Math: Have students identify which items they like

best on their hamburgers (i.e. cheese, tomatoes, pick-les, mustard, catsup, etc...) Conduct a survey ofresponses to determine which items are the most popu-lar to put on hamburgers and which are the least popu-lar.

• Art and Careers: From the 4th discussion questionabove, have students draw the job they are most interested in. Have them explain why they are themost interested in it. Note the various jobs and pointout that each one is very important in the agriculturalindustry.

RESOURCES:• Resource guide for teachers: Kids, crops, and crit-ters. (January 2000). Illinois Agricultural AssociationFoundation and Illinois Farm Bureau. Bloomington. 2ndedition.• “Farm Facts” American Farm Bureau FederationPublic Relations. Park Ridge (1999).• Tennessee Department of Agriculture 1999 statistics(August 1999)• www.beef.org

ADDITIONAL RESOURCES FOR TEACHERS:• Tennessee Beef Industry Council, %Joan Benton, 128Hoiday Court, Suite 113, Franklin, TN 37067(615) 790-3947• www.teachfree.com


My Favorite JobMy Favorite Job


TEAMTEAM“A”“A”


TEAMTEAM“B”“B”


BONE,BONE,HORN,HORN,

HOOVES,HOOVES,andand

GELATINGELATINTechnology ... page 7

HIDEHIDEandandHAIRHAIR


FATSFATSandand

FATTYFATTYACIDSACIDS


THE “BEAN”IFICIAL BEAN

BRIEF DESCRIPTION:Most commonly used as a

source of food, soybeans, alongwith other crops, have beenfound to contain valuable by-product uses. In this lesson, stu-dents will learn about many ofthe by-products of soybeans.From this, students will gain andunderstanding of the economicand environmental importance ofsoybeans and thus learn theimportance of agriculture forother things besides just food.

LEVEL:First Grade

SUBJECT:Science Social StudiesLanguage Arts

SKILLS:Applying, Comprehending, CriticalThinking, Discussing, FollowingDirections, Identifying, Listening,Matching, Perceiving Time,Problem Solving, Reading,Recognizing Relationships,Sequencing, Sorting, UsingNumbers

OBJECTIVES:• To identify important dates inthe history of the soybean, andplace those dates in chronologicalorder on a timeline.• To name by-products that aremade from soybeans.



Soybeans are produced forhuman food, consumer and industrialproducts, and livestock feed.Soybeans are one of the nation’s mostfascinating and versatile edible plants.

Even though soybeans havebeen a major food crop in China forover 5000 years, soybeans were notgrown in our country until the late1800’s.

The first written record ofsoybean cultivation appears in thewritings of the Chinese EmperorSheng-Nung in 2853 B. C. Thisemperor, who was known as “TheFather of Chinese Agriculture” namedthe soybean as one of the five sacredplants. The other four sacred plantsincluded rice, wheat, barley, and millet. By the first century A. D.,soybeans were being cultivated inJapan as well as in China.

Medical records from AncientChina, Egypt, and Mesopotamia, datingback as far as 1500 B. C. show thatthe soybean was not only eaten fornutrition, but was also commonly usedas medicine. In these ancient cultures, moldy and fermented sub-stances extracted from soybean curdwere used as antibiotics to treatwounds and reduce swelling. InManchuria, soybean oil was used as arepellent to deter insects that preyedon silkworms. Doctors in Moscow haveprescribed soybeans as a cure forrickets. Chinese physicians had a high

regard for the soybean’s restorativepowers. They used the beans as aremedy for ailments of the heart,liver, stomach, lungs, kidneys, bladder,bowels, and nerves. Soybeans werealso recommended for improving thecomplexion and stimulating hairgrowth.

A German botanist namedEngelbert Kaempfer introduced soybeans to the European continent inthe early 1700’s. In 1721, he pub-lished a recipe for soy sauce, which isthe first written account of thesoybean in European literature. And

most likely, it was the first time thatEuropeans became aware that thesoybean was edible.

In the mid-1700’s, the famedSwedish botanist Carl von Linne, “TheFather of Modern Systematic Botany”and founder of the modern system ofscientific nomenclature, gave the soybean its scientific name, Glycine(The Greek word for “sweet”) Max(designated because of the largenodules on the soybean plant).

Despite experimental efforts, the climate and soil conditions of Europewere not conducive to soybean production and therefore it was not cultivated commercially as a crop.

The first soybeans arrived inAmerica in the early 1800’s on tradingships returning from China. Theywere used as inexpensive ballast toenhance stability of the ship and wereusually tossed overboard upon arrival.In 1804, the soybean made its firstappearance in American literature by Technology...page 10

James Mease who suggested thatAmerican climate wasconducive to producing such a crop and the bean “oughttherefore to be cultivated”. Apparently no one tookthis advice seriously as there is no further writtenmention of the soybean until 1829, when it was listed inan exhibition in the Botany Garden at Cambridge,Massachusetts. At that point the soybean was deemedan interesting, but not particularly useful, horticulturaloddity.

Finally in 1879, scientists began studying thesoybean as a potential food source. They discoveredthe potential soybeans had as a “forage plant” for livestock. By 1898, the USDA was encouraging farmersto grow soybeans for animal feed.

At first soybeans were small, and their usesfew, until a scientist named George Washington Carverbegan to find more and more use for them. By 1904,he had developed over 300 useful by-products of soybeans.

The popularity of soybeans continued to growas more varieties were discovered. William Morse,“The Father of Soybeans in America” , recognized thepotential of the soybean and proclaimed “there can belittle doubt that the soybean is destined to become oneof the major American crops.” While working for theUSDA, he formulated a plan for America to become theworld’s leading producer of soybeans. At the time ofhis research, only 20 varieties of soybeans were beinggrown in the U. S. Each variety had different characteristics ... some yield more oil, some grew better in humid climates, some grew more quickly, somerequired more sunlight,etc... Understanding thatexpanding the variety of soybeans grown would helpAmerica become the world’s leading producer, he setoff for the Far East in 1929 to collect soybeans of allsizes, shapes, colors, etc... He returned to America in1931 with more than 4500 samples of the 2000 varieties of soybeans for researchers to study.

In 1930, Henry Ford, the automobile tycoon,turned his attention from the auto industry to agricul-ture and in particular soybeans. Ford was convincedthat the soybean could become useful to the car industry. So, he set up a farm and planted 300 varieties of soybeans on a 9000 acre tract in Dearborn,Michigan. Then, he encouraged nearby farmers to groweven more soybeans by pledging buy up whatever theyproduced. By 1933, he’d spent $1.25 million on soybeans.

Eventually scientists working for Ford figured

out how to derive a strong plastic from the soybeansthat was subsequently used for gearshift knobs, hornbuttons, window frames, accelerator pedals, lightswitch assemblies, and ignition coil casings in Ford’sautomobiles.

In time, the scientists in Ford’s labs fashionedan automobile exterior from soybean plastic. By 1935,Ford was using a full bushel of beans in the manufacture of each car. However, after WWII,petroleum based plastics replaced soybean plastics inthe automobile industry. Unfortunately, no major carmanufacturer has done much with soybeans since.However, research into many other current industrialapplication of soybean derivatives is indebted to thediscoveries made in the Ford labs.

From foods to ink, paints to plastics, today soybeans have hundreds of everyday uses. Some of theproducts made from soybeans include the following:

• cereal• cooking oil• chocolate• hot dogs• candy• baby food• flour• paint• soup• ink• ice cream• vitamins• cookies• soap• shampoo• fabric softener• diesel fuel• plastics• cosmetics• pet food

Perhaps you are wondering what is so specialabout by-products derived from soybeans. Let’s lookcloser at four soybean by-products ...

Soybean crayonsSoybean crayons are made with soybean oil

instead of the traditional petroleum-based paraffinwax. They provide a much brighter and smoother colorthat doesn’t flake in comparison to regular crayons.Soybean crayons can be found under the Prang FunPro™ name at stores. Don’t forget to look at the

Technology...page 11

Teacher Resource Guide to find these crayonsalsoavailable through the Tennessee Soybean PromotionBoard.

FuelYou have most likely heard of ethanol, a corn

by-product used in gasoline production. Biodiesel isanother fuel used in diesel engines. It is made fromsoybean oil and provides similar horsepower, torque,and miles per gallon as petroleum diesel. Unlike petroleum-based fuel, biodiesel fuel is clean-burning,biodegradable, sulfur-free, does not produce explosivevapors and emits a much lower amount of pollutants.

Soy InkMade from soybean oil, soy ink is used in over

90 percent of daily newspapers in the U. S. Why? Soyink prints more paper per pound and offers bettercolor reproduction.

Building MaterialsSoy flour and recycled paper are combined to

produce a biocomposite building material that is similarto wood, harder than oak, yet lighter than granite.

Tennessee farmers planted 1.25 million acres ofsoybeans in 1998 and harvested 1.21 million. The topfive soybean producing counties in Tennessee areGibson, Dyer Obion, Weakley and Lauderdale, respec-tively. Overall, Tennessee ranks 17th in the nation insoybean production. Iowa, Illinois, Minnesota, Indiana,and Ohio are the top five soybean production states inthe United States.

According to the American Farm BureauFederation, a total of 66.1 million acres of soybeanswere produced in the United States in 1999. Americaproduces 46% of the world’s market share of soybeans... this is more than any other agricultural commodity.As a result, we sell $4.7 billion in soybeans each year.This is second only to feed grains.

GETTING STARTED:To begin this activity, gather together the fol-

lowing materials. There should be enough for each ofyour students.

Materials needed:• Reproducible on page 14.• Crayons• Scissors• Glue or paste

PROCEDURE:• Talk with your students about soybeans. Show themwhat a soybean plant looks like.

• Give them a brief history of the soybean plant andhow it became such an important agricultural commodi-ty to America.

• Discuss the many by-products that come from soy-beans.

• Distribute the reproducible pages to each student.

• Following the directions, have each student color theitems that are derived from soybeans

• Mark an “X” through the items that are not soybeanby-products.

EVALUATION:• Name some by-products that we get from soybeans.

• Discuss some of the important events and people inthe history of soybeans.

• Why is it so important to find other forms of energyand materials instead of depending on petroleum oil?

• Many other by-products that we use everyday comefrom not only soybeans, but other agricultural com-modities such as corn, wheat and cotton. Can you namea few of those by-products?

EXTENSIONS AND VARIATIONS:• Utilize your “Farm Friends” director or contact yourcounty Farm Bureau office to invite a soybean farmerin your county or neighboring county to come speak toyour class about growing soybeans. Don’t forget to ask... he or she may be able to provide samples of soybeansfor your classroom.

• Language Arts: the word soybean begins with theletter “S”. How many other words can your studentsthink of that begin with a “S”. How many other food-words begin with the letter “S”? How many other farmwords begin with the letter “S”?

RESOURCES:• Resource guide for teachers: Kids, crops, and crit-ters. (January 2000). Illinois Agricultural AssociationFoundation and Illinois Farm Bureau. Bloomington. 2ndedition.• The amazing soybean (1998). Minnesota SoybeanGrowers Association Technology...page 12

• “Farm Facts” American Farm Bureau FederationPublic Relations. Park Ridge (1999). • Tennessee Department of Agriculture 1999 statistics(August 1999)• “Where can you find soybeans after it leaves thefarmer’s field?” Poster Indiana Farm Bureau women’sDepartment• Tennessee Soybean Promotion Board, 199 CarriageHouse Drive, Jackson, TN 38305 Phone: (901) 668-2850.

Technology...page 13

Which came from a soybean?Look at each item on the page. Color the ones that came from soybeans. Mark an X on the ones that did not come from soybeans.

SSOOAAPP

PaintPaint


HORSIN’ AROUND WITH MATH AND TECHNOLOGY

BRIEF DESCRIPTION:At one point in time, the

horse was considered to be themost efficient, quickest, andbest source for transportationand agricultural work. Nowreplaced by automobiles andtractors, the horse has found anew role in the agricultural industry. In the lesson, studentswill learn about horses and therole they played in society longago and today. They will gain anunderstanding of how importanttechnology is to agriculture.

LEVEL:First Grade

SUBJECT:Social Studies ScienceMath Language ArtsVisual Arts

SKILLS:Applying, Collecting data,Comprehending, Computing,Concluding, Cooperative Learning,Reading Charts, DevelopingVocabulary, Following Directions,Identifying, Interpreting,Listening, Measuring, Observing,Reading, Recognizing Relations,Recording, Using Numbers

OBJECTIVES:• To understand that technologyhas brought great improvementsin agriculture.• To learn about horses andtheir usefulness to farms beforetractors were widely used.• To demonstrate an understand-ing of measurement.• To understand how to read achart.



With less than 2% of theAmerican population involved in production agriculture, have you everwondered how food can continue to beso plentiful? It’s no accident thattoday’s farmer can farm more landand produce more food, more efficiently than ever before. Much ofthe credit for this feat has to go totechnology. Agriculture has benefitedfrom many improvements in technology -- pest-resistant crops,global positioning satellite systemsand farm machinery are just a few.

For nearly 200 years, thehorse was our only supply of power onthe farm, thus the expression “horsepower”. Until the tractor was developed in the early 1900s, theworkhorse supplied the power to pullfarm implements over every acre ofsoil planted. As settlers came toAmerica, the horse was dependedupon for transportation, to pull heavywagons, and to help clear the land andplow the fields. Often, they providedthe only link between settlements andtowns. Even after our railway systems developed, horses were themost popular means of transportation.Our early street cars and fire engineswere also “horse powered”.

In the “good old days”, afarmer would have to keep as many assix teams of horses for farm labor.That meant spending an hour eachmorning just to feed and harness thehorses before going to work in the

fields. It took another hour at theend of the day to care for the animals.

Think about this ... farmerscouldn’t work past daylight and thehorses ate as much as 20% of thecrops the farmers had worked togrow. Despite their usefulness, during harvest times, as many as 20extra people might be needed to helpdo the work on a 440 acre farm.

It would seem that the inven-tion of the tractor would be the perfect solution. But actually, thechange from horses to mechanicalhorsepower was a very slow revolution.Tractors were first introduced in theMidwest around 1900. Unfortunately,these machines, which were generallypowered by steam, proved to be toocumbersome and inefficient to operate. It wasn’t until the middle1930s that tractors improved enoughto surpass horses as a labor source.

If farmers had to rely onhorse power to produce food today,our nation would need 20 times thenumber of horses and five times thenumber of farm workers. Grain priceswould increase more than 50 percent.

In 1920, two people and eighthorses were required to to farm 160acres. Today, one farmer, alone, canfarm over 400 acres.


Despite the fact that we no longer use a horseand plow to produce the food we eat, horses are stillimportant to agriculture. They are used on cattleranches for roping and branding cattle and rounding upherds. They are used in big cities, like Nashville, bypolice to patrol busy areas often clogged with traffic.They are used in sporting events such as polo and horseracing. Horses are also used for recreation.

There are more than 150 breeds and types ofhorses and ponies. These various breeds are dividedinto three main groups. Light horses have thin legs,small bones, and typically weigh less than 1300 pounds.Heavy horses have large bones, thick, sturdy legs, andweigh more than 2000 pounds. Ponies are small horsesthat stand less that 58 inches high when full grown andweigh less than 800 pounds at maturity.

Horses have strong teeth, sharp ears, keeneyes, and a good sense of smell. It has larger eyesthan any other land animal except the ostrich and thetwo eyes can move independently. A horse can lookforward with one eye and backward with the other.They have wide nostrils to help them breath easily andalso have long, muscular legs that give them strength topull loads and run at fast speeds.

Horses are measured in a unit called hands.One hand equals four inches. The horse is measuredfrom the ground to the highest point of the withers,which is the ridge located between the shoulder bones.

A mare is a female horse that is more than fouryears old. A pregnant mare will carry her foal forabout 11 months. A foal is a newborn male or femalehorse. Foals are able to stand shortly after they areborn and within a few hours they can run about. Thefoal then becomes a colt, which is a male under fouryears of age, or a filly, which is a female horse lessthan four years old. A stallion is a male horse, over theage of four, that can still reproduce offspring. A guilding is a male horse, also over the age of four, thatis sterile.

Since a horse loses salt when it sweats, theyneed access to salt to stay healthy. They eat grass,grain, hay and oats and drink 10 to 12 gallons of freshwater per day. A horse has a small stomach and canonly hold about 18 quarts of food.

Tennessee ranks third in the United States inthe number of equine (including horses, donkeys, andmules), following Texas and California. The TennesseeWalking Horse was the most popular breed of horse in

the state, followed closely by Quater Horses with thetwo combining for more than half (53%) of the State’stotal equine. The total value of Tennessee’s equine in1999 was estimated at $515 million.

GETTING STARTEDMake copies of the “What Kind of Horse Are You?”worksheet. Distribute one copy to each student in yourclassroom.

PROCEDURE:• Discuss general horse information and the signifi-cance of the transformation from “horse power” totractor power.

• Explain to your students how horses are measured.

• Divide the students into groups of two.

• Have the students take turns measuring one another,using their hands, by starting at the ground and mea-suring to the top of their shoulders ... like a horse ismeasured.

• Have the students find their height in hands on theworksheet. The students will then discover what typeof horse they are.

EVALUATION:• How is a horse measured?

• How were horses important to agriculture in previousgenerations?

• What has replaced the horse to make agriculturemore productive?

• How are horses important to agriculture now?

EXTENSIONS AND VARIATIONS:• Utilize your “Farm Friends” directory or contact yourcounty Farm Bureau office to invite a horse farmer inyour county or neighboring county to come speak toyour class about raising horses. Maybe he or she canbring a horse to visit your classroom -- don’t forget toask!

• Math -- Using hand units, have your students mea-sure other objects in the classroom such as tables,chairs, computer monitors, bulletin boards, book-shelves, etc...

• Social Studies -- For this activity, you will have to doa little research. Technology ... page 16

Use the horses listed on the worksheet. Find wherethe horse originates, the classification of their horse(light, heavy, pony), what their horse is known for (rac-ing, pulling loads, etc...), how much their horse weighs,and what color their horse is. Show a picture if possi-ble.

• Art/Language Arts -- Design your own horse. Whatkind of horse would your students like to be? A greatstallion that can fly? Or maybe a pink horse withsparkles? Using the horse picture on page , have yourstudents create their own horse and make up a storyabout their horse. Where is their horse from? Whatdoes their horse do? How big or small is their horse?Etc ...

• Nutrition -- Make your own horse feed sack. Horseseat and drink water, corn, oats, hay, sugar beet pulp,and bran. These foods provide for their nutritionalneeds.

• Water -- water• Corn -- protein and carboyhydrates• Oats -- protein and vitamin B• Hay -- protein, minerals and vitamins• Sugar Beet Pulp -- carbohydrates• Bran -- protein and carbohydrates

Have your students make their own feed sackby substituting horse feed for human food. You willneed the following mateirals and food items:

• ZipLock snack bag• Blueberry jellybeans = water• Candy corn = corn• Granola = oats• Shredded Wheat = hay• M&M’s = sugar beet pulp• Cheerios = bran

Go step further ... have your students identifythese items on the food guide pyramid. What foodgroup do they belong?

RESOURCES:• Resource guide for teachers: Kids, crops, and crit-ters. (January 2000). Illinois Agricultural AssociationFoundation and Illinois Farm Bureau. Bloomington. 2ndedition.

• Tennessee Department of Agriculture 1999 statistics(August 1999)

• Tennessee Walking Horse Association Web Site --www.twhbea.com Technology ... page 17

All About My HorseAll About My Horse

My name is ___________________________________________________.

My horse’s name is _____________________________________________.

My horse likes to eat ___________________________________________.

The color of my horse is ________________________________________.Technology ... page 18

My Favorite HorseMy Favorite Horse


What Kind of Horse are You?What Kind of Horse are You?9 to 11 hands

11 to 13 hands

12 to 14 hands

14 to 15 hands

15 to 17 hands

16 to 19 hands

Shetland Pony

Pony of the Americas

Hackney Pony

Tennessee Walking Horse

Thoroughbred

Belgian

1

2

3

4

5

6

How tall are you?Draw a red circle around your answer.

What kind of horse are you?Draw a red square around your answer.

How tall is your classmate?Draw a blue circle around your answer.

What kind of horse is he or she?Draw a blue square around your answer.

How tall is your teacher?Draw a green circle around your answer.

What kind of horse is your teacher?Draw a green square around your answer.


ready set go beef! - tennessee farm bureau in the classroom...• raising beef cattle takes more...

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