EAS2 Exploring Agriculture Curriculum · Lesson Title Animal Care and Production Competency ......

EAS2

Exploring Agriculture Curriculum Unit Exploring Animal Science Lesson Title Animal Care and Production Competency Describe the techniques of animal care and production. Standards

AS.01.02. Assess and select animal production methods for use in animal systems based upon their effectiveness and impacts. AS.01.02.01.c. Evaluate the effectiveness of different production methods and defend the use of selected methods using data and evidence. AS.02.01. Demonstrate management techniques that ensure animal welfare. AS.02.01.01.a. Explain the implications of animal welfare and animal rights for animal systems. AS.02.01.01.c. Implement and evaluate quality-assurance programs and procedures for animal production. AS.02.02.01.c. Select, evaluate and defend the use of specific tools, technology or equipment used to perform animal husbandry and welfare tasks. AS.04.03.01.a. Identify and categorize natural and artificial breeding methods (e.g., natural breeding, artificial insemination, estrous synchronization, flushing, cloning, etc.). AS.05.01. Design animal housing, equipment and handling facilities for the major systems of animal production. AS.07.01. Design programs to prevent animal diseases, parasites and other disorders and ensure animal welfare. AS.08.01. Design and implement methods to reduce the effects of animal production on the environment. CRP.04.01. Speak using strategies that ensure clarity, logic, purpose and professionalism in formal and informal settings. CRP.04.03. Model active listening strategies when interacting with others in formal and informal settings. CRP.12.01. Contribute to team-oriented projects and builds consensus to accomplish results using cultural global competence in the workplace and community. CS.05.02. Examine and choose career opportunities that are matched to personal skills, talents, and career goals in an AFNR pathway of interest.

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Exploring Animal Science � EAS2 � Animal Care and Production

CCSS.ELA.6.RI.1.A. Draw conclusions, infer and analyze by citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA.6.SL.1.B. Delineate a speaker’s argument and claims in order to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA.6.W.2.A.c. Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience; develop writing with narrative, expository, and argumentative techniques. (Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence.) CCSS.ELA.6.W.3.A.c. Review, revise, and edit writing with consideration for the task, purpose, and audience. (Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation.) CCSS.ELA.7.RI.1.B. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials. CCSS.ELA.7.SL.1.A. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA.7.SL.1.C. Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. CCSS.ELA.7.W.1.A. Conduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system. CCSS.ELA.8.RI.3.D. Read and comprehend informational text independently and proficiently. CCSS.ELA.8.SL.2.A. Speak audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume, clear articulation and accurate pronunciation at an understandable pace. CCSS.ELA.8.SL.2.B. Make consistent eye contact with a range of listeners when speaking using effective gestures to communicate a clear viewpoint and engage listeners. CCSS.ELA.8.SL.2.C. Plan and deliver appropriate presentations based on the task, audience and purpose integrating multimedia into presentations to clarify information, strengthen claims and evidence, and add interest.

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Student Learning Objectives

Slide 3 in EAS2 Animal Care and Production Lesson Objective After completing this lesson on animal care and production, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on the Animal System Poster project. Enabling Objectives As a result of this lesson, the student will…

1. Describe best practices for promoting and maintaining animal well-being. 2. Evaluate the ethics of common animal production processes and select appropriate

methods for a given species. 3. Examine emerging technologies involved in animal production processes.

Time One day of instruction as outlined in the Pacing Guide represents 40 minutes of instruction.

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Pacing Guide: Objective 1: Describe best practices for promoting and maintaining animal well-being. Day 1 Animal and Human Interaction: What Does it Mean to be a Responsible

Steward of Animals? Day 2 Introduction to Animal Welfare and Animal Rights Day 3 What’s the Difference Between Animal Welfare and Animal Rights? Day 4 Quality Assurance: Providing Animal Welfare Day 5 Humane Treatment of Animals at Beef Plants Day 6 Animal Welfare Debate Introduction and Preparation Day 7 Animal Welfare Debate Preparation Day 8 Animal Welfare Debate Preparation Day 9 Animal Welfare Debate Day 10 Introduce Final Project: Animal Systems Poster

Objective 2: Evaluate the ethics of common animal production processes and select appropriate methods for a given species. Day 11 Introduce Animal Care Practices and Ethics Day 12 Production Practices: Identification and Surgical Procedures Day 13 Production Practices and Purposes Research Day 14 Evaluate Animal Production Practices Day 15 Final Project Work Day: Animal Systems Poster Day 16 Final Project Work Day: Animal Systems Poster

Objective 3: Examine emerging technologies involved in animal production processes. Day 17 Identify Emerging Technologies in Animal Production Day 18 Artificial Reproductive Techniques and Animal Biotechnology Day 19 Final Project Work Day: Animal Systems Poster Day 20 Final Project Presentation Day

List of Resources

Abcam. (2019, Feb 8). Cryopreservation of Mammalian Cell Lines Video Protocol. YouTube. Retrieved from https://www.youtube.com/watch?v=PnsH2PaSpN0

Animal Agriculture Alliance (n.d.). Animal Care. Retrieved from

https://www.animalagalliance.org/engage/ Animal Health Institute. (n.d.) Vaccines. Retrieved from https://www.ahi.org/about-

animal-medicines/vaccines/

Bayland Buildings, Inc. (2018, Jan 12). The Design/Build Experience Ventilation System. YouTube. Retrieved from https://www.youtube.com/watch?v=Y1ZPafXyx4c

Bell, R. (2015). Temple Grandin, Killing Them Softly at Slaughterhouses for 30 Years.

National Geographic. Retrieved from https://www.nationalgeographic.com/people-and-culture/food/the-

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plate/2015/08/19/temple-grandin-killing-them-softly-at-slaughterhouses-for-30-years/

Davey, S. (2016, Jul 10). How to Clone a Cow. YouTube. Retrieved from

https://www.youtube.com/watch?v=GJWLYFAZZAA Ethical (n.d.) Merriam-Webster’s Dictionary. Retrieved from https://www.merriam-

webster.com/dictionary/ethical#other-words

Feedstuffs (2016). New Innovations Primed for Livestock Feed. Farm Progress. Retrieved from https://www.feedstuffs.com/markets/conditions-suggest-only-minor-red-meat-poultry-expansion

Frost, R. & Mosley, J. (2015). Factors that Affect Nutritional Requirements of Animals.

Extension. Retrieved from https://articles.extension.org/pages/58239/factors-that-affect-nutritional-requirements-of-animals

Fyksen, J. (2018). Automation edging out traditional feeding. AgUpdate. Retrieved from

https://www.agupdate.com/automation-edging-out-traditional-feeding/article_c5b3b6d5-e3ca-5190-9e20-e3879ad4185e.html

The Global Standard for Livestock Data. (n.d.). Retrieved February 13, 2019 from

https://www.icar.org/ GEA Group. (2016, Jul 21). GEA Dairy Farming – Automated Feeding with MixFeeder

and Intelligent WIC System. YouTube. Retrieved from https://www.youtube.com/watch?v=Z032IPAuGk0

Grubinger, V. & Sanford, S. (2015). Ventilation and Cooling Systems for Animal

Housing. Extension. Retrieved from https://articles.extension.org/pages/32633/ ventilation-and-cooling-systems-for-animal-housing#top

Horserush. (2010, Sept 1). Horse Rush TV Australia Embryo Transfer Vet Segment

Education. YouTube. Retrieved from https://www.youtube.com/watch?v=Cz2yjucflzk

Instructional Materials Laboratory. (2000). Exploring Agriculture in America Instructor

Guide (pp. 1). Columbia, MO: University of Missouri.

Jones, D. D. & Friday, W. H. (n.d.). Environmental Control for Confinement Livestock Housing. Purdue University Cooperative Extension Service. Retrieved from https://www.extension.purdue.edu/extmedia/AE/AE-96.html

Meat News Network (2012, August 23). Video Tour of Beef Plant Featuring Temple

Grandin. [YouTube video]. North American Meat Institute. Retrieved from https://www.youtube.com/watch?time_continue=504&v=VMqYYXswono&has_verified=1

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The New York Times (2013, October 14). The Story of Dolly the Cloned Sheep | Retro

Report | The New York Times. [YouTube video]. Retrieved from https://www.youtube.com/watch?v=tELZEPcgKkE

Ormandy, E. H., Dale, J., & Griffin, G. (2011, May). Genetic Engineering of Animals:

Ethical Issues, Including Welfare Concerns. National Center for Biotechnology Information. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3078015/

People for the Ethical Treatment of Animals (n.d.). Animal Rights Uncompromised:

There's No Such Thing as a 'Responsible Breeder'. Retrieved from https://www.peta.org/about-peta/why-peta/responsible-breeders/

PlanetGreenTV. (2010, Oct 13). Dean of Invention-How Cow Waste Generates

Electricity. YouTube. Retrieved from https://www.youtube.com/watch?v=gaRDUatrLMg

Protect the Harvest (n.d.). Animal Rights vs. Animal Welfare – There is a Difference.

Retrieved from https://protecttheharvest.com/what-you-need-to-know/animal-rights-vs-animal-welfare-there-is-a-difference/

Protect the Harvest (n.d.). Habeas Corpus is for Humans, Not Animals. Retrieved from

https://protecttheharvest.com/news/habeas-corpus-humans-not-animals/ Schroeder, J. W. (n.d.). Advantages of Automated Calf Feeders. AgWeb. Retrieved from

https://www.agweb.com/article/advantages-of-automated-calf-feeders-naa-university-news-release/

Schweitzer, R. (2014, December 7). Animal Welfare Debate Project. [Web log post].

NAAE Communities of Practice. Retrieved from https://communities.naae. org/message/17182

SVS Repro Stateline Veterinary Service. (2016, Oct 19). SVS Repro Bovine IVF.

YouTube. Retrieved from https://www.youtube.com/watch?v=4oJU7yNzvUs United States Department of Agriculture National Institute of Food and Agriculture

(n.d.). Research in Assisted Reproductive Technologies. Retrieved from https://nifa.usda.gov/research-assisted-reproductive-technologies

VanDevender, K. (n.d.). Runoff Water Management for Animal Production and

Environmental Protection. University of Arkansas Division of Agriculture Research and Extension. Retrieved from https://www.uaex.edu/publications/PDF/FSA-1036.pdf

Vetoquinol Australia. (2017, Feb 6). How an AI Technician Inseminates a Cow.

YouTube. Retrieved from https://www.youtube.com/watch?v=si-1Cc_h854

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World Organization for Animal Health (n.d.). Animal Welfare at a Glance. Retrieved

from http://www.oie.int/en/animal-welfare/animal-welfare-at-a-glance/ Yang, A. (2013, Nov 6). RFID Active Eartag-Care your cattle! YouTube. Retrieved from

https://www.youtube.com/watch?v=dod86uTq2UA

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List of Tools, Equipment, and Supplies EAS2 PowerPoint Presentation EAS2 Activity Sheet and Evaluation Packet EAS2 Student Activity Packet Poster board (one per student) Student computer access for internet research

Key Terms

Slide 4 in EAS2 Animal Care and Production The following terms are presented in this lesson (shown in bold italics)

Animal rights Animal welfare Mechanical ventilation Passive ventilation Anaerobic digestion Biomass energy Transgenic animal Artificial insemination Cryopreservation Embryo transfer

Interest Approach Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slide 5 in EAS2 Animal Care and Production Have the class brainstorm a list of responsibilities, daily activities, resources, and costs involved in raising the dog. Discuss whether all of the items on the list are required to raise the dog in a humane manner. Have students discuss what is included in proper care. Discuss that several people can have different opinions on this. We will define and explore what “humane” means, talk about responsibilities of animal ownership, and explore animal welfare. The student will ultimately form his/her own opinion based on the facts presented.

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Summary of Content and Teaching Strategies Objective 1: Describe best practices for promoting and maintaining animal well-being.

Slide 6 in EAS2 Animal Care and Production Day 1: Animal and Human Interaction: What Does it Mean to be a Responsible

Steward of Animals? Teaching Strategies Related Content Ask students: Why are animals important to us? How do you interact with animals daily? Over the past year? Elicit responses. Direct students to Notes Page EAS2.1 and direct them to capture responses. There are several common ways we all interact with animals; for example, several of us have pets. There may be a few different ways we interact with animals as well; for example, we may not all eat meat, eat eggs, go hunting, participate in rodeo, etc. There are many different opinions and feelings on how people and animals interact. Your opinion on matters such as veganism, using animals in medical testing, hunting, just to name a few, are yours to form! We will spend time exploring the different views of animal agriculture and you will get to form

Why are animals important to us?

• Food • Clothing • By-products • Medicine/medical research • Recreation/companionship • Specialized services for individuals

with disabilities and for law enforcement

How do we interact with animals daily? Over the past year?

• Pets • Eating • Wearing wool • Taking medicine/going to the doctor • Fishing • Hunting • Going for a walk/watching wildlife • Going to the zoo • Participating in a rodeo

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your opinion based on facts. One thing we can all agree on is we must be responsible stewards of animals. What does that mean?

Slide 7 in EAS2 Animal Care and Production Using Notes Page EAS2.1, instruct students to capture notes. Lead student discussion. Emphasize that it is important to be aware of animal control regulations and to follow those regulations in order to be a responsible animal owner.

Slide 8 in EAS2 Animal Care and Production Using Notes Page EAS2.1, instruct students to capture notes. Discuss animal control regulations. Encourage students to ask questions.

What are the responsibilities of animal ownership?

• Provide proper: o Food o Health care o Shelter

• Knowledge of purchase and maintenance costs

What are the purposes of animal control regulations?

• Fencing, caging, and leash laws protect people and other animals form harm.

• Health regulations prevent the spread of disease.

• Identification regulations prove animal ownership.

• Abuse ordinances protect animals from cruel treatment.

• Fishing and hunting regulations control type and amount killed.

Animal control regulations provide protection for animals from people as well as for people from animals.

Ticket Out the Door

Slide 9 in EAS2 Animal Care and Production Instruct students to respond to the following questions:

• What is one new thing you heard today? • What is one thing you already knew? • What is one thing you heard today that you have a question about?

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Day 2: Introduction to Animal Welfare and Animal Rights Teaching Strategies Related Content Set context with students that we will talk about animal rights and animal welfare. We will define each, explore information, gather information the students find pertinent, and will use it in a debate at the end of this portion of the lesson. Ask students who has heard of animal rights and animal welfare. Instruct students to turn to a neighbor and define each term.

Slide 10 in EAS2 Animal Care and Production Instruct students to capture definitions on Notes Page EAS2.2. Locate three articles about animal rights and/or animal welfare and instruct students to read the articles. While students are reading, instruct them to mark up the document by underlining text they agree with strongly, circling the text they have questions about, and putting parenthesis around text they disagree with.

Slide 11 in EAS2 Animal Care and Production

Definitions

• Animal Rights: The belief that animals should be treated the same as humans and have the same rights

• Animal Welfare: Providing proper care to ensure the health and well-being of an animal

Ticket Out the Door

Slide 12 in EAS2 Animal Care and Production Instruct students to share the underlined text (what they agreed strongly with) in articles with a neighbor.

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Day 3: What’s the Difference Between Animal Welfare and Animal Rights? Teaching Strategies Related Content Ask students to review the articles from yesterday. Facilitate a discussion where students share items they underlined (agreed with), circled (have questions about), and put parenthesis around (disagreed with). Direct students to Activity Sheet EAS2.3 for guided notes on the difference between animal welfare and animal rights.

Slides 13-15 in EAS2 Animal Care and Production

Animal Welfare versus Animal Rights

• Animal welfare is providing proper care to ensure the health and well-being of an animal.

• Animal welfare means how an animal is coping with the conditions in which it lives.

• An animal is in a good state of welfare if (as indicated by scientific evidence) it is healthy, comfortable, well nourished, safe, able to express innate behavior, and if it is not suffering from unpleasant states such as pain, fear, and distress.

• Good animal welfare requires disease prevention and veterinary treatment, appropriate shelter, management, nutrition, human handling, and human slaughter.

• Ensuring animal welfare is a human responsibility that includes consideration for all aspects of animal well-being.

• Animal rights refers to the belief that animals should be treated in the same manner as humans and have the same rights.

• Animal Rights Organizations include Animal Liberation Front (ALF),

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Humane Society of the United States (HSUS), and People for the Ethical Treatment of Animals (PETA).

Ticket Out the Door

Slide 16 in EAS2 Animal Care and Production Instruct students to review notes from the articles they read yesterday as well as and Activity Sheet EAS2.3 to begin forming their personal opinion. Answer the following question:

• Do I feel more strongly about animal welfare or animal rights? Why?

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Day 4: Quality Assurance: Providing Animal Welfare Teaching Strategies Related Content Ask students how animal owners and producers ensure they are promoting animal welfare. Facilitate student discussion. Introduce quality assurance programs.

Slide 17 in EAS2 Animal Care and Production Assign students to the different quality assurance programs to research. Students will capture notes on Activity Sheet EAS2.4.

Slide 18 in EAS2 Animal Care and Production Discuss animal welfare. Not only are there quality assurance programs to ensure animals are being well cared for; there are also general responsibilities that animal owners and producers adhere to.

Quality Assurance Programs

• There are a variety of programs designed to educate animal owners on best production practices to promote animal welfare and safety of our food supply; example programs include:

o Beef Quality Assurance (BQA) o National Dairy FARM Program o National Chicken Council

Animal Welfare Guidelines o American Sheep Industry

Association Sheep Care Guide o Pork Quality Assurance Plus

and Youth Pork Quality Assurance

o Youth for the Quality Care of Animals (YQCA)

Responsibilities of Animal Ownership

• Animal owners should provide the following basic needs to ensure animal welfare:

o Water o Nourishment

§ Protein § Energy (carbohydrates) § Vitamins and minerals

o Health care o Shelter

• Animal owners should recognize that different animals require different types of food, shelter, health care, and attention costs. Physiological stage, topography, and climate can also influence an animal’s needs. Responsible animal owners should consult with veterinarians or credible

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information sources to understand how to properly care for their animals.

• Responsible animal owners should be knowledgeable about the costs involved with owning an animal (e.g., purchasing cost, maintenance costs, etc.).

Ticket Out the Door Instruct students to find three other students that had a different quality assurance program and share research.

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Day 5: Humane Treatment of Animals at Beef Plants Teaching Strategies Related Content Share that animals are used for food, clothing, by-products, and other uses. These animals are called production animals. The way production animals are handled and treated is humane and comes through quality assurance programs, education, and research. One woman who has devoted her life to understanding and improving the humane treatment of production animals is Temple Grandin. Locate and show a YouTube Video about Temple Grandin’s work with beef processing plants. An example would include:

• Video Tour of Beef Plant Featuring Temple Grandin: https://www.youtube.com /watch?time_continue=504&v= VMqYYXswono&has_verified=1

o NOTE: In this video, 0-1:55 introduces students to Temple Grandin. The video tour of the beef plant is 1:55-10:00. This video demonstrates how cattle are handled in meat packing plants. The video does show an animal being harvested (no blood or noise) and is processed humanely. Some scenes may be considered graphic, so be sure to review this video prior to showing it in your classroom.

Temple Grandin

• Professor of animal science at Colorado State University

• “I think we can eat meat ethically, but we’ve got to give animals a good life,” she says.

• She’s developed several ways to reduce stress and humanely treat cattle: curved chutes, center-track restrainer, non-slip flooring, repairs to facilities, changed lighting, education for workers- for instance do not leave hoses or jackets lying around, move cattle in small groups

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Debrief the video by asking:

• What message did Temple share about the beef processing facility?

• What are three ways Temple mentioned will keep cattle calm?

• Why is it important to keep cattle calm before slaughter?

• Why does the “free leg” continue to move after the animal is dead?

• What has Temple done to make sure that animals are handled in a humane way?

Direct students to Activity Sheet EAS2.5. Students will create a pros and cons list for animal welfare and animal rights. Students will base this off of their opinion. The information will be investigated later to find information and research to support the rationale/opinion.

Ticket Out the Door Show Activity Sheet EAS2.5 is completed.

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Day 6: Animal Welfare Debate Introduction and Preparation Teaching Strategies Related Content Introduce the animal welfare debate. Use Activity Sheet EAS2.6 and the rubric on Activity Sheet EAS2.7 to discuss the debate outline.

• A group of four students will be assigned a topic about animal welfare.

• Each group will have two pairs: one pair in favor and one pair opposed.

• The groups will flip a coin to determine which pair is against the topic and who will be for the topic.

• Two class days will be provided to conduct research.

• There will be an in-class debate. • The first partner group will give their

presentation for five minutes. • The second partner group will give

their presentation for five minutes. • Each group will then have two

minutes to prepare a rebuttal, countering the statements made by the other side.

• Each group will present the rebuttal. • Each group will have a one-minute

closing argument. • Audience members will vote on the

winning presentation. Voting does not reflect their opinion on the issue, but instead reflects how effectively the groups presented the information and persuaded audience members.

Share the debate topics. Assign a group of four to each topic:

• Gestation stalls • Horse slaughter • Battery cages • Animal usage in circuses • Animal usage in rodeos • Tail docking • Castration • Confined housing

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Note: Feel free to add other debate topics. Any topic that has two sides would work well.

Ticket Out the Door Have Activity Sheet EAS2.6 completed and the system to work on the project set up (i.e., PowerPoint document opened and saved, place for keeping notes and websites, etc.).

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Day 7: Animal Welfare Debate Preparation Teaching Strategies Related Content Students continue to work on their animal welfare debate. Remind students to reference Activity Sheet EAS2.6. Students must have credible sources and track websites/sources used for the debate.

Ticket Out the Door Show progress on PowerPoint debate and show at least two credible sources.

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Day 8: Animal Welfare Debate Preparation Teaching Strategies Related Content Students continue to work on their animal welfare debate. Remind students to reference Activity Sheet EAS2.6. Students must have credible sources and track websites/sources used for the debate. The debate is tomorrow. Ensure groups have determined who is speaking during what slides for the presentation. Review what the debate will look like by referencing Activity Sheet EAS2.6.

Ticket Out the Door Show progress on PowerPoint debate and show at least four credible sources.

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Day 9: Animal Welfare Debate Teaching Strategies Related Content Review the format of the debate.

• The first partner group will give their presentation for five minutes.

• The second partner group will give their presentation for five minutes.

• Each group will then have two minutes to prepare a rebuttal, countering the statements made by the other side.

• Each group will present the rebuttal. • Each group will have a one-minute

closing argument. • Audience members will then vote on

the winning presentation. Voting does not reflect their opinion on the issue, rather voting reflects how effectively the groups presented the information and persuaded audience members.

Evaluate each presentation using the rubric on Activity Sheet EAS2.7. At the conclusion of each debate have audience members vote.

Ticket Out the Door

Slide 19 in EAS2 Animal Care and Production Direct students to Activity Sheet EAS2.5. Instruct students to evaluate their responses. Have your opinions changed? Why or why not? What pro or con are they reconsidering?

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Day 10: Introduce Final Project: Animal Systems Poster Teaching Strategies Related Content Direct students to Activity Sheet EAS2.8 for the final poster instruction sheet. Introduce final project:

• At the conclusion of this unit, the students will create a poster about an animal system. Students will select the animal they highlight.

• Students will explain the purpose of the animal.

• Students will design the care and/or production structure for the animal.

• Students will describe and defend the care and/or production structure for the animal.

• Students will describe and defend at least one technology they will use in the animal system.

• Students will explain why their choices are ethical.

Students will begin the development of the poster project. Using Activity Sheet EAS2.9, instruct students to select their animal system, explain the purpose, and identify at least three potentially controversial topics that apply to the animal system they have selected.

Ticket Out the Door Share progress on Activity Sheet EAS2.9 with three other people in the class.

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Objective 2: Evaluate the ethics of common animal production processes and select appropriate methods for a given species.


Day 11: Introduce Animal Care Practices and Ethics Teaching Strategies Related Content Instruct students to find a partner to discuss the following questions:

• What are a few examples of common animal care production practices? (It can be helpful to think about veterinary procedures for pets or production practices for livestock.)

• Why do animal care providers conduct these practices?

• What animal production processes do we have questions about?

Slide 21 in EAS2 Animal Care and Production Bring the class back together and have a few groups share. Set context for the reasons why producers and animal owners use these common practices. Instruct students to use Notes Page EAS2.10 to capture notes from the slides.

Slide 22 in EAS2 Animal Care and Production Explain that we will explore and evaluate the ethics of different methods of animal care and production processes for different species.


Production Practices Categories

• Identification • Surgical procedures • Housing structures • Handling • Hygiene, health, and disease

prevention • Environmental stewardship

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Discuss the definition of ethical decision making. Introduce the Exploring Ethical Production Practices rubric found on Activity Sheet EAS2.11. Discuss the parts of the rubric and how to use it to help guide ethical decisions. Explain that this exercise will be used when evaluating animal care and production processes. To explore the production practice from an ethical perspective:

• Complete an evaluation about an animal care or production process

• Look at the topic or question from your perspective first by stating your position and opinion on the topic, your objections to it, what you assume, and how you perceive the implications of the topic.

Purpose of Production Practices • There are a variety of production

practices that are common in animal care.

• Certain operations are performed on animals, typically under the supervision of a veterinarian, to prevent the animal from harming human handlers, destroying property, reproducing, or harming other animals.

• Animal owners use a variety of structures to house animals in an effort to promote animal and human safety.

• Animal owners implement practices to care for and maintain the environment in which animals under their care live.

Definition of “Ethical”

• Expressing moral approval or disapproval

Synonyms for “Ethical”

• Honorable, just, moral

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• Then complete the same for the opposite perspective.

• Finally, look at how you would defend these objections, assumptions, and implications. After looking at the topic or question, reconsider your original stance. Has it changed?

Ticket Out the Door

Slide 24 in EAS2 Animal Care and Production Instruct students to answer the following questions:

• What is an animal production practice that you’ve heard of before? • What questions do you have about animal production practices?

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Day 12: Production Practices: Identification and Surgical Procedures Teaching Strategies Related Content Ask students: • How can you tell the animals apart? • Why would you want to tell the

animals apart? • What kind of identification tools do

animal owners use for animals?


Discuss the purpose of animal identification. Instruct students to use Notes Page EAS2.12 to capture notes.


Transition to discuss other care and production practices in animals; more about identification will be discussed and evaluated later in the unit. Ask students:

• What are some reasons animal owners would need a veterinarian?

Visual examples of identification tools:

• Sheep with ear tag • Pig with ear notches • Dog with identification tags

Identification

• Being able to identify individual animals is critical to good animal/herd management. There are several ways that animals are identified; examples include:

§ Ear notching — Used in the swine industry

§ Tagging — Used in a variety of species

§ Branding — Used in cattle and horses

§ Banding — Used in poultry

§ Chipping — RFID tags; used in a variety of species and can gather data to use in a variety of ways

§ Tattoo — Used in rabbits and sheep

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• Why do animals have surgical procedures?

Discuss the purpose of surgical procedures. Students will take notes on Notes Page EAS2.12.


Surgical Procedures

• Certain operations are performed on animals, typically under the supervision of a veterinarian, to prevent the animal from harming human handlers, destroying property, reproducing, or harming other animals; examples include:

§ Onychectomy — Commonly known as declawing, this is commonly performed on cat; removing the dewclaw is common in dogs.

§ Castration — Castration reduces aggressiveness and lowers testosterone levels; when production animals are castrated, the carcass characteristics change to produce higher grade, more consistent, as well as more marbled and tender meat; in companion animals, this reduces the tendency to roam, reduces aggression, prevents unwanted reproduction, etc.

§ Dehorning/Disbudding — Removing horns from livestock; this is

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often performed on cattle, sheep, and goats

§ Spaying — Removing the uterus and ovaries of an animal as a method of birth control to prevent overpopulation of certain species (e.g., cats, dogs, etc.)

Ticket Out the Door Instruct students to read over Notes Page EAS2.12 and circle two things they would like to learn more about.

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Day 13: Production Practices and Purposes Research Teaching Strategies Related Content Divide the class into four groups. Assign each group a category of animal care and production practices:

• Housing structures • Handling • Hygiene, health, and disease prevention • Environmental stewardship

Each group will explore and research different animal care practices under the assigned category. Each member of the group will use Activity Sheet EAS2.13 to capture research. Instruct students to use the internet for research and to write down sources.

Housing Structures

• Animal owners use a variety of structures to house animals in an effort to promote animal and human safety; examples include:

§ Pet Crates — Used with domesticated animals to provide the pet with a sense of comfort and safety, particularly when the animal owner is not home

§ Cages and Fencing — Used to keep animals in a particular location where food and water is readily available, and they cannot be harmed by wildlife or humans (e.g., motorized vehicles); animal owners should consider space requirements when constructing pens to ensure animals have adequate space for proper growth and development

§ Lactation/Gestation Crates and Pens — Used to keep the animal and her young under close observation and safe during the period

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leading up to birthing and shortly after

Handling

• Animal producers often use a variety of structures to promote animal well-being and human safety while animals are being observed closely, handled, or treated; examples include:

§ Squeeze Chutes — Used to hold an animal in place while administering a treatment or performing a certain procedure (e.g., tagging, vaccinating, etc.)

§ Stanchions and Tie Stalls — Used to temporarily restrain an animal while the owner performs a procedure (e.g., breeding, examinations, grooming, and treatment with medications)

§ Handling Pens and Systems — A structure designed to temporarily hold and move a group of animals in a safe manner, often constructed with a series of panels, gates, and chutes

Hygiene, Health, and Disease Prevention

• Animal owners use a variety of practices to promote hygiene and prevent the spread of diseases; examples include:

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After completing their research, instruct groups to separate and connect with students from other groups to share their research from Activity EAS2.13. Bring the class back together and have a discussion about the different production practices.

§ Ear Cropping —Removal of part of the flap of the ear of an animal; most commonly performed on dogs

§ Tail Docking —Performed in lambs primarily to control soiling of the tail with loose stools leading to fly strike (myiasis) and maggot infestation; believed that reproductive efficiency may be reduced in animals with long tails; piglets often have their tails clipped for similar reasons as lambs are docked; this practice is also used in some breeds of dogs and cats

§ Vaccinations — Used in a variety of livestock and domesticated species to prevent diseases

§ Antibiotics — Used to restore health to sick animals; livestock producers should be aware of required withdrawal periods to ensure the safety of the food supply

§ Pen/Crate Cleaning —Animal owners should regularly clean pens and crates by removing organic matter, washing, drying, and disinfecting the area to ensure animal well-

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being and prevent the spread of disease

Environmental Stewardship

• Animal owners implement practices to care for and maintain the environment in which animals under their care live; examples include:

§ Manure Management — There are a variety of methods for capturing, storing, treating, and utilizing animal manures to maintain animal health and promote a clean environment (e.g., composting, removal, stockpiling, etc.)

§ Grazing Management — Animal owners will often implement different grazing management techniques such as rotational grazing to ensure the productivity of pastures which supply forages for a variety of livestock species

§ Water Management — Animal owners implement a variety of practices to ensure a safe supply of water for their animals such as capturing and treating runoff water from pastures and planting filter strips of vegetation down-slope of heavy use areas

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Ticket Out the Door

Slide 28 in EAS2 Animal Care and Production Instruct students to list three new things they learned about animal production practices.

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Day 14: Evaluate Animal Production Practices Teaching Strategies Related Content Instruct students to read the article on Activity Sheet EAS2.14 about animal care production practices. From the six production practices outlined, students will select three and complete Activity Sheet EAS2.15. Students will research the three practices they select from their perspective and from the opposite perspective.

Ticket Out the Door

Slide 29 in EAS2 Animal Care and Production Ask students to get into groups of four and answer the following question:

• Has my opinion and perspective on any of the animal care practices changed? Why or why not?

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Day 15: Final Project Work Day: Animal Systems Poster Teaching Strategies Related Content Revisit Activity Sheet EAS2.8 to discuss the final poster project with students. Students will work on Activity Sheet EAS2.16 today toward the final project. The work students complete today will be revisited at the conclusion of the unit when creating the final poster.

Ticket Out the Door Show progress on Activity Sheet EAS2.16.

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Day 16: Final Project Work Day: Animal Systems Poster Teaching Strategies Related Content Students continue work on Activity Sheet EAS2.16. The work students complete today will be revisited at the conclusion of the unit when creating the final poster. Check in with each student; look at how progress on the animal system development is going, is it realistic, specific, etc.

Ticket Out the Door Show progress on Activity Sheet EAS2.16.

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Objective 3: Examine emerging technologies involved in animal production processes.


Days 17: Identify Emerging Technologies in Animal Production Teaching Strategies Related Content Show pictures of technologies involved in animal production. Using Activity Sheet EAS2.17, students guess what technology is being shown.

Slide 31-43 in EAS2 Animal Care and Production Show correct answers.

Slide 44-46 in EAS2 Animal Care and Production Instruct students to find a partner and read the ‘Animal Identification and Tracking Technologies’ summary found on Activity Sheet EAS2.18. Make sure students only read this section. Locate and show a brief YouTube video about RFID tags. An example video would include:

• “RFID Active Eartag-Care your Cattle:

• https://www.youtube.com/ watch?v=dod86uTq2UA

Emerging Technologies in Animal Production

• Radio Frequency Identification • Anaerobic Digestion • Biomass Energy • Passive Ventilation • Mechanical Ventilation • Artificial Insemination • Cryopreservation • Multiple Ovulation • Embryo Transfer • In Vitro Fertilization • Transgenic • Feed Supplements • Automated Feeding Systems

Animal Identification and Tracking Technologies

• Radio Frequency Identification (RFID) systems are one technology used to identify and track animals throughout their lifecycle.

• This technology is designed to make it easy to identify and track animals to promote their safety, find them if they become lost, and track their health records. The technology is also used to promote the traceability of production animals that will go into the food supply as meat products.

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With the same partner, instruct students to read the ‘Animal Identification and Tracking Technologies’ notes page found on Activity Sheet EAS2.18. Make sure students only read this section. Locate and show a brief YouTube video about manure management and biomass energy. An example video would include:

• “Dean of Invention-How Cow Waste Generates Electricity”

• https://www.youtube.com/ watch?v=gaRDUatrLMg

• RFID tags are available in different forms including as an ear tag, a bolus that is administered orally, and as an injectable that sits just below the surface of the skin.

• RFID is based on a passive tag, called a transponder, that has a unique identification number associated with it. Since these transponders do not have a battery, they must be activated externally using a special reader that emits an electromagnetic field.

• Generally, ear tags and boluses are used for identifying livestock and injectable transponders are used for identifying companion animals, horses, fish, and endangered species.

Animal Manure Management

• Management of animal waste is of interest for a number of reasons including mitigating climate change, producing alternative forms of energy, and preserving air and water quality.

• Anaerobic digestion of animal manures is a process in which microbes in the absence of oxygen convert volatile acids in livestock manure into biogas consisting of methane, carbon dioxide, and small amounts of water and other compounds.

o The methane produced by this process can be burned to generate electricity and/or heat.

o Under favorable circumstances, there is also potential for purifying the methane into marketable, natural gas-grade biogas suitable for household and industrial use.

• Biomass energy is energy produced from organic matter such as wood, agricultural residues, or food wastes — essentially anything that grows. Farmers have a number of biomass resources available to convert manure into usable forms of energy.

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With the same partner, instruct students to read the ‘Ventilation and Cooling Systems for Animal Housing’ notes page found on Activity Sheet EAS2.18. Make sure students only read this section. Locate and show a brief YouTube video about ventilation systems. An example video would include:

• “The Design/Build Experience Ventilation System”

• https://www.youtube.com/ watch?v=Y1ZPafXyx4c

With the same partner, instruct students to read the ‘Animal Feed Technologies’ notes page found on Activity Sheet EAS2.18. Make sure students only read this section. Locate and show a brief YouTube video about automated feeding systems. An example video would include:

• GEA Dairy Farming – Automated Feeding with MixFeeder and Intelligent WIC System

Ventilation and Cooling Systems for Animal Housing

• Livestock production is significantly influenced by animal health and comfort. Ventilation and animal housing to remove moisture and odors and replacing them with fresh air is necessary for livestock productivity. Ventilation also provides air movement that promotes cooling and improves air quality for confined animals.

• Passive ventilation is the supply and removal of air through openings in a building. It is driven by natural wind flow around the building and temperature differences between the inside and outside of the building.

• Mechanical ventilation is created by fans, thermostats, and air inlets. It is used where air temperature and movement must be controlled such as housing animals that are sensitive to heat or cold, sudden changes in temperature, and drafty conditions.

Animal Feed Technologies

• Animal feeding systems are becoming increasingly sophisticated. Producers and researchers are constantly looking for innovative ways to improve feed and the feeding systems to improve animal nutrition and gain efficiencies that lower production costs.

o Feed Supplements — New technologies, such as bio-based livestock feed supplements, are improving the efficiency and nutritional quality of the feed that livestock animals consume. Additionally, these technologies have the potential to positively impact the environment.

o Automated Feeding Systems — New technologies, such as automated feeding systems, are emerging to improve the

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• https://www.youtube.com/ watch?v=Z032IPAuGk0

precision and accuracy of animal feed as it is mixed and delivered to animals. Automated feeding systems allow animals to receive the right mix of feed to meet the specific animal’s nutritional requirements.

Ticket Out the Door

Slide 47 in EAS2 Animal Care and Production 3–2–1: On Activity Sheet EAS2.19, instruct students to write down three things they learned, two questions they still have, and one connection to their animal systems final poster.

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Day 18: Artificial Reproductive Techniques and Animal Biotechnology Teaching Strategies Related Content Locate and show a brief YouTube video about artificial insemination. An example video would include:

• “How an AI Technician Inseminates a Cow”

• This video is very basic, but it does mention terms of the female reproductive tract. You may skip if you desire.

• https://www.youtube.com/ watch?v=si-1Cc_h854

Locate and show a brief YouTube video about cryopreservation. An example video would include:

• “Cryopreservation of Mammalian Cell Lines Video Protocol”

• https://www.youtube.com/watch ?v=PnsH2PaSpN0

Locate and show a brief YouTube video about embryo transfer. An example video would include:

• “Horse Rush TV Australia Embryo Transfer Vet Segment Education”

• https://www.youtube.com/watch ?v=Cz2yjucflzk

Locate and show a brief YouTube video about in vitro fertilization. An example video would include:

• “SVS Repro Bovine IVF” • https://www.youtube.com/

watch?v=4oJU7yNzvUs

Artificial Reproduction Techniques • Artificial Insemination (AI) and

Cryopreservation — AI has been used to obtain offspring from genetically superior males for hundreds of years. Recent improvements in the ability to preserve and store semen and embryos through cryopreservation, or freezing, is providing producers with even more options to obtain superior genetic material to meet specific production needs.

• Multiple Ovulation and Embryo Transfer — These technologies allow producers to obtain multiple progeny from genetically superior females. In some species, fertilized embryos from genetically superior can be obtained from a female donor and then transferred to a female recipient with less desirable genetic qualities.

• In Vitro Fertilization — This technique emerged as an alternative to the collection of embryos from donor animals. In vitro means in the laboratory. Female eggs can be obtained from the ovaries of an infertile or older female and then cultured in a lab to produce a viable embryo that can be transferred to a female recipient.

• Nuclear Transfer or Cloning — Technologies have emerged to allow genetic material to be used to create multiple copies of an animal in a

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Locate and show a brief YouTube video about nuclear transfer. An example video would include:

• “How to Clone a Cow” • https://www.youtube.com/watch

?v=GJWLYFAZZAA Direct students to Activity Sheet EAS2.20 for definition matching activity about artificial reproduction techniques. Check answers and discuss. Instruct students to read about animal biotechnology at the bottom of Activity Sheet EAS2.20.

controlled setting, a process referred to as cloning. To date this method has been used with cattle, sheep, pigs, goats, horses, mules, cats, rabbits, rats, and mice.

Animal Biotechnology

• Animal biotechnology has been practiced in one form or another since the beginning of systematic animal production. For instance, since the domestication of animals selective breeding, or breeding only animals with superior genetic qualities, has been a method to ensure the offspring have desirable characteristics.

• There are a number of new and emerging biotechnologies that will play an important role in producing more and higher quality food from livestock. For example, transgenic animals are one such tool. A transgenic animal is one where a gene or DNA sequence, also called a transgene, has been transferred by a human into the genome of a cell. There are a variety of methods for producing transgenic animals:

o Recombinant retroviruses o Pronuclear injection o Sperm-mediated DNA transfer o Embryonic stem cells o Germ cell transplantation o Nuclear transfer or cloning

• Transgenic animals allow for increased performance, feed efficiency, improved milk production and meat characteristics, reduced environmental impact, and increased disease resistance.

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Locate and show a YouTube video about the cloning of Dolly the sheep. An example video would include:

• “The Story of Dolly the Cloned Sheep: Retro Report” by The New York Times at https://www.youtube.com/ watch?v=tELZEPcgKkE

Ask debriefing questions:

• Briefly describe how the animal was cloned.

• What types of questions came out of this discovery?

o Is it ethical? Can we clone humans? What implications do we need to consider?

• Prior to Dolly, what else had been cloned?

o Listen for: a frog in the 1960’s

• What was President Clinton’s response?

o Listen for: no federal funding used to clone humans

• Why did Dolly die? How old was she?

o Listen for: lung disease, six years old

• How is cloning being used in animals?

o Listen for: provide a way to preserve elite and superior animals

Ticket Out the Door

Slide 48 in EAS2 Animal Care and Production Instruct students to answer the following prompt on Activity Sheet EAS2.21:

• In five or more sentences, state your opinion on cloning.

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Day 19: Final Project Work Day: Animal Systems Poster Teaching Strategies Related Content Revisit Activity Sheet EAS2.8 with students to review the final project. Students will work on Activity Sheet EAS2.22 today toward the final project. Revisit all of the work pages for the final project.

• Activity Sheet EAS2.9 Animal Selection and Purpose

• Activity Sheet EAS2.16 Design Care and Production Structure

• Activity Sheet EAS2.22 Emerging Technology in Your Animal System

Instruct students to use this information to create their posters. Poster presentations will be in class tomorrow.

Ticket Out the Door Students have completed Activity Sheets EAS2.9, EAS2.16, and EAS2.22.

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Day 20: Final Project Presentation Day Teaching Strategies Related Content Students create a poster about an animal system which highlights and explains the purpose of the animal. They design the care and/or production structure for the animal and describe and defend their choices. Students describe and defend at least one technology they will use in the animal system and explain why their choices are ethical. Students present their animal systems poster in class. Use the Activity Sheet and Evaluation Packet EAS2.23 rubric to assess student work.

Ticket Out the Door Share with the class the most important takeaway you had during this unit.

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Review/Summary

Slide 49 in EAS2 Animal Care and Production Animal ownership is a responsibility to be taken very seriously. Owners of animals should provide proper food, shelter, and medical care to ensure the welfare of animals in their care. The term “animal welfare” means providing the proper care to ensure the well-being of an animal. The term “animal rights” refers to the belief that animals should be treated in the same manner with the same rights as humans. Animal control laws and regulations are designed to protect humans and animals. Review

Slide 50 in EAS2 Animal Care and Production Exit Cards Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:

• What did you learn about animal care and production? • What questions do you still have about animal care and production?

Application Extended Activities

Career Research: Explore the following careers: veterinary science, veterinary technician, animal breeder, rancher, or animal geneticist. Divide the students evenly among each career. As a group, students will research this career and do a group presentation to the class about the duties of this job, a normal day, the qualifications, salary, etc.

Debate: Explore ways and methods to share their own opinion on controversial issues in an appropriate manner. Instruct students to research effective and respectable methods for debating. Students will then pair up with one student where one will be for the issue and the other against the issue and debate the issue using the debate techniques they researched.

New and Emerging Technologies: Instruct each student to pair up with another student to research one new and emerging technology not already discussed in this unit. Students will do a two-minute presentation about the technology.

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Assessment Project-Based Evaluation Students create a poster about an animal system which highlights and explains the purpose of the animal. They design the care and/or production structure for the animal and describe and defend their choices. Students describe and defend at least one technology they will use in the animal system and explain why their choices are ethical. Students present their animal systems poster in class. Use the Activity Sheet and Evaluation Packet EAS2.23 rubric to assess student work.

Paper-Pencil Quiz Evaluation Reference Activity Sheet and Evaluation Packet EAS2.24 for Paper-Pencil Quiz Evaluation and Key.

1. One important responsibility of animal ownership would include _____. a. Becoming an animal rights activist b. Owning as many animals as possible c. Providing proper food, health care, and shelter d. Finding a home for a stray

2. What is the general definition of animal welfare? a. Eating only animal products b. Setting all animals free to roam c. Living with as many animals as possible d. Provide proper care necessary to ensure the well-being of animals

3. List two purposes of animal control regulations. 4. List three resources needed to raise a pet in a small fenced lot in town. 5. List two positive effects of emerging technology in animal agriculture. 6. List two alternative to natural mating reproductive practices.

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Answers to Evaluation Paper-Pencil Quiz Evaluation (KEY)

1. One important responsibility of animal ownership would include _____. a. Becoming an animal rights activist b. Owning as many animals as possible c. Providing proper food, health care, and shelter d. Finding a home for a stray

2. What is the general definition of animal welfare?

a. Eating only animal products b. Setting all animals free to roam c. Living with as many animals as possible d. Provide proper care necessary to ensure the well-being of animals

3. List two purposes of animal control regulations.

• Protect people and other animals from harm • Prevent spread of disease • Protect animals form cruel treatment • Control populations • Provide proof of ownership

4. List three resources needed to raise a pet in a small fenced lot in town.

• Food and water • Shelter • Cleaning supplies • Bath and grooming supplies • Exercise and recreation • Medical supplies

5. List two positive effects of emerging technology in animal agriculture.

• Monitor animals by computer • Management decisions made by computer • Reduced labor • Larger operations • Alternative markets • Advanced breeding that results in superior genetic traits

6. List two alternative to natural mating reproductive practices.

• Artificial insemination • Cloning • Embryo transfer • Genetic engineering

EAS2 Exploring Agriculture Curriculum · Lesson Title Animal Care and Production Competency ......

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