Squabbles of the Soil MTSU Collegiate FFA

Teaching Guide

Topic: Environmental impact of small-scale farms in comparison to large-scale farms

Host: Dean Childs

Guests: Colton McClanahan, Farm Credit and Doug Caywood, Organization they represent

Description: Farms of all sizes across the globe are always adapting new practices to reduce the impact on the environment. From carbon emissions, pesticides, and other environmental concerns, farmers have a huge impact on the world. This impact varies greatly based on numerous variables, one of which being size and resources connected to size. 

Objectives:


I can describe the pros and cons of farms in different sizes


I can list what new practices for farms


I can compare the priorities for small farms and large farms



Pre-Viewing Questions:


How do you think farms impact the environment?


What are new technologies in agriculture?


Do you think larger farms make a bigger impact on the environment or smaller farms



Guided Questions:


Colton McClanahan got his bachelor’s degree in _______ at ________. 


What percentage of greenhouse gas is accounted for by farming?


What new technology does McClanahan mention to aid in chemical usage?


List three of Doug Caywood’s animals


Why does Mr. Caywood keep a bull on the farm?


What is one advantage Mr. Caywood list’s for small farms?



Post-Listening Questions:


  Describe two pros and cons of large scale farms and small scale farms (eight in total)


  List two new practices or technologies for farm


 In two sentences, compare the priorities of small farms against those of large farms.



Scoring Rubric for Post-Listening Questions

Question one

Level one: only one pro or con for each side or less.

Level two: All eight of pro/cons but with information that is blatantly incorrect.

Level three: All eight of pro/con are listed with correct or mostly correct answers.

Question two

Level one: one practice filled out

Level two: two practice filled out, both incorrect

Level three: two practice filled out, one or both correct    

Question three

Level one: one sentence, about only one priority

Level two: two sentences, about only large or small scale priorities, or one sentence about both side’s priorities, or two sentences about both side’s priorities that is completely wrong

Level three: two sentences, about both sides of the argument that is mostly factually correct in accordance of the podcast audio. 

Teaching Guide

Topic: Spay Or Neuter house pets 

Host: Madilyn Westergard

Guests: Michael Shirley, Co-owner and office manager of Family Pet Health

Description: In this podcast, we speak to a Co-Owner of a veterinary clinic about Spaying and neutering house pets. He gives insightful information about the safety and financial responsibilities of this procedure.  

Objectives:


I can explain the safety precautions I should take before I find a vet.   


I can identify questions I should ask a vet before my pets first exam. 


I can identify my point of view on when I should have my animal spayed or neutered.  



Pre-Viewing Questions:


When is the best time to spay or neuter your dog or cat? 


Is it possible to have more complications after spaying a dog after their first heat cycle?


Would you prefer to spay/neuter your animal or not?



Guided Questions:


What is the name of the guest who spoke with Madilyn?


What type of environment does Family Pet Health want to provide?


What type of practice is Family Pet Health?


How does Family Pet Health charge for Surgeries?


What is Madilyn’s suggestion on spaying and Neutering?



Post-Listening Questions:


  Provide the questions that anyone should ask their vet before bringing their animal.


  Explain in your own words how Family Pet Health charges for surgeries.



Scoring Rubric for Post-Listening Questions


 Provide the questions that anyone should ask their vet before bringing their animal.



Level One: Student provides one question.

Level Two: Student provides two questions.

Level Three: Student provides three or more questions.


Explain in your own words how Family Pet Health charges for surgeries.



Level One: Student explains in one sentence

Level Two: Student explains in two sentences.

Level Three: Student explains in three or more sentences the wellness plans that Family Pet Health provides. 

Teaching Guide

Topic: In Vitro Fertilization in Livestock

Host: Lucero Gomez

Guests: Micheal Resendiz with TransOva Texas and Liz Vanherweg with TransOva California

Description: We are always breeding livestock in hopes of creating better offspring. There are several forms of breeding livestocks and they all have their pros and cons. With these pros and cons there is always discussions and everyone has an opinion on breeding. Come along and learn about the pros and cons of one form of assisted breeding in vitro fertilization.

Objectives:


I can define in vitro fertilization.


I can identify 2 advantages and 2 disadvantages of in vitro fertilization


I can create my own opinion on in vitro fertilization and provide 2 pieces of evidence 



Pre-Viewing Questions:


What do you think in vitro fertilization is?


Do you know of any other forms of livestock breeding? 


What is your opinion on assisted forms of breeding for livestock?



Guided Questions:


What is IVF?


What is the difference between IVF and conventional flushing?


How long does the process usually last?


What is the average cost per embryo?


What can affect the decision of IVF?


Is IVF the most successful form of flushing?



Post-Listening Questions:


 What is in vitro fertilization?


 What are 2 pros and 2 cons of in vitro fertilization?


 After listening, what is your standing on in vitro fertilization? Provide two pieces of evidence



Scoring Rubric for Post-Listening Questions

Post-Listening Question 1:

Level 1: Student little to no definition

Level 2: Student can  briefly defines IVF in incomplete sentences

Level 3: Student can define IVF in incomplete sentences 

Level 4: Student can define in vitro fertilization in complete sentences 

Post-Listening Question 2:

Level 1: Student lists only one pro or one con

Level 2: Student lists one pro and one con

Level 3: Student lists two pros and two cons with no information 

Level 4: Student lists two pros and two cons with information

Post-Listening Question 3:

Level 1: Student gives one to two word answer

Level 2: Student gives one reason and incomplete sentences 

Level 3: Student gives two reasons in incomplete sentences

Level 4: Student gives two reasons in complete sentences

Teaching Guide

Topic: Reallocation of Base Acres

Host: Faith Cook

Guests: George McDonald, Owner of Catesa Farms and TCGA member; Casey Youngermann, American Soybean Association Board of Directors and TN Soybean Association State Director

Description: With the 2023 Farm Bill being a main topic of discussion in the agriculture industry, base acreage has been brought before legislators several times. Base acres are the amount of acres that a farm has for a certain commodity, and they affect how much a producer can receive through crop insurance or relief funding. While many corn growers believe that there is a much needed reallocation of base acreage, other farmers disagree and would prefer that other issues be dealt with before this.

Objectives:


I can explain the importance of base acreage in the context of agriculture.


I can identify opposing sides of the argument surrounding the reallocation of base acreage.


I can identify my point of view on whether or not base acreage should be reallocated.



Pre-Viewing Questions:


Write at least one thing that you know about disaster funding in the agriculture industry.


What do you think base acres are?


If someone has 10 base acres on 100 acres of farmland, should they be given more base acres?



Guided Questions:


What does Mr. McDonald, the first guest, explain about base acres?


Write down one of the examples that Mr. McDonald gave about farms and their base acres.


How does Mr. McDonald think the 2023 Farm Bill will impact base acre reallocation?


What does Mr. Youngermann, the second guest, explain about base acres?


 What is Mr. Youngermann’s personal experience with base acres?


 What does Mr. Youngermann say about the cost of a mandatory reallocation of base acres?



Post-Listening Questions:


Provide two reasons for why someone would be for the reallocation of base acreage. Give an example.


Provide two reasons for why someone would be against the reallocation of base acreage. Give an example.


In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation.



Scoring Rubric for Post-Listening Questions

1. Provide two reasons for why someone would be for the reallocation of base acreage. Give an example.


Level One: Student provides one reason and no example.


Level Two: Student provides one reason and one example.


Level Three: Student provides two different reasons and an example for why someone would be for the reallocation of base acres using complete sentences.

2. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example.


Level One: Student provides one reason and no example.


Level Two: Student provides one reason and one example.


Level Three: Student provides two different reasons and an example for why someone would be against the reallocation of base acres using complete sentences.

3. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation.


Level One: Student provides their own opinion on the reallocation of base acres but does not state their stance on a mandatory reallocation and does not provide reasoning. 


Level Two: Student provides their own opinion on the reallocation of base acres and gives at least one reason for their opinion. They provide their thoughts on whether or not reallocation should be mandatory.


Level Three: Student provides their own opinion on the reallocation of base acres. They continue answering through providing their opinion on whether or not this reallocation should be mandatory for all farmers in the United States. Student provides at least two reasons for their opinion on base acre reallocation.

Topic: Government Monetary Support on Sustainable Agricultural Practices

Host: Elisabeth Bean

Guests: Matthew McClellan, Professor of Soil Science and Ag Business at Walters State Community College

Description: Implementing sustainable agricultural methods is a challenge for many producers due to the cost. Government organizations offer monetary relief and support for these sustainable agricultural practices but there is controversy. There is opposition to this monetary support by many which leads to tensions. There is also just as strong of a supporting side for this monetary support on sustainable agricultural practices. 

Objectives:


I can identify one reason for why people would not support government monetary support on sustainable agricultural practices.


I can identify one reason for why people support government monetary support on sustainable agricultural practices.


I can provide an example of how governments support sustainable agricultural practices monetarily.



Pre-Viewing Questions:


What is government monetary support on sustainable agriculture practices? 


What is your viewpoint on this controversy now?


Name a person or organization you believe would use or implement these practices.



Guided Questions:


What is one reason why someone would support government monetary support on sustainable government practices?


 What is an example of this monetary support on sustainable agricultural practices?


What is one reason why someone would not support government monetary support on sustainable agriculture? 



Post-Listening Questions:


Name a new person or organization you found from listening that provides this monetary support or implementation.


Name a viewpoint for the opposition of this monetary government support on sustainable agricultural practices. 


How has your viewpoint changed from listening to both sides?

Topic: Removal & Roundup of Wild Horses in the Western United States

Host: Addison Medlin

Guests: Celeste Carlisle, Return to Freedom Wild Horse Preservation & Lynae Rogers, Bureau of Land Management

Description: Throughout the last several years, wild horses that roam freely on public land have become overpopulated to the point of conflict. Due to the overpopulation, these horses are recruited and removed from the land, using the method of round-up, by law by the Bureau of Land Management. Some people disagree with removing wild horses from the land, and others stand in support of doing it, while some disapprove of the methods being practiced. This podcast will explore the controversy behind the removal and roundup of wild horses in the Western United States, and provide insight on each perspective.

Objectives:


I can explain why horses are being rounded up and removed from public land.


I can identify two supporting and two opposing arguments on the removal and roundup of wild horses.


I can create my own opinion on this topic based on previous knowledge and guest observations.



Pre-Viewing Questions:


List three things you know about wild horses and/or wild horse gatherings.


Why do you think the round-ups of wild horses is controversial?


Based on prior knowledge, what is your opinion on the round-up of wild horses?



Guided Questions:


What is the name of the organization Celeste works for?


What degree did Celeste earn before working with wild horses?


Which guest works for the Bureau of Land Management?


What happens to the horses once gathered from the range?


What did Lynae say the Comprehensive Animal Welfare program does?


Which method of gathering did Lynae say was the most effective?

Post-Listening Questions:


Provide two reasons horses are being gathered and removed from public land.


List two supporting arguments and two opposing arguments on the removal and round-up of wild horses.


After listening to this episode, what is your stance on the round-up of wild horses? 



Scoring Rubric for Post-Listening Questions



Post-listening Question #1: (objective 1)

Level 1: Student lists 0 reasons why horses are gathered and removed from public land.

Level 2: Student lists 1 reason why horses are gathered and removed from public land. 

Level 3: Student lists 2 reasons why horses are gathered and removed from public land. 



Post-listening Question #2: (objective 2)

Level 1: Student lists less than 1 argument on the removal and round-up of wild horses. 

Level 2: Student only lists one of each supporting and opposing arguments. 

Level 3: Student lists 2 arguments for each supporting and opposing sides. 



Post-listening Question #3: (objective 3)

Level 1: Student does not provide a response. 

Level 2: Student provides a response but does not say his/her stance on the topic. 

Level 3: Student provides a thorough response about his/her stance on the topic.