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Unit 8 |
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Preface This unit is designed to aid students in developing an understanding of animal health, disease transmission, and preventative care. Students will observe pathogens and parasites, simulate the spread of a contagious disease, determine the signs of health, administer shots, and study animal-related diseases. Students will develop a vital signs factsheet, note cards for diagnosing diseases, and a preventative care plan for their Producer’s Management Guide.
Concepts 1. Diseases are transmitted in a variety of ways. 2. Infectious disease agents can be spread by vectors and fomites. 3. Infectious diseases are caused by bacteria, viruses, fungi, protozoa, and prions. 4. Animal health management results in limiting disease and maximizing production.
Performance Objectives It is expected that students will · Define the differences of infectious, contagious, and non-infectious diseases. · Simulate the spread of a contagious disease and trace the route the disease takes through a population. · Identify and sketch bacteria, mold, and protozoa from prepared slides. · Research governmental regulatory agencies and identify primary purposes and responsibilities each agency has regarding disease prevention and control. · Argue the role of a regulatory agency in a disease-outbreak scenario.
Activities, Projects, and Problems Activity 8.1.1 Who was infected first? Activity 8.1.2 Rounds, Rods, and Spirals Activity 8.1.3 I’m in Charge Here!
Lesson 8.2 Diseased! Concepts 1. Signs of good health and poor health are used to identify illnesses. 2. The vital signs of animals vary among species. 3. Diseases are diagnosed through observation of symptoms and physical examinations.
Performance Objectives It is expected that students will · Research and record the vital signs of an animal. · Determine their personal vital signs. · Compare the vital signs of an animal to a person. · Research and record key facts and symptoms of two animal-related diseases. · Use a template to create Diagnosing Disease cards to be used in a project and in the Producer’s Management Guide. · Diagnose diseases described in case studies using diagnostic cards.
Activities, Projects, and Problems Activity 8.2.1 Vital Signs Activity 8.2.2 Diagnosing Diseases Project 8.2.3 Mystery Diseases
Lesson 8.3 Bugged! Concepts 1. External parasites live on and in the skin of an animal at the expense of the host. 2. Internal parasites live in the organs of an animal at the expense of the host. 3. Knowledge of the life cycle of parasites can aid in their control. 4. Prevention and control of parasites is important in the production of agricultural, alternative, and companion animals. 5. There are multiple methods to determine the presence of parasite eggs in an animal, of which the laboratory is the most accurate.
Performance Objectives It is expected that students will · Identify and diagram the life cycle of a common parasite. · Classify parasites according to their phylum and site of infestation on the body. · Prepare slides and observe to determine the presence of parasite eggs.
Activities, Projects, and Problems Activity 8.3.1 The Circle of a Bug’s Life Activity 8.3.2 Eggs Afloat
Lesson 8.4 Pathogens Prevented Concepts 1. Disease prevention includes vaccination, sanitation, ventilation, and nutrition and is morally and economically warranted. 2. Vaccines are available for many common diseases. 3. Record keeping is important in scheduling and administering preventative medications.
Performance Objectives It is expected that students will · Demonstrate the proper procedures for filling a syringe for the purpose of giving shots. · Administer intramuscular and subcutaneous shots. · Research diseases and parasites of their animals and the preventative controls of the diseases and parasites. · Develop a preventative care plan for their animal. · Use publishing software to design a pamphlet for producers to use.
Activities, Projects, and Problems Activity 8.4.1 Give Me One More Shot Project 8.4.2 The Power of Prevention |