Selection of Livestock Anna Warnerplaza.ufl.edu/anna.j.warner/pdf/Lesson Plans/Unit...• Gillespie,...

Selection of Livestock

Anna Warner

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Area: Agriculture and Natural Resources 1 – Animal Science Unit: Selection of Livestock for Breeding Situation Statement: Most students are freshman enrolled in their first agricultural class. Some students have had experience with animals while others have not. This unit is intended to provide a basic knowledge of selecting breeding livestock which can be applied to their SAE’s and that will be built upon in future classes. Unit Objective: Upon completion of this unit, students will be able to identify important characteristics used to select livestock for breeding and apply it to their SAE’s. CSO Numbers Addressed: 0101.6.3 Unit Analysis: 1. How should I select a market lamb?

2. What should I consider when selecting breeding sheep? 3. How should I select a market hog? 4. What should I consider when selecting breeding hogs? 5. How should I select market cattle? 6. What should I consider when selecting breeding cattle? 7. What should I consider when selecting chickens?

8. Selecting Breeding Livestock Test

Lesson 1 Anna Warner

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Title: How should I select market lambs?

Audience: High school students in Agriculture and Natural Resource 1

CSO Number: 0101.6.3

Teacher Objectives:

Upon completion for this lesson, the student will be able to: 1. Identify the characteristics used to judge market lambs 2. Describe desirable traits for each characteristic Materials Needed:

1. Chalk board or white board 2. Transparency: Parts of a Lamb 3. Overhead projector 4. Handout: Market Lamb Measurements 5. Resources:

• Gillespie, James R. Modern Livestock & Poultry Production. 6th ed. Albany, NY: Delmar, Thompson Learning. 2002.

Motivation:

When you think about dinner, what meats to do usually envision for the meal? Very few American’s eat lamb as a major part of their diet for various reasons. How many of you have ever eaten lamb? Why would someone want to raise market lambs if it is not sold in many grocery stores? (allow for answers) Leg of lamb is one of the more common cuts of lamb. It is often served for special occasions or at high end restaurants. Even more importantly, some cultures in the United States eat lamb as a part of their diet and as a part of many holiday celebrations. For example, Greeks eat lamb often and it is their main dish for the Greek Easter celebration. During Greek holidays, prices for lamb skyrocket. Muslims also include lamb as a part of their diet. Members of these cultures are willing to pay a premium price for lamb.

Subject Matter Procedure


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Review Parts of Lamb Market Lambs are judged the traits of: • Type • Muscling • Finish • Carcass merit • Yield • Quality • Balance • Style • Soundness • Smoothness

Type: • General build of the sheep

Muscling • Fleshing of an animal • Shown by thickness and

firmness of leg, and firmness over the top and in the shoulders

• Meaty heavily muscled lambs are more desirable than those which are excessively fat or lightly muscled

Finishing • The amount covered in fat • Found by handling the rib cage • Backfat should measure

Motivation Transparency: Write notes on board and discuss. Transparency: Parts of a lamb


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between 0.15 and 0.20 inches at the 20th rib

• Too much finish = soft, mellow touch

• If too thin, backbone and ribs can be felt

Carcass Merit • Previous traits help to judge

carcass merit • What the carcass will look like • Thick, meaty, and correctly

finished Yield: • Dressing percentage (weight of

chilled carcass/weight of live animal)

• 3/8 inch pelt (skin and wool) Quality: • refinement of head, hide, bone,

and hair

Balance: • general structure or proportion • correctly proportioned

Style: • the way the animal shows and

carries itself • attractive, alert, show to good

advantage


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Smoothness • animal has a smooth appearance

and bone structure Measurements: 1. For width

• center of leg • dock • between hind legs • over back and loin

2. Look for

• long rump, • long bulging stifle • depth of leg • width of chest • heavy bone

Summary/Review:

Handout: Market lamb measurements Ask the students questions from the lesson to check for understanding.


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Title: What should I consider when selecting breeding sheep?

Audience: High school students in Agriculture and Natural Resource 1

CSO Number: 0101.6.3

Teacher Objectives:

Upon completion for this lesson, the student will be able to: 1. Identify five factors for determining breed selection 2. Identify characteristics desirable for selecting breeding ewes and rams Materials Needed:

1. Chalk board or white board 2. Handouts: Selecting Breeding Ewes, Selecting Breeding Rams 3. Transparency: Parts of a Lamb 4. Overhead projector 5. Resources:


Motivation:

Have any of you seen the movie How to Lose a Guy in Ten Days? Do you remember the family photo album scene? Can some one please explain the scene? (Andy, the girlfriend, makes a photo album of her and her boyfriend Ben and their future kids. She uses photoshop to create images that are supposed to reflect children of Andy and Ben. The children are not the cutest children ever.) When we choose breeding stock we are trying to do the same thing. We are envision the offspring of the parent stock. We want to choose a combination that will produce the most desirable offspring. Today we are going to begin our selection of livestock unit with sheep.


Motivation


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Factors to consider for breed selection: Look at breed characteristics • Personal Preference – main

factor • How well adapted to the area

• Market for the animal • Availability of breeding stock • Multiple births

Review parts of a lamb Selecting Breeding Ewes (see handout) Selecting Breeding Rams (See Handout) Summary/Review:

Write notes on board and discuss. Flocking in western areas, wool blindness Demand for kind of breed More costs the farther you have to go for stock Transparency: Parts of a lamb Give students handouts and have them fill- in the blanks as material is discussed. Ask the students questions from the lesson to check for understanding.

Selecting Breeding Ewes

General Overview:

• All animals selected must be healthy.

• Signs of poor health are: dark, blue skins; paleness of the lining of the nose and eyelids; lameness,

and lack of vigor.

• Udder should be soft with sound teats.

• Breathing should be normal.

• Incisor teeth should meet dental pad.

Fleece:

• Fleece should be heavy and uniform.

• Fiber length should be reasonably long.

• A dense, compact fleece with bright luster is desired.

• Oil should be evenly distributed.

• Avoid fleece with dark fibers.

Age:

• Well-grown yearlings

• Older ewes are worth less because they have fewer productive years.

Confirmation:

• Large framed ewes have less difficult time lambing.

• Large framed ewes are better milkers, more prolific, and have shear heavier fleeces.

Confirmation (continued):

• Look for correct traits:

o Long, deep, and wide body

o Strong back, pasterns, and feet

o Width between legs

o Well-muscled, firm body (especially loin, rump, and legs)

o Feminine, appearance

o Pure bred ewes show breed traits.

Handling:

• Finish over back

• Length of loin

• Finish over the ribs

• Width and depth of the rump

• Muscling of leg

Selecting Breeding Rams

Rams should bring traits to the flock that are lacking in the ewes.

General Appearance:

• Large, rugged, muscular, masculine

• Large bone structure

• Superior growth, muscle, soundness, and flesh quality

Growth and maturity:

• Check the rate of growth by checking 90-day and 120-day weight

• Two well-developed, pliable testicles.

• Best indication of potential fertility in young ram is circumference of the scrotum. At 5-7 months,

circumference should be 12-13 inches.

• Select rams with above average scrotal circumference

Invest it good-quality rams to start flock for better investment.

Selecting Breeding Ewes

General Overview:

• All animals selected must be __________________________.

• Signs of poor health are: ________________________; _____________________________,

____________________, and ______________________ .

• Udder should be __________ with _______________________.

• Breathing should be ____________________.

• Incisor teeth should meet ___________________________.

Fleece:

• Fleece should be ________________ and __________________.

• Fiber length should be _________________________________.

• A _____________, __________________________________________________________ is desired.

• Oil should be _____________________________________

• Avoid fleece with _________________________________.

Age:

• Well-grown ___________________

• Older ewes are worth ___________ because they have fewer __________________________________

Confirmation:

• ______________________ewes have less difficult time ______________________.

• Large framed ewes are _______________________, _________________________, and

________________________________________.

Confirmation (continued):

• Look for correct traits:

o _________, __________, and ___________ body

o Strong ________, __________, and _________

o _________ between legs

o __________________, firm body (especially __________, ___________, and ___________)

o ___________________, appearance

o Pure bred ewes show _______________________________.

Handling:

• ____________ over back

• ______________ of loin

• Finish ______________________

• __________ and _______________ of the rump

• _________________ of leg

Selecting Breeding Rams

Rams should bring _________________________________________________________________________.

General Appearance:

• Large, rugged, _____________, ____________

• Large _____________________

• Superior ___________, _______________, __________________, and __________________________

Growth and maturity:

• Check the _______________________ by checking ____________ and _____________ weight

• Two well-developed, pliable _________________.

• Best indication of potential fertility in young ram is _________________________________________.

o At 5-7 months, circumference should be __________________________.

• Select rams with _________________________________________________________ circumference

Invest in _________________________________ to start flock for better investment.


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Selecting Livestock

Title: What should I consider when selecting feeder hogs and market hogs?

Audience: High school students in Ag and Natural Resources 1

CSO number: 0101.6.3

Teacher Objectives:

Upon completion of this unit, students will be able to: 1. Identify the four major cuts of meat 2. Identify the parts of the body 3. Identify and describe four factors to consider when selecting feeder hogs 4. Describe traits evaluated when selecting market hogs

Materials Needed:

1. Chalk board or white board 2. Overhead Projector 3. Transparency: Parts of Hog, Cuts of the Hog, Evaluating a Market Hog 4. Grain samples 5. Resources:


Motivation:

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Parts of a Hog • 1. Tail • 2. Rump • 3. Loin • 4. Back • 5. Shoulder

Motivation Give students handout and have them label the parts of the hog.


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• 6. Neck • 7. Ear • 8. Eye • 9. Face • 10. Snout • 11. Jowl • 12. Front Leg • 13. Knee • 14. Pastern • 15. Forearm • 16. Forerib • 17. Fore Flank • 18. Belly • 19. Rear Flank • 20. Length of side • 21. Foot • 22. Dew Claw • 23. Rear Leg • 24. Hock • 25. Stifle • 26. Ham Four major cuts of meat • Ham, Loin, Boston Shoulder

(Boston Butt), Picnic shoulder

Selecting feeder hogs • Health • Type • Size • Uniformity

Have the students identify where the major cuts of meat come from


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Health • No visible signs of sickness

like: coughing, infected eyes, rough hair coats, potbellies, listless appearance, external parasites

• Should be wormed, docked and castrated

Type • Meaty, feeder pigs • Short, fat pigs will become

over-finished Size • 35-80 lbs • Look for pigs with a good

size for their age Uniformity • In size, age, condition, and

type for a group of pigs • Tend to reach, market weight

a the same time Selecting Market Hogs • Visually evaluate body

confirmation, size, muscling, finish, and reproductive soundness

Type or Body Confirmation: • Good length of side –


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distance between the center of the ham and to the forepart of the shoulder

• Good skeletal size or scale Muscling: • Rear View • Wide, back and loin • Deep rump • Deep, thick, and firm hams • Wide, chest and shoulders • Shape across the back should

be an arc square • Width across rump and ham

should be bigger than across the back

Finish • Over-finished hogs, will not

have desirable yield of lean cuts lowers market value

• Back fat measured at 10th rib and & last rib section of loin

• Excess fat is shown by: wasty jowl, shaky middle, square top, looseness in ham and crotch, fat over the shoulders

• Too wide in middle Quality • Degree of refinement of

head, hear, hide, and bone • Moderate refinement is


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desired • Smooth skin and hair coat

desired Balance • Properly proportioned • Tight frame • Moves with correct arc over

back Soundness • Soundness of feet and legs • Strong, straight, and set out

well on corners of hog Breed characteristics important in breed classes Summary/Review

Ask students questions to check for understanding


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Selecting Livestock

Title: What should I consider when selecting breeding hogs?


CSO number: 0101.6.3

Teacher Objectives:

Upon completion of this unit, students will be able to: 1. Identify the four major cuts of meat 2. Identify the parts of the body 3. Identify characteristics desirable for the reproduction of hogs 4. Describe the change in the hog market in the last 20 years

Materials Needed:

1. Chalk board or white board 2. Overhead Projector 3. Transparency: Food Guide Pyramid 4. Grain samples 5. Resources:


Motivation:

For those of you involved with the Ham and Bacon program, how would you like to get an advantage over others? By breeding hogs, you can select the qualities that you desire. What would be some qualities that you would want in a good ham and bacon hog? (heavy muscled, especially in the ham, lean) When it is time to select Ham and Bacon hogs, you have the first chance to select the best hogs. When you have selected the hogs you want you can sell the rest to other FFA members as Ham and Bacon hogs.


Change in Market hog over past

Motivation Discuss and write notes on board


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20 years: • More Lean Meat, Less fat • Achieved through production

techniques and breeding • Careful attention paid to

genetics when selecting bloodlines

• Terminal crossbreeding programs used to create leaner pork

• Good-quality, leaner, more heavily muscled hogs bring premium price in the market

Selecting breeding stock - consider: • A number of performance

tests are utilized when selecting market hogs

• Type of breeding program • Production practices of the

seed stock (reputation) • Soundness of animal

• Boar -visibly sound productive organs -well-developed testicles -no hernias or other structural problems -aggressive, show desire to mate

• Sow -normal development of reproductive system

Are you just producing market hogs or replacement gilts as well? (traits)


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-strong pasterns, feet, and legs -no obvious defects -gilts form predominately male litters should not be kept for breeding

• Both boar and sow -sound underlines -6 or more functional nipples on each side -proper spacing of nipples -no inverted or scarred nipples

• health of seedstock herd • good health • Certified brucellosis and

pseudorabies free • Free of external and

internal parasites • Ask for herd health

records • Minimum breeding age

• boars = min. 7 ½ months • gilts = 2nd or 3rd estrus

after puberty • buy replacements 30 -60

days before they are to be used for isolation health checks and adjustment

• To buy or raise replacement gilts • buying = more $ but more

genetic value • raising = additional


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facilities & good recordkeeping

Summary/Review

Ask students questions to check for understanding


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Fundamentals of Animal Nutrition and Digestion

Title: How are the digestive systems of animals different?


CSO number: 0101.2.3, 0101.6.4

Teacher Objectives:

Upon completion of this unit, students will be able to: 1. Explain the differences of ruminant and non ruminant animals

2. Name, locate, and describe the functions of the parts digestive systems of ruminant and non ruminant animals

3. Classify farm animals as ruminant and non-ruminant 4. Research topic and present information to the class Materials Needed:

1. Chalk board or white board 2. Overhead projector

3. Transparency: Digestive Systems 4. Handout: Digestive Systems 5. Textbook for each student 6. Grading rubric for presentation 7. Resources:


Vocabulary:

Ruminant- an animal that has a stomach divided into several compartments ex. Cattle, sheep, goats

Non-ruminant- an animal that has a simple compartment stomach ex. Pigs, horses, poultry Rumination- chewing cud, when a ruminant regurgitates and re-chews food. Digestion – the process of breaking down feed into simple substances that can be absorbed

by the body Digesta – anything undergoing the digestion process

Chyme – partially digested food as it leaves the stomach and enters the small intestine Villi – finger-like projections that line the small intestine and absorb nutrients Motivation:

Who plays sports? What sports do you play? When you are preparing for a big event, do you eat any differently? For endurance, many athletes eat extra carbohydrates before an event. This is called Carb-loading. For those of you


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who lift weights to gain more muscle, what nutrient is important? (protein) So, how does a large pasta dinner or a high-protein diet make you better athletes? (allow answers) These foods must be broken down. It is not the protein or the carbohydrates that give you energy. The glycogen from carbohydrates provides energy to your muscles and the amino acids from proteins are the building blocks of muscle tissue. This being said, what must happen to our food so we can use it to become better athletes? (digested…broken down) This is important for athletes, but it is also how we get the nutrients we need for everyday activity. Digestion is a vital body process for humans and it is no different for animals. Why might animals need higher nutrition requirements?


Ruminant and non-ruminant digestive systems. Mouth and Esophagus: • Chewing – breaks, cuts, &

tears food • Saliva – moistens food,

enzymes begin to breakdown food

• Tongue – mixing food, directing food toward throat

• Esophagus – muscles contract in series to move food to stomach

• Ruminants don’t chew food completely, in stomach it forms ball, forced up esophagus, and re-chewed

• Rumination or chewing cud: when ruminants regurgitate

Motivation Give students handouts. Transparency: Digestive systems Discuss differences in digestive systems. Divide students into groups, assign each group a part or group of parts to read about from the textbook, the students should identify their assigned parts, describe the part and their functions, the students will share the information with the rest of the class. Review rubric and expectations.


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food and re-chew Ruminant Stomach: • 4 parts

1. Rumen 2. Reticulum 3. Omasum 4. Abomasum

• solid food rumen liquid reticulum

Rumen: • mixed & partially broken

down by bacteria • when full, animal lays down

and regurgitates food: Rumination

• Cattle chew cud 6-8 times/day = 5-7 hours

Rumen and reticulum: • No separation • 85% of stomach • left, middle of stomach (look

for bloat) • contains millions of

microorganisms called bacteria and protazoa

• Bacteria and protazoa and stomach muscles breakdown food

• Bacteria change low-quality protein into amino acids

• Bacteria die, are digested and


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provide protein and vitamins • Reduced food intake may be

caused by low microorganism levels in the rumen

• Build up of CO2 and methane gas causes bloat caused by fresh grass and legumes

Omasum: • 8% of stomach • many muscles • grinds feed • squeezes water out • little know Abomasum (true stomach): • 7% of stomach • feed mixed with gastric juice • same as the non-ruminant • only functioning part in

young animals Non-ruminant Stomach: • food mixed with gastric

juices • Gastric juices come from the

wall of the stomach and contain HCl acid and enzymes

• Muscles squeeze liquids out and allow gastric juices to work on solids

Imagine if your body could change junk food into nutritious food


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Small Intestine: • Partially digested food

leaving the stomach = chyme • Chyme mixes with pancreatic

juices, bile, and intestinal juices to continue digestion

• Wall of intestine lined with sm. Fingerlike projections called villi

• Villi increase surface area for absorption

• Cecum = junction of small and large intestine

- little function except in horse bacteria digests roughages Large Intestine: • Larger diameter than small

intestine but shorter length • Absorb water • Mucus added to unabsorbed

material, then eliminated Poultry Digestion: Crop: • Storage • Softened by saliva and crop

secretion Proventriculus: • Gastric Juices

Why is increased surface space important for absorption? Storage from scavenger days, eat as much as possible when food present, digest later


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Gizzard: • Muscular • Grit • Food ground and broken

down Ceca: • 2-7 inches • junction of sm. And lag

intestine • unknown function • filled with soft undigested

feed Cloaca: • Enlarged intestine • Junction of large intestine

and vent Vent: • Excretes waste products and

eggs Summary/Review

• What is a ruminant? (An animal with a stomach divided into compartments)

• What roles do the mouth, teeth and esophagus play in digestion?

(chewing, moistening, mixing, swallowing)

• What are the 4 parts of the rumen stomach and their

Grit acts as teeth Ask students questions to check for understanding


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function? (Rumen – mixed, broken-down by bacteria, regurgitated; Reticulum – bacteria and protozoa break down food; Omasum – grinds feed, squeezes out water Abomasum – mixed with gastric juices)

• What is digesta called as it leaves the stomach and where does it go?

(chime, small intestine) • What is the function of the

small intestine and how is it performed?

( absorb nutrients, the fingerlike villi increase surface area for absorption)

• What are the three digestive parts of the chicken and what are their functions?

(Crop – stores and moistens food Proventriculus – gastric juices added Gizzard – grinds food)


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Digestive System Presentation Grading Rubric

Name: ________________________ Topic: ____________________

Area Score Comments

Material covered /50

Group participation

/25

Presentation Skills

Proper Grammar /5

Good Eye Contact /5

Good Posture /5

Limited nervous tendencies

/5

Use of visuals /5

Total /100


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Fundamentals of Animal Nutrition and Digestion

Title: How do I read feed tags?

Audience: High school students in horticulture class.

Teacher Objectives:

Upon completion of this lesson, the student will be able to: 1. Describe how each nutrient is labeled on a feed tag 2. Read a feed tag and interpret nutritional content

Materials Needed:

1. Chalk board or white board 2. Feed tags 3. Nutrition label handout 4. Resources:


Motivation:

When you are deciding what you want to eat, where do you look for nutritional information? (Food Nutrition Label) Let’s look at an example. [Distribute handout]. What does the nutrition label tell us? (calories, fat, protein, carbohydrates, sugars, vitamins and minerals, %daily value, ingredients) Today we are going to learn how to read the nutritional labels of animal feed or the feed tags.


List of Ingredients: Based on the information we learned during the last lesson, you should be able to identify what nutrients each ingredient supplies..

Motivation Distribute feed tags to each student. Have them follow along with their feed tags and take notes. Numbers on feed tags are estimated, not exact like nutritional labels


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Carbohydrates: • Simple CHO = Nitrogen Free

Extract • Complex CHO (fiber) =

Maximum amount as % of total weight

Fats • Minimum value as % of total

weight Protein • Minimum amount of crude

protein (total protein) • Crude protein cannot all be

digested • Digestible protein = approximate

amount of true protein that can be utilized by an animal

Vitamins • Commercial feeds usually

provide necessary vitamins Minerals • Trace minerals usu. included and

listed as minimum amounts • Minimum and maximum amounts

of select minerals listed • Ex. Calcium, phosphorus, salt Summary / Review Give students a new feed tag and have them identify the amounts of the following: nitrogen free extract, fiber, fat, crude protein, minerals, ingredients

Have students use the computer and insect manuals to answer their questions and review answers with the class. Have students put their notes away and answer questions from the questions and answers sheet and from the right to check for understanding. Give the students an exercise to check for understanding. Check the answers with the feed tag.


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Selecting Livestock

Title: How do I select chickens for egg production?

Teacher Objectives:

Upon completion of this lesson, the student will be able to: 1. Identify the parts of the chicken 2. List and describe the criteria for judging past production hens 3. List and describe the criteria for judging future production (pullets)

4. Judge a class of past production and future production hens Materials Needed:

1. Chalk or white board 2. Transparency: Parts of a chicken 3. Overhead 4. Resources:


Motivation:

For those of you who are raising ham, and bacon hogs, how would you like it if I told you that I could save you about $50-$75 per hog each year? What would this do to your profit? (increase it) Say you were raising 5 hogs for the four years that you were in high school, how much more money would you make on your hogs if you saved $25? ($500) How much would you make if you saved $75. ($1,500). It makes a pretty big difference. Now what would the difference be if you saved only $25 dollars but you raised 1,000 hogs this year? ($2,500). That adds up to a pretty big difference. So how do you think that you could save this money? (allow for answers) In most livestock operations 40-60% of costs is feed. If we improve feed efficiency, we can save money and make a larger profit.


Parts of a chicken • Vent • Eye ring

Motivation Identify on transparency


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• Ear lobe • Comb • Beak • Wattles • Shanks • Toes • Hocks • Keel bone • Pubic bones Past Production • Judging birds based on how many

legs they have layed Major areas for Consideration

• Pigmentation Loss • Handling qualities • Abdominal capacity • Molt

Pigmentation Loss (bleaching): • Persistency • As chickens produce eggs, yellow

pigmentation from various body parts is used to color legs

• As these body parts lose pigment, we can tell approximately how many eggs have been produced

• Bleaching order: vent, eye ring, ear lobe, break (base to tip), front of the shanks, back of the shanks, bottom of the feet, top of the toes and hocks

Handling qualities: • Intensity • What to look for: moist vent;

velvety skin; soft abdomen; pliable, sharp pubic bones; wide


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heart girth (spring of ribs) Abdominal Capacity: • Ease of laying • Measurement between pubic

bones X measurement between pubic bones and keel

Molt: • Process of replacing old feathers

with new ones • Production stops during molt • Producing layer should have 10

ragged primary feathers • The more new feathers the longer

the bird has been out of production

General health and vigor:

• No noticeable sign of poor health

• Alert • Bright eyes • Bright combs and wattles

Summary/Review:

Ask students questions to check for understanding.

Parts of a Chicken

Fundamentals of Animal Nutrition and Digestion Test

Name ___________________________________________ Date ____________

Multiple Choice: Choose the answer that best completes or answers the question. (2points each)

1. A nutrient is, ____________.

A. any item of food.

B. a chemical compound that gives you energy

C. a chemical element of compound that aids in the support of life

D. a chemical element needed in small amounts

2. Which of the following is an energy nutrient?

A. Fat B. Mineral

C. Protein D Water

3. Proteins are made of ___________.

A. Amino Acids B. Nucleic Acids

C. Protein Blocks C. Radicals

4. Sugars, starches, cellulose and lignin are all examples of_________.

A. Amino Acids B. Carbohydrates

C. Minerals D. Vitamins

5. Fats__________.

A. carry vitamins B. give body heat

C. provide energy C. all of the above

6. Corn, wheat, barley, rye, and oats are examples of ________________.

A. Cereal grains B. Cereal Products

C. Distillers Grains D. Roughages

7. Minerals help with

A. most physiological processes B. regulation of vital chemical processes

C. the growth of bones, teeth, and tissues C. All of the Above

8. The rumen and reticulum have _______ which help break down feed.

A. bacteria B. enzymes C. protozoa

D. Both A and B E. All of the above F. None of the above

9. Nutrients are absorbed in the

A. abomasum B. cecum

C. pancreas D. small intestine

10. The large intestine is_______________________.

A. longer than the small intestine

B. wider than the small intestine

C. longer and wider than the small intestine

D. the same size as the small intestine

11. Which animal has the best feed conversion?

A. Beef B. Fish

C. Horse D. Swine

12. The fat soluble vitamins include_______.

A. Vitamin A and B-Complex B. B-complex and Vitamin C

C. Vitamin C and Vitamin D C. Vitamin D and Vitamin E

True or False: Read each statement carefully and write T for True and F for False on the line next to the statement. (2 points each)

13. Animals can not suffer from mineral toxicity or deficiency.

14. Water makes up the largest portion of all living things.

15. Ruminant animals can convert nitrogen into amino acids.

16Cereal grains provide carbohydrates, fat, protein, vitamins, minerals, and water.

17. Animal products are the only source of fat in diets.

18. Plants provide the highest quality protein source in feed rations.

19. Sufficient amounts of major minerals are provided by the ingredients of the feed so no extra minerals need to be added.

20. Rumination is the digestion process in cattle.

21. Bacteria change low-quality protein into amino acids

22. Bacteria from the rumen stomach die & provide protein and vitamins to the animal.

23. Hydrochloric acid (HCL) and protozoa make up the gastric juices of the non-ruminant stomach.

24. Horses are the only animal that does not use the large intestine to absorb nutrients.

25. Metabolism is all of the chemical and physical processes used by living organisms and cells to handle nutrients after they have been absorbed from the digestive system

26. A feed label list the name, guaranteed analysis, ingredient list, directions, and applicable warnings or important information.

Matching: For each word on the left, select the best description on the right. (2points each)

1. Carbohydrates A. aid in the support of life

2. Fats B. amino acids are the building blocks

3. Minerals C. inorganic material needed in small amounts

4. Proteins D. makes up the largest part of most living things

5. Vitamins E. not essential in animal diets

6. Water F. provide energy in two forms: simple & complex

G. provide energy and carry vitamins

H. two categories: fat soluble and water soluble

1. Bloat A. Acid that aids in digestion

2. Chyme B. Build up of carbon dioxide and methane gas

3. Crop C. Contains grit and oyster feed to grind feed

4. Gizzard D. Digested material that leaves the stomach

5. Proventriculus E. Enlarged section of the intestine

6. Villi F. Finger-like projections that absorb nutrients

G. Gastric juices added in this part of the chicken’s stomach

H. Holds food a chicken eats for digestion later

Short Answer: Write the answer to each question.

Animals use nutrient for three functions, what are these functions? Briefly describe each function. (6 points)

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•

•

What are the six categories of nutrients? (6 points)

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•

•

•

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Name the four parts of the rumen stomach. (4 points) (1 point extra credit if you list in order)

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Which part of the rumen stomach is considered the true stomach? (1point)

What is feed conversion? (you can just give me the equation used to find it) (2 points)

You have a herd of 20 beef cattle. You feed the cattle a ton and a half of feed (3,000lbs) and they gain 385 lbs. What is the average feed conversion of the cattle? Is this an ideal feed conversion? (5 points)

Bonus

What did we compare animal nutrition to in order to better understand it? (2 points)

Why do chickens have a food storing mechanism in their digestive track? Why doesn’t the food go right the stomach? (3 points)

Selection of Livestock Anna Warnerplaza.ufl.edu/anna.j.warner/pdf/Lesson Plans/Unit...• Gillespie,...

Documents

Transcript of Selection of Livestock Anna Warnerplaza.ufl.edu/anna.j.warner/pdf/Lesson Plans/Unit...• Gillespie,...