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Tiffany Myers and Kasee Smith
ACTE Mid-Winter Conference
February 4 th , 2012
(A.nimal S.cience S.anity)
Andy Neves-Salem Hills High School
 Standard 4 Objective 3: Explain animal reproductive
processes.
 Standard 4 Objective 2: Analyze the components of
the animal reproductive system.
b. Identify and explain the function of the
components of the male reproductive system in
agricultural animals.
 Objective: after completing this task students will be
able to castrate a bull calf by knife cutting the scrotum
and removing the testicles.
 Materials needed:
 A. A sharp pocket knife (Scissors).
 B. Imitation scrotum/testicles.
 Balloons (smaller ‘water’ balloons and bigger balloons) 2
small ones and 1 big one per group
 Elastics (cut)-2 per group to form vas deferens
 Round candies-2 per group
 Castrate “Bull Calf” by removing part of the
scrotum and extracting both testicles. To
accomplish this task, follow these steps
 A. Pinch tip of scrotum between thumb and index finger
below testicles.
 B. use pocket knife to open up and cut off 1/3 of scrotum
sack.
 C. Individually remove testicles from the opening
created by the knife cut until the vas deferens is
exposed.
 D. use pocket knife to cut each vas deferens cord as close
to the animal as possible so that nothing is hanging out
of the opening in the scrotum.
Components of Bone Powerpoint
Adapted from materials provided by The University of Texas Health Science Center at San Antonio
http://teachhealthk-12.uthscsa.edu/curriculum/bones/bone03c -chickenbone.asp
 Standard 5 Objective 2: Explain the role of nutrition in
animal productivity.
a. List essential nutrients, and describe the importance
of each.
 Standard 6 Objective 2: Apply animal anatomy and
physiology to maintain animal health.
a. Describe the role of major organ systems
(skeletal, muscular, nervous, respiratory, digestive,
circulatory, excretory, and reproductive) in
maintaining animal health.
 By the end of this lab you should be able to:
 Determine structure and function of skeleton and bones
 Analyze the gross anatomy of bone and bone tissue
 Chicken Leg Bones
 Vinegar
 Bleach
 Scale
 Ruler
 Bone is a LIVING TISSUE made up of three main
components
 Bone is made of
 45% Minerals
 Mainly Calcium &
Phosphorus
 30% Living Tissue
 Elastin & Collagen
 25% Water
 The main minerals found in bone are CALCIUM and
PHOSPHORUS
 There function is to provide RIGIDITY to the bones, or
(make them HARD)
 The living tissues in the bone include
 BLOOD VESSELS: which carry new blood cells,
nutrients and wastes through the bones
 Elastin: stretchy component of BONE and CARTILIDGE
which allows the bone to BEND without breaking
 COLLAGEN: new bone GROWTH, hardens with
minerals
 In young animals, bones are made of more PROTEIN
 As the animal ages, the collagen PROTEIN is hardened
with MINERALS like calcium
 If an animal had a calcium deficiency when they were
young?
 If an animal had a calcium deficiency when they were
young?
 Their bones wouldn’t have enough calcium to harden
(or maintain hardness) as they age
 Chicken Leg Bones
 Vinegar
 Bleach
 Scale
 Ruler
 Lab Worksheet
 We will be using a substance (VINEGAR) that will
breakdown the MINERAL portions of the bone
 This process will result in only the LIVING TISSUES
remaining
 The bone will become ________________?
 We will be using a substance (BLEACH) that will
breakdown the SOFT TISSUE portions of the bone
 This process will result in only the MINERALS
remaining
 The bone will become ________________?
 Step 1: Take two chicken bones
 Step 2: Remove all fat and remaining meat
 Step 3: Weigh and measure each bone, record your
findings on the lab worksheet
 Step 4: Label one jar VINEGAR and one jar BLEACH
 Step 5: Put one bone in each jar
 Step 6: Pour enough liquid in each respective jar to
cover the bones
This activity has been modified in part of a Kidney Crisis
lesson module developed by the NY State BiologyChemistry Network in conjunction with the University
of Rochester Life Sciences Learning Center
 Standard 6 Objective 2: Apply animal anatomy and
physiology to maintain animal health.
a.
Describe the role of major organ systems
(skeletal, muscular, nervous, respiratory, digestive,
circulatory, excretory, and reproductive) in
maintaining animal health.
 Beads-larger red, white and green and smaller
green, blue, white and yellow
 Ziploc Bag-1 per group to put beads in
 Cups-2 per group
 Water
 Mesh-1 per group
 Bowl-1 per group
 Spoons-1 per group
 Elastic-1 per group
 Maintain HOMEOSTASIS
 Remove UREA and other waste
 Regulate the amount of WATER in the blood
 Adjust the CONCENTRATION of other substances in
the blood
 Send FILTERED blood back throughout the body
 The following items are found in the bloodstream:
 Water
 Red Blood Cells
 White Blood Cells
 Glucose
 Protein
 Amino Acids
 Salt
 Urea
 As blood goes through the kidneys, some components
of blood are
 Kept: because they are ESSENTIAL for life functions
 Removed: and EXCRETED in the urine because they are
TOXIC
 Balanced: so they are present in the correct AMOUNT in
the blood
 COMPLETELY reabsorbed (KEEP them all)
 SELECTIVELY reabsorbed (KEEP a certain amount as
needed)
Blood Component
Water
Action Taken By Kidneys
Balanced
(Selectively Reabsorbed)
Red Blood Cells
Kept
White Blood Cells
Kept
Glucose
Balanced
(Completely Reabsorbed)
Protein
Kept
Amino Acids
Balanced
(Completely Reabsorbed)
Salt
Balanced
(Selectively Reabsorbed
Urea
Removed
 Blood enters the kidneys through the RENAL ARTERY
 Blood branches out to small capillaries (called
GLOMERULUS)
 Big particles stay in the blood
 Red Blood Cells
 White Blood Cells
 Proteins
 Small particles go into a holding area (called the
NEPHRON)
 The material in the nephron is called FILTRATE
 The body REABSORBS some (selectively) or all
(completely) of the materials required for homeostasis
 The remaining filtrate is sent to the bladder as URINE
 To imitate how the kidney filters blood, follow these
steps:
 Place beads from the bad labeled ‘blood components’ to
the cup labeled ‘Blood Entering the Kidney’
 Fill cup about ¾ full of water to represent water found in
blood
 Place the mesh on a separate cup/bowl to represent the
filter aspect of the kidney
 Pour materials from first cup over mesh (most little
beads will pass thru and large beads will stay on top).
The large components represent red blood cells, white
blood cells and proteins, which the body need. The
others represent urine components
 Pull out 5 small white (salt) which represents the levels
of salt that are needed to maintain homeostasis.
 All large beads, 5 salts and half the water are then
moved to a separate cup to represent what circulates
thru the rest of the body
 Small beads that passed thru mesh and a small amount
of water represent urine that the animal which will move
to the bladder
 Standard 6 Objective 2: Apply animal anatomy and
physiology to maintain animal health.
 D. Design and implement an animal health plan to
promote efficiency of production.

 Standard 6 Objective 3: Provide for the health and
well-being of agricultural animals.
 A. Prescribe and implement prevention and treatment
for animal diseases, parasites, and other disorders.
 Objectives: At the end of this lab, students will be able
to:
 Analyze the methods that diseases use to spread
through a population
 Materials
 Student lab worksheets
 Stuffed Animals
 64 colored stickers
 Student action cards
 “Location” markers
 Read/Summarize the EHV News Article
 Give each student a number as they come in. Explain
that they are now “cutting horses” and will be
attending shows, etc. Have students move into groups
based on which facility they live at.
 Make sure to review “the rules”
 Each time you come into contact with a new group of horses
who are not affected, you give that “horse” half of your
infection stickers
 If you are given stickers, take one and put it on yourself and
then keep your others
 If you are already infected, do not take stickers
 Keep track of all of the places you go, and what happens there
 Call out the numbers and what happens each round