Part of Unit: Basic Animal Health
Lesson Plan Overview / Details
This lesson is designed to be an introductory lesson that will cover the signs of a healthy animal, ways to detect unhealthiness and methods to improve animal health. It could be used as an intro unit to animal health in vet science or introductory animal science unit.
- one class period
- 60 Minutes
California Career and Technical Education Standards
- ANR.C.C9.1 Assess the appearance and behavior of a normal, healthy animal.
- ANR.C.C9.3 Understand the causes and control of common animal diseases.
- ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
- ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
California Academic Content Standards (Reinforced)
- ELA.8.R.VCD.1.3 Use word meanings within the appropriate context and show ability to verify thos...5
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
- ELA.9-10.W.RT.1.3 Use clear research questions and suitable research methods (e.g., library, elect...2
Objectives and Goals
- Students to be able to identify the signs of a healthy animal
- Students to be able to assess symptoms and characteristics of unhealthy animals
- Easy methods to maintain good animal health
Activities in this Lesson
- Do you have cooties? - Hooks / Set
Prior set-up: Make two signs one that says cootie monsters, and one that says healthy as a whistle. Hang up both signs, one on each side of the room. Fill approximately thirty small balloons with two symptoms or characteristics of healthy and unhealthy animals (Preferably one of each, in each balloon). Tell the students that with the help of a partner they are to pop the balloon. They are not allowed to use any sharp objects, only their bodies and each other to pop the balloons, when the balloon pops each student should get a strip of paper out of the balloon, one will be a healthy characteristic and one will be an unhealthy characteristic. Whichever one they get they need to run to the side of the room that has the sign you previously posted that they believe their characteristic or symptom fits under. For example: if a student gets runny nose on their slip they should run to the sign that says cootie monsters. If they get a strip that says bright eyes or alert, they would run to the sign that says healthy as a whistle. Instruct students to stay by or near their sign until all balloons are popped and all students are sorted into those two categories. (3-5 minutes) After students are all sorted ask for students to volunteer their symptom or characteristic - to say it out loud until all symptoms or characteristics from both sides have been heard. As students are speaking you should be making a healthy/unhealthy list on the board so students can see them and refer to them as the lesson goes on.
- Animal Health Symptoms / Characteristics [ Download ] This is a list of symptoms or characteristics of healthy and unhealthy animals. You could simply print a couple copies of the list. Cut the items into strips and and put them into the balloons. Blow up the balloons and continue with activity listed above as the hook/set,
- Animal Health - Lecture
This power point covers the signs of healthy vs unhealthy animals as well as the importance of keeping animals healthy, recognizing signs of unhealthy animals and methods to keep animals in the best health possible. (10-15 minutes)
- Animal Health [ Download ] Use as a presentation tool of the signs, methods and procedures for good animal health practices. Have students take notes that can be used on the check for understanding at the end of the presentation.
- Pyramid Game Twist - Lab / Shop
This game combines the idea of the pyramid game with charades.Pre-game prep: create a set of 4x6 symptom or characteristic cards. Prepare one set of cards for every three students in a class period. Through the interactive lecture and hook activity you will have presented the information students she be familiar with. This will serve as a fun way for students to act out the symptoms and characteristics that they have learned. Instructions for the pyramid game: In a group of three each student will play one of three roles - Player, Clue Giver or Teleprompter. Each student will get to play ever role. The player sits facing the clue giver and the teleprompter stands behind (out of the view) of the player. When I say go the teleprompter displays one of the symptom/characteristic cards your group has been given to the Clue Giver. The clue giver then has to act out the symptom/characteristic without talking. When the player thinks they have figured it out - they will yell out the answer. If the player is having difficulty he/she can pass and move on to another card, but the passed card remains in the deck. As the player gets them right remove them from the deck. At two minutes - we will tally the scores and switch roles. Each correct answer would be worth $10000 (fake money of course). Time would have to be adjusted based on how many symptoms/characteristics they would have to use. So that all groups are not guessing the same item at the same time - I would shuffle the decks between each round. The team with the most dollars at the end of the three rounds should win a prize. (ten minutes)
- Animal Health Research Project - Projects
Assign students a common animal health issue dealing with livestock such as: foot rot, pneumonia, worms, tetnus, pinkeye, diarrhea. Ask students to research their disease. This can be done with a Modern Livestock and Poultry book, a Animal health or veterinary science book, or with internet research. Ask students to make a poster with the following information: Name of disease, symptoms, cause, cure or preventative measure and a drawing or picture showing the disease or its effects. Students should be able to gather the information they need about their disease in approximately ten minutes and then be able to spend twenty minutes of class time putting their posters together. If you would like to integrate technology you could have students use a computer lab or internet, make a power point of their information or use a word document and have them type up a report. On the beginning of the second day have students pair up with a classmate that did a different disease and share the information they found about their diseases. (five minute pair share) You could do this at the end of the period if the students finish their disease reports and you have time to spare.
- Assessment Types:
- Projects, Teacher-Made Test,
Students should be graded on their disease report as well as the check for understanding available at the end of the animal health power point. The last 2 slides of the powerpoint are the test.