Page 2 Ask your student to list other animals that might be hay customers. These would be any animal that eat grasses or forbs. For example, antelope, bison or goats. Ask your students to draw additional food chains.
Page 3 Make sure your students realize that hay is usually made up of a combination of different types of plants. Legumes are introduced on this page. You might want to jump to page 7 with your students to learn more about legumes.
Page 4 What is a perennial plant? A plant that lives for more than two years or one that grows back year after year.
Page 5 Do the Math 50 lb bales x 300 = 15,000 lbs 15,000 lbs / 2000 = 7.5 tons of hay
Page 7 What two organisms are involved in the relationship?
• the legume plant and
• the nitrogen fixing bacteria Is this relationship benefiting both organisms? yes The bacteria is getting carbohydrates from the plant. The legume is getting nitrogen from the bacteria.
NOTE: Nitrogen is vital to plants because it is a major component of chlorophyll, the compound by which plants use sunlight energy to produce sugars from water and carbon dioxide( i. e., photosynthesis). It is also a major component of amino acids, the building blocks of proteins. Without proteins, plants wither and die. Page 8 How would you define spontaneous combustion? A chemical process that starts a fire.
What is the best buy in hay? A large square bale that weighs 800 pounds and sells for $ 80 a bale or 800 pounds of small square bales that weigh 50 pounds each and sell for $ 7 per bale? 800 / 50 = 16 bales x $ 7 = $ 112 for small bales. The better buy would be the large square bale.
You have a cow you want to feed 30 pounds of hay to each day. You have a 900 pound round bale of hay. How many days should this bale provide food for your cow? 900 divided by 30 pounds per day = hay for 30 days
If you have two cows you want to feed 30 pounds of hay to each day and you want to feed them for 90 days, how many 900 pound round bales of hay will you need? 2 cows x 30 pounds hay = 60 pounds per day x 90 days = 5,400 pounds 5,400 divided by 900 = 6 bales
It’ s time to sign up for the Colorado Literacy Project and Have a farmer or rancher come to your classroom to read a book about agriculture to your students. Go to growingyourfuture. com to sign up.
National Ag Literacy Outcomes: Agriculture & the Environment Outcomes b. Explain how the interaction of the sun, soil, water, and weather in plant and animal growth impacts agricultural production. d. Identify the major ecosystems and agroecosystems in their community or region( e. g., hardwood forests, conifers, grasslands, deserts) with agro-ecosystems( e. g., grazing areas and crop growing regions). e. Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel( e. g., soil, water, air, plants, animals, and minerals).
Plants & Animals for Food, fiber & Energy c. Explain how the availability of soil nutrients affects plant growth and development. d. Provide examples of specific ways farmers / ranchers meet the needs of animals.
Science, Technology, Engineering & Mathematics Outcomes b. Describe how technology helps farmers / ranchers increase their outputs( crop and livestock yields) with fewer inputs( less water, fertilizer, and land) while using the same amount of space.
Colorado Science Standards Life Science 3. There is interaction and interdependence between and among living and nonliving components of systems.
Colorado Academic Standards CCSS ELA-Literacy CCSS. ELA-Literacy. CCRA. L. 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSS. ELA-Literacy. CCRA. R. 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS. ELA-Literacy. CCRI. R. 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS. ELA-Literacy. CCRF. R3a: 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology( e. g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.