ࡱ> ikh{  bjbjzz 7>g:xxxxx8<< Y<p*DXXXXXXX$[]XxXxx4X   RxxX X  2SVЎ|?^U.vXX0 YUNG^ZG^\VVVG^xRW$nr \nnnXX nnn YG^nnnnnnnnn >: Anatomy of Livestock HYPERLINK "http://peer.tamu.edu/DLC/NSF_Resources.asp?ID=1425&type=browse&num=10&terms=&content=allcontent&subject=allsubjects&grade=allgrades&query=query&hl=no&count=537&number=6&view=yes"Download all Associated Files for this lesson from our Website  Summary: It is important when learning about the different livestock that the students learn about the anatomy that goes along with those animals. Through this vivid presentation and activity, the students will get a basic overview about the different animal systems that make up the anatomy of that animal. Subject TEKS: Agriculture: Vet Med 6B. describe the functions of the skeletal, muscular, respiratory, circulatory, digestive, endocrine, and nervous system Livestock Production 4A. explain the skeletal, muscular, respiratory, reproductive and circulatory systems of animals Principles of AFNR 12B. identify animal anatomy and physiology Equine Science Advanced Animal Science 130.5 c2B. describe the anatomy and physiology of horses; 130.7 c8A&B. identify and compare external anatomy of variety of livestock species; compare the anatomy and physiology of the skeletal, muscular, reproductive, digestive, circulatory, genito-urinary, respiratory, nervous, and endocrine systems of animals Grade Level: 9-12 Learning Objectives: The learner will: Understand the different body systems. Compare the body systems based on organs and functions. Identify differences in the body systems for each species of livestock. Time Required: 1 class period for Presentation 1 class period for activity Materials: PowerPoint entitled Anatomy of Livestock Pencils and Paper one per student Background and Concepts for Teachers: The teachers should be familiar with the different body systems and should be able to identify some of the organs for each system. They should also be familiar with some of the functions of the systems. Lesson Introduction / Motivation: Ask students to name a part on a car. Make a list of 58 parts on the chalkboard. Ask students to briefly explain each parts function in the operation of the car. Then ask students Why is it important for a car mechanic to be able to identify and know the function of these parts? After a brief discussion, ask students Is it important for a livestock producer to know the parts of an animal? If so, why? Presentation/Explanation: Through this vivid PowerPoint, the students will learn the basics about the anatomy of different livestock species and will be able to understand how each livestock species is different. Activity/Application: Give the students each a pencil and paper. Ask the series of questions provided below and give the students 20 seconds to write their answers and then have students exchange answer sheets and grade together or turn in. This activity will allow you to see what the students learned from the presentation and what you need to cover in more detail. Form and structure of the body and its parts Contains the organs like the brain, nerves spinal cord Its function is breathing Main organ is muscle Main organs are kidneys and bladder Function is to protect vital organs Function is for breathing Body cavity that contains the heart, lung, esophagus and blood vessels Body cavity that contains the digestive tract The size and shape of the animal is determined by this Flexible at the ends of bones Largest system in body Two types of muscles Provide animals with ability to react or adjust to different situations Movement of blood throughout the body Contains hemoglobin Helps fight off disease Essential for blood to clot Vessels that carry blood from the heart Exchange of gases between the cells and the blood within the body Exchanges of gases on the lungs between the blood and the atmosphere Often called the voice box Connects the nose area with the mouth area Where gas is exchanged between the atmosphere and the blood Consists of the teeth, mouth, esophagus, stomach, intestine, liver, pancreas, and rectum One compartment, simple stomach Function is it controls growth Lobulated shaped kidneys Bean shaped kidneys Lesson Closure: Have the students show what they know. The students will get out a piece of paper and will be assigned a different body system. The students should write down everything that they know about that system and turn it in. Assessment/Evaluation: This can be a teacher-led or student led discussion. If it is a teacher-led, the following questions could be asked: Why is it important to know the different body systems? Why do you think there are so many different body systems with different functions? Do you think there is a body system that the animals could do without? If so which one? Additional Lesson: Available on the PEER website for download are two lesson plans covering Large Animal and Small Animal Skeletal Systems for a more in-depth skeleton coverage with quizzes and worksheets.  HYPERLINK "http://peer.tamu.edu/DLC/NSF_Resources.asp?ID=1380&type=browse&num=10&terms=&content=allcontent&subject=allsubjects&grade=allgrades&query=query&hl=no&count=537&number=6&view=yes" Large Animal Skeletal System &  HYPERLINK "http://peer.tamu.edu/DLC/NSF_Resources.asp?ID=1379&type=browse&num=10&terms=&content=allcontent&subject=allsubjects&grade=allgrades&query=query&hl=no&count=537&number=6&view=yes" Small Animal Skeletal System References:  HYPERLINK "http://www.lsu.edu/lata/L3-1.doc" www.lsu.edu/lata/L3-1.doc  HYPERLINK "http://www.fao.org/docrep/t0690e/t0690e04.htm" http:// HYPERLINK "http://www.fao.org/docrep/t0690e/t0690e04.htm" www.fao.org/docrep/t0690e/t0690e04.htm Authors: Undergraduate Fellow: Mallory Haas Graduate Fellow: Jennifer Graham     Partnership for Environmental Education and Rural Health at College of Veterinary Medicine & Biomedical Sciences, Texas A&M University Funding support from the National Institutes of Health Office of Research Infrastructure Programs (ORIP) PEER Teacher Requested ResourceLesson Plan A product of the Partnership for Environmental Education and Rural Health at College of Veterinary Medicine & Biomedical Sciences, Texas A&M University Funding support from the National Center for Research Resources, National Institutes of Health     J K L M T Y Z \ g i j Ծ߮}uj__}WLD<h GB*phhSAB*phhSAhSAB*phhoTB*phhoT5B*\phh8h8B*phh8B*phheB*phhe5B*\phh8Th8TB*\ph!jh8Th8TB*U\phh8Th8T>*B*\]ph*jh8Th GB*U\]phh GB*\]ph$jh8Th8TB*U\]ph h GhV5 h Gh G  K L M \ j r a t   & Fdd[$\$gd{c & Fdd[$\$gd{c & Fdd[$\$gd G & Fdd[$\$gd G & Fdd[$\$gdSAgdegd8gd7 $<@&gd8TgdV5 ` a t {    ' ) F a c 456@Blm廳噑è~wog\h48h7B*phhoTB*phh7B*ph h GhihiB*phhi5B*\phhaB*ph h Gh8h8B*phh85B*\phh8B*phh3lB*phh3lB*phh3l5B*\ph h Gh{ch Gh{c h Gh Gh GB*phh Gh GB*ph#   ) < c 6Bm 7$8$H$gd6% & Fgd0^gd7 & FgdY & FgdoTgdoTgdi & Fgd8h`hgd8gd8gd3l & Fdd[$\$gd{c>?WXZ[,0EU||޹wowowogwgb]X]X h,<\ hE\ h/D\hEhE\hEhJK\ h7\heB*phh>45B*\phh6%hNd6OJQJ]^Jh76OJQJ]^Jh6%6OJQJ]^JheB*phhe5B*\phh485B*\ph hVh0 hVhV hVh GhoTB*phhoT5B*\ph!?,>b|(F]r (P & FgdEgdJKgd>4 dd[$\$gd>4 7$8$H$gd6%Y  &'O!gdoTgd48 $<@&gd{8$@&gd{8 & Fgd48gdNdgd>4^gd,< & FgdE /1XY #$%&&' OPܷvk[kjh{8B*U\]phh{8B*\]phh{8hNd5B*phh{85B*phh{8h{85B*phh{8B*ph h48h48 h48he h48h,<hNdB*phh>45B*\phh! h,<h/D h,<h,<heB*phhe5B*\phh/DB*phhEh,<\-.34!"PQjklmƳƨzqfzqzqf^Vh0B*phh0B*phhVhJKB*phhVhJK0JhVhVB*phjhVhVB*UphheB*phhe5B*\phh8hoTB*ph$jh{8B*U\]phh{8B*\]phh{8h{80J\]jh{8B*U\]ph$jh{8B*U\]ph!!lEfgijlmoprstuvwxy H$gd! 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