reproductions supplied by edrs are the best that can be ...ed 478 149 author title institution spons...

ED 478 149

AUTHOR

TITLE

INSTITUTION

SPONS AGENCYPUB DATENOTE

CONTRACTAVAILABLE FROM

PUB TYPEEDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

CE 085 131

Busboom, Jan R.; Newman, Jerry A.; Shulaw, William P.;Jeffreys, J. Bradford

Educators' Curriculum Guide. Quality Assurance and AnimalCare: Youth Education Program.

Ohio State Univ., Columbus. Cooperative Extension Service.;Oregon State Univ., Corvallis. Extension Service.; WashingtonState Univ., Pullman.Extension Service (USDA), Washington, DC.1999-00-00174p.; Related videotape "Critical Points of QualityAssurance and Animal Care" is not available from ERIC.93-EFSQ-4096

Ohio Agricultural Education Curriculum Materials Service,1114 Chambers Road, Columbus, OH 43212-1702 (Guide and video(4032G) $25). Tel: 614-292-4848; Fax: 800-292-4919; e-mail:[email protected]; Web site: http://cms.osu.edu/Home.html.Guides Classroom Teacher (052)EDRS Price MF01/PC07 Plus Postage.Activity Units; *Agricultural Education; *AgriculturalSkills; Animal Caretakers; *Animal Husbandry; Check Li"sts;*Curriculum Guides; Exhibits; Hands on Science; IntermediateGrades; Learning Modules; Lesson Plans; Livestock; MiddleSchools; *Quality Control; Science Activities; SciencePrograms; Secondary Education; Youth Clubs; *Youth Leaders;Youth Programs*4 H Clubs; 4 H Programs; Animal Welfare

This curriculum guide contains a six-unit, two-level programcombining animal science and veterinary care for youth club leaders andmembers in grades three through twelve. The Facilitator and Educator/LeaderIntroductions describe the program, the goals, and the students who willparticipate. The six lesson plans contain what the lesson is about, what thestudents will learn, materials needed, time needed, the activity, backgroundfor the teacher, educator/leader notes, and an activity sheet. The unittopics are as follows: (1) Attitudes and responsibilities towards animals andfood production that promote animal well-being and product quality; (2)

animal handling and exhibition promoting animal well-being and productquality; (3) housing livestock to promote animal well-being and productquality; (4) livestock feeds and feeding to promote animal well-being andproduct quality; (5) promoting animal well-being and product quality throughproper animal health practices; and (6) public perception of animalagriculture. Evaluation tools included with the program are the following:(1) advancement program guides for the educator and youths describing skilllevels that must be gained to complete each level; (2) fair checklists forthe livestock department at the local fair; (3) packer carcass evaluationforms; and (4) exhibitor checklists to provide youths with immediate feedbackon animal care. (SLR)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Educators'

CurriculumGuide

1

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asceived from the person or organization

originating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Quality Assurance and Animal Care:Youth Education ProgramThis material is based upon worksupported by Extension Service,United States Department ofAgriculture, under special projectnumber 93-EFSQ-4096.

Product distribution through theOhio Agricultural Education Curriculum Materials Service

I_.....ar

DEST COPY AVAILABLE 2

O

O

!NI

QUALITY ASSURANCE AND ANIMAL CARE

YOUTH EDUCATION PROGRAM

Educators'Curriculum Guide

J. P. Black, State Extension Associate, 4-H Youth Development/Animal Science,The Ohio State University

R. Blauwiekel, Extension Specialist, Dairy Science, Washington State UniversityJ. R. Busboom, Extension Specialist, Meat Science, Washington State UniversityJ. G. Cvancara, Professor, Agricultural Education, Washington State UniversityJ. A. Froseth, Extension Specialist, Livestock & Professor of Animal Science,

Washington State UniversityD. E. Hansen, Veterinarian, Extension, Oregon State UniversityJ. B. Jeffreys, Extension Specialist, 4-H Youth Development, Oregon State UniversityD. D. Nelson, Extension Specialist, Beef, Washington State UniversityJ. A. Newman, Extension Specialist, 4-H Youth Development,

Washington State UniversityS. A. Nickles, Extension Agent, 4-H Youth Development, Wayne County,

The Ohio State UniversityD. R. Smith, The Ohio State UniversityJ. Smith, Extension Agent, Benton-Franklin Area, Washington State UniversityS. S. Whiteaker, Extension Coordinator, Washington State University

1999Copyright ©

Oregon State University Washington State University The Ohio State University

Washington StateE University OHIO

STATE

Product Distribution byOHIO AGRICULTURAL EDUCATION CURRICULUM MATERIALS SERVICE

The Ohio State University 254 Ag. Admin. Bldg. 2120 Fyffe Road Columbus, Ohio 43210-1067

The Ohio Agricultural Education Curriculum Materials Service, as a part of The Ohio State University, is an equal opportunity employer and does not discriminate against anyindividual for reasons of race, color, creed, religion, sexual orientation, national origin, sex, age, handicap or Vietnam-era veteran status. All instructional materials are availableto all potential clientele on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, sex, age, handicap or Vietnam-era veteranstatus.

3

FOREWORD

These materials were developed using the Exploratory Learning Model and the Scientific processes to helpstudents learn in an exciting hands-on and exploratory manner. Exploratory learning is expressed as aprocess that encourages youth to EXPLORE, REFLECT, and APPLY knowledge.

The program materials reinforce that science is not just a collection of facts. Science is observing,comparing, relating, inferring, and applying knowledge and information. The activities of this programteach students trying, failing, and trying again that science also involves trial and error.

This unique educational program has resulted from the combined efforts of personnel at Oregon StateUniversity, The Ohio State University, and Washington State University while conducting programs for theUSDA-ES Food Safety and Quality National Initiative. This material is based upon work supported by theExtension Service, United States Department of Agriculture, under special project number93-EFSQ- 1-4096.

This curriculum was developed by Washington State University, The Ohio StateUniversity , and Oregon State University with funding from Extension

Service, USDA, under special project number 93-EFSQ-1-4096.

Project Directors and Principal InvestigatorsJan R. Busboom, Extension Meats Specialist, Washington State University, Department of Animal Science

Jerry A. Newman, Extension Youth Development Specialist, Washington State University, Department of Human Development

Co-Principal Investigators:William P. Shulaw, Extension Veterinarian, The Ohio State University

J. Bradford Jeffreys, Extension Specialist, 4-H, Oregon State University

ACKNOWLEDGMENTSSpecial thanks are extended to the following for their contributions:

Marian Beck, Videographer/Editor,Biomedical MediaThe Ohio State University

Sandy Born, Graphic Designer,Sec. Communications & Tech.The Ohio State University

Gary Bowman, Assistant Professor,Veterinary Preventive MedicineThe Ohio State University

Amy Boye, Graphic Designer,Ohio Agricultural EducationCurriculum Materials Service

Steve Boyles, Extension Specialist,Beef Cattle ManagementThe Ohio State University

Jan Carlson, Program Assistant,Oregon State University

Cindy Cheely, Secretary,Veterinary Preventive MedicineThe Ohio State University

Wendy Chrisman, Project Assistant,Ohio Agricultural EducationCurriculum Materials Service

Jim Clay, Extension Specialist,Sheep & Beef mgt. SystemsThe Ohio State University

Velma M. Cordial, Administrative Assistant,Ohio Agricultural EducationCurriculum Materials Service

Christy Fischer, Secretary,Animal ScienceThe Ohio State University

R. Warren Flood, Assistant Director,Ohio Agricultural EducationCurriculum Materials Service

Beth Ann Hennen, Project Associate,Animal ScienceThe Ohio State University

Kent H. Hoblet, Professor,Veterinary Preventive MedicineThe Ohio State University

Joyce Iezzi, Secretary,Animal ScienceThe Ohio State University

Muriel N. King, Editor,Ohio Agricultural EducationCurriculum Materials Service

4

Cindy Lattner, Extension Agent,4-H Youth DevelopmentOhio State University Extension

Ned Parrett, Extension Specialist,Meat ScienceThe Ohio State University

C. Allen Shaffer, Associate Director,Faculty & Instrl Dev.-Biomed. MediaThe Ohio State University

William P. Shulaw, Associate Professor,Veterinary Preventive MedicineThe Ohio State University

Jacqueline Stuts, Design Editor,Ohio Agricultural EducationCurriculum Materials Service

Thomas Turner, Assistant Professor,Animal ScienceThe Ohio State University

William D. Waidelich, Director,Ohio Agricultural EducationCurriculum Materials Service

Shawn Whiteaker, Extension Coordinator,Washington State University

Curriculum GuideTable of ContentsFacilitator Introduction I

Educator/Leader Introduction VII

Youth Advancement Program Guide XVI

Exhibitor's Checklist XXII

Fair Checklist XXV

Packer Carcass Evaluation Forms XXVII

Educator/Leader GuideUnit 1Attitudes and Responsibilities towards Animals and Food Productionwhich Promote Animal Well-Being and Product Quality

Level 1TQM and the Responsibilities of a Livestock Project 1

Understanding Beliefs about Animals (Activity) 6Understanding Quality (Activity) 7Humane Treatment of Animals: Self-Assessment (Activity) 12

Level 2Importance of the Customer, Teamwork, and HACCP 15Animal Rights and Personal Beliefs (Activity) 20Hazard Hunt: The Beginning of HACCP (Activity) 21Team Building (Activity) 24

Unit 2Animal Handling and Exhibition PromotingAnimal Well-Being and Product Quality

Level 1Stress and Animal Well-Being 28Stress and Animal Well-Being (Activity) 32

Level 2Animal Behavior and Animal Handling 34Using Animal Behavior to Safely Handle Animals (Activity) 39

Table of Contentscontinued

Unit 3Housing Livestock to Promote AnimalWell-Being and Product Quality

Level 1Basic Housing Needs for Livestock 41Space Requirements (Activity) 46Bedding and Sanitation (Activity) 48Waste Management (Activity) 50

Level 2Temperature Zones of Comfort and Stress 52Comfort Zones (Activity) 60

Unit 4Livestock Feeds and Feeding to PromoteAnimal Well-Being and Product Quality

Level 1Nutrients, Feeding, Feed Storage and the Importance of Quality 63WaterInterpreting Feed Labels (Activity) 68Feed Storage and Contaminants (Activity) 69Water Quality (Activity) 73

Level 2Feed Storage and Contaminants 75Feed Storage and Contaminants (Activity) 79

Unit 5Promoting Animal Well-Being and ProductQuality through Proper Animal Health Practices

Level 1Reading Drug Labels 81Reading Drug Labels (Activity) 90

Level 2Administering Injectable Products 93Administering Injectable Products (Activity) 99

Unit 6Public Perception of Animal Agriculture

Level 1Care of Animals in Public Settings 105Planning Educational Displays (Activity) 10 7

Level 2Activists and Talking to the Media 110Animal Activists and Talking to the Media (Activity) 113

Reference /Resource Materials 120

FacilitatorIntroduction

Facilitator Introduction

Quality Assurance and Animal Care:Youth Education Program

INTRODUCTION

This program is a combined animal science and veterinary curriculumdesigned for use by youth club leaders and members. In addition toeducational material, program evaluation tools are included to evaluatethe successfulness of this program. Evaluation materials are designed tobe collected from extension faculty, club leaders or agriculturaleducation instructors, fair personnel, and processing plant personnel.

DESCRIPTION OF THE CURRICULUM

The Quality Assurance and Animal Care: Youth Education Program is ananimal science curriculum for youths in grades three through twelve. Itconsists of the facilitator introduction, educator /leader guide,videotapes, skillathons, and evaluation materials. Each educator/leaderguide includes background information, experiential (hands-on)activities, discussion questions, and video segments. Theeducator/leader guide has six units each divided into two levels. Thefirst level teaches a basic understanding appropriate for all grade levels.The second level contains concepts designed for more advanced youths.The six units are:

Attitudes and Responsibilities towards Animals and FoodProduction which Promote Animal Well-Being and Product QualityAnimal Handling and Exhibition Promoting Animal Well-Beingand Product QualityHousing Livestock to Promote Animal Well-Being and ProductQualityLivestock Feeds and Feeding to Promote Animal Well-Being andProduct QualityAnimal Health Practices to Promote Animal Well-Being andProduct QualityProduct Quality, Public Perceptions, and Public Interactions

The evaluation tools included with the program are:Advancement Program Guides These are included for both theeducator/leader and youths in the program. The guides describespecific skills youths must gain in order to complete each level of theprogram. The number of youths participating in the program isidentified. Their level of knowledge concerning the critical controlpoints that provide consumers with wholesome, high quality productsand assure animal well-being is also identified.

I8


Fair Checklists Fair score sheets should be provided to thelivestock department at your local fair. These sheets allow the fair'slarge animal superintendent to rate the application of humane careand quality assurance principles by exhibitors, parents, fairpersonnel, and judges in each livestock and dairy department.Packer Carcass Evaluation Forms These forms allow the packer tosummarize the quality of the carcasses from animals exhibited atyour fair. In addition to USDA carcass quality and yield information,this evaluation form provides information on residue violations,unacceptable hides and pelts, and avoidable carcass defects (bruises,injection site lesions, dark cutting beef, PSE pork, residual hair onpork carcasses, etc.).Exhibitor Checklists These lists are used by exhibitors prior to andduring the show. They provide youths with immediate feedback onthe level of animal care and quality assurance. Factors that impactquality and animal well-being are listed on a sheet. As youths carryout listed practices they check them off. Besides reminding youths ofproper animal care, these lists also educate the public about animalcare and about how young people are involved in assuring quality andanimal well-being.

THE FACILITATOR

You, the youth educator, are key in making the Quality Assurance andAnimal Care: Youth Education Program work. Your task is to develop ateam of community members whose involvement in the program isnecessary for meeting the program goal of increasing well-being andanimal product safety.We suggest the following steps to construct your team:

Step 1Invite your local Extension Agent, FFA advisors, livestock leaders, fair'slarge animal superintendents, and meat packers to an introductoryplanning meeting.You may want to introduce the program by showing the introductoryvideo conference tape (your state 4-H specialist should have a copy).Once you have introduced the program to your team, lead a discussionabout the program:

Do you see a need for the program in our county/area?How do you want to be included in initiating this curriculuminto our animal science youth programs?Should we require some level of involvement in the program asa prerequisite for showing at our fair? If so, at what level?

H


At this meeting, hand out all or some of the materials to the teammembers. Team members need the following materials:

Packers score sheets

Fair large animal superintendents - checklists

Extension agent, FFA advisors, livestock leaders - educator/leaderguides, exhibitor checklist, advancement guides

Develop a time line for the program to be implemented in your area. Allof the team members should have a role in developing these goals.

Participate in orientation and trainingObtain curriculum and videos

Review materials

Hold introductory meetingO Orient volunteer leadersO Orient FFA advisorsO Orient fair managementTalk to packer(s)

Train leaders and FFA advisorsFollow up with leaders and advisorsO How are lessons proceeding?O Are they using advancement materials?Prepare for fair withO Livestock superintendentO LeadersO AdvisorsO PackersO Distribution of checklists

GO TO THE FAIR!

III 0


TEACHING PHILOSOPHY

Young people obtain knowledge through experience-based andexploratory learning processes in this project. Studies show that suchexperience-based, action-oriented learning has the greatest long-rangeimpact on the learner.

Exploratory learning encourages youths to EXPLORE, REFLECT, andAPPLY knowledge.

APPLY

EXPLORE

REFLECT

Explore an Activity

Youths "explore" and learn when they are involved in a hands-onlearning activity. As an example, the activity could be judging waterquality.

Reflect on the Activity

Youths "reflect" on the activity when they share and think about theactivity. To do this the educator / leader would ask the students thefollowing questions about the experience: What did they observe aboutthe different samples of water? What did the water taste like? Did thelemon make the water taste better? How much water do their animalsdrink? How did they feel about the experience?

Apply the Activity

To complete the learning process youths must "apply" what they havelearned to everyday life. For this application the educator /leader wouldask the following questions: What have you learned today? How doesnot drinking enough water affect the well-being of your animal? Howcan you help make sure your animal continues to drink enough water atthe show?

This process can turn any experience, good or bad, into a learningexperience. To make this process work effectively, young people mustunderstand how they can apply the results of the activities and theknowledge they have discovered.

IV1 1


In each lesson there is a triangle ( ) in the margin to indicate eachstep in the Exploratory Learning Model--Explore Reflect - Apply. TheExploratory Learning Model is one way of teaching science.

WHAT IS SCIENCE?

Science is not just a collection of facts. Facts are a part of science. Weall need to know some basic scientific information: water freezes at 32degrees Fahrenheit (or zero degrees Celsius); the earth moves around thesun; all animals need protein for growth. But science is much more.Science is observing, communicating, organizing, comparing, relating,inferring, and applying. The Exploratory Learning Model and scientificprocesses work together to help youths learn:

Explore:ObservingCommunicatingOrganizing

Reflect:ComparingRelating

Apply:InferringApplying

ObservingThe main route to knowledge is through observing, using all the senses.This process is a distinct one by which people come to know about thecharacteristics of objects and their interactions.

CommunicatingObjects, names and events are described by people so that they can tellothers about them. One can learn more about a greater range ofinformation through communication.

OrganizingKnowledge of principles and laws is gained by systematically compiling,classifying, and ordering observed and compared data. Bodies ofknowledge grow from a long-term organizing process.

V12


ComparingThrough comparisons people systematically examine objects and eventsin terms of similarities and differences. By comparing the known tosomething unknown, one gains knowledge about the unknown. Allmeasurements are a form of comparing.

InferringThis is a process of realizing ideas that are not directly observable. Itleads to predictive explanations for simple and complex phenomena.

RelatingConcrete and abstract ideas are woven together to test or explainphenomena. Hypothetical-deductive reasoning, graphing coordinates,managing variables, and comparing effects of one variable on anotherhelp people learn the major concepts of science.

ApplyingApplying knowledge is using it. Inventing, creating, problem solving, anddetermining probabilities are ways of using information that lead togaining further knowledge.

Science also involves trial and error - trying, failing, and trying again.Science does not provide all the answers. It requires us to be skeptical sothat our scientific "conclusions" can be modified or changed altogetheras we make new discoveries.

SCIENCE IS QUESTIONING AND LISTENING

Encourage youths to ask questions. A friend once asked Isidor I. Rabi, aNobel prize winner in physics, "Why did you become a scientist, ratherthan a doctor, lawyer, or businessman, like the other immigrant kids inyour neighborhood?" Rabi responded:

My mother made me a scientist without ever intending it.Every other mother in Brooklyn would ask her child afterschool: "So? Did you learn anything today?" But not mymother. She always asked me a different question. "Izzy,"she would say, "did you ask a good question today?" Thatdifference asking good questions made me become ascientist!

If we cannot answer all of our youths' questions, that's all right--no onehas all the answers, even scientists. And youths don't need lengthy,detailed answers to all questions. We can propose answers, test themout, and check them with someone else.

VI 3

Educator/LeaderIntroduction

Educator /Leader Introduction


INTRODUCTION

This program is designed for use by youth club leaders and members.Educational material in the program includes a educator/leader guide,videotapes, and skillathon materials. In addition, program evaluation toolsintended to evaluate the success of this program are included. Evaluationmaterials will be collected from extension faculty, club leaders or agriculturaleducation instructors, fair personnel, and processing plant personnel.

DESCRIPTION OF THE CURRICULUM

The Quality Assurance and Animal Care: Youth Education Program is an animalscience curriculum for youths in grades three through twelve. It consists of theagent/facilitator introduction, educator/leader guide, videotapes, skillathons,and evaluation materials. Each educator/leader guide includes backgroundinformation, experiential (hands-on) activities, discussion questions, and videosegments. The educator/leader guide has six units each divided into twolevels. The first level teaches a basic understanding appropriate for all gradelevels. The second level contains concepts designed for more advanced youths.The six units are:

Attitudes and Responsibilities towards Animals and Food Productionwhich Promote Animal Well-Being and Product QualityAnimal Handling and Exhibition Promoting Animal Well-Being andProduct QualityHousing Livestock to Promote Animal Well-Being and Product QualityLivestock Feeds and Feeding to Promote Animal Well-Being and ProductQualityAnimal Health Practices to Promote Animal Well-Being and ProductQualityProduct Quality, Public Perceptions, and Public Interactions

The evaluation tools included with the program are:Advancement Program Guides These are included for both theeducator/leader and youths in the program. The guides describe specificskills youths must gain in order to complete each level of the program. Thenumber of youths participating in the program is identified. Their level ofknowledge concerning the critical control points that provide consumerswith wholesome, high quality products and assure animal well-being is alsoidentified.

15VII

Educator/Leader Introduction

Fair Checklists - Fair score sheets should be provided to the livestockdepartment at your local fair. These sheets allow the fair's large animalsuperintendent to rate the application of humane care and qualityassurance principles by exhibitors, parents, fair personnel, and judges ineach livestock and dairy department.Packer Carcass Evaluation Forms These forms allow the packer tosummarize the quality of the carcasses from animals exhibited at your fair.In addition to USDA carcass quality and yield information, this evaluationform provides information on residue violations, unacceptable hides andpelts, and avoidable carcass defects (bruises, injection site lesions, darkcutting beef, PSE pork, residual hair on pork carcasses, etc.).Exhibitor Checklists These lists are used by exhibitors prior to andduring the show. They provide youths with immediate feedback on the levelof animal care and quality assurance. Factors that impact quality andanimal well-being are listed on a sheet. As youths carry out listed practicesthey check them off. Besides reminding youths of proper animal care, theselists also educate the public about animal care and about how young peopleare involved in assuring quality and animal well-being.

Each meeting plan includes background information, experiential (hands-on)activities, discussion questions, and video segments.

THE EDUCATOR AND LEADER

You, the educator/leader, are key in making this program work. Yourenthusiasm and desire to help each youth grow and develop in a positivelearning environment will make the curriculum a success.

Although the program is outlined in some detail, feel free to adjust theactivities to meet the needs of your group.

TEACHING PHILOSOPHY

Youths obtain knowledge through experienced-based and exploratory learningprocesses in the project. Studies show that such experience-based, action-oriented learning has the greatest long-range impact on the learner.

Exploratory learning encourages youths to EXPLORE, REFLECT, and APPLYknowledge.

VIII 6

APPLY

Educator/Leader Introduction

EXPLORE

REFLECT

Explore an Activity

Youths "explore" and learn when they are involved in a hands-on learningactivity. As an example, the activity could be judging water quality.

Reflect on the Activity

Youths "reflect" on the activity when they can share and think about it. Todo this the leader/teacher would ask the students the following questionsabout the experience: What did they observe about the different samples ofwater? What did the water taste like? Did the lemon make the water tastebetter? How much water do their animals drink? How did they feel about theexperience?

Apply the Activity

To complete the learning process youths need to "apply" what they havelearned to everyday life. For this application the leader /teacher would ask thefollowing questions: What have you learned today? How does not drinkingenough water affect the well-being of your animal? How can you help makesure your animal continues to drink enough water at the show?

This process can turn any experience, good or bad, into a learning experience.To make this process work effectively, kids must understand how they canapply the results of the activities and the knowledge they have discovered.

In each lesson there is a triangle ( ) in the margin to indicate each stepin the Exploratory Learning Model - Explore - Reflect Apply. The ExploratoryLearning Model is one way of teaching science.

WHAT IS SCIENCE?

Science is not just a collection of facts. Facts are a part of science. We allneed to know some basic scientific information: water freezes at 32 degreesFahrenheit (or zero degrees Celsius); the earth moves around the sun; allanimals need protein for growth. But science is much more. Science is

IX


observing, communicating, organizing, comparing, relating, inferring, andapplying. The following shows how the Exploratory Learning Model andscientific processes help youths learn:

Explore:ObservingCommunicatingOrganizing

Reflect:ComparingRelating

Apply:InferringApplying

ObservingThe main route to knowledge is through observing, using all the senses. Thisprocess is a distinct one by which people come to know about thecharacteristics of objects and their interactions.

CommunicatingObjects, names and events are described by people so that they can tell othersabout them. Communicating enables one to learn more about a greater rangeof information.

OrganizingKnowledge of principles and laws is gained through the systematic compiling,classifying, and ordering of observed and compared data. Bodies of knowledgegrow from a long-term organizing process.

ComparingThrough comparisons people systematically examine objects and events interms of similarities and differences. By comparing the known to somethingunknown, one gains knowledge about the unknown. All measurements are aform of comparing.

InferringThis is a process of realizing ideas that are not directly observable. It leads topredictive explanations for simple and complex phenomena.

RelatingConcrete and abstract ideas are woven together to test or explain phenomena.Hypothetical-deductive reasoning, graphing coordinates, managing variables,and comparing effects of one variable on another help youths learn the majorconcepts of science.

X

Educator / Leader Introduction

ApplyingApplying is using knowledge. Inventing, creating, problem solving, anddetermining probabilities lead to gaining further knowledge.

Science also involves trial and errortrying, failing, and trying again. Sciencedoes not provide all the answers. It requires us to be skeptical so that ourscientific "conclusions" can be modified or changed altogether as we makenew discoveries.

SCIENCE IS QUESTIONING AND LISTENING

Encourage youths to ask questions. A friend once asked Isidor I. Rabi, a Nobelprize winner in physics, "Why did you become a scientist, rather than a doctor,lawyer, or businessman, like the other immigrant kids in your neighborhood?"Rabi responded:

My mother made me a scientist without ever intending it.Every other mother in Brooklyn would ask her child afterschool: "So? Did you learn anything today?" But not my mother.She always asked me a different question. "Izzy," she wouldsay, "did you ask a good question today?" That differenceasking good questionsmade me become a scientist!

If we cannot answer all of our youths' questions, that's all rightno one hasall the answers, even scientists. And youths don't need lengthy,detailed answers to all questions. We can propose answers, test them out, andcheck them with someone else.

LIFE SKILLS

The 4-H Youth Development Program and the Agricultural Education programhelp youths develop life skills that will enable them to become productivecitizens of society. Life skills include communicating and interactingeffectively, making sound decisions, learning practical skills for living, anddeveloping a positive self-concept. In this curriculum we introduce life skillsusing the scientific method mentioned above. Therefore, youths develop life skillsas they experience and understand the processes of science.

The success of 4-H and Agricultural Education in developing these life skillsdepends on effective interaction between youths and their leaders or educators.This relationship is the most important part of 4-H and Vocational Agriculture.

In this curriculum we introduce and teach life skills using the ExploratoryLearning Model and the scientific process in each lesson.


UNDERSTANDING THE BASIC NEEDS OF YOUNG PEOPLE

BelongingThe desire to belong is natural. It brings young people in contact with others.Belonging to a group helps young people grow because part of their feeling ofpersonal worth is gained from what others think of them.

IndependenceA sign of growing up is becoming independent of parents. The youth's desire tobe independent is often challenging to parents, educators, and leaders, but allhealthy boys and girls experience it. Youths show their need for independencethrough impatience with adult leaders' or teachers' guidance and a preferencefor making up their own minds.

AchievementYouths want to know that their efforts are worthwhile and appreciated.Projects should keep pace with the abilities of group members, bearing in mindthat individual rates of achievement will vary. Include activities that requirethem to do things for others as well as themselves.

New ExperiencesYoung children need and want to be active. They require new and differentexperiences to stretch their horizons.

AffectionAffection or love is essential to personality development. Young children needto know that they are wanted and loved unconditionally.

YOUR INTRIGUING STUDENTS

Physical GrowthPhysical growth in youths from middle school to high school varies drasticallywith age. Growth in middle school children (ages 9-11) is rather slow for mostchildren. Youths at this age enjoy physical involvement. Projects that involvedoing or making something are most successful.From young teens to young adults youths experience growth spurts coincidingwith the onset of puberty. The rapid changes in physical appearance may makeyoung teens uncomfortable with their appearance. By the middle teens (age15-17) most are comfortable with the changes in their bodies and know theirown abilities and talents. Some talents are perfected at this stage (e.g.,athletic talent) and new skills such as driving a car serve to move teens fartheraway from the family and into the community as independent people.


Growth in ThinkingMiddle school youth begin to think logically and symbolically. However, theystill think in terms of concrete objects and can handle ideas better if they arerelated to something they can do or experience with their senses. As middleschool children begin to deal with ideas, they think of things as black or white.Something is either right or wrong. There is very little middle ground. Youthsat this stage want to know how much they have improved and what theyshould do better next time.Young teens (age 12-14) move from concrete to more abstract thinking.However, they still tend to think in all-or-nothing terms. Ready-madesolutions from adults are often rejected in favor of young teens findingsolutions on their own. Leaders and teachers who provide supervision withoutinterference can have a great influence on young teens. Young teens can bevery self-conscious, and a smaller group is usually less intimidating.Middle teens are beginning to think about the future and make realistic plans.At this stage youths are mastering abstract thinking. They still have difficultyunderstanding compromise, however, and may label adult efforts to cope withthe inconstancies of life as "hypocrisy." In middle teen years teens can initiateand carry out their own tasks without supervision. Projects requiring researchand creativity give these teens the opportunity to demonstrate to themselvesand others how much they have learned and how much they can accomplishon their own.

Social GrowthMiddle school youths are beginning to identify with peers, although they stilllook to an adult for guidance. At this stage, they still have difficultyunderstanding another person's thinking; however, they are beginning todiscover the benefits of making other people happy. They begin to develop an"I'll scratch your back if you scratch mine" philosophy, but near the end of thisage group they begin to realize the benefits of pleasing others apart fromimmediate self-reward. Toward the end of this age range, youths are ready totake responsibility for their own actions. Decision-making skills are developedas the leader/teacher moves away from dictating directions to givingreassurance and support.Young teens are becoming less dependent on parents. They enjoy participatingin activities away from home. Providing young teens with opportunities to feelat ease with members of the opposite sex is an important function of groupand social activities.Middle teen relationship skills are usually well-developed and friendshipsformed at this stage are often sincere, close, and long-lasting. Teens in thisage group want to belong to a group, but want be recognized as uniqueindividuals within that group. Leader/teacher relationships with these teensmove from that of director/follower to advisor/independent worker. Consistenttreatment from adults is important even though teens may act like adults oneday and children the next.

xiii21


Emotional GrowthMiddle school children have a strong need to feel accepted and worthwhile.Emphasize successes, even small ones, and minimize failures. Don't comparechildren with each other. It tends to erode self-confidence. Additionally, it cancause problems in dealing with peers at a time when they are trying to buildfriendships. Compare individual past performance to present performance.

As puberty approaches, young people's emotions begin the roller coaster ridethat will characterize them throughout their adolescence. Changes inhormones contribute to the mood swings, as do changes in thinking. Youngteens are presented with the biggest challenge to their self-concept. Spendingtime with adults who are accepting and willing to talk about values and moralshas a lasting effect on young people. This is a time for adults to help with self-knowledge and self-discovering activities. Be especially careful at this age tonot embarrass the young teen. Activities that provide good things for othersand demonstrate the teen's growing sense of responsibility are ideal.

Two important emotional goals of the middle teen years are independence andidentity, although neither will be achieved completely at this time. Middleteens are learning to cooperate with others on an adult level. Activities filledwith "busy work" or meaningless activities will cause these teens to losepatience and interest. Learning to interact with members of the opposite sexmay preoccupy these teens. Unsettled emotions may cause the teen to bestormy or withdrawn at times. In general, though, they will pride themselveson an increased ability to be responsible.

xiv 2 2


CURRICULUM GOALS AND OBJECTIVESParticipation in the Quality Assurance and Animal Care: Youth EducationProgram will ensure:

Youths will humanely care for, feed, manage, show, fit, and marketanimals to guarantee a quality food product that is wholesome forconsumers.Youths will learn that humane animal care is essential to providing aquality, wholesome product.

LESSON PLAN FORMATThe general format of all the lesson plans follows. All units in the program donot need to be taught consecutively, but each level does. Still, we suggest thatUnit 1 (Attitudes and Responsibilities towards Animals and Food Productionwhich Promote Animal Well-Being and Product Quality) be completed first andUnit 6 (Product Quality, Public Perceptions, and Public Interactions) should becompleted last.

This Lesson Is AboutThis section tells leaders / teachers what skills or competencies youths will gainfrom the exercises associated with the lesson.

What Youths Will LearnThis section identifies what the youths will learn about the project and aboutthemselves. It relates to the goals and objectives.

Materials NeededThis section lists all the materials the leader will need to complete theactivities.

Time NeededThis identifies the suggested time frame for completing the lesson.

ActivityThis describes, step-by-step, how to complete the activity while involving theyouths in the process.

What Do I Need to Know?Needed background information is given for the leader to teach the activity.

Educator/Leader NotesThis section allows a space for the educator/leader to make notes and providespertinent information on how to lead the lesson.

Activity SheetThis section describes how to complete the appropriate activity, criticalquestions to ask, and critical answers to look for.

Youth AdvancementProgram Guide

Level 1 and Level 2

YOUTH ADVANCEMENT PROGRAM

Include the Advancement Program as part of the youths' project records. Thebasic advancement program is divided into six units, with all tasks required ineach unit. All units do not need to be completed consecutively, but each leveldoes. However, Unit 1 (Attitudes and Responsibilities towards Animals andFood Production to Promote Animal Well-Being and Product Quality) should becompleted first and Unit 6 (Product Quality, Public Perceptions, and PublicInteractions) should be completed last. You may complete Units 2-5 inwhatever order best suits your situation. Youths may practice tasks for Level 2of the program while they are working on tasks for Level 1. But, they cannotcomplete tasks in Level 2 until they have completed Level 1. The informationto complete these units is contained in the educator/leader guide andcorresponding videotapes and skillathons.

The Advancement Program allows young people to work at their own pace andhave opportunities for immediate success. As each task is completed, initialand date the task. When an individual has completed the tasks for each unit,he or she qualifies for an advancement certificate for that step.

XVI 25

Youth Advancement Program Level 1

Youth Advancement ProgramI

Unit 1

Tasks1. Develop an understanding of your beliefs about

animals.2. Identify five humane treatments of animals.3. Identify five inhumane treatments of animals.4. Present an oral report explaining product quality.

Unit 2

Tasks1. Identify the four areas of stress.2. Identify factors that could cause stress in your

project animal.

Unit 3

Tasks1. Identify the space requirement for your project

animal(s).2. Identify the reason for a minimum space

requirement.3. Catalog the different types of bedding in order

from the most absorbent to the least absorbent.4. Identify at least one method to properly

dispose of animal waste.5. Demonstrate how to build a compost pile.

Date ApprovedPassed By




Youth Advancement Program

Unit 4

Tasks1. Identify the major ingredients in your project

animal's feed and pet's feed (or in breakfastcereal).

2. Identify how to properly store feed for a projectanimal.

3. Demonstrate that you store your project animal'sfeed properly.

4. Identify three ways to avoid feed contamination.5. Calculate the amount of water that your project

animal drinks in 1) one day, 2) one week, and3) one month.

Unit 5

Tasks1. Identify two different places where drug labels are

found.2. Identify the following components from a drug

label:Expiration dateStorage directionsSpecies compound is approved forWithdrawal timeDirections for use




Youth Advancement Program1

Unit 6

Tasks1. Help to construct an educational display for the

local fair.2. Tell how you helped construct the educational

display.


Level 1 Completed by certified by(Name/Date) (Name/Date)

XIX 28


Youth Advancement Program

Unit 1

Tasks1. Discuss differences between animal rights and

animal welfare.2. Identify who your resources are, and how

they can help you raise your project animal.

Unit 2

Tasks1. Demonstrate the location of your blind spot and

flight zone.2. Explain how you used the animal's balance point

to make it move.

Unit 3

Tasks1. Identify the comfort zone for your project

animal(s).2. Develop a plan to modify your animal's housing

in order to maximize its comfort.

Unit 4

Tasks1. Survey your pasture and identify any plants that

are poisonous to livestock.2. Design a plan to make sure that your project

animal's feed does not become contaminated.






Youth Advancement Program1

Unit 5

Tasks1. Demonstrate proper preparation of an injection

site.2. Demonstrate how to correctly: 1) load a syringe,

2) perform an intramuscular and subcutaneousinjection.

3. Catalog the drugs you have at home, includingin the list the expiration dates, storagedirections, and withdrawal times. Demonstratethat you are following label directions.

Unit 6

Tasks1. Identify a concern from the role play you

performed.2. Describe the role you played.3. Identify an additional role that was played.4. Describe the recommendation that was made

by the community to the fair board during therole play.



Level 2 Completed by certified by(Name/Date) (Name/Date)

Exhibitor'sChecklist


Exhibitor's Checklist

Pre-Show ManagementPrepare an area before I get my animals.Be aware of animals' comfort at all times.Provide animals with a safe, clean, well-bedded area with plentyof space.Provide animals shelter from sun, wind, and bad weather.Provide fresh, clean water at all times.To make sure animals drink enough water during the show, add alittle molasses or a few drops of lemon juice to mask the taste ofthe water, starting about two weeks before the show. Then add itto the water at the show.Feed animals regularly, with adequate amounts of a balanceddiet.Observe animals daily and get immediate treatment orveterinarian care for those needing it.Mark animals for identification.Keep good records on feeding and health care.Have an animal health care program to prevent disease.Castrate, dehorn, dock, etc. animals when they are young.Use proper methods of treatment or vaccination.Control both internal and external parasites.Always use drugs, medicines and other animal health products asdescribed on the label. Off -label use without a veterinarian'sprescription is illegal.Observe all withdrawal times.Do not use products not cleared for use in meat animals such asClenbuterol and injectable anabolic substances.Do not use any product or practice to reduce the water contentand weight of show animals before they are weighed. Diureticsare not allowed without a veterinarian's prescription andwithdrawal time is a problem because they are usually usedwithin a few days of slaughter.Start training animals to be handled at a young age.Do not do anything which may cause any unnecessary pain tothe animal or that may cause bruising, scarring, or unnecessarystress.

Exhibitor's Checklistcontinued

Start preparing animals at least 30 to 60 days before the fair.This includes working with them daily and adjusting them to asmany show conditions as possible. (This includes working aroundother animals, being tied or confined, using show equipment, andusing the same feeding schedule as to be used during the show.)Trim and shape hooves about three weeks before the show toallow time for the feet to toughen.Sort and load animals safely. Using prods or equipment thatmay cause bruising or unnecessary stress is not recommended.Use a safe, clean, well-ventilated method of getting animals tothe show.

Show ManagementTie or pen animals with plenty of space to prevent crowdingor fighting.Provide enough clean bedding to make the animal comfortableand prevent bruising.Remove everything from the pen area that may bruise or cutanimals or exhibitors.Remove the manure and waste regularly and take to a designatedarea.Always provide fresh, clean water. Many digestive upsets resultfrom not drinking enough water and can ultimately result inavoidable carcass defects.Use approved blocking or fitting chutes that will not harm theanimal or exhibitor.Never leave animals alone in a blocking or fitting chute.When grooming and fitting, avoid using harsh chemicals thatmay irritate your animal's skin or eyes.Do not use tranquilizers and/or anesthetics to calm animals.Tranquilizers can only be used with a veterinarian's prescriptionsince no tranquilizers or anesthetics are labeled for meat animal use.During the show, I do not put unnecessary stress on the animals,or use physical force that will cause avoidable carcass defectssuch as bruises, and stress-related problems (dark cutting beef,pale soft and watery pork).Provide plenty of feed and water until animals are removed fromthe show facilities.Do not use electric prods.Do not leave animals in the hot sun.Tie or pen animals securely so they cannot escape and run looseon the fairgrounds.

Hogs

Sheep

Exhibitor's Checklistcontinued

Do not use oil when fitting hogs for show. Oil decreases theanimal's ability to cool down in hot weather and makes it harderto remove hair during processing.Use showing bats, show canes, plastic pipes, or other approvedshowing devices to gently guide hogs. If these devices are usedwith force they will bruise the carcasses.Complete levels I and II of the National Pork Producer's QualityAssurance Program.

Do not leave sheep alone on fitting stand.Protect closely shorn, washed lambs from flies. Closely shornlambs are vulnerable to fly strike and short fleece (<5/8") alsodecreases the value of the pelt. Follow local show rules regardingfleece length.

BeefHave a brand certificate for proof of ownership.Have completed "certificate of permit" or "haul slip" when haulingcattle on public roads.When selling a market steer through a Market Stock Salecomplete the "certificate of permit" listing the County FairMarket Stock Sale on the line for destination (consigned to) andleave with beef superintendent.Always adjust halters so they are properly fitted to give goodcontrol, but do not cut into the skin of the animal or interferewith the animal's ability to breathe.Do not use pour-on insecticides as a "hair-set." This practice isvery hazardous because a 30-45-day withdrawal period is requiredfor most of these products.

DairyDo not inject any substances into the teat or udder for thepurpose of filling or shaping parts of the mammary system.Follow good milking practices to protect the cow's udder health.Milk a clean, dry udder with a properly operating milking systemand dip teats with an approved teat dip after milking.Complete the Milk and Dairy Cattle Quality Assurance Protocol.Always adjust halters so they are properly fitted to give goodcontrol, but do not cut into the skin of the animal or interferewith the animal's ability to breathe.

FairChecklist

Fair Checklist


Fair Checklist

Pre-Show ManagementMake sure that clean, fresh water is easily accessible forexhibitors to fill water containers for their animals.Provide adequate space and housing for the animals to preventcrowding or fighting.Make provisions for manure and waste disposal.Provide adequate show ring size, lighting, ventilation, andprotection from severe weather.Provide a good show ring surface that is free of rocks and holes: ifbedding is used, provide sand, shavings, or materials that reducedust, provide good footing (preventing slips and falls, especiallywhen wet), and will be comfortable for exhibitors and animals.Make sure that loading and unloading facilities are safe andadequate.Establish a no-reweigh policy after animals have left the scalesarea to limit unethical practices to manipulate weight.Provide a properly operating milking system for lactating cows. Ifthe milking system is used only for a few days each year, checkthe vacuum pump, controller, and inflation.Designate a person to serve as spokesperson for the show onanimal rights /welfare issues.Post the name and phone number of a person to contact foremergency veterinary care.Designate a person to enforce animal care principles.

Show ManagementMake sure exhibitors properly bed their animals.Provide appropriate sanitizing solutions, paper towels, and teatdip in the milking facilities. Or ask exhibitors to bring their own.Provide adequate, safe area for show preparation of animals,including washing facilities, grooming area, and show stagingareas.Provide lanes for movement of animals for the public's safety.Provide adequate show ring facilities and implement proceduresto reduce animal fighting or conditions that will cause injury orundue stress to animals or exhibitors.Provide hog panels and ring personnel to help with unmanageablelivestock.

Fair Checklistcontinued

Tell exhibitors what they need to do during the show to ensure ahigh level of care for the show animals as follows:

Always provide adequate, fresh feed and water.Care for and show animals in a manner that will preventbruises, injury, and undue stress.

Announce the person designated to enforce animal careprinciples.Introduce the show's spokesperson who will address animalrights/welfare issues to youth members, adult leaders, andparents.Review the show's animal welfare policies and define theprocedures to follow if an individual is confronted.If you are confronted, direct the individual(s) to theshow's/department's appointed animal rights /welfarespokesperson and focus on the positive aspects of youthprograms. Stay calm, control yourself, and don't provoke anargument.Outline news media procedures. Before accepting interviews forTV, radio, or newspapers, ask about the intent of the interview,its content, and the questions to be asked. Ask to have theshow's spokesperson in attendance to serve as a resource person.Ensure exhibitor compliance with animal care policies.

Overall Rating of the Department

Definitely Needs ImprovementNeeds Some ImprovementNo Improvement Needed

Comments and Suggestions for Next Year

What things need improvement?

What things were satisfactory?

What activities, procedures, or actions were particularly noteworthy andshould be encouraged next year?

Packer CarcassEvaluation Forms

38

Packer Carcass Evaluation Form


Packer Carcass Evaluation Form

Processing Plant:

Carcass feedback information on market stock from the following:(Fair or Show)

Total number of market stock animals evaluated from this fair / show:

Steers Hogs Lambs

BEEF

Number of the carcasses with the following USDA Quality Grade:

Prime Choice Select

Standard

Number of carcasses with the following USDA Yield Grade:

YG1 YG2 YG3 YG4 YG5

Number of carcasses with avoidable defects resulting from the following:

Bruises Abscesses/lesions Dark cutters

Most common location of the following:

Bruises Abscesses/lesions

Number of livers condemned

Comments on hides:

Packer Carcass Evaluation Formcontinued

HOGS

Number of carcasses with the following USDA Grade:

USDA 1 USDA 2 USDA 3 USDA 4 USDA 5


Bruises Abscesses/lesions PSE

Too dark and firm Residual hair



Number of livers condemned

Comments on hides if skinned, or residual hair if dehaired.

LAMBS

Number of carcasses with the following USDA Quality Grade:

Prime Choice Good

Number of carcasses with the following USDA Yield Grade:

YG 1 YG2 YG3 YG4 YG5



Inadequate fat cover (less than 0.10 fat)



Comments on pelts:

xxvm40

Unit 1, Level 1

Educator/Leader GuideAttitudes and Responsibilities Toward Animals

and Food Production Which Promote AnimalWell-Being and Product Quality

Total Quality Management (TQM) and theResponsibilities of a Livestock Project

Educator/Leader GuideTQM and the Responsibilities of a Livestock Project


J.R. Busboom, D.D. Nelson, J.A. Froseth, J.A. Newman, S.S. Whiteaker

Unit I: Attitudes and Responsibilities towards Animals andFood Production which Promote Animal Well-Beingand Product Quality

Lesson Title: Total Quality Management (TQM) and the Responsibilitiesof a Livestock Project

This Lesson Is About: The responsibilities of a youth livestock producer,developing a TQM mind-set, and identifying currentand potential problems in animal well-being.

What Youths Will Learn:About the Subject:

That a livestock project carries with it aresponsibility to humanely care for, feed, show andmarket animals in a way that guaranteesconsumers a safe, high-quality food product.To develop a total quality management programthat always keeps the end result in mind (focusingon your customers), using all of your resources(human, animal, and environmental) effectively andefficiently to produce a product that meets orexceeds your customers' expectations and to alwaystry to improve.To identify current and potential problems withanimal well-being that youths may have in raisingand showing livestock, and to suggest changes inattitudes and behavior that will influence publicperception, especially at fairs and shows.

About Themselves:That they are responsible for the well-being of theiranimalsThat they can and should improve themselvesthroughout their lives

Time Needed:Life Skills:

Materials Needed:

45 minutesDecision-making skillsCommunication skillsTeam-building skillsCritical Point #1: "Starting with Quality"

42Unit 1, Level 1

Page 1

Educator/Leader GuideTQM and the Responsibilities of a Livestock Project

What Do I Need To Know?A livestock or dairy project can be fun, but it alsoinvolves a great deal of responsibility. Exhibitorsrepresent themselves, and their family, club, school,community, and the entire livestock industry. Thefair and show ring are highly visible; youths canpositively or negatively influence the impressions ofhundreds or thousands of people. Youths alsoproduce food people will eat. For example, the meator milk from one animal often winds up in over 100households. Clearly, producing a food animal is animportant responsibility.Total Quality Management (TQM) is a philosophy oran attitude that affects everything you do as anindividual. For youths, it affects not just how theytake care of their animals, but everything they do.It means they accept responsibility for their actions

it means they take pride in doing their best. Inother words, they need to continually strive to learnhow to do a better job in feeding and caring for theiranimals, producing a better end product, andbecoming better students and better people.

TQM involves developing a long-termperspective that emphasizes the needs and wants ofcustomers. Youths should think of themselves asbeing in the food production business, not just thelivestock production business. They need to acceptthe responsibility of producing a safe andwholesome product from an animal that has beenhumanely cared for. In terms of TQM, their goal isto produce a product that meets or exceeds theexpectations of the person who purchases theiranimal. TQM also involves effectively using allavailable resources. Every operation has human,animal, and environmental resources for improvingproduct quality.One aspect of TQM is quality assurance.Nationally, quality assurance is an integral part ofmost successful businesses today and the livestockindustry is no exception. The objective of foodanimal quality assurance is to minimize oreliminate quality defects and ensure the productionof a predictable, safe, and wholesome product. Thismeans feeding the animal properly, using propervaccine and antibiotic injection techniques,correctly using only Food and Drug Administration(FDA) approved vaccines and drugs and adhering torequired withdrawal periods prior to processing theanimal.

invir corn OMILAINO

43

Educator/Leader Notes I

Have group view CriticalPoint #1: "Starting withQuality."

Write down importantpoints for the group tosee.

Unit 1, Level 1Page 2

Educator /Leader GuideTQM and the Responsibilities of a Livestock Project

What Do I Need To Know?To achieve sound quality assurance, one must alsopractice proper animal care because this directlyinfluences product quality. For example, poorlydesigned facilities and equipment or incorrecthandling can cause bruising while stress can causevery dark or very pale meat. Consumers of animalproducts are not only concerned about the quality,wholesomeness, and safety of the meat, milk andeggs they eat, but also want to be assured that thefood animals were treated humanely. Concern foranimal welfare or well-being has increased as farmanimal production has became more intensive andconfinement raising has grown in popularity. Manyconsumers equate intensive or confinementproduction with "Factory Farming." They may feelthat such production methods are not "animal-friendly". Many feel we should return to the days oftraditional animal husbandry. This would raise thecost of animal products and most U.S. consumersprefer cheap food.Surveys show that about 80 percent of the Americanpublic believes that animals have "rights" but notthat they have the right to life. Only 5 percentbelieve it is wrong to kill animals for food.Therefore, most people believe it is okay to useanimals for the good of people if they are treatedhumanely. Furthermore, about 80 percent of theAmerican public believes that most farm animalsexcept chickens and veal calves are treatedhumanely at the present time. The American publicshould know that livestock producers treat theiranimals well. If not, the market for animalproducts and prices will decrease dramatically.The term "animal welfare" refers to an animal'sstate of doing well; that is, it is healthy, fastgrowing, and reproduces normally. It iscomfortable, free from pain and exhibits normalbehavior for its species. In order for animals to dowell, they require an adequate environment forphysical and psychological health. All animals needthe following:

Adequate and clean air, water and feed.Safe and adequate housing.Enough variation and security in their livingenvironment to prevent boredom or fear.Careful handling by people to avoidunnecessary suffering.

Ii3Effr COIRT AVA1110313 4 4


Activities in this unitshould be completedconsecutively. Activities1 and 2a should becompleted at the firstmeeting and activities 2band 3 at the nextmeeting.

Have the groupparticipate in theactivities entitled"Understanding Beliefsabout Animals" (activitysheet 1, page 7) and"Understanding Quality"(activity sheet 2a, page8) to illustrate theconcepts of AnimalRights /Welfare andTQM.


Educator / Leader GuideTQM and the Responsibilities of a Livestock Project

What Do I Need To Know?We must all be concerned for the well-being ofanimals. Such concern automatically qualifies eachof us as an "animal welfarist" and we should beproud to be thought of as such. The animal welfareethic holds that humans may use animals for theirown benefit as long as the animals are treatedhumanely throughout their lives and humanelykilled. Those who believe in animal welfare attemptto minimize pain to animals and treat them kindlyat all times.Believing in animal welfare is much different thanbelieving in animal rights. The animal rights ethicholds that animals have the same rights andfeelings as humans and that people may not useanimals in any way. Many animal rights advocatesbelieve that animals have the right to be all thatthey can be. Furthermore, many believe thathumans have a duty to help animals obtain theirrights. A few animal rightists demonstrate orcommit acts of violence on behalf of animal rightsissues.Most livestock producers treat their animalshumanely. However, there are exceptions,individuals who don't take their responsibility toanimals seriously. Hence, there is considerableroom for improvement. General areas of concerninclude the following:

Confinement rearinginadequate lightingovercrowding or overly aggressive penmatessocial isolationpoor air quality inside buildingswet and slippery floorslack of sanitationboredom

Management procedurescastration and dehorning of older animalsdocking of tails when animals are olderbrandingbeak trimminguse of electric prodsrough handling and restraintlack of high quality feed and waterinadequate exercisepoor animal identificationinadequate health programs

111257 C077 VAIIII,A1S1,11

45


Write down importantpoints for the group toview.


Educator /Leader GuideTQM and the Responsibilities of a Livestock Project

What Do I Need To Know? Educator / Leader Notes j

Physical environmentcold, wet, drafty conditionsmud and deep snowlack of shelter or protection from the elementslack of beddingflies and pestsoverheating in summertoxic gas levels in confinementfilthy, unsanitary conditions

Transportation and marketingcrowdingexhaust fumestemperature extremesfood and water deprivationabuse and injury in loading and unloading"downer" or non ambulatory animals in saleyardsrough handlinginhumane slaughter

Members of the U.S. public observe the way we treatanimals at fairs and shows throughout the country.We do many things correctly that we can be proudof. But, do we always treat our animals humanely?Youths should consider that how they treat theiranimals will be perceived by various segments of thepopulation. Are there things we do that might beconsidered inhumane? Could reasonable people beupset enough to withdraw their support of ourshows and fairs?

I1

1111Ii

Have the groupparticipate in activity 3(page 12) entitled"Humane Treatment ofAnimals: Self-Assessment" to illustratethe concepts of animalwelfare.



1333E7 COPY AVATEAMEUnit 1, Level 1

Page 5

Educator/Leader Activity SheetTQM and the Responsibilities of a Livestock Project

Attitudes and Responsibilities towards Animals and FoodProduction to Promote Animal Well-Being and Product Quality

Activity Sheet 1: Understanding Beliefs about AnimalsMaterials Needed: Youth's parent(s), Youth Quality Interview Sheets, Activity

Sheet 2a (Leader/Teacher).

Activity Dialogue forCritical Thinking

In this activity, separate the youths intosmall groups of 3 to 7 kids. Parents shouldbe present to support and help their childrenunderstand what will be happening. Engagethe youths in the following discussion duringthe first lesson:

ADiscuss what raising an animal means.Suggest that they may develop emotionalfeelings about their animals much as theydo about a pet.

ADiscuss showing an animal and sellingit at the junior livestock auction.

AFollow this general discussion by aspecific discussion of what this means tothe youths and the animals.

ADiscuss what a junior livestock auctionis all about.

A Talk about what this would mean (theanimal is slaughtered). Have experiencedyouths describe their feelings when theyhad to sell their first project animals.

AFinally, discuss raising a market animalfor the fair. Let them know that it is allright if they do not want to raise a marketanimal for the fair. Instead, kids could raisecompanion animals such as cats, dogs,horses, or rabbits, or they could raisedairy replacement heifers and sell themto dairies.

lEgn C0117 MAKABLE4 7

Communicating"In this project you (the child) willfeed, care, and raise an animal(hog, lamb, steer, or dairy animal).You will spend a lot of time with itand it may become your friend orpet".

Communicating"You will have the opportunity totake the animal to the fair and toshow it. If you raise a marketanimal (beef, hog, or lamb) youwill be able to sell your marketanimal at the fair in the juniorlivestock auction."

Communicating"At the fair you will show youranimal in a market class (forinstance: market lambs) and ina showmanship class (exemplifywhat this means by showingslides, pictures, or videos ofthese activities)."

Communicating"Your animal is sold at auctionand then taken and processedfor food. The animals areprocessed into steaks, roasts,and chops."


Educator /Leader Activity SheetTQM and the Responsibilities of a Livestock Project


Activity Sheet 2a: Understanding Quality

Materials Needed: Youth Quality Interview Sheets

ActivityAfter you have completed activity sheet 1, performthe following activity:Pair the younger youths with older youth members.This activity will have youths identify what qualityis.

Z\ Briefly discuss quality (5-10 min.).Then hand out the youth quality interview sheets(page 9).

Dialogue forCritical Thinking

Have the pairs of youths write down the differentpeople they want to interview who might viewquality differently.

Tell the pairs of youths to interview these peoplebefore the next meeting so they can report to therest of the group. The remainder of this activity willbe completed at the second meeting and is titledactivity sheet 2b "Understanding Quality" (page 11).

113332? CON AVAIELEBLE

4 3

Communicating A:Ask the youths todescribe what they thinkquality is.

Comparing A Doother people havedifferent views aboutwhat quality is to them?

Inferring A : Whomight have differentideas of what quality is?


Youth Quality Interview SheetTQM and the Responsibilities of a Livestock Project

Attitudes and Responsibilities towards Animals and FoodProduction to Promote Animal Well-Being and Product QualityYouth Quality Interview SheetYou may want to interview more than 3 customers.

Customer INameAge

Occupation

Suggested QuestionsWhen you purchase a meat product, how do you define quality?

Is there anything else about a meat product that is important to you?

What factors affect your meat buying decisions?

Customer 2Name

Age

Occupation



What factors affect your meat-buying decisions?

49Unit 1, Level 1

Page 8

Customer 3

Youth Quality Interview SheetTQM and the Responsibilities of a Livestock Project

NameAge

Occupation

Suggested Questions:When you purchase a meat product, how do you define quality?



Customer 4Name

Age

Occupation







Activity Sheet 2b: Understanding Quality

Materials Needed: Youth Quality Interview Sheets

ActivityDialogue for

Critical ThinkingThis activity is a continuation of activity 2a whichwas introduced at the first meeting. The youthpairs should have interviewed at least three differentpeople.

ZS, Have the youths report the results of theseinterviews.While the youths are reporting, write down theperson interviewed (e.g., rabbi, grocer, parent,teacher) and their view of what quality is. Anexample format could be:

AudienceRabbiPastorTeacherParent

Commercial Producer

Livestock Judge

ViewKosherLots of marblingNo external fatLittle marbling, nodrug residuesNo lesions,choiceHigh quality,muscular, leanstructurallycorrect

Discuss the results of the list.

MET COPY AVAIDLAIEL2

51J

Communicating A:What did the people youinterviewed think qualitywas?

Comparing A Do allof the audiences havethe same view of quality?What views are thesame? What viewsdidn't you think of?What views are the sameas yours? Which onesare different?

Relating A How doesknowing these differentviews help you toproduce a betterproduct?



ActiVityDialogue for

Critical Thinking

L\ Include in the discussion about the differentcustomer perceptions of quality a discussion of howTQM can help them meet these customerexpectations.

Inferring A Howmany of these potentialcustomers mightconsume the animalthat you produce?

Applying A Doesknowing what yourcustomers want help youto produce a betterproduct?Could the TQMphilosophy help youmeet your customers'desires?

Critical Answers for Dialogue Questions

All audiences (people) do not have the same view of what quality is.

What is most important to one person may not be what is most important toanother.

Knowing what your potential customers want is the key in producing aquality product.

Since many different people will consume the product you produce, it isimportant to meet as many of their expectations as you can.

TQM emphasizes production of a product that always meets or exceeds yourcustomers' expectations.

33§7 COPY AVATIA1133IIE

Unit 1, Level 152 Page 11



Activity Sheet 3: Humane Treatment of Animals: Self-AssessmentMembers of the U.S. public observe the way youths and adult leaders treat ouranimals at fairs and shows throughout the country. We do many thingscorrectly that we can be proud of. But, do we always treat our animalshumanely? Are there things we do that might be considered inhumane? Mightreasonable people be upset enough to withdraw their support of our shows andfairs?

Materials Needed: Show canes or bats (one for each pair of youths); flipchart, chalkboard, or overhead projector (for recording observations)


Critical Thinking

AAsk for volunteers or assign a person to act as arecorder for ideas presented in the group discussion.As a group, discuss practices which representhumane treatment of our pet animals. After listingfive or more humane practices, lead a discussionabout practices that youth and/or adults sometimesdo that may be considered inappropriate orinhumane treatment of pets. Think of those thingsthat you have seen or been aware of that you wouldbe ashamed of if a video tape of you doing themwere to be played on the evening news of your localTV station.After discussing treatment of pet animals, lead thegroup in a discussion of practices that most of usdo before and at the fair or show that representhumane treatment of our livestock animals. Oncehumane treatment of livestock animals has beendiscussed, lead a discussion about practices thatmay be considered inappropriate or inhumanetreatment of farm animals. Again, think of thosethings that you have seen or known about that youwould be ashamed of if a videotape of you doingthem were to be played on the evening news of yourlocal TV station.

mar COP7 AVAIIIABLIE

53

Communicating A Whatthings did you list?

Relating, Applying A AHow do the things you listedaffect public perceptions?

Communicating A Whatthings did you list?

Relating, Applying AHow do the things you listedaffect public perceptions?



Critical Answers for Dialogue Questions: Humane Practices

Feed a balanced ration.Provide plenty of cleandrinking water.Prepare facilities beforegetting my animal.Keep animal in a warmdry place that isadequately ventilatedand well-bedded.Start training animalsto be handled at ayoung age, never dothe training at theshow or fair.Castrate, dehorn, anddock animals whenthey are young.Observe animals dailyand get treatment forthose that need it.

Follow a planned healthand vaccinationprogram to controlinternal and externalparasites and otherdiseases.Pen two or moreanimals together(especially sheep).Provide adequate turn-out time or otherexercise for horses.Protect your animalsfrom predators.Sort and load animalsdeliberately and safelywith minimum forceand stress on them.Provide rest timeduring long hauls.

Don't bring an animalthat is sick, goes downin truck or at show oris overweight orunderweight.Give your animalsplenty of space at theshow.Have your animalsidentified at the show.Show people that wehave "respect andcompassion" for ouranimals.Learn and accept thatmost of our projectbeef cattle, lambs andpigs will be slaughteredor else don't showthem.

Critical Answers for Dialogue Questions: Inhumane PracticesPulling animals behind avehicle to train them tolead.Leaving animals tied forlong periods of time,especially in sunlight.Beating, kicking or usinga hot-shot to trainanimals.Keeping animals insunlight so they becomesunburned (especiallycritical on white pigs).Hauling animals in theheat of the day insummer.Handling animals roughlywhen they arrive at theshow.Using hot-shots, whips,canes, slicks, etc. to beatanimals when unloading,moving to pens or to theshow ring, or anywhere inthe ring; tattooinganimals in a public place.

gEET CO1F7 AVELUIRE

Restraining animals tothe point that theyprotest loudly (squall,bawl, blat, etc.).Kicking, kneeing, beating,jerking, slapping orslamming (sheep) ananimal in the ring.Using oil on the coat ofanimal which makes ithot.Failure to feed and wateranimals regularly.Washing animals withcold water in late fall,winter or early spring.Failure to keep pens andstalls at the show cleanand dry at all times.Leaving an animalunattended on a clippingor blocking stand (sheep),in a wash rack, in a chuteor restrained in any otherway.Over-use of the twitch onhorses.

Letting animals run looseat the fair.Chasing animals in anuncontrolled manner.Allowing animals to fightand injure each other.Taking our personalfrustrations out on theanimal during or after abad show or a bad ride.Lack of grooming after theshow, e.g. saddle markson horses or oil on pigs.Transporting feeder pigsin a gunny sack in thetrunk of a car.Improperly medicatinganimals. e.g., usingunapproved drugs orapproved drugs contraryto label directions.



This part of the activity illustrates some concepts of humane treatment ofanimals that were brought up in the group discussion. This activity also helpsto illustrate concepts of animal behavior which are introduced in Unit 2.


Critical ThinkingDIRECTIONSGroup the youths into pairs. Explain to the youthsthat they are going to role play being show animalsand handlers. One member of the pair should bethe animal while the other should assume the roleof handler.Next, have all of the youths construct obstacles forthe "animals" to go through. Example obstaclescould be a loading chute constructed from chairs, agate made from cardboard, or a pen simulated by alarge box or closet.Once the obstacles have been constructed, explainto the youths that the animal and handler cannotcommunicate by talking. The handler must use thetools that are available (show sticks, canes, or bats)in order to guide the animal.The educator/leader should assume the role of thejudge. Have the youth move the "animals" as if theywere participating in a show. For example, have thepairs walk out of a pen and through a chute to getto the "show ring." Once in the ring have thehandlers move the animals, place them in aparticular order, and perhaps even switch animals.After five to ten minutes, stop the role play and leadthe group in a discussion about what things theynoticed and how they felt.

IBEn COIPT AVAIIRAIBILTE

Observing,

Communicating A.How did you get youranimal to go where youwanted, was it easy orhard? Was it difficult tounderstand what yourhandler wanted? Whatthings did you noticeabout how others treatedtheir animals? How didyou feel about the roleyou played?

Comparing, Relating A.Did you see anyinhumane practices?Humane practices?Were the animalshandled more roughlythan they needed to be?

Applying, Inferring A:Do you think that thepractices you used couldbe improved? How? Doyou think you willchange how you handleyour project animal?What kinds of changeswill you make?


Unit 1, Level 2

Educator/Leader GuideAttitudes and Responsibilities Toward Animals

and Food Production Which Promote AnimalWell-Being and Product Quality

Importance of the Customer,Teamwork, and HACCP

6

Educator /Leader GuideImportance of the Customer, Teamwork, and HACCP


J.R. Busboom, D.D. Nelson, J.A. Froseth, J.A. Newman,S.S. Whiteaker

Unit I: Attitudes and Responsibilities towards Animals andFood Production to Promote Animal Well-Being andProduct Quality

Lesson Title: Importance of the Customer, Teamwork, and HACCP.

This Lesson Is About: Different customers and customer desires, theimportance of using all resources effectively, thedifference between animal welfare and animal rightsand how those philosophies influence how people lookat animal handling.

What Youths Will Learn:About the Subject:To develop a total quality management program thatalways keeps the end result in mind (focusing on yourcustomers). We emphasize the importance ofidentifying who our customers are, what they expect,and how our product measures up to theirexpectations.The importance of using all of our resources (human,animal and environmental) effectively and efficiently toproduce a product that meets or exceeds yourcustomers' expectations. Teamwork is emphasized.To always try to improve. Using the Hazard AnalysisCritical Control Point (HACCP) approach will identifythe most important potential problems with animalproducts, how to prevent those problems (criticalcontrol point determination). This includesmonitoring whether those things are being done andwhether we are preventing the potential problems.About the concept of animal well-being including thedifferences between animal rights and animal welfareand their importance to the future of the livestockindustry.About Themselves:That they are responsible for the well-being of theiranimalsThat they can improve themselves throughout theirlives.

Time Needed: 45 minutesLife Skills: Decision-making skills

Communication skillsTeam-building skills,

Materials Needed: Critical Point #1: "Starting with Quality"


Educator / Leader GuideImportance of the Customer, Teamwork, and HACCP

What Do I Need To Know?Our plans often focus on urgent needs instead of onlong-term goals. TQM requires us to look beyondour daily needs and activities and to plan with theend in mind. It involves developing a long-termperspective that emphasizes the needs and wants ofcustomers. You must identify who your customersare and what they expect. In a livestock project oneend product is the food people will eat. Butlivestock producers rarely sell their products directlyto the people who eat them. Several types ofcustomers exist other than the people who finallyeat the food. For a show animal these include thejudge, processor, and retailer. At each level thecustomer looks for certain ideal productcharacteristics. An effective producer knows thecharacteristics customers want at each level.Commodity groups and industry councils oftenconduct studies to identify what consumers needand want. After you know the characteristics of anideal product, you can measure your productagainst that ideal and decide how to correct anydeficiencies.The 1991 National Beef Quality Audit (NBQA) is anexample of an industry-wide study comparing anexisting product to the ideal product desired byconsumers. The quality defects, (or costs ofnonconformance) that are produced on an industry-wide basis are shown here:

Quality Defect

Waste

Loss perSteer/Heifer

Excess external fat $111.99Excess seam fat 62.94Beef trim corrected to 20% fat 14.85Muscling (i.e., too much or

too little)29.47

Subtotal $219.25Taste

Palatability $2.89Marbling 21.68Maturity 3.80Sex 0.44Subtotal $28.81

3231( COPY AVATELABI13

58

Educator/Leader Notes

You should review theanimal rights /welfarematerial introduced inlevel 1 of this unit andhave the groupparticipate in theactivity "Animal Rightsand Personal Beliefs"(page 23) to demonstratedifferent philosophicalviews dealing withanimal rights.


Educator/Leader GuideImportance of the Customer, Teamwork, and HACCP

What Do I Need To ow? Educator/LeaderNotes

Quality Defect Loss perSteer/Heifer

ManagementHide defects $16.88Carcass pathology 1.35Liver pathology 0.56Tongue infection 0.35Injection site lesions 1.74Bruises 1.00Dark cutters 5.00Grubs, blood splash, callused

ribeyes and yellow fat 0.38Subtotal $27.26

WeightCarcass weight(625-825 lbs.)

Total

$ 4.50

$279.82

Thus, the NBQA determined that carcassnonconformities cost the beef industry approximately$280 for every fed steer and heifer slaughtered in theUnited States during 1991. This study demonstratesthe lack of uniformity and consistency that currentlyexists in our beef supply. This implies that thesedefects add to the cost of production, and ultimatelythe retail price of beef. Consumers' expectations, orperception of value, are not being adequately met.Quality audits by the pork and lamb industries foundmany of the same inconsistencies.Who are your consumers? In the case of a youthshow exhibitor, from a product standpoint, consumersinclude the judge, the sale buyer, the packer, theretailer and the ultimate consumer. However, theexhibitor also provides entertainment and an image ofthe livestock industry, 4-H, and FFA. The consumersare the judge, parents, friends, competitors, and thegeneral public. Exhibitors sell themselves as potentialemployees, students, politicians, community leaders,etc. In this program, we focus most of our attention onhow various customers view animal products andhandling of the animal. But all of our actions areobserved by current and potential customers. Everyoperation has human, animal and environmentalresources for improving product quality. A successfulproducer manages available resources in a wayMET COPY AVAllaBILIE

Have the groupparticipate in theactivity "Team Building"to demonstrate how theycan use the results ofthe quality audits as wellas how they can best usetheir resources.



What Do I Need To Know?that produces the highest quality product aseffectively and efficiently as possible, resulting incustomer satisfaction and profit for the producer.Analyze the four categories of nonconformancelisted by the NBQA. Many of them can be addressedthrough improved management practices, whileothers require a change in the genetic make-up ofthe animals themselves. You cannot manage whatyou cannot measure. Therefore, keep good recordsof what you do and also of the evaluation of the endproduct so that you know what needs to beimproved or changed the next time.TQM also involves teamwork. Livestock shows arecompetitive, but we can still have teamwork.Youths can use help from their parents, teachers,friends, veterinarians and other youths. Everyonecan have a better project if we work together andshare ideas and talents.HACCP. Hazard Analysis Critical Control Points isan effective and scientific approach to assuring thesafety and wholesomeness of food products. HACCPprograms are being implemented throughout thefood processing and restaurant industry, andHACCP is also a critical component of food animalquality assurance programs. The following is a listof the seven components of a HACCP program andhow they might apply to the livestock industry.1. Assess hazards and risks associated with

production and marketing of the product.e.g., a sulfa residue violation in your pigs.

2. Determine Critical Control Points requiredto control the identified hazards.a. Follow required withdrawal time for medicated

feed.b. Clean out feeders that contained medicated

feed before putting in nonmedicated feed.c. Remove manure from the pen when you switch

to nonmedicated feed and clean up manure forone more week to prevent recycling sulfa in thefeces.

3. Establish the critical limits that must bemet at each identified Critical Control Point.a. Sulfa-containing feed must be withdrawn for at

least the required withdrawal time prior toslaughter.

TIEElli C0117 AVANIAMIE

0


Have the groupparticipate in theactivity "Developing aHACCP plan" toillustrate the concept ofHACCP.



What Do I Need To Know? Educator/LeaderNotes

b. Feeder must be cleaned and washed out prior toputting in medicated feed. Throw away leftoverfeed or feed it to pigs that will not be going toslaughter in the near future. Wash out the feederin a location where the pigs will not have accessto the runoff.

c. Pigs that have been withdrawn from sulfa-containing feeds must not have access tomanure that might contain sulfa. Pigs that havebeen withdrawn must be placed in a clean penor their pen must be cleaned when they arewithdrawn and manure must be cleaned upregularly for one week thereafter.

4. Establish procedures to monitor CriticalControl Points.

When you purchase your show pig identify theday it will be slaughtered and then calculate thedate sulfa-containing feed must be withdrawn.Mark it on your management calendar anddevelop a checklist that includes all of thesteps required for proper feed withdrawal.This checklist should include required feedwithdrawal date, actual date feed waswithdrawn, whether feeder was cleaned out priorto adding nonmedicated feed, what was donewith leftover feed, whether, after withdrawal, pigshad access to manure that might contain sulfa.

5. Establish corrective action to be taken whenthere is a deviation identified by monitoringa Critical Control Point.a. If feed is not withdrawn on time for planned

slaughter date, postpone slaughter untilwithdrawal time has been met.

b. If feeder was not cleaned properly whenmedicated feed was withdrawn, extendwithdrawal time or do a urine test at the fair tosee if the sulfa has cleared the animal, if not,extend the withdrawal time.

6. Establish effective record keeping systemsthat document the HACCP plan.

Use and keep the checklist developed forComponent #4.

7. Establish procedures for verifying that theHACCP system is working correctly.

The urine test verifies that the system isworking.

61


Educator/Leader Activity SheetImportance of the Customer, Teamwork, and HACCP


Activity Sheet 1: Animal Rights and Personal BeliefsMaterials Needed: Videotape The Heart of the Matter


Critical Thinking

Z\ Have the group view the video The Heart of theMatter (21 minutes, by Dr. Jeff Goodwin, availablefrom Texas A&M University)

After viewing the video, have the group participatein the discussion outlined in the Dialogue forCritical Thinking.

Discuss the followingquestions related to thevideo.

Relating A Whatwould you do if you wereone of the people in theoverloaded boat with thedog, and the sharks werecircling even closer?Why?

Relating A: Whatwould you do if you werethe driver of a car on anarrow road with treeson both sides and a dogran out in front of you?Why? A child ran out infront of you? Why?

Inferring A: Do youbelieve in animal rights,animal welfare, orneither?


In this activity, there are no right or wrong answers. Youths' answers arebased on the values that they have developed and their life experiences.

TgET COPY AV./U-111010

62Unit 1, Level 2

Page 20


Attitudes and Responsibilities Toward Animals and FoodProduction to Promote Animal Well-Being and Product Quality

Activity Sheet 2: Hazard Hunt: The Beginning of HACCPMaterials Needed: Animal facility (e.g., member's home, livestock

producer's facility)


When developing a HACCP plan, one analyzes all ofthe hazards that could affect the safety of the prod-uct being produced. This is done, in part, by creat-ing a flow chart which details all of the steps thatthe animal goes through from birth to processing.Once this chart is produced, the points critical tothe control of identified hazards are distinguishedand methods to monitor these points are con-structed.

In this activity, we have members go through thepreliminary steps in developing a HACCP plan byconducting a hazard hunt and trying to come upwith critical points to control the hazard. This huntcan be done at a member's home or on a livestockproducer's farm.

Before conducting the hunt, have the group discusspossible hazards that could be found. Have some-one in the group record the possible hazards thatare discussed.

After the hunt has been conducted, have the groupreport the hazards they found.

S FEET con AVEL/03310b3

Communicating A:What things can youthink of that coulddamage the quality orsafety of the animalproduct you areproducing?

ObservingWhat things can youfind that could beconsidered a hazard tofood safety or quality?

Comparing,Inferring, Applying

A A:What things couldyou do to monitorthe hazards youidentified? Howcould you control thehazards you found?What action couldbe taken to correctthe hazards youidentified?



eat Answers for Dialogue Questions

SOME POSSIBLE HAZARDS THAT COULD BE FOUND ARE:1. A sulfa residue violation in your pigs.2. A solid object imbedded in the tissues of your animal, such as a broken hypodermic needle.3. An illegal residue of an injectable antibiotic.

CRITICAL POINTS FOR CONTROL

Sulfa Residue in a Piga. Follow required withdrawal time from medicated feed.b. Clean out feeders that contained medicated feed before putting in nonmedicated feed.c. Remove manure from the pen when you switch to nonmedicated feed and clean up manure

for one more week to prevent recycling sulfa in the feces.

Solid Imbedded Object (Hypodermic Needle)a. Properly restrain animal.b. Use a clean sharp needle of the appropriate gauge and length. (See Unit 5 for

recommendations).c. Carefully give the injection and make sure the needle does not break off in the animal.

Illegal Residuea. Use a product with no withdrawal time or a withdrawal time that extends to a date prior to your

expected slaughter date for your animal.b. Use proper injection technique and correct product amount based on the product label or the

prescription of your veterinarian. This amount may vary depending on the species andweight of your animal.

PROCEDURES TO MONITOR CRITICAL POINTS

Sulfa Residue in a PigWhen you purchase your show pig identify the day it will be slaughtered and then calculate the datesulfa-containing feed must be withdrawn. Mark it on your management calendar and develop achecklist that includes all of the steps required for proper feed withdrawal. This checklist shouldinclude required feed withdrawal date, actual date feed was withdrawn, whether feeder was cleanedout prior to adding nonmedicated feed, what was done with leftover food, whether, after withdrawal,pigs had access to manure that might contain sulfa.

Solid Imbedded Object (Hypodermic Needle)a. Check to see if the animal's movement is restricted to the point that you can safely give the

injection. Place the animal in a properly adjusted chute.b. Always use the correct needle size and always use a clean, sharp needle.c. Check the needle after giving the injection to ensure that the needle did not break off in the

animal.

Illegal Residuea. When you purchase your show pig identify the day it will be slaughtered. Use products that

are labeled to treat the illness your animal has or products prescribed by your veterinarian.The prescribed use of these products should indicate a withdrawal expiring prior to theslaughter date.

b. Follow label directions or veterinary prescription precisely (you may need to know the weightof your animal to do this) and record all information on an animal treatment record sheetlike the one attached. Record the required withdrawal time, date withdrawal is completed,and the expected slaughter date.

1201 CO1P7 AVAIIIABIZ zi



Critical Answers for Dialogue Questions (Continued)

CORRECTIVE ACTIONSSulfa Residue in a Piga. If feed is not withdrawn on time for planned slaughter date, postpone slaughter until

withdrawal time has been met.b. If feeder was not cleaned properly when medicated feed was withdrawn, extend withdrawal

time or do a urine test at the fair to see if the sulfa has cleared the animal, if not, extend thewithdrawal time.

Solid Imbedded Object (Hypodermic Needle)a. If your animal is not properly restrained or is in pain because of the restraint, adjust the

restraining device (for example a squeeze chute) or find a more effective restraint method.b. Change needles.c. Immediately remove the needle remnant from your animal.

Illegal Residuea. If required treatment has a withdrawal time that extends beyond the expected slaughter

date, postpone slaughter until withdrawal time has been met.b. If label recommendations were not followed, consult a veterinarian and extend the

withdrawal time according to their recommendations.

E27 C®117 AVAIIILLERE

65 Unit 1, Level 2Page 23



Activity Sheet 3: Team BuildingMaterials Needed: Beef Quality Audit, Youth Activity Sheets "Quality Audit"

and "Team Building"


Critical ThinkingGive the youths a copy of the Beef Quality Audit.After giving them time to study the Audit, lead thegroup in a discussion about which losses can beaffected by management changes, genetics, orproducers, and who can control each problem.Using the activity sheet titled "Quality Audit," theyouths should record the group's observations.

After the youths have discussed the quality audit,have them identify the resources available to themwhen raising their projects. Once they haveidentified their resources, have them record on theyouth activity sheet "Team Building" who they areand how they can help.

TI3E7 con' MAMA ILE66

Observing,CommunicatingStudy the Beef QualityAudit Sheet. Whatthings could be affectedby managementchanges? Genetics?Producers?

Relating A.Who cancontrol each of thelosses identified in thequality audit?

Applying A: Whatthings could you do todecrease the amount ofloss that occurs in yourproject animal?Organizing, Observing,Communicating dA:Who do you know whohas some experience inraising or caring foranimals? What kind ofexpertise do they have?

Relating A. Howcould they help you raiseyour project animal?


Youth Activity SheetImportance of the Customer, Teamwork, and HACCP


Youth Activity Sheet: Quality Audit

Directions: Examine your copy of the Beef Quality Audit. In the spaceprovided below, list which losses can be affected by management changes,genetics, or producers, and the person(s) who can control the problem.

WasteExcess external fatExcess seam fatBeef trim corrected to

20% fatMuscling

TastePalatabilityMarblingMaturityGender

ManagementHide defectsCarcass pathologyLiver pathologyTongue infectionInjection site lesionsBruisesDark cuttersGrubs, blood splash,

callused ribeyes andyellow fat

Weight

Beef Person(s) to Control

67Unit 1, Level 2

Page 25

Youth Activity SheetImportance of the Customer, Teamwork, and HACCP


Youth Activity Sheet: Team Building

Who are your resources? Think of all the people you know who have somekind of expertise in raising animals. These could be teachers, parents,relatives, local producers, veterinarians, etc. List who they are and how theymight help you in the space prqvided below.

Name How Can They Help?


Beef Qua liy AuditImportance of the Customer, Teamwork, and HACCP


BEEF QUALITY AUDIT

Quality DefectLoss per

Steer/HeiferWaste

Excess external fat $111.99Excess seam fat 62.94Beef trim corrected to 20% fat 4.85Muscling (i.e., too much or

too little) 29.47Subtotal $219.25

TastePalatability $2.89Marbling 21.68Maturity 3.80Gender 0.44Subtotal $28.81

ManagementHide defects $16.88Carcass pathology 1.35Liver pathology 0.56Tongue infection 0.35Injection site lesions 1.74Bruises 1.00Dark cutters 5.00Grubs, blood splash, callused

ribeyes and yellow fat 0.38Subtotal $27.26

WeightCarcass weight (625-825 lbs.) $4.50

TOTAL $279.82


Unit 2, Level 1

Educator/Leader GuideAnimal Handling and Exhibition Promoting

Animal Well-Being and Product Quality

Stress and Animal Well-Being

70


Unit II:

Lesson Title:

Educator/Leader GuideStress and. Animal Well-Being

J.P. Black, D.R. Smith, S.A. Nickles, J.G. Cvancara, S.S. Whiteaker

Animal Handling and Exhibition Promoting AnimalWell-Being and Product Quality

Stress and Animal Well-Being

This Lesson Is About: How stress affects the well-being of animals


Controlling stress in livestock is necessary in orderto produce the highest quality product.The body reacts to stress to protect itself from harm.Some production practices cause short-term stressbut result in long-term animal well-being.

About Themselves:They react to stress in different ways.They are responsible for controlling their animal'sstress and providing for their animal's well-being.

Time Needed: 45 minutes

Life Skills: Decision-making skillsCommunication skills

Materials Needed: Critical Control Point #6 "Animal Facilities andHandling"

What Do I Need to Know? Educator/Leader Notes

WHAT IS STRESS? We have all heard about stress.People may say they have had a stressful day athome or at work. We sometimes hear that stressmakes people behave differently: "Oh, don't mindJohnny. He's been under a lot of stress lately."We also hear about people who become ill whenthey are experiencing stress. Animals can experiencestress and they may also change behavior orbecome sick as a result. An animal is stressedwhen something in its environment or managementcauses a change in the animal's function, structure,or behavior. The changes an animal makes when itis stressed are necessary in order for the animal tocope with the adverse effects of its environment ormanagement.

18337 COPY MA111,011113 71

View Critical ControlPoint #6: "AnimalFacilities and AnimalHandling"


Educator/Leader GuideStress and Animal Well-Being

What Do I Need to Know? Educator/Leader Notes '1Excessive heat or cold, physical exertion, pain,change in diet, social pressure, poor husbandry anddisease agents are all examples of things that causestress in animals. It is impossible to avoid all thethings that cause stress.Identifying stress and minimizing stressfulsituations in livestock production allows for greaterproductivity and well-being of the animal as well aseconomic benefits for the producer and consumer.Stress from environmental and management aspectsof animal production can be classified into fourbroad categories: thermal, physical, disease, andbehavioral.THERMAL STRESSFactors that lead to thermal stress includetemperature (heat or cold), humidity, wind, andsolar radiation. Cold stress affects younger orsicker animals more than mature, healthy animals,while heat stress affects heavier or lactatinganimals more than lighter, younger animals. Inaddition, certain kinds of animals (i.e., sheep vs.pigs) and certain breeds of animals within a specificanimal type (i.e., Hereford vs. Brahman) are morecapable of adjusting to cold or hot climates.PHYSICAL STRESSPhysical stress is caused by the physical componentof an animal's environment. The physicalcomponent of an animal's environment includes thespace available for the animal and the surfaces withwhich the animal comes into contact.DISEASE STRESSDisease stress is the stress that results from theonset and spread of disease.BEHAVIORAL STRESSBehavioral stress includes those factors that affectnormal behavior (e.g., grooming, ruminating,grazing, herd behavior) of the animal. Adequateareas should be provided for activities such asfeeding, sleeping or lying, and grooming.IS ALL STRESS BAD?There are practices used for all food animal species(e.g., vaccination, castration, dehorning, taildocking) that cause short-term stress and may alsobe painful.

313211° COFY AVAILE113

Write down importantpoints for the group tosee.



What Do I Need to Know?Other management practices, such as separatingthe young from their dams during the process ofweaning, may also cause short-term stress.Methods of restraint used to hold animals forprocessing, create short-term stress but provide asafer environment for livestock and people.Although these management practices cause stressover a short period, they are beneficial. They givelong-term health and management benefits toindividual animals and their herd mates bypreventing long-term stress from injury, disease, ornutritional factors.HOW CAN WE EVALUATE STRESS?Observation is the only practical, reliable method toevaluate stress. Stress is difficult to quantify, butthere are observable indicators of stress. Stress,pain, or suffering may be recognized by thefollowing:

Lack of appetiteIncreased susceptibility to diseaseAbnormal postureRetardation of normal growthElevated respiration rateRestlessnessLameness or alteration of gaitDull or depressed attitudeGrunting, squealing or other unusualvocalizationsLack of grooming (in animals where grooming isnormal behavior)Self-isolation from pen mates

HOW DOES STRESS AFFECT ANIMALS?Under stressful circumstances, biochemicalreactions in the animal's body stimulate the body toperform at higher than usual energy levels whichresults in increased heart and breathing rates plushigh blood pressure. When animals are underexcessive or long-term stress, these stress reactionsuse up reserve supplies and may cause the animalto suffer digestive upset and become ill. It alsocauses the animal to become more susceptible todisease. For these reasons, we must seek to controlthe level of stress in our animals by reducing orremoving causes of stress (we call them stressors)whenever possible.

2313,22 CON AVEITAME


7 3 Unit 2, Level 1Page 30


What Do I Need to Know?WHAT CAN WE DO TO CONTROLUNNECESSARY STRESS?To control an animal's stress, we must control thestressors by providing for the animal's basic needs,comfort, and mental well-being. This includesproviding shelter from weather, avoidingovercrowding with other animals, and keepingsurroundings clean and dry. Take care of its well-being by using compassionate training methods thatminimize discomfort. Exhibitors must not causestress by using improper fitting techniques beforeand during shows. Finally, minimize stressors asmuch as possible when loading, traveling to, andunloading animals at the show. We may not beable to control all of the stressors that an animal isexposed to but, we can minimize their effects. In atotal quality management plan, we have anobligation to recognize the signs of stress inanimals, take steps to minimize or remove thestressor whenever possible, and to reduce thenegative effects on the animal's health and well-being.


Have group participatein the activity "Stressand Animal Well Being."

Materials adapted with permission from: Animal Care Series, University ofCalifornia Cooperative Extension, Davis, California. Editors: Gary Beall,Ed De Peters, James Farley, Wayne Jensen, Jim Oltjen, William J. van Riet,and Carolyn Stull.


II A " A

3307 COPY Av mom Unit 2, Level 1Page 31

Educator /Leader Activity SheetStress and Animal Well-Being

Animal Handling and Exhibition PromotingAnimal Well-Being and Product Quality

Activity Sheet 1: Stress and Animal Well-Being

Materials Needed: Youth Activity Sheet "Stress Identification"


Critical Thinking

For this activity the youths should be at amember's house or some other place where animalsare housed. Review the four categories of stress andhave the kids detect potential stressors by filling outthe stress identification worksheet.After the youths have identified stressors that theanimals they viewed were exposed to, summarizethese stressors.Discuss how to reduce the stress animals areexposed to.

MEW COPY AVARIA.3112

Observing A Whatthings do you see thatcould cause theseanimals stress?

Relating A: Of thestressors you saw, whichare physical, thermal,disease, and behavioralstressors?

Applying La Ask theyouths to come up withways to reduce theamount of stress theanimals they viewedcould be exposed to.


Youth Activity SheetStress and Animal Well-Being

Stress IdentificationDirections: In this activity look at the animals' environment. Identify factors

that could cause stress. This stress could be physical, thermal,behavioral, or disease. In the spaces provided below, identify thefactors that could cause stress in the animal(s) you observed.

THERMAL PHYSICAL DISEASE BEHAVIORAL


Unit 2, Level 2

Educator/Leader GuideAnimal Handling and Exhibition Promoting

Animal Well-Being and Product Quality

Using Animal Behavior toSafely Handle Animals

77

Educator / Leader GuideUsing Animal Behavior to Safely Handle Animals


J.P. Black, D.R. Smith, S.A. Nickles, S.S. Whiteaker

Unit II: Animal Handling and Exhibition Promoting AnimalWell-Being and Product Quality

Lesson Title: Animal Behavior and Animal Handling

This Lesson Is About: Using Animal Behavior to Safely Handle Animals

What Youths Will Learn:

About the Subject:The blind spots of animalsThe flight zones of animalsThe balance point of animals

About Themselves:That they are responsible for the well-being of theiranimalsThat both they and their animals have basicinstincts that influence how they react tosituations



Materials Needed:Critical Control Point #6 "Animal Facilities and Animal Handling"3" x 5" card and measuring tape or stick for each pair of membersLive animal to demonstrate behavior in small enclosed area

What Do I Need to Know?Understanding animal behavior can help prevent injury,undue stress, and physical exertion for both animalsand producers. Farm animals develop good or baddispositions in part from the way they have been treatedor handled. The ease of animal handling depends ontemperament, size, previous experience, and design ofhandling facilities.Animals have instincts and habits that allow them tosurvive. These instincts and habits were developed toprotect the animals. Some protective behaviors includekicking, charging, or running away.

3IET Can AVANIAB11,3a 3


View Critical Control Point#6 "Animal Facilities andAnimal Handling."

ORView the LivestockConservation Institutevideos on animal handlingreferenced on page 121 ofthis guide.



What Do I Need to Know? Educator/Leader NotesA key to safe handling of animals is being aware of,and respecting, an animal's comfort or flight zone.Animals develop a distinctive, comfortable spacearound them. As a person enters this zone, theanimal becomes tense. The deeper the person entersthe zone without allowing the animal time to adapt,the more severe the animal's reaction may become.

Blind Spot

Flight Zone

Adapted with permission from: Grandin, Templeeditor, Livestock Handling and Transport, 1993. CABInternational, Wallingford, UK, 320 p.Livestock animals have wide angle vision. That is,they can see everything except what is directlybehind them. The spot directly behind the animal iscalled the "blind spot." When someone enters thisarea the animal cannot see the person and may beeasily startled when it does see someone. This maycause the animal kick or run. To keep fromstartling your animal, approach it from the side orthe front.

1M? CON AVELAIIIIS

9.9

Write down importantpoints for the group tosee. (Use overheads toview pictures.)


Educator/Leader GuideUsing Animal Behavior to Safely Handle Animals

What Do I Need to Know?

In addition to a flight zone and blind spot, animalshave "points of balance."

Point of Balance

Adapted with permission from: Grandin, Templeeditor, Livestock Handling and Transport, 1993. CABInternational, Wallingford, UK, 320 p.If the handler is within the flight zone and standsbehind the point of balance, the animal will moveforward.

Moving in front of the point of balance will causethe animal to stop and possibly turn around. Themore the handler penetrates the animal's flight zonewithout allowing the animal time to adapt, thequicker the animal will move. Backing farther outof the flight zone, allows the animal to calm andslow down or stop. If the handler is too close to theanimal the animal may attempt to break away fromthe handler. This occurs regardless of whether thehandler is in front of or behind the animal's pointof balance.By keeping in mind the animal's flight zone, blindspot, and point of balance, you should be able tohandle the animal in a calm manner. Calmanimals are not stressed and are less likely to hurtthemselves or their handlers. Handling animalscalmly promotes relaxed animals that can producehigh quality products.

31E7 COPY AVAllIABIL3


Use overheads to viewpictures.



What Do I Need to Know?Although animals have excellent wide angle vision,they do not have good depth perception. They do notalways see things the way people do. Shadows, darkspots, changing surfaces, and unfamiliar placesfrighten animals.When introducing animals to new environmentssuch as loading chutes, give them time to adapt.Since they don't have good depth perception, theyneed more time to decide if it is safe to walk intothe new area. To partially compensate for their lackof depth perception, animals raise and lower theirheads to focus on objects. Give your animal enoughfreedom to move its head so it can focus. Limitingthe amount of options and allowing the animal toproceed at a slow rate is the best way to it to movewhere you want. Pushing animals too fast resultsin stressed and possibly injured animals and people.Undue stress also damages the animal's productquality.The best way to prepare an animal for show is topractice as much as possible at home. An animalwill not have the needed amount of time to learn atthe show. Repetition is the key to making sure thatthe animal knows how to do what is asked of it.Remember the six Ps when preparing an animal forthe show: Proper Prior Preparation Prevents PoorPerformance. The six P's prevent stressed animalsthat produce poor food products.Proper training only includes techniques that offerno risk of injury or pain to the animal. The effectsof unethical practices can be harmful or even fatal.Do not use oils or pour-on insecticides on yourshow animals. Oils cause the quality of the animalproduct to be damaged or completely unusable andpour-on insecticides result in drug residues. Thisdamages the image of livestock shows, livestockproducers, and erodes consumer confidence.Proper preparation of your animal for the showshould only include techniques that offer no risk ofinjury or pain. Animals should be healthy and theproper weight for the class in which they will beexhibited. Feet should be kept clean and should betrimmed before the show (preferably two weeksbefore the show, especially with hogs). Cleanlinessof animals is very important.

MET COLT T' grATIABILIE 81


Have group participatein activity "Using AnimalBehavior to SafelyHandle Animals".


Educator/Leader GuideUsing Animal Behavior to Safely Handle Animals

What Do I Need to Know?

Cattle and hogs should be free from scurf, dirt andlice and sheeps' fleece should be free from burrs,chaff, dung locks, dirt, parasites, etc. Lambs withshort tail docks are prone to rectal prolapses. Thuswhen choosing a project lamb, make sure the taildock is at least 1.5 inches. Fleece length require-ments vary from show to show. Adhere to fleecelength requirements for your show and always makesure that a fly repellent is used with closely shornsheep. All market and feeder steers should be polledor dehorned and healed with regrowth not to exceedtwo inches from the hairline. Show animals with adry hair coat. The judge's hand should not becomeoily when handling the animal. Use water instead ofoil to enhance the appearance of a pig's hair coat.Use enough water so that all of the skin is wet butnot dripping. Water is cooler for pigs in warmweather and oil makes pigs difficult to dehair duringprocessing. Keep aggressive animals away fromother animals to decrease injuries to animals andhandlers. Never handle animals in a rough manner.Because grabbing the fleece causes bruising, holdsheep in position by gripping firmly under the chin.Cattle halters should be adjusted properly. Leadsshould be of an adequate length so as to enablecontrol of the animal but not should not drag on theground. Canes, bats, and show sticks should onlybe used to direct or set up animals.

MET coin AVAI[111311E 82



Educator/Leader Activity SheetUsing Animal Behavior to Safely Handle Animals

Animal Handling and Exhibition Promoting Animal Well-Beingand Product Quality

Activity Sheet 2: Using Animal Behavior to Safely Handle Animals

The following activity demonstrates the basics of animal behavior. Thisactivity is designed to teach youths how to take advantage of the animal'snatural instincts. Using sound animal handling practices will lessen thechance of injury to both the youth and the animal.Note: Animals that have been handled extensively may not have a flight zone.When demonstrating techniques on live animals, use animals that have notbeen handled extensively.


DIRECTIONSThis activity demonstrates the concept of

peripheral vision and ties this to the blind spotthat animals have. Group the youths into pairsof two. Each pair needs a 3" x 5" index card.Have one youth sit down. The other youth standsto one side of the youth's face. The personstanding points a finger directly at the one sittingdown. The sitting youth focuses on the finger.The standing youth with the finger still pointingat the sitting youth moves the card from thefront of the youth's face to the side until thesitting youth says the card isn't visible. Thesitting youth must focus on the other youth'sfinger and not move his or her head when thecard moves.

DIRECTIONSThis activity demonstrates the concept

of a flight zone. Each pair of youths needs ameasuring device (yard stick or measuring tape).Have each pair face each other with about fourto five feet between them. The youths shouldmove towards each other one foot at a time,pausing after each movement. Have the pairask themselves if they are comfortable aftereach step. Have the youths complete this activityslowly at first with pauses, then have themrepeat this activity rapidly without pausing.

3357 0077 AWAIT ARIT.ig 83

Observing : When did the3" x 5" card disappear? Canyou see what is behind youwithout moving your head?Relating A: If someone orsomething was directly behindyou and you didn't know it,would it startle you when yousaw them?Inferring A : Do you thinkyour animal could be startledin the same way? How wouldyou expect your animal toreact when it is startled?Applying : Where are youranimal's blind spots? Howshould you approach youranimal to avoid being in itsblind spot and startling it?Observing A: When did youfeel that the other person wastoo close to you?Relating A : Did you wantto get farther away when thishappened?


Educator/Leader Activity SheetUsing Animal Behavior to Safely Handle Animals

Activity Dialogue for CriticalThinking

DIRECTIONS

This activity demonstrates flight zones and points ofbalance using a member's animal. With the animal in asmall enclosed area, have each of the youths separatelymove towards the animal at a moderate rate. Note whenthe animal moves away. Repeat the exercise with theyouths moving more quickly and then more slowlytowards the animal.

iL Have the youth try to stop or change the animal'sdirection by moving in front of the point of balance whenthe animal is moving. They may have to get closer to theanimal to have the animal respond.

Inferring A. If you weretoo close to your animal,do you think it would wantto back away?

Observing A. Did theanimal move faster whenyou moved faster towardsit?

Observing L. About howfar away from you was theanimal when it moved?

Observing A: Whathappened when youstepped in front of theanimal's point of balance?

Relating A: How faraway from you was yourflight zone?

Comparing A Was theanimal more or less calmwhen you approached itslowly?

Relating A: Were youmore or less calm whenyour partner approachedyou slowly or quickly?

Inferring L.: What doyou think your animalwould do if youapproached it too quickly?

Critical Points for Dia lo ue uestion AnswersAnimals also have blind spots, although they aren't as big as humans'. Entering or exiting froman animal's blind spot can frighten the animal. This causes the animal to react to protect itself.It does this by running away, kicking, or charging.Approaching an animal slowly gives it time to adapt to your presence. Slow approachesdecrease the size of the flight zone. Rapid approaches excite the animal and increase the areaof the flight zone.Using the animal's point of balance can help you get the animal to stop or go in the directionyou want. Sometimes if you are too close to the animal, it will try to get away from you. It doesthis by quickly running past you even though you were in front of the point of balance. Whenthe animal does, get in front of the point of balance again and use more dramatic bodylanguage. This could include waving your arms and getting closer to the animal before it triesto dash by you again.

3327 Con AVAIIIME 84 Unit 2, Level 2Page 40

Unit 3, Level 1

Educator/Leader GuideHousing Livestock to Promote Animal

Well-Being and Product Quality

Basic Housing Needs of Livestock

85

Educator/Leader GuideBasic Housing Needs for Livestock


J. Smith, D.E. Hansen, J.A. Froseth, J.G. Cvancara,S.S. Whiteaker

Unit III:Lesson Title:This Lesson Is About:


Housing LivestockBasic Housing Needs of LivestockHow animals are healthier and more comfortable whentheir facilities are designed with animals' needs inmind.

About the Project:Shelter and space requirements for livestockprojectsThe importance of good ventilationWhat role bedding plays in keeping animalscomfortable and healthyThe importance of good sanitationWaste management

About Themselves:That their comfort is influenced by space andshelter.That all animals and people have basic shelterneeds.That they are responsible for providing adequatehousing for their animals.

Activity Time Needed: 45 minutes

Materials Needed: Handout "Space Requirements for Livestock"Activity Sheet for Educators/Leaders: "SpaceRequirements""Space Requirements" Activity SheetActivity Sheet for Educators/Leaders: "Bedding andSanitation""Bedding and Sanitation" Activity Sheet

What Do I Need to Know? Educator /Leader NotesINTRODUCTIONLivestock facilities are anything built to house orconfine livestock. These should be designed to meetthe basic needs of the animal. Safety, health, andcomfort of the animal are of great importance. It isinhumane treatment to keep animals in stressfulconditions. When planning pastures, fencing, corralsand chutes, shelters, handling equipment, and

1315T C077 ATAIIIAIBIlfilF 86

View Critical Point #2 "TheAnimal's Basic Needs."



What Do I Need to Know:Educator Educator/Leader Notesfeeding and watering equipment, basic needs shouldbe kept in mind. Basic facility needs for livestockanimals are the following:

1. Protection from summer heat and winter cold.2. Adequate space for the animal's health and

comfort.3. Ease of moving animals.4. Availability of a convenient feed and water

supply.5. Cleanliness and sanitation of livestock

housing.SHELTER AND SPACE REQUIREMENTSShelter from harsh environments is needed to ensurethe animal's comfort and health during extremes inweather (windy, hot, cold, and wet conditions).Animals of different ages and in various stages ofproduction require different levels of protection fromthe environment.The space needed for each animal varies with the ageand type of animal, and the type of pen or buildingused. The size and design of pens should provideareas for feeding, watering, resting, and elimination.Each pen should be large enough for the animal tostand, turn around easily, lie comfortably and haveroom to walk the circumference of the pen withfreedom and ease. Review the handout "SpaceRequirements for Livestock."Ideally, shelter should be provided in pastures, fieldsand outside pens. Trees and other natural objectscan provide some shade and shelter from sun, snow,sleet, rain, and wind. Shelter to provide shade fromthe sun may be constructed so they also serve asprotection from the prevailing winds and cold in thewinter. However, these shelters should have someopen sides to allow air movement during hotweather.Check your animal project manual for more detailedinformation on space requirements and designs forshelters, pens, and equipment.

VENTILATIONProper ventilation or air movement should providefresh air exchange for animals in an enclosed barn.Poor air movement in closed buildings encourageshealth problems and the transmission of infectious

IB3E57 COPY AVAIIILABRE

87

Write important points on ablackboard or flip chart infront of the group.

Pass out the handout"Space Requirements forLivestock"

Have group compare thespace requirements forpasture, drylot andconfinement.

Have group participate inthe activity entitled "SpaceRequirements" to teachyouths about the principlesof proper shelter and theconcept of appropriateventilation for animals.



What Do I Need to Know:diseases because of moisture and toxic gas build-upand temperature fluctuations. Proper ventilationremoves moisture, maintains air temperature at adegree of comfort for the animals, removes toxicgases, and stabilizes air over the animals.

BEDDINGClean dry bedding is an excellent insulating materialand provides for the animal's comfort and health.The choice of bedding is influenced by the age andtype of animal, the type of facilities, and time ofyear. Less bedding is required if the easily cleanedmanure and damp bedding is removed each day.Bedding loses its insulating properties when itbecomes wet. When removing soiled bedding, about8 to 10 pounds of either straw or sawdust for each1,000 pounds of livestock needs to be replaced perday.

Clean, dry straw bedding keeps animals warmer.Wood chips, sawdust or straw is best used in thewinter. However, sawdust also gives the addedbenefit of fly control during the summer months.Wood chips and sawdust should be kiln-dried orcomposted sawdust/shavings. Coarse, damp sandcan be used for summer bedding for some animals toprovide cooling.

SANITATIONMany microorganisms live in and multiply outsidethe host animal, infesting buildings, lots and pens.They expose animals to possible diseases andparasites. Reduce the number of organisms in theenvironment and the incidence of disease outbreaksthrough good sanitation practices. Prompt andproper removal of wastes, and cleaning anddisinfecting housing and equipment reduces thespread of disease. Normally, the cleaner theenvironment, the healthier the animals will be.Accumulations of manure, urine, and spoiled feedresult in an increase in the number ofmicroorganisms such as bacteria, protozoa, andviruses that may cause digestive and respiratoryproblems. Two pathogens that can cause severescours in livestock as a result of unsanitaryconditions are E. coli and salmonella.

Biggir COPY IRMLABIA88


Write important points on ablackboard or flip chart infront of the group.

Have group participate inthe activity entitled"Bedding and Sanitation" todemonstrate the propertiesof different types of beddingand the principles ofsanitation.



What Do I Need to Know:Keeping the facilities clean also helps reduce flyproblems in the summertime and helps preventstains on hair coats of show animals.

WASTE MANAGEMENTDispose of waste in a manner that will maintainsanitary conditions, prevent fly breeding, minimizeodors, and protect groundwater quality. If manureis stored, screen the pile from neighbors and theroad. It should be easy to reach so it may becleaned out in the spring and cleaned twice perweek during the summer to reduce fly breeding.Manure handling is less of a problem whenlivestock are on pasture.For small producers, composting may be a goodalternative to other waste disposal methods, but itrequires commitment of time and effort.Composting reduces the weight, moisture contentand biological activity of the waste making it easierto handle and store while reducing or eliminatingodor and fly problems.

Educator/Leader NotesWrite important points ona blackboard or flip chart infront of the group.

Have group participate inthe activity entitled "WasteManagement."


ION Can AVAIIIAIBILIE

89

NI NI NIA


Spac

e R

equi

rem

ents

- Y

outh

Han

dout

Bas

ic H

ousi

ng N

eeds

for

Liv

esto

ck

Spac

e R

equi

rem

ents

for

Liv

esto

ck

Typ

e of

Ani

mal

Impr

oved

Irr

igat

ed P

astu

re*

Con

fine

men

t or

Dry

Lot

dC

attle

(D

airy

& B

eef)

0.5

2 ac

res

125

200

sq f

td

Shee

p0.

1 -

0.2

acre

s25

sq

ftd

Swin

e0.

1 -

0.2

acre

s pe

r so

w w

ith li

tter

1-11

/2 s

q ft

per

25

lbs

body

wt,

but

50-1

00 g

row

ing

and

fini

shin

g pi

gs p

erne

ver

belo

w 2

sq

ft to

tal

acre

2 sq

ft p

er 2

5 lb

s bo

dy w

t, bu

t nev

erbe

low

4 s

q ft

tota

ls

* T

he b

asic

rul

e of

thum

b is

that

one

acr

e of

goo

d, im

prov

ed, i

rrig

ated

pas

ture

sho

uld

supp

ort a

n av

erag

e of

1 to

2 a

nim

al u

nits

per

mon

th. T

here

are

tim

es o

f th

e ye

ar th

at it

will

sup

port

mor

e, d

urin

g th

e lu

sh s

prin

ggr

owth

per

iod

and

agai

n in

mid

-fal

l. In

the

sum

mer

and

late

fal

l, w

hen

tem

pera

ture

s ar

e to

o ho

t or

cold

for

gras

s gr

owth

, the

pas

ture

will

sup

port

less

than

this

.

c= C

onfi

nem

ent

d= D

ry L

ot

Uni

t 3, L

evel

1Pa

ge 4

5

Educator/Leader Activity SheetBasic Housing Needs for Livestock

Basic Housing Needs for LivestockActivity Sheet: Space Requirements

The following activities demonstrate the concepts of the basic spacerequirements for housing livestock. This activity will teach youths aboutanimal and human space requirements. Even though the facilities needed forlivestock and people are different, many of the same factors influence theseneeds.

Materials Needed:Small room, walk-in closet or other confined spaceHousehold thermometerMirror

Activities

,L Designate a very small room witha door, such as a walk-in closet orbathroom to represent a small pen.

Take the room temperature and getan indication of humidity by placinga chilled glass surface such as amirror into the room before theyouths enter.

,L Place several youths into theconfined space. The room should becrowded with the door closed. Havethe youths try to perform normalday-to-day activities. For instance,have them lie down, eat, and walkaround in the room. Note: The roomshould be crowded enough to allowonly one individual to lie down at atime.After several minutes take the roomtemperature and test the humidity.Gradually have the youths leave theroom one at a time. After eachdismissal, have the youths left in theconfined room perform the same day-to-day activities.Note: There should be an increase inthe room temperature due to bodyheat and an increase in humidity,from the normal activity of moistureexpired in breathing. The increasedhumidity should be indicated withsteam on a cool glass surface such asa chilled mirror.

1.3207 COPY AVAIILMIE

Dialogue for Critical Thinking

91

Observing What is the startingroom temperature? Does anymoisture collect on the chilled glasssurface?

Observing How do you feel? Areyou comfortable? Do you feelstressed and more irritable? Why orWhy not? Describe your feelings.

Comparing A: Do you feel warmerafter a few minutes? What is theroom temperature? Does the airappear stale? Does the air feelmoist? Does moisture collect on thechilled glass surface?

Comparing A After each dismissalask the youths how they feel?

Relating A. Can you relate whatyou've learned to how crowdedconditions might affect livestock?

Applying La What health problemsmight be created by the heat andmoisture conditions that result fromcrowded conditions?



Activities

man can kVAILAELZ

92

Dialogue for Critical ThinkingNote: Because moist, warmconditions are ideal for microbialgrowth there is an increase in healthproblems, particularly digestive andrespiratory problems.

Applying A What are some of theother problems that might be createdby crowded conditions?

Note: Livestock species experiencestress under very crowded conditions.This can result in poor growthperformance, lower feed intake,lowered feed efficiency, poorerreproductive performance, morecompetition for resting space, foodand water, increased fighting,cannibalism (tail biting, pecking,etc.)

Sanitation also becomes a bigmanagement problem under crowdedconditions.



Basic Housing Needs for Livestock

Activity Sheet: Bedding and Sanitation

The following activities demonstrate the principles of sanitation and theconcepts of the bedding requirements for livestock. This activity teachesyouths about the principles of sanitation and the insulating and absorptionproperties of different bedding material. Even though the need for cleansanitary bedding for livestock and people differ, many of the same principlesand concepts influence these needs.

Materials Needed:Bedding Activity

Metal bowl for each type ofbeddingStraw, sawdust, woodchips andsandWaterColander

Sanitation ActivityLoaf of breadPaper platesPlastic wrapSpray bottle with water

ActivitiesBEDDING ACTIVITYThis activity illustrates theinsulating and absorption propertiesof different types of bedding material.

Z\ Instruct youths to measure outequal amounts about 2 quarts - ofstraw, sawdust, woodchips, and sandinto chilled bowls.Have youths hold their hands in eachtype of bedding material for severalminutes each.

Add 1 quart of water to each bowl ofbedding material. After 5 minutes,have the youths strain the beddingthrough a colander and collect thewater. Measure the amount of waterdrained from the wet beddingmaterial.Have youths hold their hands in eachof the damp bedding materials forseveral minutes each.

ME coin mu 1r, 112

Dialogue for Critical Thinking I

Communicating A Which beddingdo you use for your animals?

Comparing A. Do you notice adifference in how warm your handfeels in each of the different types ofbedding material?

Inferring A: Which bedding do youthink will absorb the most water?Why?

Comparing A Which beddingabsorbed the most water?

Applying A\.: Which bedding wouldyou use for your animal? Why?

9 3 Unit 3, Level 1Page 48


Activities Dialogue for Critical ThinkingSANITATION ACTIVITYThis activity illustrates the principlesof sanitation by following thesesteps.

APlace one piece of bread on apaper plate. Mist it with water andcover it with plastic wrap.Momentarily place a separate piece ofbread in the following locationsbefore putting them on separatepaper plates: kitchen counter top,bathroom floor, and the floor of ananimal's pen. Mist each of thesepieces of bread with water beforecovering them with plastic wrapLabel each bread sample. Keep thebread at room temperature or in awarm environment for one week.

Compare the growth on each slice ofbread.

Communicating What do youthink the bread will look like nextweek? Will it be the same?

Communicating A Will the pieceslook different?

Comparing A After one week:How are the slices of bread different?Which one has the most growth onit?

Inferring A What was the sourceof the growth on the slices of bread?

Applying Why do you think onehas more growth?

**Note for the Educator/Leader: In order to maintain safety whileperforming this activity, keep all of the bread samples on the same propertyfrom where they were taken. In addition, don't incubate bread samples inthe kitchen or any other area where food is prepared or eaten.

ZEgir con. AVAILLEEZ


Educator /Leader Activity SheetBasic Housing Needs for Livestock

Basic Housing Needs for Livestock

Activity Sheet: Waste Management

The following activities demonstrate the principles of waste management for livestock.They teach youths about the principles of composting. Composting is an effective wayto deal with the large amounts of bedding and manure that can accrue when raisinganimals.

Materials Needed: Location to build compost pile, used bedding, manure, (refer tocomposting recipe for more details on raw materials) shovels, pitch forks, wheel barrel,composting bin (optional).

Activities Dialogue forCritical Iltiaking

This activity involves showing youths how to builda compost pile.We suggest that the group build a compost pileat a member's home. Once they see how to buildone, they can start their own at their house. Thecompost pile should be located in a convenient,but out-of-the-way location, near a water source,since the pile should be kept moist. Make sure thepile is located in an area that drains; the compostpile should never be soaked. A partially shaded,well-drained location, away from the roots of treesis the most desirable location. Also, remove grassor sod from where the compost pile will sit so thatthe pile comes into direct contact with the soil.

SIZE OF THE PILEYou may use a bin to partially hide the compostpile, however a bin is not necessary. A bin or acompost pile should be no less than three feetwide and three feet high.

RECIPEA compost pile works because air, moisture, andorganic matter (straw and manure) are used bybacteria and fungi. This action produces heatwhich results in compost humus.The compost pile you build should containapproximately 50 percent carbon (e.g., straw,woodchips, etc.) and 50 percent nitrogen (e.g.,manure).

3)327 COPY kV/ELL12 112 95

OrganizingAsk the group to picka good spot to compostand prepare the spot.

Comparing A:Choose either recipedepending upon theavailability of materialand the desire of theyouth's family.



Activities Dialogue forCritical Thinking

Start the pile by placing 6-8 inches of carbon(e.g., bedding, grass clippings, leaves, sawdust,so on). These materials should be sponge damp.Next, add 6 to 8 inches of nitrogen. Add water ifthe manure is dry. Repeat the layering of 6 to 8inches of carbon and nitrogen until the bin orpile is full. The compost pile should remain loose.If the pile is compacted it reduces air circulationand slows composting.

ALTERNATIVE RECIPEUse this recipe if the you want to includehousehold waste in the pile.1st Place chopped brush or other coarselayer material 3 to 4 inches thick on top of the

soil surface. This allows air circulationaround the base of the pile.

2nd Add a 6 to 8 inch layer of mixed scrap,layer leaves, grass clippings, sawdust, bedding,

and so on. These materials should besponge damp.

3rd An inch of soil serves as an inoculant;layer this is inactive microorganisms that

become active when added to thecompost pile.

4th (Optional) Two to three inches of manurelayer provide the nitrogen needed by the

microorganisms. Sprinkle lime, wood ash,or rock phosphate over the manure layerto reduce the pile's acidity. Add water ifthe manure is dry.

5th Repeat steps 1 to 4 until your compostlayer holding unit is almost full.Remember: Don't compact materials throughoutsteps 1 to 5 to keep good air circulation.

FOLLOW UPHave the group prepare a schedule to followup on the progress of the compost pile. Set aschedule where one group member monitors thecompost pile each month.

33E7 COPY AVANT k isILE

S6

Comparing /\:

After each month, didthe pile look different?Can you tell that the pilewas built with layers? Didthe size of the pile change?

Inferring A:Is this a good way tohandle waste from youranimal project?


Unit 3, Level 2

Educator/Leader GuideHousing Livestock to Promote Animal

Well-Being and Product Quality

Temperature Zones of Comfort and Stress

9 7

Educator / Leader GuideTemperature Zones of Comfort and Stress


J. Smith, D.E. Hansen, J.A. Froseth, J.G. Cvancara,S.S. Whiteaker

Unit III: Housing Livestock

Lesson Title: Temperature Zones of Comfort and Stress

This Lesson Is About: How animals will be healthier and morecomfortable when their facilities are designed withthe animal's comfort zone in mind.

What Youths Will Learn:About the Project:

Comfort zones for most farm animalsWhat factors influence comfort zonesManagement factors that can minimizeenvironmental stress

About Themselves:How their comfort zone compares to variousfarm animalsThat all animals and people have basic shelterneedsThat they are responsible for the well-being oftheir animals


Life Skills:

Materials Needed:

Decision-making skillsCommunication skillsTeam-building skillsCritical Point #2 "The Animal's Basic Needs"

What Do I Need to Know?Educator / Leader

NotesINTRODUCTIONLivestock facilities are built to house or confinelivestock. These should be designed to meet the basicneeds of the animal. Safety, health, and comfort of theanimal are of great importance. It is inhumanetreatment to keep animals in stressful conditions. Whenplanning pastures, fencing, corrals and chutes, shelters,handling equipment, and feeding and wateringequipment, basic needs should be kept in mind. Basicfacility needs for livestock animals are the following:

37,5911° C077 ATED03,11,1g

View Critical Point #2"The Animal's BasicNeeds."


Educator/Leader GuideTemperature Zones of Comfort and Stress

What Do I Need to Knorr: Educator/LeaderNotes

1. Protection from summer heat and winter cold.2. Adequate space for the animal's health and comfort.3. Ease of moving animals.4. Availability of a convenient feed and water supply.5. Cleanliness and sanitation of livestock housing.

ENVIRONMENTAL STRESSThe major concern in designing livestock facilities is tominimize environmental stress. Unless animals are givenprotection from extremely high or low temperatures, they canbecome stressed and possibly die. People can put on addedclothing to keep warm when it is cold, or wear lightweight,light-colored clothing when it is hot. Animals don't have thisoption and depend on us to help protect them from temperatureextremes. To meet this design intent, we must first understandthe comfort zone of the animal we are designing the facilities forand the typical environmental conditions in the region.

EFFECTIVE ENVIRONMENTAL TEMPERATUREA farm animal's environment influences the actual temperaturean animal experiences, often referred to as effectiveenvironmental temperature. This effective environmentaltemperature is the result of several factors:1. Air temperature2. Speed of air movement3. Humidity, wet or muddy conditions4. The insulating effects of the bedding, surrounding

walls, ceilings and floors.To better understand effective environmental temperature wemust understand how animals lose body heat. There are fourbasic ways an animal loses body heat to its environment.1. Evaporative heat loss is a type of heat loss familiar to allof us, it is the evaporation of moisture off the animal's skin orlung surface. Evaporative heat loss depends on the ability tosweat, sweat rate, skin temperature, and air temperature. Inmost farm animals this type of heat loss is limited mainly toevaporation from the respiratory system unless wet conditionsexist.2. Conductive heat loss is the transfer of heat from one objectto another. This heat transfer depends on how much of theanimal's body is in contact with the floor, the hair coat and fatcover of the animal, and how easily the floor material conductsheat.

Man 00117 HA MA ILE9 9

Write importantpoints on ablackboard orflip chart in frontof the group.



What Do I Need to Know? Educator / LeaderNotes

3. Radiant heat loss is the radiation of heat from onesurface to another surface not in contact.Imagine a person sitting in a living room in front of a bigpicture window on a cold day. The temperature of airbetween you and the window may be 72° F but the sidetoward the window will always be chilled because yourbody is radiating heat to the cold surface of the window.The same is true with an uninsulated wall or roof.4. Convective heat loss is a little more difficult toexplain. It is the heat that is always transferred along atemperature gradient between the surface temperature ofthe animal and the air temperature a short distanceaway. The rate at which heat is conducted across theboundary air layer depends on the thickness of theboundary air layer, the temperature difference betweenthe animal surface and surrounding air, and airmovement. In a situation where the air is still, a stableboundary layer is developed and very little heat is lost ifthe air temperature is not drastically different from thebody temperature. However, if a draft is present a stableboundary layer is never established and body heat isalways being lost.To illustrate effective environmental temperature, let'slook at an example. If an animal is kept in anuninsulated, drafty barn on concrete floors withoutbedding, the temperature the animal actually feels willbe at least 15° F colder than the temperature we wouldread on the thermometer. By adding straw bedding tothe pen it will increase the effective environmentaltemperature by 8° to12° F by providing insulation,reducing conductive heat to the cold floor, radiant heatloss to the cold walls and roof, and some protectionfrom drafts reducing convective heat loss.COMFORT ZONEComfort zone is the range of temperatures where ananimal is comfortable. The comfort zone for most farmanimals is between 50° to 65° F. However, comfort zonesare influenced by the following:

1. Type or species of animal2. Age of the animal3. Body weight of the animal4. Type and amount of feed5. Level of activity6. Stage of production (lactating, gestating, etc.)7. Hair coat (summer or winter coat)8. Body condition of the animal

MI En COMT AVAIIILABILE 100

Write important pointson a blackboard or flipchart in front of thegroup.

Have the youths thinkof several ways theanimal in this examplewould lose body heat.

Pass out handout"Comfort Zones."



What Do I Need to Know?'Educator / Leader

NotesWhen the temperature drops below the animal's comfortzone, it must do something to generate more body heator reduce heat loss such as increase feed intake,increase activity level, crowd together, or shiver.

Very young animals are very easily chilled and havelimited ability to regulate their own body temperature.Their comfort zone is much higher than mature animals.Young animals that become chilled tend to huddletogether, eat less, gain slower and are much moresusceptible to diseases such as diarrhea and pneumonia.It may be necessary to provide supplemental heat fornewborn animals through heat lamps or heat padsspecially designed for livestock.Most mature farm animals produce enough heat to keepwarm through normal body functions like walking,digestion, breathing and other activity. Therefore, theyare more concerned with staying cool rather than withkeeping warm. Exceptions may be during periods ofextreme cold or under wet or windy conditions. Animalson full feed, like most market project animals, havedifficulty staying cool unless the environmentaltemperature is 40° F or more below their normal bodytemperature (or about 60° F).HEAT STRESSWhen the temperature is above the animal's comfortzone it must reduce the amount of heat it generates, orcool itself. Many farm animals become slightlyuncomfortable between 65° F and 80° F. Their bloodvessels dilate near the skin and in their limbs so thatthe surface of their bodies becomes warm, feedconsumption decreases, water consumption increases,breathing becomes more rapid. In animals that canreadily sweat, such as horses, perspiration increases.Above 85° F, farm animals that can sweat keep theirbodies cooled with evaporation of moisture from theirbody surface. Animals that cannot sweat or have a verylimited ability to sweat, such as beef, dairy cattle, sheep,and swine, breathe rapidly or pant and are cooled byevaporation of moisture from the lung tissues. However,this is usually done at a sacrifice to the oxygen supplyto the body tissues and creates a great deal of stress onthe animal. In temperatures above 85° F, nonsweating

13307 COPY AVAIIILABILIE 101

Write important pointson a blackboard or flipchart in front of thegroup.

Have members comparethe comfort zones ofyoung animals andmature animals on thehandout "ComfortZones".



What Do I Need to KnowEducator/Leader

Notesanimals should be provided adequate shade with goodair movement or fans, a cool, fresh water supply, or bemisted with water. Growing and finishing pigs are oftenmisted, allowed to lay on damp soil or wallow in mudduring high temperatures to increase the evaporativecooling from the skin. When temperatures get above90° F, most farm animals have much lower daily gains,poor feed conversion, and lower reproductiveperformance through higher embryonic deaths. Someanimals, such as hogs, may even die if they are notprovided with some way to cool themselves. All animalstend to become less active, and will lie down in theshade. Water consumption increases and if the waterconsumed is cooler than the body temperature of theanimal, it will help cool the animal.

31 5111 COIFff AVATILABIZ 102

Have group participatein the activity entitled"Comfort Zones."


Comfort Zone Youth HandoutTemperature Zones of Comfort and Stress

Comfort Zones

Temperature Zones for Optimal Performance

Type of AnimalComfort

Zone Type of AnimalComfort

Zone

Cate Swine - ContinuedDairy cow 35-65° F Piglet, 3 - 8 weeks 75-85° F

Beef cow 40-60° F Pigs, growing 65-80° F

Pigs, finishing 60-75° FCalf, newborn 60-75° F

Calf, growing-fmishing 40-60° F SheepEwe, full-fleece 40-60° F

Swine Ewe, shorn 70-75° FPregnant sows & boars 60-75° F

Lactating sows 55-70° F Lamb, newborn to 2 weeks 80-85° F

Piglets, 3 days - 2 weeks 85-95° F Lamb, growing - finishing 45-65° F

Adapted with permission from: Scientific Farm Animal Production, anIntroduction to Animal Science, third edition. Robert E. Taylor andRalph Bogart. Macmillan Publishing, New York. 1988.


W

Educator/Leader Overhead TemplateTemperature Zones of Comfort and Stress

Effect of Heat and ColdStress on Gain

Feed Consumed

Energy tomaintain

bodyweight

IncreasingCold

Comfort4 Zone IncreasingHeat ---)

Effective Environmental Temperature

Adapted with permission from: Scientific Farm Animal Production, anIntroduction to Animal Science, third edition. Robert E. Taylor andRalph Bogart. Macmillan Publishing Company, New York. 1988.


Edu

cato

r/L

eade

r O

verh

ead

Tem

plat

eT

empe

ratu

re Z

ones

of

Com

fort

and

Str

ess

Met

hods

of

Hea

t Los

s

Rad

iant

Free

Con

vect

ive

.-1

6 i.

.1-

-' Z

"'.

Zal

l.,C

.....

:.

..

114

III,

,..4.

.' 7

0 ,K

.'.

.;.-

...,

....

.1.

,

Forc

ed C

onve

ctiv

e

Con

duct

ive

Uni

t 3, L

evel

2Pa

ge 5

9

Educator/Leader Activity SheetTemperature Zones of Comfort and Stress

Temperature Zones of Comfort and StressActivity Sheet: Comfort ZonesThe following activity demonstrates the concept of environmental stress andcomfort zones. This activity teaches youths about animal and human comfortzones. Even though the comfort zones for livestock and people differ, thefactors that influence effective environmental temperature are much the same.It is our responsibility to shelter livestock from environmental stress.Materials Needed:Household thermometer, variable speed fan, heat lamp bulb, lamp stand orlamp clip, spray bottle filled with water, piece of cardboard or poster board,large piece of dark-colored fabric, piece of light-colored fabric, aluminum pietin, piece of Styrofoam, piece of 1 / 4" plywood, and 3 blocks of ice (bread or piepan size).

Activities

AThe group should sit in aconfined area. Take the airtemperature of the area usinga household thermometer.

Place a heat lampapproximately three feet fromthe youths and turn it on.Take the temperature of thearea using a householdthermometer.Note: Both the air temperatureand the comfort level changes.

,Z\ Drape a piece of dark-colored fabric over the youths,again note air temperature.Then drape a piece of light-colored fabric over them, noteair temperature.Note: When draped with thedark fabric, the youths will feelwarmer because the dark fabricabsorbs more of the radiantheat from the heat lamp.

Esuoir COI PT AVAIIILAELE


Observing A How do you feel? Areyou comfortable?

Comparing A Is the temperaturetoo hot? Is the temperature too cold?

Inferring A Would your projectanimal be comfortable at thistemperature?

Observing Z\: What is thetemperature? How do you feel?

Comparing A Are youcomfortable? Is the temperature toohot? Is the temperature too cold?

Inferring A Would your projectanimal be comfortable at thistemperature?

Observing A How do you feel withthe dark piece of fabric draped overyou? With a light piece?

Comparing A: How does the colorof fabric affect how comfortable youare?

Observing A Does it affect the airtemperature?


Educator /Leader Activity SheetTemperature Zones of Comfort and Stress

ActivitiesPlace a piece of cardboard orposter board between the heatlamp and the youths.Note: Both the air temperatureand the comfort level changes.

Convective Heat Loss: Place avariable speed fan several feetfrom the youths and turn it onlow speed. Increase the speedof air movement by turning thefan to high speed. Have theyouths take the airtemperature with thethermometer.Note: The air temperatureshould not change unless youare moving cooler air fromanother area, however, thecomfort level of the youths willchange.Place a piece of cardboard orposter board between the fanand the youths.

Evaporative Heat Loss: Havethe youths mist their handswith water and repeat theexperiment with the speed ofair movement.Note: The air temperature willbe much the same, however,the youths will feel cooler.

111307 COPY AVAJEABNE

Dialogue for Critical. Thinking

Applying A Can you relate yourexperience to how an animal's coatcolor would affect its comfort indirect sun?

Observing A How do you feel?

Comparing A Does this affecthow comfortable you feel? Does thismake you more comfortable or lesscomfortable?

Applying Can you relate yourexperience to how providing shademight help your animal in thesummer?

What is the air temperature? Howdoes speed of air movement affecthow comfortable you feel? Howmight air movement affect yourproject animal in hot and coldweather?

How do you feel? How does thisaffect how comfortable you feel? Canyou relate your experience toproviding wind protection for yourproject animal?

How does being wet affect yourcomfort level? How important is it tocontrol humidity or provide animalsprotection against rain or wet, muddyconditions?

1 07Unit 3, Level 2

Page 61

Educator /Leader Activity SheetTemperature Zones of Comfort and Stress

ActivitiesRadiant Heat Loss: Have theyouths sit several feet awayfrom a large cold surface, suchas a picture window in thewinter time. Take the airtemperature in the inner partof the room and between theyouths and the window.Note: The air temperature ismuch the same, however, theside of the body facing the coldsurface will feel cooler.

Conductive Heat Loss: Placea block of ice on the followingitems: aluminum pie tin, apiece of Styrofoam, and a pieceof plywood. Have the youthsplace their hands under eachfor several moments.Note: Different materialsconduct heat differently.Aluminum is very conductive,wood is not very conductiveand Styrofoam is essentiallynot conductive.

MET COPT AVAILABLE

Dialogue for Critical ThinkingWhat is the air temperature in theinner part of the room? What is theair temperature between the youthsand the cold surface? Does the sideof your body facing the large coldsurface feel different? Can you relateyour experience to the importance ofproviding an insulated housing foryoung pigs?

How fast does your hand begin to feeluncomfortably cool with each of theitems? How important is it to selectproper materials for floors and wallsthat animals will lay on or against?

4 .Thol_llo


Unit 4, Level 1

Educator/Leader GuideLivestock Feeds and Feeding to PromoteAnimal Well-Being and Product Quality

Nutrients, Feeding, Feed Storage, and theImportance of Quality Water

109

Educator / Leader GuideNutrients, Feeding, Feed Storage and the Importance of Quality Water


R. Blauwiekel, D.E. Hansen, J.A. Froseth, J.A. Newman,S.S. Whiteaker

Unit IV: Livestock Feeds and Feeding to Promote Animal Well-Being and Product Quality

Lesson Title: Nutrients, Feeding, Feed Storage and the Importance ofQuality Water

This Lesson Is About: How to determine what nutrients are in feeds byreading feed labels; how animals will be healthier andthe meat produced will be of a higher quality whenfeed is changed slowly, stored properly and notcontaminated; and how animals will be healthier andmore content when clean, good tasting water isprovided to them.


How to know what nutrients are contained in afeedHow to determine the major ingredients in a feedHow to determine if a feed contains medicationand what the withdrawal time isSources of feed contaminationImportance of slow feed changesImportance of storing feed correctlyWater is an important nutrient in an animal's dietThat the water needs of an animal are affected bythe environmentThat water quality changes with different sources

About Themselves:That they are responsible for the well being of theiranimalsBoth they and their animals have basic food needsThat food for animals and people needs to bestored properly and protected from contamination

Time Needed: 45 minutesLife Skills: Decision-making skills

Communication skills

Materials Needed: Critical Point #2 "The Animal's Basic Needs"Critical Point #3 "What's in the Feed?"



What Do I Need to Know?Educator/Leader

NotesNUTRIENTS AND FEED LABELSFeeds mixed by a feed company must have a labelthat lists the ingredients in the feed. The actualamount of ingredients is not usually given, but themost prevalent ingredient in the item is usuallylisted first. Ingredients are feedstuffs such as corn,barley, or soybean meal. Ingredients may be listedas general types, such as "grain products" or"animal protein products."The label must also state the analysis of the feed.This part of the label explains what nutrients arein the feed. Nutrients are the building blockscontained in feeds for animals and foods forhumans. Nutrients are chemical substancesrequired by animals in order to live, grow, haveyoung, and make milk. Every living thing (humanbeings, animals, and plants) needs nutrients.Animals (and people) require these nutrients:

WATER carries other substances around in thebody and helps to regulate body temperature.CARBOHYDRATES furnish energy for moving,working, growing, and generating heat.FATS are used to store energy.PROTEINS are used to build parts of theanimal's body, like muscle or skin.MINERALS make the animal's skeleton strongand regulate movement of water in the body.VITAMINS are only needed in very small amountsin the diet, but they are important because they"catalyze" or start necessary chemical reactionsin the body.

The label on an animal feed tells the ingredientsand nutrients in the feed. The actual amount ofnutrients (and feed) required depends on the type ofanimal, its age, how fast it is growing, and itsenvironment.Finally, the label includes directions that explainhow much of the product to feed and if there is awithdrawal time for the feed. Sometimes feedcontains medicine to protect the animal fromdiseases or to make the animal grow more quickly.It is important that these medicines are not presentin your animal's meat when the animal goes tomarket. People who eat meat (or who consumeother animal products) do not want to eatchemicals other than the normal substances foundin the product.

OM? COPY AVAII1LA3112 I I I

View Critical Point #3"What's in the Feed?"

Ask the youths why foodcompanies do not listexact formulations andbriefly explain least costand proprietaryformulas.

Write important pointson a board or flip chartin front of the group.

Ask the youths "Whatother animalcharacteristics mightaffect an animal'snutrient requirements?"

Discuss the differencebetween nutrients andingredients.

Talk to the youths aboutchemicals. "Wediscussed the fact thatnutrients are chemicals.Don't animals' bodiesalready containchemicals?"

Talk about normalchemicals versus addedchemicals that we use toprevent disease orimprove production.




NotesA withdrawal time is the time needed for theanimal's body to get rid of any medicine or chemicalcontained in the feed. If your feed has a withdrawaltime listed, you must stop using that feed for thatamount of time before the animal goes to sale.Otherwise, "residue" (small amounts of the addedmedicine or chemical) may remain in the meat ormilk.Simple feedstuffs, such as cereal grains, proteinsupplements, or roughages do not always have feedlabels.Show classes for some 4-H and FFA animals havemaximum weight limits. Choose an animal youngenough so that it does not grow over the maximumweight limit when fed correctly. You should knowabout how many pounds per day you can expectyour animal to gain. Choose an animal that willnot grow over the maximum weight by the time it isshown. The amount of weight you can expect youranimal to gain on average each day when fedproperly is:

Pigs: 1.6 pounds/dayCattle: 2.5 pounds /daySheep: 0.5 pounds/day

Example: It is May 20th and your show isSeptember 3rd. You want a market hog that willweigh 220 lbs. How much should the pig you selectweigh on May 20?

May 20 to September 3 = 106 days106 days x 1.6 lbs/day = 169.6 lbs gain in 106 days220 lbs (desired weight) - 169.6 lbs (gain /106 days) =50.4 lbsTherefore the pig you select on May 20 should weighabout 50 pounds.FEED CHANGES, FEED STORAGE, AND FEEDCONTAMINANTS

Choosing feeds of high quality and storing thesefeeds properly is important in order to produce ahigh quality product. Avoid feeds that are moldy orcontain foreign material (pieces of wire, plastic,feces, or large amounts of weeds).

IBM.' COPY AVAIILA 112

Have group participatein the activity entitled"Interpreting FeedLabels."

Talk about what canhappen if a steer eats awire, nail, or a piece ofglass.


Educator/Leader GuideNutrients, Feeding, Food Storage and the Importance of Quality Water

What Do I Need to Know: Educator/LeaderNotes

Store feeds properly. Keep dry feeds in a clean, dryplace, protected from birds, rodents, and pets. Birdsand small animals (even your pet dog or cat!) can spreaddiseases and parasites. Feeds that are allowed to get wetor are stored in a damp place can become moldy. Somemolds produce toxic substances ("mycotoxins") thatcontaminate the feed and make it taste bad to youranimal. Not only can this make your animal sick, butit can also affect the quality of meat produced from youranimal. Many feeds cannot be stored for long periodsof time. The fats and oils in the feed begin to spoil.Vitamin supplements can lose their effectiveness.Hay or silage can be stored for an entire winter, aslong as it is protected from weather and animal pests(e.g., mice, rats, birds).

Never feed grains that have been treated for useas seed. The chemicals used for treating seed grainare very dangerous to animals and to people. Feedcontaminants can be dangerous to animals as well asa source of chemical residues in meat. Contaminantscan be natural, resulting from plant metabolism orfrom molds in the feed. Accidental contamination bychemicals such as antibiotics or pesticides may occurduring processing or storage. Cross contaminationof feeds with antibiotics can take place on the farm ifmedicated feed is not kept separate from nonmedicatedfeed. If it is suspected that there is a problem with feed,ask for help from a 4-H leader, Vo-Ag teacher, or personwho is knowledgeable in animal nutrition.

A feed may need to be analyzed if animals do not eator grow as you would normally expect. Laboratoryanalysis can tell if feed contains contaminants.Feeds can be analyzed for nutrient content.

WATER AS A NUTRIENTMany people don't think of water as a nutrient. Infact, going without water will harm animals muchsooner than going without food.What does water do in your animal's body?

Water is a delivery system. It carries other materialsaround in the body, and helps get rid of wasteproducts.

DM COPY AVAJIII AII$ILI I i 3

Ask the youths if theyknow what hardwaredisease is. Explain thata sharp object penetratesthe wall of the stomach,the animal can get verysick and experience a lotof pain.

Write down importantpoints on a board,overhead, or flip chart sothe group can view them.

Ask the students howthey can recognize if afeed has been treated forseed. If possible bring asmall amount of cornwhich has been treatedand show its color.

Group participationin the activity "FeedContaminants" willfamiliarize the groupwith common ways thatfeeds are contaminated.Have group participatein the activity "FeedStorage" to teach theprinciples of properfeed storage.

View the Critical Point# 2 'The Animal's BasicNeeds."


Educator/Leader GuideNutrients, Feeding, Feed Storage and the Importance of Quality Water


Notes

Water dissolves other chemicals that arenecessary for the body to work and allowschemical reactions to occur.Water cushions and lubricates joints. Imaginehow scratchy your eyes would feel if there wereno tears in them, or how hard it would be toswallow without the saliva in your mouth.Water is especially important in regulating bodytemperature. Animals cool themselves by theevaporation of water from their skin (sweating) orby using their mouths and noses (panting).

Animals should always have clean, good-tastingwater to drink. An animal's need for water isgreater during hot weather, during pregnancy, andwhen they are making milk. Even young calves andlambs who are still drinking milk need to haveclean, fresh water to drink. Animals' feed intake isclosely related to their water intake. If younganimals do not have access to water, they will notbegin to eat solid food as quickly.If it isn't possible to have water available all of thetime, animals should be given water at least twiceeach day. On average, a 100-pound animal needsabout one gallon of water per day.Place waterers so that they will not become dirtywith feces or urine, but so animals can still reachthem. Clean watering devices or buckets often andinstall heaters or break ice out of waterers in thewinter.In some areas, water may contain dissolvedsubstances, such as nitrates or sulfates. Water canalso carry infectious disease organisms (bacteria).Although you can't see these substances, they canbe unhealthy for you and your animals. Usually,water that has been declared safe by the State orCounty Public Health Department will be suitablefor animals.The water at fairgrounds or shows may tastedifferent and animals may not drink water thattastes strange if they are not used to that flavor.If this is a problem, begin to flavor your animal'swater with molasses or lemon juice one or twoweeks before the show or sale. Then you can addthe same flavor to the water at the show to keepyour animal drinking.

DIET C1177 AVAELA ILE 1.; 4

Ask the students whatmakes them thirsty. Dothey drink more when itis hot or if they havebeen playing a sport?Do they feel thirsty aftereating salty foods likepotato chips or pizza?

Write down importantpoints on a board or flipcharts that are in plainview of the group.

Have the groupparticipate in theactivity "Water Quality"to illustrate theimportance of qualitywater in the diet.


Educator/Leader Activity SheetIntrepreting Feed Labels

Livestock Feeds and Feeding to PromoteAnimal Well-Being and Product Quality

Activity Sheet 1: Interpreting Feed Labels

Materials Needed: Feed labels from project animal's food, pet's food, and theanalysis information from a cereal box (have youths bring all three types),example of medicated feed tags

Activit Dialogue for Critical Thinking

DIRECTIONS

AEach person in the group shouldbring a feed label from their projectanimal's food, their pet's food, and theanalysis information from a cerealbox. A medicated feed tag should bebrought or provided for each person.Have the youths compare theinformation on the tags.

Observing A Which ingredient isthe major ingredient for each feed?What nutrients are analyzed in eachfeed?

Comparing A Are the samenutrients analyzed across all feeds?How do the labels differ? How arethey the same?

Applying A Why is it important toread the labels provided with a feed?

Inferring A How can not followingthe directions on a feed tag affect thequality of the meat produced fromyour animal?

Critical Points for Dialogue Question AnswersUsually, the major ingredient for a feed is listed first. This is a requirement forhuman foods but not for animal feeds.Usually, crude protein, fat, and fiber are measured in all feeds.Labels differ according to the type of feed. For instance, mineral supplementslist the major minerals and vitamins that are provided and not the amount ofprotein, fat, or fiber since most mineral supplements are not fed to providethese nutrients. On the other hand, feed grains provide the amount of protein,fat, and fiber but not necessarily the amount of all minerals and vitamins.Read feed labels in order to assure that your animal is receiving a balanceddiet. You need to know what is in your feed to know if your animal's diet isbalanced.If a feed is medicated, reading the label will provide you with the necessarywithholding time before your animal can be sent to market. Not allowing theproper length of withholding could result in residues in the meat or milkproduced from your animal.Medicated feeds have specific directions for their use. They are only to be fed tothe species indicated on the label. All label directions should be closelyfollowed.

TEM C0117 AUTIILABILZ X1.3Unit 4, Level 1

Page 68

Educator/Leader Activity SheetFeed Changes, Storage, and Contaminants

Livestock Feeds and Feeding to Promote AnimalWell-Being and Product QualityActivity Sheet 2: Feed Storage and ContaminantsMaterials Needed: 2 covered containers (e.g., quart jars or freezer containers),water, and from each youth: 2 samples of a feed (hay or grain), small amount ofpenicillin (2 to 3 drops in a syringe), a glass of milk (in disposable cup) for eachyouth and 3 to 4 extra glasses of milk, vinegar or lemon, Worcestershire or soysauce, food coloring, moldy and nonmoldy human food samples (next meeting)


DIRECTIONS

For this activity, have the group follow thedirections on their activity sheets. Each membershould have two samples of a feed (hay or grain)and two covered containers (e.g., quart jars orfreezer containers). Have the members placeone sample in each container. In one container,the member should add 1/2 cup of water.After the water is added the container shouldbe covered and placed in a warm place. Thesecond container should not be covered andshould be placed in a cool dry place. Examinethe containers at the next meeting.

DIRECTIONS

AUse the samples of moldy feed and cleanfeed (hay or grain) that the group made atthe previous meeting. For additional interest,samples of moldy and nonmoldy human foodcould be put on display. Have each memberof the group look at all of the samples ofmoldy and clean feed.

The group should look at, smell and toucheach of the feed samples and record theirobservations on the activity sheet.

c® Ply ANAL I:1

6

ObservingDoes one container of feedlook different from the other?Which container has themost contamination?Relating A:Which method of storagecaused the feed to mold?How could you tell that thefeed was contaminated withmold? Did it look different?Did it smell or feel different?Inferring A:Based on your previousanswers, do you think itwould taste different? Howdoes storing feed in a cleandry place affect the qualityof the feed? Which feeds doyou think your animal wouldprefer to eat? Would eating acontaminated feed make youranimal sick? Have you everbeen sick after eating badfood? How did you feel whenyou were sick?ApplyingHow does being sick affectthe well-being and qualityof meat or milk your animalproduces?



Critical Points for Dialogue

Storing feed in a clean dry place away from potential contaminants keeps thefeed from becoming moldy or contaminated. You can tell that a feed is moldy bylooking, smelling, and feeling the feed. Feed that is moldy tastes bad to animals.They always prefer to eat clean feed. However, if they are very hungry they willeat moldy feed.Eating a moldy or contaminated feed can make your animal very sick.Occasionally, even small amounts of mold which are not obvious to you, can putanimals off-feed or make them ill. Sickness stresses your animal and decreasesthe quality of the meat, milk, or wool produced from your animal.

Acti*. it Dialogue forCritical Thinking

DIRECTIONS

AFurnish milk as a snack for theyouths. Have everyone (all who are notlactose sensitive) take a taste.Reserve 3 to 4 glasses of milk, preferablyin clear glasses.After the youths have tasted the milk,put the extra glasses of milk on yourtable or counter. Put a few drops of foodcoloring into one glass, a tablespoon ofvinegar or lemon juice into another, anda teaspoon of soy or Worcestershire sauceinto another. Have the youths look at andsmell the "contaminated" samples of milk.Put a drop of penicillin in another glassof milk. Stir it with a spoon (add somedrama). Have the youth look at and smellthe milk (no tasting).

COPY AVEILABIS

II 7

ObservingHave the you s at least tastetheir snack milk and look andsmell the contaminated milk.

RelatingAsk the you i s if they would buymilk at the store if it looked,tasted, or smelled the way the"contaminated" milk does. Howwould they feel if they bought acontainer of milk and found thatit was sour, or didn't taste the waythey expected it to?

Comparing A:Can they detect the differencebetween this milk and the milkthat they had for a snack? Is thismilk "contaminated?" Would theywant to buy milk that hadpenicillin added to it, even if theycouldn't see or taste it?

ApplyingIf your animal was slaughteredbefore the withholding time wasup could you tell by looking at themeat or milk that it wascontaminated?



Critical Points for Dialogue Question Answers

Some feed contaminants (especially medicated) are not so easily seen.Often, you cannot tell the difference between products from the animalsthat ate contaminated feeds and animals that didn't eat contaminatedfeeds. Consumers of meat and milk products want to be assured that theproducts they buy are not contaminated. If they think that the productsare contaminated it is likely that they will not buy that type of product again.They may also decide to not buy any meat or milk product again if they foundit to be contaminated.

311.17) COW AVAIIIIAIIILE1



Feed Storage and Contaminants Youth Activity Sheet

DIRECTIONSObtain two containers from your leader or teacher. If you brought hay, chop itup into 2" pieces using scissors. In both containers place some of the feed thatyou brought from home. The container should be about half-full. Do notpress the feed into the container, it should be fairly loose. Label the firstcontainer "control" and the second container "test". Label both the containerand the lid. Add 1 / 2 cup of water to the test container. Place the lid on thiscontainer and put it in a warm place. Your leader or teacher will help you findsuch a place. Place the control container in a cool, dry spot. Do not put thelid on the container. Leave these containers in their storage areas until thenext meeting (at least one week). At the next meeting/class locate yourcontainer and record your observations below.

TEST

Smell

Appearance

Touch

13 201T COIP AVAILABILIE ii

CONTROL


Educator/Leader Activity SheetImportance of Water Quality

Livestock Feeds and Feeding to PromoteAnimal Well-Being and Product QualityActivity Sheet 3: Water Quality

Materials Needed: 3 to 4 containers of water (each should hold enough waterfor everyone in the group to get a sample out of each), salt, vinegar, lemonjuice, chlorine, molasses, sugar, disposable cups (3 to 4 per youth), 4 five-gallon buckets, measuring device (2 to 4 quarts), water

ActivityDIRECTIONS

Z\ Prepare three or four containers ofwater. Add one of the followingflavoring agents to each of thecontainers you prepare: salt (1/2teaspoon per quart of water), sugar,molasses, chlorine (3-4 drops perquart of water), vinegar, or lemonjuice. Provide disposable cups for theyouths to taste a sample of water fromeach container. Have each membertaste each water sample. Have themwrite down how each one tasted.Place lemon in some samples andsugar in other samples. Have theindividuals taste these samples.

L\ Calculate the amount of waterthat an average-size steer, lamb, andhog would drink. Also determine theamount of water that the youths drinkeach day. (Use one gallon of water per100 lbs body weight).In each of four different buckets, placethe amount of water that theycalculated.

1-820? COIPT AVAIMAIBILR


Observing Did the water tastegood or bad? Did it taste likeminerals? Which one tasted the best?

Comparing A: Does the water tastedifferently? Does it taste better orworse? Did the worst tasting sampletaste better with lemon or sugar?

Inferring A Do you think youranimal could get used to the taste ofthe lemon/ sugar? If lemon / sugar werein the drinking water, do you think itwould keep your animal drinking if thewater tasted bad or different?

Observing A: Ask the youths fortheir observations about the amountof water that their animals drink. Is ita lot? Which animal drinks more?

Comparing A How does theamount of water that they drink differfrom the amount of water that theiranimal drinks?

Inferring How does not drinkingwater affect the well-being and qualityof meat or milk that your animalproduces?


Educator/Leader Activity SheetImportance of Water Quality

Critical Points for Dialogue Question Answers

Usually, the water that one is used to drinking tastes the best. Water fromdifferent sources may contain more minerals, chlorine, or sulfur than the wateryou are used to drinking.Adding lemon, sugar or molasses to the water masks the taste of the water. Inaddition, if you add these flavors to unfamiliar water it brings a familiar tasteto the new water and may keep your animal drinking water that it wouldotherwise not drink.Not drinking water dehydrates and stresses your animal. Not drinking enough watercan make your animal sick. Sick and stressed animals do not feel well and do notproduce quality meat or milk products.

137,07 con AVETIABff.,E 121 Unit 4, Level 1Page 74

Unit 4, Level 2

Educator/Leader GuideLivestock Feeds and Feeding to PromoteAnimal Well-Being and Product Quality

Feed Storage and Contaminants

122

Educator /Leader GuideFeed Storage and Contaminants


R. Blauwiekel, D.E. Hansen, J.A. Froseth, J.A. Newman,S.S. Whiteaker

Unit IV: Livestock Feeds and Feeding to Promote Animal Well-Being and Product Quality

Lesson Title: Feed Storage and Feed Contaminants

This Lesson Is About: How animals will be healthier and the meat producedwill be of a higher quality when feed is changedslowly, stored properly, and not contaminated.


What is feed contaminationSources of feed contaminationImportance of storing feed correctly

About Themselves:That they are responsible for the well-being of theiranimalsThat food for animals and people needs to bestored properly and protected from contamination

Time Needed: 1 hour


Materials Needed: Critical Point #3 "What's in the Feed?"Educator/Leader Notes IWhat Do I Need to Know?

"Quality Control" is a very important issue in thebusiness of producing animal feeds. After all, thequality of feeds that an animal consumes has agreat impact on the quality of that animal product,whether it be meat, milk, or eggs. The U.S.Department of Agriculture oversees the labeling offeeds, and it is illegal for feed manufacturers tomisrepresent their feeds either in their labeling or intheir advertising.The vast majority of feeds are properly formulatedand mixed, and meet quality standards. However,some terrible errors in feed formulation haveoccurred over the years which resulted in greatfinancial losses to feed manufacturers and livestockproducers. An error in quality control at the feedmill can be horrible because it can affect many

ICU COPY AVAILE1112

4

View Critical Point #3"What's in the Feed?"


Educator/Leader GuideFood Storage and Contaminants


animals and people. But the most common errorsin quality control occur at the farm. As a livestockproducer, you are responsible for maintaining thequality of feed that you purchase until it is fed toyour animal. You are responsible for feeding theproper feeds in the appropriate amounts to assureyour animal's well-being and the quality of youranimal's product.Contaminants in feeds can affect your animal'shealth and its ability to grow. Even if there are noobvious adverse effects on the animal, contaminantscan cause undesirable residues in the animalproduct being marketed. Over- or underfeedingwill not result in a contaminated product, but canresult in poor weight gains or other disease problems.What do we mean by contaminant? Several kindsof contamination occur. One of these is microbialcontamination, or the presence of undesirablebacteria in a product. In food for humans, a recentexample of microbial contamination resulted in thelarge outbreak of E. coli 0157:H7-related illness inthe Pacific Northwest in 1993. Animal feeds or watercan also be contaminated with dangerous bacteriasuch as: the salmonella species, listeria, or leptospirabacteria.Other living organisms can contaminate food or feed.Viruses, fungi, and parasites can all cause dangerousfood- or waterborne illnesses.Nonmicrobial contaminants include food productsother than those that the finished product is meantto contain, foods that cause allergic reactions inconsumers, and chemical contaminants. Chemicalcontaminants include accidental residues fromherbicides or pesticides, antibiotics or other medicinaldrugs, or toxic metals (such as mercury or lead).Contamination with naturally-occurring chemicalscan also occur when feed or food contains toxicchemicals resulting from mold growth "mycotoxins"or undesirable substances from plants; off-flavors inmilk from cows consuming wild onion are anexample. Table 1 lists several potential contaminantsin livestock feed and water.

IBIggir COPY AVAIIIIAELE 124

Ask one of the studentsto look up contaminatein a dictionary. Havethem read the definitionout loud.

Ask the youths for ideasas to how microbialcontamination of feedsmight happen. Somepossible answers:feces or urine fromlivestock, from rodents,birds or pets, other bodysecretions from animalswho are sick, or bacteriafrom soil or water. Forexample: virusespolio virus in people,infectious hepatitis,TGE virus in baby pigs;fungi ergot growth ongrains, which affectsboth animals andpeople; parasitestoxoplasma from catfeces which can causefetal defects in humans,trichinella in pigscausing trichinosisin humans.


Educator/Leader GuideFeed Storage and Contaminants

What Do I Need to Know? Educator/Leader NotesTable 1

Potential Contaminants in Livestock Feeds and WaterMycotoxins Feeds contaminated by mold, grain harvested

late due to wet weather, by-product feeds suchas screenings or dust

Ergot Warm, moist weather late in the growingseason, use of grain screenings

Salt Consumption by swine of feeds with high saltcontent or water restriction with consumptionof normal diet

Nitrates Crops heavily fertilized with nitrogen, especiallysorghum but also small grain crops and corn.Water.

Sulfates Primarily water; interferes with coppermetabolism. Also changes taste, causes GIdisturbances, and polio in lambs and cattle

Antibiotics Cross-contamination in feed processing, labelingerrors or failure to read labels, using feedintended for another species or production type.

Ionophores Ingestion of monensin or lasalocid-containingfeed by species for which the feed was notintended, or in abnormal amounts (horses mostsensitive)

Gossypol Diets containing relatively large amounts ofcottonseed or cottonseed by-products

Prussic or Green chopping of drought-stricken or frostedhydrocyanic crops such as sorghum or corn, clippings from

acid fruit trees

Insecticides Feeding of grain intended for use as seedor

fungicides

CONTROLLING FEEDBORNECHEMICAL CONTAMINANTSChemical contamination of feed occurs on the farmbecause of cross-contamination between feedbatches or errors in feeding (giving animals achemical-containing feed that was not intended forthem). How can you avoid these mistakes?

Observe withdrawal times on medicated feed.Label medicated feeds adequately, or haveseparately labeled storage bins or cans formedicated and nonmedicated feeds. If someoneelse feeds your animals on a weekend or whileyou are on vacation, leave clear feedinginstructions.Clean out feed bins and feeders when you areswitching animals from a medicated to anonmedicated feed. Give only medicated feed

TEITT 0077 AVAIIIIAIBILE 14JUnit 4, Level 2

Page 77

Educator/Leader GuideFeed Storage and Contaminants

What Do I Need to Know? Educator/Leader Notes I

to animals who are not within the withdrawaltime before slaughter.Avoid "bio-recycling" of antibiotics by cleaning upmanure daily for several days after the animalshave been taken off medicated feed (mostimportant for hog projects).(Bio-recycling of contaminants occurs when animalsconsume fecal material that contains thosecontaminants)

PEST CONTROLRodents and birds consume large amounts of feed,and contaminate more with urine and feces.Rodents spread diseases such as Leptospirosis andSalmonellosis. Rats also do a great deal of damageto facilities, with their ability to gnaw throughwood, cinder block, fiberglass, and metal siding.Control rodents by eliminating their nesting places(clean up trash, keep feed and other materials offthe floor, cut tall grass and brush near buildings).Empty open bags of feed into garbage cans withtight fitting lids, and sweep up feed spillsimmediately. Control bird access to feed byscreening and by eliminating roosting areas.QUALITY CONTROL

Purchase quality feeds from a reliable dealer. Areliable dealer does not necessarily mean a largedealer. Does your feed store buy in quantitiesthat can be turned over in a reasonable amountof time? Is the feed storage area dry? Are thebagged feeds stored on pallets? Is there evidenceof mold, insect infestation, or fecal material inbulk feeds?Store feeds properly at home. Protect feeds frommoisture and from bird and rodent pests. Storebagged feeds on pallets and keep the feed storagearea neat.With the exception of forage-type feeds, do notpurchase more feed than you can use in six toeight weeks. Many feeds cannot be stored forlong periods of time. The fats and oils in thefeed may spoil, and vitamin supplements losetheir activity.Identify medicated feeds. Avoid cross-contamination of medicated and nonmedicatedbatches of feed. Do not give animals feed that isintended for another species or type of animalwithout checking the feed ingredients carefully.

Mgr COM' AVAIWITLE 12 6

Leptospirosis is abacterial disease thatcauses fever, abortions,and other problems inlivestock. The leptospirabacteria pass in the urineof infected animals,which can contaminatefeed and water of healthyanimals. Rodents arecommon sources ofleptospira bacteria.

Salmonellosis is anotherfamily of bacteria thatinfects many animals,causing diarrhea and evendeath. Feces fromrodents and wild birds aresources of infection forhealthy animals.

What can you do at hometo avoid contaminants inyour animal's feed andyour animal product?

-41


Educator/Leader Activity SheetFeed Storage and Contaminants


Activity Sheet 1: Feed Storage and Contaminants

Notes: Suggested below are five different activities you may choose to do toillustrate Feed Storage and Contaminants. You may also choose to have theyouths participate in activity sheet 3 of level 1 entitled "Feed Storage andContaminants."


Critical Thinking1. Visit a feed mill. Observe how feed is stored,conveyed, weighed, and mixed. Prepare a list ofquestions for the feed mill manager with the groupbefore the visit. Ask how he/she assures the qualityof incoming feed ingredients. Ask how the millavoids cross-contamination between batches ofmedicated and nonmedicated feed.2. Invite a veterinarian or food sanitarian to talk tothe group about foodborne illnesses. Or ask two orthree of the youths to interview that person andreport to the group.3. Find the book Eleven Blue Men by Berton Rouchein the library (Publisher: Little, Brown; 1953). Askthe members to read the story, or read it aloud, anddiscuss as a group.

4. Ask two youths to investigate the contaminationof livestock fed with polybrominated biphenyl's(PBBs) which occurred in Michigan in the 1970s.Ask them to report to the group. Discuss ways thatthis terrible accident could have been prevented.5. Take a pasture walk with a livestock producer,veterinarian, or botanist. Look for plants that arepoisonous to livestock.

Mgr 0:111:D7 Ok11111311.3 127

How does the story"Eleven Blue Men"exemplify an episode ofchemicalcontamination?The group may want toview the film "A BitterHarvest."

How can these plantsaffect the welfare of theanimal consumingthem?Will these plants affectthe quality of theresulting animalproduct?


Interview SheetFeed Storage and Contaminants


Interview Sheet: Feed Storage and Contaminants

These are example questions that your group could ask during a feed mill andveterinarian/food sanitarian interview.

FEED MILL VISIT:

1. What quality specifications does the mill have for incoming feedingredients?

2. What sort of inspection or sampling process does the mill conduct to seethat quality standards are met?

3. At what sites in the mill are microbial hazards eliminated (extruders,pelleters, conditioners)? What microbiological standards does the millhave for finished products?

4. How does the mill control dust? How does the mill control rodents andother pests?

5. How is contamination between medicated feed and nonmedicated feedsavoided?

VETERINARIAN /FOOD SANITARIAN VISIT

1. What infectious diseases do you encounter most commonly? Are any ofthese bacteria or viruses dangerous to people who work with the animalsor who process or consume animal products?

2. How do you monitor meat/milk for the presence of contaminants (testingprocedures, record-keeping)? Who is responsible if an animal product isfound to contain residues?

3. How does the handling that an animal receives affect the quality of theanimal product? (i.e., how are bruising, dark cutters, and PSE porkavoided at the plant)

4. What steps in the handling of meat, milk, and eggs minimize oreliminate potential microbiological hazards to consumers?


Unit 5, Level 1

Educator/Leader GuidePromoting Animal Well-Being and Product Quality

Through Proper Animal Health Practices

Reading Drug Labels

129

Educator/Leader GuideReading Drug Labels


D.E. Hansen, R. Blauwiekel, J. Smith, J.B. Jeffreys,S.S. Whiteaker

Unit V: Promoting Animal Well-Being and Product Qualitythrough Proper Animal Health Practices

Lesson Title: Reading Drug Labels

This Lesson Is About: The importance of the health and well-being ofanimals in providing a safe and wholesome product toconsumers.


Time Needed:

Life Skills:

About the Subject:How to read and understand medication labelsImportance of complying with medication labels

About Themselves:How they are involved in the food chainTheir responsibilities to their animals and theconsumerHow they are responsible for the well-being of theiranimal

45 minutes

Decision-making skillsCommunication skillsTeam-building skills

Materials Needed:Critical Point #4 "Using Drugs andAnimal Health Products"One copy/person of handouts: onpages 91-94

One copy/person of worksheet"Reading Drug Labels"Sample products with labels andpackage inserts (e.g., injectableproducts, pills, pour-oninsecticides, medicated feeds, andsprays)

What Do I Need to Know?ANIMAL HEALTH AND ANIMAL WELL-BEINGAnimal health and animal well-being should be theprimary concern for everyone who chooses to ownand exhibit or sell animals for food or fiber. Ofequal concern is to make sure that every marketanimal sent to slaughter be fed and cared for in away that will provide safe and wholesome meatand milk products to the consuming public. Thenumber of animals that someone owns does not

IBIET CCI)In 0E1010 130


View Critical Point #4"Using Drugs and AnimalHealth Products"


Educator / Leader GuideReading Drug Labels

What Do I Need to Know? Educator/Leader NOtedaffect in any way the responsibility he or she has toprovide a wholesome food product. If a personfeeds, exhibits and sells ONE hog, lamb, or beefanimal that is slaughtered for humanconsumption, the responsibility is the same as forthe person who sells thousands.

A SOUND ANIMAL HEALTH PROGRAMDeveloping a good health program for your animalswill help keep them free of disease and add to theircomfort. In order to avoid all drug residues andinjection site damage to quality meat cuts, the firstpriority must be to develop and maintain a soundherd health program that reduces the risk ofdisease. The key ingredients of a disease preventionplan include excellent nutrition, proper animalcare, maintaining clean surroundings, and using acarefully chosen vaccination program. Because allthese factors may affect the health and well-beingof the animal and or herd, consult with severalexperts including veterinarians, leader /advisors orlocal county extension agents for specific details onplan development.AVOIDING RESIDUES FORWHOLESOME PRODUCTSA residue is a substance (chemical or drug) thatremains in an animal's body tissues after theanimal has been exposed to or given thatsubstance. The substance can enter the animal'sbody as a water or feed additive, as an injection orexternal treatment, or simply by accident. Somesubstances leave an animal's body tissues a fewhours after exposure, but others may remainseveral months; some may never entirely leavecertain tissues during the animal's lifetime. Toprotect our food supply, the Food and DrugAdministration (FDA) establishes and enforcesrules about acceptable levels of particular residues.For some substances, no amount of residue isacceptable. The FDA also establishes withholdingtimes for products to ensure that unacceptableresidues are not in a product when it is marketed.It is illegal to sell animals or animal products thatcontain residues exceeding FDA limits.AVOIDING DAMAGE FROM INJECTIONS(SHOTS) AND BRUISESMany products used to protect against disease,treat sick animals or increase growth, causedamage to the meat even when properly injectedinto the muscle. The damage produces an abscess

31227 COPY AV E1011.2 131

Write down the majorpoints of a health plan.

TAKE TIME

OBSERVE LABELDIRECTIONS



What Do I Need to Know?or scar that may remain in the meat after theanimal is slaughtered. These areas of damage mustbe trimmed from the meat and thrown away. Similardamage results from bruises that animals havereceived before being sent to slaughter. For example,it is not uncommon to find bruise damage on thejowls and sides of hogs that have been shownwithin a few days of slaughter. In order to avoid thisproblem, animal owners must not inject productsinto high value cuts of meat and must handleanimals in ways that prevent bruising.READ AND FOLLOW DIRECTIONSON MEDICATION LABELSBefore giving any drug or medication, animalcaretakers should read and be prepared to followinstructions given on the label and package insert.This helps to eliminate possible residues or tissuedamage in meat animals at the time of sale. To besure you reduce the chance of reactions andminimize the risk of residues, check and followthese instructions on each label:

1. Dose (how much to give)2. Administration (how often is it given)3. Route of administration (how is it given)4. Warnings (what cautions need to be

considered)5. Withholding or withdrawal time (how

much time must go by before residues arereduced to safe levels)

6. Storage (how the product should be keptbetween uses)

7. Expiration date (how long the product canbe stored and still be usable)

KEEP A WRITTEN RECORDOF TREATMENTSIt may be difficult to remember exact dates andtimes for withholding periods. To be sure that theproper withholding time has passed when a treatedor medicated animal is offered for sale, it is best tohave a written record of treatment and the date oftreatment to refer to. A treatment record shouldinclude: the date the treatment was given; the nameof the drug; the amount of drug given; if injected,the location of the injection; the recommendedwithholding period. Kee_pinga written record oftreatments is_j_ust as important as reading the labelwhen it comes to minimizing the risk of residues.

B 11 COVI kVAIIILEIRE132


Have group participate inthe activity "Reading DrugLabels"


Educator / Leader GuideReading Drug Labels

What Do I Need to Know?PRESCRIPTION PRODUCTSSometimes a drug will be needed to treat an animalthat requires a veterinarian's prescription. In thiscase the law requires that the veterinarian know theperson, and has visited and examined the animal.Also it requires that the veterinarian be ready tocome see the animal when needed and that theperson is ready and willing to follow theveterinarian's directions. When the veterinarianprescribes a drug for an animal, the person mustfollow strict laws concerning the use of prescriptiondrugs."EXTRA-LABEL" DRUG USEA drug, used in a way that is not specifically shownon the label, is called an "Extra-Label" drug. Thisdrug will include a veterinarian's label whichincludes their name, address, and phone number. Itwill frequently include special instructions becauseit is prescribed for a particular animal or aparticular herd by a veterinarian who knows thatanimal or herd. It is illegal to use a drug in ananimal in any way that is not described on the labelof that drug. If used improperly, residues of the drugmay remain in the animal and may be harmful topeople drinking its milk or eating its meat. If aperson is not sure about a certain use of a productin an animal, the person should call theirveterinarian. The veterinarian may be able to give aprescription for use of that product for thatparticular situation.RESPONSIBILITIES AND OBLIGATIONSOF THE MARKET ANIMAL PRODUCERThe following are examples of drug misuse thatcould result in residues, make you legally liable,cloud the image of livestock shows, and definitelyerode consumer confidence:ow Using injectable anabolic steroid substances to

enhance muscle development in the animal. Thisis not an acceptable use for steroids. There areno withdrawal times established and their effecton consumer health is not known.Using diuretics to reduce the water content andthus the weight of show animals before they areweighed for classification. Use of these productsis not allowed without a veterinarian'sprescription. Withholding time is also a problembecause they are usually used within a few daysof slaughter.

COP7 ETAELLE11,3 Unit 5, Level 1I 3 3 Page 84

Educator/Leader Notes: I


What Do I Need to Know? Educator /Leader NotesUsing back pour-on insecticides as a "hairset" for beef show cattle. This practice is veryhazardous and a 30- to 45-day withholdingtime is required for most of these products.

oer Using tranquilizers and/or anesthetics tocalm animals. Tranquilizers can be used onlywith a veterinarian's prescription since notranquilizers or anesthetics are labeled formeat animal use.Illegal use of Clenbuterol and relatedcompounds is a public health concern.Clenbuterol is an illegal growth-promotingdrug that can induce weight gain and agreater proportion of muscle to fat in beef,sheep, and swine. It is a violation of FederalLaw to import, possess or use Clenbuterol infood animals.

3337 COIN' .0TMEABILE134

Have the group participatein the activity "ReadingDrug Labels"


Sample Label Outside ContainerReading Drug Labels

EXAMPLE OF LABEL FOUND ON OUTSIDE OF CONTAINER

Medication LabelName of Drug

Cautionsand Warnings

Quantityof Contents

TAKE TIPM

<0>OBSERVE LABEL

DETECTIONS

OMNIBIOTIC(hydrocillin)

Directions for use: See package insertActive Ingredients

discontinuedThe use of this drug must be

discontinued for 30 days before treated animalsare slaughtered for food. Exceeding the highest

recommended dosage level may result inantibiotic residues in meat or milk beyond the

withdrawal time.

Store between 2° and 8° C (36° and 46° F)Keep dry and keep away from light

Net Contents: 100 mlDistributed by

USA Animal Health, Inc.

WithholdingTimes

Storage

Name of Distributor



1E 0T COMT AVAIEUE3ILIE 135Unit 5, Level 1

Page 86

Sample Label----Package Insert InformationReading Drug Labels

EXAMPLE OF PACKAGE INSERT INFORMATION

Medication InsertName of Drug OMNIBIOTIC

(Hydrocillin in Aqueous Suspension)For use in Beef Cattle, Lactating and Non-Lactating

Dairy Cattle, Swine and SheepRead Entire Brochure Carefully Before Using This Product

For Intramuscular Use OnlyActive Ingredients: Omnibiotic is an effective antimicrobial preparationcontaining hydrocillin hydrochloride. Each ml of this suspension contains200,000 units of hydrocillin hydrochloride in an aqueous base.

Active Ingredients

Species and Animal Class

ApprovedUses Indications: Cattle: Bronchitis; footrot; leptospirosis; mastitis; metritis;

pneumonia; wound infections. Swine: Erysipelas; pneumonia. Sheep:footrot; pneumonia; mastitis: and other infections in these speciescaused by or associated with hydrocillin susceptible organisms

Recommended Daily DosageThe usual dose is 2 rid per 100 pounds of body weight

given once daily. Maximum dose is 15 ml /day.

Dosage

rCautionsand Warning

{Body Weight Dosage100 lbs. 2 ml300 lbs. 6 ml500 lbs. 10 ml750 lbs. or more 15 ml

Continue treatment for 1 to 2 days after symptoms disappear.

Caution: 1. Omnibiotic should be injected deep within the fleshy muscleof the neck or thigh. Do not inject this material in the hip or rump,subcutaneously, into a blood vessel, or near a major nerve because itmay cause tissue damage. 2. If improvement does not occur within 48hours, the diagnosis should be reconsidered and appropriate treatmentinitiated. 3. Treated animals should be closely observed for at least onehalf-hour. Should a reaction occur, discontinue treatment and administer

1epinephrine and antihistamines immediately. 4. Omnibiotic must bestored between 2° and 8° C (36° to 46° F). Warm to room temperatureand shake well before using. Keep under refrigeration when not in use.

Warning: Milk that has been taken from animals during treatment andfor 48 hours (4 milkings) after the last treatment must not be used forfood. The use of this drug must be discontinued for 30 days beforetreated animals are slaughtered for food.

SizesAvailable How Supplied: Omnibiotic is available in vials of 100 ml.

Route ofAdministration

StorageRequirements

WithholdingTimes

TAKE TIME

<0>OBSERVE LABEL

DIRECTIONS

MUT CO TT' AVAIIILA I:;1121.

r", r b_Unit 5, Level 1

Page 87

Outside Container Label ---- Guide to Reading Drug LabelsReading Drug Labels

Guide to Reading Drug Labels

Label on Outside of Container

Name of Drug

Active Ingredients: Chemical name(s) of what is in the drug.

Withholding Times: The time it takes for the drug/chemical to be used up by theanimal's body after it has been administered (or the time it takes a drug/chemicalto wear off). A residue is a substance that remains in an animal's body tissuesafter the animal has been exposed to that substance. The substance can enter theanimal's body as a feed or water additive, as an injection or external treatment,or simply by accident. Some substances leave an animal's body tissues a fewhours after exposure, but others may remain several months; some may neverentirely leave certain tissues during the animal's lifetime. To protect our foodsupply, the Food and Drug Administration (FDA) establishes and enforces rulesabout acceptable levels of particular residues. For some substances, no amountof residue is acceptable. The FDA also establishes withholding times for productsto ensure that unacceptable residues are not in a product when it is marketed.It is illegal to sell animals or animal products that contain residues exceedingFDA limits.

Cautions and Warnings: Tells things to be cautious about when using the product.Examples: a) Do not give to certain kinds of animals, b) do not give too much,c) pay attention to withholding times (see above).

Storage: You may not obtain the performance you expect from the drugs andchemicals you have if the expiration date has passed, if the storage temperatureis too hot or too cold, or if the products have been exposed to air or light. All theinformation you need to meet these requirements should be on the label of theproduct container. Check the expiration date on the label to be sure it has notexpired. Buy only quantities that can be used in a short time.

Quantity of Contents: Tells how much is in the container. Usually in metric units[liquid measure: 1 fluid ounce = 29.6 milliliters (ml); dry measure: 1 pint = 551milliliters (ml)].

Name of Distributor

is Can ETAIILA, I; 1 3Unit 5, Level 1

Page 88

Package Insert Information Guide to Reading Drug LabelsReading Drug Labels

Guide to Reading Drug Labels I

Package Insert Information(sometimes found on outer label)

Species and Animal Class: The species and animal class in which the drug is tobe used.

Approved Uses: The situation for which the drug is to be used. Indicates theparticular type of animal, condition, illness, etc.

Dosage: How much to give and how often/how many times given.

Route of Administration: (How is the product given to the animal?)Basically, there are three routes of administering medications:

1. Oral Route. Administering drugs through the mouth. Tablets, pills, capsulesand liquid medications are easily administered orally. A drenching tube, ballinggun, or oral dosage syringe is usually used to place the liquid or pill at the baseof the tongue at the back of the mouth. Make sure the medication goes downthe throat and the animal swallows it. Take care the animal is not choked bythe medication going down the trachea (windpipe). You can also administermedications in the animal's feed or water.

2. Topical Route. Applying the medication to the skin or to the mucousmembranes of the eyes, ears, nasal passages, or reproductive tract. Suchmedications are available as ointments, aqueous solutions, powders, andaerosols. Do not allow these products to come in contact with the animal'seyes, nose, reproductive tract, or mouth unless it is specifically formulated forthat use.

3. Injectable Route. Administering the drug directly into an animal's body witha syringe and needle. Injections are the most common method to administermedications. The label will specify which of the following injection methods touse.

Subcutaneous (sub Q) injections are accomplished by inserting the needle justunder the skin and not into the muscle! This is important because sub Qinjectables are designed for a slower rate of absorption or are highlyirritating to muscle tissue.Intramuscular (IM) injections are the most commonly used. This is accom-plished by inserting the needle straight into the skin and deep into themuscle.Intravenous (IV) injections are sometimes used. Some medications are labeledfor intravenous injection only, because they are strong irritants to muscletissue and can cause tissue damage. The IV route of administration providesa rapid means of getting the medication into the system of a sick animal aswell as eliminating the chance of tissue damage. IV injections are givendirectly into the bloodstream.

MEM Can' ETMILABIZ 138Unit 5, Level 1

Page 89

Educator/Leader Activity SheetReading Drug Labels

Promoting Animal Well-Being and ProductQuality Through Proper Animal Health Practices

Activity Sheet: Reading Drug Labels


DIRECTIONS

AHave the group break into teams of two to threepeople. Provide each team with a copy of theexample labels found on the outside and inside ofmedicated products. Using the informationcontained in the guide to reading drug labels, walkthe group through the information contained ontheir example labels ( both inside and outsidelabels). Once you have explained this information,hand out the worksheet on reading drug labels anda sample drug product (e.g., bottle of penicillin,bottle of lutalyse, etc.) and have the teams completethe worksheet using the information from theirdrug product. When this activity is complete, youmay wish to provide them with copies of the guidesto reading drug labels for home use.

DIRECTIONS

ATo demonstrate what a residue is, have thegroup break into groups of 2 to 3 people. Eachgroup should have a glass of chocolate milk, andsome cold water available. Have each group pourout the chocolate milk from their glass. Fill theglass with cold water and pour out. Repeat, havingeach group decide if there is any residue left on theglass between fills. Continue until there is noresidue.

1123337 con- 139

Observing : What newinformation did you learnby reading the label?

Relating A: Was theinformation easy to find?Why or why not?Inferring A: Whathappens when someonedoesn't read and followlabel information?Applying A: What stepswill you take next time youuse a pesticide ormedication? Can you thinkof other tasks you do athome or school for which itis important to read thedirections before you start?Observing A: Is thereanything left on the sidesof the glass?

Comparing : Howmuch "residue" is left onthe side of the glasscompared to last time?How many times did it takeyou until you couldn't seeany more "residue?"Applying A: How canyou make sure your animaldoesn't have any residuesfrom medication when itis slaughtered?


Educator/Leader Activity SheetReading Drug Labels


Injury to the animal, possible residues in animal products, and injury to humanscan result from not reading and following label information.Always read the label before using a product.It is important to read directions before answering a question, making cookies, etc.To make sure an animal doesn't have any harmful residues from medication whenslaughtered, adhere to the withdrawal time for the medication. The withdrawaltime for medication is analogous to the water in the glass. Each glass of watertook some residue with it, just like each day of withdrawal time takes some drugresidue with it.

On Your Own

Check labels of all animal health products in your home. Make sure the products areapproved for the species and type of animals that you have. Discard all products thathave exceeded expiration dates. If you find nonapproved products, contact aveterinarian for instructions.

33E7 COIF Y AVATELLE1,11-4 0 Unit 5, Level 1

Page 91

Worksheet Reading Drug LabelsReading Drug Labels

Worksheet: Reading Drug Labels(Use one sheet for each product analyzed)

ANSWER THE FOLLOWING QUESTIONS:

1. What is the name of the product?

2. For which species and for what type of animal is this product approved?

3. For what uses is this product approved?

4. What is the proper dosage?

5. How should the product be administered (route of administration)?

6. Is there a withholding period? If so, if the animal was treated today, howsoon could it or its products (e.g., milk, eggs) be marketed?

7. What is the expiration date?

8. What storage directions are indicated?

Taal' CCDT7 AVAIIILABIrg 141 Unit 5, Level 1Page 92

Unit 5, Level 2

Educator/Leader GuidePromoting Animal Well-Being and Product Quality

Through Proper Animal Health Practices

Administering Injectable Products

1 2

Educator/Leader GuideAdministration of Injectable Products


D.E. Hansen, R. Blauwiekel, J. Smith, J.B. Jeffreys,S.S. Whiteaker

Unit II: Promoting Animal Well-Being and Product QualityThrough Proper Animal Health Practices

Lesson Title: Administering Injectable Products

This Lesson Is About:


The importance of the health and well-being of theanimal and providing a safe and wholesome productto the consuming public

About the Subject:How to properly administer injectable productsImportance of complying with medication labelsThe responsibilities of an animal producer

About Themselves:How they are involved in the food chainTheir responsibilities to their animals and the consumerHow they can improve their animals' health plan


Life Skills:

Materials Needed:

Decision-making skillsCommunication skillsTeam Building skills

Critical Point #5 "Injections and Food Quality"One copy/person of handout #4Syringes, needles, oranges, colored water (preferablyin medicine bottles) enough for youths to have onefor each person or one per pair of youths.


A SOUND ANIMAL HEALTH PROGRAMDeveloping a good health program for your animals willhelp keep them free of disease and add to their comfort.In order to avoid all drug residues and injection sitedamage to quality meat cuts, the first priority must beto develop and maintain a sound herd health programthat reduces the risk of disease. The key ingredientsof a disease prevention plan include excellent nutrition,good animal care, keeping animal surroundings cleanand using a

8 3E7 COPY AVAIIEBILIE, ,

View Critical Point#5 "Injections andFood Quality"




carefully chosen vaccination program. Because all these factorsmay affect the health and well-being of the animal and or herd,consult with several experts including veterinarians, leader/advisors or local county extension agents for specific detailson plan development.

AVOID DAMAGE FROM INJECTIONS(SHOTS) AND BRUISESMany products used to protect against disease, treat sickanimals or increase growth, cause damage to the meat evenwhen properly injected into the muscle. The damage producesan abscess or scar that may remain in the meat after theanimal is slaughtered. These areas of damage must betrimmed from the meat and thrown away. Similar damageresults from bruises that animals have received before beingsent to slaughter. For example, it is not uncommon to findbruise damage on the jowls and sides of hogs that have beenshown within a few days of slaughter. In order to avoid thisproblem, animal owners must not inject products into highvalue cuts of meat and must handle animals in ways thatprevent bruising.

PROPER ADMINISTRATION OFINJECTABLE PRODUCTSFor any injectable product to be effective in preventing disease,treating sickness, or increasing productivity it must be donecorrectly. This means the proper location, according to label orprescribed dosage, and by the proper route of administration.If done incorrectly, an injection can cause damage to the tissueand lead to carcass trim (meat that must be trimmed from thecarcass before processing) in finished meat animals. Encouragemembers to be careful, pay attention to proper injectionprocedures, and don't hesitate to ask for help if they need it orto defer to an expert (i.e., parent, leader/teacher, veterinarian)if necessary.

CLEANLINESSCleanliness and sterile techniques are of extreme importancein the administration of all vaccines and medicines. Injectionsgiven in dirty or wet conditions and without proper sanitationcan cause abscesses at the injection site. Abscesses can alsobe caused by the product itself even with sterile techniques.Surface abscesses can result in significant carcass trim at theprocessing plant. Injections given without proper sanitationmay cause cross-contamination of disease organisms

IT con AVATIIERIE

When productsare injected intomuscle, the musclefibers are forcedapart causing damage.The more volumeof product injected,the more tissue isdamaged. The more"foreign" the productis to live muscle,the longer it takesto be absorbed intothe body.



What Do I Need to Know?from one animal to another. Clean and sterileneedles and syringes should be used at all times.Sterile disposable needles are convenient andadequate for most procedures. They will remainsterile until the seal is broken. To avoidcontamination, clean needles and non-disposablesyringes with soap and hot water and sterilize beforeuse. Use a disinfectant tray and sponge to disinfectthe needle between each animal. Change thedisinfectant solution and clean the sponge if eitherbecome visibly dirty. Do not use chemicaldisinfectants with modified live vaccines becausethey will kill the vaccine, thus decreasing oreliminating immunity. Using a nurse needle in thebottle also helps prevent contamination fromanimal to animal. A sterile needle is used to fill thesyringe and another needle is attached to thesyringe for injecting the animal. Finally, injectinganimals when they are wet increases the possibilityfor contamination. During bad weather, extra careshould be taken to see that the injection site is freeof manure and dirt.PROPER RESTRAINT OF THE ANIMALAdequate restraint of the animal is extremelyimportant. Proper administration of animal vaccinesand medicines cannot be accomplished withoutgood restraint. Excessive movement of the animalmay botch an injection. Adequate restraint isessential for the welfare of the animal as well as forthe people handling it.ADMINISTERING INJECTABLE MEDICATIONSBasically, there are three routes of administeringmedications:1. Oral Route. Administering drugs through themouth. Tablets, pills, capsules and liquidmedications generally are easily administered orally.A drenching tube, balling gun, or oral dosage syringeis usually used to place the liquid or pill at the baseof the tongue at the back of the mouth. Make surethe medication goes down the throat and theanimal swallows it. Take care the animal is notchoked by the medication going down the trachea(windpipe). You can also administer medications inthe animal's feed or water.2. Topical Route. Applying the medication to theskin or to the mucous membranes of the eyes, ears,nasal passages, or reproductive tract. Suchmedications are available as ointments, aqueous

33E7 COTT AV 1U 145

Ediumator/Leader Notes

If the animal is notcontrolled, the needlemay slip causinginjury to someone orcausing the injectionto be administeredimproperly.


Educator / Leader GuideAdministration of Injectable Products

What Do I Need to Know?solutions, powders, and aerosols. Do not allowthese products to come in contact with the animal'seyes, nose, reproductive tract, or mouth unless it isspecifically formulated for that use.3. Injectable Route. Administering the drug directlyinto an animal's body with a syringe and needle.Injections are the most common method used toadminister medications. The label will specify whichinjection technique to use (see below).Injections done improperly can cause manyproblems. Always try to give injections under clean,dry, and sanitary conditions. Restrain the animalproperly before administering injections. Neverinject a substance meant to be given orally orexternally.Select the injection site carefully. Selecting aninjection site in the neck or lower thigh will helpprevent excessive trim and the possible loss ofexpensive meat cuts. Always use needles that are nolarger than necessary to adequately complete theinjection. Finally, be sure the volume of solutioninjected is appropriate for the type of injection.INJECTION TECHNIQUESSubcutaneous (Sub Q) injection is accomplished byinserting the needle just under the skin and notinto the muscle! The "tent" method is the bestmethod to use. This method is accomplished bypulling the skin away from the animal's body andinserting the needle into the fold of the skin andnot into the muscle. The loose skin on either side ofthe neck is an excellent site for this injection.(Note: It is important to restrain the animalproperly so the needle doesn't slip). Use a needlethat is less than 1 inch long.Intramuscular (IM) injection is accomplished byinserting the needle straight into the skin and deepinto the muscle. A 1-inch, 16- or 18-gauge, needleworks the best. A 1 1/2-inch needle may be neededfor large cows and bulls. After the needle is placedinto the muscle the injection can be made. Be surethe needle is held in place for at least two secondsbefore removing. This cuts down on medication"leak back." Neck muscles are preferred as injectionsites. A secondary site for IM injections is the backof the thigh. Inject straight in, not from the side.

TEET COPY OVA TLA4 ti

I if 6


There are three waysto inject products:

Subcutaneous (SubQ)Intramuscular (IM)Intravenous (IV)


Educator /Leader GuideAdministration of Injectable Products

What Do I Need to Know? Educator/Leader NotesFourteen gauge needles are not recommended for IMinjections. (Note: Intramuscular injections for allinjectable products should be avoided wheneverother labeled routes of administration areavailable).Intravenous all injection is given directly into thebloodstream. Normally the jugular vein in theanimal's neck is the best site. Proper IV injectionsrequire skill because the vein must be located.Penetration depth is also critical so that themedication is directed into the bloodstream. Do notattempt IV injections unless the animal is properlyrestrained and you have proper training.Intramammary (IU) injection is given directly intothe udder through the streak canal at the end oropening of the teat. The teat end must be cleanedand disinfected before the injection procedure isbegun. Use specifically made blunt end needlescalled teat canulas for injections, otherwiseexcessive tissue damage may occur. After the teatend has been prepared, gently insert the teat canula1/4 inch into the teat opening and inject themedication into the milk holding compartment ofthe udder. You may massage the base of the udderabove the injected teat to aid in drug dispersioninside the udder.HOW MUCH TO INJECTThe volume of solution injected at one site willdirectly influence tissue damage, scar tissue and thepotential for abscesses. If no specificrecommendations are given on the label, a good ruleof thumb is to limit volume to no more than 10 ccat any intramuscular site in a 1,000-pound animaland 5 cc at any site in a young animal or one thatweighs less than 400 pounds. If a product must begiven several times over a period of a few days (anantibiotic, for example), vary the injection site fromday to day.KEEP A WRITTEN RECORD OF TREATMENTSIt may be difficult to remember exact dates andtimes for withholding periods. To be sure that theproper withholding time has passed when a treatedor medicated animal is offered for sale, it is best tohave a written record of treatment and the date oftreatment to refer to. A treatment record shouldinclude: the date the treatment was given; the nameof the drug; the amount of drug given; if injected,

BEN COFT 0E111E12 147

Vaccines are usuallygiven Subg or IM. Subgis preferred to avoidmuscle damage.

Antibiotics may beinjected SubQ, IV, orIM. FOLLOW THEDIRECTIONS ON THELABEL.

To minimize muscledamage, minimize thevolume of the product.10cc per site is themaximumrecommended. If morethan 10cc must begiven, administer insites at least 5" apart.



What Do I Need to Know?the location of the injection; and the recommendedwithholding period. Keeping a written record oftreatments is just as important as reading the labelwhen it comes to minimizing the risk of residues.NEEDLE DO'S AND DON'TS

Do Use the Correct Needle. Adjust the needlelength according to the injection method and thesize of the animal. Using needles larger thannecessary contributes to possible abscess problemsand leakage of the medication from the injectionsite when the needle is removed. A 14-gauge needleis not recommended it is twice the diameter of a16 gauge, which increases the risk of leak back andtissue damage ( SubQ: 16- or 18-gauge, 1/2" to 3/4"long. IM: 16- or 18- gauge, 1" to 1 1/2" long).

Do Clean the Injection Site. Injecting into aspot that is damp, muddy or covered with manuregreatly increases the risk of infection.

Do Change Needle Frequently. It may seemexpensive at the time, but the alternative could bemuch more costly. Also if a needle develops a bendor burr, discard it immediately, because it will tearthe tissue.

Do Mark and Separate Syringes. Use differentsyringes for modified live vaccines and for bacterinsor killed products. It helps to mark the modified livesyringes with red paint or tape and keep themseparate.

Don't Use Dull, Bent, and Barbed Needles. Theywill cause more abscesses and tissue damage thanwill sharp needles.

Don't Use Disinfectants when CleaningModified Live Vaccine Syringes. The disinfectantcould destroy modified live vaccines that you laterput in the same syringe.

Don't Mix Products. If traces of bacterin are leftin a syringe that is later used for a modified liveproduct, the bacterin could destroy the modified livevaccine. Also, mixing products can damage carcasstissue.

Don't Spread Infection by going back into thevaccine bottle with the same needle you use tovaccinate. If the needle is contaminated from aninfected animal, you'll also contaminate the vaccineand possibly the next animals.

143D33231' COPY DELL-13311E



Educator/Leader Activity SheetAdministering Injectable Products

Promoting Animal Well-Being and Product Quality through ProperAnimal Health Practices

Activity Sheet: Administering Injectable Products

Activity Dialogue for Critical Thinking I

DIRECTIONS

L. Review proper injection procedures and usingan orange demonstrate loading a syringe, andperforming SubQ and IM injections. Use differentcolored water for SubQ and IM injections to moreeasily demonstrate the difference between the twomethods. After the injections are made, cut theorange open to show where the water was actuallyinjected.Once you have demonstrated the injectionprocedure, have the group break up into pairs.Each group should have an orange, plastic needlesyringe, and two different colors of water. Ifpossible, the colored water should be provided inmedicine bottles so that the youths may practiceloading a syringe. Have the youths perform both IMand SubQ injections on their oranges and share theresults with the rest of the group.

TB2511' COPY AV A111/013 149

Observing Where did the"medication" go when youattempted a SubQ injectionversus an IM injection? Wasthere any air in your syringe?

Relating A What problemsor difficulties did youencounter? Which injectionwas most difficult toadminister?

Inferring La What wouldhappen if the injections weredone incorrectly?

Applying Lam: What steps doyou need to take next time youperform your own injections?What injections have you givento your animals in the past?What injections will you give toyour animals now that youknow how? What injectionswill you ask someone else toperform?How will you decide who shouldgive the injections and why?How do you plan to improveyour animal health program byusing what you have learned inthis lesson?


Educator/Leader Activity SheetAdministering Injectable Products

You May Want To

Invite a veterinarian to demonstrate on real animals proper injectionprocedures. To follow up, students could inject oranges or real animals.Include a discussion regarding injection site selection and quality assurance.Posters of animals or real animals can be used to indicate location of injectionsites.Contact area butchers or slaughter houses to secure samples of meat that havebeen injected improperly (abscessed, bruised, etc.).


Injections done improperly can cause many problems both with animal well-beingand product quality.Always read the label before using a product. Always give the injections underclean, dry, and sanitary conditions. Restrain animal properly before administeringinjections. Selecting an injection site in the neck or lower thigh will help preventexcessive trim and possible loss of expensive meat cuts.

23357 COPY AVAILLETA 15 0 Unit 5, Level 2Page 100

Youth HandoutAdministration of Injectable Products

Handout: Proper Injection ProceduresWHAT DO I NEED TO KNOW?Basically, there are three routes of administeringmedications:1. Oral Route. Administering drugs through themouth. Tablets, pills, capsules and liquid medicationsgenerally are easily administered orally. A drenchingtube, balling gun, or oral dosage syringe is usuallyused to place the liquid or pill at the base of thetongue at the back of the mouth. Make sure themedication goes down the throat and the animalswallows it. Take care so that the animal is notchoked by the medication going down the trachea(windpipe). You can also administer medications inthe animal's feed or water.2. Topical Route. Applying the medication to theskin or to the mucous membranes of the eyes, ears,nasal passages, or reproductive tract. Suchmedications are available as ointments, aqueoussolutions, powders, and aerosols. Do not allow theseproducts to come in contact with the animal's eyes,nose, reproductive tract, or mouth unless it isspecifically formulated for that use.3. Injectable Route. Administering the drug directlyinto an animal's body with a syringe and needle.Injections are the most common method toadminister medications. The label will specify whichinjection technique to use (see below).Injections done improperly can cause many problems.Always try to give injections under clean, dry, andsanitary conditions. Restrain the animal properlybefore administering injections. Never inject asubstance meant to be given orally or externally.Select the injection site carefully. Selecting aninjection site in the neck or lower thigh will helpprevent excessive trim and the possible loss ofexpensive meat cuts. Always use needles no largerthan necessary to adequately complete the injection.Finally, be sure the volume of solution injected isappropriate for the type of injection.INJECTION TECHNIQUES:Subcutaneous (SubQ) injection is accomplished byinserting the needle just under the skin and not intothe muscle! The "tent" method is the best method touse.

. IL

POINTS TO EMPHASIZE

There are four ways toinject products:

Subcutaneous (SubQ)Intramuscular (IM)Intravenous (IV)Intramammary (IU)



WHAT DO I NEED TO KNOW?

This method is accomplished by pulling the skin awayfrom the animal's body and inserting the needle intothe fold of the skin and not into the muscle. The looseskin on either side of the neck is an excellent site forthis injection. (Note: It is important to restrain theanimal properly so the needle doesn't slip). Use aneedle that is less than 1 inch long. (Note: The SubQroute should be the only route of injection forclostridials).Intramuscular (11W injection is accomplished byinserting the needle straight into the skin and deepinto the muscle. A 1-inch 16- or 18-gauge needleworks the best. A 1 1/2-inch needle may be needed forlarge cows and bulls. After the needle is placed intothe muscle the injection can be made. Be sure theneedle is held in place for at least two seconds beforeremoving. This cuts down on medication "leak back."Neck muscles are preferred as injection sites. Asecondary site for IM injections is the back of thethigh. Inject straight in, not from the side. Fourteengauge needles are not recommended for IM injections.(Note: Intramuscular injections for all injectableproducts should be avoided whenever other labeledroutes of administration are available).Intravenous (IV) injection is given directly into thebloodstream. Normally the jugular vein in the animal'sneck is the best site. Proper IV injections require skillbecause the vein must be located. Penetration depthis also critical so that the medication is directed intothe bloodstream. Do not attempt IV injections unlessthe animal is properly restrained and you have propertraining.Intramammary (IU) injection is given directly intothe udder through the streak canal at the end oropening of the teat. The teat end must be cleanedand disinfected before the injection procedure isbegun. Use specifically made blunt end needlescalled teat canulas for injections, otherwise excessivetissue damage may occur. After the teat end has beenprepared, gently insert the teat canula 1/4 inch intothe teat opening and inject the medication into themilk holding compartment of the udder. You maymassage the base of the udder above the infected teatto aid in drug dispersion inside the udder.

POINTS TO EMPHASIZE

Vaccines are usuallygiven SubQ or IM.SubQ is preferredto avoid muscledamage.Antibiotics maybe injected SubQ,IV, or IM.FOLLOW THEDIRECTIONSON THE LABEL.To minimizemuscle damage,minimize thevolume of theproduct. I Occper site is themaximumrecommended.If more than 1 Occmust be given,administer in sitesat least 5" apart.



WHAT DO I NEED TO KNOW?

HOW MUCH TO INJECT. The volume of solutioninjected at one site will directly influence tissuedamage, scar tissue and the potential for abscesses. Ifno specific recommendations are given on the label, agood rule of thumb is to limit volume to no more than10 cc at any intramuscular site in a 1000-poundanimal and 5 cc at any site in a young animal or onethat weighs less than 400 pounds. If a product mustbe given several times over a period of a few days (anantibiotic, for example), vary the injection site fromday to day.

NEEDLE DO'S AND DON'TS.Do Use the Correct Needle. Adjust the needle lengthaccording to the injection method and the size of theanimal. Using needles larger than necessarycontributes to possible abscess problems and leakageof the medication from the injection site when theneedle is removed. A 14-gauge needle is notrecommended - it is twice the diameter of a 16 gauge,which increases the risk of leak back and tissuedamage (SubQ: 16- or 18-gauge, 1/2" to 3/4" long.IM: 16- or 18- gauge, 1" to 1 1/2" long).Do Clean the Injection Site. Injecting into a spotthat is damp, muddy or covered with manure greatlyincreases the risk of infection.Do Change Needle Frequently. It may seemexpensive at the time, but the alternative could bemuch more costly. Also if a needle develops a bend orburr, discard it immediately because it will tear thetissue.Do Mark and Separate Syringes. Use differentsyringes for modified live vaccines and for bacterins orkilled products. It helps to mark the modified livesyringes with red paint or tape and keep themseparate.

Don't Use Dull, Bent, and Barbed Needles. Theywill cause more abscesses and tissue damage thanwill sharp needles.

Don't Use Disinfectants when Cleaning ModifiedLive Vaccine Syringes. The disinfectant coulddestroy modified live vaccines that you later put inthe same syringe.

r

POINTS TO EMPHASIZE



WHAT DO I NEED TO KNOW?Don't Mix Products. If traces of bacterin are left in asyringe that is later used for a modified live product,the bacterin could destroy the modified live vaccine.Also, mixing products can damage carcass tissue.Don't Spread Infection by going back into thevaccine bottle with the same needle you use tovaccinate. If the needle is contaminated from aninfected animal, you'll also contaminate the vaccineand possibly the next animals.

POINTS TO EMPHASIZE


Unit 6, Level 1

Educator/Leader GuidePublic Perception of Animal Agriculture

Care of Animals in Public Settings

Educator /Leader GuideCare of Animals in Public Settings


S.S. Whiteaker, J.R. Busboom, J.A. Newman

Unit VI: Public Perception of Animal Agriculture

Lesson Title: Care of Animals in Public Settings

This Lesson Is About: How people's feelings towards raising animals for foodare affected by care of animals in public settings.


About the Subject:The effect of their actions on public perception ofagricultureImportance of creating a positive impression

About Themselves:That they are responsible for the well-being of theiranimalsThat they affect how people perceive animalagriculture



Materials Needed: Critical Point #7"Where Does My Hamburger Come From?"

What Do I Need to Know?People's feelings towards raising animals for foodare affected by many things. An animal producerplays an important part in how the public seesanimal agriculture. Not everyone thinks it's O.K. toraise animals for food. Most people agree thatanimals should be given the best care possible.These personal beliefs are affected by experiencesthat people have had in the past. Futureexperiences will affect how people think aboutraising animals for food.Animal producers and exhibitors have aresponsibility to make sure that people have goodfeelings about how animals are raised and shown.People want to make sure the animals are

31E7 COIN AVELLBRE

1 5b

Educator/Leader Notes 1

View Critical Point #7"Where Does MyHamburger Come From?"


Educator/Leader GuideCare of Animals in Public Settings

What Do I Need to Know?treated well. They want to make sure that adequatewater, feed, and comfort are provided.Also, people who eat meat want to make sure that itis not contaminated with synthetic hormones,muscle-enhancing drugs, antibiotics, or pesticides.It is the member's job as a producer of animals tomeet these people's expectations.Attitudes towards animal agriculture can be greatlyinfluenced by animal events such as the local fair.In addition to your animal being on display, the wayyou raise and treat your animal is also on display.For this reason, members should do everything theycan to create a positive public feeling towards themand their animals. An adequate supply of qualityfood, bedding, and water as well as proper animalhandling practice both at home and at the showfosters positive impressions.Individual members play the most important role inmaking sure that the food they produce is drug-freeand the way in which they produced it was good forthe animal.The young producer has access to a unique forum toeducate the public. The local fair (and the animalbarns in particular) attracts a diverse population ofpeople whose knowledge of animal productionpractices varies greatly. A young producer caninform the public about food safety and qualitypractices followed by today's agribusiness.Educational displays and demonstrations areexcellent ways to impart information to a publicwho would not otherwise obtain the information.Having youths teach people about animals andanimal agriculture allows them to play a positiverole in informing the public and leads to positivepublic impressions towards animal agriculture andyouth livestock programs.

1/01r C0117 AVM/AM 157

Edudator/Leader Notes I

Write down importantpoints on a board, flipchart, or overhead.

Have the groupparticipate in theactivity "PlanningEducational Displays."




Activity Sheet 1: Planning Educational Displays


In this activity, your group should decide on a topicfor an educational display. Some possible topics are:

Animal behavior and animal handlingTotal quality managementHACCPFeed storageFeed and water qualityAnimal healthAnimal stress

The educational display you develop may stimulatethought, teach facts, or show a process. It may alsoresult in action on the reader's part. The educationaldisplay could be a poster, a tabletop display, amobile, or a large display. Often displays have lessthan 60 seconds to get their messages across, soplanning is important. Have your group choose asubject area for the display. Once the group hasdecided on the subject area help the group select atitle that will:

Identify the exhibit (tell the content)Be short and simple (4 to 5 short words)Attract attention (motivate audience tocontinue reading)

Once a title has been chosen, construct an outlineof the subject matter that the group would like topresent. At this point, you may want to break theyouths into small groups, each developing one or twoaspects of the outline. When the subject matter to beincluded in the display is developed, have the groupschoose attention-grabbing techniques to display theinformation. Some attention grabbing techniquesare:

Actual objectsModelsIllustrationsMotionLightingColorContrasts

IBIn COIN' ErkEILEBILIE158

CommunicatingWhat do you think thepublic should know aboutanimal agriculture? Ofthese topics, which onewould you like to educatethe public about?

OrganizingWhat form of educationaldisplay should we make(e.g., poster, table topdisplay, mobile)?

What should we call thedisplay?

What things about ourtopic do we want thepublic to know? (helpsgroup to create anoutline)

What types of thingsshould we use to grabthe public's attention?



Activity'Dialogue for

Critical ThinkingLettering in the display should be:

Consistent in styleHorizontalBold enough to be read easily from adistance; consider line thickness as well asletter size

Letter Size for Visibility(with good light, good eyes, and good color)

Viewing Distance Min. Letter Size Line Thickness10 feet 1/2 inch 3/32 inch20 feet 3/4 inch 1/8 inch

30 feet 2 inches 5/16 inchWhen selecting colors to use in the displayremember that color can turn even anuninteresting display into one that attractsand teaches.Limit to 2 to 3 colors, with 1 beingdominant.Neutral or soft colors are best forbackgrounds (grays, light greens, light blues,pale yellows, white).Bright or intense colors are best for smallerareas or the center of interest (brightyellows, reds, oranges).Dominant colors are best for the lettering(black, dark blue).Combinations such as black on yellow or redon white are easier to read than those thatare complementary-red on green or yellow onviolet.

When selecting material, keep the following pointsin mind:Backgrounds-cardboard, wallboard, plywood,pegboard, fabrics, corrugated paperIllustrations-photos, cutouts, drawings, cartoons,objectsLettering-use felt-tipped pens, speed-ball penswith wide points, brushes, stencils, cutout letters,or rubber stamps for lettering. Keep letteringsimple, clear and well spaced. Mount cutoutletters with a quick-drying glue.

MET COIF7 AVERAIM

1UUnit 6, Level 1

Page 108



Critical ThinkingFasteners-Use casein glue, rubber cement,staples, tacks, masking tape, or cellophane tape.Rubber cement is best for mounting photographs,paper, or thin cardboard and cutout letters.Casein glue is probably most convenient andeconomical.Determine arrangement. Strive for a simple,uncluttered effect.

Lettering is usually dominantRead from left to right; top to bottomLead eye to center of interest (but not deadcenter)

Once the display is finished (or perhaps after theevent) ask the youths how they feel about how thedisplay turned out.

Material adapted from EM4573, 4-H EducationalDisplay Guidelines, Washington State UniversityCooperative Extension.

3E51° COPT' AVERLE31112160

Comparing A Do youthink the display conveyedthe information we set outto communicate?

Relating A Where willbe the most effective placeto put the display?

Inferring A How doescreating a display affectconsumer perceptions ofanimal agriculture?


Unit 6, Level 2

Educator/Leader GuidePublic Perception of Animal Agriculture

Activists and Talking to the Media

161

Educator/Leader GuideActivists and Talking to the News Media


S.S. Whiteaker, J.R. Busboom, J.A. Newman


Lesson Title: Activists and Talking to the News Media

This Lesson Is About: How people's feelings towards raising animals for foodare affected by care of animals in public settings.


About the Subject:The effect of their actions on public perception ofagricultureImportance of creating a positive impressionImportance of a well-informed spokesperson

About Themselves:That they are responsible for the well-being of theiranimalsThat they affect how people feel about animalagriculture



Materials Needed: Critical Point #7"Where Does my Hamburger Come From?"

What Do I Need to Know?Educator/ Leader

NotesHuman conflicts arise when a situation orcondition exists in which someone or something isthreatened.Animal Welfare/Rights problems exist when peoplebecome aware that animals are handled (raised) in away in which they do not like.Animal Welfare/Rights problems become issueswhen two or more people or groups of people disagreeabout the scope, seriousness, or the appropriatesolution to the problem. The position taken by aperson on an issue is directly related to personalbeliefs and values. Beliefs are ideas that a personbelieves are true, even though in reality they may

333? COPY AVAllikna 162

View the video segmentCritical Point #7 "WhereDoes My HamburgerCome From?"


Educator / Leader GuideActivists and Talking to the News Media

What Do I Need to Know:Educator/Leader

Notesnot be true. Often a person's beliefs are stronglyrelated to his or her values. A value is thecomparative worth a person places on something.Each individual has personal values that develop inresponse to past experiences. Values may involvemoney, beauty, prestige, or other things. Beliefs andvalues help people make decisions and choices whenthe possible answers are not clearly right or wrong.Opinions are based on logic, emotions, or philosophy.Often opinions can be based on misinformation.

(The above background information is borrowed from:Alaska Model Science Curriculum, AK Department ofEducation, Juneau, AK)

People referred to as animal activists often don'tthink it is right to raise animals for food. Thesepeople may attend animal events to protest againstraising animals.Clubs should plan ahead to handle situations suchas these. Before the animal event takes place,appoint someone as a spokesperson to respond toanimal activists. Conduct a meeting in advance ofthe animal event. Invite all parents, fairmanagement and employees, youth club advisors andmembers. Also consider inviting your countyextension personnel. At this meeting establish arule that only one person is authorized to speak onbehalf of the event (e.g., fair or show). A backupspokesperson should also be chosen. These peopleshould be even-tempered, knowledgeable and shouldfield questions from the media and any outspoken orconfrontational animal activists.Clubs should also consider appointing someone tomonitor animal handling.This person should inspect livestock housing areasfor overcrowding, frequency of stall cleaning, amountof bedding, adequate food and water, as well asmethods of restraint and handling.An action/reaction plan should be in place for allmembers and parents in the event that picketers orprotesters appear at the fair. Do not confrontdemonstrators. Animal rights activists wantpublicity. They get it by starting a confrontation.

mou C077 AVAITIEELIE 163

Jot down importantpoints on a board, flipchart, or overhead.


Educator /Leader GuideActivists and Talking to the News Media

What Do I Need to Know?Educator / Leader

NotesGetting into an argument or "shouting" match iswhat they want. Confronting them will not changetheir mind and will only draw more attention to theirefforts. Calmness and tolerance are the mosteffective attitudes to take towards animal rightspicketers or demonstrators. If animal activistsbadger or harass youths, monitors should call for thespokesperson to deal with the activists. If protestersare disrupting your activities or exhibition area, askthem to stop. If this does not work, requestassistance from event officials, security, or call thepolice. Remember, no matter how annoying, theactivists have a Constitutional First Amendmentright to be on public property as long as they obeythe law.A reporter may want to ask a youth about his or herparticular animal project. In this case the youthshould respond freely. However, if the reporter wantsto know about other youth projects or youth groupsin general, the youth should suggest that thereporter talk to the show spokesperson. If you don'tfeel comfortable answering a question (i.e., ahypothetical situation), tell the reporter that. Don'tbe evasive. Be as honest and forthcoming aspossible, while still being in charge of theinformation you want to impart. Remembereverything you say is fair game. Nothing is "off therecord." An interview is not necessarily over becausethe reporter turns off the tape recorder, camera, orcloses the notebook.

32E7 COM' AVAILLIBIE 1 6 4

Have the groupparticipate in theactivity "AnimalActivists and Talking tothe Media."


Role-Play Cards Educator/Leader Activity SheetAnimal Activists and Talking to the News Media


Activity Sheet 2: Animal Activists and Talking to the Media

In this activity, youths are assigned roles that they will act out in a fair boardmeeting role-play situation. You will act as the chairperson, guiding thediscussion. Depending on the maturity and skill of your group, you may needto spend time reviewing the cards and giving examples of how to 'play the role'.The directions below specifically describe how to run the role-play. Theobjective of the role-play is to make recommendations for what the fair boardshould do.


Critical ThinkingDIRECTIONS

Z\ There are six different fair board meeting roleplay cards. Copy and cut enough cards so that eachmember in your group can have one. (It is OK formore than one youth to have the same role.)Choose an animal welfare /rights concern that thegroup would like to use for the role-play. You canuse one from the list of concerns shown at the end Communicating Aof this lesson, or come up with your own. Which concern wouldReview the facts describing the chosen concern with you like to discuss?the group by doing the following:

1. Divide the group into pairs, with each pairhaving one or two fact cards.

2. Instruct the pairs to describe a fact card totheir partners.

3. Bring the groups together and ask each youthto share with group what they think the factcard represents.

Randomly hand out the role-play cards.Allow time for the youths to read the cards and askmany questions (privately to you). Youths shouldkeep the information on the cards to themselves.To begin the role play:

Read or have one of the youth volunteers readthe role-play scenario description to the group.

Begin the role play and continue, preferably, 20 to30 minutes.

.113327 COIF T ETAILEM165 Unit 6, Level 2

Page 113


ActivityUse the questions below to direct the discussion:As leader during the fair board meeting role play,you will take on the role as the fair boardchairperson. Your role is to keep things moving,insure that everyone has an opportunity to sharetheir point of view, and encourage the youths toanswer the following questions:1. How serious is the animal rights/welfare

concern?2. Should we really be concerned about it?3. What should we do? (Get advice from public on

what action, if any, should be taken.)Note: It is helpful to take notes (on flip chartpaper) so that everyone can see that their point ofview is represented.The following strategies will stimulate discussionduring the town meeting role play.1. As the chairperson you may want to identify the

specific concern the group is addressing andstate the facts, again.

2. Focus on the positive at first.3. Have all sides state their interpretation of the

concern, for example:a. As an advocate of this position, how would

you describe the problem?b. As someone who is not worried, how would

you describe the concern?4. When youths make statements, ask questions

like:a. Can anyone add to that?b. How does that make you feel?c. How could you state that differently?

To bring closure to the fair board meeting role play,ask the group to give the chairperson clear directionon what action to take. Describe the importance ofcompromise.

3IEC1[ COPY AVARZA18312


Observing: 0: Youthswill be observing(exploring) the varyingpoints of viewsurrounding the animalrights/welfare issue. Inaddition, they will becommunicating theirassigned point of view onthe issue.




Critical Thinking

Debrief from the role-play by asking the followingquestions to direct the discussion.(Debriefing is when youth explain how they feltabout the role play).

1. How did each person feel about their role?2. Did you think the roles described real points

of view?3. Did any one opinion win out? Why?4. How does your personal opinion compare to

the one you role-played?

Note: Depending on how responsive and involvedthe group is in the role play, the instructor maywish to do the role play again at the next groupmeeting.

3i it COPY AVA1111111Ei7

Relating A Youthswill relate (reflect) theirexperiences in the roleplay by describing theirfeelings about theirassigned roles.

Comparing A Youthswill also reflect on theirexperiences bycomparing their personalopinions to the rolesthey played.

Apply A Youths willapply their under-standing about issues bydescribing what makes aconcern an issue.



Role-Play ScenarioRead this before you begin the fair board meeting role play.

The fair board of your community (your instructor) hasreceived complaints about the way animals are treated atthe local fair. The fair board has called an open meeting ofcommunity members (the assigned roles) to find out whatcommunity members think about the concerns. Your goalfor this meeting is to develop a plan of action addressingwhat to do about the concern.

You may choose:

Option 1How to take action to improve this animalcare problem.

Option 2How to determine the seriousness of theconcern.

List of ConcernsAnimals are often seen being roughly handled at the fair.Bruised carcasses from animals bought at fairs are common.Animals at the fair are lying in pens with unsanitary bedding.The animals seem crowded in pens, and don't have room to lie down.Many animals have been left tied and unattended. Some have been injuredand some had to be destroyed at the fair.People who have animals at the fair have been involved in confrontationswith animal activists. These confrontations have been televised.The local fair was exposed on television. The reporter found some animalswere not fed or watered regularly, and their bedding was not changed fordays.

1.63 Unit 6, Level 2Page 116


Role-Play CardsPhotocopy enough of these so that you will have enough role-play cards for thenumber of youths in your group. More than one person may play the samerole, but try to have as many roles represented as possible.

Citizen AWho are you?You are an average citizen who has no background in animal production oragriculture.Who do you blame?You like to go to the fair and see the animals with your children. You areconcerned that the animals not be mistreated. You want your children to havea positive experience at the fair.What should be done?You feel that the fair board should make sure that the animals are not beinghurt. You don't believe in animal rights, but you think everything possibleshould be done to protect animals. You would like to learn more about howanimals are raised.

Citizen BWho are you?You are an animal rights activist. You don't think animals should be used foranything. Ideally, you would like to see all animals set free and allowed to liveas they want and deserve.Who do you blame?You think that the fair is taking advantage of the animals and using them toattract visitors and turn a profit. You also blame the producers of animalswho don't care about the animals and are merely "factory farmers."What should be done?You think the fair should be closed to animal shows. The only thing at the fairshould be a carnival and domestic displays such as arts and crafts or cooking.



Citizen CWho are you?You are a farmer and the past five generations of your family have beenfarmers. You raise livestock for a living and have children who show at thefair.Who do you blame?You blame the fair's problems on poor management, supervision, andeducation.What should be done?You think that all people showing at the fair should possess a basic knowledgeof animal care and be tested on this knowledge. You also think that the fairshould organize some way to monitor animal well-being.

Citizen DWho are you?You are a member of the media. You don't have a lot of background withanimals but often cover local fairs. You have seen problems like the one beingaddressed at this meeting before.Who do you blame?You think that its OK to show animals, but that animals are often mistreated,especially when at the fair. You wonder if they are also mistreated at home.What should be done?You feel that someone should make sure that animals are not being mistreatedat the fair and that the parents and teachers should take a more active part inmaking sure that animals are not mistreated.



Citizen EWho are you?You are a young person who raises and shows animals. You don't live on afarm, but have raised and shown animals for two years.Who do you blame?You blame the fair's problems on the lack of direction from the fair'smanagement. There aren't any written policies and you aren't always surewhat to do.What should be done?You think the fair board should have written policies and that someone shouldbe responsible for carrying out these policies. You also feel that penaltiesshould be imposed on people who don't follow the rules.

Citizen FWho are you?You are a member of the community who has livestock. You are experiencedwith animals and have a deep resentment against animal rights people.Who do you blame?You haven't noticed any problems and blame animal activists and do-goodersfor stirring up trouble where there is none.What should be done?You feel that this meeting is unnecessary and that by holding the meeting, thefair board is giving in to the animal rights people.


ReferenceResource Materials

HACCP"The Heart of HACCP.In-Plant Application of HACCPPrinciples"Siliker Labs900 Maple RoadHomewood, IL 60430

Animal Well-Being"The Heart of the Matter"Jeff Goodwin, Ph.D.Texas A&M UniversityDallas County Extension10056 Marsh Lane Suite B101Dallas, TX 75229(214) 904-3052

Animal Handling andExhibitionLivestock Conservation InstituteVideos:"Cattle Handling andTransportation""Swine Handling andTransportation"6414 Copps Ave., Suite 204Madison, WI 53716(608) 221-4848

"Livestock Handling and Transport"Temple Grandin Ph.D., EditorCAB International, Wallingford,UK320p.

"Show Ring Ethics""What's the Beef?"Jeff Goodwin, Ph.D.Texas A&M UniversityDallas County Extension10056 Marsh Lane Suite B101Dallas, TX 75229(214) 904-3052

1

ReferencesAnimal Housing"Scientific Farm Animal Production,an Introduction to Animal Science,"Third edition.Robert E. Taylor and Ralph BogartMacmillan PublishingNew York. 1988.

Educational Displays"4-H Educational DisplayGuidelines"EM 4573Washington State UniversityCooperative ExtensionPullman, WA 99164

ReferencesPage 120

Washington StateE University

T H E

OHIOSTATE

1999Copyright @

Oregon State University Washington State University The Ohio State University

Product Distribution byOHIO AGRICULTURAL EDUCATION CURRICULUM MATERIALS SERVICE

The Ohio State University 254 Ag. Admin. Bldg. 2120 Fyffe Road Columbus, Ohio 43210-1067



Quality Assurance and Animal Care: Youth Education ProgramThis material is based upon work supported by Extension Service,United States Department of Agriculture, under special projectnumber 93-EFSQ-4096.

4

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

EEducdonal Resat= Inteamlion Ceuta

This document is covered by a signed "Reproduction Release (Blanket)"form (on file within the ERIC system), encompassing all or classes ofdocuments from its source organization and, therefore, does not require a"Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, may bereproduced by ERIC without a signed Reproduction Release form (either"Specific Document" or "Blanket").

EFF-089 (1/2003)

reproductions supplied by edrs are the best that can be ...ed 478 149 author title institution spons...

Documents