Topic: Sexed Semen in Dairy Operations
Host: Alli Lawson
Guests: Dr. Paul Fricke and Mr. Charles Bowman
Objectives:
Students will understand the purpose and economic benefits of using sexed semen in dairy operations.
Students will compare opposing viewpoints about the cost, efficiency, and genetic implications of sexed semen technology.
Students will explain how reproductive decisions impact herd management, milk production, and long-term farm profitability.
Pre-listening Questions
1. Why do you think reproductive technology is important for dairy farmers?
2. How might sexed semen change how farmers plan their herds?
3. What challenges do you think farmers face when deciding whether to use sexed semen?
Guided Questions
1. Who expressed concern that sexed semen may not be cost-effective for all dairy operations?
A. Charlie
B. Dr. Fricke
C. Alli
D. Fair Oaks Dairy
2. Fill in the Blank:
Sexed semen increases the likelihood of producing ___________ calves.
3.Short Answer:
Why does Dr. Fricke support the use of sexed semen?
4. What is one concern the dairy producer raises about long-term consequences?A. Genomics
B. Sexed semen going away
C. Too expensive
D. Too time consuming
5. Short Answer:
What are the statistics related to sexed vs. conventional semen?
Post listening Questions
1. Explain how using sexed semen affects dairy farmers and the dairy industry.
2. Compare and contrast the arguments made by Dr. Fricke and Mr. Bowman. Which argument do you find more convincing, and why?
3. What does this situation show about the relationship between reproductive decisions and real-world impacts on dairy farming? Provide examples from the podcast.
Rubric
Level 1- 1 pt.
Level 2- 2 pt.
Level 3- 3 pt.
(points are aligned based on how they answer the post listening questions- for all 3 questions)
Ex. Describe pros and cons of large and small scale farms (8 pros and cons needed)
Level 1- only 1 pro or 1 con is listed
Level 2- only 4 pros and cons listed
Level 3- all pros and cons are listed
Summary: This episode talks about all things dairy. It explains both sides from Dr. Fricke, the researcher and collegiate professor, as well as Mr. Bowman, who has been in the dairy for an extreme amount of years and sees the very changes sexed semen is making on the farm at any given time.
Teaching Guide
Topic: Mass deportations of undocumented immigrants in the agriculture industry.
Host: Matthew Sanchez
Guest: Abby Vaquerano and Windy Pinnix
Summary: Undocumented immigrants have recently drawn significant media attention, particularly regarding their impact on the agriculture industry. Opponents of mass deportation, such as Abby Vaquerano, argue that removing these workers would devastate rural communities and the many sectors connected to agriculture, including processing, distribution, and retail. On the other hand, Windy Pinnix contends that immigration enforcement is necessary to maintain a transparent and legally compliant workforce and that although the agriculture sector is reliant on these workers, automation can help to fill the void.
Objectives:
1. While listening to the podcast students will outline the differing viewpoints of Abby Vaquerano and Windy Pinnix by providing at least two arguments from each guest.
2. After listening to the podcast students will examine which states would be most affected by mass deportations by providing how many undocumented workers are in the state and what specific fields of agriculture they are being utilized in.
3. After listening to the podcast students will justify the perspective that they disagree with by describing why they disagree with it and finding two pieces of information that support the opposing view.
Pre-listening Questions (open-ended- formative)
1. How much of the agricultural labor force do you think is made up of undocumented immigrants?
2. Are undocumented workers a topic of discussion in your communities, if so how? If not why do you think that they are a topic of discussion?
3. What alternatives do you think there are to undocumented workers in agriculture?
Guided Questions
1. Short answer: How long has Mrs. Windy Pinnix been teaching agriculture?
2. Fill in the Blank: How many agricultural workers are undocumented?
Roughly or about agricultural workers are undocumented.
3. Multiple choice: What does Mrs. Abby Vaquerano believe would be a policy solution to fill a void if mass deportations were to happen?
A. Automation of agricultural jobs
B. A spike in domestic labor
C. An expansion in the H-2A visa program
D. Current policy is sufficient to handle this problem
4. Short Answer: What industry did Mrs. Abby Vaquerano mention was also heavily reliant on undocumented labor?
5. Multiple choice: What did Mrs. Windy Pinnix say she expectes the next decade of American agriculture to look like?
A. Automation of agricultural labor
B. A spike in domestic labor
C. an expansion in the H-2A visa program
D. With many farm consolidations
Post-listening Questions
1. Summarize the two differing viewpoints and provide two claims made by both sides to support their argument.
2. Using the internet, research which three states would be most affected by mass deportations by providing how many undocumented workers are in the state and what specific fields of agriculture they are being utilized in. Use and cite multiple sources of research.
State:
Field:
State:
Field:
State:
Field:
3. Identify which viewpoint you disagree with and describe why you disagree with it. Then, using the internet, find two pieces of information that support the opposing view. Use and cite multiple sources of research.
Rubric
Level 1- student answers questions without justification or evidence/ student does not cite what sources were used - 1 pt
Level 2- student answers questions with only one piece of evidence per question/ student only cites 1 source for each question - 2 pt
Level 3- Student answers questions with full information required and has at least two sources per question - 3 pt
(points are aligned based on how they answer the post listening questions- for all 3 questions)
Topic: How the Americans with Disability Act affects members of the Agricultural Industry
Host: Karlee Dunn
Guests: Michael Shirley and Amy Olt
Summary:
The Americans with Disability Act (ADA) was created in 1990 to aid people with disabilities in their jobs after the war. Now the act has expanded to cover all aspects of daily life including jobs, schools, and any public spaces. In today's episode, we explore how the ADA can be a positive impact on those with disabilities in the agriculture industry and the negative legal effects we see causing business owners to feel negatively about compliance.
Teaching Guide:
Objectives:
1. I can explain why the ADA is important to every day life for those with and without disabilities.
2. I can explain how the ADA positively influences all businesses and public spaces.
3. I can describe what negative effects the ADA can have on businesses.
Pre-listening Questions:
1. Why do you think the ADA applies to all areas of life (schools, everyday jobs, industries, public spaces)?
2. Why might business owners not want to comply to the ADA? Why might they want to comply?
3. How have you seen the ADA in play in your life?
Guided Questions:
1. What kind of vet office does Michael Shirley Co-own?
2. Why did Michael Shirley not make his vet office larger when he could have afforded it?3. What does Amy Olt do at Farm Credit Mid-America?
4. True or False: Amy has restrictions on giving loans out for people with disabilities?
5. How has Amy think the conversation about the ADA could be impacted to have a more positive light shone on it?
Post Listening Questions:
1. Each guest explained whether or not they think the conversation about the ADA could be shifted. Please briefly explain what each guest said.
2. Michael mentions in the first answer certain regulations that he falls under for compliance, please list the three he mentions separate from the ADA.
3. Amy discusses how she thinks bringing awareness to the ADA and what it can do for those who need accommodations. Briefly explain what organizations could help and how they could bring more awareness to what the ADA can do for industry workers.
Rubric for Post Listening Questions:
Level 1- 1 point: Provides little to no detail in responses, student demonstrates little to no understanding and/or comprehension of the topic
Level 2- 2 points: Provides some detail in responses, student demonstrates moderate understanding and/or comprehension of the topic
Level 3- 3 points: Provides full detail in responses, student demonstrates full understanding and/or comprehension of the topic.
Topic:Public Access to Food-Making Facilities
Host: Kaitlyn Robichaud
Guests: Dustin Noble and Kim
Summary:
Food-making facilities shape how food is prepared, processed, and created.As consumers grow more curious about what happens behind the scenes in these spaces, questions are being raised about who should be allowed access to them. In today’s episode, we explore what public access to food-making facilities could look like, why some people support the idea, and how opening these production spaces to the public may introduce new risks related to safety, contamination, and regulation.
Teaching Guide:
Objectives
1.I can describe what public access to food-making facilities could look like.
2.I can explain why people support opening food-making facilities to the public.
3.I can identify the major risks that come with allowing public access to food-production spaces.
Prelistening Questions
1. What do you think it means for the public to have access to a food-making facility?
2. Why might people want access to a space where food is produced?
3. What possible concerns come to mind when multiple people share the same food-production area?
Guided Questions:
1.What type of operation does Dustin Noble own?
2.Dustin said that even though he doesn’t think public access should be required of all food-making facilities, it does offer what to his operation?
3.True or False:Dustin allows visitors to enter the processing area of his facility without restrictions.
4.How many years of experience does Kim have in food science?
5.What part of food making facilities did Kim mention she thought should never be open to the public?
Post Listening Questions:
1.Using two examples mentioned by Dustin or Kim, describe what public access to a food-making facility could look like.
2. List at least two reasons why Dustin or Kim do not support allowing public access to food-making facilities?
3.The guests identified many risks opening food-production spaces to the public.Explain at least two ways these risks can impact safety or operations.
Rubric for Post Listening Questions:
Level 1 – 1 pts:Provides very little or no detail: does not describe public access, does not give supporting reasons for access, and does not explain risks.
Level 2 – 2 pts:Provides some detail: describes public access with 1 example, provides 1 reason for allowing access, and identifies 1 risk.
Level 3 – 3 pts:Provides thorough detail: describes public access with at least 2 examples, gives at least 2 supporting reasons for allowing access, and identifies at least 2 risks with explanations.
Hosted by Callie Pearson, featuring former Ag Teacher, Jacob Tipton, and WCS Technology Supervisor, Brandon Cook.
Teacher Guide:
Objectives
1. While listening to the podcast (Condition), students will summarize the differing perspectives of the Technology Supervisor and Agriculture Teacher regarding AI in agricultural education (Behavior), providing at least two points from each guest (Criteria). Bloom’s Level: Understand
2. After listening to the podcast (Condition), students will analyze the potential benefits and risks of AI for students, teachers, and ag programs as a whole (Behavior) by providing explanations of at least two benefits and risks (Criteria) Bloom's Level: Analyze
3. After listening to the podcast (Condition), students will evaluate scenarios for responsible AI use in classroom instruction, SAEs, and FFA experiences (Behavior), by proposing at least one practical scenario that balances benefits and ethical considerations. Bloom's Level: Evaluate
Topic:
Host:
Guests:
Summarize the discussion:
Pre Listening Questions:
1. Do you use AI programs in your classes? How?
2. Do you believe AI benefits student learning and teacher responsibilities in AgEd?
3. What might be concerning about AI being used in school?
Guided Questions:
1. Which of the following is an example of AI being used in agriculture education?
A. Students recording livestock weights.
B. Students reviewing an analysis of crop yield data online.
C. Teacher hand-grading papers.
D. Students presenting a speech for an FFA contest.
2. What are the 3 components of the Ag Education model?
3. Name one benefit and one risk of using AI, according to the podcast guests.
4. Which guests talked about the privacy concerns of AI?
A. Ag Teacher
B. Tech Supervisor
5. Give an example of how AI use could be regulated.
Post Listening Questions:
1. Compare the perspectives of both guests.
2. How could AI be used responsibly in classroom instruction, SAE, and FFA?
3. If you were designing a lesson plan for a project, what rules or guidelines would you include for AI use and why?
Rubric
Level, Description, Points
Level 1, Student demonstrates minimal understanding of AI in ag education; responses are incomplete or inaccurate. 1 pt
Level 2, Student demonstrates partial understanding; responses are mostly accurate but lack detail or examples. 2 pts
Level 3, Student demonstrates full understanding; responses are accurate, detailed, and include examples or critical thinking. 3 pts
Teaching guide
Topic: Farrowing crates in swine production
Host: Holly Parks
Guest: Brian strobel a swine producer from the Tennessee pork association supporting the use of farrowing crates and guest number 2 Starrlynn Costa from PETA2 opposing the use of farrowing crates
Summary: This podcast explores the controversy surrounding farrowing crates in pig production. The host introducing the issue, explains why it sparks debate, and interviews two guest representing opposite viewpoints. The supporting guest discusses piglet safety, reduced mortality, and ecomonic challenges if crates were banned. The opposing guest address sow welfare, and ethical concerns. The episode highlights the complexity of balancing animal welfare and farm economics.
Objectives:
1. Explain the key viewpoints supporting and oppsing farrowing crates.
2. Identify the ethical, economic, and welfare related factors involved in the controversy
3. Evaluate the arguments presented by both guests and form an evidence based opinion
Pre-listening questions:
1. What do you already know about how pigs are raised on farms?
2. Why might animal housing systems create strong disagreements?
3. What factors do you think farmers consider when choosing housing for livestock?
Guided Questions:
1. What did the first guest identify as the main purpose of farrowing crates?
a. increase sow weight
b. reducing piglet mortality
c. improving farm aesthetics
d. replacing manual labor
2. What concern do critics raise about how farrowing crates limit a sow's natural behavior?
3. fill in the blank:
The supporting guest argued that banning crates would create significant __________ challenges for farmers.
4. Which alternative did the oppsoing guest suggest to improve sow welfare?
5. According to the second guest, what changes in legislation or industry practice would improve animal welfare?
Post listening Questions
1. After hearing both sides, which factors (economic, ethical, or welfare based) do you feel should carry the most weight in deciding whether farrowing crates should be used? Explain your reasoning.
2. How did each guest support their position, and which arguments did you find most convincing? why?
3. Based on the episode, What do you believe is the most realistic path forward for balancing sow welfare and piglet safety in swine production?
Rubric:
level 1 -1 pt
-response show minimal understanding
level 2 - 2 pt
- response show partial understanding and student provides some explanation
level 3 - 3 pt
- responses are detailed and well supported. Student explains and support answers well.
Topic: U.S Soybeans Exports
Host: Abbie Bowker
Guests: Tennessee State Representative Todd Warner and Stefan Maupin
Objectives
1. Students will understand the economic and agricultural consequences of China halting U.S soybean purchases
2. Students will compare opposing viewpoints on U.S. tariff policy and evaluate the arguments presented
3. Students will explain how political decisions impact farmers, markets, and international trade relationships.
Pre-listening Questions
1. Why do you think international trade is important for U.S farmers?
2. How might tariffs affect relationships between countries?
3. What challenges do you think farmers face when global markets suddenly change?
Guided Questions
1. Who expressed concern that farmers are being negatively affected by the tariff decision?A. Representative Warner
B. Stefan Maupin
C. The Host
D. China’s trade representative
2. Fill in the Blank:
China has historically been the largest buyer of U.S. __________.
3.Short Answer:
Why does Representative Warner believe the U.S. should not back down in the tariff dispute?
4. What is one concern Stefan Maupin raises about long-term consequences?
A. Farmers may permanently switch to growing cotton
B. China may not return to buying U.S. soybeans
C. The U.S. will run out of storage buildings
D. Tariffs will eliminate all farm subsidies
5. Short Answer:
What kind of support does Stefan believe farmers need during this trade disruption?
Post listening Questions
1. Based on the episode, explain how China’sdecision to stop buying U.S. soybeans affects both farmers and the broader U.S. economy.
2. Compare and contrast the arguments made by Stefan Maupin and Representative Warner. Which argument do you find more convincing, and why?
3. What does this situation show about the relationship between political decisions and real-world impacts on agriculture? Provide examples from the podcast.
Rubric
Level 1- 1 pt.
Level 2- 2 pt.
Level 3- 3 pt.
(points are aligned based on how they answer the post listeningquestions- for all 3 questions)
Ex. Describe pros and cons of large and small scale farms (8 pros and cons needed)
Level 1- only 1 pro or 1 con is listed
Level 2- only 4 pros and cons listed
Level 3- all pros and cons are listed
Summary: This podcast exploresthe impacts of China stopping the purchase of U.S. soybeans during the tariffdispute. Listeners hear contrasting viewpoints from two guests: Stefan Maupin,who opposes President Trump’s tariff decision and worries about negativeeffects on farmers, and Representative Warner, who supports the tariffs andbelieves America must stand firm against China’s trade practices. The episodeexamines economic consequences, long-term implications for agriculture, anddiffering political perspectives.
Teaching Guide
Topic: AI Technology in Farming
Host: Megan Loreto
Guest: Mike McCloskey, Jacqueline McCloskey, and Jason Jarrell
Summary: AI in farming is a controversial topic because it offers promising benefits while also raising important concerns. Many people see AI as a way to improve efficiency, reduce waste, and support better decision-making through tools like drones, sensors, and automated machinery. However, others worry about issues such as the high cost of these technologies, data privacy, potential job changes, and increased dependence on large tech companies. These mixed perspectives show that AI in agriculture is complex, with both opportunities and challenges that need to be carefully considered as farming continues to evolve.
Objectives
1.Describe how AI and automation are currently used in modern agricultural operations.
2. Explain the benefits, challenges, and ethical considerations of implementing AI on farms.
3. Evaluate how AI may shape the future of agriculture and the skills young agriculturists need to succeed.
Prelistening Questions (open ended- formative)
1. What do you already know about how technology is used in farming today?
2. How do you think AI could help or hurt agricultural operations?
3. Why might data be important for farmers who use technology on their farms?
Guided Questions (multiple choice, fill in the blank, short answer)
According to the first interview, what is one major concern farmers have about AI technology?
A. Farmers are worried AI will replace all crops
B. Data privacy and who controls agricultural data
C. AI technology is only available outside the U.S.
D. AI makes livestock more aggressive
2. According to the interview, what major factor makes AI valuable in farming?
A. It replaces veterinariansB. It analyzes huge amounts of farm dataC. It eliminates all manual laborD. It guarantees higher milk prices
3.What economic challenge currently limits full robotic milking?
A. Lack of trained techniciansB. Inconsistent milk qualityC. Safety risks for cows
D. High repair and maintenance costs
4. What was Jason's main concern when he thinks about AI in agriculture?
A. It will increase crop yields.
B. It will reduce the need for tractors.
C. It represents "the unknown" and may increase costs.
D. It will make farming more fun.
5. According to Jason, what important aspect of farming does aI Lack?
A. The ability to drive tractors.
B. Ability to plant seeds.
C. Skills to calculate feeding rations.
D. Intuition and sensing when something is wrong.
Postlistening Questions (align with objectives, openended, understand level, summative, thought provoking)
1.Based on the interview, how do you think AI could transform the daily work of farmers in the next decade?
2.What ethical responsibilities do farmers have when implementing AI and automation on their operations?
3.What skills and knowledge do you believe young agriculturists should develop now in order to work with AI-based technologies in the future?
Rubric
Level 1- 1 pt-Answers the questions with lack of detail.
Level 2- 2 pt-Answers the questions in detail, but lacks key points.
Level 3- 3 pt- Answers the questions in detail while hitting key points.
(points are aligned based on how they answer the post listening questions- for all 3 questions)
Teaching Guide
Торіс: Lab-Grown Dairy vs. Traditional Dairy
Host: Ja’Keythia Gooch
Guest: Austen Cohlmia and Emma Hagmann
Summary: This podcast explores the differences between lab-grown (precision-fermented) dairy and traditional dairy farming. Austen Cohlmia of Strive Nutrition explains how animal-free dairy proteins are made through precision fermentation and discusses sustainability, safety, and the future of dairy technology. Dairy farmer Emma Hagmann offers a firsthand look at daily farm life, cow care, conservation practices, and her thoughts on the future of traditional dairy. Together, their perspectives help students understand the science, challenges, and debates surrounding the evolving dairy industry.
Objectives
1. Explain how precision-fermented dairy is produced and why it is controversial.
2. Describe daily operations and sustainability practices on a traditional dairy farm.
3. Compare and contrast both viewpoints to form an informed opinion about the future of dairy.
Pre-listening Questions (open ended- formative)
1. What comes to mind when you hear the words “lab-grown dairy”?
2. How do you think dairy farmers care for their cows on a daily basis?
3. What do you think might be the benefits or drawbacks of replacing cows with technology in food production?
Guided Questions
Multiple Choice:
Precision fermentation is used to make:
A. Artificial flavors
B. Plant-based milk
C. Animal-free dairy proteins
D. Feed for dairy cows
Answer: C
Fill in the Blank:
Austen explained that precision fermentation creates dairy proteins without using ___________.
Answer: cows
Short Answer:
What is one misconception consumers have about animal-free dairy, according to Austen?
Multiple Choice:
According to Emma, which task takes up the most daily time on a dairy farm?
A. Marketing milk
B. Feeding and caring for cows
C. Cleaning equipment
D. Scheduling deliveries
Answer: B
Short Answer:
Name one conservation or waste-management practice Emma uses on her farm.
Post-listening Questions
1. After hearing both interviews, which dairy system do you think is more sustainable long-term, and why?
2. Should lab-grown dairy be allowed to use the word “milk”? Support your answer using ideas from the interviews.
3. How might traditional dairy farmers and lab-grown dairy companies work together instead of competing?
Rubric
Level 1 - 1 pt
Level 2-2 pt
Level 3- 3 pt
(points are aligned based on how they answer the post listening questions- for all 3 questions)
Ex. Describe pros and cons of large- and small-scale farms (8 pros and cons needed)
Level 1- only 1 pro or 1 con is listed Level 2- only 4 pros and cons listed Level 3- all pros and cons are listed.
Topic: Importation of Argentina Beef
Host: Macie Rhinehart
Guest: Glynn Tonsor, Charley Martinez, Coy Young
Summary: The United States is considering increased imports of Argentine beef as a way to reduce high consumer beef prices and stabilize supply, but the idea has sparked debate among producers and economists. Experts explain that the U.S. imports lean trimmings, mainly for ground beef,because domestic production cannot meet demand. They emphasize that Argentina’s contribution would remain small and unlikely to significantly harm U.S. cattle prices, especially since imports often complement rather than replace domestic products. Both economists note that trade helps smooth supply fluctuations, maintain consumer demand, and support overall industry stability. The local beef producer added that while he understands the economic logic behind imports, he worries that bringing in more Argentine beef could create uncertainty for small producers whose margins are already tight.
Objectives
Explain why the United States imports beef, and how Argentine imports fit into overall supply and pricing.
Present both the economic benefits and the concerns of increased beef imports, including perspectives from economists and a local producer.
Understand the broader controversy by breaking down common misconceptions about trade, market impact, and the potential effects on consumers and domestic producers.
Pre-listening Questions
1. Where do you think most of the ground beef you eat actually comes from—and does that matter to you?
2. Do you believe importing beef from other countries helps or hurts U.S. farmers? Why?
3. How should the U.S. balance support for domestic producers with the goal of keeping food prices affordable for consumers?
Guided Questions
1. Supporters of imports argued that bringing in Argentine beef could help:
a. Raise beef prices
b. Increase supply during shortages
c. Decrease product variety
d. Limit trade opportunities
2. One guest emphasized that U.S. consumers primarily care about:
a. Breed of cattle
b. Taste and price
c. Transportation methods
d. Grazing techniques
3. The debate highlighted the tension between:
a. Science and politics
b. Affordability and producer protection
c. Urban and rural consumers
d. Large and small retailers
4. Supporters of imports said that foreign beef can help stabilize the market during times of __________.
5. The guests agreed that consumer __________ plays a role in shaping the beef market.
Key-
B
B
B
Shortages/low supply
demand
Post listening Questions
After hearing the discussion, explain the reasons the U.S. brings in beef from other countries. How do Argentine imports affect the balance between supply, demand, and consumer pricing in the U.S. beef market?
Using the perspectives shared in the episode, explain both the advantages economists see in importing more beef and the worries expressed by the local producer. How do these viewpoints help you understand the full controversy?
What misunderstandings do people often have about how beef imports affect the market, and how did the podcast break down the actual effects on consumer pricing, supply, and the challenges faced by U.S. producers?
Rubric
3 points - Question is fully answered and completely correct
2 Points- Question is partly answered but what is answered is correct
1 point- Question is attempted, but incorrect
0 points- Question is not attempted
Topic: Cage Free vs Caged Egg Production
Host: Kirsten Pigg
Guest: Peyton Hopkins and Pri
Summary: Eggs are a widely consumed product to consumers around the world. As consumers come more and more aware of where their food comes from, debate has formed on how egg laying hens should be housed. In today’s episode we will discuss the difference between caged and free range egg production.
Teaching Guide:
Objectives:
I am able to explain the key differences between free and caged egg production systems.
I can identify two supporting arguments of caged systems and two supporting arguments of free range systems.
I can create my own opinion on this topic based off previous knowledge and the information provided in the podcast.
Pre-listening Questions:
What do I already know about caged vs free range egg production?
What is something I am curious about prior to listening to the podcast?
Based on prior knowledge of this topic, what is your opinion on caged vs free range egg production?
Guided Questions:
How many acres did Peyton Hopkins work on?
According to Peyton Hopkins, what is the biggest challenge in free range operations?
True or False: Caged eggs are cheaper than free range
From a business stand point, why does Pri support caged production systems?
Which guest works on a regenerative farm in the panhandle of Florida?
Post-listening Questions:
Explain at least 2 key differences of caged vs free range egg production.
Identify two supporting arguments for caged systems and two supporting arguments for free range systems.
What is your opinion on caged vs free range egg production systems? Which method do you support?
Rubric and Answer Key:
Level 1- 1 pt - Does not explain the key differences, does not identify supporting arguments for either egg production type, and does not state their opinion on the topic.
Level 2- 2 pt - Only identifies 1 key difference, only identifies only one supporting argument of each side, and states their opinion on the topic.
Level 3- 3 pt - identifies at least two key differences, identifies two arguments on each side, and states their opinion on the topic.
Answer Key:
Guided Questions:
2000 acres
Predators
True
From a business standpoint, it is simply cheaper to produce eggs in caged systems.
Peyton Hopkins
Host: Makala Blythe
Guests: Jacob Tipton- A local agriculture teacher whose focus is in animal science and who runs a seedstock meat goat operation.
Doug Caywood- A Tennessee native who raises beef cattle and specializes in architectural development in residential and commercial areas.
Description: In Tennessee, many farmers are losing their access to farmland for a variety of reasons. It is estimated that nearly 60,000 acres of farmland are lost every year due to foreign countries, which they have no chance of winning against. Instead of acts being put in place to protect farmers, there are acts in place that allow these buyouts to take place. In total, Tennessee has lost nearly 1.6 billion acres thus far. While Tennessee is often seen as a leading developmental state, controversy has emerged surrounding the topic of land loss due to development and whether this loss may be justified. Given the recent natural disasters affecting many Eastern Tennesseans, they are at the most risk for loss of land due to government interference.
Objectives:
1. Investigate the causes and consequences of farmland loss due to foreign investment and buyouts, focusing on the effects on local farmers' livelihoods and the state's agricultural economy.
2. Assess the current legal framework in Tennessee, including policies and acts that allow farmland buyouts, and propose potential legislative solutions to protect local farmers and their access to land.
3. Explore the relationship between development pressures, government intervention, and the vulnerability of farmland in Eastern Tennessee, particularly in the context of recent natural disasters and environmental risks.
Pre-listening questions:
1- What are the reasons for farmland loss in Tennessee?
2- What policies affect American farmland and even more specifically, Tennessee?
3- How do you think foreign land investors can impact the American economy?
Guided Questions:
1- What is Mr. Tipton's current occupation?
2- What is Mr. Caywood's current occupation?
3- What is one way that farmers can ensure that their voices are heard?
4- How does each guest describe their concern for a foreign buyout?
5- How can American land be purchased through the AFIDA?
Post-listening questions:
1- What is the AFIDA?
2- How does the AFIDA affect Tennesseans?
3- How would you describe Mr. Tipton's and Mr. Caywood's stance on this topic?
Host: Christopher Dorsett
Guest: Samantha Brown- Environmental Scientist in The Bahamas Agriculture and Marine Science Institute
Dylan Smith - Owner of a 50-acre organic farm and member of the local organic farming association
Description:
The issue of GMOs is particularly important now due to the increasing global food demand driven by population growth and changing dietary habits. As agricultural practices face pressures from climate change and environmental concerns, GMOs are seen as a potential solution to ensure food security and sustainable farming. How are GMO's benefitting and or hindering farmers?
Learning Objective:
Analyze the benefits and detriments of GMO's in agriculture.
Pre-viewing Questions:
What is the importance of GMO’s in your field? What is a GMO? Historical Background?
Intro and outro:
Welcome to Squabbles of the soil the podcast exploring the wide world of agriculture, directed by students from the Debate and Discussion class at Middle Tennessee State University. We'll bring you insights from experts, diverse perspectives, and real stories from those making an impact. Keep in mind, the views expressed here are not affiliated with MTSU. Thanks for tuning in let’s get right into it” Thank you for joining us on another episode of. We hope you have enjoyed digging deep on the pressing issues facing our agriculture
world. Keep listening to find out who you are rooting for.
Teaching Guide
Topic: Government Transparency in Food Labeling
Host: Dorique Insisienmay
Guest: Gavin Plumlee
Description:
Government transparency in food labeling is increasingly significant as consumers demand clear, accurate information about what they eat. This issue touches on public health, ethics, and trust in regulatory bodies, especially with the rise of GMOs and advanced food technologies. Debates focus on balancing consumer rights to know their food's contents with industry concerns about regulatory burdens. Advocates push for stricter labeling standards to ensure informed choices and support sustainability, while critics argue for voluntary approaches due to cost and feasibility. This tension highlights broader questions of trust and accountability in the food system
Objectives:
Pre-Listening Questions:
Guided Questions:
Post-Listening Questions:
Scoring Rubric for Post-Listening Questions:
1. Provide two reasons why consumers, like Gavin, support transparency in food labeling.
• Level One: Provides one reason with no explanation.
• Level Two: Provides one reason and an example from the podcast.
• Level Three: Provides two reasons and examples from the podcast, with clear connections to the discussion.
2. Explain one potential downside of stricter government regulations on food labeling that Gavin mentioned.
• Level One: Mentions a downside without explanation.
• Level Two: Describes one downside with some detail.
• Level Three: Explains a downside in detail and relates it to consumer impact.
3. In your opinion, do the benefits of including GMO information on food labels outweigh the challenges? Why or why not?
• Level One: States a simple opinion without explanation.
• Level Two: Provides an opinion with one reason or example.
• Level Three: Provides a well-reasoned opinion supported by at least two examples or arguments from the podcast.
Host: Wyatt Stokes
Guest: Kali Schurmeier – agriculture student at Murray State University who has grown up on a family farm in the industry.
Description:
Should the government subsidize more parts of agriculture (livestock & fruit/vegetable production) than just commodity crops such as corn, soybeans, wheat, cotton, & rice. Supporters of this argue that the government should be putting more money into healthier agriculture instead of less healthy options. Opponents argue that the government subsidizes these things to ensure that agriculture products that are necessary for the country are readily available.
Learning Objective:
Analyze the benefits and detriments of government subsidies in agriculture.
Pre-viewing Questions:
What is a subsidy? Why have subsidies? Are subsidies negative or positive for farmers and consumers?
Guided Questions:
Who is the quest speaker and where are they from?
How do government subsidies affect a small family farm?
What are your thoughts on the small amount of healthy agriculture that is subsidized?
Teaching Guide
Topic: Due to government regulation, would an emphasis on agricultural education improve or impact the economy?
Hosts: Samantha Calvetti, Allison Wells
Guest: Clayton Bundy, Randy Lockbridge, Kat Smith
Description: One large issue that faces the United States agriculture industry is the need for more education. This lack of agricultural education has led to social and economic problems within agriculture and the general public. The government places many rules and regulations on the industry. Unfortunately, many individuals making those decisions aren't adequately educated in the agriculture industry. Many government officials and most of the general public lack any knowledge of how the agriculture industry functions. Government regulation could also help increase agricultural education by making ag-ed a mandatory class. This would set up a foundation of knowledge about agriculture, which could help combat some of the issues the agriculture industry faces.
Objectives:
I can describe the pros and cons of agriculture education.
I can explain the impacts of education on government regulation
I can describe how government regulation impacts the economy and agriculture
Pre-Viewing Questions:
How do you think agriculture education has an impact on government regulations?
Do you think that agriculture education should become a high school graduation requirement?
Do you think agriculture education would help you better understand why prices are high?
Guided Questions:
Kat Smith got her bachelor’s degree in __________ at ___________.
Randy Lockbridge worked for ______ for _______ years.
What is Clay Bundy’s agriculture background?
Randy Lockbridge raises what kind of livestock?
What is one way Kat Smith stated how agriculture education is influenced in Common Core classes?
Out of those interviewed, who is for an emphasis in agriculture and who is against?
Post Listening Questions:
List as many examples as possible of government regulation mentioned in the podcast
From what you've learned from the podcast, do you think an emphasis on agriculture would impact the economy, and why?
Based on what you learned in the podcast, how would an increase in agriculture education impact the agriculture industry?
Scoring Rubric for Post-Listening Questions:
Question One
Level one: 1 example listed
Level two: 2 examples listed
Level three: 3 or more examples listed
Question two
Level one: Provides an answer with little or no explanation
Level two: Provides an answer with 1-2 sentences of explanation
Level three: Provides an answer with 3+ sentences of factual explanation
Question three
Level one: Provides an answer with little or no explanation
Level three: Provides an answer with 1-2 sentences of explanation
Level three: Provides an answer with 3+ sentences of factual explanation
Host: Paige Nevil
Guest: Maddie Head the daughter of the owners of Head's Farm in Cedar Hill Tennessee; Cody Johnson an averagge consumer with extensive knowledge in agriculture from Hendersonville Tennessee.
Discription: Whether foreign countries should own U.S. farmland centers on economic, security, and sovereignty concerns. Supporters argue that foreign investment boosts local economies, enhances agricultural efficiency, and fosters global trade. Opponents state national security risks, loss of food supply control, and potential foreign influence over critical resources. The issue raises questions about balancing economic benefits with safeguarding national interests.
Learning Objectives: I can analyze the economic impacts of foreign ownership of U.S. farmland. I can evaluate the national security risks associated with foreign investments in agriculture. I can formulate a personal stance on the issue based on evidence and diverse perspectives.
Pre-Viewing Questions: Why might some countries or corporations want to invest in U.S. farmland? How could foreign ownership of farmland potentially impact local farmers and food production? Do you think the U.S. should restrict foreign ownership of critical resources like land? Why or why not?
Guided Questions:
Who is the first guest speaker and where are they from?
How does the first guest feel about foreign countries owning U.S. farmland?
Based off the first guest speaker what are factors causing U.S. farmland to increase in price?
Who is the secound guest speaker and where are they from?
How does the first guest fell about foreign countries owning U.S. farmland?
Based on the secound guestspeaker what role should U.S. governement play in foregin ownership of farmland?
Based on the secound guest speaker how does foreign ownership of farmland affect local farmers and rural communities?
What is your opinion on the topic should foreign countries be allowed to own and or have farmland in the U.S.? Why or Why not?
Open Ended Questions: Objective 1: What are the economic benefits and drawbacks of foreign ownership of farmland in the U.S.? Objective 2: How could foreign ownership of farmland pose a national security threat? Objective 3: Based on what you heard, should foreign ownership of farmland in the U.S. be restricted? Why or why not?
Scoring Rubric for Open Ended Questions: Excellent (5 pts), Good (4 pts), Satisfactory (3 pts), Needs Improvement (1-2 pts)
Content Accuracy: Response is accurate, detailed, and includes evidence from the podcast (Excellent). Response is mostly accurate and includes evidence from the podcast (Good). Response is partially accurate with minimal evidence from the podcast (Satisfactory). Response is inaccurate or lacks evidence(Needs Improvement).
Critical ThinkingDemonstrates deep analysis and clear reasoning (Excellent). Shows some analysis and reasoning (Good). Shows limited analysis or reasoning (Satisfactory). Lacks analysis or reasoning (Needs Improvement).
Clarity and StructureWell-organized and clearly written (Excellent). Organized and mostly clear (Good). Somewhat organized but lacks clarity (Satisfactory). Disorganized or unclear (Needs Improvement).
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:
I can describe the pros and cons of farms in different sizes
I can list what new practices for farms
I can compare the priorities for small farms and large farms
Pre-Viewing Questions:
How do you think farms impact the environment?
What are new technologies in agriculture?
Do you think larger farms make a bigger impact on the environment or smaller farms
Guided Questions:
Colton McClanahan got his bachelor’s degree in _______ at ________.
What percentage of greenhouse gas is accounted for by farming?
What new technology does McClanahan mention to aid in chemical usage?
List three of Doug Caywood’s animals
Why does Mr. Caywood keep a bull on the farm?
What is one advantage Mr. Caywood list’s for small farms?
Post-Listening Questions:
Describe two pros and cons of large scale farms and small scale farms (eight in total)
List two new practices or technologies for farm
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.
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:
I can explain the safety precautions I should take before I find a vet.
I can identify questions I should ask a vet before my pets first exam.
I can identify my point of view on when I should have my animal spayed or neutered.
Pre-Viewing Questions:
When is the best time to spay or neuter your dog or cat?
Is it possible to have more complications after spaying a dog after their first heat cycle?
Would you prefer to spay/neuter your animal or not?
Guided Questions:
What is the name of the guest who spoke with Madilyn?
What type of environment does Family Pet Health want to provide?
What type of practice is Family Pet Health?
How does Family Pet Health charge for Surgeries?
What is Madilyn’s suggestion on spaying and Neutering?
Post-Listening Questions:
Provide the questions that anyone should ask their vet before bringing their animal.
Explain in your own words how Family Pet Health charges for surgeries.
Scoring Rubric for Post-Listening Questions
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.
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.
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:
I can define in vitro fertilization.
I can identify 2 advantages and 2 disadvantages of in vitro fertilization
I can create my own opinion on in vitro fertilization and provide 2 pieces of evidence
Pre-Viewing Questions:
What do you think in vitro fertilization is?
Do you know of any other forms of livestock breeding?
What is your opinion on assisted forms of breeding for livestock?
Guided Questions:
What is IVF?
What is the difference between IVF and conventional flushing?
How long does the process usually last?
What is the average cost per embryo?
What can affect the decision of IVF?
Is IVF the most successful form of flushing?
Post-Listening Questions:
What is in vitro fertilization?
What are 2 pros and 2 cons of in vitro fertilization?
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