Pigs on the Farm (Grades 3-5)

Lesson Plan

Pigs on the Farm (Grades 3-5)

Grade Level

3 - 5

Purpose

Students explore the basic needs of animals and create a model of a modern pig barn that will help farmers meet the needs of animals. Grades 3-5

Estimated Time

45 minutes

Materials Needed

Engage:

A Field Trip to Ohio Pig Farms video

Activity

Business-size envelopes, 4 per group
Paper towel, 1 per group
Toilet paper rolls, 2 per group
Drinking straws, 2 per group (cut into 8 equal pieces)
8.5" x 11" white paper, 1 per group (cut in half)
Scissors
Scotch tape
Markers (optional)
Extra paper for making fencing, pipes, feed troughs, etc. (optional)

Vocabulary

environment: the surroundings or conditions in which a person, animal, or plant lives or operates

farrowing house: a facility where a litter of pigs is born

finishing barn: a barn where pigs live when they are eight weeks old until they are ready for market at six months old

litter: the group of young animals born at one time

nursery barn: a barn where piglets live after they are weaned at three weeks old until they are moved to the finishing barn at eight weeks old

omnivore: an animal or person that eats food of both plant and animal origin

piglet: a young pig

pork: meat that comes from pigs

predator: an animal that preys on others

sow: a female adult pig

wean: to help a baby to stop feeding on its mother's milk and to eat other foods

Did You Know?

Pigs can run a 7-minute mile.³
Pigs were the first animals to be domesticated.⁴
Pigs have below average eyesight, but powerful noses.⁴
A pig's squeal can reach 130 decibels. A jet engine is 120 decibels.⁴

Background Agricultural Connections

Like humans and other animals, pigs have four basic needs—air, water, food, and shelter. Pigs also need social interaction with other pigs, treatment for injuries and diseases, and space to stand, stretch, and lie down.¹ Pigs raised on farms live in environments that are designed to help farmers meet these needs. Barns protect pigs from weather, disease, and predators. Farmers provide pigs with fresh air, clean water, nutritious food, and shelter.

Pigs are omnivores. They eat both plants and animals. Pig feed typically consists of corn and soybean meal mixed with vitamins and minerals. It is a common misconception that farmers feed pigs table scraps or slop. Feeding pigs garbage, raw meat, meat scraps, or restaurant waste puts them at risk and is illegal in the United States.¹

Computer technology is used to help control the temperature inside the farm buildings where pigs live. Pigs are susceptible to heat and cold stress. Because pigs are unable to sweat to regulate their temperature, farmers use fans and misters to help them stay cool in the summer. Heaters are used to help pigs stay warm in the winter. Pigs also have sensitive skin that is prone to sunburn. Providing shade for pigs is an important part of keeping them healthy and safe.

Newborn pigs are called piglets. Piglets are born in a litter in a farrowing house. They weigh 2-3 pounds when they are born and start walking almost as soon as they are born. Mother pigs are called sows. For the first three weeks, piglets nurse from a sow about once every hour. At three weeks old, when the piglets weigh about 15-20 pounds, they are weaned and moved to a nursery barn. In the nursery barn, piglets are given solid feed and drink water from waterers. The pigs always have access to food and water, but do not overeat because they will only eat until they feel full. At eight weeks old, when the pigs are about 40-60 pounds, they are moved to a finishing barn. Pigs go to market when they are six months old and weigh 280 pounds.

Pork is meat that comes from pigs. Bacon, pork chops, ham, and sausage are examples of pork products. Pork fits in the protein section of MyPlate. It is an excellent source of protein, thiamine, niacin, riboflavin, vitamin B₆, and phosphorous and a good source of zinc and potassium.²

In this lesson, the students will create a pig barn. View the Build Your Own Pig Barn tutorial for more information about the activity.

Engage

Ask the students, "What is Pork?" (Pork is meat that comes from pigs. Bacon, pork chops, ham, and sausage are examples of pork products.)
View the video A field Trip to Ohio Pig Farms.
Ask the students, "Why are barns important for pigs?" (Barns protect pigs from weather, disease, and predators.)
Explain to the students that they will be learning more about what pigs need to be healthy and how a pig's environment can protect them.

Explore and Explain

Ask the students, "What do you need to survive?" (food, water, air, and shelter) Ask the students if they think pigs have the same or different needs. Discuss their responses and guide them to the understanding that pigs have the same basic needs as humans. Just like humans, pigs need space, social interaction, and treatment for injuries and disease.
Ask the students to imagine that they are farmers who raise pigs. Open up a classroom discussion about how the students would take care of their pigs. Use the following questions to guide the discussion:
- How will you keep the animals warm on cold days?
- How will you keep them cool on hot days?
- What and how will you feed the animals?
- What will you do to keep your pigs healthy?
- How will you keep your pigs safe from predators?
- Who will take care of your pigs every day?
- How will the pigs affect the land or air in which they live (soil, odor)?
- Can the environment hurt the pigs (weather)?
- What other needs do the pigs have, and how will you take care of these needs?
Explain to the students that they are going to design an environment, a pig barn, that will help farmers meet the needs of pigs. Organize students into small groups, or allow students to work individually. Provide each student or group with four business-size envelopes, a paper towel, two toilet paper rolls, two straws cut into eight equal pieces, a piece of white paper cut in half, scissors, and scotch tape.
Use the following instructions to model for the students how to create the barn:
1. Barn: Cut an oval hole in one envelope, making a large side window for the barn. This window provides the proper ventilation for the pigs.
2. Cut the paper towel in half and tape it onto the top of the window for the curtain.
3. Cut another envelope in half for the ends of the barn.
4. Tape the ends of the barn to the "sides of the barn" envelopes, one of which has the hole for the window and paper towel curtain, so that you have four sides, or a rectangle.
5. Use the final envelope to create a roof by creasing it in half lengthwise and attaching it with tape to the top of the rectangle.
6. Food Storage: Tape four straws, or legs, to each toilet paper roll so that the structures will stand on the legs.
7. Use a half piece of paper, and make a cone shape by twisting and taping the ends. Tape the cone shape on the end of the toilet paper roll without the straw legs.
8. Use the other half piece of paper to make another smaller cone shape and tape it between the straw legs on the other end of the toilet paper roll.
Remind the students that their barn designs should help farmers meet the needs of pigs. Allow time for the students to create fencing, pipes to carry the feed, feeders, water troughs, fans, misters, heaters, etc. Students should add their own innovations to the structure.
Ask the students to share their barns with the rest of the class and explain how their designs help to meet the basic needs of the pigs:
- Food
- Water
- Air
- Shelter

Elaborate

Learn more about how farmers care for pigs by taking a Virtual Field Trip to an Ohio Pig Farm.
Take students on a 360° Virtual Tour of a Sow Farm where piglets are born and then to a Wean-to-Finish farm where they continue their growth and life cycle.

Evaluate

After conducting these activities, review and summarize the following key concepts:

Food, water, air, and shelter are the basic needs of pigs.
Pigs also need space, social interaction, and treatment for injuries or disease.
Modern pig barns protect pigs from weather, disease, and predators.
Pork is a meat that comes from pigs. Bacon, pork chops, ham, and sausage are examples of pork products.

Sources

https://articles.extension.org/pages/68913/transport-and-care-of-pigs
https://www.pork.org/cooking/pork-nutrition/vitamins-and-minerals/
https://www.kfb.org/page/file?path=Files%2Fpage-161%2Fpig-tales%2FPorkFunFacts.pdf
https://realpigfarming.com/15-trivia-winning-facts-about-pigs-6ab00f2d1049

Recommended Companion Resources

Author

Ohio Pork Council

Organization

Ohio Soybean Council and Ohio Pork Council in partnership with EducationProjects.org

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State Standards for Texas

ELA: 4.110.6.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

ELA: 4.1.D - The student is expected to work collaboratively with other to develop a plan of shared responsibilities.

ELA: 5.110.7.b.1

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

ELA: 5.1.C - The student is expected to give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
ELA: 5.1.D - The student is expected to work collaboratively with others to develop a plan of shared responsibilities.

Social Studies: 3.113.14.c.4

Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

Social Studies: 3.113.14.c.14.D - interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps

Science: 3.112.14.b.9

Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments.

Science: 3.112.14.b.9.A - The student is expected to observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem.

Science: 4.112.15.b.10

Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment.

Science: 4.10.A - The student is expected to explore how structures and functions enable organisms to survive in their environment.

Social Studies: 3.113.14.c.15

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 3.113.14.c.15.D - express ideas orally based on knowledge and experiences

Social Studies: 3.113.14.c.16

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 3.113.14.c.16.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Social Studies: 4.113.15.c.21

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 4.113.15.c.21.C - express ideas orally based on research and experiences

Social Studies: 4.113.15.c.22

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 4.113.15.c.22.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Social Studies: 5.113.16.c.25

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Social Studies: 5.113.16.c.25.C - express ideas orally based on research and experiences

Social Studies: 5.113.16.c.26

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

Social Studies: 5.113.16.c.26.B - use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Science: 3.112.5.b.1

Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

Science: 3.112.5.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 3.112.5.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 3.112.5.b.1.C - demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards
Science: 3.112.5.b.1.D - use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information
Science: 3.112.5.b.1.E - collect observations and measurements as evidence
Science: 3.112.5.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 3.112.5.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 3.112.5.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

Science: 3.112.5.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 3.112.5.b.2.D - evaluate a design or object using criteria

Science: 3.112.5.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 3.112.5.b.3.A - develop explanations and propose solutions supported by data and models
Science: 3.112.5.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 3.112.5.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 3.112.5.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society

Science: 3.112.5.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 3.112.5.b.5.B - identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems
Science: 3.112.5.b.5.C - use scale, proportion, and quantity to describe, compare, or model different systems
Science: 3.112.5.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 3.112.5.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 3.112.5.b.11

Earth and space. The student understands how natural resources are important and can be managed. The student is expected to:

Science: 3.112.5.b.11.A - explore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products

Science: 3.112.5.b.12

Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

Science: 3.112.5.b.12.A - explain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy

Science: 4.112.6.b.1

Science: 4.112.6.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 4.112.6.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 4.112.6.b.1.C - demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards
Science: 4.112.6.b.1.D - use tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information
Science: 4.112.6.b.1.E - collect observations and measurements as evidence
Science: 4.112.6.b.1.F - construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 4.112.6.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 4.112.6.b.2

Science: 4.112.6.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 4.112.6.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 4.112.6.b.2.D - evaluate experimental and engineering designs

Science: 4.112.6.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 4.112.6.b.3.A - develop explanations and propose solutions supported by data and models
Science: 4.112.6.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 4.112.6.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 4.112.6.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society

Science: 4.112.6.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 4.112.6.b.5.B - identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems
Science: 4.112.6.b.5.C - use scale, proportion, and quantity to describe, compare, or model different systems
Science: 4.112.6.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 4.112.6.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 5.112.7.b.1

Science: 5.112.7.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
Science: 5.112.7.b.1.B - use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems
Science: 5.112.7.b.1.C - demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards
Science: 5.112.7.b.1.D - use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information
Science: 5.112.7.b.1.E - collect observations and measurements as evidence
Science: 5.112.7.b.1.F - construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect
Science: 5.112.7.b.1.G - develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem

Science: 5.112.7.b.2

Science: 5.112.7.b.2.C - use mathematical calculations to compare patterns and relationships
Science: 5.112.7.b.2.D - evaluate experimental and engineering designs

Science: 5.112.7.b.3

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

Science: 5.112.7.b.3.A - develop explanations and propose solutions supported by data and models
Science: 5.112.7.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats

Science: 5.112.7.b.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

Science: 5.112.7.b.4.A - explain how scientific discoveries and innovative solutions to problems impact science and society

Science: 5.112.7.b.5

Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:

Science: 5.112.7.b.5.B - identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems
Science: 5.112.7.b.5.C - use scale, proportion, and quantity to describe, compare, or model different systems
Science: 5.112.7.b.5.D - examine and model the parts of a system and their interdependence in the function of the system
Science: 5.112.7.b.5.G - explain how factors or conditions impact stability and change in objects, organisms, and systems

Science: 5.112.7.b.11

Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

Science: 5.112.7.b.11 - Earth and space. The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

Science: 5.112.7.b.13

Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to:

Science: 5.112.7.b.13.A - analyze the structures and functions of different species to identify how organisms survive in the same environment
Science: 5.112.7.b.13.B - explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival

Technology Applications: 126.8.c.1

Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

Technology Applications: 126.8.c.1.A - decompose story problems into smaller, manageable subproblems and identify a solution to the problems
Technology Applications: 126.8.c.1.C - develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project

Technology Applications: 126.9.c.1

Technology Applications: 126.9.c.1.A - decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems
Technology Applications: 126.9.c.1.C - communicate design plans and solutions using a variety of options

Technology Applications: 126.10.c.1

Technology Applications: 126.10.c.1.A - decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data

Agricultural Literacy Curriculum Matrix

Lesson Plan

Grade Levels

Type of Companion Resource

Content Area Standards

Agricultural Literacy Outcomes

Common Core

Pigs on the Farm (Grades 3-5)

Grade Level

Purpose

Estimated Time

Materials Needed

Vocabulary

Did You Know?

Background Agricultural Connections

Engage

Explore and Explain

Elaborate

Evaluate

Sources

Recommended Companion Resources

Author

Organization

State Standards for Texas

ELA: 4.110.6.b.1

ELA: 5.110.7.b.1

Social Studies: 3.113.14.c.4

Science: 3.112.14.b.9

Science: 4.112.15.b.10

Social Studies: 3.113.14.c.15

Social Studies: 3.113.14.c.16

Social Studies: 4.113.15.c.21

Social Studies: 4.113.15.c.22

Social Studies: 5.113.16.c.25

Social Studies: 5.113.16.c.26

Science: 3.112.5.b.1

Science: 3.112.5.b.2

Science: 3.112.5.b.3

Science: 3.112.5.b.4

Science: 3.112.5.b.5

Science: 3.112.5.b.11

Science: 3.112.5.b.12

Science: 4.112.6.b.1

Science: 4.112.6.b.2

Science: 4.112.6.b.3

Science: 4.112.6.b.4

Science: 4.112.6.b.5

Science: 5.112.7.b.1

Science: 5.112.7.b.2

Science: 5.112.7.b.3

Science: 5.112.7.b.4

Science: 5.112.7.b.5

Science: 5.112.7.b.11

Science: 5.112.7.b.13

Technology Applications: 126.8.c.1

Technology Applications: 126.9.c.1

Technology Applications: 126.10.c.1

Agricultural Literacy Outcomes

Plants and Animals for Food, Fiber & Energy

Science, Technology, Engineering & Math

Education Content Standards

Science (SCIENCE)

Common Core Connections

Anchor Standards: Speaking and Listening

Practice Standards: Mathematics