wild: living in a state of nature and not under human control and care
selective breeding: the process of breeding plants and animals for particular genetic traits
producer: a person who grows agricultural products or manufactures articles
predator: an animal that lives by killing and eating other animals
pigment: a natural coloring matter in animals and plants
heritage: something acquired from the past
genetics: a branch of biology that deals with the inherited traits and variation of organisms
extinct: no longer existing
domesticated: living with or under the care of human beings
diverse: differing from one another
consumer: a person who buys and uses up goods
conservation: the act of keeping in a safe or sound state
commercial: designed mainly for profit
breed: a group of animals or plants usually found only under human care and different from related kinds
Did you know? (Ag Facts)
A group of turkeys is called a rafter.
The red fleshy appendage that hangs from a turkey’s neck is called a snood.
The male turkey is known as a tom. The female is called a hen.
Only tom turkeys gobble. Hens make a clucking sound.
The dark of dark meat comes from a chemical compound called myoglobin, which plays a key role in oxygen transport. Dark meat is found in muscles that are used frequently, such as the legs.
Background Agricultural Connections
Interest Approach – Engagement
Ask the students if there is a difference between wild and domesticated animals. Ask them to give you examples of domestic animals and their wild counterparts such as pigs and wild boars, or domesticated white turkeys and turkeys that live in the wild. Create a KWL chart on chart paper or whiteboard. This should be displayed in the classroom for use throughout the lesson. Ask the students the following questions and place their answers in the first two columns. The third column will be filled in at the conclusion of Activity 3.
What I Know
What do you know about the difference between wild and domesticated animals?
Have you ever seen a wild turkey? Have you ever seen a domesticated turkey?
What physical differences did you notice between a wild and domesticated turkey?
What do you know about any other differences between a wild and domesticated turkey?
What holiday is associated with turkeys?
What I Want to Know
What do you want to learn about turkeys?
Why are turkeys important to people?
What differences do you want to learn about wild and domesticated turkeys?
How are turkeys raised on a farm?
Access the Poultry Ag Mag and project it onto a large screen. Have students take turns reading the section titled "Turkey Talk" found on page three. Make sure to point out the picture at the bottom of the white domesticated turkeys and ask the students if they look different than turkeys seen in the wild. Refer back to the KWL chart and add any additional information that the students learned from the reading.
Activity 1: History of the Turkey
Place the students into four small groups. Give each group a copy of one of the Turkey Reading Passages.
Each reading passage includes a set of questions. Have each group answer their questions after doing a shared reading of the assigned passage.
Once they have read the texts and found their assigned information, have the student groups report the information found in their readings to their classmates.
Groups will then use the information to create a lap book about turkeys with a colored folder. Refer to the What is a Lap Book video for directions on creating a lap book. Tell the students that they will be adding pictures to the lap book from the next two activities. The Turkey Images can be used in the lap book. You may also add your own.
Have each group present their lap books to their classmates.
For more sharing, rotate the lap books from group to group allowing each group time to read the information recorded in each book.
Ask each group to report one thing they learned from reading their classmates' lap books. These statements can be added to the third column of the KWL Chart.
Activity 2: Life Cycle of the Turkey
Discuss with the students the concept that turkeys have a life cycle much like a chicken. Turkeys and chickens are both classified as poultry.
Use the Cackle Hatchery website to show students pictures and videos of the White Breasted Turkey (described on the website as the Broad Breasted White Turkey), which are the types of turkeys raised by farmers to be sold in the supermarkets. The pictures and videos show both the poults (young turkey) and adults. The website also includes pictures and videos of the Heritage Turkey that can be shown for comparison.
Place the students in the same groups from Activity 1 and have them add the Turkey Life CycleCards to their lap books.
From the beginning to the end of the turkey life cycle, the students should place the cards in the following order:
Once each group has completed this section of their lap book lead a discussion about the life cycle of a turkey. Integrate the following points into the discussion:
During the growing stage, turkeys live together in houses and grow to become adults.
To keep turkeys from hurting each other, poults are vaccinated and have their claws trimmed and top nook cut off.
Hens are raised on a breeder farm.
Turkey eggs hatch at the hatchery.
It take approximately 28 days for a turkey egg to hatch.
Refer back to the KWL Chart and ask students to add more information to the last column.
Activity 3: Turkey Products
Provide each student with an All About Turkeys Information Sheet. Have the students to read the sheet independently or aloud as a class.
Ask the students, "What food products contain turkey?" (sandwich meat, soups, turkey burgers, and turkey bacon)
Remind students that the White Breasted Turkey breed was the result of selective breeding with more white breast meat and meatier thighs and legs containing a darker colored meat.
Conduct a student survey to find out how many students prefer white turkey meat to dark turkey meat. Conduct a second survey to determine which turkey product students most prefer to eat. Graph the results in two circle graphs and have the students include the graphs in their lap books.
Refer the students back to the KWL Chart and add any remaining new information that they learned.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
Wild and domestic turkeys look significantly different from one another.
The knowledge of genetics and inherited traits have allowed turkey breeders to produce a turkey that is efficient to raise and nutritious to eat.
In addition to traditional turkey meat, there are also turkey burgers, turkey bacon, and sandwich meat.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Have the students conduct a school wide student survey to determine which kind of turkey meat is preferred, white or dark meat. The students can survey the faculty and staff in the same manner and compare the percentages to the student survey. Have the students determine the appropriate graph to display the data.
Visit the Interactive Map Project website and view the map for turkey production in the United States. Identify the states which raise the most turkeys and discover if your state raises a significant amount of turkeys and how many.
Have the students draw a picture of a turkey using the following polygons (at minimum): 10 triangles, 10 quadrilaterals, 5 irregular pentagons, 2 regular pentagons, 3 hexagons, and 1 regular octagon. Students may use more polygons, but must include all of the above.
Have the students solve the following math problems:
White Breasted Tom turkeys grow to a marketable weight of 20 pounds (9 kg) in four months. Heritage birds grow to a marketable weight of 18 pounds (8 kg) in seven months. If you have a flock of 20 turkeys for each breed, how many turkeys can each group grow in a year?
The average American ate 16 pounds (7 kg) of turkey. Determine how much turkey the entire class would have eaten, if each student ate that amount. Have students calculate the average amount of turkey eaten by their family in a year.
If you cook a 20-pound (9 kg) turkey for Thanksgiving dinner and each person eats 1.5 pounds (.68 kg) of turkey, how many people can you invite to dinner?
Identify common groups of plants and animals using observable physical characteristics, structures and behaviors. For example: Sort animals into groups such as mammals and amphibians based on physical characteristics. Another example: Sort and identify common Minnesota trees based on leaf/needle characteristics.
Give examples of likenesses between adults and offspring in plants and animals that can be inherited or acquired. For example:Collect samples or pictures that show similarities between adults and their young offspring.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Make sense of problems and persevere in solving them. Students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
Use appropriate tools strategically. Students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understandings of concepts.
Attend to precision. Students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.
Look for and express regularity in repeated reasoning. Students notice if calculations are repeated, and look both for general methods and for shortcuts. As they work to solve a problem, students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
3-LS1: From Molecules to Organisms: Structures and Processes