Part of Unit: Animal Physiology
Lesson Plan Overview / Details
Students will be able to identify the external body parts of sheep, swine, dairy cattle and beef. This is a lesson I usually use with my Introduction to Ag I classes, however, when I have a large number of first year stduents in my Veterinary Science Course, I find it helpful to use this lesson as a brief introduction to my anatomy and physiology units. Student will be able to identify the common external anatomy of hogs, sheep, and cattle (both beef and dairy). At the end of the lesson, I have my students create "Picasso Animals" which I display around my classroom.
- Hook - Hokey Pokey!
- 5 Minutes
- 15 Minutes
- Picasso Animals
- 30 Minutes
- View a Part
- 20 Minutes
- 5 Minutes
California Career and Technical Education Standards
California Academic Content Standards (Reinforced)
Objectives and Goals
- At the conclusion of this lesson, each student will be able to label and identify the external anatomy of sheep, swine, and cattle (both dairy and beef).
- Students will be able to compare and contrast similar external body structures of sheep, swine, and cattle.
Activities in this Lesson
- Hokey Pokey - Hooks / Set
After the students enter the classroom and I start class by having them play the Hokey Pokey. Now I know it sounds "silly" but if you buy into what what you want your kids to do they will surprise you and follow suit! Instead of using human body parts, I use livestock terms...Hoof, Ham, and Muzzle. I only make them sing it three times, after the third round, I ask them to sit back down in their seats and then I explain that today we will be learning about the anatomical features of livestock. I make sure to tell them that some of the parts are similar to that of a human, but some have different names. Following the Hokey Pokey, I move into my lecture.
- Livestock Hokey Pokey [ Download ] Words to the Hokey Pokey!
- Lecture - Lecture
After I have completed the hook activity, I pass out one student lecture worksheet to each of my students. The student lecture note page has the same images as what is found on the power point lesson I use to complete the lecture. Students are asked to fill in the blanks on their sheet as we reiew the lecture notes. Along the way, I make sure to talk to the students about the similarities between species as well as point out the differences in names (ie: leg of sheep, ham in pigs, and quarter in beef). Since most of the anatomy are similar between the species, after I talk about the parts of a dairy cow, I move quicker through beed, sheep, and swine. Again, I do make sure to hit key points that relate to each of the parts (ie: the hooks and pins in dairy cattle and the need from proper slope between the two bones for ease of calving and dispelling the after birth or that the lion is the most valueable resale cut of sheep, swine, and beef, etc).
- Picasso Animals - Group Work
After I complete the lecture, I break the class up into 8 even groups. These groups construct large posters of the anatomical parts we just learned. I have attached a sample picture of what the Picasso Animal could look like and step by step directions for you to follow. This activity calls for butcher paper, markers/crayons, scissors, and tape! When complete, I hang the Picasso Animals on my classroom walls until the unit test.
- View a Part! - Demo / Modeling
I purposefully teach this lesson during fair animal season so afterwards I can take the students out and show them each of the anatomical parts on a live specimen. We have a school farm on the property, so it is easy for me to take my students outside to view the real thing. If you have a school farm or if you are able to bring animals in for students to view I would suggest that you do so. It is hard to describe the fucntions of the anatomical features without seeing them in motion. While looking at the animals I help them to see the animal through the eyes of a livestock judge, which they can take with them when choosing a market animal for future fairs.
- Point it Out! - Closure
Before the students leave, I review with the class by pointing to the "human" equivelant of a livestock anatomical part. (ie: I point to my nose and say..."If I was a pig this would be called?" Snout). I usually pick about 5 parts and then I prep the class for what tomorrows lesson will be.
- Assessment Types:
- Projects, Demonstrations, Teacher-Made Test, Observations,
Throughout my lessons, I ask random formative questions to check that students are on the right track! Once I have complete my animal science unit, I give a comprehensive unit final to my students. Another way of assessing learning is through part identification when we go out to the barn and view real animals. If they can identify the parts of the animal as we cover them, I know they have accomplished my objectives set for the lesson.