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THESIS
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200C

This is to certify that the

thesis entitled

MEETINGZTHESNEEDSJOF STUDENTS IN A
MIDDLE SCHOOL EXPLORATORY CLASS

presented by

SUSANN M. YOUNG

’ has been accepted towards fulfillment
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MAY BE RECALLED with earlier due date if requested.

 

DATE DUE I DATE DUE DATE DUE

 

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6/01 c-JCIRC/DateDuepes-p. 15

MEETING THE NEEDS OF STUDENTS IN A
MIDDLE SCHOOL EXPLORATORY CLASS

BY

Susann M. Young

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTERS IN PHYSICAL SCIENCE

College of Natural Science

2000

ABSTRACT

MEETING THE NEEDS OF STUDENTS IN A
MIDDLE SCHOOL EXPLORATORY CLASS

BY

Susann M. Young

Successful teaching strategies for middle school
students in an exploratory class are quite different than
those used at the high school level. I had not taught at
the middle school and was unprepared for the challenges of
young adolescents. I experimented with various teaching
strategies to determine the most effective method to satisfy
the students' social needs for belonging, freedom, power and
fun, and teach them science. Quizzes and writing
assignments were used to determine the validity and
effectiveness of each teaching strategy. “Hands on”
activities with animals proved to be the most well rounded
method and the most motivational for the students.
Repetition strategies using games, graphs, drawings and
listings, worked well for teaching scientific knowledge and
were satisfactory in meeting the students' needs. Field
trips and videos were fun for the students; completing
questions from the textbook was not. All three methods did
not meet enough of the students’ needs to make them
motivated to learn. Lecture was the least effective of all

the teaching strategies.

DEDICATION

To the noblest of all teachers, Mother Theresa.

iii

ACKNOWLEDGMENTS

A special thank you to my husband, Matt, for his

patience and creativity while editing this thesis.

iv

TABLE OF CONTENTS

INTRODUCTION .............................................. l

IMPLEMENTATION ............................................ 7

EVALUATION ................................................ 12
DISCUSSION AND CONCLUSION ................................. 17
APPENDIX A - Original Course Outline ...................... 23
APPENDIX B - Student Activity Sheets ...................... 30
APPENDIX C — Activity Summary Sheet ....................... 37
APPENDIX D - Textbook Vocabulary & Questions .............. 38
APPENDIX E - Quizzes ..................................... 67
APPENDIX F - Writing Assignments .......................... 71
APPENDIX G - Consent Form ................................. 74
BIBLIOGRAPHY .............................................. 75

INTRODUCTION

On June 4, 1999, my last day of school at Ionia High
School, I began my new job in the neighboring town of
Saranac. Saranac is a small rural community with 1130
students in grades K—12. About 23% of the students receive
free or reduced cost lunch. My job duties would require me
to teach science at the high school and exploratory classes
at the middle school. With seven years of educational
experience, I felt I was ready for the challenge of
traveling between two buildings, working in four classrooms,
and preparing four lesson plans. However, I was a little
apprehensive of the exploratory classes at the middle
school. I had no experience outside of a high school, and I
had not taught students who didn’t have to pass my class to
graduate. Would my teaching ability and lessons be
motivating enough to hold my students’ interest? The
exploratory classes proved to be my greatest challenge.

I chose animal agriculture to be the topic of one of my
exploratory classes, because Saranac is located in Ionia
County with ten percent of the population working in animal
agriculture. I felt it was necessary to show this business
to the seventh and eighth grade students I would teach.

But, how could I do this confined to a classroom and a

storage room?

I began researching answers to my problem of bringing
animal agriculture into an exploratory class the summer of
1999 as part of my masters degree program. After
discussions with Sam Varghese, Poultry Science Professor,
basing a series of lessons on Japanese Quail seemed just the
right solution. They are small birds,(small enough that two
birds can fit in your hand), the eggs take 16 days to hatch
and within another seven weeks, they reach maturity and
could start producing their own eggs. The incubator and
quail pens could easily fit into the storage room. The
students should be able to raise quail and compare their
needs to those of other farm animals. Along with hatching
quail chicks that summer, I developed an outline of lessons
to learn about these birds (APPENDIX A - Original Course
Outline). I also incorporated the following Michigan
Essential Goals and Objectives for Science Education,
(MEGOSE, 1991), objectives into this unit:

How are groups of living things classified?
. How do life cycles of living things differ?
. How do living things obtain and use energy?

. How are parts of living things adapted to carry out
specific functions.

tbLAJNi-J

I felt ready to teach this exploratory class by the end of
my research time at MSU. Once the new school year started,
I knew within a few weeks that my “great” idea wouldn’t

work. The students were uncooperative in the classroom and

they were not interested in the quail. I became frustrated
and wondered what I had done wrong?

First, I had misinterpreted my students. A classroom
of middle school students is definitely a different audience
than a group of high school students. Middle school
students are not young adults and they are not “old"
children, either. They are in the “middle” or an early
adolescent. Farris (1990) identifies their four basic
social needs as: the need to belong, the need for freedom,
the need for power and the need for fun. To meet their
social needs a middle school should “teach academic content
in the context of adolescent traits.” (Gerrick, 1999)

Secondly, I misunderstood the role of an exploratory
class. A middle school student’s schedule consists of
“core” classes such as math, writing, social studies and
science. Effective middle schools integrate “subject area
content through selected themes.” (Gerrick, 1999) At each
grade level, teachers work together and develop units that
are enhanced by each subject. Exploratory classes then
complete the schedule by adding “spice and flavor to engage
the natural interests of young adolescents.” (George,
Lawrence & Bushnell, 1998)

Exploratory classes are a “time for students to explore
careers, general interests, hobbies, learner interests and

physical fitness." (Allen, Splittgerber & Manning, 1993)

The exploratory class does not integrate the similar themes
as in the core classes. My school did not require a
certain level of achievement in the exploratory class for
participation in sports, special activities or even for the
advancement into the next grade. For these reasons, the
middle school student perceives the exploratory class as a
chance “for “fun” and a break from the “routine” without
understanding their purpose.” (Messick, 1991) Since an
exploratory class doesn't connect with the core classes and
has the student perception of being just for “fun”, the
exploratory class “has taken a “back seat” to other aspects
of education.” (Gill, 1995)

Not meeting the students’ social needs and not
understanding the purpose of an exploratory class, the
course did not motivate students. My original plan was to
have students work with the quail and use the birds as the
theme to learn science. Since the quails and storage room
were quite small, only 4 to 5 students were needed to care
for the birds at the beginning of each day. The remaining
students sat and socialized for fifteen minutes until chores
were completed. Getting the entire class to work together
for the remaining part of the hour was quite difficult.
Henson (1988) states that all students should be actively
involved in each lesson. If a student wasn't needed to care

for the birds then they didn’t feel it was necessary to

participate in the rest of class. During the remainder of
the hour, students generally completed paper and pencil
activities while sitting in a chair. The students just had
no interest in sitting or using a pencil, (even if they
still had one) during the last hour of the day.
Consequently, the students were left feeling like they
didn’t belong, and had little power or freedom. They simply
were not having fun and were unmotivated. I needed more
involved activities that would include the whole class.

The exploratory class became very frustrating. The
class needed to meet my students’ social needs for
belonging, freedom, power and fun to motivate the students
to do well. I still had the problem of teaching animal
agriculture within a classroom and storage room. About this
time, the school decided to have the exploratory classes
continue for a full eighteen weeks rather than nine weeks as
previously planned. How would I keep the students going for
another nine weeks? Discouraged but not defeated, I began
looking outside my room for community resources.

I wanted to take my students to a real farm to care for
a variety of farm animals. My principal suggested farmers
near the school that would might have available space. The
Searfoss Farm was only 2 miles from the school, a school bus
passed their house at 2 p.m. and 2:35 p.m. each day, and

they had a 22’ by 30’ barn they were willing to let me use

for six months. It was perfect! I began rounding up farm
animals throughout the community. The barn accommodated a
donkey, a sheep, 20 quail, 16 chickens, a calf, and 4
rabbits.

The students were excited to get the quails out of the
storage room and move them to the farm. I used these
students to determine the format of my “new” Agriculture
Exploratory Class. Students who were uncooperative at the
beginning of the course were now interested in the class. I
knew I was on the right track. The evolution of the class

was and continues to be amazing.

IMPLEMENTATION

The “new” Agriculture Exploratory Class started the
second semester, (1999*2000 school year) with 20 seventh and
eighth grade students. The class was separated into two
nine-week quarters. The first quarter involved working on a
farm and reading a textbook. The second half was dedicated
to farm visits and classroom activities.

Students went to a working farm two miles from the
middle school. Conveniently, a school bus was already
passing this farm to pick up high school students at the
vocational center. When class started, I took attendance
and made announcements for the day. The students were then
excused to use the restroom and gather their belongings,
since they would not be returning to the building. They
went directly to their buses to take them home. We arrived
at the farm shortly after 2:00 p.m. and had 30 minutes to do
chores before the bus returned. We worked on the farm on
Mondays, Wednesdays and Fridays.

Once at the farm, each student in the six groups had
specific duties to perform. There were six different
stations in the barn. Every station for each type of animal
had a notebook that listed the three to four activities for
each of the three students in the group. Every group had

four days at a station so that each member could rotate

through the activities (APPENDIX B - Student Activity
Sheets). Students spent around 10 to 15 minutes doing their
chores. Sometimes they needed to wait for shared equipment,
but they all had extra time to examine the animals, help out
other members or just sit on a bale of hay.

Because my students are from a rural community, they
knew about farm animals but they hadn’t actually taken care
of many of them. When attending to the animals, the
students supplied them with food and water, cleaned their
pens and groomed them. Stevens (1970) stated that animals
being observed by students must always be maintained in the
maximum possible condition of health, comfort, and well
being. Most classrooms make these duties the responsibility
of the teacher but I made them the responsibility of the
students.

The groups spent one week at each station. They
recorded the amount of feed consumed by the animals in their
station over that one week period. Students weighed their
initial amount of feed at the beginning of the week and then
weighed how much was left before they did their last
feeding. They calculated total feed consumption and the
cost to raise that animal for a week, a month and a year
(APPENDIX C - Activity Summary Sheet).

Experiments were not performed on the animals. A

single week at each station per group was not sufficient

time for any type of experimentation. Besides, “junior high
projects are not likely to produce new findings that would
justify injuring an animal.”(Fox & Ward, 1977) This fact is
also proven by Mayer, (1973), who states that the attempt to
confirm already existing knowledge by inadequately prepared
and technically untrained people can only result in
frustration and cruelty.

When the students were not at the farm on Tuesdays and
Thursdays, they remained in the classroom for the entire
hour. The groups were assigned the particular chapter from

the textbook: Livestock and Companion Animals to read that

 

related to the type of animal they were caring for at the
farm (APPENDIX D - Textbook Vocabulary & Questions). The
week rotation in the barn allowed for three days in the
classroom. (Monday, Wednesday, Friday and Monday at the
farm. Tuesday, Thursday and Tuesday in the classroom.) The
first day was for defining the vocabulary in the chapter.
During each of the second and third days, the students
worked in their groups to answer five, lengthy questions
about their animals.

During the first nine weeks, students also watched a
video and were given a lecture about different animals that
were not at the farm. Students watched an hour long video
tape about the raising of pigs. They also completed the

textbook vocabulary and questions about swine production.

Finally, a class lecture was given on guinea pigs. The
students had already completed vocabulary and questions
about this animal in a previous chapter.

During the following nine weeks, the class traveled to
other working farms. With only a 10 to 15 minute bus ride,
we could easily be at a specific type of farm and talk to a
farmer about their operation. Students were able to see
larger groups of animals rather than the handful we raised.
They were also able to see the different types of equipment
needed to care for the animals. Visiting the farms gave the
students a better picture of how to raise farm animals as a
profitable business.

When the class was not visiting a farm, they discussed
the chapters they completed the previous nine weeks. The
first day was spent playing a game, like bingo or making
crossword puzzles with vocabulary words. The remaining days
were spent covering the relevant MEGOSE objectives. To
emphasize these objectives, I used similar activities with
each animal so the students could review basic vocabulary
and compare it to each animal. I named this system of
repeating the repetition teaching strategy. Students listed
the complete scientific classification of each animal and
recognized the similarities and differences in
classifications between the animals. Students graphed the

life cycles of each animal and explained why the animals had

10

different lengths of time for gestation, and to maturity.
Finally, they drew and labeled pictures of the digestive
systems of each of the animals. The students defined the
monogastric and ruminant digestive systems with all their
parts and determined which animals had each type of system
and why.

A quiz with basic questions about the eight different
animals was given at the end of each nine weeks (APPENDIX E
- Quizzes). Students were asked if they had ever raised
each kind of animal at home or in a different class. If the
student had previous experience with a certain animal the
data from that portion of the quiz was not part of the
overall results. Data was collected to determine the
effectiveness of each teaching strategy: “hands on” farm
activities, reading the textbook, taking field trips,
completing repetition activities, (games, graphs, drawings
and classifications), watching a video, or listening during
lecture. Students were also asked to respond in a writing
assignment about which of the activities they enjoyed the
most and from which activity they felt they had learned the

most (APPENDIX F — Writing Assignments).

H

EVALUATION

Data was collected from eighteen out of twenty students
who agreed to take part in the study (APPENDIX G - Consent
Form). The students were given two quizzes, one at the end
of each nine weeks (APPENDIX E - Quizzes). Data from the
quizzes was used to determine the effectiveness of each
teaching strategy. The students were also given two writing
assignments to evaluate which teaching strategy was the most
motivational (APPENDIX F - Writing Assignments). I did not
want to assume that if a strategy was “fun” for the students
that they actually learned from their experience. Sometimes
a “fun” activity does not translate to knowledge. Also, an
activity that they learned from may not have been all that
“fun”.

Upon examination of the first quiz, the teaching
strategy that was the most effective was the “hands on”
experience acquired at the farm. The average quiz grade,
when asked to correctly determine what each animal ate, that
was cared for at the farm, was 51%. In comparison, when
responding to what the animal ate that was lectured about in
class, the average quiz grade was only 17%. Finally, when
asked what the animal ate after watching an hour long video,
the average quiz grade was only 8%. Interestingly, the

lecture and video were done in the same week as the quiz was

12

given. Some students hadn’t taken care of certain animals
for almost two months but they could easily remember what
the animal ate.

Another question on the first quiz was used to
determine the effectiveness of the textbook. When asked to
recall the vocabulary that they had defined and read
numerous times throughout the text, the average quiz grade
was 26%. This percentage was significantly lower than I had
expected.

From the writing assignment, most students chose the
farm to be the most fun, learning experience. The first
part of the assignment asked the students to determine in
which activity, (answering textbook questions, taking notes
during lecture, watching the video or working on the farm),
did they learn the most. 59% of the students felt they had
learned the most from working on the farm. Students
responded:

“The activity that made me learn the most was working

on the farm. The reason why is because it was real

life. You worked with the actual thing.”

“I learned the most from going to the farm. Hands-on

experience is a lot easier for me to learn from.

Seeing what you've learned is also a lot better than

doing it on paper. I forget things a lot any other

way.”
I found it interesting that 24% of the students felt they

learned the most from answering textbook questions and that

was similar to the average quiz grade. A student said:

13

“I learned the most with the textbook questions. With
those, you have a chance to actually put the things in
your own words to where you could understand the
subject. It also lets you explore more, than just what
you’re required to learn on your own.”
Another 17% believed that they learned the most from
watching the video.

The second question asked them to determine which of
the same four activities in question one they believed to be
the most “fun”. 59% of the students responded with working
on the farm. Answering questions out of the book had only
6%, while, 35% of the students thought watching the video
was the most fun. Student responses included:

“I had the most fun doing the farm. I wasn't bored and

it was pretty easy. It was a lot better than sitting

in the classroom and doing a bunch of book work.”

“I had the most fun watching the video because you

didn’t have to do anything, all you had to do was

watch. Another reason is because you learned stuff
about pigs.”
Finally, no student chose the lecture for either question.

During the second nine weeks, the average quiz grade
ranged from 0% to 63% on questions about material taught
using repetition strategies, (playing vocabulary games,
making graphs, drawing systems and listing classifications).
The material that was only repeated for two animals and on
the final review sheet was not learned. The average quiz
grade was 63% on the material that was discussed for every

animal and on the review sheet as well. Finally, the

average quiz grade was only 13% when students were asked to

14

recall information that was lectured about in class the day
before the quiz. The farm visits did not increase the
students’ knowledge of material tested in class due to the
unstructured nature of the visits.

The second writing assignment was similar to the first
assignment but the type of teaching strategies used to
present relevant material was different. The students were
asked in which activity, (visiting farms, listening during
lectures, playing vocabulary games, making graphs, drawing
digestive systems, or listing classifications), did they
learn the most. 60% of the students responded that they had
learned the most using the repetition strategies. All types
of repetition activities were equally effective.
Explanations included:

“Making the graphs helped me to get to know the animals

better. I learned how they lived and called them by

their actual names.”

“Listing the classification helped me learn about the
animal and the different aspect about it.”

20% of the students believed they gained the most knowledge
from field trips and the remaining 20% said it was from the
lectures.
“I learn better by listening to the teacher. The
lectures repeated the information and compared all the
animals.”
The second question asked them to determine which of

the same six activities in question one they believed to be

the most “fun”. Even though only 20% of the students

15

thought they learned the most from the field trips, 60% felt
they were the most fun. The students responded:

“ The field trips let me experience the animals in real
life. I got to see them small and big and pet them.”

“ I got to see big horses and learned how to mate them
without a stallion. I got to see a big mean sheep. I
liked to eat the ice cream we got from the dairy farm.”
The remaining 40% said they liked the repetition strategies,
specifically, playing vocabulary games. A student said:
“When I played BINGO I got to do stuff. I was learning

but having fun all at the same time. I liked the
candy.”

irfi'flrmLi-h-n.

DISCUSSION AND CONCLUSION

The collected information is useful in analyzing which
teaching strategy met Farris’s four basic social needs of
the middle school students. Once their needs for belonging,
freedom, power and fun are met, the students are motivated
to learn about the class material. This motivation is
essential to a successful exploratory class.

II

For the first nine weeks of the “new Agriculture
Exploratory Class, the “hands on” experience at the farm was
the most successful teaching strategy. The farm experience
satisfied all their basic needs. The students worked
together in groups for a sense of belonging. The groups had
the freedom to move about the farm. The students had the
power to determine their chores for the day. Finally,
working on the farm was a new experience for most of the
students and they enjoyed getting out of the classroom to
see the animals. The farm was a beneficial method for
students to gain knowledge. This was proved through the
average quiz grades. The farm was also chosen by the most
students to be a fun, learning experience.

In comparison to working on the farm, the textbook and
video did not address some of the four basic needs. When

completing work from the textbook, students had the sense of

belonging in their groups, but they had to sit around tables

and complete everything on their dittos. Completing
textbook questions lacked freedom, power and fun. Videos
were fun to watch due to the detailed information about
animal birth. However, the students were unable to
communicate with their group members and they felt isolated
and powerless.

The second nine weeks of class proved fun experiences
may not be very educational. The students especially
enjoyed the freedom and fun of the farm visits but they
didn't think they learned the most from them. The students
were correct in that they learned the most from the
repetition teaching strategies. These activities were
introduced at the beginning of class and then the students
could find a group to work with and complete the assignment.
The students found belonging in their chosen groups, felt
freedom while moving about the room to get supplies, had the
power to work at their own pace, and had fun being creative
with the assignment.

The lectures during both nine weeks were the least
effective in satisfying the basic social needs of middle
school students. The students just didn’t want to sit and
listen. This is also why, I believe, the students didn’t
feel they learned a lot from the farm visits. Once at the

farm, the students would stand and listen to the farmer

l8

explain things. To meet their needs, students want to be
more actively involved.

The “new” Agriculture Exploratory Class was much more
effective compared to the original class during the first
semester in meeting the students’ needs and teaching science
objectives. However, the number of days spent in class was
still too long. Allen, Splittgerber and Manning (1993)
suggest that exploratory class be short periods of six to
eight weeks. My Agriculture Exploratory Class was 18 weeks.
Those students who just didn’t like agriculture, became
unbearable by the end of this time. These four students
negatively affected the average quiz grades by up to 20%,
since they simply turned in blank quizzes. Grades were also
lowered because students didn’t feel the need to study for
the quizzes. Their grade in the exploratory class had no
effect on other activities in school such as sports or
special events. I used all eighteen students when
calculating average grades to get an overall feel for the
class. I hope that the average grades will increase
dramatically with the additional changes to the class.

The Agriculture Exploratory Class is still evolving for
next school year. The first change will be condensing the
class to only nine weeks. The other exploratory teachers
wanted to decrease the number of days their classes were

taught. They also saw a lack of motivation after such a

19

 

long period of time. This shorter class will allow me to
use only the best teaching strategies as determined from
this project.

The best teaching strategy was the hands on experience
while working on the farm. I know that the success of the
Agriculture Exploratory Class is dependent upon having the
students care for farm animals. Watching the students at
the farm was incredible. They were actively involved, they
were learning, and they were having fun. It allowed me to
see a different side of my students. However, I knew the
class could not return to the same farm because the farmer
needed his facilities. To tackle this problem, I went to my
FFA Alumni and talked about the need for our own barn if the
agriculture program was to succeed. On June 16, 2000, the
school superintendent asked me when I would be available to
order the materials for a 24’ by 32’ barn to be built on
school property and maintained by students. I was ecstatic.

With our new barn next to the school, students will be
able to do their chores every day, rather than on just
Monday, Wednesday and Friday. Less time will be spent
waiting for and traveling on a school bus. 30 minutes of
each day will be spent working with the animals. During the
remainder of class, students will complete a workbook.

Student workbooks will allow for a smooth transition

back to classroom activities. The workbooks will include

20

the same repetition strategies I developed for last years
class, (1999 -2000). Crossword puzzles, word searches or
matching exercises will be used to practice vocabulary.
Students will determine and explain the classification of
each animal. They will also explore the different breeds
within a species. Graphs will be made to show the life

cycles of each animal. Students will draw the digestive

1F“ 3““: . -

systems, label all the parts and explain why each animal has
that specific system. I also want to repeat the type of
nutrients in each kind of animal feed.

Other teaching strategies will be used on a limited
basis. Textbooks will be necessary for a resource, but the
students will not complete any textbook questions. Farm
visits and videos are a fun break from the everyday class
schedule. When they are used, the students will answers
questions to compare the different farms or materials
covered in the videos. Finally, if I am going to lecture, I
must be animated, get group interaction and use visual aids.

I am very proud of the evolution of the Agriculture
Exploratory Class and am excited by the even “newer” edition
to come. Upon completion of my master program, I will begin
coordinating efforts to build the school barn, and develop a
student workbook. In addition, I will be developing a
Marketing Exploratory Class that will also make use of the

barn through the raising and selling of meat animals. I

21

hope the students in this class will have their four basic

social needs met and be motivated to succeed.

 

22

 

APPENDIX A — Original Course Outline

23

The Science and Agriculture of Japanese Quail

day outline
1 * Visit & feed the adult quail
Introduction
* Start the fertilized eggs
* Facts about Japanese Quail
* Write in journals: What are your initial feelings
about Japanese Quail?

2 * Mass one day old embryos & feed adults

Incubation
* List the factors needed for successful incubation
* Write in journals: What do eggs need, (and why do
they need it), to become chicks?

3 * Mass two day old embryos & feed adults
Embryology ‘

* View pictures of 1 & 2 day old embryos

* Explain gastralization using a balloon

* Determine the number of cells present after each

division
4 * Mass 3 day old embryos & feed adults
Embryology

* View pictures & specimens of 3 day old embryos
* View embryos of different animals

* Color the different cell layers and list what they

will form

* Write in journals: Describe three interesting things

about the beginnings of life?

5 * Mass 4 day old embryos & feed adults
* View specimen
Eggs — Parts
* Eat hard boiled quail eggs
* Dissect an eggs
*

Draw and identify the different parts of an egg

6 * Mass 7 day old embryos & feed adults
* View specimen
Practice placing dye in eggs

Eggs — Parts
* Determine the proper names of each egg part
* List the functions of each egg part

7 * Mass 8 day old embryos & feed adults

* View specimen
Place dye in incubated eggs

24

Nutrition

Examine a food label

Explain the importance of each part of the food label
* Discuss the nutritional value of an egg using its
food label

* Bring in own food labels

Eggs

:i-ii-l

8 * Mass 9 day old embryos & feed adults
* View specimen

Eggs - Nutrition
* Compare the nutritional value of the yolk and white
* Compare the food labels of eggs to other foods using
sand and cylinders

9 * Mass 10 day old embryos & feed adults
* View specimen
Eggs - Nutrition
* Student presentations
* Write in journals: Should you eat eggs? Should you
eat every part of the egg? Explain.

 

10 * Mass 11 day old embryos & feed adults
* View specimen
Eggs Chemistry

Spin a hard and raw egg
Determine the volume of the egg - water displacement
Start the Diffusion Experiment

x-nex-l

11 * Mass 14 day old embryos & feed adults

Egg - Chemistry
* Determine the new volume of the egg from the
Diffusion Experiment
* Use the enlarged egg for the Shrinking Experiment
* Determine the pH of a fresh egg
* Examine the yolk of a fresh egg

12 * Mass 15 day old embryos & feed adults
Egg — Chemistry

* Examine the egg in the Shrinking Experiment

* Determine the pH of an old egg

* Examine the yolk of an old egg

* Float an egg in water (old, new, with salt)

* Write in journals: What new facts did you learn about
eggs?

13 * Mass 16 day old embryos & feed adults
Handling
* Assign adult birds to groups to handle daily
* Handle with Care ditto

25

14 * Mass CHICKS & feed adults. Handle birds
Classification

* Organize a bunch of school supplies

* Make a definition for classification

* Look at the six kingdoms of organisms

15 * Mass chicks & feed all birds. Handle birds
* Place chicks in brooder and begin feeding
Classification
* Diagram the complete classification of chickens
* Poultry classification: Pickin’ Poultry Ditto
* Write in journals: Why are there so many different
kinds of poultry?

16 * Mass chicks & feed all birds. Handle birds
* Vaccinate chicks
Bird systems - digestion
* Determine the amount of feed needed for meat or eggs
* Discuss the structures in the digestive system
* In One End ditto

17 * Mass chicks & feed all birds. Handle birds

Bird systems - digestion
* Definition/ Spelling Bee of Digestion game
* Write in journals: Would you rather have a chicken's
digestive system? Explain

18 * Mass chicks & feed all birds. Handle birds
Nutrition of feed
* Examine feed tags for chicks and adult birds
* Explain the differences in the chick and adult feed
* Write in journals: Can feed affect the growth of
birds? Explain

l9 * Mass chicks & feed all birds. Handle birds
Bird systems - bones
* Explain the difference in bird and human bones
* Bony Bird ditto

20 * Mass chicks & feed all birds. Handle birds

Bird systems - bones
* Team bone ID game
* Write in journals: What are some advantages of a
bird’s bone structure?

21 * Mass chicks & feed all birds. Handle birds

Bird systems - female egg production
* Demonstrate formation of egg ( marble in stocking)
* Yolk's on You ditto

26

:1-

22 * Mass chicks & feed all birds. Handle birds

Bird systems - female egg production
* Female Reproduction Parts - matching game
* Write in journals: What are some amazing things about
a chickens reproductive tract?

23 * Mass chicks & feed all birds. Handle birds
Egg grading

* Review scoring cards

* Grade eggs using a candler

24 * Mass chick & feed all birds. Handle birds

Egg grading
* Grade eggs quiz
* Write in journals: What can a candler tell you about
an egg?

0 ”jflfl‘

25 * Mass chicks & feed all birds. Handle birds
External anatomy
* Point out the all the parts of the adult quail
* Beaks and Bills ditto

26 * Mass chicks & feed all birds. Handle birds

External anatomy
* Name That Part game
* Write in journals: Name three features of birds and
explain why they have them?

27 * Mass chicks & feed all birds. Handle birds
Feathers
* Egg in a Bottle & Bernoulli's principle of flight
demos
* Light as a Feather ditto

28 * Mass chicks & feed all birds. Handle birds
Feathers
* Feather Bingo
* Write in journals: Why are there so many different
kinds of feathers?

29 * Mass chicks & feed all birds. Handle birds
Feathers

* Bird Baths ditto

* Wash birds

30 * Mass chicks & feed all birds. Handle birds
* Move chicks into growing pens

Showmanship
* Discuss the purpose of showing poultry
* Demonstrate steps in showing poultry

27

* Student practice

31 * Mass growing birds & feed all birds. Handle birds
Showmanship
* Showmanship contest
* Write in journals: How important is the first
impression?

32 * Mass growing birds & feed all birds.

Judging
* Compare 4 different qualities of eggs
* Discuss the purpose of ranking eggs or animals
* Big, Bigger, Biggest ditto

33 * Mass growing birds & feed all birds.

Judging
* Explain how ranking can be used in meats too
* 1 - 2 - 3 You’re It ditto

34 * Mass growing birds & feed all birds.
Judging

* Judge adult birds and write reasons

* Judge meat carcasses and write reasons

35 * Mass growing birds & feed all birds.

Judging
* Present oral reasons to class
* Write in journals: Why weren’t everyone’s reasons the
same?

36 * Mass growing birds & feed all birds.

Poultry Industry
* Compare the production of poultry/eggs in various
countries
* List numerous products made from poultry/eggs
* Analyze the increase in egg & meat consumption in US
* Examine the possibilities for the future of the
poultry industry
* Writing in journal: What do you believe is the future
of the poultry industry?

37 * Mass growing birds & feed all birds
Poultry Industry
* Tour Herbrucks packaging plant

38 * Mass growing birds & feed all birds

Poultry Careers
* Examine all the career possibilities in the poultry
industry

28

39
FFA

40

FFA

41

42

43

44

45

*

Write in journals: What poultry career seems

interesting and why?

it

*
*

Mass growing birds & feed all birds

Discuss the vastness of the FFA organization
Explore the FFA Poultry Contest

Mass growing birds & feed all birds
Move growing birds into breeding pens

FFA student presentation
Write in journals: What do find the most interesting

about the FFA?

*
*

*
*
*

Feed all birds
Use computer to graph growth of birds

Feed all birds
Determine the cost per pound of quail raised

Feed all birds
Prepare for quiz bowl

Feed all birds
COLLECT EGGS
Quiz Bowl Contest

Feed all birds
COLLECT EGGS
Write in journals: Now that you know about Japanese

Quail, what are your feelings about them?

29

Pa“

 

APPENDIX B - Student Activity Sheets

30

 

Take donkey outside
right away!

Water - 2 full buckets
Put new straw in pen

Clean out front feet

 

Shovel out manure

Brush right side of
donkey

 

Clean back feet

HORSE

31

 

Give 2 chunks of hay

Get wheel barrow and

take manure out

Brush left side of

donkey

Put donkey back in pen
at 2:35pm

 

OVERALL

How did the day go?

SHEEP

 

 

Take sheep outside right Give 1 chunk of hay
away!

Get wheel barrow and

 

Water - 1 full bucket take manure out
Brush left side of sheep Brush right side of
sheep
3 OVERALL

 

How did the day go?
Shovel out all wet or
dirty straw

Put sheep back in pen at
2:35 p.m.

 

32

DAIRY

 

Take calf outside right
away!

Water - 2 full buckets

Put new straw in pen

Brush left side of calf

 

Shovel out manure and
all wet straw

 

Feed calf 3/4 bucket
full

33

 

Weigh bag of feed before

 

calf

is fed!!

Get wheel barrow and

take manure out

Brush right side of calf

Put calf back in pen at

2:35pm

OVERALL

Weight of feed bag

 

How did the day go?

CHICKENS

 

Sweep out chicken pen
first!!

 

Water - fill red dish

Get wheel barrow and

remove manure

 

Collect eggs

Shovel manure into wheel
barrow

Weigh bag of oyster
shell

Put oyster shell in
small feeder

 

34

 

Weigh bag of feed before
feeding!!

Put new bag of corn cob
under roast area.

 

Fill metal feeder and %
fill red dish

 

OVERALL

Weight of feed bag

 

Weight of oyster
shell

 

Number of eggs
collected

How did the day go?

Quail

 

 

 

l 2
Weigh bag of feed before Let two roosters out for
feeding!! a stroll
Water quail Watch that roosters

 

don’t get outside

Feed quail
Sweep west end of barn

Clean trays under quail
Put roosters back into
pens

3 OVERALL

 

Feed roosters Weight of feed bag

 

Water roosters
How did the day go?

Clean trays under
roosters

35

RABBITS

 

Water red rabbits

Feed red rabbits

Remove manure under red
rabbit pens

Sweep floor on east side
of barn

 

Water and give hay to
four rabbits

 

Help weigh four rabbits

Remove manure under pens

 

Weigh bag of feed before

feeding!!

Give pellets(only 5
to the four rabbits

 

cup!)

Help weigh four rabbits

Get wheel barrow and

remove manure for all rabbits

OVERALL

Weight of feed bag

 

Weight of rabbit 1

 

Weight of rabbit 2

 

Weight of rabbit 3

 

How did the day go?

36

APPENDIX C - Activity Summary Sheet

NAME

CARED FOR THE:

CARE WAS GIVEN ON:

AMOUNT OF FEED GIVEN:

COST OF ONE UNIT OF FEED (bale/bag)

 

COST OF FEED FOR ONE WEEK

COST OF FEED FOR MONTH

COST OF FEED FOR YEAR

How will the cost of feed change over the year? Explain

Describe three things that you learned when you cared for
this animal.

1.

37

APPENDIX D — Textbook Vocabulary & Questions

38

HORSES Name

 

TERMS - Define the terms. They are in the same order as in

the text. Read the chapter while finding their definitions.

Equitation

Mare

Stallion

Foaling

Foal

Gelding

Filly

Stud Horse

Plug

Hand

Light horse

Pony

Draft horse

Riding horse

Gait

39

Stock horse

Palo mount

Hunting and jumping horse

Racehorse

Driving horse

Floating

Frog

Farrier

Horsemanship

Walk

Jog

Lope

40

HORSES
NAME

 

1. What is the scientific name for a horse and how long is
its gestation period?

2.ikwrare horses classified and describe each
classification.

3. List the eight types of light horses and tell its uses.

4. List the four types of foods required by horses and why
each is essential to proper nutrition.

5. List and describe four types of common ailments in
horses.

41

(i How should teeth and hooves be cared for?

7. Describe the size and care requirements of a horse stall.

8. List and describe the four methods controlling a horse.

9. List and explain what you do during the 5 types of horse
movements

42

SHEEP AND GOAT PRODUCTION Name

 

TERMS - Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions.

Lamb

Mutton

Wool

Chammy

Browse

Ewe

Ram

Wether

Nanny

Buck

Billy

Kid

43

Kidding

Purebred flock

Farm flock method

Range band method

Confinement method

Lamb feeding

Lambing

Orphaned lamb

Docking

Drenching

44

SHEEP AND GOAT PRODUCTION NAME

 

1. Give three ways sheep and goats are similar and three
ways sheep and goats are different.
(Include their scientific names.)

2. Describe three products that come from sheep and goats.

3. How long is the gestation period of sheep compared to
goats?

43 Name the 6 breeds of sheep and give a description of
each.

.i Name the four types of goats and explain their uses?

45

6. List the many things you should consider before selecting
a sheep.

'1 Name the 5 types of production systems and describe each.

8. How should rams and ewes be fed?

9. How do sheep get proper amounts of carbohydrates,
proteins, minerals, vitamins and water?

10.Describe three diseases of sheep.

11. List the types of housing, fencing and equipment needed
for sheep or goats.

46

DAIRY PRODUCTION Name

 

TERMS — Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions.

Nutrient dense

Pasteurization

Homogenization

Dry cow

Udder

Alveoli

Selection

Culling

Dairy Herd Improvement

Progeny

Predicted transmitting ability

Animal model

47

Functional type

Linear evaluation

Type production index

Total mixed ration

Immunoglobulins

Metabolic disorder

Milk fever

Ketosis

Cold housing

Warm housing

Milking parlor

Management intensive grazing

48

DAIRY PRODUCTION NAME

 

1. How much milk can a cow produce and how many people does
that feed?

2. List the complete classification of a dairy cow from
kingdom to species.

3. Explain how milk production is associated with the
reproductive cycle?

4L Where is the milk produced in the udder and what is its
components?

5. Name the seven types of dairy breeds and give a
description of each.

49

(i What are the components of a ration for a dairy cow?

7. Describe how a calf should be feed from the time it is
born to a month of age.

8. What climate factors affect dairy cattle and how does it
affect them?

51 Describe three diseases of dairy cattle.

10. What are the functions of a well-designed manure
disposal/handling systems?

11. List and describe the three types of manure
disposal/handling systems.

50

POULTRY PRODUCTION Name

 

TERMS - Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions.
Broiler

Roaster

Capon

Spent hen

Layer

Pullet

Cock

Cockerel

Poult

Tom

Down

Duckling

Drake

51

Gosling

Gander

Gaggle

Peacock

Peahen

Ratite

Poultry Science

Vertical Integration

Debeaking

Gizzard

Litter

Albumen

Yolk

Candling

Molting

Egg injection

Incinerator

52

POULTRY PRODUCTION NAME

 

1. List the eight types of poultry and list uses of each.

2. Describe the modern poultry industry and how it affects
us.

3. Explain the timing and requirements needed to incubate
eggs.

4. Describe the distinguishing features of male chickens,
turkeys and geese.

5. List the four types of poultry production systems and
describe each.

53

6. Poultry houses have controlled environments. What 5
things must be controlled?

7. Draw and label the four parts of an egg and list the
percentages of nutrients found in an egg.

8. Describe two methods of vaccinating chicks.

9. Describe three methods of disposing of dead birds.

10. Describe three diseases of chickens.

11. What is the scientific name of a chicken and turkey?

54

ANIMAL NUTRITION AND FEEDING Name

 

TERMS - Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions.

Nutrient
Balanced ration
Carbohydrates
Fiber

Fat

Protein

Amino Acids
Mineral

Vitamin
Herbivore
Carnivore
Omnivore
Stomach

Rumen

Reticulum
Omasum
Abomasum
Maintenance
Growth
Reproduction ration
Lactation ration

Feedstuff

55

Feed

Palatability
Roughage

Forage

Permanent pasture
Temporary pasture
Concentrate
Supplement

Diet

Free access
Scheduled feeding
Calorie

Pearson Square method

56

ANIMAL NUTRITION AND FEEDING NAME

 

1. Why is proper nutrition important and what happens if an
animal doesn’t get a proper diet?

2. Explain why water is important for animal health.

3. List the three types of carbohydrates, describe them and
give examples of the foods that animals eat for each type
of carbohydrate.

4. List 5 uses of fat in the body and give examples of the
foods that animals eat for fat.

5. List many parts of the body that protein is in and the
sources that animals use for protein.

(i Why don’t ruminants have as many essential amino acids?

57

I list 6 minerals and their use in the body.

8 Gave 3 reasons why vitamins are important in the body and
explain the difference between fat soluble or water
soluble.

5% Explain the monogastric digestive system and list the
animals that have this system.

10. Explain the ruminant digestive system and list the
animals that have this system.

11.Explain the pseudoruminant digestive system and list the
animals that have this system.

12. Describe the three class of feeds and the type of
nutrients they provide.

58

Birds, Rodents, and Reptiles Name

 

TERMS — Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions

Bird

Birdkeeping

Fledgling

Greenfood

Grit

Birdcage

Aviary

Rodent

59

Diurnal

Nocturnal

Reptile

Amphibian

Hutch

Quill

Solitary

60

BIRDS, RODENTS, AND REPTILES NAME

 

1. List the seven types of companion birds and give two
facts about each.

11 What type of food should be given to birds and how is
grit important?

3. List the four types of rodents and explain the appearance
of each.

11 What types of foods are required by the four types of
rodents listed above?

5. Name the two types of reptiles kept as pets, explain each
and give an example of each.

6!

(i Give example of amphibian pets and explain their cages.

7. Describe the characteristics of a rabbit and give its
scientific name.

8. List the 5 categories of rabbits and give examples of
breeds in each.

51 How long is gestation? What care must be taken for the
female and how many babies are born?

10. What type of food should a rabbit be fed?

11. Describe the body of a ferret and hedgehog.

62

SWINE PRODUCTION NAME

 

Terms - Define the terms. They are in the same order as in
the text. Read the chapter while finding their definitions.

Prolific

Piglet

Barrow

Gilt

Boar

Meat-type hog

Type

Pedigree

Probe

Ultrasonics

Porcine stress syndrome

Specific pathogen free

63

Feeder pig

Contract production

Farrowing

Needle teeth

Tail docking

Additive

Porcine Somatotropin

Withdrawl

SWINE PRODUCTION NAME

 

1. Compare the dressing percentage of pigs to that of cattle
and sheep.

11 What is the scientific name for swine and what type of
stomachs do they have?

3. Describe the six breeds of swine discussed in the
chapter.

4. Describe the four types of primary production systems in
swine.

5. When can gilts be bred and how long is the gestation
period?

65

6. Explain three things that should be done to increase the
survival rate during farrowing.

'1 Explain the six things that should be done when piglets
are born and why are they done?

it What five things do pigs need for proper nutrition? What
type of feeds are given to meet these needs?

5% Name and describe three common diseases of swine.

10. Explain the three types of production facilities used to
raise hogs.

66

APPENDIX E - Quizzes

67

QUIZ 1 NAME

 

Please check which animals you have cared for at home or in
a different class besides Agriculture

 

Calf Horse

Chickens Rabbits

Quail Sheep

Guinea Pig Swine

Type of Type of food eaten by animal Name of adult
Animal (be specific - hay?) male and female

Horse

Chicken

Rabbits

Quail

Sheep

Guinea
Pig

Calf

Swine

68

QUIZ 2 NAME

 

Please check which animals you have cared for at home or in
a different class besides Agriculture

 

Calf Horse

Chickens Rabbits

Quail Sheep

Guinea Pig Swine

Type of Classification Digestive system Name Name
Animal (Class Name) (Ruminant/Monogastric) (Adult (Fixed

Female) Male)

Horse

Chicken

Rabbits

Quail

Sheep

Guinea
Pig

Calf

Swine

69

Define the word Chordate.

What two animals have the most similar classifications?
Explain why?

Why would an animal have a large cecum? Which animals have
a large cecum?

List is the order of stomachs that food passes through in a
ruminant stomach?

List is the order of organs that food passes through in a
pig's digestive system.

70

APPENDIX F - Writing Assignments

7]

WRITING ASSIGNMENT 1 NAME

 

Journal 1: From what type of activity (textbook questions,
taking notes during lecture, watching the video, or working
on the farm) did you learn the most? Explain why in at

least three sentences.

Journal 2: What type of activity (textbook questions, taking
notes during lecture, watching the video, or working on the
farm) did you have the most fun doing? Explain why in at
least three sentences.

72

WRITING ASSIGNMENT 2 NAME

 

Journal 1: From what type of activity (visiting farms,
listening during lectures, playing vocabulary games, making
graphs, drawing digestive systems, or listing
classifications) did you learn the most? Explain why in at
least three sentences.

Journal 2: What type of activity (visiting farms, listening
during lectures, playing vocabulary games, making graphs,
drawing digestive systems, or listing classifications) did
you have the most fun doing? Explain why in at least three
sentences.

73

APPENDIX G - Consent Form

January 20, 2000

To: The parents/guardians of students in the Agriculture
Exploratory

From: Mrs. S. Young

Re: Requesting permission to use student’s work in a
Master’s Thesis

is a member of my Agriculture
Exploratory Class. This class will be raising farm animals
and visiting farms to learn about classification, body
systems, adaptations, nutrition, and health. This
exploratory was designed to complete my Master's at Michigan
State University.

I am requesting permission to use your student’s scores
on tests and other measures such as journal writing, student
interviews, drawings, graphs, projects, and demonstrations
in my Master's Thesis. These measures will be used
anonymously as an evaluation of the effectiveness of using
animals to teach science and agriculture. The data
collection process will be virtually unnoticeable and will
not effect the students in any way. Choosing not to
participate does not exempt the student from doing the same
work as everyone else, it just means that I will not use
their data.

Please fill out the bottom portion of this letter. I
need both the consent of the student and parent/guardian.

If you have any questions at any time during this
exploratory, please feel free to contact me. Thank you for
your consideration in this matter.

 

 

I give Mrs. Young permission to collect data
from my work. I understand that my name will not be used
and that I will remain anonymous.

 

I do not wish for Mrs. Young to use data from
my work. I understand I will not be penalized for choosing
not to participate.

 

 

 

Student Signature Date

 

 

Parent/Guardian Signature Date

74

BIBLIOGRAPHY

Allen, H. A., Splittgerber, F. L. and Manning, M. L. 1993.
Teaching and Learning in the Middle Level School. New
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Farris, R. A. 1990. Meeting their needs: Motivating middle
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Fox, Michael W., and Ward, M. Andrea. 1977 (September). Are
Science Fairs Fair To Animals? In Science Teacher. 44:
31-33.

George, P., Lawrence, G., and Bushness, D. 1998. Handbook
for .Middle School Teaching, 2nd. ed. New York:
Addison—Wesley Educational Publishers Inc.

Gill, Jim. 1995. Exploratory Curriculum in the Middle Level.
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Michael J. Wavering, eds. New York: Garland Publishing,
Inc.

Henson, Kenneth T. 1988. Methods and Strategies for Teaching
in Secondary and.Middle Schools. New York: Longman Inc.

Lee, J. S., Hutter, J., Rudd, R., Westrom, L., Bull, A. M.,
Mohr, C., and Pollock, J. 1998. Introduction to
Livestock and Companion Animals, 2nd ed. Dansville:
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Mayer, William V. 1973 (January). Biology: Study of the
Living or the Dead? In American Biology Teacher. 35:
27-30.

Messick, Rosemary G., and Reynolds, Karen E. 1992. Middle
Level Curriculum in Action. New York: Longman
Publishing Group.

Michigan State Board of Education. 1991. Michigan Essential
Goals and Objectives for Science Education (Ke12). East
Lansing: The Michigan Center for Career and Technical
Education.

Stevens, Christine. 1970 (January). Attitudes Toward
Animals. In American Biology Teacher. 32: 77-79.

Swine Management Practices, Part 1. 1985. Texas: Creative
Education Video, Incorporated.

75

Varghese, Sam K. 1980. Embryological Development of

Coturnix. Department of Poultry Science: Michigan State
University.

Varghese, Sam K. 1975. E1069 Japanese Quail, Cortunix.
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4—H Cooperative Curriculum System. 1994. Poultry Project

Activity Guides 1-3 & Project Helper's Guide.
University of Minnesota.

76

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