Lesson Plan: Swine Day 7

Course:Unit/Week:Standards:

Intro to Ag 8th GradeWeek:3Unit:Swine C7.0 Students understand basic animal genetics: C7.2 Compare genetic characteristics among cattle, sheep, swine, and horse breeds.

Equipment, Supplies, ResourcesTo Do Before Class

Hogs, hog panels, show ring, show sticks, transportation Cool hogs down with hose, make sure there are show sticks and a clear path to the show ring, make sure they are fed and happy

Class Objective (write on board)Introduction/ Hook

BTEOTLSWBAT demonstrate and identify hog showmanship at a novice level to a judge, review parts of a hog, hog breeds, ear notching, and swine knowledge 2:26 2:35 Today, we are all going to pretend like we are the ones who raised the hogs and are getting ready for fair. Lets load up and head down to the farm.

Classwork

2:35 2:45 C4U: What is this hogs gender? What do we call it? Breed? Ear notch? Parts of the hog? What wholesale cut is this? What retail cuts come from it? Good. Lets take 5 hogs out and using the hog panels/show whips slowly walk them to the show ring. C4U: What are some of the key points of hog showmanship? 2:45 3:05 In rounds, 5 students at a time take turns showing their hogs. Best in each class comes back for final drive. 3:05 3:10 Collect materials and have students return to the bus Conclusion: Showing a live hog is wayyyy more difficult than showing a balloon. And depending on whos hog you showed today, that hog may or may not have been worked with very much except for today. Did that make it easier or more difficult for you to show your hog? Why?

Adaptations

Students can answer questions on dry-erase boards Students can work with bilingual student if applicable Students can find pictures/draw elaborate diagrams for how to show a hog and review various parts of the hog.

Plan B/Extra Time

Ask students for the definitions of the vocab words and asked to explain concepts Ask students to write reflections to compare showing a balloon verses showing a live hog