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School Group Curriculum 

  1. Field Trip Guide – gives educators the general rules, expectations, costs, etc.

  2. Facts about alpacas – helps educators and their students to learn more about alpacas prior to their visit

  3. Pre-visit activities – for Agriculture, science, and social studies ( all based on the standards); also divided up into elementary, middle, and high school levels

  4. Alpaca coloring page and vocabulary list (to support the pre-visit activities)

  5.Post-visit activities – for agriculture,           science and social studies

See Specific Standards Below with Pre and Post Visit Activities/Reviews
  • Agriculture
  • Social Studies
  • Science

Agriculture Standards – Pre-Visit Activities

 

Prior to your visit to LondonDairy Alpaca Ranch, we suggest having your students complete some of the following activities to activate prior knowledge, integrate their knowledge from other subject areas, stimulate creative thinking and problem solving. Educators, please adjust these accordingly to adapt to your particular students and their unique needs.

 

For all grade levels, we strongly encourage all the students have at least three written or recorded questions they would like to ask.   Mr. Stoer and Mr. Gease have 20+ years’ knowledge and experience, so please challenge them with your toughest questions to see if you can “Stump the Owners.”  

 

Elementary level students

 

  • Brain storm a list of what students think a famer/rancher does daily.

  • Brain storm a list of what students think they know about camels, llamas, and alpacas.

  • Discuss how life is different on a farm compared to living in a city.

  • Share and discuss one current event from South America.

  • Color a picture of an alpaca (see attached)  What unique physical features does it have?  Compare it to other animals the students are familiar with.  What is the same and what is different?

  • What do you think alpacas mostly eat? Discuss. 

  • What other animals chew their “cud?”  How many teeth do you suppose alpacas have?

  • Like all animals, alpacas can get sick.  What kinds of illnesses do you suppose they may get?

  • Take a class vote.  Is there such a thing as an alpaca doctor (veterinarian?)

  • A baby alpaca is called a “cria.”  (cree-ah).  What are some other baby animal names the students know? 

  • What kinds of things do you think you need to do, or NOT do, to be safe when you’re near an alpaca?  (Hint:  Practice walking and moving hands s-l-o-w-l-y, while using very soft, quiet voices.)

Middle/Junior High students

 

  • What career(s) is/are the individual student possibly considering?  Would farming/ranching be a career option?

  • Discuss, “How is farming/ranching an integral part of the local ecosystem?”

  • Discuss reasons why someone would prefer to live on a farm vs. living in a city.

  • Share and discuss one current event from South America.  How does it affect the U.S. or just Wisconsin?

  • What does the family name “camelid” tell you about alpacas? What other animals do you suppose it may be related to?

  • What does the word “ruminant” mean?

  • Because alpacas primarily eat grass, what kinds of parasites or illnesses do you suppose they can get?

  • Do alpacas eat or need anything else other than grass?  Discuss.

  • Take a class vote.  Is there an alpaca veterinarian in Wisconsin?

  • A baby alpaca is a called a “cria” (cree-ah).  What time of the year, or of the day, do you suppose they are generally born?  Why?

  • Discuss the “flight or fight” response that all animals possess.  How does this apply to quick movements or loud noises near alpacas?

  • Alpacas can be used for many things.  Discuss ideas as to what they may be used for.

  • What kinds of shelter and equipment do you suppose alpacas require?  How might this be different from what other farm animals may need?

  • Alpacas are often described as being “environmentally friendly”.  What does this mean?

 

High School students

 

  • Based on the student’s individual interests and aptitudes, would farming/ranching be a viable career option?  Why or why not?

  • Discuss, “What ecological, social and economic factors do you think are involved with being an alpaca rancher?”

  • Brainstorm how alpaca farms in South America may be similar and different than those in Wisconsin, and why those differences exist.

  • Alpacas are no longer exported from South America.  Research why this occurred.

  • Why might feed for alpacas be different than other ruminants?

  • What common ancestor(s) do alpacas (camelids) share? What other animals are they closely related to?

  • What do you suppose you would need as an alpaca rancher to keep your herd healthy? Why?

  • Do a quick Google search. Who is Dr. Norm Evans?

  • What kind of a diet do you think alpacas require? Why?

  • Discuss how a breeding program is important in ranching. What do you suppose is unique or challenging about breeding alpacas?

  • Brainstorm, “what are the safety risks of being a rancher and handling live animals?”

  • Discuss what are some ethical issues related to animal welfare in ranching?

  • Share thoughts on what kind of herd management system(s) might be needed for alpaca ranching.

  • Discuss your ideas on what kind of physical structures and equipment are needed to house, care for, and shelter alpacas.

  • What might be some environmental, zoning, or construction issues related to alpaca ranching?

Social Studies Standards – Pre-Visit Activities

 

Prior to your visit to LondonDairy Alpaca Ranch, we suggest having your students complete some of the following activities to activate prior knowledge, integrate their knowledge from other subject areas, stimulate creative thinking and problem solving. Educators, please adjust these accordingly to adapt to your particular students and their unique needs.

 

For all grade levels, we strongly encourage all the students have at least three written or recorded questions they would like to ask.   Mr. Stoer and Mr. Gease have 20+ years’ knowledge and experience, so please challenge them with your toughest questions to see if you can “Stump the Owners.” 

 

 

Elementary level students

 

  • On a world map or Western hemisphere map, locate the South American continent. Discuss its relationship and distance to North America, the U.S, and Wisconsin.

  • Identify the general location of Peru, Bolivia, and Chile in South America.

  • Compare maps to Wisconsin.  What some differences?  Similarities?

  • Compare Peru, Bolivia, and Chile to one another.  What are some similarities and differences?

  • How do you suppose alpacas were brought to the United States and Wisconsin?

  • Brainstorm ideas as to how you think the fleece on an alpaca is eventually used to create clothing or other items?

  • What are some of the major products exported and imported from Peru, Bolivia, and Chile.

  • In general, do you think the people who live in these countries aremostly poor, about average compared to the U.S., or are wealthy?  Why or why not?

  • Alpaca fiber cannot be sorted by a machine.  Why do you suppose this is?  How do you think it is sorted?

Middle/Junior High students

 

  • On a world map or Western hemisphere map, locate the countries of Peru, Bolivia, and Chile.  If possible, have the students color a map of these countries and identify capital and major cities, along major geographic landforms.

  • Discuss some of the major natural resources and climate conditions that exist in these three countries.

  • Review/discuss the history of the Incan civilization. Do you think alpacas were part of their culture?  Why or why not?

  • What are the roles/duties of men vs. women in Incan culture?  Do they still exist today? How are traditions passed from generation to generation, or are they not?  Brainstorm your ideas.

  • What are some of the uses of alpaca and their fiber in both their native countries and around the world?

  • How do you think alpacas and their fiber affect the economy of their native countries, along with the United States and Wisconsin?

  • Alpacas are no longer being exported out of South America.  Brainstorm some reasons as to why you think this occurred.  Why do you think there is a law about this?

  • Many people like to knit and make things with alpaca yarn or make fiber art.  How do you suppose this interest has a local and global impact?

  • Do a Google search and find an example of something made with alpaca fiber.  What about it do you like/not like?

  • What language/languages and religious beliefs exist in Peru, Bolivia, and Chile.  Do you think this has any influence on their art or how alpacas are used?

 

High School students

 

  • From memory, or by combining a variety of political, physical, and topographic maps; globe, aerial photographs and satellite images, construct maps of Peru, Bolivia, and Chile and identify capital and major cities, major geographic landforms, along with historical sites and landmarks.

  • Identify major natural resources and climate conditions in Peru, Bolivia, and Chile.

  • Research:  Who or what are the Kechua? (or “quechua”)

  • Discuss, “Do you think alpacas and their fiber have a significant impact on the countries of Peru, Bolivia, and Chile?  On the United States or Wisconsin?” Why or why not.

  • Alpacas are no longer being exported out of South America.  Brain storm some reasons to why you think this occurred and continues to remain the policy.

  • Many people like to knit and make things with alpaca yarn or make fiber art.  How do you suppose this interest has a local, regional and global impact?

  • The Incans were known for their artistry.  Do a Google search and find something made in Peru, Chile, or Bolivia with alpaca fiber and share why you like or do not like it.

  • What language/languages and religious beliefs exist in Peru, Bolivia, and Chile.  Do you think this has any influence on their art or how alpacas are used?  How might this differ from their use in the United States or Wisconsin?

  • What kinds of trade agreements and exports/imports does the U.S. have with the countries of Peru, Chile, and Bolivia?

  • Some alpaca ranchers raise their livestock for the fiber.  Others raise them for their meat.  Discuss the beliefs/values/religion involved in these types of decisions.

  • Do you think alpaca ranching has a significant impact on the global market?  Why or why not? Is it currently a growing or declining industry?

  • There are several formal alpaca organizations in Wisconsin and the U.S.  Research and find the name of at least two of them.  Why do you suppose they exist?  What is/are their purpose(s)?

Science Standards – Pre-Visit Activities

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Prior to your visit to LondonDairy Alpaca Ranch, we suggest having your students complete some of the following activities to activate prior knowledge, integrate their knowledge from other subject areas, stimulate creative thinking and problem solving. Educators, please adjust these accordingly to adapt to your particular students and their unique needs.

 

For all grade levels, we strongly encourage all the students have at least three written or recorded questions they would like to ask.   Mr. Stoer and Mr. Gease have 20+ years’ knowledge and experience, so please challenge them with your toughest questions to see if you can “Stump the Owners.” 

 

Elementary level students

 

  • Color a picture of an alpaca (see attached).  What is the same and different about it compared to other animals you know or have seen on a farm? What other animals do you suppose it might be related to?

  • What kinds of special adaptations do you think alpacas have to help them survive in the mountains and on grasslands?

  • Research what a baby alpaca is called.

  • What kinds of tools or technology do you think an alpaca rancher would need and why?

  • Discuss and give examples of the “flight or fight” response in animals.

 

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Middle/ Junior High level students

 

  • Alpacas appear very different from most animals we see on a farm in Wisconsin.  What are some of the differences and why do you suppose they exist?  What similarities do alpacas have with other domesticated and wild animals and why?

  • Alpacas are “camelids.”  What can you infer about them from this classification?

  • Alpacas are referred to as “herd” animals.  What does this mean?  What are the advantages and disadvantages of being a “herd” animal.

  • Research what the word “gestation” mean?  What is the gestation period for an alpaca?  How does this compare to a human?

  • What kinds of tools or technology do you think an alpaca ranch would need and why?

  • Share your ideas on how you think science might be used in alpaca ranching.

  • Why would an alpaca rancher be very concerned with genetics?

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High School students

 

  • Alpacas are uniquely adapted to their native South American environment.  What are some of those adaptations?  How do those help or hinder them in Wisconsin’s climate?

  • Alpacas are “camelids”.  What can infer about them from this classification?  What other animals are they closely related to?  What common ancestor might they share?

  • Alpacas are a non-native species to Wisconsin.  How might alpaca ranching affect local ecosystems?

  • Alpacas do not have an estrus cycle.  What is this?  What is the benefit of not having one?

  • How do you think technology is used in alpaca ranching?

  • Brainstorm how you think science is used daily in alpaca ranching.  What kinds of science-based decisions do you think are made on an alpaca ranch?

  • Would alpaca ranching be a possible career for you?  Why or why not.

  • Discuss how and why you think genetics plays a big role in being an alpaca rancher.

  • Research: what are some current bio-ethical issues in alpaca ranching?

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