Name: Ms.

Klingler Date: February 14, 2019

Area: Animal Sciences
Job: Understanding Cattle Marketing
Class: 3rd hour Animal Science
Situation:
On Tuesday the class went over cattle facilities and the components involved in safe and
effective feedlot and cattle facilities. On Wednesday, students read the chapter discussing
cattle facilities in Modern Livestock and Poultry Production (Chapter 18) and answered the
review questions associated with the chapter. Today’s lesson focuses on helping students
understand cattle marketing. This lesson will cover the basics of marketing as well as yield
grade and quality grade basics and packers. Following this lesson we will take another short
quiz and then begin moving into swine.
Standards:
ANSC.01.02.a – Define agriculture industry segments (producers, processors, consumers, etc.)
and distribution channels.
ANSC.01.04.a – Describe the movement of products through channels.
ANSC.08.01.b – Define measurement tools to predict the quality and yield grade of a carcass.
Targets/Questions/Objectives:
Students will identify the market classes and grades of beef cattle.
Students will describe various methods of marketing beef cattle.
Students will discover why cattle should be handled properly to prevent losses when
marketing.
Materials Needed:
Student Notebooks
Computer
PowerPoint
Live Auction Video
Plan of Action (Time included):

TOTAL TIME: 57 minutes

 Students will arrive in class and grab their notebooks. Today’s bellwork is: “What
does shrinkage refer to in cattle?”
 Discuss student’s answers after they have had a chance to answer the bellwork.
(~5 minutes)

Body of lesson:
 Begin the Marketing Beef PowerPoint. Ask the following questions:
 Beef Promotion and Research Act: Have you heard of this act before?
 Market Basics: Supply and Demand: Why is it important to understand supply and
demand? Have you personally experienced the effects of supply and demand?
 Methods of Marketing – Terminal Markets: Have you seen a terminal marketing
system before? Why do you think it may have been popular?
 Auction Markets: What is a good example of an Auction Market that you may have
been to before? Have you ever gone to an auction market? What would make this
appealing to producers and buyers?
  Direct Selling and Country Markets: Why do you think this method of marketing is
increasing in popularity?
 Electronic Marketing: Have you ever participated in an electronic market?
 Packers and Stockyards Act: Why is this act so important for marketing? Why would
they create this act?
 Purebred Marketing: What are some purebred associations that you can think of that
might utilize this marketing type?
 Selecting a Market: Why is convenience bigger than price and costs of marketing?
 Shrinkage: Have you heard of shrinkage before? Why is it important to anticipate
shrinkage in beef cattle?
 Labeling Meat: What do you think about COOL? Is it beneficial or not, in you
opinion?
 Market Classes and Grades – Did you know that veal had different classifications?
What surprised you?
 Grades for Slaughter Cattle: Have you heard of quality grades before? Did you know
how we got meat grades was partly based on quality grades?
 Yield Grades: What do you think about yield grades? Does this system of grading
make sense?
 Carcass Beef: Why is marbling so important in meat?
 Yield Grades: Do you understand how to grade carcasses using YG? (This is a difficult
topic to understand, especially since this a brief cover of the topic.)
 Grades and Meat Quality: Have you ever seen dark cutting beef? As a consumer,
would you be turned off from buying this meat? Why?
(~35 minutes)

Closure:
 At the end of the PowerPoint have students answer question 1-9 and 10-14 on page
384-385 in the textbook Modern Livestock and Poultry Production.
 Ask students if they have any other questions about the marketing of cattle.
Knowledge/Skills/Dispositions targeted on this lesson:
Assessment Plan- What did students learn? How do you know?
Students will have learned about marketing of beef and the basics of QG and YG. Students
will demonstrate their learning by answering the questions at the end of the chapter that the
PowerPoint was aligned to. This will show the instructor if students understood the material
and if there are any misconceptions that must be addressed before moving on.
Attached:
 Content – PowerPoint (separate)
 Activity –
 Assessment – Review questions at the end of Chapter 19 (in textbook)
Resources:
 Modern Livestock and Poultry Production textbook pgs. 372-385