|
|
Lesson 5.3 – Feedstuffs
Preface
Feeds and the feeding of animals is an important aspect of livestock production. The foundation for properly feeding and caring for animals lies in nutrition. Animals of differing ages and species have different feed requirements. Feeds also have differing nutritional values that one must take into account when creating a diet for an animal.
Feedstuffs are classified into two categories – roughages and concentrates. Roughages are bulky feeds that are high in fiber and low in energy. Hay, pasture, and silage are common forms of roughages. Roughages are mainly fed to ruminants and pseudo-ruminants. Concentrates are typically grains, such as corn, oats, barley, and soybeans. Concentrates are low in fiber and high in energy, protein, or both.
In this lesson, students will learn how to read and use nutritional information labels for animals and how those labels compare with the nutritional information on food labels for humans. As students increase their understanding of animal needs for proper health and nutrition, they will be able to make health decisions for their animals. By extension, students will understand more about their personal health and nutritional needs.
|
|
Knowledge of feedstuffs can lead students to improve the performance and health of animals and to consider a career in the field of animal nutrition. Opportunities for students to apply knowledge of feedstuffs through SAE projects include:
· Raising market animals and balancing rations to ensure proper growth and gain
· Work at a feedlot mixing rations and feeding cattle
· Working on a dairy feeding a total mixed ration
· Working on a farm where cereal grains are produced
· Working on a farm where alfalfa or grass hay is produced
For more information regarding opportunities related to Supervised Agricultural Experience, view the webpage at the following URL: http://www.ffa.org/index.cfm?method=c_programs.SAE.
|
|
One component of the FFA mission is to promote healthy lifestyles. In this lesson, students study the nutritional information labels on both animal feed and human food. By increasing their knowledge of nutrition, students will be able to make better health decisions for themselves and the animals they raise. This lesson also provides conceptual and procedural knowledge required for participation in the following FFA activities:
· Agricultural Proficiency
· Agriscience Fair
· Agronomy Career Development Event
For more information about the National FFA Organization, review the following URL: http://www.ffa.org/.
|
|
LifeKnowledge® Precept G1 – “Practice healthy eating habits” is addressed in this lesson as students study the sources of essential nutrients and how to evaluate food and feed labels for nutritional information.
For more about LifeKnowledge® and E-Moments® review the information found at the following URL: http://www.ffa.org/ageducators/lifeknowledge/index.html.
1. Animals derive nutrition from a variety of sources including roughages and concentrates.
2. Feedstuffs of the same type can vary in nutrient composition and nutritional value based on the location, time of harvest, growing conditions, water availability, and soil conditions of the area in which the feed is grown.
3. The nutritional value of a feed can be determined through feed analysis.
4. Feed labels are an important source of nutritional information.
Standards and Benchmarks Addressed
AFNR Career Cluster – Animal Systems Career Pathway Content Standards
Lesson 5.3 will address parts of the following performance elements:
AS.03. Performance Element: Provide for the proper health care of animals.
AS.04. Performance Element: Apply principles of animal nutrition to ensure the proper growth, development, reproduction, and economic production of animals.
National Science Education Standards
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes:
· Constancy, change, and measurement
Science as Inquiry – Content Standard A: As a result of their activities in grades 9-12, all students should develop understanding of
· Abilities necessary to do scientific inquiry
· Understandings about scientific inquiry
Physical Science – Content Standard B: As a result of their activities in grades 9-12, all students should develop understanding of
· Chemical reactions
Life Science – Content Standard C: As a result of their activities in grades 9-12, all students should develop understanding of
· Matter, energy, and organization in living systems
Science in Personal and Social Perspectives – Content Standard F: As a result of their activities in grades 9-12, all students should develop understanding of
· Personal and community health
Principles and Standards for School Mathematics
|
Measurement |
Instructional programs from pre-kindergarten through grade 12 should enable all students to |
|
· understand measurable attributes of objects and the units, systems, and processes of measurement. |
|
|
|
· apply appropriate techniques, tools, and formulas to determine measurements. |
|
Data Analysis and Probability |
Instructional programs from pre-kindergarten through grade 12 should enable all students to |
|
· formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. |
|
|
|
· select and use appropriate statistical methods to analyze data. |
|
|
· develop and evaluate inferences and predictions that are based on data. |
|
Connections |
Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and apply mathematics in contexts outside of mathematics. |
Standards for the English Language Arts
|
Standard 12 |
Students use spoken, written and visual language to accomplish their own purposes (e.g. for learning, enjoyment, persuasion, and the exchange of information). |
It is expected that students will
· Conduct an inquiry experiment to determine the energy in feedstuffs.
· Categorize feedstuffs into the nutrient group each feedstuff provides.
· Classify feedstuffs as roughages, concentrates, and supplements.
· Identify and define feed analysis terms.
· Read a feed label and interpret the information included on the label.
· Compare the information on a feed label to the information found on a food label.
Critical Thinking and Application Extensions
Application
1. Students will design and conduct an experiment using alternative feeds to test the energy content of those feedstuffs. Students will write a laboratory report on their results and present their findings with an Agriscience Fair display.
1. What is energy?
2. How is energy measured?
3. What is a calorie?
4. What is a feedstuff?
5. What is a concentrate?
6. What is a roughage?
7. How does a feed differ from a feedstuff?
8. What nutrients do different feedstuffs provide?
9. What nutritional information is found on feed labels?
10. How does a feed label compare to a food label?
11. What is nutrition?
12. Why is nutrition important to animals?
13. What is nutritional value?
14. Why is understanding nutritional value important to know of a feedstuff?
15. What is feed analysis and how is it used?
16. How can the nutrient content of a feed vary?
|
Calorie The heat necessary to raise the temperature of 1 gram of water one degree centigrade from 14.5° to 15.5° C. |
Calorimetry The measurement of heat. |
Concentrate Any feed high in energy (usually grain); sometimes used with reference to other nutrients, such as protein concentrate, etcetera. |
|
Crude Fiber The part of feeds containing the cellulose, lignin, and other structural carbohydrates as determined by the proximate analysis. |
Crude protein A measure or estimate of the total protein in a feed determined by multiplying the total nitrogen content by 6.25. |
Digestible energy (DE) The proportion of energy in a feed that can be digested and absorbed by an animal. |
|
Dry Matter The total amount of matter, as in a feed, less the moisture it contains. |
Energy The capacity to do work. |
Feed Harvested forage, such as hay, silage, fodder, grain, or other processed feed for livestock. |
|
Feed analysis The chemical or material analysis of a commercially prepared feed, printed on a tag and fastened to the bag in which the feed is to be sold.
|
Feedstuff One or a mixture of the substances that form the nutrients; namely, proteins, carbohydrates, fats, vitamins, minerals, and water. A feedstuff is different from a feed in that a feedstuff is not normally fed by itself but is mixed with other feedstuffs to formulate a feed. For example, soybean meal or fishmeal. |
Forage That portion of the feed for animals that is secured largely from the leaves and stalks of plants, such as the grasses and legumes used as hays. It may either be for grazing as green or standing dry herbage or be cut and fed green or preserved as dry hay. |
|
Grain A small, hard seed, esp. the seed of a food plant such as wheat, corn, rye, oats, rice, or millet. |
Hay Any leafy plant material, usually clover, fine-stemmed grasses and sedges, alfalfa, and other legumes, that has been cut and dried principally for livestock feeding. |
Metabolizable energy (ME) The total amount of energy in feed less the losses in feces, combustible gases, and urine. Also called available energy. |
|
Pasture A fenced or unfenced tract of land on which farm animals feed by grazing. The pasturage is mainly grass, but it may consist of various other herbs, brush, and trees. |
Proximate analysis A system of analysis used to determine the total composition of nutrients in feed. |
Roughage Any food or feed high in fiber and low in digestible nutrients such as many fruits and vegetables, straw, and low-quality vegetation, hay, haylage, and silage. High-quality grass-legume pasturage and high-protein hay are more properly known as forage. |
|
Silage A crop that has been preserved in moist, succulent condition by partial fermentation in a tight container above or below the ground. The chief crops stored this way are corn, sorghum, and various legumes and grasses. The main use of silage is in cattle feeding. |
Supplement A feed or feed mixture that is relatively higher in a specific nutrient than the basic feed ingredients in a ration to which it is added. It may be used to supply a single nutrient or may contain a mixture of vitamins, proteins, minerals, and other growth stimulants. |
Total digestible nutrients (TDN) A standard evaluation of the usefulness of a particular feed for livestock which includes all the digestible organic nutrients; protein, fiber, nitrogen-free extract, and fat (the latter being multiplied by 2.24 because its energy value for animals is approximately 2.25 times that of protein or carbohydrates). |
Day-to-Day Plans
Time: 5 days
The teacher should refer to the Teacher Resources section for specific information on teaching this lesson; in particular Lesson 5.3 Teacher Notes, Animal Glossary in Word® format, and other support materials.
Day 1:
· The teacher will present Concepts, Performance Objectives, Key Terms, and Essential Questions as a lesson overview.
· The teacher will provide students with a copy of Activity 5.3.1 Energy in Feed.
· The teacher will demonstrate the laboratory procedures and review how to use LabQuest® for collecting data.
· The teacher will divide the students into groups of four.
· Students will read the procedures and select duties within their group.
Day 2:
· Students will work in groups of four to complete Activity 5.3.1 Energy in Feed and submit for grading.
· The teacher will assess using Activity 5.3.1 Answer Key.
Day 3:
· The teacher will provide students Presentation Notes pages to be used throughout the lesson to record notes and reflections. These pages are to be added to the Agriscience Notebook.
· The teacher will present PowerPoint® Feedstuffs.
· Students will take notes using the Presentation Notes pages provided by the teacher.
· The teacher will provide students with a copy of Activity 5.3.2 What’s in it for me?
· Students will work independently to complete Activity 5.3.2 What’s in it for me?
· The teacher will assess student work using Activity 5.3.2 Answer Key.
Day 4:
· The teacher will provide students with a copy of Activity 5.3.3 It’s all on the label.
· The teacher will present PowerPoint® Reading Labels.
· Students will complete Part One of Activity 5.3.3 It’s all on the label during the presentation given by the teacher.
· Students will work individually to complete Parts Two and Three of Activity 5.3.3 It’s all on the label.
· HOMEWORK: Students will complete Part Four of Activity 5.3.3 It’s all on the label as homework.
Day 5:
· Students will submit Activity 5.3.3 It’s all on the label for assessment.
· The teacher will assess student work using Activity 5.3.3 Answer Key.
· The teacher will provide students a copy of Students will complete Lesson 5.3 Check for Understanding.
· Students will complete Lesson 5.3 Check for Understanding.
· The teacher will assess Lesson 5.3 Check for Understanding using Lesson 5.3 Check for Understanding Answer Key.
Instructional Resources
Items in this section are linked to Microsoft Word® and PowerPoint® allowing teachers to edit materials as needed. On this web-based sample, the links are not available.
PowerPoint® Presentations
Feedstuffs
Reading Labels
Student Support Documents
Presentation Notes
Activity 5.3.1 Energy in Feed
Activity 5.3.2 What’s in it for me?
Activity 5.3.3 It’s all on the label
Lesson 5.3 Teacher Notes
Lesson 5.3 Check for Understanding
Answer Keys and Assessment Rubrics
Activity 5.3.1 Answer Key
Activity 5.3.2 Answer Key
Activity 5.3.3 Answer Key
Lesson 5.3 Check for Understanding Answer Key
Reference Sources
Cheeke, P.R. (1991). Applied animal nutrition: Feeds and feeding. Englewood Cliffs, NJ: Prentice Hall.
Ensminger, M.E. (1991). Animal science (9th ed.). Danville, IL: Interstate Publishers, Inc.
Herren, R. V., & Donahue, R. L. (2000). Delmar’s agriscience dictionary with searchable CD-ROM. Albany, NY: Delmar.
National Research Council. (1982). United States-Canadian tables of feed composition: Nutritional data for United States and Canadian feeds, third revision. Washington D.C.: National Academies Press.
Redding, K., & Masterman, D. (2007). Biology with Vernier. Beaverton, OR: Vernier Software & Technology.