Target Grade Level / Age Range:

9-12

Estimated Time*:

  • Activity 1: Turkey Genetics 40 minutes
  • Activity 2: Biosecurity 45 minutes
  • Activity 3: Farm to Global 90 minutes
  • Activity 4: Turkey Nutrition 35 minutes
  • Activity 5: Products & Marketing 90 minutes

*Time estimates assume all activities are completed in class. Make necessary adjustments to estimates when assigning activities and projects outside of class.

Purpose:

Students will understand turkey production, nutrition, and marketing through interactive activities, projects, and resources.

Materials:

  • Activity 1: Turkey Genetics
    1. Coins
    2. Basic art supplies: Markers, crayons, colored pencils (optional)
  • Activity 2: Biosecurity
    1. Baking soda and water solution (1 tsp:2 cups)
    2. Phenol red
    3. Small dropper 
    4. Distilled water
    5. Permanent marker 
    6. Numbered clear plastic cups, 1 per student
    7. Numbered nametags (or numbered stickers)
    8. Nitrile gloves, 1 pair per student
    9. Bubble blower and bubbles (optional)
    10. Alternative materials: Replace baking soda and phenol red with yellow and blue food coloring
  • Activity 3: Farm to Global
    1. Colored pencils or highlighters
  • Activity 4: Turkey Nutrition
    1. None
  • Activity 5: Products & Marketing
    1. Digital art software - Paint, Publisher, Canva, etc. (optional)
    2. Word processor or similar (i.e. MS Word, Google Docs, etc.)

Essential Files (maps, charts, pictures, or documents):

Vocabulary:

  • Background – Agricultural Connections
    1. Tom: a male turkey
    2. Hen: a female turkey
    3. Nutrition: science related to healthy and balanced diets
    4. Feed Efficiency: ratio of mean daily weight gain to mean daily feed consumption over a given period
    5. Gregarious: fond of company or sociable
    6. Domestic: an animal that has been tames is genetically different from wild ancestors. Domestic animals are kept by humans for work, food or as a pet.
    7. Biosecurity: measures aimed at preventing the introduction, or spread, of harmful organisms in order to minimize the risk of transmission of infectious disease.
  • Activity 1: Turkey Genetics
    1. Selective Breeding: process of choosing parents with desirable traits to produce offspring with those traits 
    2. Offspring: an animal’s young 
    3. Genotype: the genetic makeup of an organism, or the alleles that an individual carries for a specific gene
    4. Phenotype: the observable characteristics of an organism
    5. Allele: a variant version of a gene that occupies a specific location on a chromosome
    6. Dominant Allele: a gene variant that expresses itself more strongly than other versions of the same gene, masking the effect of the recessive gene
    7. Recessive Allele: a gene that is not likely to be expressed as it is masked by a more dominant variation of the same gene
    8. Feed Efficiency: the ability of livestock to convert feed into body weight gain
    9. Rate-of-Gain: average daily weight gain of livestock. Calculated as total weight gain over a specified period of time 
    10. Homozygous: having two identical versions of a gene, one inherited from each biological parent
    11. Heterozygous: having two different alleles of a particular gene or gene
  • Activity 2: Biosecurity
    1. Zoonotic: infectious disease that is transmitted between species of animals to humans
    2. Disease: a particular abnormal condition that negatively affects the structure or function of all or part of an organism
    3. Pathogen: a bacterium, virus, or other microorganism that can cause disease 
    4. Mucus: a slimy substance secreted by mucous membranes and glands for lubrication, protection, etc.
    5. Exponential Growth: growth whose rate becomes ever more rapid in proportion to the growing total number or size
  • Activity 3: Farm to Global
    1. Distributor: a company that provides food and non-food products to restaurants, cafeterias, caterers, and grocery stores
    2. Food Processing: the process of transforming raw agricultural products, like grains, vegetables, meat, or milk, into end products to be sold to consumers
    3. Food Supply Chain: how food items travel from the farm (producer) to the consumer
    4. Value Chain: the process or activities that add value to an item
    5. Efficiency: achieving maximum productivity with minimum wasted effort or expense
    6. Resilience: the capacity to withstand or to recover quickly from difficulties
  • Activity 4: Turkey Nutrition
    1. Nutrition: the process of providing or obtaining the food necessary for health and growth
    2. Vitamins: Thirteen nutrients the body needs in small amounts to function 
    3. Minerals: Inorganic elements needed by the body in small amounts to stay healthy
    4. Macronutrient: Nutrients the body needs in large quantities to provide energy and support normal body function
    5. Micronutrient: Vitamins and minerals needed by the body in small amounts
    6. Protein: a unit of energy, often used to express the nutritional value of foods, equivalent to the heat energy needed to raise the temperature of 1 kilogram of water by 1 °C, and equal to one thousand small calories
    7. Calorie: a unit of energy, often used to express the nutritional value of foods, equivalent to the heat energy needed to raise the temperature of 1 kilogram of water by 1 °C
    8. Fat: Macronutrient used to build cell membranes, nerve tissue, and hormones. Fat is also used as fuel for the body
    9. Sodium: Mineral that is essential for the body to function properly. Keeps balance in fluids and is needed for muscle and nerve function.
    10. Carbohydrate: Macronutrient used for energy for your body’s cells. Breaks down into glucose. Sugar, starches, and fiber are all carbs.
    11. Glucose: Type of sugar the body breaks carbs down into as the body’s primary source of energy
    12. Cholesterol: Waxy, fat-like substance made by the liver and found in blood. The body produces all the cholesterol it needs.
    13. Nutrient Dense: Foods high in nutrients and relatively low in calories
  • Activity 5: Products & Marketing
    1. Marketing: The business of promoting and selling products or services, including market research and advertising
    2. Goods: Merchandise or possessions

Background – Agricultural Connections: 

This unit is written to provide the basics of turkey production for students in grades 9-12. This unit is part of a scaffolding series aimed at different ages groups. For lessons aimed at those grades 3-5 or 6-8, visit iowaagliteracy.org.  

This unit includes five activities designed to fit into 1-2 45-minute class periods per activity. Some activities include worksheets, projects, etc that can be completed outside of class. Make adjustments as necessary to fit your needs. 

  • Activity One introduces turkeys to students and allows them to investigate their traits and characteristics.
  • Activity Two defines zoonotic diseases, shows how jump from animals to people, and their spread through a population.
  • Activity Three investigates turkeys and the food supply chain and asks students to think critically about disruptions that impact how and when our food gets to us.
  • Activity Four covers the nutrition provided from turkey products and introduces students to turkey food products.
  • Activity Five allows students to engage in the marketing process by creating their own Gobble Up! Turkey Marketing Projects. This activity is 90 minutes in length and is designed to be broken up over a couple workdays or used as a take-home group project.

Farm raised turkeys are referred to as domestic turkeys. Domestic turkeys differ greatly from wild turkeys, most notably by their color. A wild turkey’s feathers are shades of brown to help blend in with their forest habitat. Domestic turkeys are bred to have white feathers. This is largely due to consumer preference, as white feathers do not leave dark spots of pigmentation on the skin when plucked. This is solely a visual preference, as the pigmentation does not alter the bird’s nutritional value or flavor. Domestic turkeys have been selectively bred to present traits like white feathers, large size, and high feed efficiency. These traits are all influential factors that farmers must consider to make their flock marketable and ultimately, profitable.

Though wild and domestic turkeys have their differences, instinctually they are rather similar. Turkeys are gregarious animals, meaning they like to stick together. In the wild, this instinct helps to protect them from predators, as they move and live in large groups. On the farm, however, this instinct means that they are usually right at the barn door when the farmer walks in or sticking together in groups even though barns have wide, open space.

Domestic turkeys are primarily raised in large, open barns where they have 24/7 access to feed and water. The barns are temperature controlled to protect the birds during extreme weather conditions in Iowa. In addition to protection from the weather, the barns protect turkeys from threats like predators and disease. Barns coupled with biosecurity measures minimize disease threats on turkey farms. Highly pathogenic avian influenza (HPAI) is one of the most common and detrimental diseases for turkey, as well as all poultry, farmers. Unlike visiting a cattle farm, special measures must be taken to visit turkey farms. Washing vehicles before arrival, wearing boot covers, showering, and changing clothes are just some of the biosecurity measures in place on most farms to protect flocks. Learn more about biosecurity to protect poultry from the USDA Animal and Plant Health Inspection Service USDA APHIS | Defend the Flock - Biosecurity 101. 

Domestic turkeys are raised for different products based on if they are male (toms) or female (hens). Toms are traditionally larger with a market weight of around 38 pounds. Due to their large size, toms are primarily used for further processed turkey products such as cutlets, sausage, and deli meats. Hens are the traditional turkey we think of eating at Thanksgiving. Hens have an average market weight of 15.5 pounds. Being much smaller than toms, a whole hen is quicker and easier to cook thoroughly to the appropriate consumption temperature (165° for white meat, 170°-175° for dark). Check out this resource from the National Turkey Federation to learn more about proper methods for cooking turkey NTF_CookingTips.pdf (eatturkey.org)!

The United States Department of Agriculture National Agricultural Statistics Service (USDA NASS) reports that Iowa farmers raised 11.7 million turkeys in 2022, placing Iowa 6th in the nation for turkeys raised. 2022 production in Iowa was valued at $543 million. Turkey production in Iowa consists primarily of toms, as Iowa is home to two turkey processing facilities, Tyson Foods in Storm Lake and West Liberty Foods in West Liberty.

In addition to Thanksgiving dinner, turkey can make for a great choice of protein any time of the year. Turkey is a complete protein, meaning it delivers all nine essential amino acids. In fact, one serving of turkey is equal to 50% of your daily protein requirement. In addition to its protein content, turkey is rich in many vitamins and minerals including B3, B6, B12, and iron. What truly sets turkey apart from other proteins, is its fat content. While many other proteins deliver similar nutrient contents, turkey does so with only 10g of fat per serving (for ground turkey). Take a more in depth look at turkey nutrition and other common proteins with resources from the National Turkey Federation Turkey Industry Resources - National Turkey Federation (eatturkey.org)!

The turkey industry also provides an abundance of agricultural careers. The Iowa Turkey Federation reports that, “the turkey industry in Iowa employs or supports over 38,000 total jobs and is responsible for as much as $10.64 billion in total economic activity throughout the state.” From farmers to truck drivers to marketing managers, the turkey industry has it all! 

To wrap up the unit, students immerse themselves in the marketing process by creating campaigns for turkey products. Marketers learn about a product, determine a demographic to purchase the product, and create a plan to sell the product. Students will create a plan to advertise a turkey product and its nutritional value. An effective project contains the product nutritional information for the product and enticing marketing. To make this an interclass marketing contest, use the provided rubric.

Interest Approach – Engagement:

  1. Have students view Visit an Iowa Turkey Farm (9:06)
  2. While viewing, have students take notes of things they noticed or found interesting surrounding turkey farms. 
  3. After watching, have students share with a partner the notes they took during the video.
  4. Let students know that through this unit they will be further exploring the turkey industry.

Procedures – Explain/Explore:

  1. Activity 1 – Turkey Genetics
    1. Watch Turkey Battle: Wild vs. Domestic (youtube.com) (2:44)
    2. Begin by asking students the following questions?
      1. What are some of the key differences between wild and domestic turkeys?
      2. How did these differences come about?
      3. How does the presence of some traits impact others?
    3. Tell students they will playing a game illustrating common turkey traits and how they are passed down to offspring from parents by dominant and recessive genes.
    4. Break students up into the desired number of groups (four students per group or less) and pass out Build a Turkey.pdf and a coin.
    5. Have students read the instructions to themselves, and then work in groups to play the game.
      1. Students should flip the coin to determine if the dominant or recessive allele is being passed on from the mother and father. 
      2. Heads up = dominant gene is passed on. Tails = recessive gene is passed on. 
      3. Students should use the worksheet to record which alleles variations are being passed from parent to offspring. Once they have determined the allele from each parent, they should select the correct homozygous or heterozygous pairing on the gene worksheet.
      4. Repeat this process for all of the traits represented.
    6. The following questions are listed on the worksheet for students to answer as a group. If preferable, questions may be asked as part of a class discussion. 
      1. Will heterozygous genotypes result in a dominant or recessive trait? Why?
      2. Will homozygous genotypes being passed down from parent to offspring result in a dominant or recessive trait? Why?
        1. It may be helpful for students to select a trait from their worksheet and sketch what the result of each of the allele combination would present as.
          1. Ex. Leg length. LL = long legs, Ll = long legs, ll = short legs
      3. If a recessive gene were advantageous, how would a farmer ensure his flock presented that trait?
      4. What is the difference between a genotype and phenotype?
    7. Optional: Hyvee students draw and color a turkey on the turkey color page to reflect the genes passed on from the parents to the offspring in this activity using the Build A Turkey Madlibs & Sketch.pdf.
    8. Wrap up the activity with a discussion about traits and breeding using the prompts below.
      1. What are some objectives of farmers selectively breeding turkeys?
        1. What traits might they want to select for/against and why?
        2. How does this effect the consumer?
      2. What traits are advantageous for wild turkeys? 
        1. How are those traits similar/different to domestic turkeys?
      3. What method does a farmer use to ensure the genetic makeup of their flock?
        1. How are traits passed down in a wild flock?
      4. Do the traits included in the game directly impact the animal’s use for consumers? 
        1. What are some traits that might? 
        2. Is there a way to select for traits that would focus on nutrition or healthfulness?

  2. Activity 2 - Biosecurity
    Note before you begin: Terms such as "Bird Flu" or "Swine Flu" can lead to the misconception that someone who consumes chicken, eggs, or pork could contract that type of influenza. Throughout the lesson, reinforce the science of virus transmission through live animal contact to correct these misconceptions.  

    1. Define the word zoonotic with students. Write the word and its definition on the board.
    2. Watch the video clip, How Do Viruses Jump From Animals to Humans? (5:04)
      1. Pause the video at 0:57 and emphasize the fact that most viruses are species-specific and don't move from species to species. However, when they do it can lead to deadly epidemics. 
      2. Continue the video to learn more about the science of viral transmission from one species to another. 
    3. After the video, ask students “Where was the swine flu spread in the example used at the beginning of the video clip?” 
      1. Answer: A county fair
    4. Share with students they will be taking part in an activity to model the spread of disease with the following explanation:
      1. Some people and animals carry disease-causing pathogens (viruses or bacteria). Initially, these carriers appear healthy or show only mild signs of sickness. At some point they may show more serious signs of sickness that lead to quarantine/removal from a herd or flock, but often, they have already exposed and infected others to disease. This activity is designed to simulate the uncontrolled spread of a disease through a population. Cups have been half-filled with water, except for one or two which contain baking soda water. The one or two people with the baking soda cups will be the original carriers of the “disease,” but they will carry this disease in a cup rather than in their body—and appear healthy on the outside. The original carrier(s) will make contact with other participants who will then make contact with others. At the end of the activity, everyone will be tested to see who has become infected, and we’ll discuss how to trace the infection back to its source.
      2. Remind students while they will be wearing gloves, they still need to be careful with their cups and solution. Any spills should be immediately cleaned off skin and clothes.
        1. Note: This activity frames disease transmission through livestock shows. Some audiences may need additional context for understanding.
    5. Activity: Disease Transmission and Outbreak Investigation
      (Note: The following has been adapted from an activity originally published by Iowa State University’s Bring Home the Blue, Not the Flu!)
    6. Teacher Preparation:
      1. Watch the activity instruction video.
      2. Print Participant Guide.pdf (1 for each student) and Behavior Card.pdf set (need 1 card per student. At least 10% should be highest exposure level).
      3. Make baking soda water solution by combining 1tsp baking soda to 2 cups water. Mix until not cloudy.
        1. Alternative materials: If phenol red is not available or you wish to use a visible substance for the whole activity, use yellow (uninfected) and blue (infected) food coloring instead of baking soda and phenol red. Soy sauce and water also works in a pinch. Adjust instruction sets as needed.
      4. Number enough cups to have one per person 
      5. Number enough nametags to have one per participant and place with corresponding numbered cup. 
      6. Half fill up to 10% of cups with baking soda water solution. (E.g., if there are 10 participants, fill one cup with baking soda water; if there are 20 participants, fill two cups with baking soda water.) 
        1. Make note of which cups contain baking soda water. 
      7. Set a behavior card under each cup in the set with the numbered nametags. Ensure the baking soda cup(s) is paired with a “Participates in multiple open, county, and state shows” card. 
      8. Half fill the remaining cups with distilled water.
    7. Activity Procedure, “Mucus Swap”:
      1. Have participants pick up gloves, one cup, associated behavior card, and corresponding numbered sticker. 
      2. Instruct participants to put on their numbered sticker and review their behavior card. Tell them that each fluid swap should occur with someone they haven’t swapped with previously. 
      3. Ask participants to move about the room, during which time they should exchange fluids according to the instructions on their behavior card. 
        1. To exchange fluids, one person will dump all of the contents of their cup into the other person’s cup. 
        2. Return half of the solution back to the empty cup. (Demonstrate with two water cups if needed.
        3. Have students record the number of the person exchanged with on Table 1 Mucus Swap Record in participant guide. 
      4. Participants should repeat “mucus swap” as many times as specified on their behavior card. 
        1. Remind participants that each swap should be with someone they haven’t already swapped with, and that they should only swap as many times as their behavior card indicates. 
        2. Note: If a participant is unable to complete their assigned number of swaps before everyone in the class, have them swap with a spare “uninfected” glass of water.
        3. Note: If more structure is needed for students, have students select a partner and do all first exposure swaps at once. Then students should find new partners and complete the second swap at once, etc. As students reach the number of assigned swaps on their behavior card, they can sit down at the end of that round.
      5. When all swapping has finished, instruct participants to return to their desks with their cups. 
      6. Have a group leader go around to all participants and add 2–3 drops of phenol red to each cup. 
        1. A pink/red color change (bright or faint) indicates a positive result—this person is now considered “infected.” No color change or faint yellow/orange is “uninfected.”
      7. After all testing is complete, participants should record their results in step 8 of their participant guides and return their cups for disposal.
    8. “Outbreak Investigation” & Discussion (starting on page 3 of participant guide)
      1. Ask all participants with one exposure to raise their hands or stand. Record the number of infected and uninfected in Table 2. Group Infection Rate.
      2. Repeat for participants with two exposures and three exposures.
        1. Note: The greatest number of infected individuals should be in the group with three exposures, while those with only one exposure should have the smallest number of infected individuals. 
      3. Have students answer Questions 1-3 in the packet.
    9. Q1) Did any of the exposures lead to greater risk of becoming infected? (More exposure = more infected individuals)
    10. Q2) How does this translate to increased risk of infection for you and your animals based upon the shows you attended? (More shows attended = greater likelihood of becoming infected & infecting others)
    11. Q3) How might symptoms change with more exposure to the pathogen? (Increased disease load may worsen symptoms leading to more severe infection)
      1. Have students work in groups or as a class to complete Table 3. Outbreak Infection Rate. Explain to students the table models the typical spread of infection in a group and assumes one initially infected person.
        1. Students should first record the initial source of infection as “Student 1” under “Previously Infected” and “0” interactions.
        2. In the “1” interaction row, “Student A” (Previously Infected) will then interact with “Student B” (Newly Infected).
        3. In the “2” interactions row, “Student A” and “Student B” (Previously Infected) will now interact with and infect “Student C” and “Student D”.
        4. After each interaction, record the total number of interactions.
        5. Continue until the whole chart is complete.
        6. Note: Because the table assumes one initially infected person and a one-on-one interaction rate, results may differ slightly from the Mucus Swap activity just completed.
      2. Have students complete Table 3a. Outbreak Infection Rate using the information from Table 3.
        Table 3. Outbreak Infection Rate Key                       Graph 3a. Outbreak Infection Rate Key
    12. Have students answer Questions 4-5 and then discuss.
    13. Q4) What do you notice about the rate of increase in the number of infections? Does the graph show linear or exponential growth? (Infections doubled with each round. Growth was exponential.)
    14. Q5) If we did this activity long enough, would everyone be infected? (Yes, but the doubling of infection we see in each interaction does not continue indefinitely. In the beginning the curve increases exponentially, but then levels out. This pattern is known as logistic growth curve (S-curve). As the number of infected participants increases, it becomes increasingly more likely that an infected participant interacts with another participant that has already been infected. As a result, the number of new infections slows down. This growth shown in the also assumes that no one has any protection from the infection, such as vaccination.)
      1. Ask the class, "How can we determine who was the original source of infection?" 
        1. Discuss how it's important for participants to realize that if they are infected but can identify people they swapped with that AREN'T infected, then they could not have been the original source. Working through this should lead back to the people that were originally infected and those that they infected after the first swap.
      2. After the discussion, have all "infected" participants stand up and "non-infected" participants remain seated. 
        1. "Infected" participants should look around at "non-infected" participants. If anyone they exchanged fluids with is sitting, they should sit down as well.
        2. Continue until all participants left standing have only swapped with one another.
          1. Note: At this point, there should be twice as many "suspects" standing as there were initial infected cups (e.g., starting with two cups means you'll be left with four suspects). 
        3. Conclude the activity by explaining that those still standing did their first swap with each other and it is impossible to determine who was the original source of the infection.
        4. Reveal who had the originally infected cup(s) and have students record the answer in Question 6 of their participant guides.
      3. Have students answer Questions 7-11 in their participant guides and discuss.
    15. Q7) In a real investigation, how would we distinguish between who was the original source and who they infected? What can’t we do that here? (In this activity, the potential first exposure to disease for everyone was the same – when you were randomly handed a cup that either had water or baking soda water solution. You can’t use earlier exposure or a timeline to further narrow down who was the originally infected and spread the “disease” to the rest of the group.)
    16. Q8) How would this investigation be different if you hadn't kept notes about whom you swapped fluids with and in what order? Do you think you would have remembered clearly after the activity was over?  How well do you think you’d remember tomorrow or in a week from now? A month? (More likely to have forgotten details of swaps which would have made it much more difficult to track origin of infection.)
    17. Q9) Based on your thinking in question 8, in a true outbreak investigation, what challenges would epidemiologists face? (In real investigations, peoples’ memories aren’t that great and it takes time for a disease to appear after initial infection. This means epidemiological investigations take more time and collect/analyze a lot more data.)
    18. Q10) What preventative measures could have been taken to avoid exposure to the disease? (Lots of possible answers, including vaccination, attending fewer shows, etc.)
    19. Q11) How would an airborne disease spread differently? Why? (In this activity, disease spread was dependent on a very direct, one-on-one interaction. Airborne diseases can spread more easily and indirectly from person to person, animal to animal, or animal to person and it often isn't clear when you've been exposed to someone with the disease. In this activity, it was very clear whom you swapped liquids with. It's much more difficult to track who you simply walk by, were in the barn with at the same time, etc.)
      1. Optional: Use a bubble blower and see who gets hit with a bubble to model airborne disease spread. Explain that airborne disease spread requires less movement. Some diseases can be transmitted in the air over long distances. 

  3. Activity 3 – Farm to Global

    1. Invite students to think back to 2020 when the pandemic began. Ask students to think in terms of food and ask what events they remember. 
      1. If needed, provide prompts leading students to recall that restaurants and schools were closed (large food service areas), grocery stores had shortages (everyone needed to cook at home), etc.
    2. Watch The Great Potato Giveaway (3:44). Ask students to watch for a single element that "broke" the food supply chain for this potato farmer during the pandemic. 
    3. After students watch the video clip, ask “What single element disrupted the food supply chain?” (Packaging. The farmer was set up to sell in bulk quantities to restaurants. When restaurants were closed, he couldn't immediately pivot to retail packaging for grocery stores).
    4. Ask students and discuss as a class:
      1. Does it seem silly that some plastic potato bags could shut down a whole food system? 
      2. What other elements can compromise our food system?
    5. Activity: Food Supply Chain
      1. Give each student one copy of the Tracing the Food Supply Chain Handout.pdf.
      2. Open the Tracing the Agricultural Supply Chain Slide Deck.pdf.
      3. Introduce the food supply chain (slide 3) by displaying the graphic and prompting students to trace some of the pathways illustrated in the diagram.
      4. Use slides 4-10 to illustrate examples of various food products and their path along the food supply chain.
      5. Using the bottom half of page 1 of their handout, have each student sketch farm-to-fork diagrams of the different food items listed.
    6. Tell students they will be more deeply exploring certain aspects of the supply chain and how turkeys get from the farm to the consumer.
    7. Activity: Turkeys and the Food Supply Chain
      1. Using slide 12, discuss the question, "What adds complexity to the food supply chain?" 
        1. Have students record notes/answers on page 2 of their handout.
      2. Play the domino video and suggest that each domino is a factor that plays a role in the food supply chain.
      3. Watch The Incredible Logistics of Grocery Stores (watch until 8:28).
      4. Lead students in discussion with the following questions;
        1. Think back to the global network of vineyards that provide the world with grapes.
          1. How far in advance were grape growers making their production decisions?
          2. What factors do you think influence those decisions?
        2. While turkey is eaten all year, certain types of turkey products (like whole turkeys) are eaten more seasonally. If turkeys are ready to be harvested after 20 weeks, how far out do you think a farmer is planning their production cycles?
          1. What about hatcheries?
          2. Grocery stores?
          3. What factors might influence the farmers’ decisions?
        3. Modern turkey barns are climate controlled and protect birds from external elements. What factors do these barns help a farmer mitigate? (Barns help farmers produce turkeys year-round. Loss from predators and the elements is eliminated. At hatcheries, consistent climate (temperature and humidity) increases hatching rate of eggs.)
      5. Hand out a copy of Turkey Supply Chain & Disruptions Worksheet.pdf to each student.
        1. Optional: Provide students with a copy of From Tom to Table Career Cards.pdf to provide more information about each career listed on the worksheet.
      6. Read “Background” together.
      7. Instruct students to complete “Part One” of the worksheet.
        1. Students will complete a food supply web on page 3 of their packet using at least five of the items from each list (careers, locations, inputs/outputs) and color each item by category.
        2. A brief example can be viewed below and on page 2 of the student worksheet. 
    8. Show slide 13 “What Breaks the Food Supply Chain?”
    9. Tell students disruptions in the supply chain happen, sometimes unexpectedly, and that they occur at key points in the supply chain.
    10. Show slide 14 and ask students to think back to the supply chains they sketched earlier.
    11. As a class, brainstorm a few ideas of disruptions that may occur at each point of the supply chain.
    12. Show the SPEED acronym (slide 15) and ask students to identify a supply chain disruption that might occur for each category of SPEED. Students should record their answers on page 4.
      1. If your students are not familiar with the SPEED acronym, explain that it's a tool that can be used to evaluate an event or issue from multiple perspectives.
      2. Some examples might include:
        1. Political: Regulations lowering the number of turkey barns in operation
        2. Economic: Corn prices rise increasing the cost of turkey feed and ultimately turkey meat. More consumers select alternative protein sources at the grocery store.
        3. Optional: Have students find recent events from credible news sources that may cause disruptions in the supply chain and categorize them using the SPEED acronym.
    13. Discuss the words efficiency and resiliency (slide 17). Suggest that a successful food supply chain must be both efficient and resilient. 
    14. Have students write a response paragraph to the prompt, "What does a global food system look like that is both efficient and resilient?" on page 4.

  4. Activity 4 – Turkey Nutrition

    1. Begin by discussing nutrition with the class.  Ask students “What do they remember about MyPlate, or healthy eating?” (Balancing meals with different food groups. Protein, dairy, fruits, vegetables, and grains are all healthy parts of a balanced diet.)
    2. Inform students you will be talking specifically about turkey and turkey’s nutrition. 
    3. Distribute the Turkey Nutrition worksheet, one per student. Ask students to make predictions as you ask the following questions. Have students record the correct answers on their worksheets.
      1. Which MyPlate food group does turkey fit in to? (protein)
      2. What is one serving size for turkey? (3 oz.)
      3. How much protein is in one serving? (24 grams)
      4. How many calories? (117) 
      5. How much fat? (2 grams)
      6. How much sodium? (55 grams)
      7. How many carbohydrates? (0 grams)
      8. How much cholesterol? (60 grams)
      9. Does turkey have many vitamins or minerals? (Yes, B vitamins, selenium, and phosphorus are all present in significant amounts.)
    4. Work as a class to define the following, giving prompts as needed to arrive at the correct answer:
      1. Calories (Calories are a measure of energy. In nutrition, calories refer to the energy people get from the food and drink they consume, and the energy they use in physical activity. We need to consume enough calories to keep us energetic and growing, but not more than our bodies need based on our activity level and lifestyle.)
      2. Protein (Macronutrient your body needs to grow and repair cells and build muscles)
      3. Fat (Macronutrient used to build cell membranes, nerve tissue, and hormones. Fat is also used as fuel for the body.)
      4. Carbohydrate (Macronutrient used as the primary source of energy for your body. Carbs break down into glucose, aka blood sugar. Sugars, starches, and fiber are all carbs.) 
      5. Vitamins and Minerals (Micronutrients the body needs for a variety of metabolic processes. Examples: calcium; vitamins A, B, C, etc.; sodium; potassium)
    5. Discuss the following with students: 
      1. How does turkey compare to other foods, like ice cream or pop, in terms of nutrition? (Sweets, candy, and junk food have lots of calories, but not a lot of protein or vitamins. This makes food like turkey, with more protein and vitamins per calorie a more nutrient-dense food.)
      2. What factors can we use to determine the health benefit of a food? (High amounts of vitamins and minerals. Limited added sugar, saturated and trans fats, and cholesterol. Look for nutrient-dense foods like turkey/other lean proteins, fruits, and vegetables. Nutrient-dense foods help us eat the best number of calories while still getting the nutrients we need.)
    6. Spend a few minutes discussing which of these nutrition facts are important to your class and why.
      1. Are they athletes that want to build muscle mass?
      2. Are they especially heart-conscious and pay attention to sodium or cholesterol?
        1. Cholesterol may be one of the most confusing pieces. There are two types of cholesterol, LDL and HDL. LDL cholesterol can increase risk of heart attack and stroke, and HDL can decrease risk of heart attack and stroke. For more info.
    7. After discussion, have students complete Questions 2-4 on the worksheet sidebar.
    8. Have students brainstorm a list of foods that eat that include turkey. Write down as many ideas as students have. 
      1. Help the students brainstorm enough ideas so that 3-5 students could be assigned to each idea. (For example, in a class of 18, generate 4-5 ideas for topics) 
      2. Examples might include ground turkey in tacos, turkey bacon, roasted turkey, or turkey luncheon meat.
    9. Tell students that they will now be assigned to one of these food items.
      1. Start calling on students in birthday order, asking them to choose one of the items one at a time. Try not to allow more than 5 students per food item.
    10. When all students are grouped, note which group students are assigned to. 
    11. Instruct students to note their food item and group members on their worksheet.
    12. Have groups take notes on their favorite things about their food product, and the nutrition of that product based on earlier discussion.
      1. If time allows, have groups compare nutrition of each food item and discuss why the nutrition between turkey food items differs. 

  5. Activity 5 – Products and Marketing

    1. Start class by asking students what they think “marketing” is. Write the word marketing on the board.
      1. Take ideas from students for a minute or so, trying to guide them to the correct answer. Ask students if they’ve heard of advertising, if they see advertisements on YouTube or during shows. Advertising is part of marketing.
    2. Explain to students that things people buy (goods) also have people who sell them. There are lots of people involved, including people who make the goods, people who figure out how much the goods should cost, people who figure out if people really want to buy the goods, and all of the people who ship the goods and sell them at stores.
      1. This is all part of the supply chain. The agricultural supply chain helps get plants and animals from the farm to the usable products we have in our homes.
    3. Help students visualize the supply chain by sketching a simple production to consumption mind map. 
      1. Note: If you’ve completed “Activity 3 - Turkey Supply Chain” earlier in this unit, have students think back to what they learned in that lesson. Use this section as a simple review.
      2. In the center of the map, write Turkey Production.
        1. In smaller circles coming out of that one, list careers that are associated with growing turkeys and getting them to people’s homes.
          1. Examples: farmers, veterinarians, marketers, nutritionists, food scientists, truckers, butchers, grocery store workers, etc.
        2. Have students add notes about careers they’re not familiar with
          1. For example, marketers help sell products by identifying target buyers and helping to modify or create materials to help sell their specific item.
      3. For example:
    4. As a class, spend some time discussing marketing and what a turkey marketer might do. 
      1. Student should explore what aspects and information are vital to sell turkey. These are the things marketers do. Marketers might...
        1. Decide who buys turkey (a narrow, key demographic)
        2. Communicate how healthy turkey is
        3. Come up with new ways to use turkey (like turkey bacon)
        4. Make the product packaging or logos look attractive
        5. Try to think of clever ways to advertise with campaigns or slogans
        6. Research what ideas have worked for other marketers to engage with potential buyers
    5. Ask students how they would market turkey is they were a marketer. With what they now know about marketing, how might they best sell their product?
    6.  Brainstorm specific ideas for logos, slogans, colors, demographics, recipes, and more that they could use.

Evaluate

  1. Inform students they will be developing a marketing plan for a turkey recipe/product of their choice.  
    1. Note: If students completed Activity 4, they may choose to use their recipe and nutrition information from this activity
  2. Allow students to break into their small groups from Activity 4.
    1. Note: If Activity 4 was not implemented, break students into groups of groups of 3-5.
  3. Provide students with an overview of the project. Each group will complete the items listed below. A successful project will be supported by appropriate and compelling research for all marketing decisions.
    1. Decide on their turkey recipe/product
    2. Identify their key sales demographic
    3. Determine the nutrition profile of their product
    4. Create a plan for packaging and selling their product
    5. Devise an advertising campaign for the product
    6. Optional: Give students a mock budget from “their company” to adhere to. Alternatively, have students start as entrepreneurs and estimate costs needed to launch a product.
  4. Once groups have developed their marketing plans, allow them to “market” (present) their product to the class. Projects may be judged in a class wide competition.
    1. Projects may be scored using the official High School Gobble Up! Project Rubric.
    2. Note: The Iowa Agriculture Literacy Foundation is no longer hosting a statewide contest, but finished projects may be sent in for feedback from IALF’s team.

Did You Know? (Ag facts):

  • Iowa is the 6th highest turkey producing state with 11.7 million birds. 
  • Iowa raises mostly tom turkeys used for processed meats (like lunchmeat). 
  • Domestic turkeys are white, not brown. 
  • Turkeys are never raised with the use of hormones or steroids. 
  • Turkeys are raised in barns to keep them comfortable and safe.  

Extension Activities:

  • As a class, make one of the turkey products. Include steps like food safety, nutrition of the product, safe use of kitchen tools, and a taste test.
  • Watch one of our recorded turkey FarmChats to take a virtual field trip to a turkey farm!
  • Schedule a FarmChat® with industry professionals, like farmers, veterinarians, marketers, advertisers, food scientists, butchers, or more! 
  • ELA Turkey Lessons – Make turkeys cross curricular by having students learn about perspective, dialogue, poetry and more!
  • USDA Flock Defender – Learn more about biosecurity through the Education Kit and the Flock Defender games.  

Suggested Companion Resources:

Sources/Credits:

Author(s):

Alex Osborn

Ellen Lupkes

Organization Affiliation:

Iowa Agriculture Literacy Foundation

Agriculture Literacy Outcomes:

    T1.3-5.e. Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel (e.g., soil, water, air, plants, animals, and minerals)

  • T1. 9-12.c. Discuss the scientific basis for regulating the movement of plants and animals worldwide to control for the spread of potentially harmful organisms (e.g., invasive species and disease-causing organisms such as foot and mouth disease and avian and swine flu) as well as the methods of control in place

    T2 6-8.e. Identify strategies for housing for animal welfare and the safety of animal products

    T2. 9-12.a. Compare and contrast the differences between nature’s plant and animal lifecycles with agricultural systems

    T3.3-5.a. Describe the necessary food components of a healthy diet using the current dietary guidelines

    T3.3-5.b.  Diagram the path of production for a processed product, from farm to table

    T3.3-5.f. Identify careers in food, nutrition, and health

    T3.6-8.b. Evaluate food labels to determine food sources that meet nutritional needs.

    T3.6-8.c. Evaluate serving size related to nutritional needs.

    T3.6-8.g. Identify agricultural products (foods) that provide valuable nutrients for a balanced diet.

    T3.6-8.j. Identify the careers in food production, processing, and nutrition that are essential for a healthy food supply.

    T3.9-12.a. Accurately read labels on processed food to determine nutrition content

    T4.6-8.g. Identify science careers related to both producers and consumers of agricultural products.

    T5.3-5.b. Discover that there are many jobs in agriculture

    T5.3-5.e. Provide examples of agricultural products available, but not produced in their local area and state

    T5.6-8.b. Distinguish between careers in production (farmers and ranchers) with those that directly involve consumers (business and nutrition). 

    T5.6-8.g. Identify agricultural products that are exported and imported

    T5.9-12.d. Describe essential agricultural careers related to production, consumption, and regulation

    T5.9-12.f Discuss the relationship between geography (climate and land), politics, and global economies in the distribution of food

Iowa Core Standards:

    9
  • th
    • grade

    • Social Studies:
      1. SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
      2. SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies.
    • Literacy:
      1. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      2. W.9-10.6 Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
      3. W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      4. SL.9-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.
      5. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 
      6. SL.9-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      7. SL.9-10.6 Adapt speech to a variety of contexts and tasks, such as conducting interviews, participating in public performances, or debating an issue from either side, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation.
      8. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
      9. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • Iowa Core 21st Century Skills:
      1. 21.9-12.ES.1 Communicate and work productively with others, incorporating different perspectives and cross-cultural understanding, to increase innovation and the quality of work. 
      2. 21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. 
      3. 21.9-12.ES.3 Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
      4. 21.9-12.ES.5 Demonstrate productivity and accountability by meeting high expectations.
      5. 21.9-12.FL.2: Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow.
      6. 21.9-12.HL.1: Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health.
      7. 21.9-12.HL.3. Apply critical literacy/thinking skills related to personal, family and community wellness.
      8. 21.9-12.HL.5: Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
      9. 21.9-12.TL.1 Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
      10. 21.9-12.TL.2 Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
      11. 21.9-12.TL.3 Apply digital tools to gather, evaluate, and use information
      12. 21.9-12.TL.4 Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions

  • 10th grade

    • Social Studies:
      1. SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
      2. SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies. 
    • Literacy:
      1. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      2. W.9-10.6 Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
      3. W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      4. SL.9-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.
      5. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose, audience, and task. 
      6. SL.9-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      7. SL.9-10.6 Adapt speech to a variety of contexts and tasks, such as conducting interviews, participating in public performances, or debating an issue from either side, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation.
      8. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
      9. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • Iowa Core 21st Century Skills:
      1. 21.9-12.ES.1 Communicate and work productively with others, incorporating different perspectives and cross-cultural understanding, to increase innovation and the quality of work. 
      2. 21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. 
      3. 21.9-12.ES.3 Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
      4. 21.9-12.ES.5 Demonstrate productivity and accountability by meeting high expectations.
      5. 21.9-12.FL.2: Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow.
      6. 21.9-12.HL.1: Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health.
      7. 21.9-12.HL.3. Apply critical literacy/thinking skills related to personal, family and community wellness.
      8. 21.9-12.HL.5: Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
      9. 21.9-12.TL.1 Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
      10. 21.9-12.TL.2 Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
      11. 21.9-12.TL.3 Apply digital tools to gather, evaluate, and use information
      12. 21.9-12.TL.4 Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions

  • 11th grade

    • Social Studies:
      1. SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
      2. SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies. 
    • Literacy:
      1. RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively), as well as in words in order to address a question or solve a problem.
      2. W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      3. W.11-12.6 Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 
      4. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 
      5. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      6. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 
      7. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      8. SL.11-12.6 Adapt speech to a variety of contexts and tasks, such as conducting interviews, participating in public performances, or debating an issue from either side, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation.
      9. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
      10. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • Iowa Core 21st Century Skills:
      1. 21.9-12.ES.1 Communicate and work productively with others, incorporating different perspectives and cross-cultural understanding, to increase innovation and the quality of work. 
      2. 21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. 
      3. 21.9-12.ES.3 Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
      4. 21.9-12.ES.5 Demonstrate productivity and accountability by meeting high expectations.
      5. 21.9-12.FL.2: Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow.
      6. 21.9-12.HL.1: Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health.
      7. 21.9-12.HL.3. Apply critical literacy/thinking skills related to personal, family and community wellness.
      8. 21.9-12.HL.5: Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
      9. 21.9-12.TL.1 Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
      10. 21.9-12.TL.2 Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
      11. 21.9-12.TL.3 Apply digital tools to gather, evaluate, and use information
      12. 21.9-12.TL.4 Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions

  • 12th grade

    • Social Studies:
      1. SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
      2. SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies. 
    • Literacy:
      1. RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively), as well as in words in order to address a question or solve a problem.
      2. W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      3. W.11-12.6 Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 
      4. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 
      5. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      6. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 
      7. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      8. SL.11-12.6 Adapt speech to a variety of contexts and tasks, such as conducting interviews, participating in public performances, or debating an issue from either side, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation.
      9. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
      10. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    • Iowa Core 21st Century Skills:
      1. 21.9-12.ES.1 Communicate and work productively with others, incorporating different perspectives and cross-cultural understanding, to increase innovation and the quality of work. 
      2. 21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. 
      3. 21.9-12.ES.3 Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.
      4. 21.9-12.ES.5 Demonstrate productivity and accountability by meeting high expectations.
      5. 21.9-12.FL.2: Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow.
      6. 21.9-12.HL.1: Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health.
      7. 21.9-12.HL.3. Apply critical literacy/thinking skills related to personal, family and community wellness.
      8. 21.9-12.HL.5: Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
      9. 21.9-12.TL.1 Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
      10. 21.9-12.TL.2 Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
      11. 21.9-12.TL.3 Apply digital tools to gather, evaluate, and use information
      12. 21.9-12.TL.4 Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions