The Arizona STEM Acceleration Project

Hold the Beef!

Hold the Beef

A 8th grade STEM lesson

Author: Leslie

Gudger

​

Date: 7/7/23

Notes for teachers

Although the media is constantly

reporting on the role of the greenhouse gas CO2, rarely do we hear about the methane emissions coming from the agricultural industry.

​

The world’s increasing desire for the “better burger”, along with other agricultural products like dairy are causing major immediate effects to our atmosphere.

List of Materials

• Formative Assessment Probe on the differences of greenhouse gases effects. Is that really a greenhouse gas?
• Handouts and online articles on methane emissions.

Supplies for media campaign:

• Chart paper and markers for public service posters.
• Glossy paper for tri-fold brochures.
• Student computers to create TIK TOK presentations.

Standards

Science:

8.E1U3.8 Construct and support an argument about how human consumption of limited resources impacts the biosphere

• ​
• ​

Standards

Language Arts:

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

​

Math:

8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

​

Objective(s):

• Compare and contrast the effects of different greenhouse gases.
• Analyze the environmental impacts of methane emissions.
• Create a public service campaign on the effects of methane emissions from agricultural sources.

Agenda (5 class periods)

Engage:

• Formative Assessment Probe: Is That Really a Greenhouse Gas? Is that really a greenhouse gas?

​

• Tabulate positions from probe on anchor chart.
• Show Burger King video on methane emissions from cows and other farm animals. https://www.youtube.com/watch?v=G-P7VceH9F8

Explore:

• Assign groups to research articles about methane emissions from livestock.
• Provide handouts containing data and graphs.
• Investigate possible solutions to the problem based on the anatomy of livestock.

​

Explain:

• Have students share information by creating anchor charts based on their research.
• Outline the types of media presentations for the public service campaign to raise awareness of methane emissions.
• Have groups chose their action plan for the campaign.
• posters
• pamphlet
• Tik Tok presentation

Elaborate:

• Have students give their presentations.
• Encourage discussions and questions based on presentations.

Evaluate:

• Revisit Formative Assessment Probe and allow students to adjust their positions based on learned information.
• Have groups create 3 quiz questions to be compiled into a summative assessment.

Driving Questions/Phenomena

1. People everywhere are eating more animal products as their incomes rise and as they become urbanized, but what effect is this having on our atmosphere?
2. How can we create a public service media campaign to inform people that the worldwide increase for the demand of beef and other agricultural products is quickly increasing methane emissions?
3. What are some possible solutions and alternatives to neutralize the increased demand?

​

Hands-on Activity

Instructions

Students will work in groups to research and develop a public service presentation in one of the outlined formats to highlight the seriousness of methane emissions.

​

Brochure

Design a tri-fold brochure that explains how the increasing quest for “the better burger” is causing a threat to our atmosphere and some possible solutions.

​

Tik Tok

Make a Tik Tok video that explains how quickly methane emissions can affect the atmosphere and what viewers can do to help.

​

Assessment

​

• Revisit Formative Assessment Probe and allow students to adjust their positions based on learned information.
• Have groups create 3 quiz questions to be compiled into a summative assessment.
• Administer compiled summative assessment in Galileo.

Differentiation

Create templates for posters based on anchor charts including data charts,

anatomical drawings, and possible diet changes.

Give sentence stems for each of the areas of research.

Remediation

Extension/Enrichment

Class debate on plant-based burger alternatives currently on the fast-food market.

Which tastes best?

​