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National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
National Animal Identification Webquest
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National Animal Identification Webquest

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  • 1. National Animal Identification Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Ag IV or Senior Animal Science students Designed by Rheanna M. Vrbas [email_address] Based on a template from The WebQuest Page JB/John
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a journalist for a popular agriculture production, some great examples are The AgJournal and The Fence Post, and you are writing an article concerning the current hot topic of Animal Identification. Your editor has ask you to research all the details and information concerning this program and then interview livestock producers for their overall thoughts. You are fairly new to this position as a journalist and so you have been warned that some of the producers you interview are going to express their thoughts quite passionately and so just be aware. You have also been told to have a full understanding of this new program before interviewing. What are the details concerning National Animal Identification program and what are opinions of producers? K8
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Being the outstanding journalist that you are and the one employee your editor has hand selected to do this particular article you will need to: </li></ul><ul><ul><li>research and evaluate information collected concerning topic </li></ul></ul><ul><ul><li>develop opinions and personal thoughts </li></ul></ul><ul><ul><li>enhance communication skills </li></ul></ul><ul><li>Your Final Product will involve using websites given to you and Microsoft Word. </li></ul>Title JB/John
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>First you will want to gather all of your research information provided to you. </li></ul><ul><li>National FFA Organization promotes value of Animal Identification http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>National Animal Identification System (NAIS) </li></ul><ul><li>http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>No Mandatory Animal ID </li></ul><ul><li>http://www.noanimalid.com/ </li></ul><ul><li>Plan for Tracking Animals Meets Farmers’ Resistance http://www.nytimes.com/2006/12/13/us/13animals.html?_r=1&amp;oref=slogin </li></ul><ul><li>Animal ID aids against disease </li></ul><ul><li>http://ocolly.com/2008/03/12/animal-id-aids-against-disease/ </li></ul><ul><li>National animal ID needs producer support </li></ul><ul><li>http://www.agweekly.com/articles/2008/03/17/news/opinion/opin17.txt </li></ul><ul><li>State&apos;s ranchers weigh pros, cons of animal ID plan http://www.cfbf.com/agalert/AgAlertStory.cfm?ID=635&amp;ck=6A10BBD480E4C5573D8F3AF73AE0454B </li></ul><ul><li>Wikipedia: National Animal Identification System </li></ul><ul><li>http://www.answers.com/topic/national-animal-identification-system?cat=health&amp;nr=1 </li></ul><ul><li>NATIONAL ANIMAL IDENTIFICATION SYSTEM http://www.usda.gov/documents/NATIONAL_ANIMAL_IDENTIFICATION_SYSTEM.pdf </li></ul><ul><li>Why Animal Identification, Why Now? </li></ul><ul><li>http://www.idairy.org / </li></ul><ul><li>Sort through the information you gather and find the most pertinent information. </li></ul><ul><li>Separate the information that pertains to the guidelines and information from the “interviews” information. </li></ul><ul><li>Compile all this research and opinions of producers into a great article to be published by your editor. </li></ul><ul><li>Develop your own thoughts and opinions concerning this topic. </li></ul>
  • 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing this article you will have a full understanding of the different aspects concerning national animal identification. You will also learn these aspects from a producer standpoint, as well. After acquiring all these details and opinions this will give you a base to build upon when developing your own opinions concerning this area of the livestock industry and this current agricultural issue. natmeister ech0runner
  • 7. Credits &amp; References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Photos where provided by the following people from http://www.flickr.com/search/advanced/ </li></ul><ul><li>natmeister </li></ul><ul><li>JB/John </li></ul><ul><li>ech0runner </li></ul><ul><li>Dave – F </li></ul><ul><li>K8 </li></ul>Dave - F
  • 8. National Animal Identification [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Ms. Rheanna Vrbas [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A WebQuest for Ag IV or Senior Animal Science students
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed to give students in higher grades of agricultural education a better understanding of an issue in agriculture that could potentially impact their futures in the agricultural industry. This exercise allows them to use technology, writing skills, and is also a great way to develop their own thoughts and opinions on this hot topic. This lesson is focused on the guidelines of national animal identification and the opinions and thoughts of livestock producers. This allows the pros and cons to be viewed by students as well as allow them to help them develop their own opinions and gain more knowledge of this topic. Evaluation Teacher Script Conclusion
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for older students who are more advanced in their knowledge concerning agricultural issues in animal science. This webquest can be used for either Ag I students or seniors. It is a great use of technology and the students are able to use their writing and reading skills as well. Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Agribusiness Standards Addressed </li></ul><ul><ul><li>The student will be able to communicate a knowledge of current agricultural issues. </li></ul></ul><ul><li>Student will also be able to use their reading and writing skills, time management and organizational skills, and develop personal thoughts on the topic. </li></ul>Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>1. First you will want to gather all of your research information provided to you. </li></ul><ul><li>National FFA Organization promotes value of Animal Identification http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>National Animal Identification System (NAIS) </li></ul><ul><li>http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>No Mandatory Animal ID </li></ul><ul><li>http://www.noanimalid.com/ </li></ul><ul><li>Plan for Tracking Animals Meets Farmers’ Resistance http://www.nytimes.com/2006/12/13/us/13animals.html?_r=1&amp;oref=slogin </li></ul><ul><li>Animal ID aids against disease </li></ul><ul><li>http://ocolly.com/2008/03/12/animal-id-aids-against-disease/ </li></ul><ul><li>National animal ID needs producer support </li></ul><ul><li>http://www.agweekly.com/articles/2008/03/17/news/opinion/opin17.txt </li></ul><ul><li>State&apos;s ranchers weigh pros, cons of animal ID plan http://www.cfbf.com/agalert/AgAlertStory.cfm?ID=635&amp;ck=6A10BBD480E4C5573D8F3AF73AE0454B </li></ul><ul><li>Wikipedia: National Animal Identification System </li></ul><ul><li>http://www.answers.com/topic/national-animal-identification-system?cat=health&amp;nr=1 </li></ul><ul><li>NATIONAL ANIMAL IDENTIFICATION SYSTEM http://www.usda.gov/documents/NATIONAL_ANIMAL_IDENTIFICATION_SYSTEM.pdf </li></ul><ul><li>Why Animal Identification, Why Now? </li></ul><ul><li>http://www.idairy.org / </li></ul><ul><li>Sort through the information you gather and find the most pertinent information. </li></ul><ul><li>Separate the information that pertains to the guidelines and information from the “interviews” information. </li></ul><ul><li>Compile all this research and opinions of producers into a great article to be published by your editor. </li></ul><ul><li>Develop your own thoughts and opinions concerning this topic. </li></ul><ul><li>These are the list of websites the children will use for their articles. The finished </li></ul><ul><li>product will then be turned into you. </li></ul>
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The only materials and references needed for this lesson is the use of computers, the websites given to them in the process section, and access to computers when putting together their final product. I would suggest that two copies be made for the final product, one for you to collect and grade, and another copy for the students to keep for their own reference. This lesson is simple enough that it can be facilitated by one teacher and can also be done by a substitute teacher if need be. I would suggest that a permission slip be sent home prior to this assignment, simply because of the articles being internet sources that might contain raw opinions posted. Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I will be looking for how much the students learned about this particular topic and what their developed thoughts will be in their own opinions. I will also be looking for how well the students can put together a well written article that covers all the details concerning National Animal Identification as well as how they structure the arguments of producers, and last but certainly not least their own thoughts. This is the rubric that will be used to grade the students on their performance. Feel free to make changes or adjustments for your own classroom if needed. Evaluation Teacher Script Conclusion Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.
  • 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As the facilitator you will introduce this new assignment by saying in your own words how important it is that we are all familiar with current issues in agriculture. With less than two percent of people being involved in agriculture as a whole it is imperative that all of us are on the same page and aware of what is impacting our way of life and our profession. Go through each page with the students and ask for any questions. Make sure that the students know that they can access all the sites by clicking on the hyperlinks. Take a few minutes to go over every page and then turn the students loose to start doing their research. Make sure and tell students that they will have today to work on this project and they will have a week to work on it outside of class. This assignment will be due next week and that after today no class time will be allocated to working on this assignment. Evaluation Teacher Script Conclusion
  • 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I find that this lesson is valuable in ways that connect many different skills for students. The use of the internet and Microsoft word will better prepare students for assignments that they might receive in other classes and potentially college. This topic is one out of many agriculture issues that is very controversial and important if students where to potentially raise livestock in the near future. Evaluation Teacher Script Conclusion
  • 17. Credits &amp; References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion <ul><li>http://www.flickr.com/search/advanced/ </li></ul><ul><li>natmeister </li></ul><ul><li>JB/John </li></ul><ul><li>ech0runner </li></ul><ul><li>Dave – F </li></ul><ul><li>K8 </li></ul><ul><li>National FFA Organization promotes value of Animal Identification http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>National Animal Identification System (NAIS) http://www.aphis.usda.gov/newsroom/content/2007/06/naisffa.shtml </li></ul><ul><li>No Mandatory Animal ID </li></ul><ul><li>http://www.noanimalid.com/ </li></ul><ul><li>Plan for Tracking Animals Meets Farmers’ Resistance http://www.nytimes.com/2006/12/13/us/13animals.html?_r=1&amp;oref=slogin </li></ul><ul><li>Animal ID aids against disease </li></ul><ul><li>http://ocolly.com/2008/03/12/animal-id-aids-against-disease/ </li></ul><ul><li>National animal ID needs producer support http://www.agweekly.com/articles/2008/03/17/news/opinion/opin17.txt </li></ul><ul><li>State&apos;s ranchers weigh pros, cons of animal ID plan http://www.cfbf.com/agalert/AgAlertStory.cfm?ID=635&amp;ck=6A10BBD480E4C5573D8F3AF73AE0454B </li></ul><ul><li>Wikipedia: National Animal Identification System </li></ul><ul><li>http://www.answers.com/topic/national-animal-identification-system?cat=health&amp;nr=1 </li></ul><ul><li>NATIONAL ANIMAL IDENTIFICATION SYSTEM http://www.usda.gov/documents/NATIONAL_ANIMAL_IDENTIFICATION_SYSTEM.pdf </li></ul><ul><li>Why Animal Identification, Why Now? </li></ul><ul><li>http://www.idairy.org / </li></ul><ul><li>A big thank you to all the people on flickr.com for their great photos and to all the websites that provided information and posts concerning National Animal Identification . </li></ul>

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