Name: Ariana Brown Date: 11/7/2017

Area: Animal Nutrition (Agriscience)

Job: Creating Rations

Situation: Students already understand the 6 essential nutrients for survival, types of feeds (id and
nutritional value) as well as general pricing of feeds.

Standards:
ANSC.06 Describe the principles of nutrition and digestion and the role within an animal system
ANSC.06.02 Identify common nutrients and their role in animal growth and development
ANSC.06.03 Determine the correct amount of each nutrient needed for each species
ANSC.06.04 Describe feed classification and composition

Targets/Questions/Objectives:

Students will be able to complete a simple Pearsons square

Students will understand the process of balancing rations

Students will evaluate the importance of a mixed ration in concern to animal health

References and Resources for Lesson:

M&M Rations C. Kohn, Agricultural Sciences, Waterford WI
AGED 440

Materials Needed: Worksheet, m&ms, pretzels, zip-lock bags, dixie cups, white board
Plan of Action (Time included): 45 min
10 min
Announcements and half page answer to the question on the board (this is to keep
to Ms. Browns normal routine)
Question: What are your three favorite qualities in a teacher and why? As
well as any advice you would have for a first year teacher.
15 min
Review Successful and unsuccessful rations with a Concept teaching chart. Do
this on the white board with full class. They should have their notes from last class
to help. (5 min)
I do- Hand out the partially filled out Performance Assessment Sheet (PAS) and
then demonstrate the activity for the class while they fill in the blanks.
A student is looking to mix 100 pounds of a 16% Crude Protein ration with
for their show steer. They have Corn with 8% Crude and Soybean Meal
with 41% Crude Protein.
Use a Pearsons Square to calculate what percent of the ration will be
Corn: 8% Crude Protein
Soybean Meal: 41% Crude Protein
You do- Have one or two of the students repeat what the class is supposed to be
doing next.
20 min
We do- The students will individually create their own rations. Follow the PAS.
Be sure to float the room and make sure all of the students understand the
Pearson Square and the directions to making their rations.
5 min
Check that all the students have finished up their rations
Ask if their are any points of confusion and then clean up and then they may eat
their rations!
Be sure to collect the PAS
Extra- If there is time left have the students do a second ration on their own. They may
choose whatever animal that they have a personal investment in and then write why they
choose the ration that they did.

Knowledge/Skills/Dispositions targeted on this lesson:

K- Balanced rations, mental math,
S- Pearsons square, follow directions
D- Timeliness, listening to demonstration, task oriented
Assessment Plan What did students learn? How do you know?
Check that their rationed feed looks correct along with their calculations
Performance Assessment Sheet completed (Work attitude grade)

Attached:
Performance Assessment Sheet
Performance Assessment Sheet Name: KEY
Area: Agriscience
Jog: Mixing and balancing a feed ration Date:

Step Procedure Safety and Key Points

Set up the 1. Draw a square on your paper To complete a Pearsons Square you need 3
Pearsons and write the final total Crude pieces of information.
Square Method Protein 1. Final weight

2. On the top left corner of the 2. Final Crude Protein

square write
3. Feedstuffs used
3. On the bottom left corner of the
square write

Complete the 1. Subtract across the diagonal Remember to correctly label the feedstuffs!
Pearsons
Square 8%-16%=8 parts SBM Always use the absolute value, you cant
calculations 41%-16%=25 parts Corn have negative parts

Carry the feedstuff label across the top and

2. Add the parts corn and parts SBM bottom of the square

Pearsons square goes here or on the back

8+25=33 total parts of this page

3. Divide the parts corn by the total and

multiply by the 100 pounds total ration

(25/33)*100=75 pounds Corn

4. Divide the parts SBM by the total and

multiply by the 100 pounds total ration

(8/33)*100=25 pounds SBM

Convert the 100 pounds= 1 cup

pounds of feed 25 pounds= cup
into parts of a 75 pounds= cup
cup
Gather the You will need: 1 dixie cup= 1 cup
materials for the 1 Dixie cup
trail mix 1 Empty sandwich bag Dont start measuring out the feed until
Pretzels
youve been told to do so
M & Ms

Measure out Place cups of Pretzels into the

the Corn empty bag

Measure out Place cup of M & Ms into the

the Soybean empty bag
Meal

Mix up the Zip the bag and gently mix the Do not eat your ration until Ive checked
ration the contents it!
clean up all of
the materials
you used
Performance Assessment Sheet Name:
Area: Agriscience
Jog: Mixing and balancing a feed ration Date:

Step Procedure Safety and Key Points

Set up the Pearsons 4. Draw a square on your paper To complete a Pearsons Square you need
Square Method and write the final total Crude 3 pieces of information.
Protein 4.

5. On the top left corner of the 5.

square write
6.
6. On the bottom left corner of
the square write

Complete the 1. Subtract across the diagonal Remember to correctly label the
Pearsons Square feedstuffs!
calculations

2. Add the parts corn and parts SBM

3. Divide the parts corn by the total and

multiply by the 100 pounds total ration

4. Divide the parts SBM by the total

and multiply by the 100 pounds total
ration

Convert the pounds

of feed into parts of
a cup

Gather the materials You will need:

for the trail mix Dont start measuring out the feed
until youve been told to do so

Measure out the

Corn

Measure out the

Soybean Meal

Mix up the ration Zip the bag and gently mix the Do not eat your ration until Ive
the clean up all of contents checked it!
the materials you
used
Reflection
Overall I think this lesson went very well! I was super nervous starting out because I did
not spend as much time planning as I usually would but it all worked out really well. Next time I
will for sure set up the materials for mixing rations a different way. I did it all at one table
because I did not know if some of the students could handle food in front of them. I still think
they may not have. But for next time maybe I could set up stations that they could rotate
throughout the room. I also need to create a second example problem for the end of my lesson
because I think that the class as a whole was not quite ready to create their own ration problem.
For the elements I need to work on having a more structured way of the students
responding to my so what questions in order to improve literacy. Maybe have them write a letter
to their boss as to why they want to change the cattles rations and how much it would cost them.
Bringing students background into the lesson was intended for the last piece of my lesson when
the students could choose an animal that they own or want to own and create a nutritious feed
ration for that animal. Most of these students are involved in the equine industry and that is why
I did my main example on cattle so that they can gain a more integrated knowledge.
I struggled with involving all students in the lesson. There are two students that always
come in with headphones and sit in the back and do nothing every class period. My original
thought was to take away phones for the period, but Ms. Brown has tried that and it only made
those two students leave. So, those two just skate by every class and it was very hard for me to
gain their attention when Jessica cant either. Then there are three students with IEPs that sit on
the other side of the room that I thought I did well on including once we got to the individual
work but when I was having the class direct the Pearsons square I think that I lost them. Next
time I will make sure everyone has their class notes out and understands my graphic organizer
and how to fill it out. I think that is where I lost those few students.
It is very hard to use technology in that specific classroom, I could have let them use their
phones to look up ration problems for the last piece of my lesson. In delivering lesson next time I
would have either stations with materials or had given the students a bag and cup before class
starts and then two tables with M&Ms and pretzels. In transitions I think that I just need to
practice my demonstration before I teach that lesson so that piece flows well. At the beginning
and end though I enjoy a more relaxed class especially at Thompson Valley because many
students have commented about the ag classroom being their get away from the intense course
work of the day.
Overall I learned that I enjoy a more relaxed and inquiry based classroom very much, but
in order for that classroom to succeed I need to set clear routines and expectations early on and
stick to them. I learned a great phrase when I was with Greeley West; they use the term unplug
and the students automatically know that they need headphones out and phones away and to be
present. I did try to use that term with Angle however he had no idea what I was saying or
choose to ignore it because that expectation was not already set. I also thought that I would run
out of time and was surprised when the lesson actually took a lot less time than expected. I
thought that was interesting that my fear was the opposite of reality; which made me learn to
always prepare for too much time and not enough time. I think this went well for my first ever
lesson taught to high schoolers on my own and for a topic that I did not know much about until
creating the lesson. This opportunity definitely gave me confidence in teaching content where I
thought I was struggling. I need to work on transitions and engaging all students for my next
lesson.