Conservation and Uses of Animal Materials



Conservation and Uses of Animal Materials

Summary:

Animal waste management and water conservation are ways students can learn how to conserve resources. Learning these important tips will save time and money. During this lesson and activity students will learn about the different ways to conserve resources while participating in an interactive activity identifying different types of water pollution.

Keywords: manure, nutrient, animal waste, safety, nutrient management, water conservation.

Subject TEKS:

Advanced Animal Science TEKS:

• 1 A. demonstrates safe practices during field and laboratory investigations.

• 1 B. demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials

Grade Level: Target Grade: 11th

Lower Boundary: 10th

Upper Boundary: 12th

Learning Objectives:

The learner will:

• Understand nutrient management planning.

• Understand different ways to conserve water

• Learn safety procedures in the lab

• Understand what different agencies do to implement animal waste management and water conservation.

Time Required: 1 class period to present lesson

2- 45 minute periods for activity

Materials:

▪ PowerPoint over animal waste management and water conservation

▪ Internet and/or library access, and suggested sources of information

▪ Tables for testing results located in student packet

▪ Contaminated water for testing

▪ Equipment to test for contaminants-Commercially available water quality testing kit and thermometer. The kit used for the instructions was from the WaterSafe® testing kits. If you would like to order the kit you may visit .

▪ Table for search results on sources of contamination

Reusable Activity Cost Per Group [in dollars]:

Water testing kits- about $20 each

Substitutions for contaminated water- about $30

Background and Concepts for Teachers:

• Water cycle

• Sources of pollution

• Types of pollution

• Safety

Lesson Introduction / Motivation:

Animal production affects many different environmental sources on earth. Have the students brainstorm what they think animal production effects on a daily basis, i.e. water, soil, etc.

Presentation/Explanation:

PowerPoint- This presentation describes the basic skills and knowledge needed to understand animal waste management, water conservation, and safety.

Activity/Application:

“What’s in My Water and How Did it Get There?” - This activity allows students to learn about different types of water pollution and how to test for certain types of pollutions. Choose one or both of the following activities.

• Activity 1 - Testing for water contamination:

In this lab activity, students will collect different types of water or the teacher can manufacture their own water samples to test for different pollutants in the water. The students will record their results in data tables and answer questions explaining the sources and types of pollutants found.

Teacher notes:

If contaminated water is not available or feasible, substitutions can be made:

o Use vegetable oil or motor oil for oil contamination.

o Use vinegar or lemon juice for low alkalinity (acid).

o Use baking soda for high alkalinity (basic).

o Heat water for thermal contamination.

o Use sand, peat moss or dirt for silt.

o Use vanilla extract for aromatic hydrocarbons.

o Use garden fertilizer for agricultural fertilizers.

o Use table salt for dissolved ions.

o Use detergent for phosphates.

• Activity 2 - Identifying sources of water contamination:

Students will research different types of water pollution and contamination and make a presentation of their findings. Some of the sources that the students can research are:

• Limestone bedrock: Hard water-CaCO3

• Other bedrock: Dissolved mineral material

• Volcanic eruptions: Acid

• Agricultural: Phosphorus from fertilizer, pathogens, Low dissolved Oxygen turbidity of water, pesticides, increased salinity

• Coal mining: Acid mine drainage

• Coal fired power plants: Acid drainage from coal piles, higher temperature of water when cooling water released into streams

• Metal mining: Acid mine drainage

• Gas stations/garages: oil

• Municipal sewage treatment plants: Pathogens, increased salinity

• Storm water drains: Pathogens, increased salinity

• Industry: Chemicals such as fluoride, cyanide, chlorine or hydrogen sulfide

• Construction: silt

• Logging sites: silt

• Landfills

Lesson Closure:

The teacher will lead a discussion of what the students found. Below are some questions that can help the teacher get the students engaged and talking about what they learned. This discussion could also be student led with questions they have created.

1. Are some contaminants contributed by more than one source? (yes)

2. Are more contaminants point source or non-point source?

3. Lead discussion on whether all contaminants are harmful.

4. Lead discussion on what sources of contaminants are present in the local area.

Assessment/Evaluation:

Vocabulary: Check for understanding by having the students define these words. The answers can be found in the PowerPoint provided.

• Manure

• Nutrient

• Safety

• What do TCEQ and EPA stand for

• Point source pollution

• Non-point source pollution

• 3 E’s of safety

Questions: Check for comprehension by having the students answer these few questions.

▪ What is water contamination?

▪ What is animal production?

▪ How do these two systems affect each other?

▪ What are the steps in the water cycle?

▪ What are 3 items that you have learned today?

Safety Issues: If using glass containers or glass testing kits, ensure that closed toed shoes are worn and that tools are used properly.

Resources:

• This website has the original pollution activity.



References:

Water Conservation

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Safety:

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Manure and Nutrient Management

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Authors:

Undergraduate Fellow Name: Mallory Haas

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Please email us your comments on this lesson:

E-mail to ljohnson@cvm.tamu.edu

Please include the title of the lesson, whether you are a teacher or college faculty and what grade you used it for.

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