Class: Agricultural Sciences

Area: Animal Science

Job: Beef Production: Growth and Hormones
Time: 50 minutes
Instructions to the Teacher:
Normal text is instructions to the teacher; italicized words are suggested script.
Learning Standards:
ANSC 03.01- Understand the process of animal growth and development.
Goals and Objectives:
By the end of this lesson the learner will
I can justify the pros and cons of implanting beef with hormones.
I can compose a written opinion summary about my perspective about implanting beef with hormones.
Outcomes of this Lesson:
Students will be able to know both sides of the hormone implanting issue. They will also be able to make their
own opinion and express it.
Materials:
Implanting pros and cons stations
Pencil and paper (in notebook or binder)
Resources:
http://www.iowabeefcenter.org/information/IBC48.pdf
http://www.cattlenetwork.com/cattle-news/The-facts-about-hormones-and-beef-169217746.html
http://pods.dasnr.okstate.edu/docushare/dsweb/Get/Document-1931/ANSI-3268web.pdf
http://amarillo.tamu.edu/files/2010/11/Implanting-Beef-Calves-and-Stocker-Cattle.pdf
http://beefmagazine.com/blog/visual-add-your-arsenal-about-hormones-beef
http://www.med.nyu.edu/content?ChunkIID=90869
http://www.sustainabletable.org/258/hormones
https://www.youtube.com/watch?v=Nmkj5gq1cQU

Terms to Know:
Estrogen
Testosterone
Progesterone
Implants
FDA- Food Drug Administration
Background Information:

Page 1

Engage:

What are students doing?

Students watch 30 second clip of National
Geographic about cows on steroids.

The Instructional Plan

What am I doing?
I am showing the video to the students.

What data can I collect?

Engagement with the video and how the
students feel about the issue.

Explore:

Student will gallery walk around the room

and look at different perspectives on the
hormone implanting issue. They will be
jotting down important facts that they find
on each poster.
-For Hormone Implanting
-Against Hormone Implanting
-Media perspective
-Mom perspective

I split the room into groups of four, and then

wile they being, I am circulating timing to
make sure that each group can move from
poster to poster in a timely manner and jot
down facts that will help them in the next
step.

I can collect what they are reading and

writing down to make sure they have
enough information to write a summary of
a perspective.

Explain:

Students will be standing by the poster they

most agree with and explaining why they
believe that.

I will facilitating discussion and asking inquiry

questions.

What information they gathered from the

perspectives and reading.

Elaborate:

Students will write a summary of the side

they believe in and explain why with three
to five facts.

I will be circulating ,checking in, and looking

for writing progress.

How much information they retained and

how they critically think. It will also help
me show growth in how students make
decisions and how they gather
information.

Evaluate:

Students will be evaluated by writing one

pro and one con about hormone implants in
beef on an index card, along with the notes
and write up they made during the class
session.

Collecting fact sheet and opinion write up.

Also collecting cards with the two facts.

Comprehension of the topic and see if they

can critically think to form an opinion.

Essential Questions:

Page 2

Be sure your students can answer these questions at the end of the lesson:
Can cattle pump steroids like body builders?

Extend:

Debate: paired up and assigned side to debate against other person.

Page 3