Mr. Nichols - English Introduction: We need to Ms.

Graham - Agriculture
-Standard 4:1: Collect, analyze, and evaluate information obtained show that math and english are Methods of Swine Production & Practices
from multiple sources to answer a question, propose solutions, or
applicable to all areas of life. Standards
share findings and conclusions
ANSC.01.02.c- Describe the movement of agriculture products through
Agriculture brings the career industry segments and industry distribution channels
-Big Ideas/Essential Understandings
ready practices (real life Big Ideas
Students will be asked to apply a critical lens to the article Social ● Students will name, label, and understand the different swine
Behavior of Swine, as instruction in reading technical documents. applications) In order to do this, production stages
It is important to be able to decode and decipher the high we will go over a week unit of ● Students will know and apply the proper environment for ethical
language that is often present in technical documents, especially swine production
as we progress in our educations.
analyzing satire text, relating
Possible Misconceptions
-Inquiry Question: mathematics into the text, and ● No interest in swine production from students
Why is it important to be able to read technical documents? What applying this math to the real ● Production practices are unethical
can we learn about agriculture and where our food comes from Formative assessments
that we didn’t know before? world. ● Vocabulary Test- farrow, swine, gilt, Farrow- to -finish
● Exit ticket- Matching descriptions with the swine practice
Formative Assessments: Mid-lesson, students are going
to be asked to demonstrate an understanding of the
content, assessed through class discussion. Post-lesson,
MaAgLish
students will be asked to fill out an exit ticket. Ms. Whipple - Mathematics
Lesson: Pigs Standard 4.4: Attributes of two- and three-dimensional objects are
measurable and can be quantified.
Evidence Outcomes: Students will be able to solve a maximization
Summative Assessment: Group Poster Gallery Walk problem using the methods learned in class, while applying this method to
the real world.
Students will “design” a pig production space of their own, using the maximizing & Big Ideas: Students will know how to and be able to apply to concepts of
minimizing principles to calculate the total amount of space needed for their ideal minimizing and maximizing area.
Inquiry Questions: Why is maximizing/minimizing area important? How
swine operation. Students will also write a summary of the historical and modern can this concept be applied in your life?
Possible Misconceptions: We are able to make the biggest numbers
perspective they’ve gained reading Animal Farm. Students will do a gallery walk possible on either ends of the space to maximize area, or vice versa.
the last lesson of class to see different works and creativeness of their peers. They Formative Assessments: Throughout the lesson I will constantly be
asking questions for students to participate in the conversation. At the end
will later be turned in to their respective teacher. The teachers will grade their of the lesson, I will have a forum online for the students to write concepts
respective students by the rubric. Once the rubric is filled out, the score will be that they have learned throughout the class, and allow them to discuss and
look at the other students’ responses. This tests their knowledge of the
multiplied by two, and each student’s score will be such - out of 32 possible points. subject.
 Participation
4- Above and Willing to work with all group
Beyond members, takes full
ownership of project, and
turned in completed project.
3- Proficient Worked with other students,
and got own work done.
2 - Needs work Needed a push to work with
other students, was not able
to finish work on time.
1 - What is this? Students do not/refuse to
participate in creating a
poster with classmates.
Math Concept
Demonstrates mastery of
maximizing area and correct
application.
Students can show their
understanding but can not fully
conceptualize and have few
errors in their work.
Understands concepts behind
maximizing areas, but struggles
to apply them in real world
applications.
Students cannot show
understandings of concepts or
real life applications of
maximization.
English Concept
Students are able to obtain
information from the article in a
cohesive manner, and pass
that information on to others
succinctly in the form of a
poster.
Students are able to draw
tentative connections between
the reading and the world. The
poster lays out information
well.
Students draw very little
connections, do not
demonstrate effort or a desire
to learn.
Students do not put forth effort.
The connections drawn are
poor or non-existent.
Ag Concept
Students identify two or more
production stages and explain
why they choose to do
multiple. Terminology is used
in a skillful way.
Students identify & explain the
production stage they chose
for their facility using correct
terms and ideas from class.
Students identify the
production stage and
somewhat explain what it is.
Some terms are used.
Production stage is identified.
No attempt to define or explain
why it was chosen.