Teacher Page

Teachers:  Please make sure your students visit the websites.  They may have to ‘dig’ to get where they need to be. For an extremely large class, other breeds of dairy cattle do exist. You can let some students research those lesser known breeds to add dimension to the class project. Try to make sure that each of the six dairy breeds are being represented and assign certain breeds to students if necessary. Students are to work on an individual basis.

Off-site Resources:

Extra Cheese, Please! Mozzarella’s Journey from the Cow to Pizza by Chris Peterson.  Honesdale,        Pennsylvania: Boyds Mills Press, Inc., 1994.  A calf is born to a dairy cow.  The cow begins to produce       milk.  Her milk is processed into cheese, and from the cheese—a pizza is made.  Includes color           photographs, bibliography and glossary.

Milk: From Cow to Carton by ALIKI.  New York: Harper Collins Publishers. (Lets-Read-And-Find-Out Science       Book).   Revised edition of Green Grass and White Milk, 1992.  This book briefly describes dairy farms where dairy cattle are raised and how a cow produces milk. Also it tells how the milk is processed in a dairy and how various other dairy products are made from milk.

Note:  While these books do not directly present the individual dairy breeds and significant contributing factors, they will help students understand the importance of the dairy industry as related to our food chain and global economy.   For those students finishing the project early or for those still unsure of the importance of the dairy industry, off-site resources can be of great educational value. 

Nationals Standards

Science Inquiry

•  Abilities necessary to do scientific inquiry
• Understandings about scientific inquiry
• Diversity and adaptations of organisms
• Personal health

Technology

• Students demonstrate a sound understanding of the nature and operation of technology systems
• Students are proficient in the use of technology
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences
• Students use technology to locate, evaluate and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.

Social Science

• The choices people make have both present and future consequences.

Language Arts

• Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

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This page was developed by RaMona Andrus, reviewed by Lyndon and Barbara Irwin and is maintained by Missouri Farm Bureau.

Please address questions to Diane Olson at Missouri Farm Bureau or Dr. Lyndon Irwin at Missouri State University. 

©2004 Missouri Farm Bureau, All Rights Reserved!

Last revised on June 6, 2006