21St Century Instructional Guide for Career Technical Education s6

21st Century Instructional Guide for Career Technical Education

Animal and Veterinary Science – Large Animal

Agriculture, Science, and Natural Resources

Animal Systems

Title: / Animal and Veterinary Science – Large Animal (0137)
Standard Number:
ASN.S.AVL.1 / Nature of Animal and Veterinary Science – Large Animal Science
Students will:
·  Demonstrate an understanding of the scope of the large animal industry.
·  Demonstrate the ability to use the inquiry process to solve problems.
Essential
Questions / Many people do not understand the importance of large animal industry to our Nation’s food supply. What would happen if we did not make producers and veterinarians who understand large animal production, health and marketing?
With the issues of animal rights on animal welfare there is increased pressure to stop production of large animals. Do you agree that we should stop production? Why? Or Why not?
Objectives / Students will / Learning Plan & Notes to Instructor:
ASN.O.AVL.1.1 / explore the field of veterinary science with emphasis on large animals. / Consider utilizing a Veterinarian to speak. Utilize statistics from the USDA and the WV Department of Agriculture.
ASN.O.AVL.1.2 / explore the various safe handling and restraining methods for large animals. / Field trips to an area producer or college. Give demonstrations. Use internet resources.
ASN.O.AVL.1.3 / explore grooming and clipping procedures for large animals. / Set up equipment display with uses. Invite fair participants to give a demonstration.
ASN.O.AVL.1.4 / explore the type of care and housing facilities needed for large animals. / Tour local producers or colleges. Give assignment to design and present to class.
ASN.O.AVL.1.5 / recognize the procedures and care of equipment and supplies used with large animals. / Have students bring in equipment and demonstrate proper care and maintenance.
ASN.O.AVL.1.6 / explore basic nutrient requirements for large animals. / Consider educational gaming and or peer teaching techniques.
Standard Number:
ASN.S.AVL.2 / Content of Studies in Animal and Veterinary Science – Large Animal
Students will:
·  Demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories and models as delineated in the objectives.
·  Relate the principles contained in the sciences, economics, mathematics, and language arts to the large animal industry.
Essential
Questions / Is animal science really a science? Explain.
Why do we need math in animal science? Give examples.
Why is problem solving and use of technology essential for success in animal science?
Objectives / Students will / Learning Plan & Notes to Instructor:
ASN.O.AVL.2.1 / describe the history of domestic animals. / Use internet resources to create timelines.
ASN.O.AVL.2.2 / identify breeds of cattle, sheep, swine, horses and goats. / Have student research breeds on internet or in text. Create power points comparing breeds
ASN.O.AVL.2.3 / classify large animals according to purpose. / Have students create charts classifying animals and uses.
ASN.O.AVL.2.4 / identify external body parts of cattle, sheep, swine, horses and goats. / Have students label models. Use internet resources.
ASN.O.AVL.2.5 / identify and relate the function of various handling and restraint tools. / Discuss methods or restraint and tools needed in various situations. (problem solving)
ASN.O.AVL.2.6 / evaluate animal behaviors to determine the methods necessary to control large animals. / Use problem solving scenarios.
ASN.O.AVL.2.7 / identify safe handling practices when caring for large animals. / Have students compare safe and unsafe methods.
ASN.O.AVL.2.8 / identify relevant tools and equipment for grooming, brushing and bathing large animals. / Have students label equipment to identify. Use internet resources to investigate new technologies.
ASN.O.AVL.2.9 / identify safe practices for grooming and clipping large animals. / If possible have different grooming situations set up for students to utilize skills for grooming and restraint
ASN.O.AVL.2.10 / identify and examine the functions of systems of cattle, sheep, swine, horses and goats: skeletal, muscular, nervous, endocrine, respiratory, circulatory, reproductive, excretory, urinary, integumentary, digestive systems. / Use internet resources, texts and other sources. Create power points, have students create models.
ASN.O.AVL.2.11 / describe characteristics of healthy animals based on: body temperature, respiration rate, pulse rate, estrus, gestation, weight, and body condition. / Bring in animals. Conduct vital signs lab, use portable scales if available.
ASN.O.AVL.2.12 / identify the signs and symptoms of diseases, as well as prevention and treatment in large animals. / Utilize charts, text, internet, and veterinary speakers. Plan mock terrorist attack to emphasize prevention and treatment
ASN.O.AVL.2.13 / define basic terminology associated with large animal nutrition. / Give word a day for vocabulary building. Have a word drill competition.
ASN.O.AVL.2.14 / identify the basic nutrients essential to large animal development. / Bring in mineral, Vitamin, and nutrients for display. Do matching game to emphasize part of animal individual.
ASN.O.AVL.2.15 / identify the signs and symptoms of various nutritional disorders. / Use internet with problem solving pictures, graphs, and gaming.
ASN.O.AVL.2.16 / determine terminology associated with large animal genetics. / Include 10 words for the day. Use gaming in associating word with real life experiences ‘recessive and dominate”
ASN.O.AVL.2.17 / Identify various breeding systems used in large animals. / Assign group projects of planning and presenting breeding for each system. Document with detailed reasoning.
ASN.O.AVL.2.18 / Identify equipment used in the various breeding systems. / Prepare power points, models, or class demonstrations of equipment needed.
ASN.O.AVL.2.19 / recognize genetic disorders in large animals. / Prepare pictures of common genetic disorders use problem solving in assessment.
Standard Number:
ASN.S.AVL.3 / Application of Knowledge and Skills Acquired Through Studies of Large Animal Science
Students will:
·  Apply the principles of the sciences, economics, mathematics, and language arts to the large animal industry.
·  Analyze information and situations to select the best means of performing tasks associated with the large animal industry.
·  Demonstrate an ability to utilize technology to perform tasks associated with studies in large animal science.
·  Evaluate large animal products and processes and defend decisions related to such.
·  Engage in work-based learning through Supervised Agricultural Experience (SAE) programs.
Essential
Questions / It has been said that “without being profitable, no large animals would be produced.” Do you fell that large animal enterprises can be profitable? Why or why not?
Do you feel that large animals would be produced, if they were not a profitable product?
Objectives / Students will / Learning Plan & Notes to Instructor:
ASN.O.AVL.3.1 / evaluate animals and defend decisions based on body parts, purpose, and breed. / Prepare a report on “my best breed.” Defend your answers with the classes questions and one instructor question
ASN.O.AVL.3.2 / demonstrate various handling and restraint techniques for large animals. / Use student resources or local producers to demonstrate handling and restrain techniques.
ASN.O.AVL.3.3 / devise laboratory procedures to assist in disease diagnosis of large animals. / Utilize “Wards” and other commercial venders. Perform urinalysis, fecal worm counts, hematology, organ function and microbiology in lab settings.
ASN.O.AVL.3.4 / review a set of symptoms, determine disease, and recommend appropriate treatment. / Use gaming with pictures or disease descriptions with treatment options. Reward ability to select appropriate treatment
ASN.O.AVL.3.5 / utilize techniques in administering medicine and immunizing large animals. / Practice using sponges/commercial models. Field trips assisting producers in giving vaccines.
ASN.O.AVL.3.6 / analyze feed labels to determine their nutritional value. / Have students bring in labels. Discuss Nutritional Value, Tour WVU fermentation lab if possible
ASN.O.AVL.3.7 / prepare a nutritional plan for various developmental stages for large animals. / Assemble chart, models, and rubrics for comparing nutritional changes with development. Games for re-teaching.
ASN.O.AVL.3.8 / formulate a cost estimate for owning and operating a large animal facility. / Tour large animal facility. Make plan and budget for class presentation. Charts showing profit margin
ASN.O.AVL.3.9 / develop a breeding plan for a variety of large animal enterprises. / Consult web site “genetics international” and other sources to develop a project of a selected purebred enterprise.
ASN.O.AVL.3.10 / predict outcomes from a range of dominant and recessive crosses including genetic disorders. / Use “punnett square” internet sources and text in illustrating how to predict outcomes from dominate and recessive crosses
ASN.O.AVL.3.11 / maintain accurate records on individual Supervised Agricultural Experience (SAE) programs. / Provide a few minutes of class time each week for students to enter and update data in their record books.
ASN.O.AVL.3.12 / summarize and analyze records related to Supervised Agricultural Experience (SAE) programs. / Students will complete financial income and expense statements and determine profitability of enterprises. Students will calculate pertinent efficiency factors such as rate of gain, yield per acre, etc.
Standard Number:
ASN.S.AVL.4 / Participating in the student organization
Students will participate in a local student organization.
Essential
Questions / Are leadership and communication skills used in animal science? If so describe situations and give examples when these may be valuable.
How could membership in a student organization benefit your career?
Objectives / Students will / Learning Plan & Notes to Instructor
ASN.O.AVL.4.1 / identify the purposes and goals of the student/professional organization. / Use visual presentations and the chapter program of activities to depict opportunities. Invite state officers or alumni to speak to class. View state and national FFA web pages and have students find the organization’s goals and purpose.
ASN.O.AVL.4.2 / explain the benefits and responsibilities of participation in student/professional/civic organization as an adult. / Hold a panel discussion with guests invited from business and industry to talk about their involvement in the community and how their earlier participation in FFA affected their careers.
ASN.O.AVL.4.3 / demonstrate leadership skills through participation in student/professional/civic organization activities such as meetings, programs, and projects. / Have students compete in state and national competitions, attend winter leadership and other career development conferences. Encourage students to run for officers in the local, state, or National FFA Organization.
21st Century Skills / Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Information and Communication Skills / 21C.O.9-12.1.LS1. / Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media / Provide basic instruction of appropriate research techniques and follow-up with opportunities to utilize available technology. / Student demonstrates ability to gather data for assigned research projects and incorporates pertinent information into well-developed presentations.
Thinking and Reasoning Skills / 21C.O.9-12.2.LS1 / Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria. / Consistently provide opportunity to apply principles acquired to real-world situations. / Carefully review answers to higher-order questions and require students to defend decisions when faced with such.
Personal, and Workplace, Skills / 21C.O.9-12.3.LS1 / Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals. / Frequently conduct role-playing scenarios in the context of the agriculture industry. / Evaluate students’ abilities to work with others on projects and have students defend actions and decisions in role-playing scenarios. If students are employed, discuss job performance with supervisor.
Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Entrepreneurship Skills / B.01-B.11, .17-.28 / Understands the personal traits/behaviors associated with successful entrepreneurial performance. / Students will process leadership, personal management, communication, and interpersonal skills as they engage in collaborative work, decision-making processes, operate multimedia equipment, and draw career conclusions. / Student display appropriate leadership, communication, and interpersonal traits/behaviors in personal applications and collaboration with others. Students successfully use basic computer operations to complete task and projects. Students draw conclusions regarding educational requirements, job duties, and salary expectation in their area of interest.
D.01-D.06, .08, .014, .17, .21-.30, / Understand concepts, strategies, and systems needed to interact effectively with others.
E.01-.16 / Understand concepts and procedures needed for basic computer operations
H.04-06, .14-.18 / Understand concepts and strategies needed for career exploration, development, and growth.
Culminating Assessment
Culminating Assessment / Assume you are the manager and reproductive physiologist for a large purebred breeding operation. Given the size and types of available facilities, breeds of livestock and marketing options. Develop a management (including breeding) which will make the facility profitable. Assessment will be based on you ability to demonstrate how to make the facility profitable.
Links and Other Resources
Links and Other Resources / Related Websites:
Consult State Departments of Agriculture websites
Consult college and university animal science departments’ websites
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia FFA Association
www.wvffa.org
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Georgia Agricultural Education
http://aged.ces.uga.edu/
Contacts
Contacts / Agriculture Teachers: See Agricultural Education Directory
Agriculture, Science and Natural Resources Coordinator: Keith Burdette ()
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson

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