TEACHER RESOURCE GUIDE LESSON TWO LESSON TWO: The as a Product

LESSON TWO: The Pig as a Product

Standards AS.01.01.02.c. Predict trends and implications of future developments within different animal industries on production practices and the environment.

CRP.04.01.02.b. Apply strategies for speaking with clarity, logic, purpose, and professionalism in a variety of situatio ns in formal and informal settings.

CRP.04.03.02.a. Observe and identify use of active listening strategies in formal (e.g., speeches, presentations, etc.) and informal (e.g., conversations, meetings, etc.) settings.

CS.05.02.01.a. Examine and categorize careers in each of the AFNR pathways.

Student Learning Objectives

Slide 19 in DPPI2 The Pig as a Product

Lesson Objective: Students explore how the pig’s anatomy and unique characteristics provide products for consumption and use.

Enabling Objectives As a result of this lesson, the student will… 1. Identify basic anatomy of the pig and explain where common cuts originate. 2. Describe unique characteristics of the pig and their functions. 3. Explain the career of a pork product developer.

Summary/Guide In this lesson, students will take a deeper look into by developing an understanding of basic pig anatomy to provide food and by-products. Students will dive right into exploring the different pork cuts by taking on the role as a small restaurant owner in the interest approach and deciding what pork cuts to offer based off price, cooking method, customer demographic, etc. From there, students will begin to label parts of the pig and where each cut comes from. They will then LESSON TWO: The Pig as a Product evaluate the health benefits of pork and be encouraged to reflect back on their menu selections for their “restaurants” while doing so. Through a Go Get It activity, students will identify the unique characteristics of pigs.

Students will use a Career Highlight Worksheet to take notes during the career video on a pork product development career.

Beginning in this lesson, the Ticket Out the Door (the review portion at the end of each lesson) will be continuously built upon. This Then -Now-Future review activity will encourage students to think about the content they just learned in terms of where the pork industry was, where it is today, and where it could/will be in the future.

To Complete Prior to the Lesson: ❑ Provide Career Highlight Worksheet for students ❑ AS2.1 – Pork Cut Options, one per group of three to four ❑ AS2.2 – Pork Cut Cards printed and cut out, one stack per group of three to four ❑ AS2.3A-C – Unique Characteristics Go Get It Cards,d, printe cut out, and hid around the classroom

Time: 45 minutes

List of Resources Pork Checkoff (n.d.). Pork Nutrition. Retrieved from https://www.pork.org/cooking/pork-nutrition/

Pork Checkoff (n.d.). Pork Temperature. Retrieved from https://www.pork.org/cooking/pork-temperature/

List of Tools, Equipment, and Supplies • USPCE Lesson 2 PowerPoint • Presentation Pork Pages • Teacher Activity and Resource Packet • Career Highlight Worksheet • Pork Cut Handout • Pork Cut Cards • Unique Characteristics Go Get It Cards

Key Terms

Slide 20 in DPPI2 The Pig as a Product LESSON TWO: The Pig as a Product

The following terms are presented in this lesson (shown in bold italics). Definitions for these words can be found in the Teacher Activity and Resource Packet. • Front third of pig • Middle third of pig • Rear third of pig • Lean • Monogastric • Polygastric LESSON TWO: The Pig as a Product

Summary of Content and Teaching Strategies

Teaching Strategies Related Content Connection to Prior Knowledge

Provide a brief recap of yesterday’s content by asking students: What is an interesting fact you remember about ?

Explain that today we are going to explore other cuts of pork and decide what cuts you would like featured on your very own restaurant menu.

Interest Approach Pork cut options listed on activity sheet: Divide students into groups of three • Bacon to four and explain that each group is • the owner of a restaurant. You, the • Ribeye restaurant owners, have decided to • offer two to three pork entrees on • Pork tenderloin your menu. • Sausage • Rack of pork Pass out AS2.1 to each group that • Ground pork lists pork cuts and instruct each group • Sirloin tip roast-boneless to use the list to decide on: • Pork back ribs • Which two to three pork items • New York pork chop to include on menu • Pork spareribs • Give rationale as to WHY you • Arm pork roast chose each one

Mention the following considerations each group should make in their decision: • Cooking method • Customer taste preferences • Budget

Slide 21 in DPPI2 The Pig as a Product LESSON TWO: The Pig as a Product

Give students three minutes to discuss and make their decisions. When time is up, instruct each group to take 45 to 60 seconds to share their decisions. Listen to their rationale (might include popular taste, price, etc.)

Pose the following question to debrief activity: What is the difference between each of the pork cuts and why not offer all of them on your menu? • Explain that each pork cut comes from a different part of the pig used for different purposes in cooking. It is important to know about the anatomy of the pig and where each menu item comes from. This is important as a restaurant owner but also important as a consumer at the grocery store making buying decisions.

Content: Objective 1 – Anatomy of a Pig

Slide 22 in DPPI2 The Pig as a Product

Using Pork Page 2.1 in their workbook, give students one minute to label any parts of the pig they know.

Slide 23 in DPPI2 The Pig as a • Anatomy refers to body parts Product • Knowing the parts of a pig is important visual appraisal and to identify where cuts originate LESSON TWO: The Pig as a Product

Once time is up, take one minute to briefly review some student answers and explain that we are going to begin by exploring the anatomy of the pig.

Display completed diagram on PowerPoint slide for students to label the major primal cuts: leg, loin, side, • We will think of the pig in “thirds”: shoulder, picnic shoulder. Also, o Front third – Shoulder, neck, instruct students to label the front jowl third, middle third, and rear third. o Middle third – loin, side, Ask students to re-labe l their pig in underline, fore flank, rear flank their workbook if they need to make o Rear third – leg, tail, hock corrections.

Slide 24 in DPPI2 The Pig as a Product Cards: • Arm pork roast/arm picnic (front) • Ground pork (front) • Pork sausage (front) • Pork tenderloin (middle) • New York pork roast (top loin roast) Instruct students to divide into (middle) groups of three to four. Using AS2.2, • Pork spareribs (middle) pass out one stack of the Pork Cut • Bacon, cured (middle) Cards to each group. Instruct students • Sirloin tip roast (middle) to take the next two to three minutes • Ham (rear) to categorize each of the cards • Ham shank (rear) according to which part of the pig it comes from: front, middle, or rear third, and identify the primalt cu of origin (i.e., shoulder, loin, side, leg, etc.). Cuts by “third”: Once time is up, instruct groups to • Front Third pair up and compare answers. Explain o The most valuable cuts are: that we will review the correct Blade steak, bone-in; Shoulder answers through the rest of the Roast, bone-in; Blade Pork Roast lesson, and they should take notes in (Shoulder Blade ); their Pork Page 2.1. Ground Pork; Pork Sausage; Arm Using the PowerPoint, share content Pork Roast/Arm Picnic; Picnic about the front, middle, and rear Roast, boneless; LESSON TWO: The Pig as a Product third of pigs. Use the Purchasing o Jowl and front feed (pickled Poster from pork.org to identify cuts pigs’ feet) are also sold for and where they come from on the pig. consumption Have students check their work from • Middle Third the Pork Cut Cards activity and make o The most valuable cuts are: Rack notes on Pork Page 2.1. of Pork; Pork Back Ribs; New York Pork Roast (Top Loin Roast); Slide 25-27 in DPPI2 The Pig as a New York Pork Chop, Country- Product Style Ribs, bone-in; Sirloin Tip Roast, boneless; Ribeye Pork Instruct students to think back to Chop; Ribeye Pork Chop, their menu selection for their boneless; Sirloin Pork Roast, restaurant. Ask: boneless; Sirloin Pork Chop, • What were some of the factors boneless; Porterhouse Pork you considered in your Chop; Pork Tenderloin; Pork selection? Spareribs; Pork St. Louis-Style o Listen for: customer Ribs; , fresh; Bacon, popularity, cost, cured variety/convenience of • Rear Third cooking method, o The most valuable cuts are: Ham availability, etc. Shank; Ham; Ham Steak; Smoked • Having learned a little more Ham, bone-in about pork cuts, what, if any, • Today’s pork is 16 percent leaner and 27 changes would you like to make percent lower in saturated fat to your menu options you compared to 26 years ago. Eight cuts of selected in the interest pork meet the USDA guidelines for approach? “lean.” • Pork is an excellent source of nutrients important to our health such as thiamin, Explain that health, nutrition, and niacin, riboflavin, vitamin B-6, ease of cooking are more reasons to phosphorus and protein and a choose pork and particular cuts of good source of zinc and potassium pork. Using Pork Page 2.2, instruct • Pork can be cooked a variety of ways – students to capture notes. important to remember that cooking temperature for fresh pork 145 degrees F, followed by a three-minute rest. This Slide 28 in DPPI2 The Pig as a includes chops, roasts, loins, and Product tenderloin.

Note: See more information on this topic in the Teacher Activity & Resource Packet. LESSON TWO: The Pig as a Product

Career Highlight

Slide 29 in DPPI2 The Pig as a Product

Remind students about the Career Highlight Worksheets. Explain that they will complete one of these worksheets during the career highlight video in each lesson and then store them with their Pork Pages. Encourage students to be intentional about careers that interest them and writing down steps to learn more/follow up.

Before playing the video, instruct students to write down two surprising/interesting facts and one question they have on their Career Play career spotlight video. Highlight Worksheet while watching the career spotlight video.

After the video, take three to four minutes to debrief by having students share their notes and answering a few of the questions. Other debriefing questions could include: 1. What kind of items does a pork product developer make? 2. What are some of the day-to- day tasks of this role? 3. What kind of degree is needed to pursue this career?

Objective 2 – Unique Characteristics of the Pig

Slide 30 in DPPI2 The Pig as a Product LESSON TWO: The Pig as a Product

Ask students: When we did the Pigs- People-Planet lesson, we identified some important pork by-products. What are some of those? • Listen for: pharmaceuticals, crayons, glue, buttons, fertilizer, lubricants, rubber, cosmetics, insulation, etc.

Explain that in addition to the meat we get from pigs to consume, there are important everyday items we also get from pigs.

Explain that pigs have some unique characteristics, some of which are similar to humans. We are going to discover these unique characteristics in a game of “Go Get It.”

Note: Before students arrive, you will need to hide these cards across the classroom using AS2.3A-C

Provide the following instructions to students: • When I say “go,” get out of your chairs and find ONE of the (insert number) information cards I have hidden across the Blue Cards: classroom. You will have 30 • A pig’s digestive system is similar to a seconds to find all (insert human's digestive system! number) cards, so work fast • The pig has a digestive system which is and work together to make classified as monogastric or sure you have gathered all of nonruminant. Humans also have this the important information. type of digestive system. When you find a card, help • Pigs have one stomach (mono = one, your classmates find a card. gastric = stomach). The monogastric The cards are color-coded by differs from that of a polygastric or topic, so you will need to get ruminant digestive system found in together in groups by color. cattle and sheep. These animals have Once all cards are found, we one stomach broken into four will share the information with compartments. LESSON TWO: The Pig as a Product

our classmates and record the • Due to the differences in the digestive notes on Pork Pages (insert systems, cattle can utilize different number). If you do not find a types of feeds than pigs. Cattle and card, pair up with someone sheep can live on hay and pasture, who has. while pigs must eat grains that can be digested more easily. Once all cards are found and students have divided into groups, have each Red Cards: group read their cards aloud as you • Pigs have a great sense of smell. The display the same information on the pig’s nostrils are on its leathery snout, PowerPoint. Instruct students to which is very sensitive to touch. The pig capture this information on Pork Page uses the snout to search, or root, for 2.3. food. • Pigs are among the smartest of all Slide 31-35 in DPPI2 The Pig as a animals. Product • Pigs have poor eyesight. • Pigs have 15,000 taste buds compared to humans who only have 9,000.

Green Cards: • Pigs are a contributor to human medical advances. • Pigs have proven to be particularly effective in biomedical research for human disease because of their genetic makeup. Their comparative anatomy and physiology closely resemble that of humans, making them excellent matches for research in gene and cell therapy, xenograft and allograft procedures, and other types of regenerative medicine. • Pigs have been used in biomedical research in a variety of areas: cardiovascular, gastrointestinal, metabolic, liver, reproductive, and infectious disease. Pigs have also helped researchers learn more about wound healing. LESSON TWO: The Pig as a Product

Ticket Out the Door: Then-Now-Future

Introduce the Then-Now-Future chart to the class and explain that we will build on this for the remainder of the unit, which will ultimately be a resource for our final project.

Instruct students to think about what we learned about cuts of meat, where they come from, and why to choose pork. In the “Now” column, respond to the following question: • What are some characteristics of porkchops and bacon today? o Listen for: pork chops are lean, marbled, come from the loin primal in the middle third. Bacon is cured, fatty, comes from the belly primal in the middle third.

Instruct students to respond to the following question in the “Future” column: • What will pork be like 50 years from now? What new and different careers might be available?

Slide 36 in DPPI2 The Pig as a Product TEACHER RESOURCE GUIDE LESSON TWO Lesson Two – The Pig as a Product

Glossary of Terms TERM DEFINITION Front third of pig Shoulder, neck, jowl Middle third of pig Loin, side, underline, fore flank, rear flank Rear third of pig Leg, tail, hock Lean Lean meats are meats with relatively low fat content. Monogastric A stomach with only one compartment Polygastric A stomach with four compartments

Additional Information • Additional facts about cooking pork o Page 19 Pork today is very lean, making it important to not overcook and follow the recommended pork cooking temperature. The safe internal pork cooking temperature for fresh cuts is 145° F. To check doneness properly, use a digital cooking thermometer to measure the temperature at the thickest part of the cut without touching any bone. Fresh cut muscle meats such as pork chops, pork roasts, , and tenderloin should measure of 145° F, ensuring the maximum amount of flavor. • Following these pork cooking temperature guidelines will not only result in a safe eating experience, but also preserve the quality of your meat for a juicy, tender, delicious meal. Ground pork should always be cooked to 160° F. Pre-cooked ham can be reheated to 140° F or even enjoyed cold, while fresh ham should be cooked to 145° F. • Additional facts about nutrition of pork o Page 20 Through dedication to providing protein that people are looking for with a complete nutrient package in mind, today’s pork is 16 percent leaner and 27 percent lower in saturated fat compared to 29 years ago. Eight cuts of pork meet the USDA guidelines for “lean,” containing less than 10 grams of fat, 4.5 grams of saturated fat and 95 milligrams of cholesterol per 100 grams of meat. • The popular pork tenderloin is considered “extra lean” and has the same amount of fat as skinless chicken breast. Pork, by definition, is an excellent source of nutrients important in supporting our health, including vitamin B-C, thiamin, phosphorus, niacin, riboflavin and selenium and protein and a good source of zinc and potassium. Through changes in feeding and breeding techniques, pork producers have responded to consumer demand for leaner pork. Today’s pork has 16 percent less fat and 27 percent less saturated fat as compared to 1991 Both the pork tenderloin and pork sirloin roast meet the criteria for the American Heart Association Heart Checkmark, which means they contain less than 5 grams of fat, 2 grams or less of saturated fat and 480 milligrams or less of sodium per label serving.

Additional Resources Pork Checkoff (n.d.). Pork Nutrition. Retrieved from https://www.pork.org/cooking/pork-nutrition/

Pork Checkoff (n.d.). Pork Temperature. Retrieved from https://www.pork.org/cooking/pork-temperature/ AS2.1 – Pork Cut Options

• Bacon • Ham • Ribeye • Pork chop • Pork tenderloin • Sausage • Rack of pork • Ground pork • Sirloin tip roast-boneless • Pork back ribs • New York pork chop • Pork spareribs • Arm pork roast AS2.2 – Pork Cut Cards

Print and cut out a set of cards for each group of three to four students.

Arm Pork Roast/ Arm Picnic Pork Tenderloin

Bacon, Cured Ham

New York Pork Roast (Top Loin Roast) Pork Sausage

Ham Shank Pork Spareribs

Ground Pork Sirloin Tip Roast AS2.3a – Unique Characteristics Go Get It Cards

Print and cut out these cards and hide them around the classroom prior to students’ arrival. These cards need to be printed in color for activity to work properly.

The pig has a digestive A pig’s digestive system which is classified system is similar as monogastric or to a human's nonruminant. Humans also have this type of digestive system! digestive system.

Pigs have one stomach (mono = one, gastric = stomach). The Due to the differences in the monogastric differs from that digestive systems, cattle can of a polygastric or ruminant utilize different types of feeds digestive system found in than pigs. Cattle and sheep can cattle and sheep. These live on hay and pasture, while animals have one stomach pigs must eat grains that can broken into four be digested more easily. compartments. AS2.3b – Unique Characteristics Go Get It Cards

Pigs have a great sense of smell. The pig’s Pigs are nostrils are on its leathery snout, which among the is very sensitive to touch. The pig uses the smartest of all snout to search, or animals. root, for food.

Pigs have Pigs have 15,000 taste buds poor compared to humans who only eyesight. have 9,000. AS2.3c – Unique Characteristics Go Get It Cards

Pigs have proven to be particularly effective in biomedical research Pigs are a for human disease because of their genetic makeup. Their contributor to comparative anatomy and physiology closely resemble that of humans, making them excellent human medical matches for research in gene and cell therapy, xenograft and advances. allograft procedures, and other types of regenerative medicine.

Pigs have been used in biomedical research in Pigs have also a variety of areas: cardiovascular, helped gastrointestinal, researchers learn metabolic, liver, more about reproductive, and wound healing. infectious disease. TEACHER RESOURCE GUIDE LESSON TWO PORK PAGES: Lesson Two

Pig Part Identification Pork Page 2.1 Using the word bank below, label the parts of the pig.

Word Bank: Leg Side Leg Shoulder Picnic Shoulder

Rear Third Middle Third Front Third PORK PAGES: Lesson Two

Pork: A Healthy Choice Pork Page 2.2

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• PORK PAGES: Lesson Two

Unique Characteristics of Pigs Pork Page 2.3

Pigs' Digestive System:

Pigs' Senses:

Pigs and Medical Advances: TEACHER RESOURCE GUIDE LESSON TWO Career Highlight

Career: ______

Roles and duties of this career:

What I learned:

Questions I have: