Jay County High School
Agriculture Curriculum Guide
Small Animal Science
Grades 9 – 12
ANIMAL SCIENCE/SMALL ANIMAL VET SCIENCE
2 Cycles 2 Credits Grades 9-10-11-12
PREREQUISITE: None
COURSE DESCRIPTION: This course is designed to provide real and simulated animal experience with small animals. Students will have lab work on class topics that will be comprehensive to small animal species. Lab experience will also include an aquaculture lab studying both fresh and salt water fish species. Topics include: anatomy and physiology, animal care, nutrition, genetics, reproduction, animal health, biotechnology, and environmental requirements for animals. Students completing this course will be able to apply principles of scientific inquiry to solve problems. This course will fulfill two credits of minimum science credit for general graduation requirements.
Domain - Anatomy and Physiology
Core Standard 1
Students apply and adapt principles of comparative anatomy and physiology to uses within various animal systems to understand how the animal body works.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-1.1
Explain the importance of the binomial system of nomenclature.
/ 11-12.RT.5
Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
/ -Visit the library and use reference materials to trace the evolution of various classes of animals through time.
-Write out a complete classification for the following animals: domestic cat, domestic rat, Eastern box turtle, and mynah bird. / -Have the students create their own taxonomy key for their own made up creatures
AS-1.2
Describe the functions of the animal body systems and system components.
/ 11-12.RT.3
Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text.
/ -Lab on respiration and digestion
-Guided notes and lecture
-worksheets / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-1.3
Compare and contrast organ types and functions among animal species.
/ 11-12.RT.8
Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
/ -Dissect the digestive system of a ruminant and no ruminant animal.
-compare the system of a bird, rabbit and deer / -Students must locate all four parts of the ruminant stomach and cut a small piece out and put on cardstock and label it.
Core Standard 2
Students recommend animals for specific purposes and maximum performance based on anatomy and physiology to conform to industry standards.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-2.1
Compare and contrast desirable anatomical and physiological characteristics of animals within and between species.
/ 11-12.RT.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 11-12 texts and topics.
11-12.WT.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
/ - Using pictures or a live animal, name the parts of the animal.
-Judge breeding and market classes of beef animals from pictures or live animals. Give oral reasons / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-2.2
Evaluate animals to maximize performance based on anatomical and physiological characteristics that affect health, growth and reproduction.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently.
/ - Using pictures or a live animal, name the parts of the animal.
-Judge breeding and market classes of beef animals from pictures or live animals. Give oral reasons.
-Talk to a local farmer about how they care for their animals to have them perform.
-Invite a representative of a feed company to talk to the class about feeding programs. / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-2.3
Assess an animal to determine if it has reached its optimal performance level based on anatomical and physiological characteristics.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently.
/ - Using pictures or a live animal, name the parts of the animal.
-Judge breeding and market classes of beef animals from pictures or live animals. Give oral reasons / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
Domain - Animal Health
Core Standard 3
Students implement a prevention and treatment program for animal diseases, parasites and other disorders to maintain proper animal health.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-3.1
Explain methods of determining animal health and disorders.
/ 11-12.WT.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
/ -Students prepare and present a Power Point on animal diseases and disorders and show pictures of the disease. They will also identify symptoms and treatments / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-3.2
Perform simple health-check evaluations on animals.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently.
/ - Using pictures or a live animal, name the parts of the animal.
-Judge breeding and market classes of beef animals from pictures or live animals. Give oral reasons.
-Talk to a veterinarian about animal health checks.
-Examine animals in the animal lab / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-3.3
Identify common diseases, parasites and physiological disorders that affect animals.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently.
/ -Students will list common diseases for each animal, symptoms and treatments.
-Students will work with animals in the lab and treat animals that may get sick throughout the year.
-Guided notes and lecture
-worksheets / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-3.4
Explain the health risk of zootomic diseases to humans and their historical significance and future implications.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / -Guided notes and lecture: mad cow disease, bird flu, fleas, mites, salmonella, etc. / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
Domain - Animal Nutrition
Core Standard 4
Students analyze a feed ration to provide for the nutritional needs of animals.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-4.1
Compare and contrast common types of feedstuffs and the roles they play in the diets of animals.
/ 11-12.WT.9
Draw evidence from informational texts to support analysis, reflection, and research.
/ -Obtain ingredient tags from several different feeds. Compare the tags. How are the feed formulations different? / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-4.2
Explain the purpose and benefits of feed additives.
/ 11-12.RT.2
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
/ -Present a short oral report to the class about new developments in feed nutrients that have been reported in farm magazines and newspapers.
-Develop a poster board exhibit of commercial feed tags. Include information about the functions of the nutrients listed on the tag. / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-4.3
Formulate animal feeds based on nutritional requirements, using feed ingredients for maximum nutrition and optimal economic production.
/ 11-12.RT.8
Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
/ -Students will do sample ration calculations with the teacher
-Students will do a ration lab / - Students will create a recipe for a 10% protein feed ration using only the ingredients provided to them.
Domain - Animal Reproduction
Core Standard 5
Students evaluate the male and female reproductive systems in selecting animals to manage breeding stock.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-5.1
Explain the functions of major organs in the male and female reproductive systems.
/ 11-12.WT.9
Draw evidence from informational texts to support analysis, reflection, and research.
/ -Secure and dissect reproductive organs of male and female animals. Identify each organ by name and record its function.
-Using visual aids, give an oral report on reproduction, gestation, or parturition.
-Guided Notes and lecture
-Worksheets / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-5.2
Evaluate animals for reproductive readiness and soundness.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / -Ask a veterinarian to talk to the class about problems associated with animal reproduction and birth.
- Using pictures or a live animal, name the parts of the animal.
-Guided notes and lecture / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-5.3
Select breeding animals based on characteristics of the reproductive organs.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / -Observe animals, and make a list of traits that you think are (1) due to genetics and (2) due to environment. --Suggest traits that should be selected for improving the offspring of the observed animal.
-Guided notes and lecture / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
Core Standard 6
Students apply scientific principles in the selection and breeding of animals to increase reproductive rates.
Academic Standard / Literacy Embedded Standard / Learning Activities / Assessment(s)AS-6.1
Explain genetic inheritance in animals.
/ 11-12.RT.6
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
/ -Suggest traits that should be selected for improving the offspring of the observed animal.
-Guided notes and lecture
- Prepare a poster board display showing mitosis and meiosis or transmission of traits by mating individuals with a given genetic makeup
-Lab on genes / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-6.2
Define natural and artificial breeding methods.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / -Guided notes and lecture
-Worksheets
-Prepare poster board display illustrating mating in a given species and the percent of parental blood in the offspring.
-Film / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
AS-6.3
Select animal breeding methods based on reproductive and economic efficiency.
/ 11-12.RT.10
By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. / -Guided notes about
Tandem, Independent Culling Levels, and Selection Index
-Worksheets / -Test (essay, multi-choice, t/f, etc)
-Quiz (vocabulary, concept, section)
-Film summary/critique
-Lab Report
-PowerPoint presentation, posters, pamphlets, essay, research paper
-Essay/Verbal summarization
-In class discussion question and answer
*Any or all assessments listed can b e utilized to effectively gauge student learning
Domain - Animal Safety