Squabbles of the Soil: Recent Episodes

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Teaching Guide

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

Host: Dean Childs

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

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

Objectives:

1. I can describe the pros and cons of farms in different sizes
2. I can list what new practices for farms
3. I can compare the priorities for small farms and large farms

Pre-Viewing Questions:

1. How do you think farms impact the environment?
2. What are new technologies in agriculture?
3. Do you think larger farms make a bigger impact on the environment or smaller farms

Guided Questions:

1. Colton McClanahan got his bachelor’s degree in _______ at ________.
2. What percentage of greenhouse gas is accounted for by farming?
3. What new technology does McClanahan mention to aid in chemical usage?
4. List three of Doug Caywood’s animals
5. Why does Mr. Caywood keep a bull on the farm?
6. What is one advantage Mr. Caywood list’s for small farms?

Post-Listening Questions:

1. Describe two pros and cons of large scale farms and small scale farms (eight in total)
2. List two new practices or technologies for farm
3. In two sentences, compare the priorities of small farms against those of large farms.

Scoring Rubric for Post-Listening Questions

Question one

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

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

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

Question two

Level one: one practice filled out

Level two: two practice filled out, both incorrect

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

Question three

Level one: one sentence, about only one priority

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

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

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Teaching Guide

Topic: Spay Or Neuter house pets

Host: Madilyn Westergard

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

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

Objectives:

1. I can explain the safety precautions I should take before I find a vet.
2. I can identify questions I should ask a vet before my pets first exam.
3. I can identify my point of view on when I should have my animal spayed or neutered.

Pre-Viewing Questions:

1. When is the best time to spay or neuter your dog or cat?
2. Is it possible to have more complications after spaying a dog after their first heat cycle?
3. Would you prefer to spay/neuter your animal or not?

Guided Questions:

1. What is the name of the guest who spoke with Madilyn?
2. What type of environment does Family Pet Health want to provide?
3. What type of practice is Family Pet Health?
4. How does Family Pet Health charge for Surgeries?
5. What is Madilyn’s suggestion on spaying and Neutering?

Post-Listening Questions:

1. Provide the questions that anyone should ask their vet before bringing their animal.
2. Explain in your own words how Family Pet Health charges for surgeries.

Scoring Rubric for Post-Listening Questions

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

Level One: Student provides one question.

Level Two: Student provides two questions.

Level Three: Student provides three or more questions.

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

Level One: Student explains in one sentence

Level Two: Student explains in two sentences.

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

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Teaching Guide

Topic: In Vitro Fertilization in Livestock

Host: Lucero Gomez

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

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

Objectives:

1. I can define in vitro fertilization.
2. I can identify 2 advantages and 2 disadvantages of in vitro fertilization
3. I can create my own opinion on in vitro fertilization and provide 2 pieces of evidence

Pre-Viewing Questions:

1. What do you think in vitro fertilization is?
2. Do you know of any other forms of livestock breeding?
3. What is your opinion on assisted forms of breeding for livestock?

Guided Questions:

1. What is IVF?
2. What is the difference between IVF and conventional flushing?
3. How long does the process usually last?
4. What is the average cost per embryo?
5. What can affect the decision of IVF?
6. Is IVF the most successful form of flushing?

Post-Listening Questions:

1. What is in vitro fertilization?
2. What are 2 pros and 2 cons of in vitro fertilization?
3. After listening, what is your standing on in vitro fertilization? Provide two pieces of evidence

Scoring Rubric for Post-Listening Questions

Post-Listening Question 1:

Level 1: Student little to no definition

Level 2: Student can briefly defines IVF in incomplete sentences

Level 3: Student can define IVF in incomplete sentences

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

Post-Listening Question 2:

Level 1: Student lists only one pro or one con

Level 2: Student lists one pro and one con

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

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

Post-Listening Question 3:

Level 1: Student gives one to two word answer

Level 2: Student gives one reason and incomplete sentences

Level 3: Student gives two reasons in incomplete sentences

Level 4: Student gives two reasons in complete sentences

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Teaching Guide

Topic: Reallocation of Base Acres

Host: Faith Cook

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

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

Objectives:

1. I can explain the importance of base acreage in the context of agriculture.
2. I can identify opposing sides of the argument surrounding the reallocation of base acreage.
3. I can identify my point of view on whether or not base acreage should be reallocated.

Pre-Viewing Questions:

1. Write at least one thing that you know about disaster funding in the agriculture industry.
2. What do you think base acres are?
3. If someone has 10 base acres on 100 acres of farmland, should they be given more base acres?

Guided Questions:

1. What does Mr. McDonald, the first guest, explain about base acres?
2. Write down one of the examples that Mr. McDonald gave about farms and their base acres.
3. How does Mr. McDonald think the 2023 Farm Bill will impact base acre reallocation?
4. What does Mr. Youngermann, the second guest, explain about base acres?
5. What is Mr. Youngermann’s personal experience with base acres?
6. What does Mr. Youngermann say about the cost of a mandatory reallocation of base acres?

Post-Listening Questions:

1. Provide two reasons for why someone would be for the reallocation of base acreage. Give an example.
2. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example.
3. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation.

Scoring Rubric for Post-Listening Questions

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

• Level One: Student provides one reason and no example.
• Level Two: Student provides one reason and one example.
• Level Three: Student provides two different reasons and an example for why someone would be for the reallocation of base acres using complete sentences.

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

• Level One: Student provides one reason and no example.
• Level Two: Student provides one reason and one example.
• Level Three: Student provides two different reasons and an example for why someone would be against the reallocation of base acres using complete sentences.

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

• Level One: Student provides their own opinion on the reallocation of base acres but does not state their stance on a mandatory reallocation and does not provide reasoning.
• Level Two: Student provides their own opinion on the reallocation of base acres and gives at least one reason for their opinion. They provide their thoughts on whether or not reallocation should be mandatory.
• Level Three: Student provides their own opinion on the reallocation of base acres. They continue answering through providing their opinion on whether or not this reallocation should be mandatory for all farmers in the United States. Student provides at least two reasons for their opinion on base acre reallocation.

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Topic: Government Monetary Support on Sustainable Agricultural Practices

Host: Elisabeth Bean

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

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

Objectives:

1. I can identify one reason for why people would not support government monetary support on sustainable agricultural practices.
2. I can identify one reason for why people support government monetary support on sustainable agricultural practices.
3. I can provide an example of how governments support sustainable agricultural practices monetarily.

Pre-Viewing Questions:

1. What is government monetary support on sustainable agriculture practices?
2. What is your viewpoint on this controversy now?
3. Name a person or organization you believe would use or implement these practices.

Guided Questions:

1. What is one reason why someone would support government monetary support on sustainable government practices?
2. What is an example of this monetary support on sustainable agricultural practices?
3. What is one reason why someone would not support government monetary support on sustainable agriculture?

Post-Listening Questions:

1. Name a new person or organization you found from listening that provides this monetary support or implementation.
2. Name a viewpoint for the opposition of this monetary government support on sustainable agricultural practices.
3. How has your viewpoint changed from listening to both sides?

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

Host: Addison Medlin

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

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

Objectives:

1. I can explain why horses are being rounded up and removed from public land.
2. I can identify two supporting and two opposing arguments on the removal and roundup of wild horses.
3. I can create my own opinion on this topic based on previous knowledge and guest observations.

Pre-Viewing Questions:

1. List three things you know about wild horses and/or wild horse gatherings.
2. Why do you think the round-ups of wild horses is controversial?
3. Based on prior knowledge, what is your opinion on the round-up of wild horses?

Guided Questions:

1. What is the name of the organization Celeste works for?
2. What degree did Celeste earn before working with wild horses?
3. Which guest works for the Bureau of Land Management?
4. What happens to the horses once gathered from the range?
5. What did Lynae say the Comprehensive Animal Welfare program does?
6. Which method of gathering did Lynae say was the most effective?

Post-Listening Questions:

1. Provide two reasons horses are being gathered and removed from public land.
2. List two supporting arguments and two opposing arguments on the removal and round-up of wild horses.
3. After listening to this episode, what is your stance on the round-up of wild horses?

Scoring Rubric for Post-Listening Questions

Post-listening Question #1: (objective 1)

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

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

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

Post-listening Question #2: (objective 2)

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

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

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

Post-listening Question #3: (objective 3)

Level 1: Student does not provide a response.

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

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

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Guests: Guest 1, Charles Hord Jr. with TN Cattlemen's Association Guest 2 Makayla Hickman with Boviatech Semex (based out of Canada)

Description: Discussion on why there are good and bad practices with cow/calf separation. Is there harm in doing this in the cattle industry? Explaining why this mainly happens in the dairy industry instead of the beef. Discussing if there is a correct time period to separate mother and calf for animal health.

Objectives:

1. I can define the reason for cow/calf separation.
2. I can explain what industry is affected the most in the cow/calf separation.
3. I can recognize what a cow/calf separation is.

Pre-Viewing Questions:

1. What breed is cow/calf separation mainly used?
2. Does age matter when the separation begins?

Guided Questions:

1. What is cow/calf separation?
2. What is your opinion on cow calf separation?
3. How do you separate the cow from the calf safely?
4. Is it appropriate to take away a sick calf from a cow?
5. Is beef and dairy calf separation the same?
6. Are there any sick check ups you do when separating a calf?

Post-Listening Questions:

1. Is there a certain time to separate cow and calf?
2. If a calf is sick do they get to stay with the mother?

Scoring Rubric for Post-Listening Questions

The scoring rubric is based on the information given from the guest speakers.

Level 1 - 5 points Level 2 - 3 points Level 3 - 1 point

Questions 1 objective 1 & 3

Level 1 - students can explain what the main reason is.

Level 2 - students are able to point to one main factor.

Level 3 - students have no idea.

Question 2 No Objective this is Opinion based.

Question 3 Objective 2

Level 1 - students can confirm which breed is using this the most and how to work around the animal.

Level 2 - students can give at least 1 reason why it is important.

Level 3 - students have no idea.

Question 4 Objective 2

Level 1 - students are gathering the opinion that was given by the guest speakers to form their answer.

Level 2 - students do not find 2 examples.

Question 5 Objective 2

Level 1 - students explain why the certain breed is used the most and tell why they are different.

Level 2 - students can tell which breed is using this method.

Level 3 - students have no idea.

Question 6 Objective 1

Level 1 - students will be able to give reasons on why or why not calves are taken away when sick. Then give a reason why they stay if needed.

Level 2 - students can give reasons why a calf can be taken when sick.

Level 3 - students have no idea.

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Topic: Foie Gras

Host: Jordan Komers

Guest 1: Rebecca Williams & Guest 2: Kevin Jones

Description: Foie gras or “fatty liver” is a delicacy made from the fattened liver of ducks or geese. It is highly regarded for its rich, buttery flavor and smooth texture, often considered gourmet food. However, behind its culinary allure lies a deep-rooted controversy that has divided food enthusiasts, animal rights activists, and chefs alike.

Objectives:

1. I can describe the gavage process in foie gras production. (Understand)
2. I can contrast the perspectives and arguments presented by Rebecca Williams and Kevin Jones. (Analyze)
3. I can defend my own informed opinion on foie gras in a respectful discussion. (Evaluating)

Pre-Viewing Questions:

1. What do you already know about foie gras?
2. What are your initial thoughts or opinions on the production and consumption of foie gras?
3. Are you aware of any regulations or bans on foie gras in certain regions or countries? If so, which ones?

Guided Questions:

1. What are the key aspects or main points of focus in the controversy surrounding foie gras?
2. How do farms reduce stress and discomfort during the feeding process?
3. What is the mixture of feed that is deposited into the ducks’ stomach during the gavage process?
4. What effect does overfeeding have on the birds?
5. What can occur due to constant reinsertion of a feeding tube into the bird's esophagus?
6. What are the two alternative production methods?

Post-Listening Questions:

1. Describe the gavage process in foie gras production. How does it contribute to the controversy surrounding foie gras? (Obj. 1)
2. Contrast the perspectives and arguments presented by Rebecca Williams and Kevin Jones regarding foie gras. What were the main points of difference between their viewpoints? (Obj. 2)
3. Reflecting on the ethical concerns raised, would you support or oppose a ban on foie gras production? Why or why not? (Obj. 3)

Scoring Rubric for Post-Listening Questions

Question 1, Objective 1:

Level 1 - The response does not accurately describe the gavage process or fails to address its controversy. It lacks clarity and limited understanding.

Level 2 - The response provides a basic description of the gavage process and acknowledges its controversial nature. It demonstrates a moderate understanding but lacks depth and elaboration.

Level 3- The response offers a thorough and insightful description of the gavage process, highlighting its ethical concerns and impact on the controversy. It demonstrates a comprehensive understanding with clear and detailed explanations.

Questions 2, Objective 2:

Level 1 - The response fails to contrast the perspectives and arguments of Rebecca Williams and Kevin Jones or provides incomplete or inaccurate information.

Level 2 - The response identifies some differences in viewpoints and presents a basic understanding of their arguments. It demonstrates a moderate level of analysis.

Level 3 - The response provides a comprehensive and nuanced analysis, identifying differences and presenting a thorough understanding of the arguments presented by both guests. It demonstrates critical thinking and clear explanations.

Questions 3, Objective 3:

Level 1 - The response does not clearly state a position on supporting or opposing a ban on foie gras, or lacks reasoning and justification. It may show a lack of understanding of the ethical concerns and arguments surrounding foie gras.

Level 2 - The response presents a stance on supporting or opposing a ban on foie gras, but the reasoning and justification may be limited or lack clarity. It demonstrates some understanding of the ethical concerns and arguments, but the analysis may be superficial.

Level 3 - The response clearly articulates a well-supported position on supporting or opposing a ban on foie gras. It provides thoughtful reasoning and justification, drawing from a comprehensive understanding of the ethical concerns and arguments. The response may consider counterarguments and address them effectively.

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Teaching Guide

Topic: Controversy Surrounding Fish Farming

Host: Jasmin Angel

Guests: (1) Steven Hedlund: Global Seafood Alliance and (2) Paul Chiyokten Wagner, founder of the Protectors of the Salish Sea.

Description: Fish farming is the breeding, raising, and harvesting of fish. It is a form of aquaculture and the fastest growing area of animal food production today. As we continue to navigate these waters, we dive into the potential positives and negatives of this form of agriculture.

Objectives:

1. I can explain what fish farming is in my own words. (Level 2, Understand)
2. I can compare the two different types of fish farms. (Level 4, Analyze)
3. I can develop my own opinion on fish farms based on facts given in the podcast. (Level 6, create)

Pre-Viewing Questions:

1. What is your current opinion on the farming of animals?
2. Do you think fish farming is similar to cow farming?
3. Why do you think fish farming could be controversial?

Guided Questions:

1. What are some different kinds of animals involved in aquaculture?
2. Where do we get most of the fish we eat in the United States?
3. Does aquaculture help combat overfishing?
4. What is one reason Mr. Chiyokten gives on why net pens in Washington were hurting the environment?
5. What kind of effect do the net pen farms have on the indigenous peoples?
6. What is the organization that Mr. Chiyokten founded?

Post-Listening Questions:

1. After listening to the podcast, in your own words, explain what fish farming is. (Obj. 1)
2. Compare net pen fish farms with inland fish farms. Which one do you think is better for the environment? (Obj. 2)
3. After listening, what is your opinion on fish farming? Explain. (Obj. 3)

Scoring Rubric for Post-Listening Questions

Question 1, Objective 1:

Level 1 - The response given does not go into detail and does not demonstrate an understanding of fish farming.

Level 2 - The response given goes into some detail and demonstrates somewhat of an understanding about what fish farming is.

Level 3 -The response given goes into great detail and demonstrates a complete and total understanding about what fish farming is.

Question 2, Objective 2:

Level 1 - The response lacks details in comparison. The student does not state their opinion on the two different types at all.

Level 2 - The response contains little details when comparing. The student gives their opinion on the two different types of fish farming, but does not give reasons.

Level 3 - The response contains major details when comparing. The student gives their opinion on the two different types of fish farming and goes into detail. The student also uses some information from the podcast in their answer.

Question 3, Objective 3:

Level 1 - The student does not give their opinion on fish farming at all and does not give reasoning.

Level 2 - The student gives their opinion on fish farming but does not give reasoning.

Level 3 - The students gives their opinion on fish farming and they also give reasons why they feel that way.

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Teaching Guide

Topic: Farmland Conversion

Host: Hannah Harrell

Guests: Dr. Charley Martinez, University of Tennessee

Kendrick Curtis and Matt Von Lunen, Middle Tennessee Industrial Development Association

Description: Farmland conversion has become a rising issue for the agriculture industry in Tennessee in recent years. In the last 20 years, the state of Tennessee has lost over a million acres of farmland, whether that be to contractors, housing, or infrastructure developments. Some see this phenomenon as progress for a more successful Tennessee, while others who are involved in or in support of Tennessee agriculture see this as a threat to the success of the industry.

Objectives:

1. I can define what farmland conversion is.
2. I can identify two (2) causes and two (2) effects of farmland conversion.
3. I can differentiate between positive and negative effects of farmland conversion to form my own opinion on the topic.

Pre-Viewing Questions:

1. How do you define farmland conversion?
2. List 3 reasons why farmland conversion is happening at such a high rate in Tennessee.
3. Why do you think farmland conversion is controversial?

Guided Questions:

1. What states were Mr. Curtis and Mr. Von Lunen from?
2. What does the term “highest and best use” mean in the context of land development?
3. What kind of family farm operation did Mr. Curtis grow up on, and what issues did they face?
4. What are Dr. Martinez’s specialty areas?
5. What “caveat” of land use does Dr. Martinez include under the theme of farmland conversion?
6. What programs through the University of Tennessee does Dr. Martinez suggest for agricultural producers to protect their operations in the future?

Post-Listening Questions:

1. After hearing the differing perspectives, has your definition of farmland conversion changed? Why or why not?
2. List and describe two (2) causes and two (2) effects of farmland conversion.
3. Based on the information in the episode, what do you think are the largest consequences of farmland conversion? List and describe two (2) positive consequences and two (2) negative consequences.

Scoring Rubric for Post-Listening Questions

Post-Listening Question 1:

Level 1: The student states whether or not their definition of farmland conversion has changed in the form of bullet points or incomplete sentence(s), and/or fails to provide their own reasoning.

Level 2: The student states whether or not their definition of farmland conversion has changed in the form of bullet points or incomplete sentence(s), and provides their own reasoning.

Level 3: The student states whether or not their definition of farmland conversion has changed in the form of complete sentence(s), and provides their own reasoning.

Post-Listening Question 2:

Level 1: The student lists and describes either 1 cause or 1 effect in the form of bullet points.

Level 2: The student lists and describes 1 cause and 1 effect in the form of either bullet points or incomplete sentences(s).

Level 3: The student lists and describes 2 causes and 2 effects in the form of a complete sentence(s).

Post-Listening Question 3:

Level 1: The student lists and describes either 1 positive consequence or 1 negative consequence in the form of bullet points.

Level 2: The student lists and describes 1 positive consequence and 1 negative consequence in the form of either bullet points or incomplete sentences(s).

Level 3: The student lists and describes 2 positive consequences and 2 negative consequences in the form of a complete sentence(s).

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Topic: Grass-fed beef, is it better?

Host: Lexy Halbert

Guests: Brad Whited, grass-fed beef cattle farmer, and Seth Granstaff, grain-fed beef cattle farmer.

Description: Antibiotic-free, hormone-free, grass-fed only, and pasture-raised… are all terms I am sure each one of you has heard of when it comes to shopping for any kind of meat, milk, or egg produce in the grocery store. While all of these topics are bound to get people wound up and ready to debate, today I would like to discuss the controversy of grain-fed vs. grass-fed beef cattle. Some view grass-fed beef as the best option for their cattle overall, while others view grass-fed beef as a way to stunt crop yields and have less marbling in the end product. Today we will hear from two very experienced farmers who are on opposite ends of the spectrum when it comes to the topic of whether or not grass-fed beef is better.

Objectives:

1. I can explain the difference between grass-fed and grain-fed beef cattle.
2. I can describe two pros and two cons of grass-fed beef.
3. I can explore the ideas of the interviewees and their differing viewpoints.

Pre-Viewing Questions:

1. List 4 things you know about the difference between grass-fed and grain-fed beef cattle.
2. What is your current opinion on grass-fed beef?
3. Why do you think the top, “grass-fed beef, is it better?” is controversial?

Guided Questions:

1. What does Mr. Whited feed to his herd besides grass/hay?
2. When does Mr. Granstaff feed grain?
3. Would either interviewee switch to the opposite? (grain to grass, grass to grain)
4. Can you achieve marbling in meat without grain?
5. What is one “grain exception” Mr. Whited made in the beginning stages of his operation?
6. What does Mr. Granstaff think about the organic labels in grocery stores?

Post-Listening Questions:

1. List 4 differences between grass-fed and grain-fed beef cattle.
2. Describe two pros and two cons of grass-fed beef.
3. After listening, what is your stance on grass-fed beef?

Scoring Rubric for Post-Listening Questions

Post-listening question 1:

Level 1: Student lists 0 differences between grass-fed and grain-fed beef cattle.

Level 2: Student lists 1 difference between grass-fed and grain-fed beef cattle.
Level 3: Student lists 2-3 differences between grass-fed and grain-fed beef cattle.

Level 4: Student lists 4 or more differences between grass-fed and grain-fed beef cattle.

Post-listening question 2:

Level 1: Student only lists one pro OR one con.

Level 2: Student lists one pro and one con.

Level 3: Student lists one pro and one con with one description.

Level 4: Student lists one pro and one con with both descriptions.

Post-listening question 3:

Level 1: Student gives a one-two-word response.

Level 2: Student gives a response in an incomplete sentence without reasoning.

Level 3: Student gives a response in an incomplete sentence with reasoning.
Level 4: Student gives a response in a complete sentence with reasoning

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Topic: Coyote Control: Wildlife Hunting Competitions for Population Control

Host: Anna Collins

Guests: Francisco Santiago-Avila, Science and Ethics Manager of Project Coyote; Barry Cross, Tennessee Wildlife Resource Agency

Description: Coyotes are a fixture of the environment in many areas across the United States. They may serve as a threat to pets, livestock, and the ecosystem if populations are allowed to go uncontrolled. One way the population is controlled is through Wildlife Hunting Competitions in which participants hunt coyotes and receive awards for bringing in the largest animal or the highest number of animals within a given period. Animal activists and others oppose this method of population control saying animals should not be hunted for sport. However, hunters and many others support this sport as a form of population control.

Objectives:

1. I can identify two reasons someone may support coyote hunting and hunting competitions.
2. I can identify two reasons someone may oppose coyote hunting and hunting competitions
3. I can express my opinion on this controversial agricultural issue based on my previous knowledge and the opinions of the guests.

Pre-Viewing Questions:

1. List two things you know about coyotes.
2. Describe your opinion on coyote hunting competitions using only your prior knowledge.
3. List up to three things you know about coyote hunting in your state.

Guided Questions:

1. Where does Fransisco, the first guest, work?
2. What type of fence is needed to keep coyotes out of pens?
3. What do coyotes do for bird species?
4. Where does, Barry, the second guest, work?
5. In addition to hunting, what other population control method is recommended?
6. What is the largest determining factor of coyote population size?

Post-Listening Questions:

1. List two reasons someone may be in support of legislation presented by Project Coyote.
2. List two reasons someone may be opposed to legislation presented by Project Coyote.
3. State your opinion on banning coyote hunting competitions and give at least one reason why you feel that way. Did your opinion change after listening to this episode?

Scoring Rubric for Post-Listening Questions

1. Level 1 - Lists only one reason someone may be in support of legislation presented by Project Coyote.

Level 2 - Lists two reasons someone may be in support of legislation presented by Project Coyote in the form of bullet points or incomplete sentences.

Level 3 - Lists two reasons someone may be in support of legislation presented by Project Coyote in the form of a complete sentence(s).

1. Level 1 - Lists only one reason someone may be opposed to legislation presented by Project Coyote.

Level 2 - Lists two reasons someone may be opposed to legislation presented by Project Coyote in the form of bullet points or incomplete sentences.

Level 3 - Lists two reasons someone may be opposed to legislation presented by Project Coyote in the form of a complete sentence(s).

1. Level 1 - States their opinion in the form of bullet points or incomplete sentences, fails to give one reason, and/or states whether their opinion changed.

Level 2 - States their opinion, provides at least one reason, and state whether their opinion changed based on the episode in the form of bullet points or incomplete sentences.

Level 3 - States their opinion, provides at least one reason, and state whether their opinion changed based on the episode in the form of complete sentences.

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Teaching Guide

Topic: Factory Farming of Animals

Host: Sara Reese

Guests: Seth Robinson, Robinson Farms and Justin Turner, Turner Farms

Description: This podcast will bring a new knowledge to the listeners in which way they will decide on their own whether or not Factory Farming of Animals is good or bad. They will get to listen to both sides of someone who knows more about the topic than I do. I believe that it will give a better understanding for the industry.

Objectives:

1. I can define what factory farming is.
2. I can differentiate the differences between factory farming and regular farming.
3. I can formulate my own opinion for the podcast.

Pre-Viewing Questions:

1. What is factory farming?
2. How does it effect our world? (Pollution, quality of air, and health for the animals?)
3. Is it good for our regular consumption of fo
4. od? Will it help us continue to have that supply?

Guided Questions:

1. What is factory farming?
2. Is it healthy and sustainable for us and the animals?
3. What is your opinion on factory farming?
4. Is factory farming ethical?
5. What are some potential health concerns for the animals and for us?
6. If factory farming is harmful, what are some alternatives for this?

Post-Listening Questions:

1. What is factory farming?
2. How does it effect our world? (Pollution, quality of air, and health for the animals?)
3. Is it good for our regular consumption of food? Will it help us continue to have that supply?

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Topic: Development ofUrban Agriculture

Host: Xander Caywood

Guests: Jason Sowell, Lewis Group Architects & University at Buffalo and Nia Smith, Civic Design Center.

Description: Agriculture is an ever-evolving industry, but does it belong in urban areas? Listen to this Squabbles of the Soil episode about development of Urban Agriculture, where we discuss the pros and cons of bringing agriculture into more urban areas of civilization. Will the negative consequences outweigh the positives or will this development further our civilization’s future?

Objectives:

1. I can define what urban agriculture is.
2. I can explain 2 pros and 2 cons of urban agriculture development
3. I can give an exampleof urban agriculture in today’s society.

Pre-Viewing Questions:

1. Describe what you think Urban Agriculture is.
2. Identify what might be 2 types of Urban Agriculture
3. Before listening, what is your opinion of implementing agriculture into urban areas.

Guided Questions:

1. Who talked about creating jobs in Nashville?
2. Who talked about Guerilla gardening?
3. Who mentioned the high price of land in urban areas?
4. What country did Nia travel to for “WWOOFing”?
5. List two types of practices that Jason Sowell mentioned being used in urban agriculture.
6. Who talked about development in the Rust Belt?

Post-Listening Questions:

1. Describe what Urban Agriculture (including two examples).
2. List and explain two pros of urban agriculture and two cons of urban agriculture
3. After listening, what is your opinion on Urban Agriculture development and why?

Scoring Rubric for Post-Listening Questions

Post-Listening Question 1:

• Level 1: The student describes what urban agriculture is in bullet points or incomplete statements (with no example provided).
• Level 2: The student is able to describe what urban agriculture is in complete sentences (with no or only one example).
• Level 3: The student is able to describe what urban agriculture is in complete sentences (with 2 or more examples provided).

Post-Listening Question 2:

• Level 1: The student lists either 1 positive consequence or 1 negative consequence of urban agriculture.
• Level 2: The student lists and explains 1 positive consequence and 1 negative consequence of urban agriculture.
• Level 3: The student lists and explains 2 positive consequences and 2 negative consequences of urban agriculture..

Post-Listening Question 3:

• Level 1: The student states their position in an incomplete sentence without reasoning.
• Level 2: The student states their position in a complete sentence without reasoning.
• Level 3: The student states their position in complete sentences with reasoning.

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Teaching Guide

Topic: Critical Habitat Protection of Hellbender Salamanders

Host: Zen Pisani

Guests: Trisha Crabill and Brain Segee

Listen in to learn more about Hellbenders, the subspecies of Giant Salamanders in North America, and different views as to why the subspecies having a Critical Habitat Designation along with their classifications under the Endangered Species Act (ESA).

Objectives:

1. I can define what a critical habitat designation is.
2. I can explain two positive and two negative consequences of designating critical habitat protection to Hellbender Salamanders.
3. I can use critical thinking to form my own opinion as to why critical habitat designation would be beneficial or consequential to a species.

Pre-Viewing Questions:

1. List four things you know about what is means for a species to be threatened or endangered.
2. What is your current opinion of the ESA?
3. Why do you think the ESA is controversial?

Guided Questions:

1. What is the main difference for classifying an animal as either threatened or endangered?
2. What are the two protections given to a species under section 7 of the ESA?
3. What are the three reasons listed as to why the populations of Hellbenders have decreased in the past half century?
4. One protection of the ESA is the prohibition “to take” a species, aside from physically taking an animal, what are some examples provided that fall under this prohibition?
5. What does it mean if a person gets critical habitat designated on their private property?
6. What could be a possible downfall of designating Hellbenders a Critical Habitat?

Post-Listening Questions:

1. What does it mean for a species to have a critical habitat designation?
2. What are two positive and two negative consequences of not providing critical habitat protection to Hellbenders?
3. Do you believe it would be beneficial or consequential for the Hellbender subspecies to be designated critical habitat protection?

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Objectives:

1. I can define agritourism in my own words .
2. I can explain 2 positive and 2 negative consequences of agritourism and having weddings.
3. I can develop my own opinion on if agritourism should include weddings and be agricultural land or if weddings should not be included and be commercial land

Pre-Viewing Questions:

1. List 4 things you know about agritourism.
2. What is your current opinion on agritourism venues and hosting weddings

Guided Questions:

1. What did kacey’s family grow before they started their agritourism venue.
2. What did kacey study in college
3. What is Tim’s job
4. How did Kacey’s definition of agritourism and Tim’s differ?

Post-Listening Questions:

Must be open-ended can be the same as pre-viewing questions

1. Define agritourism in your own words
2. List two positive and two negatives about agritourism and having weddings
3. Explain why or why not you think agritourism should or should not include weddings

The comments shared on this podcast are not reflective of middle tennessee state university

Scoring Rubric:

The following scoring guide can be used to assess responses to open-ended post-listening questions. Create your own point value to align with your school’s approach to assessment:

Question 1 objective 1:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

Question 2 objective 2:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

Question 3 objective 3:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

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Teaching Guide for Squabbles of the Soil Season 3

Topic: Consumption of Red Meat

Host: Tyler Lansford

Guests: Charles Hord, Tennessee Cattlemen’s Association Vice President / Ana Currie, Healthcare Professional

Red meat is a popular animal product consumed around the world. Products like beef, pork, lamb, goat, and more fall into the category of red meat. It’s such a broad category, that according to the USDA, red meat made up 51% of all meat consumption in the United States during 2017. Despite its popularity, concerns have been growing over the last few decades about the health risks that may be associated with the consumption of red meat. Join us in this episode as we speak to two guests who are excited to share their views on the consumption of red meat.

Objectives:

1. I can define the controversies of the consumption of red meat.
2. I can explain 2 positive and 2 negative consequences of red meat consumption.
3. I can list 2 possible alternatives to red meat.

Pre-Viewing Questions:

1. List 4 things you know about the consumption of red meat.
2. What is your current opinion on the consumption of red meat?
3. Why do you think the consumption of red meat is controversial?

Guided Questions:

1. How does Tennessee benefit from the consumption of red meat?
2. How would Tennessee agriculture suffer if red meat consumption went down?
3. What are some ways that the Tennessee Cattlemen’s Association promotes red meat?
4. How does Ana suggest replacing the nutrients one would lack from avoiding red meat?
5. What do both guests recommend doing before making a decision on red meat in your diet?

Post-Listening Questions:

1. List 3 things you learned about the consumption of red meat.
2. Has your opinion about the consumption of red meat changed in any way?
3. What controversies did you learn about red meat?

The comments shared on this podcast are not reflective of middle tennessee state university

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Teaching Guide for Squabbles of the Soil Season 3Topic: Artificial Pollination Host: KJ MillsGuests: Jim Murff, Lucas Holman Artificial pollination is the pollination of plants with no insects involved. With bees being our main pollinator in the US, the decline in bee population is terrifying because we will have the issue of finding new ways of pollinating crops on farms. There are several ideas that researchers are working on to come up with a solution. Drones spray pollen, bubbles that carry pollen, or foreign bees that could be domesticated and be stronger are all possible solutions, but which one would be the most practical? What is the most realistic? Objectives: I can define artificial pollination.I can explain 2 positive and 2 negative consequences of artificial pollination. I can consider both sides of the artificial pollination controversy. Pre-Viewing Questions:List 4 things you know about artificial pollination. What is your current opinion on artificial pollination? Why do you think artificial pollination is controversial?Guided Questions: What experience does Lucas have with artificial pollination? How does Lucas believe farmers would respond to using drones to pollinate their crops? Why is there an increasing problem with the bee population?In Murff’s opinion, what would be the best way to respond to the pollinator issue? Post-Listening Questions:Do you think artificial pollination will grow in the agricultural industry? Could artificial pollination take over the bee industry?Which guest did you side with more in this podcast? The comments shared on this podcast are not reflective of Middle Tennessee State University

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Teaching Guide for Squabbles of the Soil Season 3 Topic: Pesticide Use in Food Crops (Original Conventional versus New Integrated Pest Management Methods) Host: Cincere Douglas Guests: Chelsea Nelan and Sydney Snelling This podcast episode entails the use of pesticides and its effects on the environment, human health, and so much more. The use of pesticides dates back to over half a century. Many argue that pesticides have brought our food production and consumption to a place that would not have been possible without. However, others believe that pesticides are doing more harm than good and that it may be time for an organic switch. Tune in to hear why pesticides are here, how they have evolved, and if they are essential for the growth and safety of our food crops. Objectives: I can describe what pesticides are and their effects. I can explain why pesticides were created. I can differentiate between the different IPM methods of pesticide use. Pre-viewing Questions: Name 3 food crops that may be grown using pesticides. Why do you believe pesticides were brought into the food industry? What about pesticide use makes it a disputed issue? Guided Questions: What does our first guest, Chelsea, do for a living? What is Sydney’s major at her university? As claimed by our second guest, what are some IPM methods for food crop growth and protection? How have conventional pesticide methods helped and hurt the environment? What does Chelsea suggest to those who are looking to begin their own journey for more organic eating and/or farming? Post-Listening Questions: Describe two effects that conventional pesticides have had on insect and plant species. Do you believe conventional pesticide methods or IPM methods are better suited for food production today? Are pesticides inherently good or bad in your opinion? What makes you choose your answer? The comments shared on this podcast are not reflective of Middle Tennessee State University   Scoring Rubric: The following scoring guide can be used to assess responses to open-ended post-listening questions. Create your own point value to align with your school’s approach to assessment: Guided Question Answer Key: What does our first guest, Chelsea, do for a living? Chelsea is a small-scale organic farmer in Colorado. What is Sydney’s major at her university? Sydney studies Agriculture with a pre-professional concentration in Food Technology. As claimed by our second guest, what are some IPM methods for food crop growth and protection? There are genetic, cultural, physical, and biological methods. How have conventional pesticides helped and hurt the environment? They have allowed food crops to grow quickly and in vast numbers. But they have killed off any insect species.  What does Chelsea suggest to those who are looking to begin their own journey for more organic eating and/or farming? Chelsea suggests starting off by looking at and paying attention to where the food you buy originates from. She states it is critical to be aware of where what you are eating is coming from.

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Teaching Guide for Squabbles of the Soil Season 3Topic: Artificial Insemination in livestock Host: Brailey McFarlinGuests:Grace Powell and Colton Behrendt Artificial insemination in the agriculture industry can be defined as the process of collecting sperm cells from a male animal and manually depositing them into the reproductive tract of a female. Artificial insemination can be considered a controversial topic within this industry. There are some people who view artificial insemination as an advantage. On the other hand, there are also people who view artificial insemination as a disadvantage. Those who view artificial insemination as an advantage view it that way due to the amount of control that comes along with AI, increased production efficiency, better genetics, and many other aspects that factor in. Those who view artificial insemination as a disadvantage view it that way due to all of the risks that come along with it. Some of the risks include possible diseases, the necessity for well stored equipment, the cost, and many other factors.Objectives: I can define artificial insemination.I can explain 2 positive and 2 negative consequences of artificial insemination. I can explore the ideas of individuals who have differing viewpoints. Pre-Viewing Questions:List 4 things you know about artificial insemination.What is your current opinion on using artificial insemination to breed livestock?Why do you think using artificial insemination to breed livestock is controversial?Guided Questions: How many sheep did Grace breed with artificial insemination this year?In Grace’s opinion, what is the most beneficial aspect of using artificial insemination to breed livestock?What experience did Colton have using artificial insemination?In Colton’s opinion, what is the biggest downside of using artificial insemination?Post-Listening Questions:Do you think hat artificial insemination is a useful breeding technique? Why or why not?Which guest did you side with more and why?What did you find most interesting about this podcast? The comments shared on this podcast are not reflective of Middle Tennessee State University Scoring Rubric:The following scoring guide can be used to assess responses to open-ended post-listening questions. Create your own point value to align with your school’s approach to assessment:Question 1 objective 1: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 consLevel 3- student lists and describes one pro and one conLevel 4- student lists and describes at least two pros and one conQuestion 2 objective 2: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 consLevel 3- student lists and describes one pro and one conLevel 4- student lists and describes at least two pros and one conQuestion 3 objective 3: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 consLevel 3- student lists and describes one pro and one conLevel 4- student lists and describes at least two pros and one conCategoriesLevel 1(0 points)Level 2(1 points)Level 3 (2 points)Level 4(3 points)Score?Post listening Question #1Students lists 0 things they know about the topic.Students lists 1 to 2 things they know about the topic.Students lists 3 things they know about the topic.Student lists 4 or more things they know about the topic.Post listening Question #2 Students lists 0 positive negative consequences.Student Student outlines at least one aspect of each viewpoint.Student clearly details both sides of the issue with examples.Post listening Question #3Student responses do not relate to the podcast.Student mentions at least one example from the podcast supporting either viewpoint.Student incorporates at least one example supporting each viewpoint.Student cites several specific examples from the podcast representing multiple viewpoints.

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This podcast dives into a major controversy within the dairy industry: bottle-feeding. We hear from two experts within the dairy industry as they discuss their perspectives on the issue. Brooke Vanderloop of the AVA Group Inc. and Amber Canavan of the PETA organization share their opinions on weaning/bottle-feeding dairy calves and whether or not they view it as a necessity within the dairy industry. We talk about if bottle-feeding is the only way to adequately produce milk for consumers and possible alternatives to bottle-feeding dairy calves.

The comments shared on this podcast are not reflective of Middle Tennessee State University.

Objectives:

1. I can define and understand what weaning/bottle-feeding within the dairy industry looks like.

2. I can explain 2 positive and 2 negative consequences of weaning/bottle-feeding within the dairy industry.

3. I can know/understand the changes that have occurred in the dairy industry in the past and predict changes that will occur in the future.

Pre-Viewing Questions:

List 4 things you know about bottle feeding dairy calves.

What is your current opinion on bottle feeding dairy calves?

Why do you think bottle feeding dairy calves is controversial?

Guided Questions:

1. What are two advantages of bottle-feeding calves? What are two advantages of naturally weaning calves?

2. At what age does Brooke wean her calves?Does she raise them off a bottle or a bucket?

3. Amber encountered calves involved in the dairy industry at ________ and ________.

4. Why does Brooke think that bottle-feeding calves is a necessity to the dairy industry?

5. The name of the dairy calf that Amber encountered at the animal sanctuary was ______.

6. What major company is PETA working with to promote the consumption of plant-based milks?

A.Dunkin Donuts

B.Walmart

C.Sonic

D.Starbucks

1. Name 3 benefits of consuming non-dairy milk alternatives that Amber discusses?

8.What kind of milk does Brooke think will be marketable in the future?

Post-Listening Questions:

1. What are 4 things you know about bottle feeding dairy calves.

2. In 4 sentences, explain your current opinion on bottle feeding dairy calves and why you feel that way.

3. Explain 2 positive and 2 negative consequences of weaning/bottle-feeding within the dairy industry.

Scoring Rubric:

Question 1:

Level 1- Student lists one fact.

(1 point)

Level 2- Student lists two facts.

(2 points)

Level 3- Student lists three facts.

(3 points)

Level 4- Student lists four facts.

(4 points)

Question 2:

Level 1- Student shares their opinion in 1 to 2 sentences.

(1 point)

Level 2- Student shares and explains their opinion in 1 to 2 sentences.

(2 points)

Level 3- Student shares their opinion in 3 or 4 sentences.

(3 points)

Level 4- Student shares and explains their opinion in 3 to 4 sentences.

(4 points)

Question 3:

Level 1- Student lists one pro and one con.

(1 point)

Level 2- Student lists 2 pros and 2 cons.

(2 points)

Level 3- Student lists and describes one pro and one con.

(3 points)

Level 4- Student lists and describes at least two pros and two cons.

(4 points)

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Biofuels are a controversial topic for various economic and environmental reasons. However, they have been used as a substitute for other fuels for over a century. Ethanol was originally burned in alcohol lamps as a source of light. According to Dr. de Koff, the first engines developed by Henry Ford ran on peanut oil and had to be converted to use fossil fuels. Ethanol was added to our gas during World War II, and it became a mainstream fuel additive during the gas crisis in the late 1970s. While biofuels like ethanol are not a be-all, end-all solution, they can help diversify our energy supply, which can protect against supply shocks. Learn more in this episode.

Special thanks to our guests:

Dr. Jason P. de Koff, Extension Professor and Program Leader, Department of Agricultural and Environmental Sciences, Tennessee State University College of Agriculture and

Dr. Daniel Ciolkosz, Professional Engineer and Associate Research Professor, Department of Agricultural and Biological Engineering, Pennsylvania State University

Objectives:

1. I can provide at least two examples of crops that are used for biofuels.
2. I can identify at least two benefits and drawbacks of biofuels like ethanol.
3. I can analyze the pros and cons of biofuels to make an informed decision.

Pre-Viewing Questions:

1. What do you know about biofuels?
2. How do you think biofuels might improve our nation’s energy independence?
3. Why do you think biofuels are controversial?

Guided Questions:

1. Why does Dr. de Koff argue that biofuels are more sustainable than fossil fuels?
2. What other crops besides corn can be used to make biofuels?
3. Gas sold today typically contains how much ethanol as a percentage.
4. How does oxygen affect ethanol’s fuel performance?
5. According to Dr. Coilkosz, where did biodiesel originate?

Post-Listening Questions:

1. Describe at least three crops or materials that can be used to make biofuels. (Objective 1)
2. What’s next for biofuels based on the technology and legislation discussed in this podcast? (Objective 2)
3. Would you use ethanol or biodiesel in your car, tractor or lawn equipment? Why or why not? (Objective 3)
4. List at least three advantages or drawbacks of using biofuels or renewable energy. (Objective 2)

Scoring Rubric

CategoriesLevel 1: 1 points
Level 2: 2 points
Level 3: 3 points

KnowledgeLevel 1: Student cites one pro or con.
Level 2: Student lists at least 1 pro and 1 con.
Level 3: Student lists multiple pros and cons.

SynthesisLevel 1: Student responses do not incorporate relevant viewpoints from the podcast.
Level 2: Student incorporates information related to one viewpoint presented in the podcast.
Level 3: Student incorporates information from both viewpoints.

ReasoningLevel 1: Student does not back up reasoning or show why they have a certain opinion.
Level 2: Student supports some statements with facts and evidence.
Level 3: All or most opinions are backed up by facts from the podcast or other credible sources.

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This podcast of Squabbles of the Soil digs into the Migratory Bird Treaty Act, one of the oldest conservation laws in the United States. Some say that the MBTA is a crucial conservation law that has saved species from the brink of extinction and should not be changed, while others say it essentially handcuffs citizens from protecting their health and severely restricts what they can do to protect their property and livestock from protected species. Follow along with host speaker Laurel Ingalls and guest speakers Dick Preston and Justin Johnson to discover the reason why the MBTA was created, the positive effects it has had regarding conservation, some of the unintended consequences of the act, and more!Objectives: I can define the Migratory Bird Treaty Act I can explain 2 positive and 2 negative consequences of the Migratory Bird Treaty Act I can identify health problems transmitted by birdsPre-Viewing Questions: List 4 things you know about the conservation of bird species What is your current opinion on the Migratory Bird Treaty Act? Why do you think the Migratory Bird Treaty Act is controversial?Guided Questions: What organization does our first guest work for? To create the MBTA, the US entered into international conservation treaties with which 4 countries? Birds must meet what criteria in order to be protected under the MBTA? What diseases/health problems can birds transfer to humans? According to our second guest, what kind of bird is omnivorous and can help with a sparrow problem?Post-Listening Questions:Must be open-ended can be the same as pre-viewing questions What are 2 pros of the MBTA? What are 2 cons of the MBTA? What amendments, if any, do you feel should be made to the MBTA?

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Teaching Guide for Squabbles of the Soil Season 3

Topic: The Breeding of Doodles

Host: Farrayn Arnold

Guests: Brooke Dent and Tammy Speakman

The Doodle breeds are dogs that are cross bred with a poodle and another dog breed of some sort. Popular Doodle breeds are Aussie Doodles, Goldendoodles, and Labradoodles. Designer Doodle’s are very popular right now, but there are some controversies to whether this cross should be made. The controversy lays between the fact that pure bred dogs are getting bred and losing their sole purpose, as well as some different factors of health, trainability, and temperament of the animal.

Objectives:

1. I can define what a Doodle is.
2. I can explain a positive and a negative consequence of breeding to produce Doodles.
3. I can recall why Doodle’s are popular.

Pre-Viewing Questions:

1. List 4 things you know about Doodles.
2. What is your current opinion on breeding pure bred to get more Doodles?
3. Why do you think breeding to make Doodles is controversial?

Guided Questions:

1. What is a con of breeding to get Doodles?
2. What is a pro of breeding to get Doodles?
3. What is a reason that breeding to get a Doodle may be regretted?
4. Is there really any TRUE dander free dog?

Post-Listening Questions:

1. What is one thing you learned about what a Doodle is?
2. After listening to the podcast, how do you now feel about Doodle dogs?
3. After listening, can you identify why breeding Doodles or breeding to get Doodles are controversial?

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Topic: Livestock’s Contribution to Climate Change

Host: Kyla Pearson

Guests: Dr. Andrew Muhammad and Mr. Charles Hord

Objectives:

1. I can define livestock’s contribution to climate change.
2. I can explain 2 positive and 2 negative consequences of livestock’s contribution to climate change
3. I can create my own opinion on controversial agricultural issues.

Pre-Viewing Questions:

1. List 4 things you know about the livestock industry
2. What is your current opinion on climate change?
3. Why do you think about the controversy surrounding livestock’s contribution to climate change?

Guided Questions:

1. What gas is emitted by livestock that contributes to climate change?
2. What percentage of emissions are livestock responsible for emitting?
3. What is one change that is currently being implemented to decrease the amount of greenhouse gasses Livestock emit?
4. How do you think the livestock industry will be impacted in the future as more attention is brought to attention?

Post-Listening Questions:

After listening to the podcast, reflect upon what you have learned and answer the following questions again with your newfound knowledge.

1. List 4 things you know about the livestock industry
2. What is your current opinion on climate change?
3. What do you think about the controversy surrounding livestock’s contribution to climate change?

Scoring Rubric:

The following scoring guide can be used to assess responses to open-ended post-listening questions. Create your own point value to align with your school’s approach to assessment:

Question 1 objective 1:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

Question 2 objective 2:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

Question 3 objective 3:

Level 1- student lists one pro and one con

Level 2- student lists 2 pros and 2 cons

Level 3- student lists and describes one pro and one con

Level 4- student lists and describes at least two pros and one con

Post Listening Question #1:

Level 1- Student lists 0 things they know about the topic

Level 2- Student lists 1-2 things they know about the topic

Level 3- Student lists 3 things they know about the topic

Level 4- Students lists 4 or more things they know about the topic

Post Listening Question #2:

Level 1- Student does not share any thoughts

Level 2- Student shares very vague thoughts

Level 3- Student shares thoughts but does not elaborate with any points

Level 4- Student shares thoughts thoroughly using points mentioned in the podcast

Post Listening Question #3:

Level 1- Student responses do not relate to the podcast

Level 2- Student does not respond with an opinion and only mentions one example from the podcast

Level 3- Student does not respond with opinion and uses multiple examples from the podcast

Level 4- Student answers with opinion in a thorough answer with multiple examples from the podcasts supporting their viewpoint

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This episode of Squabbles of the Soil explores the possible advantages and disadvantages of 12 month employment contracts for agriculture teachers. Many believe that this structure of employment offers no time for agriculture teachers to have a personal life, time outside of the school, or takes them away from their families, children, spouses, and so on. There are some that argue that teachers should not be seeing students outside the normal school year, and most often it comes down to one thing: money. The first argument commonly made is that teachers are just not paid enough to spend an extra two months doing work in or related to the classroom. This episode has also been structured to be used as an instructional opportunity in classroom.

Teaching Guide

Topic: 12 Month Employment Contracts for Agriculture Teachers

Host: Bailey Warren

Guests:

Dr. Lori Brown, Director of CTE for Maury County Schools

Mr. Byron Peery, 2nd Generation Agriculture Teacher for Culleoka Unit School

Objectives:

1. I can identify at least one advantage and one disadvantage of 12 month employment contracts for agriculture teachers.

2. I can form my own opinion on the topic of 12 month employment contracts for agriculture teachers.

3. I can understand why there are 12 month employment contracts for agriculture teachers.

Pre-Viewing Questions:

1. Why might 12 month contracts be controversial?

2. Do all agriculture programs and teachers have to be on 12 month contracts?

3. Why are 12 month contracts usually used for agriculture programs?

Guided Questions to follow along (to ensure participation in the podcast from students):

1. What is normally accomplished in the 2 extra months of employment in a 12 month contract?

2. Do you feel all agriculture programs should be 12 month programs?

3. Do you feel that 12 month employment contracts have the potential for burnout for teachers as well as students?

4. Do you feel as though students gain more out of the two extra months of possible instruction?

5. What do you believe is the biggest benefit/downfall of 12 month employment contracts for agriculture teachers

Post Listening questions:

1. What is your stance on 12 month employment contracts for agriculture teachers?

2. What is at least one advantage and one disadvantage of 12 month employment contracts for agriculture teachers?

3. Do you think agriculture teachers should get a bonus incentive for the two extra months of work?

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Host: Richie Lowery Guests: Lily Pruitt West/Haley Cheatem Issue: Nationwide Licensure for Agriculture Education Teachers

The topic of a nationwide licensure for agriculture education teachers was the issue discussed at The Farm Bureau discussion meet in 2021. As with most things in agriculture, there would be advantages and challenges associated with this implementation. As we strive to move forward into a brighter future of agriculture, it is important to understand how this could affect future generations for not only agriculture educators, but as well as the students they teach. This episode is not meant to influence or persuade an individual's opinion on the subject, but rather allow them to form their own opinion through viewing both sides. Also, this episode can serve as an activity for classroom engagement. Below are objectives that could be implemented when having students listen to this podcast.

Objectives:

1. Analyze and evaluate information discussed throughout the podcast and compare both advantages and challenges with implementing a nationwide licensure for agriculture educators.

2. Create a T Chart to distinguish between prior knowledge and knowledge gained after listening to the podcast.

3. Collaborate with the other students using effective problem-solving skills to provide a solution to the controversial issue.

Pre-Viewing Questions:

1. What is a nationwide teacher licensure?

2. How is an agriculture licensure different from other content area?

3. Would this implementation be an overall advantage or disadvantage to both educators and students?

Guided Questions to follow along:

1. What would a nationwide teacher licensure for agriculture teachers mean in terms of curriculum?

2. What would this licensure mean for military families and teachers who would like to travel?

3. How would this licensure affect future generations as they integrate into the workforce?

Post Viewing questions:

1. Has your opinion on the subject matter changed after listening to this podcast?

2. What is your stance on the issue?

3. Have you ever considered a future in agriculture education?

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Organic Farming has gained popularity for its environmental, sustainability, and marketing value. Although there are criticisms, such as increased inputs, decreased yields, and reduced land efficiency. Let’s dive deeper into the pros and cons of Organic Farming in this podcast.

Teaching Guide Topic: Organic Farming

Host: Angayla Maxwell Guests: Dan and Nadia Spatz (Happy Flavors Farms), Lauren Palmer (Bloomsbury Farms)

Objectives:

1. Explore the benefits and challenges of organic agriculture.

2. Understand how sustainability is connected to organic farming.

3. Investigate public influence on organic agriculture.

Pre-Viewing Questions: (Have your students answer these questions independently before listening to the podcast, use as a bell-ringer or Know-Want to know-Learned chart.)

1. How would you define organic farming?

2. What challenges do you think organic farmers come across in their profession?

3. What is your opinion on organic agriculture?

Guided Questions to follow along: (Allow students to record their answers to these questions independently while listening to the podcast. Utilized to ensure students are engaged)

1. What is the NOP?

2. Farming for the next generation is called?

3. Other than organic certification, what other certification can farmers look into?

Post-Listening questions : (After listening to this podcast with your class, allow students to answer these questions to test their engagement, use as a exit ticket or a Know-Want to know-Learned chart.)

1. How does public perception relate to organic farming?

2. What were the pros and cons of organic certification?

3. What is your opinion on organic agriculture?

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This topic is about ear cropping in dogs. This controversial topic discusses the various reasons why some might be opposed to ear cropping, like how painful it is for dogs, and why some may support it, like for breed looks. We will have two guests to give us information on the topic.

Topic: Ear Cropping in Canines

Host: Leandra Koss

Guests: Dr. Vickie Swarowski (Veterinarian in San Diego) & Noelle Bozeman (seasoned animal rescuer)

Objectives:

1. I can identify what ear cropping on canines is by the end of the podcast.

2. I can formulate my own opinion with information supporting my opinion on the controversial topic based off of the responses from the interviewees.

3. I can recite two pieces of information from each side that contributes to the controversy.

Pre-Viewing Questions: (for a bell ringer, use as a short discussion)

1. What is ear cropping?

2. What is your current stance on the controversial topic?

3. What makes this topic controversial?

Guided Questions to follow along:

1. Which interviewee supports the topic of ear cropping?

2. What are 2 reasons someone would crop their dogs’ ears other than cosmetic reasons?

3. What are reasons Noelle Bozeman is against ear cropping in canines?

Post Listening questions: (use as an exit ticket)

1. What is your stance after listening to the podcast? Why?

2. What are 2 things you learned?

3. What else do you want to know about ear cropping? What questions do you have after listening?

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In this episode we will explore the controversial topic of coyote hunting competitions. We will hear from our guest, Tucker Barrett, about what happens at the competitions and why he and several others take part in coyote hunting competitions. We will also hear some arguments from the opposing side. We will also learn about why some organizations are non-supporters of coyote hunting competitions.

Teaching Guide

Topic: Coyote hunting competitions

Host: Maxwell LaFrenier

Guests: Tucker Barrett

Objectives:

1. Inform the listener on what coyote hunting competitions are.

2. Inform the listener why these competitions have been created and continued.

3. Challenge the listener to analyze the topic for themselves to decide their opinion.

If you are using this podcast as a teaching resource, these questions are intended for listeners or students to answer before starting this episode to serve as a benchmark for their understanding of the topic before listening.

Pre-Viewing Questions:

1. What are coyote hunting competitions?

2. What issues do coyotes pose for farmers and ranchers?

3. Why are coyote hunting competitions viewed negatively?

Guided questions are intended to be answered while the listener or student is listening to the podcast.

Guided Questions to follow along:

1. Are coyote hunting competitions popular?

2. Are coyote hunts strictly for prize winning?

3. What issues come with these competitions?

Post-listening questions are intended for the listener or student to answer after they have listened to the podcast to gauge what they have learned from the episode.

Post-Listening Questions:

1. What possible alternatives to predator problems are there?

2. Do you support or oppose coyote hunting competitions?

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This podcast is about grain-free food and the controversial topic of it causing heart disease. There will be 2 guest speakers, one will be opposed and one will be in support of grain-free foods.

Topic: Grain-free Food and Heart Disease

Host: Emily Goolsby

Guests: Gabrielle Richey and Debbie Clark

Objectives:

1. I can identify the amino acid that is unabsorbable/not in grain-free food.

2. I can identify some Pros and Cons of grain-free food.

3. I can recall 2 things that are missing from grain-free foods.

Pre-Listening Questions:

Please have the students answer these questions on a piece of paper before listening to this podcast.

1. Are grains necessary for an animal's diet?

2. What do you know right now, about grain-free foods?

3. What grain-free food brands do you know?

Guided Questions to follow along:

Please have the students answer these questions on a piece of paper while listening to the podcast.

1. What breed has benefited from this food?

2. Is there a health reason one might put their dog on this food?

3. Does it affect cats and dogs the same?

Post Listening questions:

Please have the students answer these questions on a piece of paper after listening to the podcast. All questions could be used in a group/class discussion.

1. What is missing from grain-free foods and why is it important?

2. Do some animals have GI problems with grain-free vs. grain food

3. Are there any testings proving that this food can cause heart disease?

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Declawing cats is a controversial topic due to people choose to alter their cats ability by removing their nails. Many people can declaw for health issues or to alter their behavior due to scratching and ruining furniture. Some may find other resources than declawing. Follow along to see what the guest today have to say about declawing cats.

Teaching Guide

Topic: Declawing of Cats

Host: Savannah Scott

Guests:

Abby Roberts, a Vet Tech from VCA Creekside

Alicia Jones, a Hospital Manager from VCA Mt Juliet

Gary Kirk, a Retired Rescue Owner

Heather Haufmann, a finance manager who had an interest in small animal medicine and welfare in college.

Objectives:

1. I can identify 2 pros and 2 cons of declawing cats by the end of this episode.

2. I can create my own opinion on the topic of declawing cats.

3. I can understand the procedure of declawing cats.

Pre-Viewing Questions:

(Can serve as a pre assessment and bell work. Have students write down their answered prior to viewing to gain knowledge of what they know prior to listening.)

1. What are alternatives to declawing?

2. How much do you think it costs to declaw a cat?

3. Do you think declawing is outlawed in other countries?

4. Do you think there are certain instances of declawing a cat?

5. Is there a good age to declaw a cat?

Guided Questions to follow along:

(Give this list of questions to follow along with the podcast. Serves as an accountability feature to ensure that students were engaged in the listening of the podcast.)

1. What 2 countries are still practicing declawing?

2. What are 2 reasons cats should and shouldn’t be declawed?

3. How is declawing different from a spay or neuter?

4. What affects the cost of declawing?

5. What are soft paws?

6. Does declawing lower the risk of spreading a disease?

7. What is an acceptable situation to declaw a cat?

8. Is it better to declaw or rehome an animal according to the guest?

9. What age should a cat be declawed?

10. What is a pheromone spray?

Post Listening questions:

(Allow this to serve as an assessment to ensure that they followed along.)

1. After listening to the podcast, what did you learn about the process of declawing cats?

2. What is the average cost for declawing a cat?

3. Is it easier and cheaper if the cat is already under anesthesia for a spay or neuter?

4. What is one thing multiple speakers said?

5. What are 3 alternatives of declawing cats?

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Podcast Teaching Guide

Topic: Livestock Showing

Host: Lily Steed

Guests: Lindsey Nicholas and Kayla Wilson

Objectives

1. Animal Safety - Showmanship level
2. Animal Safety - Arena Level
3. Preventative Measures

Question for teacher to ask students before podcast:

1. What is livestock showing?
2. How does showing differ from breed to breed?
3. Do you think animals are harmed during livestock showing?

Questions for teacher to ask students after podcast:

1. How can we prevent harm to animals during showing/preparing?
2. How does showing differ from breed to breed?
3. How can we fight the negative stigma?

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Podcast Teaching Guide

Topic: Genetically modified organism

Host: Colby Chapman

Guests: Jeremiah Lynch and Phil St

Objectives

Students will understand why the topic is controversial.

Students will be able to describe what a GMO is.

After being well informed about GMOs, students will able to formulate their own opinion.

Question for teacher to ask students before podcast:

List every fact you know about GMOs.

In your own opinion, should farmers be allowed to use GMOs?

What does GMO stand for?

Questions for teacher to ask students after podcast:

What are the pros to GMOs?

What are the cons to GMOs?

Using the guest answers, could GMOs ever be outlawed?

Podcast Prompts for Students To Follow Along During Podcast

Could GMOs potentially improve the efficiency of production?

Jeremiah:

Phil:

What do you feel is the worst outcome of using GMOs in the worlds production?

Jeremiah:

Phil:

Do you think the world could have enough food supply if we only did traditional production practices?

Jeremiah:

Phil:

Has your view shifted since we started discussing this topic?

Jeremiah:

Phil:

Why do you think this is an issue in the eyes of the public?

Jeremiah:

Phil:

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Teaching Guide – Right to Farm Podcast

Topic: Right to Farm Laws

Host: Jake Duke

Guests: John Duke, Joleana Starnes

Objectives

1. I can explain the original purpose of the Right to Farm Laws.
2. I can list the pros and cons of Right to Farm Laws.
3. I can create my own Right to Farm Laws that will be beneficial to the farmer and consumer.

Question for teacher to ask students before podcast:

1. What would you do if a neighbor was causing an inconvenience to you?
2. Should farmers be protected by law to continue farming how they want to farm?
3. Can consumers sometimes be negatively affected by the farms around them?

Questions for teacher to ask students after podcast:

1. Why were the Right to Farm Laws first established?
   1. Mastered if: student correctly identifies the need to protect farmers against urbanization.
2. What are the ways that Right to Farm Laws both help and cause harm to individuals?
   1. Mastered if: Student correctly identifies at least two pros (lets farmer spend time doing their job, keeps farmer from paying legal costs, lets farmers stimulate the economy, etc.) and at least two cons (consumer may not be able to sue a farm that is causing nuisances, large corporate farms are able to get away with bad practices, communities may be negatively affected by growth and practices of large farms, etc.).
3. Create your own set of Right to Farm Laws that will be beneficial to both the farmer and the regular consumer.

Mastered if: Student creates a feasible set of rules that allow the farmer to continue farming and the consumer to have the right to challenge bad practices of the farm. The language of the rules do not have to be formal to achieve mastery, content is the focus.

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Teaching Guide – Veganism Podcast

Topic: Veganism

Host: Caitlin Faulkner

Guests:

1. Stephanie Branim
2. Gerlad Branim

Objectives

1. I can understand the pros and cons of choosing a vegan lifestyle.
2. I can understand the health benefits of eating on a vegan diet and a non-vegan diet.

Question for teacher to ask students before podcast:

1. Do you know reasons why people choose to eat a vegan diet?
2. Do you think that younger or older generations eat a vegan diet?
3. What beliefs do many people have about a vegan diet?

Teacher Notes:

1. Teacher should be prepared to discuss the pros and cons of a vegan lifestyle:

Animal slaughter, greenhouse gasses, lack of protein, etc.

1. Teacher should also be prepared to discuss the beliefs behind choosing a vegan diet.

A. The belief that they are eating more whole foods and less processed meats, the belief of inhumane animal animal slaughter, eating from a “clean label.”

Podcast Prompts for Students To Follow Along During Podcast

1. Who in the family eats a vegan diet?

Answer: Mitch and Caroline Glass (sister and brother in law of the host)

1. Why is a vegan lifestyle not ideal for Gerald?

He is a runner who needs a high protein intake and feels more energy when he consumes meat in his diet.

1. Which of the following did Mitch experience after switching to a vegan diet?

a. Less binge eating

b. Clearer skin

c. Less stomach problems

1. What is another reason the interviewer's family chose a vegan lifestyle? __________ For the environmental impact
2. When did the interviewer’s family become vegan? 2017
3. What is something Gerald looks for when shopping for his meat? Low fat, high protein volumes.
4. What is one way you can ensure you know where your products are coming from?__________ Shopping from local farmers
5. Name one pro and con of eating a vegan lifestyle:

Con: The risk of lacking protein in your diet

Pro: Eating more whole foods and vegetables

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Podcast Teaching Guide

Topic: Raw Milk

Host: Brandon Roy

Guests:

1. Mark Foley
2. Randy and Robin Pope

Objectives

1. I can explain the difference between Raw and Processed (pasteurized) Milk.
2. I can describe why many states and organizations do not sell or produce Raw Milk products.

Question for teacher to ask students before podcast:

1. Did you know that Milk is “cooked” via pasteurization before it is sold at the grocery store?
2. Do you think that pasteurization makes the Milk less healthy?
3. Could we benefit from drinking Raw Milk instead?

Questions for teacher to ask students after podcast:

1. Why is processing (pasteurization) required for the sale of most dairy products?

a. A student should be able to describe that bacteria present in raw milk has the potential to make people sick.

1. Why do many individuals stand by their practice of drinking raw milk despite the risk?

a. Students can discuss multiple factors, including but not limited to: bacteria present is healthy, loss of vitamins, taste, and texture.

1. What do you think about this? Do you think people should be drinking raw milk?

a. Student opinion question.

Teacher Notes:

1. Teacher should be prepared to discuss the the different types of bacteria that can be found in raw milk, listed below:

Brucella, Campylobacter, Cryptosporidium, E. coli, Listeria, and Salmonella

1. Teacher should also be prepared to discuss the following two important terms:

A. Milk Homogenization:

a. Homogenization is a mechanical process that transforms the two, separate components of whole fresh milk– cream and low-fat milk–into one smooth beverage. To accomplish this, fresh milk is heated and pumped through tiny nozzles at high pressure. The pressure tears the fat globules of the cream into tiny particles, which then disperse evenly throughout the low-fat milk. Non-Homogenized milk will naturally separate into two layers of liquid milk and fatty cream.

B. Milk Pasteurization

a. Pasteurization is the process of heating milk up and then quickly cooling it down to eliminate certain bacteria. For effective pasteurization, milk can be heated up to 145 degrees Fahrenheit for 30 minutes or at least 161.6 degrees Fahrenheit for 15 seconds

Podcast Prompts for Students To Follow Along During Podcast

1. Where does our first guest attend college? Middle Tennessee State University (MTSU)
2. Milk is pasteurized because of __________ present in raw milk that can potentially make humans sick. Bacteria
3. Which of these major vitamins is added to milk during processing?

a. Vitamin B

b. Vitamin C

c. Vitamin D

d. Vitamin E

1. Other than cows, the most common animal that humans drink milk from is __________ Goats

2. What is the name of the farm that our 2nd guests’ own? Robin’s Nest Farms

3. What is the name of the regulation program required for the sale of Raw Milk? Herd share, goat share, or cow-share

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Teaching Guide – Pesticides and Bees

Topic: Pesticides and Bees

Host: Bailey Lugo

Guests: Nathaniel Jennette / Brent Brewer

Objectives

1. Understand what type of chemical      pesticides are less harmful to bee colonies
2. Be familiar with the different practices involved in pest      management
3. Recognize the importance of bees to our      world

Question for teacher to ask students before podcast:

1. What risks do you think pesticides pose to bees?
2. Are there other forms of pest management      that don’t involve chemicals?
3. Why are bees important to our livelihood?

Questions for teacher to ask students after podcast:

1. What were a few of the other methods of      pest prevention
2. What was the application method that      reduced overall bee death
3. Were granular or mist      applications more harmful to bee populations?

Podcast Prompts for Students To Follow Along During Podcast

• What effect do bt genetically modified crops have on specific insects?

• What would be a few effects of losing a large portion of our bee population?

• What is an example of biological control and how does it operate?

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Teaching planning guide

Topic: Precision agriculture

Host: Alana Hester

Guest: Colin Miller, Carter Woodruff

Lesson overview:

Students will be able to decide their standpoint on precision agriculture. Students will be able to explain the struggles some farmers are having adjusting to the change into precision agriculture. Students will also be able to list some possible downs sides from switching to precision.

Discussion questions before listening to podcast:

Has anyone heard of precision agriculture?

Has anyone heard of self-driving tractors? Well, these navigational systems that allow for this are an innovation brought by precision agriculture.

As you listen or after listen to this podcast, I want you to answer a few questions.

1) How do the guest on this podcast view the topic of precision agriculture?

2) What is the reason behind precision agriculture according to Mr. Woodruff?

A) increase production

B) increase expenses

C) increase farms

3) How does precision help with waste of chemicals?

A) it doesn’t

B) more precise application

C) it doesn't use chemicals

4) What type of agriculturalist were the guest on this podcast?

5) What industry has precision agriculture hurt the most?

A) poultry

B) Beef cattle

C) Meat Goat

D) Dairy cattle

6) Is precision agriculture affordable to all agriculturalists?

7) What is a problem between the older generation of farmers and these innovations?

8) How could a farmer make an unwise investment regarding innovations?

9) What resources do farmers have to learn about precision agriculture?

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Teaching Guide – Horse Slaughter Podcast

Topic: Horse Slaughter

Host: Loren Huling

Guests: Savannah Scott & Abigail McConnell

Objectives

1. To gain more knowledge of Horse Slaughter
2. Listen and analyze      different opinions

Question for teacher to ask students before podcast:

1. Write down anything you already know about Horse      Slaughter.
2. Why do you think horse slaughter is an issue?
3. Would you be for or against horse slaughter? Why or Why      not?

Questions for teacher to ask students after podcast:

1. What was one interesting point      you heard and How does that point relate to you and your opinion?
2. After listening to the podcast,      what other problems could arise when slaughtering horses for meat? One      that wasn’t mentioned in the podcast.
3. In one short paragraph tell me what your opinion on      Slaughtering horses for is?

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Teaching Guide – Antibiotic Usage in Livestock

Topic: Antibiotic Use in Livestock

Host: Madison Looney

Guests: Reauna Person, Galeon Collier

Objectives

1. I can explain the purposes of antibiotic use in livestock
2. I can list the pros and cons of antibiotic use in livestock
3. I can differentiate between livestock that has antibiotics and livestock that doesn’t

Question for teacher to ask students before podcast:

1. Do you think antibiotics should be used in food animals?
2. Why do you think people give antibiotics to food animals?
3. How can antibiotics affect the animal?

Questions for teacher to ask students after podcast:

1. How does the government regulate antibiotics?

2. students: The government regulates antibiotics by having veterinarians come and regulate them.

3. Does the use of antibitoics in food animals lead to resistant bacteria in meat that can make people sick?

4. Students: Antibitoics can only make people sick if they are not given correctly to animals.

5. Why are antibitics used in livestock

6. students: Antibiotics are used in livestock to produce better quality meat.

Podcast Prompts for Students To Follow Along During Podcast

1. Where did the podcast guest go to school?

a. MTSU and UTK

b. UTK and University of Arizona

c. Vanderbilt and MTSU

d. University of Arizona and Tennessee State University\

1. Which Guest has experience using antibiotics in Livestock? Mr. Collier

2. 1. What can happen if you overuse antibiotics? Bacteria can spread to others, making them sick

3. What percent of antibiotics is used for treatment?

a. 10%

b. 40%

c. 20%

d. 35%

1. Superbugs are hard to control, but what is a beneficial way to make sure these antibiotics are given properly? Making sure they are properly administered by someone licensed.

2. Who tests the food and animals before being given humans?

a. FDA

b. . CDC

c. AAFCO

d. FFDCA

1. What promotes diseases in animals? Most likely their environment

2. Why are antibiotics given to sick animals? Because sick animals cannot produce good quality meat.