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Tiffany Myers and Kasee Smith ACTE Mid-Winter Conference February 4 th , 2012 (A.nimal S.cience S.anity) Andy Neves-Salem Hills High School 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. Objective: after completing this task students will be able to castrate a bull calf by knife cutting the scrotum and removing the testicles. 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 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. 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 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. 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 Chicken Leg Bones Vinegar Bleach Scale Ruler Bone is a LIVING TISSUE made up of three main components Bone is made of 45% Minerals Mainly Calcium & Phosphorus 30% Living Tissue Elastin & Collagen 25% Water The main minerals found in bone are CALCIUM and PHOSPHORUS There function is to provide RIGIDITY to the bones, or (make them HARD) 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 In young animals, bones are made of more PROTEIN As the animal ages, the collagen PROTEIN is hardened with MINERALS like calcium If an animal had a calcium deficiency when they were young? 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 Chicken Leg Bones Vinegar Bleach Scale Ruler Lab Worksheet 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 ________________? 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 ________________? 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 This activity has been modified in part of a Kidney Crisis lesson module developed by the NY State BiologyChemistry Network in conjunction with the University of Rochester Life Sciences Learning Center 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. 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 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 The following items are found in the bloodstream: Water Red Blood Cells White Blood Cells Glucose Protein Amino Acids Salt Urea 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) Blood Component Water Action Taken By Kidneys Balanced (Selectively Reabsorbed) Red Blood Cells Kept White Blood Cells Kept Glucose Balanced (Completely Reabsorbed) Protein Kept Amino Acids Balanced (Completely Reabsorbed) Salt Balanced (Selectively Reabsorbed Urea Removed 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) 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 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 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 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. Objectives: At the end of this lab, students will be able to: Analyze the methods that diseases use to spread through a population Materials Student lab worksheets Stuffed Animals 64 colored stickers Student action cards “Location” markers 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