Lesson 2 - Ration Components Calculating Calories

Lesson Title Lesson 2: Ration Components Calculating Calories Student Learning Objectives Objective 1: Understand the Six Nutrients, Nutrition, and the Importance of Nutrition Objective 2: Know the use of all three components of Feed Classification. Objective 3: Understand Calories and how to calculate the number of calories within a food. Time: Instruction time for this lesson: 100 minutes. Resources • Scientific Farm Animal Production, Taylor. Tools, Equipment, and Supplies • An example of a concentrate • An example of a roughage • An example of a concentrate • An empty supplement bag (or just the ingredient list) • Bag of Cheetos • Lighter • PowerPoint and Projector • • • • • • • • • Empty soft drink can Butane lighter Lab thermometer Dissecting probe Wire screen/stand Aluminum foil or tray Triple-beam balance Forceps or test tube holder Walnut Cheetos Each Student Needs: 2 Pens of different colors (Black and Blue) 1 highlighter College rule notebook paper Key Terms The following terms are presented in this lesson and appear in bold italics: -Vitamins -Minerals -Proteins -Fats -Carbohydrates -Water -Digestible Nutrient - Nutrition -Roughages -Concentrates - Supplements • • Interest Approach At each table have samples of roughages, concentrates, and supplements. Does anyone know what is on each of your tables? (Expect responses like hay, grain, feed, food ect.) Each of the three samples is very different, let’s look into what makes them different and how we can classify each of them. We will start with the hay; does anyone know another word for feeds like hay and grass? (We are after forages or roughages) Great, hay is also known as a forage or roughage, for our purposes we will refer to hay, grass and similar feeds as roughage. In human diets roughage is known as fiber. Next, let’s look at the grain. Is it going to have a higher nutrient content, more fat and energy, then the roughages? (Yes it will) When something as more of something in a smaller package what do we call it? Think of an orange or a frozen can of orange juice, what do we call the frozen can? Great job, frozen orange juice is known as a concentrate. Cereal grains are also known as concentrates because they have a higher concentration of energy then roughages do. Finally, would each of you look at the sample of the last item and the back of the bag that it came in. What do you notice about this item and the bag? How many ingredients are in the third sample? Does anyone know what this third sample is called when placed in a feed ration? You guys are doing terrific, that right it is called a supplement. A supplement supplies the trace nutrients and minerals or those needed in small amounts that the roughage and concentrates can’t provide the animal. The equivalent of supplements in human diets would be vitamins and minerals that you or people you know take. Let’s explore the fascinating field of nutrition more in depth! Summary of Content and Teaching Strategies Studies have found that students grasp the concepts better by adapting the note taking method called the TM method from Quantum Teaching. Have each student fold several pages of college rule paper vertical. Each page will have on fold dividing the page so that ¾ of the page is to the left of the fold and ¼ is to the right. The right hand side is notes as usual, what you put on the board or overhead goes on this side. The left hand side is for the student. They can write questions or comments in this section. Additionally, each time the notes change to a new topic have them switch the color of pen they are using. This makes it simple for them to quickly find information during reviews. Finally, take the last two to three minutes of the lecture portion to have students use their highlighters to bold the most important information. Objective 1 Understand the Six Nutrients, Nutrition, and the Importance of Nutrition For this objective you will need slides 2-13. If time is an issue you could speed up the process by deleting key parts of the PowerPoint presentation and having the students fill the information in as you go through each slide. Slide 2: Display only the title of the slide at first. What is nutrition? You have all heard about proper nutrition from your parents, teachers, and the news, but when we break it down what does the word nutrition really mean? Call on several students and then display the definition) Thank you for your participation you all did a great job. Nutrition is a science, millions of dollars are spent each year just researching and developing animal feeds. Nutrition is the science dedicated to discovering and understanding how the foods we and our animals eat are utilized by the body. Which nutrients within the hamburger you ate for lunch contribute to the development of bone, muscle, or hair? Which ones are higher in fat content and what types of fat do they contain? How are all the nutrients we ingest transformed by the body for the development of tissue or expended in the form of energy? In the following hour we are going to answer many of these questions. Slide 3: Display only the title of the slide at first. Why do we study nutrition? What motivates companies to spend millions of dollars in research to determine what is the best animal feed? Livestock has been feed by farmers for generations, what possible room for improvement could be left? (Display the rest of the slide) Scientist and nutritionist are continually making strides into making feed rations more efficient. The livestock feeds we use today result in much less waste or unused nutrients being used as fertilizer. The goal of a nutritionist is to make the most efficient feed possible so the feed that you bought results in growth and production rather then in a walking fertilizer plant. Slide 4: Display only the title slide at first. Think of a milkshake, what nutrients hidden within? Fat, water, vitamins like calcium, and sugar are all part of a milk shake. A nutrient is a single class of food or portion food that has similar characteristics and supports the same time of physiological processes within the body. (Display the rest of the slide) Slide 5: Show slide five and have them copy the definition into their notebooks. Ask if they now of any nutrients that can’t be utilized by a non-ruminant? Ruminant animals can utilize forages due to their complex stomach, whereas monogastric animals can’t utilize most of the energy held within roughage. This is why if you are on a diet you eat lots of salads. Salad is primarily roughage that monogastrics like pigs and use are unable to utilize. Slide 6: Display the title portion of this slide and write the correct answers on the board until all six are listed. Display the remainder of the slide. Slides 7-13: Display the remaining slides and use the same technique as the previous slides to allow students to get the needed information into their notebooks. Objective 2 Know the use of all three components of Feed Classification. Slide 14: Display the entire slide for the students. You all already know the three feed classifications. Roughages, concentrates, and supplements are the three feed stuffs or components used to create balanced rations for livestock. We are now going to take a quick look at each of these components to gather a better understanding of each of them. Slides 15-17: Display the remaining slides and use the same technique as the previous slides to allow students to get the needed information into their notebooks. Review 1: Allow the last three to five minutes of class for students to go through their notes and highlight the most important information and to ask any remaining questions still in the margins of their notes. We will continue with the calorie lab next time. Objective 3 Understand Calories and how to calculate the number of calories within a food. We have spent some time looking at the classification of nutrients and the six individual nutrients that must be included in a balanced ration. Now let’s look at what this balanced ration does for our animals and us. Why do we eat? Why does livestock require more feed in cold weather then on nice days? What is happening to the food we have eaten? These are all questions that we will take a closer look at. The purpose of feeding a balanced ration is to meet all of the animals needs. These include growth, maintenance, reproduction, lactation, and of course energy. How is energy measured in the food we eat? I will give you a hint; it is on the back of every packaged food sold in the United States. That right, calories are the measure of the amount of energy within a specific feed. Feeds that are higher in sugars and fats have more calories and thus more potential energy for the animal that consumes it. Now let’s take a look at how we can determine the amount of calories within a food. Print the following lab packets for each student. Once they have completed the lab hold a class discussion to finish the table. After the discussion they may begin on their lab write-ups. Caloric Content of Two Foods Introduction: Millions of people have been conditioned to count calories in their food and have learned (surprise!) that fatty foods are fattening. Most, however, have little idea what a calorie actually is. It is a unit of energy, just like the joule, the kilowatt-hour, or the foot-pound. The "Calorie" of diet fame is simply the amount of heat energy it would take to raise one kilogram of water one degree Celsius in temperature. In this investigation we will attempt to measure the number of calories released from burning two food items with differing proportions of fats and carbohydrates. Materials: • • • • • • • • • • Empty soft drink can Butane lighter Lab thermometer Dissecting probe Wire screen/stand Aluminum foil or tray Triple-beam balance Forceps or test tube holder Walnut Cheetos Methods: 1) Weigh your food item on the laboratory balance. 2) Fill your soft-drink can about 1/4 to 1/3 full, and weigh it on the balance. 3) Record the initial temperature of the water in the can. 4) Set the can on the stand with the thermometer in it, and place a piece of foil or a small aluminum tray under the stand to catch any falling soot. Carefully impale the food item on the probe, ignite it with the lighter, and then hold it directly under the can until it burns itself out. (Hint: You may need to rotate the food item to keep it lit, and it will burn more cleanly if the tip of the flame is just below the can.) 5) Record the highest temperature reached by the water. 6) When finished, clean up and return all equipment to its proper place. Results (Part A): Fill in the following table while doing the lab. Mass of the empty can (g) Mass of water + can (g) Mass of just the water (g) Mass of water (kg) Convert from grams Each of the following measurements needs to be taken twice; once for each food type. Nut Cheeto Mass of food item (g) Initial temp of water (degrees C) Highest temp of water (degrees C) Temperature change (degrees C) Analysis: 1) Calculate the number of calories in your food using the equation below, and put your answer in the Results Table (Part B). Show your calculations below. Calories = [(Mass of water in kg) x (Temp change in degrees C) x (1 Calorie)] ÷ (1 kg degree C) 2) Divide total calories of each food item by its mass to obtain Calories per gram. Lab Write-Up Requirements This lab write-up requires three sections: Title, Results, and Analysis Questions. Title • • • • The title should clearly describe what your lab was about (what was it that you were trying to find out). • "Calorie Lab" is not an acceptable title. • It may be helpful for you to complete the following sentence: "What this lab was really about was:" The words you use to complete the sentence would probably make a good title, given a bit of editing and refining to make it appropriate for a title. (An example of a descriptive title of a lab would be ≥How Changing Oxygen Levels affects Respiration Rate in Crayfish≤) Results • • • Your results section should include: − − completed group data table for day 1 of the lab (2 trials of 2 types of food) − − completed Class data table for day 1 of the lab (2 trials of 2 types of food) − − graph of day 1 group data − − graph of day 1 class data • All data tables and graphs should be numbered and have clear, detailed titles. The title of a data table or graph should make it clear to a reader who has never heard of this lab what information they will find in the data table or graph. Do not just repeat the titles of the x axis and y axis. Analysis Questions 1. When you burn the food, one form of energy (the energy contained in the food) is converted to two different forms of energy. a. What kind of energy is contained in the unburned food? b. What two forms of energy are released when you burn the food? c. Ultimately, where did the energy contained in the unburned food come from? 2. What makes the temperature of the water change? Explain in terms of energy transformations and energy transfer. (You could draw a diagram to illustrate your point.) 3. Not all of the energy stored in the food gets transferred to the water. Why is this? Where is the rest of this energy going? 4. Which of the two foods you tested seems to be a better energy source? Explain your reasoning and support your conclusions with your data. 5. Food items list the number of Calories they contain on their packages. However, the number of Calories listed will not match the results you’ve obtained using your calorimeter. Explain what could account for the difference. 6. How is burning food in this lab similar to breaking down food in your body? How is it different? Group A Cheeto (# Calories/ gram) Mean of 2 Trials Macadamia Nut (# Calories/ gram) Mean of 2 Trials Group B Group C Group D Group E Calorie Lab Assessment Self Check Column Component  Title Clear, specific title describing purpose of lab Results Data Collection & Presentation Own lab group’s data table (redone on computer with specific title, columns titled, proper units noted) Class data table (done on computer with specific title, columns titled, proper units noted) Own group’s graph (done on computer with specific title, axes labeled, proper units noted) Class data graphed (done on computer with specific title, axes labeled, proper units noted) Analysis Questions Points Worth 4 4 4 6 6 18 (3 points each) Total: 42 Points Earned Review: Have a class discussion and then have them work on their lab write-ups. Application Extended Classroom Activity: The lab write up may be used as an extended activity FFA Activity Use the LifeKnowledge notebook. Pull up the lesson labeled HS 42 objective 2. When discussing the need to have proper balance of nutrients, draw parallel to the proper balance of priorities. SAE Activity Discuss the importance of feed the proper ration for fair animals to make wait and place well.