Squabbles of the Soil

Teaching Guide Topic: Environmental impact of small-scale farms in comparison to large-scale farms Host: Dean Childs Guests: Colton McClanahan, Farm Credit and Doug Caywood, Organization they represent Description: Farms of all sizes across the globe are always adapting new practices to reduce the impact on the environment. From carbon emissions, pesticides, and other environmental concerns, farmers have a huge impact on the world. This impact varies greatly based on numerous variables, one of which being size and resources connected to size. Objectives: I can describe the pros and cons of farms in different sizes I can list what new practices for farms I can compare the priorities for small farms and large farms Pre-Viewing Questions: How do you think farms impact the environment? What are new technologies in agriculture? Do you think larger farms make a bigger impact on the environment or smaller farms Guided Questions: Colton McClanahan got his bachelor’s degree in _______ at ________. What percentage of greenhouse gas is accounted for by farming? What new technology does McClanahan mention to aid in chemical usage? List three of Doug Caywood’s animals Why does Mr. Caywood keep a bull on the farm? What is one advantage Mr. Caywood list’s for small farms? Post-Listening Questions: Describe two pros and cons of large scale farms and small scale farms (eight in total) List two new practices or technologies for farm In two sentences, compare the priorities of small farms against those of large farms. Scoring Rubric for Post-Listening Questions Question one Level one: only one pro or con for each side or less. Level two: All eight of pro/cons but with information that is blatantly incorrect. Level three: All eight of pro/con are listed with correct or mostly correct answers. Question two Level one: one practice filled out Level two: two practice filled out, both incorrect Level three: two practice filled out, one or both correct Question three Level one: one sentence, about only one priority Level two: two sentences, about only large or small scale priorities, or one sentence about both side’s priorities, or two sentences about both side’s priorities that is completely wrong Level three: two sentences, about both sides of the argument that is mostly factually correct in accordance of the podcast audio.

Teaching Guide Topic: Spay Or Neuter house pets Host: Madilyn Westergard Guests: Michael Shirley, Co-owner and office manager of Family Pet Health Description: In this podcast, we speak to a Co-Owner of a veterinary clinic about Spaying and neutering house pets. He gives insightful information about the safety and financial responsibilities of this procedure. Objectives: I can explain the safety precautions I should take before I find a vet. I can identify questions I should ask a vet before my pets first exam. I can identify my point of view on when I should have my animal spayed or neutered. Pre-Viewing Questions: When is the best time to spay or neuter your dog or cat? Is it possible to have more complications after spaying a dog after their first heat cycle? Would you prefer to spay/neuter your animal or not? Guided Questions: What is the name of the guest who spoke with Madilyn? What type of environment does Family Pet Health want to provide? What type of practice is Family Pet Health? How does Family Pet Health charge for Surgeries? What is Madilyn’s suggestion on spaying and Neutering? Post-Listening Questions: Provide the questions that anyone should ask their vet before bringing their animal. Explain in your own words how Family Pet Health charges for surgeries. Scoring Rubric for Post-Listening Questions Provide the questions that anyone should ask their vet before bringing their animal. Level One: Student provides one question. Level Two: Student provides two questions. Level Three: Student provides three or more questions. Explain in your own words how Family Pet Health charges for surgeries. Level One: Student explains in one sentence Level Two: Student explains in two sentences. Level Three: Student explains in three or more sentences the wellness plans that Family Pet Health provides.

Teaching Guide Topic: In Vitro Fertilization in Livestock Host: Lucero Gomez Guests: Micheal Resendiz with TransOva Texas and Liz Vanherweg with TransOva California Description: We are always breeding livestock in hopes of creating better offspring. There are several forms of breeding livestocks and they all have their pros and cons. With these pros and cons there is always discussions and everyone has an opinion on breeding. Come along and learn about the pros and cons of one form of assisted breeding in vitro fertilization. Objectives: I can define in vitro fertilization. I can identify 2 advantages and 2 disadvantages of in vitro fertilization I can create my own opinion on in vitro fertilization and provide 2 pieces of evidence Pre-Viewing Questions: What do you think in vitro fertilization is? Do you know of any other forms of livestock breeding? What is your opinion on assisted forms of breeding for livestock? Guided Questions: What is IVF? What is the difference between IVF and conventional flushing? How long does the process usually last? What is the average cost per embryo? What can affect the decision of IVF? Is IVF the most successful form of flushing? Post-Listening Questions: What is in vitro fertilization? What are 2 pros and 2 cons of in vitro fertilization? After listening, what is your standing on in vitro fertilization? Provide two pieces of evidence Scoring Rubric for Post-Listening Questions Post-Listening Question 1: Level 1: Student little to no definition Level 2: Student can briefly defines IVF in incomplete sentences Level 3: Student can define IVF in incomplete sentences Level 4: Student can define in vitro fertilization in complete sentences Post-Listening Question 2: Level 1: Student lists only one pro or one con Level 2: Student lists one pro and one con Level 3: Student lists two pros and two cons with no information Level 4: Student lists two pros and two cons with information Post-Listening Question 3: Level 1: Student gives one to two word answer Level 2: Student gives one reason and incomplete sentences Level 3: Student gives two reasons in incomplete sentences Level 4: Student gives two reasons in complete sentences

Teaching Guide Topic: In Vitro Fertilization in Livestock Host: Lucero Gomez Guests: Micheal Resendiz with TransOva Texas and Liz Vanherweg with TransOva California Description: We are always breeding livestock in hopes of creating better offspring. There are several forms of breeding livestocks and they all have their pros and cons. With these pros and cons there is always discussions and everyone has an opinion on breeding. Come along and learn about the pros and cons of one form of assisted breeding in vitro fertilization. Objectives: I can define in vitro fertilization. I can identify 2 advantages and 2 disadvantages of in vitro fertilization I can create my own opinion on in vitro fertilization and provide 2 pieces of evidence Pre-Viewing Questions: What do you think in vitro fertilization is? Do you know of any other forms of livestock breeding? What is your opinion on assisted forms of breeding for livestock? Guided Questions: What is IVF? What is the difference between IVF and conventional flushing? How long does the process usually last? What is the average cost per embryo? What can affect the decision of IVF? Is IVF the most successful form of flushing? Post-Listening Questions: What is in vitro fertilization? What are 2 pros and 2 cons of in vitro fertilization? After listening, what is your standing on in vitro fertilization? Provide two pieces of evidence Scoring Rubric for Post-Listening Questions Post-Listening Question 1: Level 1: Student little to no definition Level 2: Student can briefly defines IVF in incomplete sentences Level 3: Student can define IVF in incomplete sentences Level 4: Student can define in vitro fertilization in complete sentences Post-Listening Question 2: Level 1: Student lists only one pro or one con Level 2: Student lists one pro and one con Level 3: Student lists two pros and two cons with no information Level 4: Student lists two pros and two cons with information Post-Listening Question 3: Level 1: Student gives one to two word answer Level 2: Student gives one reason and incomplete sentences Level 3: Student gives two reasons in incomplete sentences Level 4: Student gives two reasons in complete sentences

Teaching Guide Topic: Reallocation of Base Acres Host: Faith Cook Guests: George McDonald, Owner of Catesa Farms and TCGA member; Casey Youngermann, American Soybean Association Board of Directors and TN Soybean Association State Director Description: With the 2023 Farm Bill being a main topic of discussion in the agriculture industry, base acreage has been brought before legislators several times. Base acres are the amount of acres that a farm has for a certain commodity, and they affect how much a producer can receive through crop insurance or relief funding. While many corn growers believe that there is a much needed reallocation of base acreage, other farmers disagree and would prefer that other issues be dealt with before this. Objectives: I can explain the importance of base acreage in the context of agriculture. I can identify opposing sides of the argument surrounding the reallocation of base acreage. I can identify my point of view on whether or not base acreage should be reallocated. Pre-Viewing Questions: Write at least one thing that you know about disaster funding in the agriculture industry. What do you think base acres are? If someone has 10 base acres on 100 acres of farmland, should they be given more base acres? Guided Questions: What does Mr. McDonald, the first guest, explain about base acres? Write down one of the examples that Mr. McDonald gave about farms and their base acres. How does Mr. McDonald think the 2023 Farm Bill will impact base acre reallocation? What does Mr. Youngermann, the second guest, explain about base acres? What is Mr. Youngermann’s personal experience with base acres? What does Mr. Youngermann say about the cost of a mandatory reallocation of base acres? Post-Listening Questions: Provide two reasons for why someone would be for the reallocation of base acreage. Give an example. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation. Scoring Rubric for Post-Listening Questions 1. Provide two reasons for why someone would be for the reallocation of base acreage. Give an example. Level One: Level Two: Level Three: 2. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example. Level One: Level Two: Level Three: 3. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation. Level One: Level Two: Level Three:

Teaching Guide Topic: Reallocation of Base Acres Host: Faith Cook Guests: George McDonald, Owner of Catesa Farms and TCGA member; Casey Youngermann, American Soybean Association Board of Directors and TN Soybean Association State Director Description: With the 2023 Farm Bill being a main topic of discussion in the agriculture industry, base acreage has been brought before legislators several times. Base acres are the amount of acres that a farm has for a certain commodity, and they affect how much a producer can receive through crop insurance or relief funding. While many corn growers believe that there is a much needed reallocation of base acreage, other farmers disagree and would prefer that other issues be dealt with before this. Objectives: I can explain the importance of base acreage in the context of agriculture. I can identify opposing sides of the argument surrounding the reallocation of base acreage. I can identify my point of view on whether or not base acreage should be reallocated. Pre-Viewing Questions: Write at least one thing that you know about disaster funding in the agriculture industry. What do you think base acres are? If someone has 10 base acres on 100 acres of farmland, should they be given more base acres? Guided Questions: What does Mr. McDonald, the first guest, explain about base acres? Write down one of the examples that Mr. McDonald gave about farms and their base acres. How does Mr. McDonald think the 2023 Farm Bill will impact base acre reallocation? What does Mr. Youngermann, the second guest, explain about base acres? What is Mr. Youngermann’s personal experience with base acres? What does Mr. Youngermann say about the cost of a mandatory reallocation of base acres? Post-Listening Questions: Provide two reasons for why someone would be for the reallocation of base acreage. Give an example. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation. Scoring Rubric for Post-Listening Questions 1. Provide two reasons for why someone would be for the reallocation of base acreage. Give an example. Level One: Level Two: Level Three: 2. Provide two reasons for why someone would be against the reallocation of base acreage. Give an example. Level One: Level Two: Level Three: 3. In your opinion, should there be a reallocation of base acres? If so, should it be mandatory? Provide reasoning for your opinion on base acre reallocation. Level One: Level Two: Level Three:

Topic: Government Monetary Support on Sustainable Agricultural Practices Host: Elisabeth Bean Guests: Matthew McClellan, Professor of Soil Science and Ag Business at Walters State Community College Description: Implementing sustainable agricultural methods is a challenge for many producers due to the cost. Government organizations offer monetary relief and support for these sustainable agricultural practices but there is controversy. There is opposition to this monetary support by many which leads to tensions. There is also just as strong of a supporting side for this monetary support on sustainable agricultural practices. Objectives: I can identify one reason for why people would not support government monetary support on sustainable agricultural practices. I can identify one reason for why people support government monetary support on sustainable agricultural practices. I can provide an example of how governments support sustainable agricultural practices monetarily. Pre-Viewing Questions: What is government monetary support on sustainable agriculture practices? What is your viewpoint on this controversy now? Name a person or organization you believe would use or implement these practices. Guided Questions: What is one reason why someone would support government monetary support on sustainable government practices? What is an example of this monetary support on sustainable agricultural practices? What is one reason why someone would not support government monetary support on sustainable agriculture? Post-Listening Questions: Name a new person or organization you found from listening that provides this monetary support or implementation. Name a viewpoint for the opposition of this monetary government support on sustainable agricultural practices. How has your viewpoint changed from listening to both sides?

Topic: Government Monetary Support on Sustainable Agricultural Practices Host: Elisabeth Bean Guests: Matthew McClellan, Professor of Soil Science and Ag Business at Walters State Community College Description: Implementing sustainable agricultural methods is a challenge for many producers due to the cost. Government organizations offer monetary relief and support for these sustainable agricultural practices but there is controversy. There is opposition to this monetary support by many which leads to tensions. There is also just as strong of a supporting side for this monetary support on sustainable agricultural practices. Objectives: I can identify one reason for why people would not support government monetary support on sustainable agricultural practices. I can identify one reason for why people support government monetary support on sustainable agricultural practices. I can provide an example of how governments support sustainable agricultural practices monetarily. Pre-Viewing Questions: What is government monetary support on sustainable agriculture practices? What is your viewpoint on this controversy now? Name a person or organization you believe would use or implement these practices. Guided Questions: What is one reason why someone would support government monetary support on sustainable government practices? What is an example of this monetary support on sustainable agricultural practices? What is one reason why someone would not support government monetary support on sustainable agriculture? Post-Listening Questions: Name a new person or organization you found from listening that provides this monetary support or implementation. Name a viewpoint for the opposition of this monetary government support on sustainable agricultural practices. How has your viewpoint changed from listening to both sides?

Topic: Removal & Roundup of Wild Horses in the Western United States Host: Addison Medlin Guests: Celeste Carlisle, Return to Freedom Wild Horse Preservation & Lynae Rogers, Bureau of Land Management Description: Throughout the last several years, wild horses that roam freely on public land have become overpopulated to the point of conflict. Due to the overpopulation, these horses are recruited and removed from the land, using the method of round-up, by law by the Bureau of Land Management. Some people disagree with removing wild horses from the land, and others stand in support of doing it, while some disapprove of the methods being practiced. This podcast will explore the controversy behind the removal and roundup of wild horses in the Western United States, and provide insight on each perspective. Objectives: I can explain why horses are being rounded up and removed from public land. I can identify two supporting and two opposing arguments on the removal and roundup of wild horses. I can create my own opinion on this topic based on previous knowledge and guest observations. Pre-Viewing Questions: List three things you know about wild horses and/or wild horse gatherings. Why do you think the round-ups of wild horses is controversial? Based on prior knowledge, what is your opinion on the round-up of wild horses? Guided Questions: What is the name of the organization Celeste works for? What degree did Celeste earn before working with wild horses? Which guest works for the Bureau of Land Management? What happens to the horses once gathered from the range? What did Lynae say the Comprehensive Animal Welfare program does? Post-Listening Questions: Provide two reasons horses are being gathered and removed from public land. List two supporting arguments and two opposing arguments on the removal and round-up of wild horses. After listening to this episode, what is your stance on the round-up of wild horses? Scoring Rubric for Post-Listening Questions Post-listening Question #1: (objective 1) Level 1: Student lists 0 reasons why horses are gathered and removed from public land. Level 2: Student lists 1 reason why horses are gathered and removed from public land. Level 3: Student lists 2 reasons why horses are gathered and removed from public land. Post-listening Question #2: (objective 2) Level 1: Student lists less than 1 argument on the removal and round-up of wild horses. Level 2: Student only lists one of each supporting and opposing arguments. Level 3: Student lists 2 arguments for each supporting and opposing sides. Post-listening Question #3: (objective 3) Level 1: Student does not provide a response. Level 2: Student provides a response but does not say his/her stance on the topic. Level 3: Student provides a thorough response about his/her stance on the topic.

Guests: Guest 1, Charles Hord Jr. with TN Cattlemen's Association Guest 2 Makayla Hickman with Boviatech Semex (based out of Canada) Description: Discussion on why there are good and bad practices with cow/calf separation. Is there harm in doing this in the cattle industry? Explaining why this mainly happens in the dairy industry instead of the beef. Discussing if there is a correct time period to separate mother and calf for animal health. Objectives: I can define the reason for cow/calf separation. I can explain what industry is affected the most in the cow/calf separation. I can recognize what a cow/calf separation is. Pre-Viewing Questions: What breed is cow/calf separation mainly used? Does age matter when the separation begins? Guided Questions: What is cow/calf separation? What is your opinion on cow calf separation? How do you separate the cow from the calf safely? Is it appropriate to take away a sick calf from a cow? Is beef and dairy calf separation the same? Are there any sick check ups you do when separating a calf? Post-Listening Questions: Is there a certain time to separate cow and calf? If a calf is sick do they get to stay with the mother? Scoring Rubric for Post-Listening Questions The scoring rubric is based on the information given from the guest speakers. Level 1 - 5 points Level 2 - 3 points Level 3 - 1 point Questions 1 objective 1 & 3 Level 1 - students can explain what the main reason is. Level 2 - students are able to point to one main factor. Level 3 - students have no idea. Question 2 No Objective this is Opinion based. Question 3 Objective 2 Level 1 - students can confirm which breed is using this the most and how to work around the animal. Level 2 - students can give at least 1 reason why it is important. Level 3 - students have no idea. Question 4 Objective 2 Level 1 - students are gathering the opinion that was given by the guest speakers to form their answer. Level 2 - students do not find 2 examples. Question 5 Objective 2 Level 1 - students explain why the certain breed is used the most and tell why they are different. Level 2 - students can tell which breed is using this method. Level 3 - students have no idea. Question 6 Objective 1 Level 1 - students will be able to give reasons on why or why not calves are taken away when sick. Then give a reason why they stay if needed. Level 2 - students can give reasons why a calf can be taken when sick. Level 3 - students have no idea.

Topic: Foie Gras Host: Jordan Komers Guest 1: Rebecca Williams & Guest 2: Kevin Jones Description: Foie gras or “fatty liver” is a delicacy made from the fattened liver of ducks or geese. It is highly regarded for its rich, buttery flavor and smooth texture, often considered gourmet food. However, behind its culinary allure lies a deep-rooted controversy that has divided food enthusiasts, animal rights activists, and chefs alike. Objectives: I can describe the gavage process in foie gras production. (Understand) I can contrast the perspectives and arguments presented by Rebecca Williams and Kevin Jones. (Analyze) I can defend my own informed opinion on foie gras in a respectful discussion. (Evaluating) Pre-Viewing Questions: What do you already know about foie gras? What are your initial thoughts or opinions on the production and consumption of foie gras? Are you aware of any regulations or bans on foie gras in certain regions or countries? If so, which ones? Guided Questions: What are the key aspects or main points of focus in the controversy surrounding foie gras? How do farms reduce stress and discomfort during the feeding process? What is the mixture of feed that is deposited into the ducks’ stomach during the gavage process? What effect does overfeeding have on the birds? What can occur due to constant reinsertion of a feeding tube into the bird's esophagus? What are the two alternative production methods? Post-Listening Questions: Describe the gavage process in foie gras production. How does it contribute to the controversy surrounding foie gras? (Obj. 1) Contrast the perspectives and arguments presented by Rebecca Williams and Kevin Jones regarding foie gras. What were the main points of difference between their viewpoints? (Obj. 2) Reflecting on the ethical concerns raised, would you support or oppose a ban on foie gras production? Why or why not? (Obj. 3) Scoring Rubric for Post-Listening Questions Question 1, Objective 1: Level 1 - The response does not accurately describe the gavage process or fails to address its controversy. It lacks clarity and limited understanding. Level 2 - The response provides a basic description of the gavage process and acknowledges its controversial nature. It demonstrates a moderate understanding but lacks depth and elaboration. Level 3- The response offers a thorough and insightful description of the gavage process, highlighting its ethical concerns and impact on the controversy. It demonstrates a comprehensive understanding with clear and detailed explanations. Questions 2, Objective 2: Level 1 - The response fails to contrast the perspectives and arguments of Rebecca Williams and Kevin Jones or provides incomplete or inaccurate information. Level 2 - The response identifies some differences in viewpoints and presents a basic understanding of their arguments. It demonstrates a moderate level of analysis. Level 3 - The response provides a comprehensive and nuanced analysis, identifying differences and presenting a thorough understanding of the arguments presented by both guests. It demonstrates critical thinking and clear explanations. Questions 3, Objective 3: Level 1 - The response does not clearly state a position on supporting or opposing a ban on foie gras, or lacks reasoning and justification. It may show a lack of understanding of the ethical concerns and arguments surrounding foie gras. Level 2 - The response presents a stance on supporting or opposing a ban on foie gras, but the reasoning and justification may be limited or lack clarity. It demonstrates some understanding of the ethical concerns and arguments, but the analysis may be superficial. Level 3 - The response clearly articulates a well-supported position on supporting or opposing a ban on foie gras. It provides thoughtful reasoning and justification, drawing from a comprehensive understanding of the ethical concerns and arguments. The response may consider counterarguments and...

Teaching Guide Topic: Controversy Surrounding Fish Farming Host: Jasmin Angel Guests: (1) Steven Hedlund: Global Seafood Alliance and (2) Paul Chiyokten Wagner, founder of the Protectors of the Salish Sea. Description: Fish farming is the breeding, raising, and harvesting of fish. It is a form of aquaculture and the fastest growing area of animal food production today. As we continue to navigate these waters, we dive into the potential positives and negatives of this form of agriculture. Objectives: I can explain what fish farming is in my own words. (Level 2, Understand) I can compare the two different types of fish farms. (Level 4, Analyze) I can develop my own opinion on fish farms based on facts given in the podcast. (Level 6, create) Pre-Viewing Questions: What is your current opinion on the farming of animals? Do you think fish farming is similar to cow farming? Why do you think fish farming could be controversial? Guided Questions: What are some different kinds of animals involved in aquaculture? Where do we get most of the fish we eat in the United States? Does aquaculture help combat overfishing? What is one reason Mr. Chiyokten gives on why net pens in Washington were hurting the environment? What kind of effect do the net pen farms have on the indigenous peoples? What is the organization that Mr. Chiyokten founded? Post-Listening Questions: After listening to the podcast, in your own words, explain what fish farming is. (Obj. 1) Compare net pen fish farms with inland fish farms. Which one do you think is better for the environment? (Obj. 2) After listening, what is your opinion on fish farming? Explain. (Obj. 3) Scoring Rubric for Post-Listening Questions Question 1, Objective 1: Level 1 - The response given does not go into detail and does not demonstrate an understanding of fish farming. Level 2 - The response given goes into some detail and demonstrates somewhat of an understanding about what fish farming is. Level 3 -The response given goes into great detail and demonstrates a complete and total understanding about what fish farming is. Question 2, Objective 2: Level 1 - The response lacks details in comparison. The student does not state their opinion on the two different types at all. Level 2 - The response contains little details when comparing. The student gives their opinion on the two different types of fish farming, but does not give reasons. Level 3 - The response contains major details when comparing. The student gives their opinion on the two different types of fish farming and goes into detail. The student also uses some information from the podcast in their answer. Question 3, Objective 3: Level 1 - The student does not give their opinion on fish farming at all and does not give reasoning. Level 2 - The student gives their opinion on fish farming but does not give reasoning. Level 3 - The students gives their opinion on fish farming and they also give reasons why they feel that way.

Teaching Guide Topic: Farmland Conversion Host: Hannah Harrell Guests: Dr. Charley Martinez, University of Tennessee Kendrick Curtis and Matt Von Lunen, Middle Tennessee Industrial Development Association Description: Farmland conversion has become a rising issue for the agriculture industry in Tennessee in recent years. In the last 20 years, the state of Tennessee has lost over a million acres of farmland, whether that be to contractors, housing, or infrastructure developments. Some see this phenomenon as progress for a more successful Tennessee, while others who are involved in or in support of Tennessee agriculture see this as a threat to the success of the industry. Objectives: I can define what farmland conversion is. I can identify two (2) causes and two (2) effects of farmland conversion. I can differentiate between positive and negative effects of farmland conversion to form my own opinion on the topic. Pre-Viewing Questions: How do you define farmland conversion? List 3 reasons why farmland conversion is happening at such a high rate in Tennessee. Why do you think farmland conversion is controversial? Guided Questions: What states were Mr. Curtis and Mr. Von Lunen from? What does the term “highest and best use” mean in the context of land development? What kind of family farm operation did Mr. Curtis grow up on, and what issues did they face? What are Dr. Martinez’s specialty areas? What “caveat” of land use does Dr. Martinez include under the theme of farmland conversion? What programs through the University of Tennessee does Dr. Martinez suggest for agricultural producers to protect their operations in the future? Post-Listening Questions: After hearing the differing perspectives, has your definition of farmland conversion changed? Why or why not? List and describe two (2) causes and two (2) effects of farmland conversion. Based on the information in the episode, what do you think are the largest consequences of farmland conversion? List and describe two (2) positive consequences and two (2) negative consequences. Scoring Rubric for Post-Listening Questions Post-Listening Question 1: Level 1: The student states whether or not their definition of farmland conversion has changed in the form of bullet points or incomplete sentence(s), and/or fails to provide their own reasoning. Level 2: The student states whether or not their definition of farmland conversion has changed in the form of bullet points or incomplete sentence(s), and provides their own reasoning. Level 3: The student states whether or not their definition of farmland conversion has changed in the form of complete sentence(s), and provides their own reasoning. Post-Listening Question 2: Level 1: The student lists and describes either 1 cause or 1 effect in the form of bullet points. Level 2: The student lists and describes 1 cause and 1 effect in the form of either bullet points or incomplete sentences(s). Level 3: The student lists and describes 2 causes and 2 effects in the form of a complete sentence(s). Post-Listening Question 3: Level 1: The student lists and describes either 1 positive consequence or 1 negative consequence in the form of bullet points. Level 2: The student lists and describes 1 positive consequence and 1 negative consequence in the form of either bullet points or incomplete sentences(s). Level 3: The student lists and describes 2 positive consequences and 2 negative consequences in the form of a complete sentence(s).

Topic: Grass-fed beef, is it better? Host: Lexy Halbert Guests: Brad Whited, grass-fed beef cattle farmer, and Seth Granstaff, grain-fed beef cattle farmer. Description: Antibiotic-free, hormone-free, grass-fed only, and pasture-raised… are all terms I am sure each one of you has heard of when it comes to shopping for any kind of meat, milk, or egg produce in the grocery store. While all of these topics are bound to get people wound up and ready to debate, today I would like to discuss the controversy of grain-fed vs. grass-fed beef cattle. Some view grass-fed beef as the best option for their cattle overall, while others view grass-fed beef as a way to stunt crop yields and have less marbling in the end product. Today we will hear from two very experienced farmers who are on opposite ends of the spectrum when it comes to the topic of whether or not grass-fed beef is better. Objectives: I can explain the difference between grass-fed and grain-fed beef cattle. I can describe two pros and two cons of grass-fed beef. I can explore the ideas of the interviewees and their differing viewpoints. Pre-Viewing Questions: List 4 things you know about the difference between grass-fed and grain-fed beef cattle. What is your current opinion on grass-fed beef? Why do you think the top, “grass-fed beef, is it better?” is controversial? Guided Questions: What does Mr. Whited feed to his herd besides grass/hay? When does Mr. Granstaff feed grain? Would either interviewee switch to the opposite? (grain to grass, grass to grain) Can you achieve marbling in meat without grain? What is one “grain exception” Mr. Whited made in the beginning stages of his operation? What does Mr. Granstaff think about the organic labels in grocery stores? Post-Listening Questions: List 4 differences between grass-fed and grain-fed beef cattle. Describe two pros and two cons of grass-fed beef. After listening, what is your stance on grass-fed beef? Scoring Rubric for Post-Listening Questions Post-listening question 1: Level 1: Student lists 0 differences between grass-fed and grain-fed beef cattle. Level 2: Student lists 1 difference between grass-fed and grain-fed beef cattle. Level 3: Student lists 2-3 differences between grass-fed and grain-fed beef cattle. Level 4: Student lists 4 or more differences between grass-fed and grain-fed beef cattle. Post-listening question 2: Level 1: Student only lists one pro OR one con. Level 2: Student lists one pro and one con. Level 3: Student lists one pro and one con with one description. Level 4: Student lists one pro and one con with both descriptions. Post-listening question 3: Level 1: Student gives a one-two-word response. Level 2: Student gives a response in an incomplete sentence without reasoning. Level 3: Student gives a response in an incomplete sentence with reasoning. Level 4: Student gives a response in a complete sentence with reasoning

Topic: Coyote Control: Wildlife Hunting Competitions for Population Control Host: Anna Collins Guests: Francisco Santiago-Avila, Science and Ethics Manager of Project Coyote; Barry Cross, Tennessee Wildlife Resource Agency Description: Coyotes are a fixture of the environment in many areas across the United States. They may serve as a threat to pets, livestock, and the ecosystem if populations are allowed to go uncontrolled. One way the population is controlled is through Wildlife Hunting Competitions in which participants hunt coyotes and receive awards for bringing in the largest animal or the highest number of animals within a given period. Animal activists and others oppose this method of population control saying animals should not be hunted for sport. However, hunters and many others support this sport as a form of population control. Objectives: I can identify two reasons someone may support coyote hunting and hunting competitions. I can identify two reasons someone may oppose coyote hunting and hunting competitions I can express my opinion on this controversial agricultural issue based on my previous knowledge and the opinions of the guests. Pre-Viewing Questions: List two things you know about coyotes. Describe your opinion on coyote hunting competitions using only your prior knowledge. List up to three things you know about coyote hunting in your state. Guided Questions: Where does Fransisco, the first guest, work? What type of fence is needed to keep coyotes out of pens? What do coyotes do for bird species? Where does, Barry, the second guest, work? In addition to hunting, what other population control method is recommended? What is the largest determining factor of coyote population size? Post-Listening Questions: List two reasons someone may be in support of legislation presented by Project Coyote. List two reasons someone may be opposed to legislation presented by Project Coyote. State your opinion on banning coyote hunting competitions and give at least one reason why you feel that way. Did your opinion change after listening to this episode? Scoring Rubric for Post-Listening Questions Level 1 - Lists only one reason someone may be in support of legislation presented by Project Coyote. Level 2 - Lists two reasons someone may be in support of legislation presented by Project Coyote in the form of bullet points or incomplete sentences. Level 3 - Lists two reasons someone may be in support of legislation presented by Project Coyote in the form of a complete sentence(s). Level 1 - Lists only one reason someone may be opposed to legislation presented by Project Coyote. Level 2 - Lists two reasons someone may be opposed to legislation presented by Project Coyote in the form of bullet points or incomplete sentences. Level 3 - Lists two reasons someone may be opposed to legislation presented by Project Coyote in the form of a complete sentence(s). Level 1 - States their opinion in the form of bullet points or incomplete sentences, fails to give one reason, and/or states whether their opinion changed. Level 2 - States their opinion, provides at least one reason, and state whether their opinion changed based on the episode in the form of bullet points or incomplete sentences. Level 3 - States their opinion, provides at least one reason, and state whether their opinion changed based on the episode in the form of complete sentences.

Teaching Guide Topic: Factory Farming of Animals Host: Sara Reese Guests: Seth Robinson, Robinson Farms and Justin Turner, Turner Farms Description: This podcast will bring a new knowledge to the listeners in which way they will decide on their own whether or not Factory Farming of Animals is good or bad. They will get to listen to both sides of someone who knows more about the topic than I do. I believe that it will give a better understanding for the industry. Objectives: I can define what factory farming is. I can differentiate the differences between factory farming and regular farming. I can formulate my own opinion for the podcast. Pre-Viewing Questions: What is factory farming? How does it effect our world? (Pollution, quality of air, and health for the animals?) Is it good for our regular consumption of fo od? Will it help us continue to have that supply? Guided Questions: What is factory farming? Is it healthy and sustainable for us and the animals? What is your opinion on factory farming? Is factory farming ethical? What are some potential health concerns for the animals and for us? If factory farming is harmful, what are some alternatives for this? Post-Listening Questions: What is factory farming? How does it effect our world? (Pollution, quality of air, and health for the animals?) Is it good for our regular consumption of food? Will it help us continue to have that supply?

Topic: Development of Urban Agriculture Host: Xander Caywood Guests: Jason Sowell, Lewis Group Architects & University at Buffalo and Nia Smith, Civic Design Center. Description: Agriculture is an ever-evolving industry, but does it belong in urban areas? Listen to this Squabbles of the Soil episode about development of Urban Agriculture, where we discuss the pros and cons of bringing agriculture into more urban areas of civilization. Will the negative consequences outweigh the positives or will this development further our civilization’s future? Objectives: I can define what urban agriculture is. I can explain 2 pros and 2 cons of urban agriculture development I can give an example of urban agriculture in today’s society. Pre-Viewing Questions: Describe what you think Urban Agriculture is. Identify what might be 2 types of Urban Agriculture Before listening, what is your opinion of implementing agriculture into urban areas. Guided Questions: Who talked about creating jobs in Nashville? Who talked about Guerilla gardening? Who mentioned the high price of land in urban areas? What country did Nia travel to for “WWOOFing”? List two types of practices that Jason Sowell mentioned being used in urban agriculture. Who talked about development in the Rust Belt? Post-Listening Questions: Describe what Urban Agriculture (including two examples). List and explain two pros of urban agriculture and two cons of urban agriculture After listening, what is your opinion on Urban Agriculture development and why? Scoring Rubric for Post-Listening Questions Post-Listening Question 1: Level 1: The student describes what urban agriculture is in bullet points or incomplete statements (with no example provided). Level 2: The student is able to describe what urban agriculture is in complete sentences (with no or only one example). Level 3: The student is able to describe what urban agriculture is in complete sentences (with 2 or more examples provided). Post-Listening Question 2: Level 1: The student lists either 1 positive consequence or 1 negative consequence of urban agriculture. Level 2: The student lists and explains 1 positive consequence and 1 negative consequence of urban agriculture. Level 3: The student lists and explains 2 positive consequences and 2 negative consequences of urban agriculture.. Post-Listening Question 3: Level 1: The student states their position in an incomplete sentence without reasoning. Level 2: The student states their position in a complete sentence without reasoning. Level 3: The student states their position in complete sentences with reasoning.

Teaching Guide Topic: Critical Habitat Protection of Hellbender Salamanders Host: Zen Pisani Guests: Trisha Crabill and Brain Segee Listen in to learn more about Hellbenders, the subspecies of Giant Salamanders in North America, and different views as to why the subspecies having a Critical Habitat Designation along with their classifications under the Endangered Species Act (ESA). Objectives: Pre-Viewing Questions: Guided Questions: Post-Listening Questions: Scoring Rubric Categories Level 1: 1 points Level 2: 2 points Level 3: 3 points Knowledge Level 1: Student cites either one positive or one negative consequence. Level 2: Student lists at least 1 positive and 1 negative consequence. Level 3: Student lists multiple positive and negative consequences. Synthesis Level 1: Student responses do not incorporate relevant viewpoints from the podcast. Level 2: Student incorporates information related to one viewpoint presented in the podcast. Level 3: Student incorporates information from both viewpoints. Reasoning Level 1: Student does not back up reasoning or show why they have a certain opinion. Level 2: Student supports some statements with facts and evidence. Level 3: All or most opinions are backed up by facts from the podcast or other credible sources.

Objectives: Pre-Viewing Questions: Guided Questions: Post-Listening Questions: *Must be open-ended* *can be the same as pre-viewing questions* The comments shared on this podcast are not reflective of middle tennessee state university Scoring Rubric: The following scoring guide can be used to assess responses to open-ended post-listening questions. Create your own point value to align with your school’s approach to assessment: Question 1 objective 1: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 cons Level 3- student lists and describes one pro and one con Level 4- student lists and describes at least two pros and one con Question 2 objective 2: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 cons Level 3- student lists and describes one pro and one con Level 4- student lists and describes at least two pros and one con Question 3 objective 3: Level 1- student lists one pro and one con Level 2- student lists 2 pros and 2 cons Level 3- student lists and describes one pro and one con Level 4- student lists and describes at least two pros and one con

Teaching Guide for Squabbles of the Soil Season 3 Topic: Consumption of Red Meat Host: Tyler Lansford Guests: Charles Hord, Tennessee Cattlemen’s Association Vice President / Ana Currie, Healthcare Professional Red meat is a popular animal product consumed around the world. Products like beef, pork, lamb, goat, and more fall into the category of red meat. It’s such a broad category, that according to the USDA, red meat made up 51% of all meat consumption in the United States during 2017. Despite its popularity, concerns have been growing over the last few decades about the health risks that may be associated with the consumption of red meat. Join us in this episode as we speak to two guests who are excited to share their views on the consumption of red meat. Objectives: Pre-Viewing Questions: Guided Questions: Post-Listening Questions: The comments shared on this podcast are not reflective of middle tennessee state university