Livestock Production

Advanced Animal Science

11th-12th Grade

Table of Contents
TEKS/Strategies
Non-Fiction Chapter Book: The Story of Meat
Non-Fiction Chapter Book: Feed Efficiency in the
Beef Industry
Website: United States Department of Agriculture
YouTube Channel: Dan Hale
Non-Fiction Chapter Book: Beef Cattle Production
and Trade

TEKS
130.7 Advanced Animal Science
13) The student discusses livestock harvesting operations. The student
is expected to:
(A) Map the stages of animal growth and development as it
relates to

market readiness;

(B) Describe the harvesting process;

(C) Describe federal and state meat inspection standards such as
safety,

hygiene, and quality control; and

(D) Identify retail and wholesale cuts of meat and meat byproducts and

correlate to major muscle groups.

Strategies
Journal Entry My Journal
Concept Ladder
The Imposter
Guided Viewing/Guided Questions
K-W-L

Non-Fiction Chapter Book

Grade Level: High School
Summary: The Story of Meat was written
by Robert Hinman, professor of Animal
Husbandry at Cornell University and Robert
Harris an English teacher at New York Food
Trades

Vocational

High

School.

Both

educators were concerned for the lack of

educational

textbooks

over

the

meat

industry and together published The Story

of Meat in 1942. The text covers the evolution of the meat industry
from 1860 and classes and grades of meat and other technological
advances of their time. This book also offers several illustrations of
what the exceptional cuts of meats looked like as well as the livestock
before processing.
Hinman, R., & Harris, R. (1942). The Story of Meat. Chicago: Swift &
Company.
Strategy: Journal Entry My Journal
A reading strategy used to intrigue students in their reading and
increase their comprehension of the material by placing themselves in
a different time or setting.
How to Use: The Story of Meat would be an excellent reference to use
to show students how the meat industry has transformed throughout
the years. I would use a journal reading strategy called My Journal
where students pretend to be a character in a book or person in the
past and write their reflections and opinions over what they have read.
I would assign students a chapter from The Story of Meat and have
them write a journal entry evaluating the livestock confirmation and

carcass marbling as if they were agriculturalists in that time period so

that they will truly comprehend the old time standards in the meat
industry.

Non-Fiction Chapter Book

Grade level: High School

Hill, R. (Eds.). (2012). Feed Efficiency in the Beef Industry. WileyBlackwell.

Summary: Feed Efficiency in the Beef Industry gives a detailed
overview of feed efficiency in beef cattle. The text discusses the
importance of feed efficiency in the beef industry as well as the
physiological and genetic effects on efficient feed conversions for high
quality beef. Chapters also discuss the economic effects from the beef
industry including the demand for food and the increased prices of
grain.
Strategy: Concept Ladder
The Concept Ladder leads readers to generate questions prior to
reading the given material. They will then continue to answer their own
questions and provide a simple graphic that will help them remember
their answer.

How to Use:
The Concept Ladder is an appropriate strategy to use with this text
because it will help students who are still learning the terminology for
this subject be able to comprehend the material better and help them
remember the terminology because they are actively reading and
answering their own questions as well as creating a symbol to help
them continue to recognize the term. I would break students up into
small groups and assign a chapter for them to discuss and create
questions and answers to share with the class. I would also have my
own questions to ask each group to make sure that students are fully
examining the topic.

Website
http://www.ams.usda.gov/AMSv1.0/ams.fetchTemplateData.do?
template=TemplateP&navID=GradingCertificationandVerfication&leftNav=GradingCe
rtificationandVerfication&page=LivestockStandardizationStandards&description=Sta
ndardization%20Services

Grade Level: High School

Summary: The United States
Department of Agriculture is
responsible for grading all meat
products processed in American meat
fabrication plants. This website provides
the public with the USDA standards and
qualifications of livestock and their carcasses.
Strategy: The Imposter
Strategy is aimed to have students critically evaluate their reading.
This assignment is put together by listing contradictory statements or
incorrect statements and asking the student to locate the fault and
correct it.
How to Use:

This strategy would work well with the United States Department of
Agriculture standards page because it will help students remember the
official standards for livestock production and slaughter. I would have a
list of incorrect statements regarding the yield grading and quality
grading as well as safety and health standards and the student will be
required to correct any faults.
United States Standards for Grades of Carcass Beef. (1997, January
31). Retrieved November14, 2014, from
http://www.ams.usda.gov/AMSv1.0/getfile?
dDocName=STELDEV3002979

YouTube Channel: Dan Hale

Grade Level: High School

Summary: This YouTube channel is put together by the Texas A&M

AgriLife Extension Service. Instructional videos are uploaded to
describe the beef cattle industry and carcass evaluation. Dan Hale
evaluates beef carcasses and describes the differences between yield
grade and quality grading as well as retail and wholesale cuts of
meats.
Strategy: Guided Questions/Guided Viewing
These strategies are used during lessons where media is involved, such
as these YouTube videos. Guided viewing suggests that videos should
be less than ten minutes of length and revolve around a specific idea
such as carcass evaluation. Guided questions are a set of questions
about the video given to the students to answer while they are actively
watching and listening to the video.
How to Use: I believe that these videos are an extraordinary way to
help students understand the process of grading and evaluating beef
carcasses. Before playing the video I would pass out a sheet of paper
with questions regarding the videos lesson and ask students to
actively listen to the video and answer their set of questions. I may
even suggest for the student to give a brief description of what the
overall concept of the video was at the bottom of the page.

Hale, D. (n.d.). Dan Hale. Retrieved November 13, 2014, from

https://www.youtube.com/user/danshale

Non-Fiction Chapter Book

Grade Level: High School

Cottle,D.,&Kahn,L.(2014).BeefCattleProductionandTrade(p.583).CSIROPublishing.

Summary:BeefCattleProductionandTradediscussestheevolutionofthebeef
industryworldwide.Theyexamineinternationalbeefconsumptionandmarketabilityas
wellasthequalityofinternationalbeefcarcass.Forthislessonwewillbefocusingonthe
NorthAmericanBeefProductionchapter.Thischapterfocusesonthebeefproduction
andmarketinginNorthAmericaaswellasexaminingthebeefpackingplants.
Strategy:KWL
Thisstrategyasksstudentstolistwhattheyknowaboutasubjectthentofillinwhatthey
findoutwhiletheyarereadingandlastlytosummarizewhattheyhavelearnedabout
theirtopic.
HowtoUse:IbelievethattheKWLisagreatstrategytowrapupalessonto
summarizewhatallwascomprehendedoveryourtopic.BeforereadingBeefCattle
ProductionandTradeIwouldaskstudentstofilloutthewhatweknowcolumnon
theirownthenIwouldaskthemwhatotherthingstheythinktheyshouldknowaboutthe
beefindustrythatwehavenotcoveredandaskthemtowritetheirquestionsinthewhat

wewanttofindoutcolumn.Tofinishtheassignmentwewouldthencometogetherasa
classandanswerthewhatwehavelearnedcolumntogetherafterreadingthechapter
NorthAmericanBeefIndustry.