Animal Science
Science, like most other subjects, comes in all shapes and sizes. However, science is one of those academic subjects that some people tend to shy away from. Here’s a unit using animal science to bridge the gulf between science hesitance and science fun.
1. Name four breeds of livestock in each of the following classifications: horses, dairy cattle, beef cattle, sheep, hogs. Tell their principal uses and merits. Tell where the breeds originated.
2. Remember that livestock breeds may vary between countries and climates, so feel free to get creative by doing activity one for different areas of the world.
3. List the principal diseases in your area that afflict the animals in each classification that you studied in activity one. Describe the symptoms and explain the proper treatment for the diseases you list.
4. Explain the major differences in digestive systems or ruminant and non-ruminant animals. Explain the differences in feeds typically used for beef cattle and for dairy cows.
5. Tell how you would properly manage a cow, horse, sheep, goat, or hog, or a poultry flock, including proper feeding. Tell what must be done to prevent illness, blemishes, defects, and disease arising from improper and unsanitary conditions.
6. Tell about three career opportunities in animal science.
7. Fieldtrip Idea: Visit a farm or ranch where beef cattle are produced under any of these systems:
a. feeding market cattle for harvest
b. producing feeder cattle for sale to commercial cattle feeders
c. producing purebred cattle for sale as breeding stock to other breeders.
8. Talk with the operator of the farm or ranch in activity seven. Tell how the cattle were handled, fed, weighed, and shipped.
9. Sketch a plan of a feedlot, forage and grain storage facilities, and loading chute for 30 or more fattening steers, or a corral plan with cutting and loading chutes for handling 50 or more beef cows and their calves at one time.
10. Make a sketch showing the principal wholesale and retail cuts of beef. Tell about U.S. Department of Agriculture (USDA) dual grading system of beef. Tell about the grades in each system.
11. Define the following terms: bull, steer, bullock, cow, heifer, freemartin, heiferette, calf.
12. Tell how a cow or goat converts forage and grain into milk.
13. Make a chart showing the ingredients in cows' milk or goat's milk. Chart the amount of each ingredient.
14. Explain the requirements for producing Grade A milk. Tell how milk is pasteurized.
15. Tell about the kinds of equipment and sanitation standards for dairy farms.
16. Define the following terms: bull, cow, steer, heifer, springer; buck, doe, kid.
17. Fieldtrip Idea: Visit a dairy farm or milk processing plant. Tell about your visit.
18. Make a sketch of a useful saddle horse barn and exercise yard.
19. Tell about the history of the horse and the benefits it has brought to people.
20. Define the following terms: mare, stallion, gelding, foal, colt, filly; mustang, quarter horse, draft horse, pacer, trotter; pinto, calico, palomino, overo, tobiano.
21. Fieldtrip Idea: Visit a horse farm. Describe or write about your visit.
22. Outline the proper feeding of a horse doing light work. Explain why the amount and kind of feed will change according to the kind of horse and the work it does. Describe the symptoms of colic.
23. Make a sketch of a live lamb. Show the location of the various wholesale and retail cuts.
24. Select two breeds that would be appropriate for the production of crossbred market lambs in your region. Identify which breed the ram should be.
25. Choose three breeds and offer a crossbreeding plan that would use the best characteristics of each breed for maximum sheep production efficiency.
26. Fieldtrip Idea: Visit a farm or ranch where sheep are raised. Tell about your visit, including the feeding program used. If you cannot visit a sheep farm or ranch, view a video from a breed association, or research the Internet for information on sheep production. Tell about your findings.
27. Describe some differences between the production of pure-bred and commercial lambs.
28. Define the following terms: wether, ewe, ram, lamb.
29. Fieldtrip Idea: Visit a farm where hogs are produced, or visit a packing plant handling hogs. Describe or write about your visit.
30. Outline in writing the proper feeding from the breeding of gilt or sow through the weaning of the litter. Discuss the growth and finishing periods.
31. Make a sketch showing the principal wholesale and retail cuts of pork. Tell about the recommended USDA grades of pork. Tell the basis for each grade.
32. Define the following terms: gilt, sow, barrow, boar.
33. Optional: Manage an egg-producing flock for five months. Keep records of feed purchased, eggs sold, medication, vaccination, and mortality. Present records for review.
34. Optional: Raise 20 chicks, poults, or ducklings. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present records for review. Kill and dress two birds.
35. Fieldtrip Idea: Visit a commercial layer or broiler chicken producer, or a turkey production unit. Tell about your visit. If you cannot visit a commercial poultry or egg farm, view a video from a poultry association or research the Internet for information on poultry production. Tell about your findings.
36. Make a sketch of a layer house or broiler house showing nests, roosts, feeders, waterers, and means of ventilation. Explain how insulation, ventilation, temperature controls, automatic lights, and other environmental controls are used to protect birds from heat, cold, and bad weather.
37. Tell about the grading of eggs. Tell how broilers (fryers) are graded. Describe the classes of chicken meat.
38. Define the following terms: hen, rooster, chick, capon, tom, poult.
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