Feedlot GRADE 4

GRADE 4 Lea ce rning & Teaching R our

2-Way Transport

Feedlot

www.albertabeef.org

ExploreBeef_4_Sep23.indd 1 11/12/09 4:36 PM Acknowledgments

Development & Writing Alberta Beef Producers Review Patricia Shields-Ramsay Judy McKnight & Doug Ramsay Beef Producer InPraxis Learning Systems Judy Fenton Beef Producer Design, Illustrations & Layout Chuck Groeneveld Perry Shulak & Ansun Yan Beef Producer Critical Fusion Incorporated Barb Sweetland Editing Promotions Manager Virginia Durksen Lindsey Metheral Visible Ink Incorporated Program Coordinator

Teacher Review & Field Test Financial support provided by Alberta Agriculture and Rural Margo Cahn Development (Agricultural Edmonton Initiatives Program) and by Alberta Brandy Chipeniuk Beef Producers, supporters of Edmonton Public Schools agricultural education initiatives in this province since 1960. Yvette Christoffel Nicole Lamoureux Edmonton Catholic Schools Lise Decottignies Calgary Board of Education Marcia Tyerman Sherwood Park

From Alberta Beef Producers Alberta’s beef producers take tremendous pride and care in what they do and how they do it. Their values have stood the test of time and are reflected in how they treat the land, their livestock and the excellent product they produce. Alberta beef is, indeed, raised right.

Alberta Beef Producers encourages teachers to use this resource to make teaching beef as easy as possible and to pass along the most pertinent and up-to-date information on the cattle industry.

Copy and Share These curriculum-based resources are meant to be shared. Please copy the resources that you want and then pass the information along to anyone else who will find it useful. Thank you.

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Explore a World of Beef Grade 4 Learning and Teaching Resource

Introduction ...... 1

How to Use this Resource Explore a World of Beef Map and Passport Learning Pages ...... 2 Differentiate ...... 2 Prepare ...... 3 Assess ...... 4

Inquiry One: How does agriculture depend on and affect the land and its resources? Learning Outcomes ...... 7 Teach and Learn...... 8 Student Resources ...... 14

Inquiry Two: How do food and product choices reflect Alberta’s resources? Learning Outcomes ...... 22 Teach and Learn ...... 23 Student Resources ...... 24

Appendix: Background Information ...... 27

Take the Cow Club Challenge!

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Take the Cow Club Challenge!

Students are encouraged to synthesize and apply their learning by taking the Cow Club Challenge, provided on the Alberta Beef Producers’ website at www.albertabeef.org.

To take the Cow Club Challenge: • Go to Alberta Beef Producers’ website. Download free lessons, activities and resources. All classrooms that complete the lessons will be eligible to enter the Cow Club Challenge! • Work with your students to complete the Cow Club Challenge. Follow the instructions on the website to submit your students’ projects by the deadline, which is June 1st of each school year. • The winning classroom will receive a prize provided by Alberta Beef! The grand prize for each school year is listed on www.albertabeef.org. Additional information is provided on the back cover of this resource.

COW CLUB ME MB ER

C OW C LUB MEMBER

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Introduction

Over the course of the school year and across different subject areas, students explore topics and concepts that are connected in one way or another to agriculture. The food production system and its implications for nutritional health and well being, rural communities and ways of life, the use of resources and industries that produce, move and trade products are aspects of daily lives that have their roots in agriculture and have relevance and meaning for students.

For generations, Canadians have had access C o m p o n e n t s to a nutritious, safe and affordable food supply as well as a plethora of consumer by- The Explore a World of Beef series consist of the products. These products begin on Alberta’s following components: farms and ranches and reflect the vitality • Explore a World of Beef Kindergarten & Grade 1 and importance of agriculture. The range Teaching and Learning Resource & Passport of activities associated with agricultural Learning Pages industries include food production, research, transportation infrastructure, government • Explore a World of Beef Grades 2 & 3 Teaching and policies and sound environmental practices. Learning Resource & Passport Learning Pages ∑• Explore a World of Beef Map and Mini-Poster for Explore a World of Beef encourages Kindergarten to Grade 3 students to “journey” through some of these concepts in the context of beef production • Explore a World of Beef Grade 4 Teaching and and consumption – an important aspect of Learning Resource & Passport Learning Pages Alberta’s economic and social realities. • Explore a World of Beef Grade 5 Teaching and Learning Resource & Passport Learning Pages Explore a World of Beef provides an integrated mini-unit that centres on the • Explore a World of Beef Map for Grades 4 & 5 impact of agriculture, specifically the impact that beef production has on ways and quality of life. These resources are designed to support specific learning outcomes in Alberta’s Kindergarten to Grade 5 Social Studies, Science and Health & Life Skills programs of study. Many activities also reinforce skills in Language Arts and Mathematics.

TIP: Please use caution with students who are not ready to make the connection that beef comes from cattle. Alternatively, explain that beef tastes good and contains 14 essential nutrients. Use the Explore a World of Beef Mini-Poster, developed for Kindergarten to Grade 1 but suitable for all grade levels.

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How to Use this Resource

This Explore a World of Beef Grade 4 Teaching and Through the inquiry Learning Resource encourages students to explore and build questions, students develop understandings through two main inquiry questions, which understandings of three provide the focus for learning: “big ideas.” • How does agriculture depend on and affect the land • Using Land and Resources and its resources? • Making Environmental • How do food and product choices reflect Alberta’s Decisions resources? • Exploring Choices Teaching and learning activities provide students with the opportunity to learn more about the beef production industry in a context that is curriculum-relevant and connected to their daily lives.

Explore a World of Beef Map and Passport Learning Pages

The teaching and learning activities in this resource are supported by the Explore a World of Beef Map and Passport Learning Pages. The Passport Learning Pages provide suggestions and active learning strategies to reinforce, connect, extend and focus learning on cattle and beef production in Alberta communities, beef as a nutritious food choice and the many cattle by-products that are part of people’s daily lives. Vocabulary terms and concepts that are important to the activities are highlighted in bold print. Each inquiry includes suggestions for integrating the Map and Passport Learning Pages into the learning process.

The Explore a World of Beef Map and Passport Learning Pages can be used in one or more of the following ways: • Display the PDF version of the Map and Passport Learning Pages on a Smartboard. • Provide small groups of students with a group copy of the Map and the Passport Learning Pages. • Work together as a class, using a print copy of the Map and individual Passport Learning Pages. • Provide the Map and Passport Learning Pages as a learning centre activity.

Differentiate

Suggestions for meeting different learning needs of students are provided in the Differentiate feature.

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Prepare Background information on cattle ranching and beef production is • Review the teaching and learning activities that follow provided in the Appendix of this and select or adapt those that best meet the needs of your resource, on pages 27 to 34. students. The background information provides additional support • Prepare the Explore a World of Beef Passport Learning Pages for implementing the learning for students. These passports are designed to be photocopied activities throughout this and stapled for student use. resource.

• Preview the videos about Alberta cattle ranchers at Additional information and www.raisedright.ca. Discussion questions are suggested in the resources on Eating Well with first inquiry. Canada’s Food Guide can be found on the Health Canada website at • Start a collection of grocery flyers with illustrations of www.hc-sc.gc.ca/fn-an/food- nutritious food choices from all four food groups from guide-aliment/index-eng.php. Eating Well with Canada’s Food Guide as well as advertising There are a number of websites flyers that represent beef production, products and that provide clipart of different by-products. A number of cattle by-products are identified types of foods. For example, a throughout the Explore a World of Beef resources. variety of illustrations can be found at • Some of the activities will require students to use the www.freeclipartpictures.com. following materials: It is important to note that cattle are o Chart paper raised to provide food for people. They o Index cards are not pets. Consider ways to address questions that students may have: o Dice or spinners (students can make their own spinners) • In the activities that students do, ensure that time is provided to o Glue sticks and scissors discuss the differences between o An atlas or Internet map of the world (Passport raising animals and plants for Learning Pages activity). human consumption and those kept as pets. • Discuss ways to respect the choices that people make about different food sources. For example, people from some cultures consume foods that other cultures may not find appealing. • Explore the ways that people who raise animals for human consumption can ensure that the animals are well cared for and respected for their importance in providing nutritious and safe food sources.

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Assess

The assessment checklists that follow can be used to assess students’ understandings and skill development as they engage in the learning activities in each inquiry. These checklists reflect learning outcomes from the Alberta Social Studies, Science and Health & Life Skills programs of study. The criteria statements in each checklist also reinforce general skills and processes from the Language Arts program of study. These checklists can be applied in a number of different contexts: • The criteria statements can provide a basis for diagnostic, formative and summative assessment of students. • All specific learning outcomes from Alberta programs of study identified in each inquiry correlate to the checklists provided in this resource. Knowledge and Understanding outcomes are identified at the beginning of each inquiry. Although Skills and Processes learning outcomes are not indicated in the curriculum charts in each inquiry, many are addressed by the criteria statements in each checklist. • Criteria statements can be recombined and reorganized to create focused checklists or rubrics to evaluate student attainment of specific outcomes. • Criteria statements can be used as a starting point or a guideline for students to create their own checklists or rubrics with guidance from the teacher. • The criteria statements can be used to communicate student learning to parents. • The checklists can be photocopied for each student, and their learning progress tracked as they complete each inquiry. Alternatively, checklists can be selected as an area of assessment focus and used specifically to monitor and record student growth.

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Checklist 1: Building Understanding

Learning Criteria Yes Often Sometimes Not yet

Describes ways that human activities contribute to ways of life in rural Alberta communities

Makes connections between human activities, the land and its natural resources

Identifies the uses and positive and negative effects of using natural resources

Identifies competing demands on building quality of life, the use of natural resources and the land

Describes how human choices and actions can reduce waste

Makes connections between occupations and personal interests and preferences

Identifies different nutritious choices that provide a balanced meal

Checklist 2: Researching and Creating

Learning Criteria Yes Often Sometimes Not yet

Finds and combines information and examples from a variety of sources

Identifies points of view and perspectives that influence decision-making

Applies and uses graphic organizers to gather and organize ideas and information

Summarizes important ideas to construct relevant and meaningful messages

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Checklist 3: Expressing and Sharing

Learning Criteria Yes Often Sometimes Not yet

Shares personal understandings and new learnings about human activities and the environment with others

Provides examples to support ideas and opinions

Selects appropriate media and means of communication to effectively share knowledge of information, ideas and concepts Shares knowledge and understandings clearly and with a purposeful message

Checklist 4: Working Together

Learning Criteria Yes Often Sometimes Not yet

Contributes own ideas to group activities and encourages contributions from others

Works effectively in groups by fulfilling responsibilities and completing tasks

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inquiry ONE Big Ideas in this Inquiry How does agriculture depend on and affect the land and its resources? • Using Land and Resources The first inquiry encourages students to explore the relationship between natural resources and agricultural industries, including • Making beef production. Students examine and analyze factors that Environmental influence decision-making regarding beef production and Decisions cattle raising practices. Learning Outcomes The following learning outcomes from Alberta programs of study are supported by the activities in this inquiry. A variety of Social Studies and Science skills can also be developed and reinforced, depending on the activities selected. Grade 4

Social Studies • Value and respect their relationships with the environment (C, ER, LPP) 4.1.1 Value Alberta’s physical geography and natural environment: Science • Appreciate how land sustains communities and quality Topic A: Waste and Our World of life (ER, LPP) 4-5 Recognize that human activity can lead to the • Demonstrate care and concern for the environment production of wastes, and identify alternatives for the through their choices and actions (LPP) responsible use and disposal of materials. 4.1.4 Analyze how Albertans interact with their • Identify and classify wastes that result from human environment by exploring and reflecting upon the activity. following questions and issues: • Distinguish between wastes that are readily • In what ways do the physical geography and natural biodegradable and those that are not. resources of a region determine the establishment of communities? (LPP) • Identify ways in which materials can be reused or recycled, including examples of things that the student • How are natural resources used by Albertans (i.e., has done. agriculture, oil and natural gas, forests, coal)? (ER, LPP) • Develop a flow chart for a consumer product that • How do Albertans deal with competing demands on indicates the source materials, final product, its use land use (e.g., conservation, solar and wind power, and method of disposal. recreation, agriculture, oil exploration, forestry)? (ER, LPP) • Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse 4.3.1 Appreciate the factors contributing to quality of life wastes and to ensure the safe handling and disposal in Alberta: of wastes. • Appreciate the influence of the natural environment and resources on the growth and development of Health & Life Skills Alberta (ER, LPP) L– 4.5 Relate personal interests to various occupations

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Teach and Learn

Big Idea: USING LAND AND RESOURCES

This big idea focuses on the concept of land and its impact on the development of communities and quality of life. Students are encouraged to explore the relationship of the beef production industry to the land as well as to its natural resources. Students also examine some environmental implications of human activities involved with the beef production industry.

web of relationships Social Studies Ask students to discuss the types of relationships they think exist within different communities in Alberta, using questions such as the following: • What types of relationships exist within your community? Within communities in Alberta? (Encourage students to first consider relationships in a broad context, such as “people” relationships, those that connect people to activities in their communities and relationships to the land or environment.) • What do those relationships “look” like? (Guide students to describe the activities involved in relationships, such as using the land as a source of sustenance, cooperating and working with family members and depending on people who work in different occupations and who contribute to ways of life in Alberta.)

Use a class chart to help students discuss and explore these questions.

Types of Relationships

Relationships with Relationships within Relationships to the Family Communities Land

As a class, watch the videos about Alberta cattle ranchers at www.raisedright.ca. Prepare some pre- and post-discussion questions you might ask students. These discussion questions might include: • What do you know about ways of life on a ranch or farm? • These videos share perspectives from cattle ranchers. What do you think you will see and hear? • How are your ways of life similar to or different from the ways of life of these ranchers? • What perspectives do these ranchers express about their families, communities and the land?

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Ask students to consider how a human activity like cattle Cattle ranches represent some ranching can be connected to all communities. (For example, of the strongest and healthiest people in urban communities depend on goods and services ecosystems in the world. They are provided by people in rural communities. People who live compatible with many wildlife, and work in rural communities depend on people in urban landscapes and habitats. communities as consumers of those goods and services.) Cattle use land not suitable for Organize students into small working groups of three or growing crops because it is too four. Provide them with Student Resource 1: Web of dry, wet, rocky, cold or hilly. Relationships (p. 14). These grasslands are good for • Use the web bubbles to explore some initial ideas about the soil and water quality. Cattle the relationship between human activities and the land. can produce meat because they Encourage students to draw on what they learned from the are ruminant animals and have videos, as well as what they already know about rural four stomachs, which enables communities in Alberta. them to convert coarse vegetation into high quality protein. Cattle • The web asks students to consider and respond to the produce manure which is a following questions: natural fertilizer for growing crops. o In what ways do people use and depend on the land? Feeding grain to cattle does not o In what ways do animals use and depend on the land? deprive anyone of an adequate o How is the growth of rural communities dependent on diet. Cattle are typically only fed the land? grain for a short period to produce more tender and flavourful beef. o What feelings do people have about the land they live Much of the grain eaten by cattle and work on? is coarse grain that cannot be used for human consumption. • Have students share their webs with a partner and then discuss the questions as a class.

Explore a World of Beef Map Reinforce and extend learning by using A Slice of Encourage students to consult the Explore a World of Beef Soil activity, found at www. Map for additional ideas as they complete their Web of growingthenextgeneration.com/ Relationships. documents/SeedSurvivor_ SliceOfSoil.pdf. This classroom Differentiate demonstration activity encourages students to recognize that soil is Consider student needs by choosing alternative grouping a finite resource and that feeding arrangements, such as: the world’s growing population demands an increase in farm • Grouping students who have deeper understandings of productivity. concepts with those students who do not have as much experience with them. • Providing students with options to work individually, with a partner or in their small groups to complete their Web of Relationships.

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ways of life and occupations Social Studies, Health & Life Skills Provide students with Student Resource 2: Ways of Life (pp. 15-17) and ask them to discuss the following questions: • How important is the beef production industry to Alberta communities? Why? • What is the range of activities involved in beef production? • How does the family in the story depend on the land and resources? What do they do to protect it?

Work with students to develop Work with students to brainstorm a class list of occupations or provide them with guiding that they think are associated with the beef production research questions such as: industry. • What is this occupation? Have small groups of students select at least one of the How could you describe and occupations. Provide research time to prepare an index card summarize it in two to three summary of what this occupation is and what people engaged sentences? in the occupation do. Provide each group with two to three • Does this occupation provide minutes to share what they’ve learned with the rest of the class. goods or services? What are they? As each group presents their occupation, invite the class to contribute ideas about why the occupation is important to • What are the main activities ways of life and human activities in Alberta. Then, ask students of people who work in this to complete the individual reflection at the end of the student occupation? resource. • Why is this occupation important? Websites that may help students to research occupations associated with the beef industry include: Encourage students to summarize the information they find by using • Alberta Beef Producers’ website at www.albertabeef.org index cards to record responses to • The AgCareers.com website at www.agcareers.com/ the research questions. canada.cfm

The stories in the student resource are adapted from Profiles on theAlberta Beef Magazine website at www.albertabeef.ca/profiles/. Additional stories about families and individuals who farm and ranch in Alberta can be found on this site.

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Passport Learning Pages: Activity One

Introduce students to the Explore a World of Beef Map. Ask students to share what they see when they first look at the Map. Write the focus question, What is the range of activities within communities involved with cattle ranching and beef production? on the board or a Smartboard. Explore this question in more depth by using one of the sharing or grouping strategies provided on page 2.

Invite students to complete the activities on pages 1-8 of the Explore a World of Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

waste benefits and concerns Science, Social Studies

Ask students to think about environmental issues connected An article on the benefits and to the beef production industry. Organize students into small concerns of using manure as groups and provide them with Student Resource 3: fertilizer can be accessed on Environment Wheel (p. 18). Ask students to draw on the Statistics Canada website at what they have learned about beef production, brainstorm www.statcan.gc.ca/pub/96-328- and record what they think is involved in addressing each m/2004006/4193985-eng.pdf. environmental factor. The following five environmental factors are listed on the wheel: • Managing the land and protecting the soil • Managing and protecting water sources • Considering air quality • Improving feeding practices • Conserving plant and animal life.

Share ideas as a class and ask students to discuss the following questions: • What types of waste do you think are produced by the beef production industry? • How do you think these wastes should be managed? Snakes and Ladders is a board game in which players roll a die or • What does the word “sustainable” mean? What does it spin a wheel to move spaces along mean to practise sustainable agriculture? (Sustainable the board. They follow instructions agriculture raises food that is healthy for people and animals found on the space in which they and does not harm the environment.) land. If they land on a “snake” they must slide down the board. Provide each group with Student Resource 4: Waste Not, If they land on a “ladder,” they Want Not (p. 19) and ask them to use the information to can climb up the board. The first complete the Plus-Minus-Interesting (PMI) chart and create player to reach the finish square their own board game, modeled on a “Snakes and Ladders” wins the game. game. The board is provided as part of the student resource.

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Passport Learning Pages: Activity Two

Write the focus question, How should Alberta cattle ranchers responsibly manage resources they use? on the board or a Smartboard. Explore this question in more depth by using one of the sharing or grouping strategies provided on page 2.

Invite students to complete the activities on pages 9-11 of the Explore a World of Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

Big Idea: MAKING ENVIRONMENTAL DECISIONS

This big idea focuses on the concept of decision-making and encourages students to understand and explore the process that beef producers go through in prioritizing and balancing their need to make a living with the need to protect the environment.

balance scale Science, Social Studies Ask the class to revisit and brainstorm practices that are part of cattle ranchers’ ways of life. Encourage students to consider and discuss how they think cattle ranchers balance factors such as: • The environment • Their families’ ways of life and quality of life • The animals’ well being and safety • The people who buy and consume the food they ultimately produce.

Explore a World of How do these factors influence the decisions that are made? Beef Map What different considerations have to be balanced? (Encourage students to consider questions that bring up competing Work with students to find demands on decision-making, such as: What type of feed evidence of potential decisions should be used? Which is best for the environment and which that have to balance the is best for the animals? How should cattle access water while environment and a rancher’s protecting the plant and animal life around a stream? How can ability to make a living on the we increase our cattle herd to make a better living? What does Explore a World of Beef Map. this mean for the environment?)

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Create fiveposters illustrated with a balance scale. (Have Making Environment students help draw these on the posters). On one side of each a Living scale, place the heading “Environment.” On the other side, place the heading “Making a Living.” Discuss what each one of these headings means. (Considering the environment can mean spending additional money to protect the environment. This can affect how ranchers make a living.)

Write the following phrases on each poster: • Increasing the herd size • Choosing to buy or grow feed for cattle • Protecting water sources and the plant and animal life around them • Moving cattle around different grazing fields • Collecting and using manure to fertilize fields.

Display the posters around the classroom. Organize students In a Carousel Sharing strategy, into carousel groups. Have groups visit each topic poster and groups visit stations or posters add considerations, ideas, facts or questions involved with each to each contribute their ideas side of the balance scale. to different topics or focus questions. Each group is given Ask students to reflect on and discuss the facts and questions an equal amount of time at each that may “tip” the balance when making decisions. station or poster and then asked to move on to the next one. Passport Learning Pages: Activity Three

Write the focus question, How do different factors influence decisions that beef producers have to make? on the board or a Smartboard. Explore this question in more depth by using one of the sharing or grouping strategies provided on page 2.

Invite students to complete the activities on pages 12-13 of the Explore a World of Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

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Student Resource 1 Web of Relationships

Create a web of relationships. Start by answering the questions in each bubble. Add your ideas and responses around the circles.

In what ways do people use and depend on the land?

What How is feelings do Living the growth people have and Working of rural about the land on a Cattle communities they live and Ranch dependent on work on? the land?

In what ways do animals use and depend on the land?

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Student Resource 2 Ways of Life

The Alberta cattle industry began in the late 1800s with English and American settlers. These settlers believed that Alberta’s environment made it a good place to raise cattle. They found ways to develop the cattle industry in the Canadian climate by using the land and its resources to raise cattle. The valleys of southwest Alberta were sheltered and had good water sources. The chinook winds – warm, dry winds that blow off the eastern slopes of the Rocky Mountains – helped to melt the snow early.

Alberta cattle producers today consider how to grow their industry while making sure they protect the land, water and other resources they use in cattle production.

Production Statistics Select one of the production • About 59%, or 31 774, of Alberta farms have beef cattle. statistics. Work with a partner • Alberta cattle and calves make up 39% of the Canadian total. and find a way to show it with an illustration or drawing. • The total of cattle and calves in Canada is 15 083 000.

• Alberta has 2 345 000 breeding beef cows and heifers. This is 39% of the Canadian total.

• Alberta feeds over 2 230 000 cattle each year with total beef production of over 809 000 tonnes. • Alberta averages 74 beef cows per farm.

• Alberta has 21 067 486 hectares of farmland. • 32% of all Alberta farmland is natural land for pasture. • 11% of all Alberta farmland is tame or seeded pasture land. • Alberta federal and provincial inspected plants processed 2 640 000 head of cattle or about 67% of the Canadian total in 2004.

From Gate to Plate When you travel on the road or highway and see cattle grazing in a pasture, you are probably seeing a cattle ranch in action. Calves are born and raised on ranches by beef producers. Besides ranchers and farmers, there are a number of people who work in the beef industry.

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Cattle ranchers take care of the cattle and raise calves. Once calves reach a weight of about 230 kilograms, they are often sold to a feedlot. Sometimes cattle are sold in an auction house. An auction house sells cattle by taking bids or offers from people interested in buying the cattle. Some cattle ranchers raise the calves until they are grown and sell them directly to a processing plant. Cattle ranchers or farmers also have to grow crops or purchase grain to feed the cattle.

A feedlot buys calves and puts them on a healthy diet. Many feedlots in Alberta feed their cattle barley. This produces tender beef. When the cattle reach about 525 kilograms, they are ready to be processed into beef.

A processing or packing plant prepares the meat from cattle. All meat is inspected to make sure it is safe. Other parts of the cattle are used for by-products, such as leather goods, crayons, candles, lipstick and many more. By-products are products other than beef that come from cattle. The beef and by-products are sold to stores, who then sell these products to consumers.

Consumers, or people who buy products, use the beef or by-products as part of their daily lives. It can take about two years for cattle to reach your plate as beef!

The Wikkerink Family The Wikkerinks moved to their farm south of Lethbridge a few years ago to raise their boys, 8-year-old JR and 7-year-old Dawson. They raise Red and Black Angus cattle as well as Gelbvieh cattle. These are all breeds, or different types, of cattle and are black, reddish brown or brown in colour.

Intensive grazing involves grazing The Wikkerinks use an agricultural practice called intensive cattle on smaller fields and grazing. “The boys have learned a lot since we started moving them often around these intensive grazing,” says Anne. “They understand much fields so the plants have a chance more about food chains and the environment. They’re huge to grow back. It is different than supporters of rotational grazing. They like the environmental rotational grazing, in which cattle aspects of it, that the cows fertilize the land and we’re not graze in larger fields and move starting a tractor.” less often. “There’s no pollution,” says JR.

“Intensive grazing management has made the boys much more interested in farming. The change is like night and day,” says Wayne.

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The cattle move to new pasture often. The Wikkerinks try to A solar panel collects sunlight and make sure that the grass regrows as fast as possible. To do this, converts it into electricity. they don’t allow the cattle to pick and choose which plants to graze – this lets them overgraze some plants and ignore others. Water lines are pipes or tubes that And, as soon as the pasture is eaten down to about five inches bring water to specific areas. tall, they move the cattle to a fresh pasture to let the grass Troughs are usually long, narrow regrow. and shallow and are used to hold water or food for animals. “We don’t graze pasture any shorter than that,” says Wayne. “We want to leave lots of leaf to act as a solar panel that will fuel the plants, so they can regrow quickly. If you let the cattle graze it shorter, the plant has to use its nutrients stored in its roots, which weakens it. Rest is critical to getting high production out of a pasture.” That sometimes means moving cattle more often in spring, but they say it’s something they enjoy. Why do you think the Wikkerinks go to the added effort and expense The Wikkerinks also watch how much water the cattle are of providing nearby water lines drinking. They use water lines and troughs to make sure and troughs for their cattle? that the cattle never have to walk more than a few hundred feet to get water.

How do the Wikkerink family depend on the land and resources? What do they do to protect it?

What types of jobs do you think families involved in raising cattle do? How do you think families who raise cattle contribute to Alberta’s quality of life?

Which of these cattle-related Find out more about one of the occupations below occupations would interest you associated with the beef production industry. Describe it. most? Why?

Truck Driver Cattle Exporter Restaurant Owner Researcher Auctioneer Feedlot Worker Veterinarian Chef Cattle Rancher

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Student Resource 3 Environment Wheel

Managing the land Managing and protecting and protecting the soil water sources

Conserving wildlife Considering air quality

Improving feeding practices

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Student Resource 4 Waste Not, Want Not

Many Canadian farmers practise sustainable agriculture. The goal of sustainable agriculture is to protect the environment while still carrying out activities that help build a good quality of life. There are many different ways that beef producers practise sustainable agriculture.

Plants, animals and people are interdependent – this means that they are connected and affect each other. This interdependence is often represented in a cycle.

BARLEY Animal Feed

Plants, like grass, need soil, nutrients, water and the sun to Create labels for each stage in the grow. They absorb gases, like carbon dioxide, through their cycle. leaves and roots and convert them to oxygen. Cattle graze on the grass and produce manure. Manure fertilizes the grass.

Manure is produced by cattle and is a natural fertilizer. Cattle manure can provide important nutrients and many farmers use manure to: • Improve the yield, or the amount produced, of a crop • Put nutrients back into the soil • Encourage more plant growth to protect the soil.

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The main components of manure are nitrogen, phosphorus and potassium. Nitrogen helps plants grow strong stems and leaves; phosphorus is needed for healthy root systems; and potassium is important to protect plants from disease and cold.

It is extremely important, however, that farmers measure the condition of the soil and apply only the amount of fertilizer that their crops need. If too much is applied, problems Visit can occur. Farmers work to ensure that the right type of www.GrowingTheNextGeneration.com fertilizer is used at the best time and places and at the proper to find out more about nitrogen, rate to grow healthy crops. phosphorus and potassium. • Nitrate, a form of nitrogen, can drain into water on the surface of the field and then soak into ground water. • Too much nitrate means that the water is not safe for drinking. • Ammonia, which also comes from nitrogen, is toxic to fish. • Phosphorus and potassium can cause pollution in water that runs off fields and into lakes and rivers.

Think about the benefits and concerns involved in using manure as a fertilizer. Complete the PMI chart below.

Pluses Minuses Interesting (Benefits) (Concerns) (What I Didn’t Know Before)

Use this information to create your own “Snakes and Ladders” game board and play it with your group. Illustrate the squares on the board. Use the Pluses in your PMI chart to illustrate the cow tails going up the board. Use the Minuses in your PMI chart for the cow tails going down the board. Name your game!

ExploreBeef_4_Sep23.indd 20 11/12/09 4:36 PM Student Resource

Finish

Roll again

Miss a Roll turn again

Roll Miss a again turn

Miss a turn

Roll Start again

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inquiry TWO Big Idea in this Inquiry How do food and product choices reflect Alberta’s • Exploring Choices resources?

In the second inquiry, students explore a variety of beef products and by- products that come from the Alberta beef production industry. Students are encouraged to build understandings of the importance of making nutritious choices and what beef provides as a nutritional food choice.

Learning Outcomes The following learning outcomes from Alberta programs of study are supported by the activities in this inquiry. A variety of Social Studies skills can also be developed and reinforced, depending on how the activity is implemented.

Grade 4

Social Studies 4.1.4 Analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues: • How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)? (ER, LPP)

Health & Life Skills W–4.5 Analyze the need for variety and moderation in a balanced diet; e.g., role of protein, fats, carbohydrates, minerals, water, vitamins

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Teach and Learn

Big Idea: EXPLORING CHOICES

This big idea focuses on choices people make about products they consume – both in the context of nutrition and as consumers.

stock a grocery store Social Studies, Health & Life Skills

Provide students with a collection of grocery and product Additional information on cattle advertising flyers. Have them cut out pictures of nutritious by-products and nutrition is foods that represent a range of choices for balanced meals. provided in the Appendix on pages Encourage students to revisit or consult Eating Well with 30 to 31 and 34. Canada’s Food Guide as a reference for making their choices.

Provide students with Student Resource 5: Stock an Alberta Grocery Store (pp. 24-25) and Student Resource 6: Product Stamps (p. 26) and tell them that they have been asked to provide recommendations for products that should stock a new grocery store that will feature Alberta resources and products.

Encourage students to choose food items that represent each food group as well as products that they think represent Passport Learning Alberta industries. The student resource includes a number of Pages: Activity Four “mini-cards” that represent cattle by-products. These cards can either be cut out or used as the basis of original sketches that Write the focus question, students create. Encourage students to create and add their What food choices and own ideas as well as products from other Alberta industries by-products come from they have learned about. beef cattle? on the board or a Smartboard. Explore this Ask students to identify which of the foods, other than Meat question in more depth by and Alternatives, are connected to cattle by-products. using one of the sharing or grouping strategies provided on page 2. Differentiate Invite students to complete Depending on the learning support that individual the activities on pages 14-17 students need, organize them to work with a partner, a of the Explore a World of small group, with a learning buddy or individually. Beef Passport Learning Pages. Revisit the focus question and provide time to discuss and share what students have learned.

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Student Resource 5 Stock an Alberta Grocery Store

Grain Products Milk and Alternatives

Vegetables and Fruits Meat and Alternatives

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Household Items Recreational Items

What would you pick from this grocery store if you were planning a meal for your family? Make your own grocery What nutrients do the foods you shopping list! selected provide? How do these nutrients help your body grow?

Shopping List

Which Alberta resources are used to make and produce the products in your grocery store?

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Student Resource 6 Product Stamps

paint braked flui

STEEL Mayo BALLS

Floor Wax

cr ue cr ay Gl ay cr on ay on cr on ayon

rant Deodo

shaving cream

Bandages

y Laundr

B-12

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appendix: BACKGROUND INFORMATION Cattle Beef animals are ruminants and like all ruminants they have four compartments to their “stomach.” When ruminants swallow grass or other vegetation the feed goes into the first section of the “stomach,” called the rumen. Here it is broken down by billions of micro-organisms. It is this feature that allows ruminants to digest tough cellulose and convert it to usable food. When the rumen is full, the animal will lie down to rest. During this time it will burp up portions of food from the rumen. These portions, called “cud,” are brought back up into the mouth, chewed into a pulp and swallowed again. The chewed food goes on through the other three “stomachs” where it is digested. Other ruminant animals are dairy cattle, sheep, goats and bison.

The Cattle Industry in Alberta The Alberta cattle industry began in the late 1800s with English and American settlers discovering the many advantages that make Alberta an ideal location to raise cattle. These frontier producers found ways to prosper in the Canadian climate by using progressive management practices and by being early adaptors of technology.

With nearly five and a half million head of cattle, Alberta is the largest cattle producing province in Canada and has the fourth largest cattle herd of all provinces or states in North America, just behind Texas, Kansas and Nebraska. Alberta is one of the world’s most successful beef exporters, shipping a yearly average of $1 billion of beef all over the globe. Of Alberta’s estimated 2004 beef production, 12% was sold within the province, 50% to other provinces, 30% to the United States and 8% to other countries. These countries included Japan, South Korea, Mexico, Russia, Taiwan and Hong Kong.

Production Statistics

• 59% (31 774) of Alberta farms have beef cattle

• Alberta cattle and calf numbers – 5 930 000 head (39% of Canadian total)

• Canada cattle and calves – 15 083 000

• Alberta has 2 345 000 breeding beef cows and heifers (39% of Canadian total)

• Alberta feeds over 2 230 000 cattle each year with total annual beef production of over 809 000 tonnes

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• Alberta averages 74 beef cows per cattle farm

• Alberta has 21 067 486 hectares of farmland • 32% of all Alberta farmland is natural land for pasture • 11% of all Alberta farmland is tame or seeded pasture land

• Alberta federal and provincial inspected plants processed 2 640 000 head of cattle or roughly 67% of Canadian total in 2004 – a 28% increase from 2003

Contribution to the Economy Beef cattle production is Alberta’s largest agricultural sector, providing $2.6 billion in farm cash receipts annually or 32% of Alberta farm production income.

Canadian Fed Cattle Production 2006

Alberta 66.9%

Quebec/Atlantic Ontario 3.1% Saskatchewan/ 19.9% Manitoba/ Canfax 2006 British Columbia 10.1% Canadian Beef Cow Herd 2007

BC 5% MB AB 250 500 12% 40% QC head 622 500 SK 4% 1.99 mil. head ON 213 000 head 30% 8% head Atlantic 1.48 mil. 381 000 Provinces head head 1% 60 200 head Statistics Canada January 2007

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Cattle Production Cow/calf operations are the starting point for commercial beef production. There are 2 230 000 breeding beef cows and heifers in Alberta, 39% of the Canadian total. Cattle are raised to provide food for people. They are not pets.

Cow/calf production is based on an annual schedule, with mother cows usually producing one calf per year. Heifers typically produce their first calf at two years of age. Traditionally, most cow and calf producers in Alberta breed their animals in June, July or August so that calving occurs nine months later, in February, March or April of the following year. This can vary, as some producers prefer fall calving.

Cows and calves graze pasture during the spring, summer and fall. In typical operations, calves are weaned from cows in the fall, from September to November, when they reach a weight of about 230 kilograms.

Successful cow/calf production depends on animals receiving proper care and nutrition. Producers ensure their breeding females are maintained on a nutritional program with enough nutrients for the cow to give birth to a strong, healthy calf, supply milk to the calf and be in condition to rebreed about 80 to 85 days after calving.

Backgrounding (Feeding Weaned Calves)

At least half of the weaned calves produced in Alberta each Additional information on cattle year are “backgrounded” before they are placed on a feedlot production can be found on the finishing program. Backgrounding is the process of feeding Alberta Beef Producers website at younger, weaned calves a high forage diet, either in a feedlot www.albertabeef.org. or on pasture to increase their weight to about 340 kilograms. Once these cattle reach the desired weight, they move to the finishing phase.

Feedlot Finishing Historically, cattle were “finished,” or raised for market, in small farm feedlots. A feedlot is any animal feeding operation that is used to bring cattle to a desirable weight for the market. Today, specialized cattle feedlots feed most of the province’s cattle to market weight. Alberta’s natural resources and climate are especially suitable to the cattle feeding industry. There are now 4 000 feedlots in Alberta, making the province the fifth largest cattle feeding area in North America.

Although feedlots can range in size from a capacity of a few hundred head of cattle to almost 40 000 cattle at one time, the larger-sized feedlots now finish the majority of cattle in Alberta. Alberta’s feedlot industry is primarily located in the south central and southern regions of the province, in close proximity to the beef processing plants located in southern Alberta.

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Finishing rations are normally fed to cattle for at least 100 days. Depending on when they entered the feedlot, some animals can be ready for processing from 12 to 24 months of age. Steers are normally processed at 525 to 600 kilograms, and heifers at 475 to 525 kilograms.

As an indication of the high quality of beef produced in Alberta, over 90% of animals produced in Alberta feedlots achieve a grade of Canada A, AA, AAA, or above, the most desired categories within the Canadian meat grading system.

Beef Processing Alberta is home to Canada’s two largest beef processors – modern, efficient processing plants with capacity to process more than 52 000 head of cattle per week. In 2003, approximately 2.7 million cattle were processed in the province. Alberta has increased its share of the total Canadian beef processing industry from 68% in 2000 to 72% in 2003. During processing, cattle are humanely handled and inspected by the Canadian Food Inspection Agency.

Who’s involved in producing beef? There are many different people and jobs involved in beef production. Some examples include: • Ranchers (Cow/calf operators) A brochure that provides detailed information about Canada’s • Backgrounding operators beef industry can be accessed at • Feedlot operators http://albertabeef.org/res/cp- • Veterinarians beefIndustry.pdf. • Machinery dealers • Feed and fertilizer sales persons • Auctioneers • Truckers • Packing plant workers • Meat graders, inspectors and butchers.

Cattle By-Products We normally associate beef as being part of a nutritious meal. However, because over 95% of the beef animal is utilized, items manufactured from cattle by-products are all around us. Yogurt, car tires, jello, marshmallows and a variety of medicines all contain a cattle by-product. Cattle by-products serve as source materials for other industries, including pharmaceuticals, chemicals and textiles.

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The medical world relies on cattle by-products for many life-saving or life-improving medications and treatments. Our bodies can easily accept a medication or treatment made with cattle by-products. Although some medical products and treatments are made from synthetic ingredients, many are still made more economically from cattle.

For example, automobile tires contain stearic acid, which makes the rubber hold its shape under continuous surface friction. Even the asphalt on roadways contains a binding agent derived from the fat of cattle.

Cattle by-products fall into two main groups – edible and inedible. The following list provides some additional examples of the many uses of different parts of cattle. • Gelatin from bones is used in jello, yogurt, jelly, marshmallows, mayonnaise, “gummy” candies and soft shell capsules for medicine. It is also used in photographic film, glues, emery boards, some medical sponges and adhesives. • Fatty acid-base from fats is used in chewing gum and oleo margarine and shortening. It is also used in cosmetics, detergent, floor wax, deodorants, pet foods, candles, crayons, soap, shaving cream, perfumes, plastics and tires. • Plasma protein from blood is used in cake mixes, pasta and imitation seafood. • Intestines are used in tennis raquets and musical instrument strings. • Hooves and horns are used in combs, piano keys, steel ball bearings, bone china and pet chews. • Hide is used as leather or suede for luggage, clothing, purses, boots and shoes. • Hair is used in artists’ paint brushes. • Organs are used in insulin for some types of diabetes and to treat allergies.

The creation of by-products is an important way for the beef industry to reuse and recycle. The products listed and illustrated in the Explore a World of Beef Map, Mini-Poster and Passport Learning Pages are all cattle by-products.

From the Canadian Cattlemen’s Association website at www.cattle.ca/just-facts-beef-by-products/.

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Trade Statistics

Alberta leads the nation in cattle and calf inventories with 6 900 000 head, roughly 40% of the national total (17 300 000 head). Of Alberta’s estimated 2004 beef production, 12% is sold within the province, 50% to other provinces, 30% to the United States and 8% to other countries.

Beef and Cattle Exports 2006 Annual exports of Alberta beef and cattle, both interprovincial and international, are valued at approximately $2.05 billion 1.5 billion pounds (679 million kg) (2003). The total value of Alberta beef shipments to the U.S. during 2004 was $1.2 billion (32% more than 2003). No live US cattle were shipped from Alberta to the U.S. in 2004. 80.9%

In 2006, Canada exported 45% of total beef and cattle produced in Canada, an increase of 2% over 2005.

Other Hong Kong/Macau Mexico 4.0% On a net basis, subtracting imports, Canada exported 35% of its 4.2% 10.9% beef and cattle production in 2006. By far, the largest portion of Canadian beef exports is destined for the United States while Canfax 2006 other important markets include Japan, South Korea, Mexico, Russia, Taiwan and Hong Kong.

Statistics Canada, Canfax, AAFC 2006

The Top 10 Beef Producing Nations 2006

Brazil 29%

Australia 20.1%

India 10.3%

Argentina 7.6%

New Zealand 7.4%

United States 7.2%

Uruguay 7.0% Total world exports in 2006 were estimated at 7.3 million tonnes, and Canada 6.0% Canada was the eighth largest beef EU-25 3.0% exporter in the world. China 1.4%

0% 5% 10% 15% 20% 25% 30% 35% USDA

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The Top 12 World Cattle Inventories 2006

India 280.5 Brazil 164.9 China 140.7 United States 97.1 EU-25 86 Argentina 54 M. East/N. Africa 37.4 Mexico 31.2 Australia 28.6 Canada has 1.4% of the Russia 21.4 world’s 1 billion cattle. Canada 14.8 S. Africa 14.1

0 50 100 150 200 250 300 (in millions of head) USDA

The Top 10 Beef Exporting Nations 2006

United States 22.3% Brazil 16.8% EU-25 14.7% China 13.9% Argentina 5.8% India 4.4% Australia 4.1% Canada produces 2.7% of the Mexico 4.0% world’s beef supply. Worldwide beef production is estimated at 54 million Canada 2.7% metric tonnes. Russia 2.6%

0% 5% 10% 15% 20% 25% GIRA

These graphs and statistics are from Canada’s Beef Fast Facts, on the Ontario Cattlemen’s Association website found at www.cattle.guelph.on.ca/kids_cattle/fastfacts02.asp.

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Beef has 14 nutrients. Nutrition Eating Well with Canada’s Food Guide stresses the importance of food choices that provide the best nutrients for the calories consumed. These foods are often called “power” foods. The A number of resources related to big idea concept of nutrition is one that is relevant to every Canada’s Food Guide can be found student’s daily life, and is important to develop in the context on the Health Canada website at of choice and an understanding of why certain choices promote www.hc-sc.gc.ca/fn-an/food- better health than others. Lean beef provides an excellent guide-aliment/educ-comm/index- source of protein as well as a source of nutrients such as zinc, eng.php. iron, potassium, magnesium and the B vitamins. The Canadian Beef website From Eating Well with Canada’s Food Guide: A Resource for Educators and provides detailed information on Communicators. (2007) Health Canada: p. 39. www.hc-sc.gc.ca/fn-an/alt_ the nutritional benefits of beef, formats/hpfb-dgpsa/pdf/pubs/res-educat-eng.pdf. as well as tips for buying and cooking beef, at www.beefinfo.org. Every bite of Alberta beef is packed with essential nutrients. There are 14 nutrients in total!

14 Nutrients in Beef Protein • Protein from meat contains all 8 ESSENTIAL • Helps curb your hunger Amino Acids for growth and repair • Builds antibodies (the part of the blood that • Plays a crucial role in ALL biological processes: fights infection) muscle contraction, immunity, healthy nerve function, hormone production, builds and repairs body tissue Vitamins • Aids in forming red blood cells • Maintains a healthy nervous system B12 • Plays a role in protein metabolism • Plays a role in energy production and prevents B6 anaemia D • Helps you absorb and use calcium and • Contributes to healthy immune and nervous phospohrus for strong bones and teeth system function Niacin • Needed throughout the body for energy production Thiamine • Converts the carbohydrates you eat into energy Riboflavin • Helps our body use energy • Required for effective iron absorption Pantothenate • Helps our body use energy Minerals Zinc • Aids in energy metabolism and tissue formation • Helps prevent infections by boosting your • Aids in growth and development immune system Iron • Combines with protein to form haemoglobin, • Helps produce energy for body cells the part of the red blood cell which • Not all sources of iron are the same. Beef transports oxygen contains a form of iron that is more easily absorbed. Phosphorus • Works with calcium to build and maintain • Binds to haemoglobin in red blood cells to strong teeth and bones effectively deliver oxygen to the body Selenium • Is an antioxidant that reduces oxidative damage within the body Magnesium • Is important in bone function • Is involved in more than 300 essential reactions within your metabolism Potassium • Helps regulate blood pressure

ExploreBeef_4_Sep23.indd 34 11/12/09 4:36 PM Take the Cow Club Challenge!

Download this year’s challenge from Alberta Beef Producers’ website at www.albertabeef.org.

Prepare your students by asking them to use the Challenge Cow template that follows to design their own cow. • Before photocopying the Challenge Cow, add a sentence stem such as the examples below to encourage students to summarize what they have learned about cattle and beef production: o I didn’t know that the beef industry in Alberta . o The thing that interests me most about beef production is . o I know cows are raised right when . o Did you know that ?

• Explore the “Raised Right” website at www.raisedright.ca, go to “Raised Right” and scroll through “Campaign Story” to find out about the life size cut-out art that can be found in some communities in Alberta. The art is created by John Cerney and represents Alberta’s real life beef producers. If students are interested, have them create their own cut-out art to represent the contributions of agriculture to Alberta. • Have students illustrate their cow with a collage of pictures, word art or drawings. Encourage students to show what they have learned about cattle ranches and farms, beef food choices and by-products.

As a class, create a picture wall or individual picture collages of your Challenge Cows and send the originals, photocopies or digital photographs in to Alberta Beef Producers.

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