COMPETENCY BASED LEARNING MATERIAL

ANIMAL PRODUCTION (POULTRY-

CHICKEN) NC II

SECTOR:
AGRICULTURE AND FISHERY

CORNERSTONE TRAINING AND LEARNING CENTER

 HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL

Welcome to the module in RAISING POULTRY. This module contains training materials and activities
for you to complete.

The unit of competency “Raise Poultry” contains knowledge, skills and attitudes required for an
Animal Production course. It is one of the core modules at National Certificate II (NC II) level.

You are required to go through a series of learning activities in order to complete each learning
outcome if the module. In each leaning outcome are Information Sheets and Resources
Sheets( Reference Materials for further reading to help you better understand the required
activities). Follow these activities on your own and answer self-check at the end of each learning
outcome. You may remove a blank answer sheet at the end of each module (or get one from
facilitator/trainer) to write your answers for each self-check. If you have questions, don’t hesitate to
ask your facilitator for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this learner’s guide
because you have:

Been working for some time.

Already completed training in this area.

If you can demonstrate to your trainer that you are competent in a particular skill/s, talk to him or
her about having them formally recognized so you don’t have to do the same training again. If you
have a qualification or Certificate of Competency from previous trainings, show it to your trainer. If
the skills you acquired are still current and relevant to the unit/s of the competency they may
become part of the evidence you can present to RPL. If you are not sure about the currency of your
skills, discuss this with the trainer.

This module was prepared to help you achieve the required competency in raising poultry. This will
be the source of information for you to acquire knowledge and skills in this particular trade
independently and at your own pace, with minimum supervision or help from the instructor.

Talk to your trainer and agree on how you will both organize the Training of this unit. Read
through the module carefully. It is divided into sections, which cover all the skills, and
knowledge you need to successfully complete this module.
Work through the information and complete the activities in each section. Read information
sheets and complete the self-check. Suggested references are included to supplement the
materials provided in this module.
Most probably your trainer will also be your supervisor or manager. He/she is there to
support you and show you the correct way to do things.
Your trainer will tell you about the important things you need to consider when you are
completing activities and its and it is important that you listen and take notes.
You will be given plenty of opportunity to ask questions and practice on the job. Make sure
you practice your new skills during regular work shifts. This way you will improve both your
speed and memory and also you confidence.
Talk to more experience workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined in this
module.
As you work through the activities, ask for written feedback on your progress. You trainer
keeps feedback/pre-assessment reports for this reason. When you have successfully
completed each element, ask your trainer to mark on the reports that you are ready for
assessment.
When you have completed this module (or several modules) and feel confident that you
have had sufficient practice, your trainer will arrange an appointment with registered
assessor to assess you. The results of your assessment will be recorded in your competency
Achievement Record.
Qualification : Animal Production NC II

Unit of Competency : Raise Poultry

Module Title : Raising Poultry

Introduction

This module covers the knowledge, skills and attitudes required to raise poultry efficiently and
effectively. It includes selection and procurement of stock, maintenance of optional environment for
poultry, assessment of chick health, selection of brood/layer stock, pre and post laying activities and
implementing health programs.

Learning Outcomes:

LO1. Select and procure stock.

LO2. Provide feed and implement feeding practices

LO3. Maintain optional environment for poultry.

LO4. Observe and assess chick health

LO5. Select brood/ layer stock

LO6. Perform pre and post laying activities

LO7. Perform preventive and therapeutic measures

Assessment Criteria:

LO1

Breed/strains /hybrid are identified according to industry standard.

LO2

Guides in feeding the general flock is implemented based on industry standard.

Kinds of feeds and other feed supplements are identified and provided.
Feeds for the flock are formulated and mixed.
Alternative feed sources are identified and provided.
Feeds for the flock are formulated and mixed.
Alternative feed sources are identified and given during search of feeds.

LO3

Poultry houses, tools and equipment are cleaned and disinfected.

Chick guard, curtains, heaters are installed and adjusted based on industry standard.
Litter materials are laid-out and changed/cleaned regularly.
Feeders and water trough are prepared and cleaned regularly.
Poultry species are fed according to industry standards.
Feed left-over is properly secured and spoiled feed is disposed properly.
Extended lightning system is provided to 20 week old pullets based on industry standard.

LO4

Chicks’ behavior are monitored to determine health condition.

 Records are collected and collated.
Chicks are debeaked in appropriate time.

LO5

Poultry species for brooding are selected and transferred to growing house.
Poultry species intended for layers are selected and transferred to laying house.
Chicks with undesirable traits are culled from the flock

LO6

Eggs are harvested once or twice a day using appropriate materials.

Eggs are classified according to industry classification standards.
Eggs are stored at room temperature.
Eggs are processed to extend storage life and value.

LO7

Medication programs are administered according to industry and farm production

requirements.
Physical evaluation of poultry species is regularly performed.
Protective measures are administered according to industry and farm production
requirements.
Poultry species with undesirable traits are culled out.
Health records are updated on a regular basis.

Prerequisite

Before you tackle this module, you must completed the modules on Basic and Common
competencies.
Qualification : Animal Production NC II

Unit of Competency : Raise Poultry

Module Title : Raising Poultry

Learning Outcome : Performing Pre and Post-Laying Activities

Assessment Criteria : Eggs are harvested once or twice a day using appropriate materials.

Eggs are classified according to industry classification standards.

Eggs are stored at room temperature

Eggs are processed to extend storage life and add value.

Introduction :

This learning outcome contains activities for the proper identification, selection and transfer of good
layers from growing house to laying cages. These activities will help you to become competent in
performing the task during the pre-laying period of egg-type chicken. Other section of this learning
outcome includes activities during laying period such as harvesting and classifying eggs according to
industry standard. Emphasis is also given for processing eggs to maintain its life and adding value as
post-harvest activities.

Resources : Layer cages

Crates

Poultry

Pullets

Productive Layer

Unproductive Layers

Egg trays

Eggs

Egg cart

Egg boxes

Eggs of different sizes

Reject eggs

Egg grader machine

Salted eggs

Balut eggs

Pickled eggs

Century eggs
 LEARNING EXPERIENCES

LO 6. Perform pre-and post-laying activities

Learning Activities Special Instructions

1. Determine space requirements per bird for: Perform the following:
a. Egg-type chicken a. Read “Commercial Management Guide” by Robin
b. Egg-type ducks app. 7, 12 and 20 and fill-up form TM 6.1a
c. Egg-type quail b. Read “The Philippine Recommends for Duck
Raising pp. 19, 21,22 and 24. Fill-out form TM 6.1
b
c. Read “The Science and Practice of Quail
Production” by Dr. Severino S. Capitan, pp.35 and
fill-out from TM 6.1c
Perform activity TM 6.2a
2. Determine the floor area of the laying cage and
duckery.
Do you have an idea how many birds will you put in
a laying cage when you perform the actual transfer
of pullets to laying cage?

3. What should be the age of pullets when you are Read “The Philippine Recommends for Table Egg
going to transfer them in the laying cage? Production” Series No. 23-A/1989 pp.42-43 and
“Commercial Management Guide” by Robina
a. What are the consequences of transferring pp.14
them at the wrong age?
b. When is the best time of the day to transfer
pullets to laying cage? Why?
Are you familiar with the external parts of the
chicken? Can you identify them in the presence of
your instructor?
Refer to attached Information Sheet
4. Draw a pullet and label its external parts and
familiarize yourself with these parts by identifying
them in a live chicken. This will help you during the
identification and selection of good layers.
Read “A Training Manual for Poultry Production”
5. Determine characteristics that distinguish layers SEARCA pp. 22-25.
from non-layers.

6. Describe the characteristics of layers from non-

layers.
Ask you instructor for the schedule of actual
7. With your knowledge gained in activity 5, you will selection.
perform actual selection of good layers.
 Learning Activities Special Instructions
8. Perform transfer of pullets from growing house to
laying house by following the correct procedure.
Consider your outputs in the above activities.

9. Observe egg collection activities in the farm and Perform activity TM 6.3
take not of the following:

a. Time of harvesting eggs

b. Frequency of egg collection
c. Materials used in egg collection
d. Setting of eggs in an egg tray
e. Stacking of egg tray

10. Perform egg collection considering your

observations in activity 9.

11. Fill-up the daily egg production record.

12. Compute the laying percentage for the day. ‘

Formula : Laying Percentage

# of egg laid x 100
# of layers

13. Determine the industry standard in classifying eggs Read text entitled “Sell Graded or Classified Eggs”
as to size and shapes. on P.80 of the book “The Philippine Recommends
for the Table Egg Production”

14. Explain the procedure on how to classify eggs Perform activity TM 6.3
according to industry classification standard.

15. Select and dispose rejected eggs properly.

16. Read text on “Balut Making” determines and take Read text about “Balut Making” on p. 59 of the
not of the characteristics of eggs for hatching book “The Philippine Recommends for Duck
purposes. Raising” Series No. 22-a.

17. Perform selection of eggs for hatching purposes.

Read text about “Management Tips for the
18. Determine the room temperature ideal for storing Production of High-Quality Eggs” from the book
eggs. entitled “The Philippine Recommends for the
Table Egg Production” PCCARD Technical Bulletin
Series No. 23-A p. 47.
Or “ Care and Handling Eggs” from the Philippine
Recommends for Duck Raising” Series No. 22-A
 Learning Activities Special Instructions

Or last paragraph of “Collecting Handling and

Storage of Hatching Eggs” p. 30 of the book “The
science and Practice of Quail Production” by
Severino S. Capitan, Ph.D. 2003 edition.

19. Observe the arrangement of eggs in an egg tray to

have a knowledge when you perform actual storing
of eggs.

20. Store eggs in proper room temperature and in Perform this activity to poultry project of the
proper stacking. school. Ask your instructor about this matter.

21. Process eggs following the standard procedure in:

a. Balut making Perform activity 6.4a
b. Salted eggs Perform activity 6.4b
c. Pickled eggs Perform activity 6.4c
d. Century eggs Perform activity 6.4d
TM 6.1 a Requirements for Egg-type Chicken

Day old- 6 weeks 6-18 weeks Adult

Cages Litter/Liter Cages Litter/Liter Cages Litter/Liter
and Slots and Slots and Slots
Floor

Feeder
trough pans
Drinking
trough
Bird/Round
Bell Drinker
Cups or
Nipples

TM 6.1b Space Requirements for Egg-type Ducks

Age Floor Feeders Drinkers

TM 6.1c Space Requirements for egg-Type Quail

Age Japanese Quail American Quial

TM 6.2a Determining the Floor Area and Capacity of the Laying Cage and Duckery

Objectives:

Dimensions of flooring of laying cage and duckery are measured accurately

Floor area of laying cages and duckery are computed.
Capacity of the laying cages and duckery are determined.

Resources/Materials:

Tape measures
Laying cage
Calculator
Pencil/Ball pen

Procedure:

1. Proced to the poultry project of the school and measure the floor dimension of the
following:
a. Laying cage – chicken
b. Laying cage – quail
c. Floor – duckery

Fill-up the table below (length and width only)

Table 3.2a Dimensions of Laying Cages of Chicken, Quial and Duckery floor (cm)

Length Width Area Capacity # of

birds
Laying cage
(Chicken)
Laying cage
(Quail)

Duckery floor

2. Compute for the area of the laying cage of chicken, laying cage of quail and floor of the
duckery. The following formula can be used as your guide.

Area of Rectangle – Length x width

Area of Square - S²

Example A of a = 4 feet

2 feet A=L*W

= 4*2

A= 8 ft²
A of a = 2 feet

2 feet A= S²

A= (2ft) ²

A=4 ft²

Write your answer on the column of area in table 3.2a.

3. Using your output in activity 1. (Determining space requirements per bird) determine the
capacity as to the number of birds of the laying cage by the floor space requirements per
bird.

Example:

Area laying cage is 180 cm² and the floor space required per bird is 450 cm²

Capacity = ____Area _

Floor space requirement

Capacity = 180 cm²

450 cm²

= 4 birds/cage

Write your answer on the column capacity of table 3.2a.

TM 6.3 Harvesting and Classifying Eggs

Objectives:

Harvest eggs at proper time using appropriate materials

Observe proper setting of eggs in an egg tray
Classify eggs according to industry standard (size-weight)

Resource Materials

Egg trays (small, medium, large, extra large)

Egg grader machine
Weighing scale

Procedure:

A. Egg Collection

Before performing this activity, answer first the following questions and present your answer to your
instructor. Observe egg collection activities on the farm and ask the farm technician or supervisor for
you to have a better answer.

When is the best time to collect the eggs? Why?

For the purpose of producing quality eggs, how often in a day should you collect the eggs?
Explain your answer.
What is the proper setting of eggs in an egg tray?
What are the characteristics are of reject eggs? How do farmers handle and dispose reject
eggs?
Can you suggest ways in proper handling and disposal of reject eggs?

Perform egg collection using appropriate materials.

Fill-up the daily egg production record and compute for the laying percentage for the day.

B. Classifying Egg
What are the standards of industry in classifying layer eggs? Fill-up the table below.

Standard classification of eggs based on weight.

Size Weight (g)

Using the weighing scale, classify at least two trays of egg.

Using the egg grader machine, classify the harvested eggs. Your instructor will demonstrate
first how to use the machine.
Eggs will be marked as follows:
o Extra large XL
o Large L
 o Medium M
o Small S
o Peewee PL

Use pencil in marking eggs. Only one egg per tray will be marked.

After classifying the eggs, fill-up the daily egg production record
Give at least three (3) importance of grading/classifying eggs.

Performance Measures:

Completion of task
Answering written questions
Filling-up the records form

Assessment Activities:

Self-check Component Competent Not yet competent

Proper time of
harvesting eggs is
determined
Appropriate materials
in harvesting eggs are
used
Proper setting of eggs
in an egg tray is
performed
Egg classification
standard is
determined
Eggs are classified
according to industry
Data are recorded
properly
Activity 6.4a Balut Making using Incubator

1. Select eggs that are suitable for incubation. Eggs come from flock and not more than five (5)
days old. They should have thick shells and does not have cracks.
2. Preheat the incubator for at least 12 hours prior to the start of incubation. This is to regulate
the temperature inside the incubator. The temperature inside the incubator should be 99°F-
102°F.
3. Place the eggs inside the incubator. Set them in a large-end position slanted for 45°.
4. Turn the eggs for at least three (3) times a day.
5. Monitor the development of the embryo by candling them on the 7 th days of incubation.
The second candling can be fpmr pm yjr4 14 th day. The unfertilized eggs are removed, hard-
boiled, and then sold as “penoy”.
6. Eggs with normal embryo candled on the 16 th day should be hard-boiled and sold as “balut”.

Activity 6.4b Salted eggs

1. Wash the eggs (12-15 pieces) running water (tap water).

2. Prepare three cups of clay and one cup of table salt.
3. Mix the day and the salt in a clean plastic basin, add water up to a sticky consistency of the
mixture.
4. Put the eggs in the clay-salt mixture until coated.
5. Cover the plastic basin. Set side for 14 days.
6. After 14 days, wash the eggs with tap water and clean.
7. Boil the eggs for 30 minutes in a slow fire.
8. Add water upon boiling.
9. Allow boiling again, this time for 15 minutes.
10. Cool down the eggs with running water.

Activity 6.4c Pickled Quail Eggs

Ingredients:

24 pcs quail eggs 2 cups sugar

4 pcs red bell pepper 2 tsp salt

2 cups vinegar 1 tsp all spice, wrapped in cheese cloth

Procedure:

1. Wash the bell pepper, remove the seeds and cut into strips.
2. Arrange the eggs and the strips of bell pepper in a clean and dry jar. Meanwhile, boil the
mixture of vinegar, sugar and spices in an enamelled pan.
 3. Pour the pickled solution in to the jar (excluding the cheese cloth with spices)
4. Remove the trapped air inside the bottle with the aid of break knife.
5. Put a cover on top of the jar and process in boiling water for 30 minutes. Close the cover
tightly and allow cooling at room temperature.

Activity 6.4d Century Eggs

Option 1

Ingredients:

20 pcs eggs 1 kg Apog (lime)

1 kg salt 1 kg soil (must be from termite mound)

1 kg caustic soda ½ charcoal (powdered)

1 kg Ash (from leaves or coconut shell) 1 liter water

2 kg tea

Procedure:

Mix all the ingredients in a clean container (preferably a pail big enough for the eggs and
ingredients). Mix well. Soak 20 pcs of eggs and cover the container. Set aside for 100 days. Get the
eggs and wash well. Cook in slow fire for 15 minutes.

Option 2

Ingredients:

10-12 pcs eggs 0.05 g CuSO₄ (Copper Sulfate)

100 ml water 0.03g PbO (Lead Oxide)

8 g NaCl (Sodium Chloride) 1.5-2.0g Tea

4.2 g NaOH (Sodium Hydroxide) 100 g soil (must be from termite mound)

0.5g Fe0₂ (Ferrous oxide)

Procedure:

Mix all the ingredients in a clean container (preferably a pail) according to how it is listed above.
Soak 10-12 pieces of eggs and cover the container. Set aside for 30 days. Harvest the eggs and wash
well. Cook in a slow fire for 15 minutes.
Option 3

Ingredients:

10-12 pcs eggs 0.5g Fe0₂ (Ferrous oxide)

100 ml water 0.05 g CuSO₄ (Copper Sulfate)

8 g NaCl (Sodium Chloride) 0.03g PbO (Lead Oxide)

4.2 g NaOH (Sodium Hydroxide) 1.5-2.0g Tea

Procedure:

Mix all the ingredients according to how it is listed above. Soak 10-12 pieces of eggs and cover the
container. Set aside for 30 days. Check the eggs every two days. After 30 days, harvest the eggs and
wash well. Cook in a slow fire for 15 minutes.
SELF-CHECK 1

Place a check mark under the YES/NO boxes.

YES NO
1. Are the space requirements for poultry species determined?
2. Is the floor area of laying cage and duckery determined?
3. Are the characteristics of good layers identified?
4. Are good layers selected and transferred properly?

SELF-CHECK 2

YES NO
1. Is the time of harvesting eggs strictly observed?
2. Are the eggs collected using appropriate materials?
3. Is the proper setting of eggs in an egg tray followed?
4. Is the industry standard in classifying eggs determined?

Note: All items should receive a “YES” response.

Qualification : Animal Production NC II

Unit of Competency : Raise Poultry

Module Title : Raising Poultry

Learning Outcome : Performing Pre and Post-Laying Activities

Assessment Criteria : -medication programs are administered according to industry and

farm production requirements.

-Physical evaluation of poultry species is regularly performed.

-Protective measures are administered according to industry and

farm production requirements.

-Poultry species with undesirable traits are culled out.

-Health records are updated on a regular basis.

Introduction : This learning outcome contains activities for proper examination of

sick poultry species for treatment. Activities will help youto perform
preventive and therapeutic measures. Further activities include
implementation of a medication program for the flock as well as
proper disposal of dead birds. Emphasis is likewise given to bio-
security measures to be implemented by poultry farms as per
industry standard.

Resources : Poultry House

Poultry Manual (The Philippine Recommends for Table Egg

Production)

Medication Program

Veterinary Drugs

Vaccination Program

Vaccines

Poultry Project

Broiler Manual by Purina Agribrands

The Philippine Recommends for Table Egg Production Information

Sheet 1
LEARNING EXPERIENCES

LO7. Perform preventive and therapeutic measures

Learning Activities Special Instructions

What are the common diseases of poultry
in the Philippines?
How can you prevent the transmission of
infectious diseases?
1. Determine the different poultry diseases Refer to page 61-73 of the book “ The Philippine
in the Philippines, the causal organisms, Recommends for Table Egg Production” and
mode of transmission, symptoms, complete the attached form No. 1
prevention and control.
2. Proceed to the school poultry project and
try to observe some physical deformities
of birds, their behaviour, and some
abnormalities.
3. Compare your observations with your list
of common diseases of birds on their
behaviour deformalities and
abnormalities.
4. Validate your observation by consulting
your trainer, a veterinarian or even in the
diagnostic laboratory in your locality if
any.
5. Proceed to the Poultry Project of the Accomplish Form No.1
school and look for the medication
program. Study the medication program
and take note of the following:
a. Veterinary drugs used
b. Indications
c. Route administration
d. Dosage
d.1 Preventive
d.2 Therapeutic
6. Calculate the Total Flock weight in tons. Follow procedures on Job Sheet 1 (Step 1)

7. Calculate for the dosage of different Follow procedures on Job Sheet 1 (Step 2)
veterinary drugs for poultry

8. Calculate dilution ratio Follow procedures on Job Sheet 1 (Step 3)

9. Dilute veterinary drugs Perform Step 4 of Job Sheet 1

10. Implement medication program of the Follow strictly the medication program posted
poultry project of the school. in the medicine box found inside the laying
house of the school poultry project.
Learning Activities Special Instructions
 11. Determine the vaccination program for
the following poultry species
a. Egg-type chicken
b. Broiler-type chicken
c. Ducks
12. Differentiate the different route of
administration of vaccine
13. What are the precautions you should
follow in vaccinating birds?
14. Implement vaccination schedule
15. Determine proper disposal of sick and
dead birds
Can you suggest other ways of proper disposal of
sick and dead birds?
16. What are the hazards in improper
disposal of sick and dead birds?
17. Dispose sick and dead birds properly
Explain “An ounce of prevention is worth a pound
of cure”
What are the different ways of preventing poultry
diseases?
18. Determine the different Bio-Security
measures for poultry.
19. Visit some poultry farm in your locality
and observe the bio-security measures
being implemented.
20. What is the importance of strict
implementation of bio-security measures
in the poultry farm?
21. Implement bio-security in the poultry
project of the school.
a.Copy the vaccination program for egg-type
chicken that can be found on the book “The
Philippine Recommneds for Table Egg
Production” pp 53-55
b. refer to the book “ The Philippine
Recommends for Broiler Production” page 38
Series No. 10-B
c.Read vaccination program for ducs on page 47
of the book “Philippine Recommends for Duck
Raising” series no. 22-1
Read vaccination tips on the book entitled “The
Philippine Recommends for Table Egg
Production” PP.51-52
Use format NO. 2 for this activity
Read “Disposal of Dead and Sick Birds” on the
Broiler Manual of Purina Agribrands on page 16
Or
“Guidelines for the prevention of Infectious
Diseases in Poultry Farm” in the book “The
Philippine Recommends for Table Egg
Production” page 56.
Write your comments in your notebook. You
can exchange ideas with other members of the
group to validate your answers.
Read information Sheet 1 and list the different
bio-security measures for poultry
Form No. 1 Common Diseases of Poultry in the Philippines

Diseas Casual Mode of Symptoms Preventiv Control

e organis transmissio Physical Behaviou Abnormalitie e Measur
m n Deformitie r s Measure e
s
 Job Sheet 1

Many suspected cases of inefficiency are due to incorrect dosage of antibiotics, mainly underdosage.
The daily dosage of antibiotics always needs to be calculated according to the body weight, but
never according to a standard dilution in the drinking water of food.

Step 1. Calculating the Total Flock Weight

Calculate the total flock weight in tons. To get this, weight ten birds in random and determine the
average weight of birds. This average weight will represent the average weight of birds in the flock.
Use the following formula in getting total flock weight in ton.

a. Average Weight of Birds = Total weight of Birds

# of birds weighed

b. Total Flock Weight = Average weight of birds x total no. of birds in the flock
1, 000

Step 2. Calculating Dosage

Calculate the daily quantity of anti-infective (quantity per ton of body weight and for one day
treatment)

a. Consider the recommended daily posology of the antibiotic chosen (mg of active ingredient
or substance contained in the finished product per kilogram body weight) and the
concentration in active substance of the finished product.
b. Read and understand the Daily Dosage of the product per ton of body weight in the table
below.

Concentration Daily Posology active substance/kg BW

in active 5 mg/kg 10 mg/kg 12mg/kg 20 mg/kg 25 mg/kg
substance
5% ; 5g/100 ml 100mg/ton 200 mg/ton 240 mg/ton 400 mg/ton 500 mg/ton
or 100 g
10% ; 5g/100 50 mg/ton 100 mg/ton 120 mg/ton 200 mg/ton 250 mg/ton
ml or 100 g
15% ; 5g/100 33.3 mg/ton 66.6 mg/ton 80 mg/ton 133.3 mg/ton 170 mg/ton
ml or 100 g
20% ; 5g/100 25 mg/ton 50 mg/ton 60 mg/ton 100 mg/ton 125 mg/ton
ml or 100 g
50% ; 5g/100 10 mg/ton 20 mg/ton 24 mg/ton 40 mg/ton 50 mg/ton
ml or 100 g
Use the following formula in computing for the total daily quantity (ml or g of product per flock)

Total Daily Quantity = Daily Dosage as in the table x Total Flock Weight

(ml or g/ton/bird) (in ton)

Step 3. Calculating Dilution Ration (quantity of drinking water to dilute the total daily quantity)

a. Observe the water quantity consumed per day. Main parameter that influence the water
quantity consumed per day are age, physiological status. Sickness and heat.
b. For the pulse treatment over 6 hours.

Dilute the total daily quantity of product within the total water quantity consumed per six hours.
Administer the solution obtained within 6 houts.

c. For continuous treatment over 24 hours

Dilute the total daily quantity of product within the total water quantity consumed per day.

Step 4. To improve results of antibiotic therapy through drinking water

Use only good quality water: free of bacteria, detergents and organic matter.
Pour anti-infective into water but not the water into anti-infective
Pre dilute the anti-infective into a small quantity of water 25-30°C before complete dilution
into the over quantity of water.
Mix anti-infective just before use

Step 5. Implement the medication program of the school poultry project.

Form No. 2

Veterinary Composition Indications Flock Preventive Therapeutic Route of

Drugs Active Total Dosage Dosage Adminstration
Ingredient Weigh in
Ton
 INFORMATION SHEET #1

Bio-security: A Vital Key to Poultry Disease Prevention

The 1983 outbreak of Avian Influenza (AI) commonly known as bird flu in the Mid-Atlantic region
cost the US government over 62 million to eradicate. Egg, broiler, and turkey producers lost nearly
200 million dollars due to increased flock mortality and subsequent depopulation. Government and
industry representatives agreed that this outbreak could have been prevented if better bio-security
and management practices have been more widely practiced.

The nature of the poultry industry(improvement of birds, eggs, and feed) and people contact
(service crews, visitors, and farm workers) make this industry very vulnerable to the spread of
poultry diseases from farm and area to area.

Biosecurity (a system aimed at protecting poultry flocks from all types of infectious agents along
with coordination and communication between various poultry-producing areas, became the main
driving force behind the formation of the Mid-Atlantic Cooperative Extension (MACE). Poultry Health
and Management Unit, In response to the 1983 Al outbreak, poultry extension veterinarians and
specialists at the land grant universities in five states (Delaware, Mary Land, New Jersey,
Pennsylvania, and Virginia) formed MACE. The group believed that if each segment of the poultry
industry (commercial egg and poultry operation, small flock owners, feed and egg haulers, service
crews, live poultry dealers, truckers, auction markets, and many others) recognized its potential role
in the spread of poultry diseases, preventive measures could be readily taken.

Over the years, MACE has developed various educational materials on bio-security, including poster,
pamphlets and videotapes. MACE also conducts educational meetings such as seminars for backyard
and specialty flock owners and an annual meeting on bio-security. Government agencies, poultry
companies, and university extension units have also developed numerous education materials on
poultry bio-security.

However, efforts to disseminate these materials and explain their importance appear inadequate or
unsustained. In addition, these guidelines have not reached nonpoultry personnel who regularly visit
poultry operations due to the nature of their jobs (ie electric and gas meter readers) . These people
may aslo transmit disease-causing pathogens from farm to farm if biosecurity precautions are not
taken. An even greater risk comes from live bird market dealers who pick up birds from backyard
flocks or culls from some commercial flocks.

Needless to say, all individual or groups who directly or indirectly deal with poultry have the
porential ot spread disease and should therefore be constantly reminded about the importance of
bio-security. MACE members felt that further development of educational programs, particularly
biosecurity training modules fur “high-risk” personnel, would be timely and relevant in light of the
constant threat posed by live bird and auction markets that harbour avian influenza virus; backyard
flocks that may be infected with or serve as carriers of avian influenza virus, mycoplasma sp., or
infectious laryngotracheitis; and wild waterfowl that serve as natural reservoirs of avian influenza
virus. The dense population of commercial layers in Pennsylvania, broiler chickens on Deimarva, and
turkeys in North Carolina and
Virginia makes the Mid-Atlantic region highly susceptible to outbreaks of economically important
poultry diseases.

With the help of an Extension program development grant from Maryland , Cooperative Extension,
MACE has developed a bio-security training manual to help extension educators and poultry industry
representatives disseminate practical information on the importance of bio-security in preventing
outbreaks of infectious diseases. The manual consists of videotape on biosecurity for poultry, an
overview of the principles of bio-security and disease causation, biosecurity guidelines for various
sectors of the poultry industry cleaning and disinfection procedures, and list of commonly used
disinfectants. The latter three topics are presented below. Copies of the manual are available free of
charge from this author. Priority will be given to Extension educators and poultry industry groups
interested in providing bio-security training for their own personnel.

What is bio-security?

The term “bio-security” may not be a common household word but, for minions of poultry and
livestock producers, it may spell the difference between health and disease. Preventing disease-
causing germs or microbes from entering our premises is the key to flock health and the success of
your business. Its’s not as complicated as you mink. Bio-security, in simple terms, is informed
common sense. Do not bring germs to poultry, and do not bring poultry to germs. Bear in mind that
you are dealing with persistent, invisible killers that readily survive in dust particles, dropping s and
debris, waiting to hitch a free ride to lush living on your poultry farm.

Effective disease prevention reduces emergency diseases like Avian influenza and exotic Newcastle
disease. These diseases cause epidemics on poultry farms, loss of export markets, public alarm,
cancellation of poultry shows, and long, expensive quarantines, resulting in severe financial losses.
Common disease like fowl cholera, infectious laryngotracheitis. Mycoplasmosis, and paratyphoid
infection can cause reduced growth and fee conversion, decreased egg production, reduced
product quality, and lower customer satisfaction.

How do you microbes travel?

Microbes travel from place to place via chicken crates, egg flier flats, trucks., equipment, and
people’s hands, in their hair, on clothing, and on shoes. They are found on the skin and in the
digestive and respiratory organs of dogs, cats, rats, mice, and wild, free flying birds. Flies, beetles,
and other insects are also notorious spreaders of disease-causing organisms.

Many germs die in two or three days but, under certain conditions (such as cold damp
surroundings), they survive much longer. Even with a short, one-day survival, germs can travel
several hundred miles when clinging to drivers, trucks, chicken crates, or eff-flier flats. Table 1 shows
approximately how long germs can survive in empty chicken houses, on loading docks, and in other
places where there are no chickens.
Table 1. Common Infectious diseases of poultry

Disease Health effects on poultry Lifespan away from birds

Infectious bursal disease Lowered resistance to other Months
diseases
Coccidilosis Diarrhea. Death Months
Duck plague Diarrhea, Death Days
Fowl cholera Fatal pneumonia Weeks
Fowl coryza Swelling around yes, nasal Hours to days
discharge
Influenza Severe fever, death Days to weeks
Infectious laryngotracheitis Choking, death Days
Marek’s disease Wasting, paralysis Weeks
New castle disease Colds, paralysis Days to weeks
Mycoplasmosis Decreased egg production, Hours to day
poor growth
Salmonellosis Deaths soon after hatchintg Weeks
Avian tuberculosis Fatal wasting Years

Putting new birds, including young chicks (day-old to two weeks) in contact with droppings, feathers,
dust, and debris left over from previous flocks can be a potentially dangerous practice. Microbes can
significantly increase to dangerous levels from one flock to another. However, litter is commonly
reused on the Delmarva Peninsula due to economic and environmental concerns. Nonetheless,
removal of caked litter and replenishment with fresh litter between flock is a practical alternative.
Poultry houses and equipment should still be thoroughly cleaned and disinfected at least once every
eight to ten cycles of as often as needed, particularly on farms that have experienced outbreaks of
infectious disease.

Bio-security doesn’t cost, it pays

Some people think that bio-security costs a lot of money. This is simply true. Bio-security measures
need not to be elaborate. However, minimum requirements such as isolation, traffic control, and
hygiene and sanitation must be met. Bio-security guidelines for commercial poultry growers are
listed in Table 2. Growers can protect their flocks from infectious diseases if they follow these
guidelines at all times. Think of bio-security as an investment, not an expense. Remember the old
saying “an ounce of prevention is worth a pound of cure.” Practice bio-security at all times. You
have a lot to gain if you do so much to lose if you don’t.

Table 2. Bio-security guidelines for commercial poultry farms.

1. Maintain lockable gates or barriers and post “Restricted Entry.”, “Authorized Personnel
Only” or “Do not Enter-Bio-security in Effect” signs at driveway entrances.
 2. Keep poultry houses locked; fastern from inside while inside.
3. Resident flock manager should have clothing (including shoes, boots, hat and gloves.
4. Flock manager and other caretakers should not visit any other poultry flocks.
5. Do not allow visitors in or near the poijltry houses.
6. Essential visitors such as poiultry catchers, repairmen, and service personnel must put
on protective outer clothing, including boots and headgear, prior to being allowed near
the flocks. Tools and equipment carried into the poultry house should be cleaned and
disinfected before they enter and upon leaving.
7. Keep a record (log) of visitors indicating their names, company or affiliation, address,
telephone, and place last visited.
8. After caring for the flock, change clothes completely and wash hands and arms before
leaving premises.
9. Monitor vehicles entering premises for poultry pick up or delivery, feed delivery, fuel
delivery, etc to determine if they have been scrubbed down and the undercarriage and
tires spray disinfected prior to entering, if vehicle does not appear to be properly
sanitized, do not admit the vehicle to the property.
10. Do not go to auctions or sales where chickens and other poultry species are being
displayed or sold. These birds could carry AI, LT, MG, MS, and other infectious and
economically devastating diseases.
11. Avoid contact with wild water-fowl and backyard chicken flocks.
12. All coops, crates, and other poultry containers or equipment must cleaned and disinfect
prior to use and following use.
13. Sick or dying birds should be submitted to a state/university laboratory for diagnosis.
Contact your flock supervisor.
14. Dead birds must be properly disposed of by composting or incineration.
15. When attending essential glower meetings or seminars:
a. After your last poultry house visit, shower and change your clothing and
footwear before attending meeting.
b. Travel to the seminar in a vehicle that is not used in your farm.
c. After returning from the meeting, disinfect footwear and vehicle floor mats and
change our clothing. Use different clothing, footwear, and vehicle to re-enter
you poultry operation.

Raising different types of fowl on one farm can be risky from the standpoint of disease. Microbes
that cause little or no harm to one type of fowl can be devastating to another. For instance, influenza
viruses, though common and usually not bothersome waterfowl, can produce severe disease in
chickens and turkeys.