# "The Cow Book"

If you would like to incorporate the "Cow Book" into your School Field Trip, we will send you a link to print the book when you book your class.

### Table of Contents

Students design a map and map key of Dakin Dairy Farm.

Using the websites provided, allow students to work independently or in groups to find the answers to the questions. It is recommended to take this opportunity to teach the students about internet safety before beginning.

On your first trip to the farm, you will learn some fascinating information about the cow’s stomach. To prepare, learn about and label the cow’s stomach on the drawing. Use the website provided on the next page to help you.

The following websites contain all of the answers to the Webquest question.

During your class’s first trip to the farm, have your students listen closely to your tour guide to answer the questions. Don’t forget to take lots of pictures!

After your first trip to the farm, take some time for your students to reflect on their experience. Glue some pictures onto this page, or you can have students draw their favorite part of the tour.

In preparation for your second trip to the farm, teach the difference between quantitative and qualitative data. Have students come up with a riddle or acronym to help them remember the difference.

On your SECOND trip the farm, your students will each be assigned a cow. Have your students record the cow’s number and observe qualitative and quantitative data about the cow.

Using the data provided to you from Dakin Dairy Farm, have your students record the gallons of milk produced by their cow that day, during that milking. **The specific data can be changed according to what data is available.** In groups, have your students find the MEAN of milk produced and create a bar graph of their data.

Here, students will use data provided to you from Dakin Dairy Farm to track your cow’s data over time. Create a line graph to see trends over time. Possible discussion questions: Is the line graph increasing or decreasing? During your second trip to the farm, your tour guide will discuss that the milk production decreases.

Using the information gathered on your second trip to the farm, make a PIE chart of the cows’ diet.

These are some optional ELA activities that correlate with a trade book.

Using the information gathered on your second trip to the farm, make a PIE chart of the cows’ diet.

### Timeline

- p. 4 – 7 to be completed prior to your first trip to Dakin Dairy Farm
- p. 8 to be completed at Dakin Dairy Farm during your first field trip
- p. 9 to be completed upon returning from your first field trip
- p. 10 to be completed in preparation for your second field trip
- p. 11 – 14 to be completed using the information gathered on your second trip to the farm
- p. 15 – 16 Optional pages to be completed at the teacher’s discretion

### Florida Standards Correlation

Standard 1: The World in Spatial Terms (SS.3.G.1)

Standard 1: The World in Spatial Terms (SS.4.G.1)

Standard 1: The World in Spatial Terms (SS.5.G.1)

Standard 2: Places and Regions (SS.5.G.2)

SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.

SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted

SC.3.N.1.4 Recognize the importance of communication among scientists.

SC.3.N.1.5 Recognize that scientists question, discuss, and check each others' evidence and explanations.

SC.3.N.1.6 Infer based on observation.

SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements that is used to help validate explanations of natural phenomena.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations

SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups

SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.

SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. Cognitive

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. Cognitive

SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.4.N.1.8 Recognize that science involves creativity in designing experiments

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. 2

SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support

MAFS.3.OA.3.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

MAFS.3.NF.1.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

MAFS.4.NF.2.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

MAFS.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec

MAFS.4.MD.2.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, Mathematics Common Core (MACC) is now Mathematics Florida Standards (MAFS) MAFS.5.NF.2.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

MAFS.5.MD.1.1 Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

MAFS.5.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.