California Career and Technical Education Standards

• ANR.C.C13.3 Use the scientific method to conduct agricultural experiments.
• ANR.C.C9.1 Assess the appearance and behavior of a normal, healthy animal.
• ANR.C.C9.2 Understand the ways in which housing, sanitation, and nutrition influence animal...
• ANR.C.C9.3 Understand the causes and control of common animal diseases.
• ANR.C.C9.4 Understand how to control parasites and why.
• ANR.D.D6.1 Understand the signs of normal health in contrast to illness and disease.
• ANR.D.D6.2 Understand the importance of animal behavior in diagnosing animal sickness and d...
• ANR.D.D6.3 Understand the common pathogens, vectors, and hosts that cause disease in animals.
• ANR.D.D6.4 Understand prevention, control, and treatment practices related to pests and par...
• ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3

• Who's coming to dinner? - Hooks / Set

  Has your family ever just sat down to dinner and someone showed up unexpectedly and ate dinner with your family? (discuss with students their experiences and how they felt. No names, please!) Guess what... not enough food for everyone, too many mouths to feed. Are you still hungry after eating? Did someone else consume your food/nutrition? These "unexpected, uninvited" guests have stolen your food!
  
  This is what happens when an animal is infested with parasites. What nutrition the animal has consumed is providing necessary nutrients for the parasites too.
  
  We have already learned that parasites are organisms that live in or on a host organism, obtaining their nutrition from the host and living off the host an
  
  Today we will determine the types of internal parasites the host animal has by completing an examination of a fecal sample. After we determine they types of internal parasites, we will develop a plan to treat the animals for the parasites they might have.
• Lecturing Activity - Lecture

  The students and I discuss the importance of proper nutrition, who pays for the nutrition (the person that purchases the livestock feed) and what organisms are actually benefiting from the nutrition being provided (the parasite and the host). We review how the parasites get their nutrition from the host animal and how the animals become infected with the parasite larva.
  
  I explain to the students the visible signs of parasite infestation to the students: rough hair coat, scours, unthrift appearance and behavior, animal is eating but loosing weight. Use the web site given below: Sheep 201, Internal parasite (worm) control. This site shows pictures, on the left side, of healthy sheep and infected animals, animals with anemia, bottle jaw, and feces with parasites evident.
  
  We will determine parasite infestations by conducting a fecal examination and determine they types of parasite eggs present in the sample.

  • parasites in goats [ Go to Site ] common parasites and parasitic life cycles in goats
  • illustrations of parasite eggs for different species [ Go to Site ] excellent illustrations for various livestock species
  • information on sheep parasites [ Go to Site ] site on sheep
• Demonstration of lab test - Demo / Modeling

  I will have several fecal samples to demonstrate the process with. The floatation solution will be made prior to the activity and ready for use. Microscopes, test tubes, slides and cover slips, test tube holders should be ready for use. Several lab set-ups will already be in place: sample available, sample mixed in test tube with floatation solution, test tube with cover slip in place for minimum of 15 minutes, microscope set up with completed slide for viewing. I will demonstrate the lab process that the students will be following in completing their fecal examination.
  
  Show the students the web site attached to this demonstration so they can clearly see what they are trying to identify in their fecal sample. Use the web site along with the sample that is being used for the demonstration. Can also use the sites given in the previous section.

  • parasites in goats [ Go to Site ] description and illustrations of common parasites in goats
• Student conducted fecal exam - Lab / Shop

  Students will complete a fecal exam using the lab instructions given to them. They will work with a partner or can complete the test individually, if enough supplies are available.

  • Fecal Exam [ Download ] This is the lab instructions for the fecal exam, includes worksheets and illustrations.
• Assessment of student work - Assessment

  teacher will verify at least three of the parasite eggs observed in the student slides. This will be frustrating for the teacher because many of the groups will all be calling for your help and asking questions at the same time.
  
  Students will illustrate the parasite eggs observed on the worksheet in the space provided and list the types of eggs they saw.
• So, what did we see? - Closure

  Have the students discuss the different types of parasite eggs they observed in the samples. Are there a wide variety of parasites? Or a few common ones? Are the same parasites observed in different species of livestock? Why or why not? Are different parasites observed in different species of livestock? why or why not?
  
  What is our next step to making sure the animals are healthy? How will we control the parasites?
  
  Next class we will learn about parasite control and the pharmaceuticals used in the control of parasites.