Unit 3 An Sci

Activity 3.1.
1 Animal Value
Name:
Date:
Purpose
Think about your most prized possessions. You may have a list of a few items such
as your I-pod, cell phone, fishing rod, a family photo, or a Most Improved
certificate from playing eighth grade basketball. You value these items for different
reasons, maybe due to monetary investment, hobbies, or fond memories. Think
about your experiences as you consider at the value people place on animals,
animal welfare and animal rights.
Materials
Per student:
Pencil
Agriscience Notebook
Procedure
In this activity, you will determine the value of different animals based on your
opinion. As you go through this activity, keep in mind there are no right or wrong
opinions or answers. At the conclusion of the activity, you will share some of your
thoughts when your teacher asks for student discussion.
During discussion, please remember that animal welfare is a matter of personal
values. While you may disagree with others, individuals are entitled to their
viewpoints and you should not put those opinions down. In return, your discussion
will be heard and not criticized by the class. Sharing ideas, philosophies, and
opinions is important in understanding differing viewpoints.
Part One Assessing Value
In Table 1, assign a value to each of the following animals by placing an x in the
corresponding column. Zero represents the least value and five represents the most
value.
Page |1
Table 1 Animal Values

Animal
Ant
Barn Cat
Border Collie puppy
Cow
Chicken
Goat
Guinea pig
Horse
Lab mouse
Ladybug
Lamb
Llama
Monarch butterfly
Mosquito
Pig
Rabbit
Rat
Turkey
Part Two Supporting Your Assessment

Select two of your highest ranking and two of your lowest ranking animals and
record the name of the animals in the space provided:
High
Low
1. What qualities of the animals listed above on the left cause you to give your
highest ranking to those particular animals?
2. What qualities of the animals listed in the right column cause you to give your
lowest ranking to those particular animals?
Next, enter the four names of the animals you ranked above in the proper columns
of Table 2. Based on your opinions, answer the questions below for each animal by
placing a yes (Y) or no (N) in each corresponding box.
Table 2 Exploring Animal Value
High
Ranking
Question
Animal
Animal:
________
High
Ranking
Animal
Low
Ranking
Animal
Low
Ranking
Animal
________
________
________
Can this animal feel pain?

Does this animal eat and
drink?
Does this animal have a
nurturing mother?
Do humans use this animal
to produce food or clothing
or to provide
companionship?
Is this animal frequently
considered a pest by
humans or other animals?
3. Looking at the similarities and differences of the animals based on the traits
above, how might your ranking of the value of each animal be agreed with or
disagreed with by others?
Conclusion
1 What reasons did you use to assign a value to each animal in Part One of this
activity?
4. How might other peoples opinions differ from yours? Why do you think their
opinions may differ?
5. Based on what you have learned, do warm-blooded animals have more needs
than cold-blooded animals? Why or why not?
Activity 3.1.2 Understanding My Beliefs

Name:
Date:
Purpose
Pigs are friends, not food.
Beef, its whats for dinner.
You may have seen some of these slogans on TV or in magazines. You may have
agreed or disagreed with the statements, but have you ever thought about your
beliefs and values pertaining to animals or animal farming? Are animals just other
creatures living near you that you can use at will? Or, do you believe animals are
feeling and caring beings like yourself?
Materials
Per student:
Pencil
Procedure
In this activity, you will complete a survey to help you define your beliefs and
opinions about the use of animals for human benefit. After you have identified your
beliefs and opinions, you will share with your classmates to develop a collaborative
understanding of each opinion.
Step One Determining My Beliefs
On your Activity 3.1.2 Student Worksheet, determine if you agree or disagree with
the statements pertaining to animal use. Then evaluate your overall attitudes about
ways in which humans use animals.
Step Two Sharing with a Partner
Your teacher will divide you into groups of four. Find a partner within your group and
share your attitudes and beliefs relating to animal use and the ideas that have led
you to those beliefs and attitudes. What do you and your partner agree on and
where do you have differences in opinion about animal use?
Step Three Sharing in a Group

Now discuss your opinions within the group. Be willing to share your thoughts, but
also take care to listen to others. Initiate deeper discussion on areas where there are
differing beliefs in order to begin to develop understanding.
Step Four Sharing with Additional Classmates
When instructed by your teacher, rotate groups. In this final grouping share both
your beliefs and opinions and summarize the differing belief systems of your
previous group. In your summary, names of your classmates do not need to be
mentioned.
Conclusion
2 How does the type of animal determine acceptable use and humane treatment of
animals?
3 How does your background influence your beliefs and opinions about animals?
4 At this time, do you think you are an animal rightist or animal welfarist? What
values and beliefs lead you to this conclusion?
Activity 3.1.2 Student Worksheet

Name:
Date:
Directions: The following statements listed in the table are designed to help you
begin to understand and evaluate your beliefs regarding the use, care, and raising of
animals. Read the statements carefully and think about your beliefs for each one.
Mark your belief as strongly agree (SA), agree (A), undecided (U), disagree (D), or
strongly disagree (SD).
The statements below are based on work developed by Animal Welfare Instructional Materials produced
by the National Council for Agricultural Education and the National FFA Foundation.
Table 1 Determining My Beliefs

Statement
1.
Humans have dominion over every living thing that

moves on the Earth.
2.
The responsible, compassionate use of animals for the

betterment of society should guide our use of animals.
3.
Animals are created for the use of humans.
4.
Stray or seriously ill dogs should never be put to sleep.
5.
I dont like it when my parents set mouse traps.
6.
I would not think twice about killing a roach or mosquito.
7.
Keeping animals in cages is wrong.
8.
Keeping animals in small apartments is wrong.
9.
Pets are more important to me than other animals.
10
.
Pets need to be free and to roam.
11. Animals feel pain.

12
.
Humans can withstand less pain than most dogs, cats,

hogs, and cattle.
SA
SD

Statement
13
.
Producers of cruelty-free, animal-friendly products do

not use data from animal research.
14
.
Cowboys riding bulls in rodeos are hurting those bulls.
15
.
It is wrong to shear a sheep.
16
.
If I was a sheep producer, I would kill a rabid fox or

hungry coyote rather than allow it in my herd.
17
.
It is wrong to show a steer or pet cat at a county fair.
18
.
Farmers treat their pets differently from food animals.
19
.
Allowing food animals to run free would drive up the cost

of meat at grocery stores.
20
.
People who build homes near farms should expect

noise and odor concerns.
21
.
Farmers dont really care about the welfare of their

animals for sale.
22
.
It is all right to euthanize animals if it is necessary for

research.
23
.
We could do without research that involved sacrificing

animals.
24
.
All forms of human medication or surgery should be

tested on animals before being used on humans.
25
.
Genetically modified animals will become an important

tool for feeding the world.
26
.
Dissections are an important way for me to learn about

how living things are structured and function.
27
.
It is all right to hunt for food, but not for pleasure.
28
.
Hunting is done primarily to control populations of

animals.
29
.
If beavers dammed up a creek near my home causing

flooding, I would remove the beavers.
SA
SD

Statement
30
.
SA
SD
People who build homes in rural areas should expect

problems and encounters with wildlife.
Complete the following statements based on your beliefs and attitudes about animal
use. Each category generalizes a group of statements from Table 1. Use your
responses from Table 1 to guide you in developing your opinions. The numbers in
parenthesis correspond to the questions in Table 1.
I believe placing human needs over animals needs (refer to 1-7).
Example: I believe placing human needs over animals needs is wrong because all
creatures have rights and it is wrong of humans to assume we have any authority
over another being.
I believe keeping animals as pets (refer to 8-10)
I believe that animals (do/do not) feel pain. (refer to 11-15)
I believe using animals in agriculture (refer to 16-21)
I believe conducting research with animals (refer to 22-26)
I believe human interference with animals in their environment (refer to 27-30)
Activity 3.1.3 Recognizing Differences

Name:
Date:
Purpose
You are beginning to understand your beliefs and opinions pertaining to animal use.
Does everyone believe the same as you? Animal welfare and animal rights opinions
are varied from person to person. Some groups and organizations spend a great
deal of time and money promoting and educating the public about their philosophy.
What forms of media are used to persuade people? How do you know the accuracy
of what you see in public relations materials?
Materials
Per class:
Videos and public relations flyers
Per student:
Pencil
Procedure
You will see a variety of propaganda materials from animal rights, animal welfare,
and agricultural groups. As you watch the video or review the flyer, study each
carefully and determine what message is being portrayed.
After each video or flyer is presented, your teacher will initiate a discussion about the
intended audience, purpose, and validity of the material. Record your thoughts and
reactions on Activity 3.1.3 Student Worksheet.
Conclusion
5 Based on what you have learned so far, why do farmers have an interest in
protecting the welfare of animals?
6 Why are some animal rightists opposed to animal agriculture?
7 How do you determine if public relations materials are accurate and valid?
8 How can inaccurate materials help or harm the image of an animal welfare or an
animal rights group?

Name:
Date:
Directions: Complete a review of each video or flyer your teacher presents. In your
review, include the following information:
Philosophy presented Is it Animal Welfare or Animal Rights?
Purpose What were the main points?
Things I learned What are four new ideas, facts, or opinions you
learned?
Shock Value Rating Was the public relations material devised to inflame
a strong reaction or to provide information without invoking strong
emotion? A rating of 1 is informative and has a low emotional response. A
rating of 5 is very inflammatory and causes a strong emotional response.
My reaction Do you agree or disagree with the material presented? Why
or why not?
Reflections How has this material affected your beliefs and opinions and
how might it affect others?
Title:
Philosophy Presented:
Shock Value Rating: 1 2 3 4 5
Purpose:
My Reaction:
Things I learned:
Reflections:
Title:
Purpose:
My Reaction:
Curriculum for Agricultural Science Education Copyright 2012

Animal Unit 3 Lesson 3.1 Activity 3.1.3 Recognizing Differences Page 11
Things I learned:
Reflections:
Title:
Purpose:
My Reaction:
Things I learned:
Reflections:
Title:
Purpose:
My Reaction:
Things I learned:
Reflections:

Project 3.1.4 Animal Welfare and Me

Name:
Date:
Purpose
There are federal regulations, state laws, ethical guidelines, and personal beliefs
that define and govern the humane and correct use of animals. These regulations
and guidelines have all been put into place to protect animals from being subjected
to cruel and harmful treatment.
In this lesson, you have discussed the differences in how people value animals and
how perceptions may alter a persons opinion. It is easy for someone to say he or
she cares about animals. Many people believe animals should be treated humanely.
In the practice of animal sciences, what does that really mean? In this project, you
will probe the question of how you will treat animals on a daily basis.
Materials
Per student:
Article pertaining to animal abuse

Computer with word processing software
Pencil
Procedure
In this project, you will start by reviewing an article of possible animal abuse that will
be provided by your teacher. After reviewing the article, you will develop a
Producers Code of Care guide to be used in your Producers Management Guide.
Step One Reading up on Animal Abuse
Read the article provided by your teacher carefully. As you study the article, identify
areas where the animal could have been treated more humanely and think of how
you would have handled the situation.
Step Two Developing a Code of Care
Next, develop a standard of care that you will provide for your animal or animals. Be
thinking of areas in which you can improve or guarantee the quality of life for your
animal. Below are suggested areas to include in your Producers Code, but you are
not limited to these areas. Consider additional areas unique to your animal and
include those based on your experiences in this course.
Provisions for feed, water, and habitat

Health care and expectations
Handling procedures or expectations
Transportation and harvesting practices
Use in education and research
Demonstrating and promoting a positive perception of animal agriculture
Step Three Publishing Your Code of Care

Using a computer with word processing software, create your Producers Code of
Care document. You should create a professional appearing document. This
document will be included in your Producers Management Guide. Include the
following components:
Title
Brief introduction
Care guidelines
Citation of any sources you used in APA format
Conclusion
9 In the article that you read, identify and record two areas of questionable animal
use. How would you suggest the producer handle a similar situation?
10 How has developing a Producers Code of Care guide helped you think about
becoming a better producer?

Activity 3.2.1 Response to Environment

Purpose
You may have heard about Pavlov, the scientist who conditioned his dogs to expect
food every time he rang a bell. After a period of time, they came to expect food when
they heard the bell ring by beginning to salivate before seeing any food. They
predictably responded to a stimulus.
Scientists and animal producers study animal behavior to determine and predict the
response of animals to changes in their environment. These studies have improved
animal facilities, training, and handling practices. Through the manipulation of
various environmental, nutritional, and social factors, the ability to provide more ideal
conditions for animals is possible.
Behavior is an observable response to a stimulus from the environment. Behavior
can be classified into two categories: innate or learned. Innate behavior is inherited
and instinctive (inborn), and develops independently of experience with other
animals. Learned behavior changes an animals behavior as a result of the animals
experience with other environments and other organisms.
Orientation is one type of behavior and is the ability of an animal to place itself in a
favorable environment.Orientation occurs in two ways, taxis and kinesis. Taxis is a
deliberate movement toward (positive) or away from (negative) a stimulus. This
movement can be more or less automatic depending on the species. Kinesis, on the
other hand, is a random movement that is not oriented toward or away from a
stimulus. These two types of responses are common among animals when reacting
to light, sound, touch, heat, or chemicals.
Taxis is a much more efficient way for an organism to respond to a stimulus and
therefore is much more prevalent than kinesis in the animal kingdom. Taxis aids in
the search for a mate, food, and a safer living environment, as well as helping to
avoid predators. Chemotaxis, a common taxis, involves detecting a trace of
chemicals, which help the organism orient itself towards the source. This is often
used to locate food or a mate. All types of taxis will be either positive (towards a
stimulus) or negative (away from a stimulus). For example, many animals that live
under rocks, leaves, or logs, will often respond negatively when exposed to light and
thus demonstrate negative phototaxis.
How will pillbugs react as you alter their environment? Can you identify taxis versus
kinetic movement?

Materials
Per pair of students:
Behavior tray
Stopwatch
Filter paper
Petri dish
Environmental samples (wood
chips, pine shavings, moss, sand)
Black construction paper
Colored cellophane
Pipette
Light source
Masking tape
Per class:
Terrestrial Isopods (pillbugs)
Per student:
ASA Lab Report Template

Pencil
Procedure
In this activity, you will observe the response of animals to changes in their
environment. The animal used will be a pillbug. Please review your notes from
Lesson 3.1 Animal Rights or Animal Wrongs before experimenting with animals.
Part One Pillbug Observations
To become familiar with the organisms, place several pillbugs in the behavior tray
and carefully observe them for at least 4 minutes. In Table 1 on Activity 3.2.1
Student Worksheet, document any behaviors you see. Remember to document even
the seemingly unimportant behaviors. Try to document the behaviors observed in
chronological order. Note: Do not disturb the pillbugs; shaking or tipping the tray will
cause unnatural behavior in the pillbugs.
Part Two Pillbug Movement
6. Place a small piece of masking tape on each side of the behavior tray and label
one side A and the other side B.
7. Place five pillbugs in each chamber of the tray.
8. Every minute for 10 minutes, count the number of pillbugs in each chamber.
9. Record your observations in Table 2 on Activity 3.2.1 Student Worksheet.
10. Calculate the average number of pillbugs in each chamber for the 10-minute time
period. Enter the results in Table 2.
11. Share you results as instructed by your teacher.
12. Using the data from all groups in the class, calculate the class average for
number of pillbugs in each chamber in a 10-minute time period. Enter the results
in Table 2.
Part Three Altering the Conditions

You will design an experiment altering environmental conditions in the behavior tray
to test the possible environmental factors that may affect pillbug behavior. There are
many types of taxis that may or may not elicit a response among different
organisms. Some examples are listed below. Remember, a taxis may be termed
positive or negative, depending on the organisms response to the stimulus.
Chemotaxis orientation of an organism in relation to the particular
chemical, such as an acidic versus a basic environment
Hydrotaxis orientation of an organism in relation to the presence of
water or moisture
Thermotaxis orientation of an organism in relation to temperature
Thigmotaxis orientation of an organism in relation to touch
11 Select the environmental condition you and your partner would like to alter.
12 Use the ASA Lab Report Template to record your hypothesis, materials, and
procedures.
13 Form a hypothesis as to how the pillbugs may react to the condition you are
testing.
14 Design an experiment, using the materials listed above to test the condition you
will be altering.
15 Describe your experimental setup in your lab report. Determine how you will
collect and record data.
16 Check with your teacher before proceeding. Once your teacher has approved
your experiment, conduct the experiment and collect the data.
17 Draw a graph of your data from both Part Two and Part Three. Examine your
graph and, based on your findings, write a conclusion based on your experiment
your lab report. It is recommended that you include your graph in your report.
18 Clean up as instructed by your teacher.
19 Submit a copy of your report to your teacher.
Conclusion
20 In Part Two, you placed equal numbers of pillbugs in each chamber of a behavior
tray and collected data. What purpose do you think this served?

21 Based on your experimental design in Part Three, which environment did the
pillbug prefer? How do you think this preference benefits the organism in its
natural environment?


Name:
Date:
Table 1 General Observations
Table2 Pillbug Movement

Time (min)
# Pillbugs in Side A
0
1
2
3
4
5
6
7
8
9
10
Average
Class average
Graphs
# Pillbugs in Side B
Project 3.2.2 Acting like an Animal

Name:
Date:
Purpose
On a recent tour of several farms, you were knocked down by a ram, chased from a
pasture by a cow, nuzzled by a horse, licked by a dog, and watched a pig roll a ball
playfully around its pen. You come home confused by the randomly vicious and
friendly behaviors of animals. It was a long day and you wonder why the animals
behaved so differently at each stop. Questions keep popping up in your mind: Was it
the gender of the animal? The age? The training? Instinct? And most importantly,
how should you behave in each situation for your safety and that of the animal?
Materials
Per pair of students:
Computer with Internet access

and word processing software
Agriscience Library
Per student:
Pencil
Procedure
For this project, you will work with a partner to complete a WebQuest of the behavior
and safe handling of an animal. You and your partner will produce a two-page brief
of the instinctive behavior, learned behavior, safe handling, and restraint of the
animal. You will document the sources from which you gather materials in the form
of an annotated reference.
Conclusion
22 How does temperament affect the ease of training and handling of animals?
23 What learned behaviors are most easily taught to the animal you studied?
24 As you read the behavior briefs of other students, what differences in behaviors
and handling practices do you notice?
Project 3.2.2 Behavior WebQuest

Introduction
When you returned to school after your farm tour with your list of questions, you
discovered many of your classmates had different experiences. One person watched
a horse trainer wave flags and condition a horse to remain calm in the presence of
distractions. Another found a commercial cattle operation where the cows obediently
came running when the feed truck started, but scattered quickly when a person on
foot approached. Someone else observed sheep hurrying from corner to corner of a
corral as people walked through. The behavior of animals varied from farm to farm
even among the same species.
You and your partner have taken on the task of researching one of the animals you
observed on the farm. Due to the variety of animals, it is not reasonable to research
each animal extensively, so your classmates will study other animals and share their
findings with you.
The Task
You and your partner will study the behaviors, instinctive and learned, and the safe
handling of the animal you have chosen. You will prepare a brief to be used as a
preparatory document for students making farm visits as well as an annotated
reference of your sources. Parts One and Two below will assist you in staying
organized.
The Process
Part One Research
You and your partner will assign tasks and complete research for the behavioral,
handling, and restraint practices of the animal you have chosen to study.
Additionally, you should find three to four resources, such as training videos, guides,
magazine articles, and books that an individual interested in your animal could use
in training and handling.
Pay particular attention to behaviors associated with the following activities:
25 Instinctual behaviors
o
o
o
o
o
Social structure
Reproduction
Mothering
Feeding
Communication
13. Learned behaviors

o Imprinting
o Conditioning
o Habituation
o Intelligence
14. Safe Handling and Restraint Procedures
o
o
o
o
o
Flight zones
Temperament
Vision
Noise
Restraint devices
Keep an accurate record of all documents you access and use for your annotated
reference. You and your partner should have a minimum of five sources with a mix of
book and web sources.
Part One Resources
Use the following resources to assist you in your research. You may find additional
books, magazines, videos, and websites helpful in your studies as well.
Books from the Agriscience Library
Damron, W.E. (2000). Introduction to animal science: Global, biological,
social, and industry perspectives. Upper Saddle River, NJ: Prentice
Hall, Inc.
Ensminger, M.E. (1991). Animal science. Danville, IL: Interstate Publishers,
Inc.
Herren, R.V. (2007). The science of animal agriculture (3rd ed.). Clifton Park,
NY: Delmar.
Parker, R. (2009). Equine science (3rd ed.). Clifton Park, NY: Delmar.
Warren, D. M. (2002). Small animal care and management. Albany, NY:
Delmar.
Animal Behavior Websites
Animal Behavior
http://www.animalbehaviour.net/index.htm
Animal Handling and Restraint
http://www.ruralareavet.org/PDF/Animal_Handling.pdf
Guidelines for Humane Handling, Transport and Slaughter of Livestock
http://www.fao.org/docrep/003/x6909e/x6909e00.HTM
Livestock Behavior, Design of Facilities, and Humane Slaughter
http://www.grandin.com/
Safe Handling of Farm Animals
http://nasdonline.org/document/44/d001612/handling-farm-animals-safely.html
Sheep 201 A beginners guide to raising sheep - Behavior
http://www.sheep101.info/201/behavior.html
The Basics of Equine Behavior
http://www.esc.rutgers.edu/publications/general/fs525.htm
Part Two Compiling
26 Using word processing software, write a brief for students going on field trips and
farm tours to become acquainted with common animal behaviors and handling
and restraint practices. Your brief should be arranged in the following format and
should not exceed two pages.
Page 1
Title
Instinctive Behaviors
Page 2
Handling and Restraint

Procedures
Learned Behaviors
Additional Resources
27 Your annotated reference should be a separate document that includes the
citation of each source in APA format, two to four sentences summarizing the
article, one to two sentences describing how it relates to your brief and how it
was helpful to you, and finally one to two sentences describing the reliability and
credibility of the source.
Sample Annotated Reference:
Gillespie, J.R., & Flanders, F.B. (2010). Breeds of dairy cattle. Modern
livestock and poultry production (8th ed.) (pp. 729-743). Clifton Park,
NY: Delmar.
In this chapter, Gillespie discusses the characteristics, trends and concentration of
the dairy industry in the United States. He encourages the selection of dairy breeds
be based on availability in the area, market preference, and personal preference.
There are five common breeds, including Ayrshire, Brown Swiss, Guernsey, Holstein,
and Jersey. This article was helpful in writing my report on dairy breed identification
as it provides detailed descriptions of each breed. This is a reliable source as it is
from an edited and reviewed textbook available for education.
Annotated Reference Resources:

Annotated Bibliographies
http://library.ucf.edu/Rosen/annotated.pdf
Writing an Annotated Bibliography
http://lib.calpoly.edu/research/guides/bibliography.html
Citation Machine (Help with Bibliography entries)
http://www.citationmachine.net/index2.php
15. Upon completion of your brief and annotated reference, ask your teacher for
assistance in making enough copies of your brief for your classmates.
16. Submit one copy of the brief and the annotated reference to your teacher.
17. Share the copies of your brief with your classmates.
18. Read the briefs shared by your classmates and place a copy of each in your
Producers Management Guide.
Evaluation
Refer to Project 3.2.2 Behavior Brief and Annotated Reference Rubric for
expectations and assessment criteria.
Activity 3.3.1 Animal Needs

Purpose
Shelters for humans have evolved greatly over time. This process of continuous
improvement has provided people advanced protection from the sun, wind, rain, and
snow, allowing homes to be built in less than favorable conditions. Just as
advancements have been made in human shelters, livestock and poultry shelters
have become more sophisticated, providing the ideal growing conditions for animals.
From 750 square foot apartments to 5,000 square foot homes, people choose
shelter based on lifestyle choices, finances, and location rather than a specific need
for space. Animals, on the other hand, are typically housed in the most space
efficient manner. You may have a bedroom, bathroom, kitchen and living room in a
house that you share with your family. Could you maintain a satisfactory lifestyle with
less? What type of space does an animal need to maintain its lifestyle?
Materials
Per student:
Computer with Internet access

Pencil
Procedure
In this activity, you will be determining the space needs of the species of animal you
plan to produce for your Producers Management Guide. Before planning facilities
for your animals, you need to know the amount of space your animals require for
various activities. Research and record the basic needs of the species of animal you
plan to raise on Activity 3.3.1 Student Worksheet. Include the average
environmental conditions of the region for which you plan your facility. Investigate
the various feeding, watering and manure management system options related to
your specie and provide a short comparison of each. You will choose from these
options when you begin planning your facility.
Conclusion
28 What role does the stage of production of an animal play in its space
requirements?
29 How does the climate in your region influence the type of shelter provided to
animals?

Stages of
Production
Mature and
Producing
Animals
Young
Growing
Space requirement per animal (ft2)
Housing Type
Thermoneutral
Zone (F or C)
Water Needs
(quantity per day)
Feeding System
Description of Feeding System
Watering System
Description of Watering System
Manure
Management
Regional Climate
Stats
Average Daily
Temp
Average Humidity
Wind
Finishing
Description of Manure Management System
Winter
Spring
Summer
Fall
Activity 3.3.2 Biosecurity: Managing Risk

Name:
Date:
Purpose
Biosecurity is a growing concern in animal agriculture. Highly concentrated
confinement operations that permit the easy transmission of pathogens make illness
and disease significant animal welfare and economic concerns. Prevention and
reduction of the spread of pathogens is crucial for todays agricultural operations.
However, many common practices that farmers and ranchers use to raise animals
actually help spread the pathogens.
The food industry uses a system of checks and balances, called Hazard Analysis of
Critical Control Points (HACCP), to insure food safety. In a HACCP plan, control
points are identified, preventative measures for the control points are established
and practiced, and the control points are regularly monitored. The practice of
preventing, reducing, and eliminating risks at control points can be applied to farm
level biosecurity.
Materials
Per class:
Incubator
Bucket of warm water
Bucket of disinfecting solution
2 scrub brushes
Disinfecting wipes
One pair of dirty work-boots
6 100 ml beakers
4 stirring rods
Black construction paper
Per team of three students:
1 prepared nutrient agar petri dish

3 swabs
Marking pen
Per student:
Activity 3.3.2 Scenario

Safety goggles
Lab apron
Gloves
Pencil
Procedure
Your teacher will assign you to a team of three students to test one of three
scenarios. Each scenario will be used to simulate a possible control point on the
farm.
Part One Collecting Samples

Read the scenario assigned to your team by your teacher.
What risk factor are you simulating in your tests?
How much bacterial growth do you predict will occur in each sample? Why?
Sample 1:
Sample 2:
Sample 3:
Prior to sampling, elect a teammate to prepare the nutrient agar petri dish for your
team. This person will be in charge of the dish throughout the lab activity.
1 The team member designated to prepare the nutrient agar petri dish must wash
his or her hands.
19. With the lid of the agar petri dish firmly in place, carefully turn it over and use the
marking pen to label the dish with your teams initials.
20. On the bottom of the dish, divide the dish into three equal sections and label the
sections as #1, #2, and #3. See Figure 1 as an example.
Figure 1. An example of how to divide a petri dish
21. When your dish has been properly labeled, proceed to the directions provided in
your scenario.
Part Two Observations
Safety precaution: Do not open your petri dish. Colonies grown on your dish may
be harmful to your health. Make all observations through the dish.
Observe your petri dish daily beginning on Day 3. Record any changes on the
nutrient agar in Table 1. Place the dish on black construction paper for easier
viewing.
Table 1 Observations
Day
Condition in
which sample
was taken
Sketched and Written Observations
Part Three Conclusions

Safety precaution: Do not open your petri dish. Colonies grown on your dish may
be harmful to your health. Make all final observations through the dish.
Describe the characteristics of the colonies in each section of your petri dish
in Table 2. Realize there may be more than one type of colony in each section.
Use the following website to assist you for descriptions and pictures of the
characteristics and to guide you and your team in determining some basic types of
colonies that may have formed. Interpreting Plates found at
http://www.sciencebuddies.org/science-fairprojects/project_ideas/MicroBio_Interpreting_Plates.shtml.
Table 2 Conclusions
Characteristics
Section 1
Drawing of colony or colonies
Section 2
Form
Elevation
Margin
Surface
Color
Characteristics
Form
Elevation
Margin
Surface
Color
Characteristics
Section 3
Form
Elevation
Margin
Surface
Color
As a team, answer the following questions.
How do your teams results compare to your teams predictions?
What potential sources of error or limitations could have influenced your

results?
Compare the bacterial growth on your nutrient agar to the bacteria grown on your
classmates agar.
Describe the differences in the bacterial growth from different risk factors.
Based on your observations, does applying a preventative measure reduce

contamination?
Place your petri dish in the disposal area provided by your teacher.
Clean up your work area and wash your hands.
Conclusion
30 What biosecurity risk factor is being tested in each scenario?
22. How can disinfecting techniques reduce the spread of diseases on the farm?
23. Based on what you have learned, should biosecurity practices be mandatory at
all animal production facilities? Why or why not?
Activity 3.3.2 Scenario One

You built a new state-of-the-art broiler barn and want all of your fellow poultry
producers to come over and check it out. You invite them over for a visit one morning
after they have had time to finish chores on their farms.
To simulate this, your team will test the door handle of the classroom. Team
members not handling the dish will alternate as specimen collectors.
Sample 1 All Visitors Welcome Farm
1 Remove a cotton swab from the packaging.
24. Use the swab to thoroughly wipe the door handle of the classroom.
25. Raise the lid of the petri dish approximately one inch and streak Section 1 with
the swab by gently moving the swab across the section of the dish in a zigzag
pattern.
Caution: Be careful not to gouge the agar with the swab.
26. Quickly replace the lid of the petri dish.
27. Put the swab back into the packaging it came from and dispose of it in the waste
container as instructed by your teacher.
Sample 2 Limited Access Farm
31 Disinfect the door handle with a disinfecting wipe and allow it to air dry.
32 Each member of your team should open the door, making sure to have solid
contact with the handle.
28. Repeat Steps 1 5 from above using Section 2 of your petri dish.
Sample 3 Restricted Access Farm
33 Have one member of your team wash his or her hands thoroughly with
antibacterial soap.
34 Disinfect the door handle with a disinfecting wipe and allow it to air dry.
29. Without touching any other objects, have this teammate open and close the
classroom door.
31. Seal the petri dish with the material provided by your teacher.
32. Invert the dish so the lid is on the bottom and place in the incubator.
Incubator should be set at 37C.

The dish is inverted to prevent condensation from building up and dripping
on the bacterial colonies as they form.
33. Clean up your work area and wash your hands before leaving the lab.
Activity 3.3.2 Scenario Two

You own a total confinement swine operation and have a high school student hired
to help around the farm. He raises purebred Durocs at home for his SAE project.
You figure it is fine if he wears his work-boots in both locations, after all pigs are
pigs.
To simulate this, your team will test a dirty work-boot. Team members not handling
the dish will alternate as specimen collectors and work together in sample
preparation.
Sample 1 Shared Farm Equipment
34. Using the swab thoroughly wipe the bottom of the boot.
pattern.
Sample 2 Cleaned Farm Equipment
35 Using the bucket of warm water and scrub brush, clean the debris from the sole
of the work-boot. Allow the boot to air dry.
Sample 3 Disinfected Farm Equipment
36 Place the work-boot in the disinfecting solution and allow it to sit for the
recommended time.
39. Remove the boot from the disinfecting solution.

43. Clean up your work area and wash your hands before leaving the lab.
Activity 3.3.2 Scenario Three

You recently purchased ten Holstein replacement heifers for your dairy. When you
brought them home, you had a separate pen for them, but the water tank is shared
with the pen of replacements you raised.
To simulate this, your team will test water samples. You will need three 100 ml
beakers and water. Team members not handling the dish will alternate as specimen
collectors and work together in sample preparation.
Sample 1 Comingled Water Trough
1 Each team member must wash his or her hands.
37 Pour 50 ml of water into the first beaker.
38 Have each team member spit once into the beaker.
39 Stir with the stirring rod and wipe the rod with a disinfecting wipe.
44. Swirl the swab in the water mixture.
pattern.
Sample 2 Individual Water Supply
41 Pour 50 ml of water into the second beaker.
42 Have one team member spit one time in the beaker.
48. Repeat Steps 4 9 above using Section 2 of your petri dish.
Sample 3 Control for Contaminants in Water
43 Pour 50 ml of water into the third beaker.
49. Repeat Steps 5 9 above using Section 3 of your petri dish.

52. Clean up your work area and wash the beakers, stirring rods and your hands
before leaving the lab.
Activity 3.3.3 Scaled Down

Name:
Date:
Purpose
Drafting accurate and detailed plans are important when designing animal
production facilities. Plans should be neat, precise, and drawn to scale in order for
the builder to construct a solid and long-lasting building. Drawing to scale is needed
to represent large construction projects on a sheet of paper. Consider an architect
who is designing a barn for a producer. Creating a life size drawing of a barn would
not be feasible. The drawing would be too large to fit on any standard size sheet of
paper. This is why an architect or drafter use a scale ratio and craft scale drawings.
The use of a scale ratio allows the architect to scale down the barn so that it fits
onto the size of paper used by his or her firm for making plans. Once the drawing for
the barn is complete, communicating with the producers becomes much easier.
Materials
Per student:
Calculator
Ruler
Pencil
Procedure
Complete the problems below as practice for determining and using scale in a
drawing. Scale ratios are a useful tool when developing animal facilities. In this
activity, you will practice scale measurements in preparation of planning an animal
facility.
Part One How Big Does it Need to Be?
Before you can start designing or planning, you need to translate space
requirements for your specie to an actual size for your facility. Read the example
below and complete the calculations for lambs. You need to calculate the total
square footage required, then choose a corresponding dimension to meet that
requirement.
If a feeder lamb requires 10 square feed of space in dirt floor confinement housing,
what barn dimensions would be appropriate for 25 lambs?
Part Two How Big Will it Be on Paper?

As a designer, you must be able to look at a plan, measure the drawing dimensions,
and convert them to actual size using scale ratios. Use your ruler to measure the
buildings in the figures below. Then use the scale provided to convert into building
dimensions.
Determine the dimensions of the barn and outdoor run. The scale is 1 = 16. Record
the measurements and actual size.
Barn
Outdoor Run
Barn: ___________________ actual size
Run: ________________actual size
Determine the dimensions of the dairy barn below including the overall dimensions
of the barn, the center aisle, the feed bunk, and a stall. The scale is 1 = 20.
Center Aisle
Measurements
:
Length
Width
Barn
Feed bunk
Center Aisle
Barn:
Feed Bunk:
Center Aisle:
Stall:
Stall
Part Three Setting the Scale

When you are the designer, you must determine your own scale ratio, which can be
challenging. The plan needs to be big enough for you and your customer to read
clearly and it must fit onto a sheet of paper. If the plan is too small, the drawing will
be hard to read and your paper will be filled with white space.
To select a scale ratio, determine the biggest dimension of the building. Next,
experiment with several scale ratios until you find the one that works best for fitting
the size of paper you are using.
80
30
50
50
Select the best scale for the barn so that it will fit on a paper of size 11x17.
A.
1"
x
20' ___
B.
1"
x
10' ___
C.
1"
x
5' ___
D.
1"
x
2' ___
Conclusion
44 Why is the use of scale important in planning and design of livestock facilities?
45 How can a designer ensure that a facility meets space requirements but remains
functional for animals and their caretakers?
Project 3.3.4 What Makes a Home?

Name:
Date:
Purpose
When you got up this morning, you may have stumbled out of bed and gotten
dressed. And then, you made it down the hall to the bathroom where you brushed
your teeth and took your vitamins. As you walked out the door (late again!) your
mom handed you a fruit smoothie for breakfast and your lunch bag. This may seem
pretty routine to you, yet all your basic needs were met. You had shelter, food, and
even some preventative care. Do you have a plan to provide those necessities to the
animals you produce?
As a future animal producer, you need to be prepared to provide shelter and the
facilities for providing feed and care for animals. In this project, you will create a plan
for facilities and develop the next portion of your Producers Management Guide.
Materials
Per student:
Computer with Internet access and spreadsheet software

1 sheet blueprint paper (for final draft)
Model facility building materials to be chosen and provided by the
student
Graph paper
Ruler
Pencil
Procedure
For this project, you will be creating a floor plan for the facilities for your animals. You
will need to provide areas for their living, shelter, feeding, and health care needs. In
this situation, you have a minimum of 25 head of animals. You may opt to have a
larger operation if you choose. You are very fortunate as you just inherited the right
amount of land required for your production needs. Therefore, you do not need to
pay for the land or acquire additional acreage.
Part One Facility Design

There are many types of facilities and facility plans used in producing livestock.
Commonly, the plans are developed for differences in the surrounding environment.
As you develop a floor plan, keep in mind the stages of production of the animal and
the seasonal differences of the region. Some considerations to be aware of
throughout the design process are:
The type of building material you plan to use
Provisions for shelter to prevent heat and cold stress
Feeding area and access to clean, fresh water
Special needs for birthing for instance lambing pens, nest boxes,
farrowing crates
Area and equipment for safe handling and health care practices
Sanitation concerns and manure management
53. After reviewing the types of animal facilities commonly used in your industry,
select a style that will work best for you. Refer to your research from Activity
3.3.1 Animal Needs for guidance.
54. Using the space requirements you researched in Activity 3.3.1 Animal Needs,
begin laying out the plan for your facility. You may have more than one building
site to your plan, for instance a group of pastures, pens, corrals, and working
equipment.
55. Determine an appropriate scale for your drawing.
56. On graph paper, prepare a rough draft of the floor plan. You may want to draw
each area on a separate sheet of graph paper. Label the dimensions and main
features.
57. Review the plan with your teacher and make any corrections necessary.
58. Prepare your final floor plan on the blueprint paper. You need to include the
scale, dimensions, and a key.
Part Two Construction
HOMEWORK: Build a scale model of your facilities. You may use whatever
construction material you choose, as long as you can represent the components of
your facility plan with it.
Include all features of the structure, such as handling equipment, flooring, and
roofing. All roofing should be retractable to allow inspection of the building.
Model guidelines:
Size large enough to easily see and distinguish features, small enough
to be easily portable.
Scale proportionate to drawing and actual dimensions.
Materials creative, demonstrate the features of the design.
P a g e | 42
Conclusion
46 What other production-based knowledge would have been beneficial in the
design process of the facilities?
47 What challenges did you encounter when transferring your design from a
blueprint to a model?
59. If you were given more time, what would you change or add to your production
facility design?
P a g e | 43

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Activity 3.1.

Table 1 Animal Values

Part Two Supporting Your Assessment

Can this animal feel pain?

Activity 3.1.2 Understanding My Beliefs

Step Three Sharing in a Group

Activity 3.1.2 Student Worksheet

Table 1 Determining My Beliefs

Humans have dominion over every living thing that

The responsible, compassionate use of animals for the

Animals are created for the use of humans.

Stray or seriously ill dogs should never be put to sleep.

I dont like it when my parents set mouse traps.

I would not think twice about killing a roach or mosquito.

Keeping animals in cages is wrong.

Keeping animals in small apartments is wrong.

Pets are more important to me than other animals.

Pets need to be free and to roam.

11. Animals feel pain.

Humans can withstand less pain than most dogs, cats,

Table 1 Determining My Beliefs

Producers of cruelty-free, animal-friendly products do

Cowboys riding bulls in rodeos are hurting those bulls.

It is wrong to shear a sheep.

If I was a sheep producer, I would kill a rabid fox or

It is wrong to show a steer or pet cat at a county fair.

Farmers treat their pets differently from food animals.

Allowing food animals to run free would drive up the cost

People who build homes near farms should expect

Farmers dont really care about the welfare of their

It is all right to euthanize animals if it is necessary for

We could do without research that involved sacrificing

All forms of human medication or surgery should be

Genetically modified animals will become an important

Dissections are an important way for me to learn about

It is all right to hunt for food, but not for pleasure.

Hunting is done primarily to control populations of

If beavers dammed up a creek near my home causing

Table 1 Determining My Beliefs

People who build homes in rural areas should expect

I believe keeping animals as pets (refer to 8-10)

I believe that animals (do/do not) feel pain. (refer to 11-15)

I believe using animals in agriculture (refer to 16-21)

I believe conducting research with animals (refer to 22-26)

I believe human interference with animals in their environment (refer to 27-30)

Activity 3.1.3 Recognizing Differences

Videos and public relations flyers

Activity 3.1.3 Student Worksheet

Shock Value Rating: 1 2 3 4 5

Shock Value Rating: 1 2 3 4 5

Curriculum for Agricultural Science Education Copyright 2012

Shock Value Rating: 1 2 3 4 5

Shock Value Rating: 1 2 3 4 5

Curriculum for Agricultural Science Education Copyright 2012

Project 3.1.4 Animal Welfare and Me

Article pertaining to animal abuse

Provisions for feed, water, and habitat