Sharing Your Best – Animal Science

1. Sharing Your Best – Animal Science Tiffany Myers and Kasee Smith ACTE Mid-Winter Conference February 4th, 2012

2. What do these two video clips have in common?

3. Clip #1

4. Clip #2

5. Four Animal Science Labs to Save Your A.S.S. (A.nimalS.cienceS.anity)

6. Castration Lab Andy Neves-Salem Hills High School

7. State Standards and Objectives • Standard 4 Objective 3: Explain animal reproductive processes. • Standard 4 Objective 2: Analyze the components of the animal reproductive system. b. Identify and explain the function of the components of the male reproductive system in agricultural animals.

8. Lab Objectives • Objective: after completing this task students will be able to castrate a bull calf by knife cutting the scrotum and removing the testicles.

9. Materials Needed • Materials needed: • A. A sharp pocket knife (Scissors). • B. Imitation scrotum/testicles. • Balloons (smaller ‘water’ balloons and bigger balloons) 2 small ones and 1 big one per group • Elastics (cut)-2 per group to form vas deferens • Round candies-2 per group

10. Instructions • Castrate “Bull Calf” by removing part of the scrotum and extracting both testicles. To accomplish this task, follow these steps • A. Pinch tip of scrotum between thumb and index finger below testicles. • B. use pocket knife to open up and cut off 1/3 of scrotum sack. • C. Individually remove testicles from the opening created by the knife cut until the vas deferens is exposed. • D. use pocket knife to cut each vas deferens cord as close to the animal as possible so that nothing is hanging out of the opening in the scrotum.

11. Firm But Flexible Components of Bone Powerpoint Adapted from materials provided by The University of Texas Health Science Center at San Antonio http://teachhealthk-12.uthscsa.edu/curriculum/bones/bone03c-chickenbone.asp

12. State Standards and Objectives • Standard 5 Objective 2: Explain the role of nutrition in animal productivity. a. List essential nutrients, and describe the importance of each. • Standard 6 Objective 2: Apply animal anatomy and physiology to maintain animal health. a. Describe the role of major organ systems (skeletal, muscular, nervous, respiratory, digestive, circulatory, excretory, and reproductive) in maintaining animal health.

13. Lab Objectives • By the end of this lab you should be able to: • Determine structure and function of skeleton and bones • Analyze the gross anatomy of bone and bone tissue

14. Materials Needed • Chicken Leg Bones • Vinegar • Bleach • Scale • Ruler

15. Student Worksheet Information

16. What is Bone? • Bone is a LIVING TISSUE made up of three main components

17. What is Bone? • Bone is made of • 45% Minerals • Mainly Calcium & Phosphorus • 30% Living Tissue • Elastin & Collagen • 25% Water

18. Minerals • The main minerals found in bone are CALCIUM and PHOSPHORUS • There function is to provide RIGIDITY to the bones, or (make them HARD)

19. Living Tissues • The living tissues in the bone include • BLOOD VESSELS: which carry new blood cells, nutrients and wastes through the bones • Elastin: stretchy component of BONE and CARTILIDGE which allows the bone to BEND without breaking • COLLAGEN: new bone GROWTH, hardens with minerals

20. How Bones Change . . . • In young animals, bones are made of more PROTEIN • As the animal ages, the collagen PROTEIN is hardened with MINERALS like calcium

21. What would happen . . . • If an animal had a calcium deficiency when they were young?

22. What would happen . . . • If an animal had a calcium deficiency when they were young? • Their bones wouldn’t have enough calcium to harden (or maintain hardness) as they age

23. Lab Materials • Chicken Leg Bones • Vinegar • Bleach • Scale • Ruler • Lab Worksheet

24. Test #1: Identifying Living Tissue • We will be using a substance (VINEGAR) that will breakdown the MINERAL portions of the bone • This process will result in only the LIVING TISSUES remaining • The bone will become ________________?

25. Test #2: Identifying Bone Minerals • We will be using a substance (BLEACH) that will breakdown the SOFT TISSUE portions of the bone • This process will result in only the MINERALS remaining • The bone will become ________________?

26. Procedure • Step 1: Take two chicken bones • Step 2: Remove all fat and remaining meat • Step 3: Weigh and measure each bone, record your findings on the lab worksheet • Step 4: Label one jar VINEGAR and one jar BLEACH • Step 5: Put one bone in each jar • Step 6: Pour enough liquid in each respective jar to cover the bones

28. Kidney Filtration Lab This activity has been modified in part of a Kidney Crisis lesson module developed by the NY State Biology-Chemistry Network in conjunction with the University of Rochester Life Sciences Learning Center

29. State Standards and Objectives • Standard 6 Objective 2: Apply animal anatomy and physiology to maintain animal health. a. Describe the role of major organ systems (skeletal, muscular, nervous, respiratory, digestive, circulatory, excretory, and reproductive) in maintaining animal health.

30. Materials Needed • Beads-larger red, white and green and smaller green, blue, white and yellow • Ziploc Bag-1 per group to put beads in • Cups-2 per group • Water • Mesh-1 per group • Bowl-1 per group • Spoons-1 per group • Elastic-1 per group

31. What Do Kidneys Do? Maintain HOMEOSTASIS Remove UREA and other waste Regulate the amount of WATER in the blood Adjust the CONCENTRATION of other substances in the blood Send FILTERED blood back throughout the body

32. Blood Components • The following items are found in the bloodstream: • Water • Red Blood Cells • White Blood Cells • Glucose • Protein • Amino Acids • Salt • Urea

33. Blood Components • As blood goes through the kidneys, some components of blood are • Kept: because they are ESSENTIAL for life functions • Removed: and EXCRETED in the urine because they are TOXIC • Balanced: so they are present in the correct AMOUNT in the blood • COMPLETELY reabsorbed (KEEP them all) • SELECTIVELY reabsorbed (KEEP a certain amount as needed)

34. Blood Components

36. How Kidneys Work • Blood enters the kidneys through the RENAL ARTERY • Blood branches out to small capillaries (called GLOMERULUS) • Big particles stay in the blood • Red Blood Cells • White Blood Cells • Proteins • Small particles go into a holding area (called the NEPHRON)

37. How Kidneys Work The material in the nephron is called FILTRATE The body REABSORBS some (selectively) or all (completely) of the materials required for homeostasis The remaining filtrate is sent to the bladder as URINE

38. Instructions • To imitate how the kidney filters blood, follow these steps: • Place beads from the bad labeled ‘blood components’ to the cup labeled ‘Blood Entering the Kidney’ • Fill cup about ¾ full of water to represent water found in blood • Place the mesh on a separate cup/bowl to represent the filter aspect of the kidney

39. Instructions cont. • Pour materials from first cup over mesh (most little beads will pass thru and large beads will stay on top). The large components represent red blood cells, white blood cells and proteins, which the body need. The others represent urine components • Pull out 5 small white (salt) which represents the levels of salt that are needed to maintain homeostasis. • All large beads, 5 salts and half the water are then moved to a separate cup to represent what circulates thru the rest of the body • Small beads that passed thru mesh and a small amount of water represent urine that the animal which will move to the bladder

40. Disease Transmission Lab

41. State Standards and Objectives • Standard 6 Objective 2: Apply animal anatomy and physiology to maintain animal health. • D. Design and implement an animal health plan to promote efficiency of production. • Standard 6 Objective 3: Provide for the health and well-being of agricultural animals. • A. Prescribe and implement prevention and treatment for animal diseases, parasites, and other disorders.

42. Lab Objectives • Objectives: At the end of this lab, students will be able to: • Analyze the methods that diseases use to spread through a population

43. Materials Needed • Materials • Student lab worksheets • Stuffed Animals • 64 colored stickers • Student action cards • “Location” markers

44. Lab Procedures • Read/Summarize the EHV News Article • Give each student a number as they come in. Explain that they are now “cutting horses” and will be attending shows, etc. Have students move into groups based on which facility they live at. • Make sure to review “the rules” • Each time you come into contact with a new group of horses who are not affected, you give that “horse” half of your infection stickers • If you are given stickers, take one and put it on yourself and then keep your others • If you are already infected, do not take stickers • Keep track of all of the places you go, and what happens there • Call out the numbers and what happens each round