2012

Prince Edward Island Department of Education

and Early Childhood Development
Holman Centre, 250 Water Street, Suite 101, Summerside
Prince Edward Island
Canada, C1N 1B6
Tel. (902) 438-4130
Fax. (902) 438-4062
http://www.gov.pe.ca/eecd/
 ACKNOWLEDGMENTS

Acknowledgments
The P.E.I. Department of Education and Early Childhood Development
expresses its gratitude to members of the provincial curriculum committee
for their professional expertise and insights in developing this Animal Science
801A/621A curriculum guide. In addition, the curriculum committee and
pilot teachers who contributed comments and suggestions are to be
commended for their commitment to developing exemplary science programs.

Prince Edward Island Agriculture Curriculum Committee:

Bluefield High School Jason Campbell
Kensington Intermediate Senior High Jessica Reeves
Kinkora Regional High School Kevin Bustard
Westisle Composite High School Kim Williams
Garth Watters
P.E.I. Agriculture Sector Council Wendy Weatherbie
Nova Scotia Agricultural College Claude Caldwell
Department of Agriculture and Forestry Carla Buchanan
Department of Education and Ryan McAleer
Early Childhood Development

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A iii
iv PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CONTENTS

Contents
Foreword Foreword....................................................................................... 1

Purpose ......................................................................................... 3
Introduction
Focus and Context ........................................................................ 3
Aim ............................................................................................... 4

Program Design Learning and Teaching Science ..................................................... 5

Communicating in Science ........................................................... 6
and Components
The Three Processes of Scientific Literacy ..................................... 7
Project Based Learning .................................................................. 8
Habits of Mind for Inquiry ......................................................... 10
Inquiry Stages and Skills.............................................................. 11
Resource Based Learning ............................................................. 12
Literacy Through Science ............................................................ 13
Integration of Technology in Science .......................................... 14
Science for EAL Learners............................................................. 15
Meeting the Needs of All Learners .............................................. 16
Assessment and Evaluation .......................................................... 17
Assessment Techniques ............................................................... 17
Evaluation ................................................................................... 20
Planning, Assessing, Reporting, and Weighting in Animal Science
801A/621A ........................................................................... 21
Assessing and Evaluating Student Learning in the Science
Classroom .............................................................................. 22

Curriculum Overview ..................................................................................... 23

Outcomes Essential Graduation Learnings ................................................... 24
General Curriculum Outcomes ................................................... 25
Framework Key-Stage Curriculum Outcomes ................................................ 25
Specific Curriculum Outcomes ................................................... 25
Attitude Outcomes...................................................................... 26
Curriculum Guide Organization ................................................. 29
Unit Organization ....................................................................... 29
The Four-Column Spread ........................................................... 30
Course Overview ......................................................................... 32

Units 801A Overview of Animal Science ........................................................ 36

Genetics and Reproduction ......................................................... 52
Animal Nutrition ........................................................................ 60
Animal Care and Management .................................................... 66

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A v
CONTENTS

Contents (continued...)
Units 621A Overview of Animal Science ........................................................ 86
Genetics and Reproduction ....................................................... 102
Animal Nutrition ...................................................................... 110
Animal Care and Management .................................................. 116

Appendix Appendix A: Glossary of Terms ................................................. 135

Appendix B: Agriculture Time Line .......................................... 141
Appendix C: Maritime Agriculture - A Brief History................. 143
Appendix D: Who Are the Lucky Ones..................................... 149
Appendix E: World: A Community of 1000 ............................. 155
Appendix F: Farmers Helping Farmers: Global Classroom
Initiative ............................................................................... 157
Appendix G: Career Profile ....................................................... 207
Appendix H: DNA Extraction .................................................. 211
Appendix I: The Structure of DNA / Candy Model of DNA .... 215
Appendix J: Dining on DNA .................................................... 219

vi PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 FOREWORD

Foreword
The Pan-Canadian Common Framework of Science Learning Outcomes
K to 12, released in October 1997, will assist in standardizing science
education across the country. New provincial science curriculum is
supported by the Foundation for the Atlantic Canada Science Curriculum
document(1998).

This guide is intended to provide teachers with an overview of the

outcomes framework for Animal Science 801A/621A. It also includes
some suggestions to assist teachers in designing learning experiences and
assessment tasks.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 1
2 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 INTRODUCTION

Introduction
Purpose Animal Science 801A/621A seeks to promote an appreciation and
understanding of the scientific principles and technology applied to the
production of farm animals. Some course content is flexible to allow
teachers and students to take advantage of selecting animals or areas of
special interest. A portion of the course is dedicated to student-lead in-
vestigation where critical thinking, problem-solving, and decision-mak-
ing skills will be developed in the process of examining and analysing
agriculture issues related to animal care and management. With guid-
ance and teacher-directed models, students will learn to follow a scien-
tific inquiry process in their own investigations of agriculture issues.

Focus and Context Animal Science 801A/621A will introduce students to the concepts
and terminology associated with the production of farm animals. It
will cover areas such as the Overview of Animal Science, Genetics and
Reproduction, Animal Nutrition, and Animal Care and Management.
Teachers will ensure all outcomes are addressed and the investigation
process is integrated with content knowledge.
Animal Science 801A/621A requires students to follow a guided inquiry
process that will result in an investigation and presentation of an ani-
mal care and management issue. Learners are able to conduct in-depth
investigations of real world issues and challenges pertaining to agri-
culture. This type of learning engages students as they obtain a deeper
knowledge of a subject area through research, experimentation, and the
assistance of a community member.
In addition, Education for Sustainable Development (ESD) will be a
foundational component of this course. The key themes of sustainable
development - such as sustainable production and consumption, health
promotion, and environmental conservation and protection - will be
examined through a lens that highlights the profound interdependencies
of ecological, societal, and economic systems.
With this in mind, it is important that teachers incorporate these key
themes in their subject areas. One tool that can be used to support
teachers is the searchable on-line database Resources for Rethinking,
found at http://4r4.ca/en. It provides teachers with access to materials
that integrate the ecological, social, and economic spheres through ac-
tive, relevant, interdisciplinary learning.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 3
INTRODUCTION

Aim The aim of science education in Prince Edward Island is to develop

scientific literacy.
Scientific literacy is an evolving combination of the science-related atti-
tudes, skills, and knowledge students need to develop inquiry, problem-
solving, and decision-making abilities; to become lifelong learners; and
to maintain a sense of wonder about the world around them. To develop
scientific literacy, students require diverse learning experiences that
provide opportunities to explore, analyse, evaluate, synthesize, appreci-
ate, and understand the interrelationships among science, technology,
society, and the environment.

4 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Program Design and Components

Learning and What students learn is fundamentally connected to how they learn it.
Teaching Science The aim of scientific literacy for all has created a need for new forms of
classroom organization, communication, and instructional strategies.
The teacher is a facilitator of learning whose major tasks include
• creating a classroom environment to support the learning and teach-
ing of science;
• designing effective learning experiences that help students achieve
designated outcomes;
• stimulating and managing classroom discourse in support of student
learning;
• learning about and then using students’ motivations, interests, abili-
ties, and learning styles to improve learning and teaching;
• assessing student learning, the scientific tasks and activities involved,
and the learning environment to make ongoing instructional deci-
sions;
• selecting teaching strategies from a wide repertoire.
Effective science learning and teaching take place in a variety of situa-
tions. Instructional settings and strategies should create an environment
that reflects a constructive, active view of the learning process. Learning
occurs through actively constructing one’s own meaning and assimilat-
ing new information to develop a new understanding.
The development of scientific literacy in students is a function of the
kinds of tasks they engage in, the discourse in which they participate,
and the settings in which these activities occur. Students’ disposition
towards science is also shaped by these factors. Consequently, the aim
of developing scientific literacy requires careful attention to all of these
facets of curriculum.
Learning experiences in science education should vary and should
include opportunities for group and individual work, discussion among
students as well as between teacher and students, and hands-on/minds-
on activities that allow students to construct and evaluate explana-
tions for the phenomena under investigation. Such investigations and
the evaluation of the evidence accumulated provide opportunities for
students to develop their understanding of the nature of science and the
nature and status of scientific knowledge.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 5
PROGRAM DESIGN AND COMPONENTS

Communicating in Learning experiences should provide opportunities for students to use

writing and other forms of representation as ways to learning. Students
Science at all grade levels should be encouraged to use writing to speculate,
theorize, summarize, discover connections, describe processes, express
understandings, raise questions, and make sense of new information by
using their own language as a step to the language of science. Science
logs are useful for such expressive and reflective writing. Purposeful note
making is an intrinsic part of learning in science, helping students better
record, organize, and understand information from a variety of sources.
The process of creating webs, maps, charts, tables, graphs, drawings,
and diagrams to represent data and results helps students learn and also
provides them with useful study tools.
Learning experiences in science should also provide abundant opportu-
nities for students to communicate their findings and understandings to
others, both formally and informally, using a variety of forms for a range
of purposes and audiences. Such experiences should encourage students
to use effective ways of recording and conveying information and ideas
and to use the vocabulary of science in expressing their understandings.
It is through opportunities to talk and write about the concepts they
need to learn that students come to better understand both the concepts
and related vocabulary.
Learners will need explicit instruction in, and demonstration of, the
strategies they need to develop and apply in reading, viewing, interpret-
ing and using a range of science texts for various purposes. It will be
equally important for students to have demonstrations of the strategies
they need to develop and apply in selecting, constructing, and using
various forms for communicating in science.

6 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

The Three An individual can be considered scientifically literate when he/she is

familiar with, and able to engage in, three processes: inquiry, problem
Processes of solving, and decision making.
Scientific Literacy
Inquiry Scientific inquiry involves posing questions and developing explanations
for phenomena. While there is general agreement that there is no such
thing as the scientific method, students require certain skills to partici-
pate in the activities of science. Skills such as questioning, observing,
inferring, predicting, measuring, hypothesizing, classifying, designing
experiments, collecting data, analysing data, and interpreting data are
fundamental to engaging in science. These activities provide students
with opportunities to understand and practise the process of theory
development in science and the nature of science.

Problem Solving The process of problem solving involves seeking solutions to human
problems. It consists of proposing, creating, and testing prototypes,
products, and techniques to determine the best solution to a given
problem.

Decision Making The process of decision making involves determining what we, as citi-
zens, should do in a particular context or in response to a given situa-
tion. Decision-making situations are important in their own right, and
they also provide a relevant context for engaging in scientific inquiry
and/or problem solving.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 7
PROGRAM DESIGN AND COMPONENTS

Project Based Project Based Learning (PBL) is a teaching and learning methodology
in which students engage in a rigorous, extended process of inquiry
Learning focused on complex, authentic questions and problems as they achieve
the knowledge, skills, and attitudes defined by the curriculum outcomes.
A set of learning experiences and tasks guide students in inquiry toward
answering a central question, solving a problem, or meeting a challenge,
as opposed to several activities tied together under a theme, concept,
time period, culture, or geographic area (e.g., the Renaissance, the
ocean, World War II, Canada).

PBL is unlike traditional projects in the sense that it is informed by

the curriculum and drives the instruction and learning, as opposed to
involving students in a “fun activity” or “making something”. It is often
focused on creating physical artifacts but must involve other intel-
lectually challenging tasks and products focused on research, reading,
writing, discussion, investigation, and oral presentation. Through PBL,
students can develop and demonstrate in-depth understanding of aca-
demic knowledge and skills while enhancing habits of mind, along with
collaboration, critical thinking, and communication skills. PBLs can
be interdisciplinary in nature and allow for curriculum integration from
different subject areas within one project. This learning experience ends
with a high-quality product or performance created by the student(s)
and presented to a public audience.

Two important components of PBL are the creation of a driving

question and the collaboration with a subject matter expert.

The Driving Question

A well-crafted driving question is essential to all effective PBLs. It is this

question that will form the basis of explicit links with the curriculum,
create the focus of the project for the students, and encourage their
process of inquiry and investigation. All driving questions should be
provocative, challenging, open-ended, complex and must be linked to
the core of what students are to learn as determined by the provincially
authorized curriculum. Sample driving questions might include:
• Who are the heroes of our community?
• When is war justified?
• What effect does population growth have on our society?
• Is watching TV beneficial or harmful to teenagers?
• How can we create a piece of media to demonstrate diversity in our
school?

8 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Students may work in collaborative teams or individually to investigate,

research, and refine knowledge and skills to adequately answer the driv-
ing question. Because the driving question is open-ended, students are
able to reach a variety of potential conclusions in countless ways, while
still building in-depth knowledge and skills. This creates the indepen-
dent nature of the project and also the feeling of “voice and choice”
for the students. The teacher then assumes more of a facilitator/coach
role, assisting and guiding during an investigation and providing direct
instruction when necessary.

Subject Matter Expert

A well crafted PBL also includes the role of a subject matter expert, or
SME. These individuals/groups play a key role in PBL as they bring
first-hand authentic knowledge and experience from the specific content
field to the classroom. They may be sought out by the student(s) dur-
ing their investigation or prearranged by the teacher depending on the
project. These experts provide additional support and information to
the students so that the work they are completing is authentic and “real-
world”. The involvement of these experts allows educators to expand the
classroom walls and make strong connections and links with surround-
ing communities.

At the conclusion of the PBL, students are required to present their

findings to a public audience. Their peers in the classroom may act as
the dress rehearsal for this presentation and provide valuable feedback
to refine the presentation. However, in order to “raise the stakes” for the
students’ final presentation, students should present their findings to
members of the community, experts in the field (including the involved
SME), parents, or school administration in addition to presenting to
their classroom peers. [Adapted with permission from PBL Starter Kit,
(2009), The Buck Institute for Education. (ww.bie.org)]

In order for students of AGR801A/AGR621A to become fully engaged

in the PBL model, they will need to draw on their prior knowledge, ask
many questions, and conduct preliminary research to help them define
the direction of their inquiry. Classroom discussions about specific
agricultural issues may help them to decide where their inquiry will take
them. Local geography, initiatives, or organizations may be another
avenue to create interest in particular issues. Current events portrayed
in the media may also be a catalyst to student inquiry as well as several
other sources. An inquiry plan will ensure that students know what is
expected of them and will aid in keeping track of progress throughout
the PBL model.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 9
PROGRAM DESIGN AND COMPONENTS

Habits of Mind Students grow as independent inquirers and critical thinkers by develop-
for Inquiry ing and refining learned inquiry skills and by practising positive dispo-
sitions that support their inquiry. Habits of mind are the attitudes or
dispositions that allow a person to set aside personal bias or self-limiting
beliefs that may interfere with the ability to reach newer levels of under-
standing.

To achieve deeper understanding in any inquiry, students need to prac-

tice being

1) open-minded (willing to consider evidence that may oppose their

own views);
2) fair-minded (willing to consider others’ viewpoints);
3) independent-minded (willing to stand up for firmly held beliefs);
4) critical-thinkers (willing and able to question for clarity and validity).

Additional habits of mind that lead to a successful scientific inquiry in-

clude persistence, adaptability, and collaboration. These habits of mind
enable a student to deal with common obstacles that arise during a PBL
model. Persistence in researching, collecting, and analysing information,
despite challenges, will ensure a broad range of information on which to
base new meaning. Adaptability allows a student to deal with possible
changes related to focus questions, resources, experimental conditions,
or strategies. A willingness and ability to collaborate with others will
enrich the inquiry process and lead to a broader and deeper understand-
ing of new information for all involved. [Adapted from Active Citizen-
ship: Student Action Projects, (2004) and Standards for the 21st-Century
Learner, (2007), AASL]

10 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Inquiry Stages Guided inquiry involves certain process skills (learned abilities), habits
of mind (acquired attitudes), and responsibilities about interacting with
and Skills new information. Independent thinkers will practise multiple strategies
to maneuver through an inquiry process. A typical inquiry process may
be considered to follow three stages: Beginning Inquiry, Ongoing Inqui-
ry, and Concluding Inquiry, each stage associated with specific skills and
corresponding to sequential phases within the Scientific Inquiry Model
used in this document. Note that there may be some overlap of phases.

Beginning Inquiry Stage (Initiating and Planning):

• Use prior and background knowledge as a base to identify a topic
area for new inquiry.
• Develop and refine inquiry questions.
• Plan the inquiry (SMART goals, Gantt and PERT charts).
• Find and select appropriate sources in a range of formats (e.g.,
textual, digital, visual, community) to pursue inquiry.

Ongoing Inquiry Stage (Performing & Recording, Analysing &

Interpreting)
• Evaluate information for accuracy, validity, appropriateness, bias,
relevance, point of view, and context.
• Conduct investigations into relationships among observable
variables, and use tools and techniques to gather, record, and
organize data.
• Analyse the data, accounting for sources of error, to develop and
assess possible explanations for the results.
• Evaluate the relevance, reliability, and adequacy of data and data
collection methods.
• Interpret patterns and trends in the data and relationships among
the variables.
• Explain how the data support or refute the inquiry question.
• Review and revise the plan for inquiry.

Concluding Inquiry Stage (Communication and Teamwork)

• Use writing, media and visual literacy, and technology skills to
create a product that expresses new understandings.
• Use communication skills to share new understandings of a topic in
a way that others can access, view, and use.
• Collaborate with others to exchange new ideas and develop new
understandings.
• Recognize and discuss the environmental, economic, and societal
implications of the project and recommend new avenues of
experimentation.
• Use information and technology ethically and responsibly by
documenting sources accurately, avoiding plagiarism, and respect-
ing the rules of intellectual property.

[Adapted from Standards for the 21st-Century Learner, (2007), AASL.]

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 11
PROGRAM DESIGN AND COMPONENTS

Resource-Based Effective science teaching and learning actively involves students,

teachers, and teacher librarians in the effective use of a wide range of
Learning print, non-print, and human resources. Resource-based learning fosters
students’ development by accommodating their diverse backgrounds,
learning styles, needs, and abilities.

Resource-based learning supports students as they develop information

literacy, specifically, accessing, interpreting, evaluating, organizing,
selecting, producing, and communicating information in and through
a variety of media, technologies, and contexts. When students engage
in their own research with appropriate guidance, they are more likely to
take responsibility for their learning and to retain information.

In a resource-based learning environment, students and teachers make

decisions about appropriate sources of information and tools for
learning and how to access them. A resource-based approach raises the
issues of selecting and evaluating information sources. Developing the
critical skills needed for these tasks is essential to science.

The range of possible resources for studying agricultural issues include

the following:

• print — books, magazines, newspapers, documents, and other

publications;
• visuals — maps, illustrations, photographs, charts, and graphs;
• artifacts — concrete objects and primary source documents;
• individual and community — interviews, field work, community
sites;
• multimedia — films, audio and video tapes, television and
radio, simulations;
• information technology — computer software, databases, CD-
ROMs, DVDs, GPS, live-streaming broadcasts, podcasts, and
data logging technologies;
• communication technology — Internet sites, blogs, e-mail, and
social media.

Resource-based learning takes place in the science classroom through a

variety of means. Text books, although a principal source of information
for the student, are only one of many resources available. As a tertiary
resource, it contains biases of its own and must be treated accordingly.
Students in an animal science class will make use of many other sources
of information, including magazines, news articles, Internet websites,
government publications, and local agricultural agencies. For a fully
enriched learning experience, students should be encouraged to explore
and engage in as many diverse sources of information as possible.

12 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Literacy Through Literacy has always been an important component of science education.
In recent years, however, through the promotion of research in critical
Science theory, the meaning of literacy has broadened to encompass all
forms of communication. In today’s science classrooms, learners are
encouraged to examine, compose, and decode spoken, written, and
visual texts to aid in their understanding of content and concepts,
and to better prepare them for full and effective participation in their
communities. Additionally, the goals of literacy include not only
language development but also critical engagement with text, visuals,
and auditory information. These goals have implications for the role of
the science teacher.

The ability to read is critical for success in school. Therefore, it is vital

that science teachers develop and use strategies that specifically promote
students’ abilities to read, comprehend, and compose text, no matter
what form that text might take. Similarly, writing as a process should be
stressed as a means that allows students to communicate effectively what
they have learned and to raise the questions they need to ask.

Critical literacy in science addresses several goals. Through the

implementation of various strategies, teachers will facilitate development
of students’ awareness of stereotyping, cultural bias, author’s intent,
hidden agendas, silent voices, and omissions. Students are encouraged
to be aware that authors construct texts with specific purposes in mind.
Further, critical literacy helps students comprehend texts at a deeper
level by encouraging them to view content and ideas from a variety of
perspectives and to interpret the various levels of meaning in a given
text, both explicit and implicit.

In this regard, the level and focus of questioning becomes very

important. The depth of a student’s response will often be determined
by the depth of questioning and inquiry. Teachers need to pose high-
level, open-ended questions that allow students to use their prior
knowledge and experiences, providing opportunity for a sustained
engagement before, during, and after reading or viewing text.

Strategies that promote literacy through science include helping students

comprehend the meaning of words, symbols, pictures, diagrams,
and graphs in a variety of ways. It means engaging students in many
learning opportunities which are designed to challenge and enhance
their communication in a variety of modes, such as writing, debating,
persuading, and explaining, and in a variety of media, such as the artistic
and technological. In the science classroom, all literacy strands —
reading, writing, speaking, listening, viewing, and representing — are
significant.

In the context of animal science, literacy also addresses the promotion

of education for sustainable development (ESD). Literacy for ESD
involves understanding ecological, economic, and social perspectives
on agricultural issues, learning how to investigate current issues, and
participating creatively and critically in community problem solving and
decision making.
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PROGRAM DESIGN AND COMPONENTS

Integration of Technology, including communication and information technology

Technology (CIT), plays a major role in science learning and teaching. Computers
and related technologies are valuable classroom tools for acquiring,
in Science analysing, and presenting information. These technologies provide
further opportunity for communication and collaboration and allow
students to become more active participants in research and learning.

CIT and related technologies (digital video and digital cameras,

scanners, CD-ROMs, word-processing software, graphics software,
video-editing software, data logging equipment, HTML editors, and
the Internet — including the World Wide Web, databases, electronic
discussions, e-mail, and audio and video conferencing) afford numerous
possibilities for enhancing learning. Computers and other technologies
are intended to enhance science learning. In that context, technological
resources can provide a variety of opportunities.

• The Internet and DVDs give teachers and students quick and easy
access to extensive and current information. Information acquisition
skills are key to efficient use of these resources. Questions of
validity, accuracy, bias, and interpretation must still be applied to
information available on the Internet and on DVDs.

• Interactions and conversations via e-mail, video and audio

conferencing, student-created websites, on-line discussion groups,
and other social media provide connections between students
and people from their communities and around the world. This
exposure to first-hand information will enable students to directly
employ inquiry skills.

• Students present what they have learned in a wide variety of forms

(e.g., graphs, maps, text, graphic organizers, websites, multimedia
presentations) that fit their learning styles. These presentations can
be shared with others, both in their classroom and beyond.

• Students are actively involved in their learning through controlling

information gathering, processing, and presentation. For example,
data logging technologies and Geographic Information Systems
(GIS) software enables students to collect data about a community
or region, plot the data using Global Positioning Systems (GPS),
and analyse and present their findings by creating maps and graphs
that demonstrate their learning.

14 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Technology can open up a means of exploring up-to-date statistics,

current agricultural or human issues, real-time events, and other on-line
information while enabling communication with other jurisdictions in
the country and around the world. Technology can also provide students
with a means for communicating new learning and sharing of ideas
and research with classmates and teachers through the use of various
presentation tools. Diverse learning styles and abilities are found in
every classroom and technology enables a myriad of approaches to the
study of issues within a global context.

Science for EAL The Prince Edward Island science curriculum is committed to the prin-
ciple that learners of English as an additional language (EAL) should be
Learners full participants in all aspects of science education. English deficiencies
and cultural differences must not be barriers to full participation. All
students should study a comprehensive science curriculum with high-
quality instruction and co-ordinated assessment.
To this end,
• schools should provide EAL learners with support in
their dominant language and English language while
learning science;
• teachers, counsellors, and other professionals should
consider the English-language proficiency level of EAL
learners as well as their prior course work in science;
• the science proficiency level of EAL learners should be
solely based on their prior academic record and not on
other factors;
• science teaching, curriculum, and assessment strategies
should be based on best practices and build on the prior
knowledge and experiences of students and on their
cultural heritage;
• the importance of science and the nature of the science
program should be communicated with appropriate
language support to both students and parents;
• to verify that barriers have been removed, educators
should monitor enrolment and achievement data to
determine whether EAL learners have gained access to,
and are succeeding in, science courses.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 15
PROGRAM DESIGN AND COMPONENTS

Meeting the Needs Foundation for the Atlantic Canada Science Curriculum stresses the
need to design and implement a science curriculum that provides
of All Learners
equitable opportunities for all students according to their abilities,
needs, and interests. Teachers must be aware of, and make adaptations
to accommodate, the diverse range of learners in their classes. To adapt
instructional strategies, assessment practices, and learning resources to
the needs of all learners, teachers must create opportunities that will
permit them to address their various learning styles.
As well, teachers must not only remain aware of and avoid gender and
cultural biases in their teaching, they must also actively address cultural
and gender stereotyping (e.g., about who is interested in and who can
succeed in science and mathematics). Research supports the position
that when science curriculum is made personally meaningful and so-
cially and culturally relevant, it is more engaging for groups traditionally
underrepresented in science and, indeed, for all students.
While this curriculum guide presents specific outcomes for each unit, it
must be acknowledged that students will progress at different rates.
Teachers should provide materials and strategies that accommodate
student diversity and should validate students when they achieve the
outcomes to the best of their abilities.
It is important that teachers articulate high expectations for all students
and ensure that all students have equitable opportunities to experience
success as they work toward achieving designated outcomes. Teachers
should adapt classroom organization, teaching strategies, assessment
practices, time, and learning resources to address students’ needs and
build on their strengths. The variety of learning experiences described in
this guide provide access for a wide range of learners. Similarly, the sug-
gestions for a variety of assessment practices provide multiple ways for
learners to demonstrate their achievements.

16 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Assessment The terms assessment and evaluation are often used interchangeably,
but they refer to quite different processes. Science curriculum docu-
and Evaluation ments provincially use these terms for the processes described below.
Assessment is the systematic process of gathering information on stu-
dent learning. According to research, assessment has three interrelated
purposes:
• assessment for learning to guide and inform instruction
• assessment as learning to involve students in self-assessment and
setting of goals for their own learning
• assessment of learning to make judgments about student perfor-
mance in relation to curriculum outcomes
Evaluation is the process of analysing, reflecting upon, and summarizing
assessment information, and making judgments or decisions based upon
the information gathered.
The assessment process provides the data, and the evaluation process
brings meaning to the data. Together, these processes improve teaching
and learning. If we are to encourage enjoyment in learning for students
now and throughout their lives, we must develop strategies to involve
students in assessment and evaluation at all levels. When students are
aware of the outcomes for which they are responsible and of the crite-
ria by which their work will be assessed and evaluated, they can make
informed decisions about the most effective ways to demonstrate their
learning.
Provincial science curriculum reflects the three major processes of sci-
ence learning: inquiry, problem solving, and decision making. When
assessing student progress, it is helpful to know some activities/skills/
actions that are associated with each process of science learning. Student
learning may be described in terms of ability to perform these tasks.

Assessment Assessment techniques should match the style of learning and instruc-
tion employed. Several options are suggested in this curriculum guide
Techniques from which teachers may choose, depending on the curriculum out-
comes, class, and school/district policies. It is important that students
know the purpose of an assessment, the method used, and the mark-
ing scheme being used. In order that assessment support learning, the
results, when reported to students, should indicate the improvements
expected.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 17
PROGRAM DESIGN AND COMPONENTS

Assessment Techniques Continued...

Observation (formal This technique provides a way of gathering information fairly quickly
while a lesson is in progress. When used formally, the student(s) would
or informal) be made aware of the observation and the criteria being assessed. In-
formally, it could be a frequent, but brief, check on a given criterion.
Observation may offer information about the student’s participation
level, use of a piece of equipment, or application of a given process.
The results may be recorded in the form of checklists, rating scales, or
brief written notes. It is important to plan in order that specific criteria
are identified, suitable recording forms are ready, and all students are
observed in a reasonable period of time.

This curriculum encourages learning through active participation.

Performance
Many of the curriculum outcomes found in the guide promote skills
and their application. There is a balance between scientific processes
and content. In order that students appreciate the importance of skill
development, it is important that assessment provide feedback on their
various skills (e.g., how to use a piece of equipment; apply an experi-
mental technique; interpret and follow instructions; research, organize,
and present information). Assessing performance is most often achieved
through observing the process.

Journals provide an opportunity for students to express thoughts and

Journal ideas in a reflective way. By recording feelings, perceptions of success,
and responses to new concepts, a student may be helped to identify his
or her most effective learning style. Knowing how to learn in an effec-
tive way is powerful information. Journal entries also give indicators of
developing attitudes toward science concepts, processes, and skills, and
application of these in the context of society. Self-assessment, through a
journal, permits a student to consider strengths and weaknesses,
attitudes, interests, and new ideas. Developing patterns may help in
career decisions and choices of further study.

Interview This curriculum promotes understanding and application of scientific

concepts. Interviewing a student allows the teacher to confirm that
learning has taken place beyond simple factual recall. Discussion allows a
student to display an ability to use information and clarify understanding.
Interviews may be brief discussions between teacher and student, or they
may be more extensive and include student, parent, and teacher. Such
conferences allow a student to be pro-active in displaying understand-
ing. It is helpful for students to know which criteria will be used to assess
formal interviews. The assessment technique provides an opportunity for
students whose verbal presentation skills are stronger than their written
skills to demonstrate their learning.

18 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Assessment Techniques Continued...

Paper and Pencil These techniques can be formative or summative. Several curriculum
outcomes call for displaying ideas, data, conclusions, and the results of
(assignment or test) practical or literature research. These can be in written form for display
or for direct teacher assessment. Whether an activity is a part of learn-
ing or a final statement, students should know the expectations for the
exercise and the rubric by which it will be assessed. Written assignments
and tests can be used to assess knowledge, understanding, and applica-
tion of concepts. They are less successful in assessing skills, processes,
and attitudes. The purpose of the assessment should determine what
form of paper and pencil exercise is used.

The curriculum includes outcomes that require students to analyse and

Presentation
interpret information; to identify relationships between science, tech-
nology, society, and environment; to be able to work in teams; and to
communicate information. Although the process can be time consum-
ing, these activities are best displayed and assessed through presentations.
These can be given orally, in written/pictorial form, by project summary
(science fair), or by using electronic systems such as video or computer
software. Whatever the level of complexity or format used, it is impor-
tant to consider the curriculum outcomes as a guide to assessing the
presentation. The outcomes indicate the process, concepts, and context
for which and about which a presentation is made.

Portfolio Portfolios offer another option for assessing student progress in meeting
curriculum outcomes over a more extended period of time. This form
of assessment allows the student to be central in the process. Decisions
about the portfolio and its contents can be made by the student. What
is placed in the portfolio, the criteria for selection, how the portfolio is
used, how and where it is stored, and how it is evaluated are some of the
questions to consider when planning to collect and display student work
in this way. The portfolio should provide a long-term record of growth
in learning and skills. This record of growth is important for individual
reflection and self-assessment, but it is also important to share with oth-
ers. For many students, it is exciting to review a portfolio and see the
record of development over time.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 19
PROGRAM DESIGN AND COMPONENTS

Evaluation Evaluation is a continuous, comprehensive, and systematic process. It

brings interpretations, judgments, and decisions to the data collected
during the assessment phase. Questions include the following: How
valid and reliable is the data gathered? What does the data suggest about
student achievement of course outcomes? Does student performance
confirm the success of instructional practice or indicate the need to
change it? Are students ready to move on to the next phase of the
course, or is there need for remediation?

Teacher-developed assessments and the evaluations based on them have

a variety of uses, including:

• providing feedback to improve student learning;

• determining whether curriculum outcomes have been achieved;
• certifying that students have achieved certain levels of performance;
• setting goals for future student learning;
• communicating with parents about their children’s learning;
• providing information to teachers on the effectiveness of their
teaching, the program, and the learning environment;
• meeting the goals of guidance and administrative personnel.

Evaluation is conducted within the context of the outcomes, which

should be clearly understood by learners before teaching and evaluation
take place. Students must understand what teachers expect of them and
the basis on which they will be evaluated. The evaluation of a student’s
progress may be classified as pre-instructional, formative, or summative,
depending on the purpose.

Pre-instructional evaluation is conducted before the introduction of

unfamiliar subject matter or when learners are experiencing difficulty.
It gives an indication of where students are and is not a measure of
what they are capable of doing. The purpose is to analyse a student’s
progress to date in order to determine the type and depth of instruction
needed. This type of evaluation is mostly conducted informally and
continuously.

Formative evaluation is conducted throughout instruction. Its primary

purpose is to improve instruction and learning. It is an indication of
how things are going. It identifies a student’s strengths or weaknesses with
respect to specific curriculum outcomes so necessary adaptations can be
made.

Summative evaluation occurs at the end of a designated period of

learning. It is used, along with data collected during the formative stage,
to determine learner achievement. This evaluation is used to report the
degree to which curriculum outcomes have been achieved.

20 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 PROGRAM DESIGN AND COMPONENTS

Planning, Animal Science 801A/621A requires thoughtful and careful planning at

Assessing, the outset of the course. Due to its investigative component, teachers are
advised to plan carefully in advance to ensure that appropriate inquiry
Reporting, and skills are integrated into the daily learning activities and that students
Weighting are fully aware of expectations.

in Animal Science Students’ research projects may be based on the same agricultural issue
801A/621A or they may differ completely. Guided instruction and modelling are
critical to the inquiry process. Students will need to fully understand
at the beginning of the course what will be expected of them as well as
how they will be assessed throughout the duration of the course. Ideally,
by giving students the necessary process tools up front, many of them
will be able to self-direct their learning as the course proceeds. This will
allow the teacher to act as a process facilitator for some students while
freeing up time to offer more direct assistance to others.

Assessment of learning in Animal Science 801A/621A should occur

throughout the course. Assessment tools, criteria, and timelines (dead-
lines) should be established in advance to facilitate ongoing and infor-
mative assessment and feedback to students. Summative assessment may
take place when an end-product is complete; however, teachers should
consider the time and effort involved in all stages of a project to ensure
that the end-product does not form the entire assessment.

Reporting methods and weighting of assessments should be determined

before the course is underway so that students are aware of expectations.
Some schools may have specific policies regarding weighting of major
assessment pieces. Animal Science 801A/621A is easily adaptable to a
variety of assessment weightings. It is important to note that this course
emphasizes the inquiry process involved in investigation within an
agricultural context. While specific content knowledge is important, the
higher goal is in learning how information creates meaning.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 21
PROGRAM DESIGN AND COMPONENTS

Assessing and Evaluating There should be a congruence between what is taught, how it is taught,
Student Learning in the and what is emphasized in the evaluation process. Science educators
Science Classroom should recognize that “...quality programming and instruction are
neither content-based nor process-based, but a wise and judicious
mixture of both” (Frost, 1989, p.11).
The assessment of student learning must be aligned with the curriculum
outcomes and the types of learning opportunities made available to
students. A “backward design” approach can help in determining the
most effective way of measuring a student’s level of learning. An essential
question that often helps to focus on this goal is, “What evidence will I
have that shows me that the student has achieved the outcome?” Once
the evidence or criteria (assessment tool) has been established, teachers
can plan effective instructional approaches and gather supporting
resources that will help students to reach this goal.

Curriculum
Outcomes

Assessment Instructional
and Approaches
Evaluation and
Resources

(Adapted from The Evaluation of Students in the Classroom: A Handbook and Policy
Guide, Department of Education, Government of Newfoundland and Labrador, 1990)

22 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework that in-
cludes statements of essential graduation learnings, general curriculum
outcomes, key-stage curriculum outcomes, and specific curriculum
outcomes. The general and key-stage curriculum outcomes reflect the
Pan-Canadian Common Framework of Science Learning Outcomes K to
12. The specific curriculum outcomes are prescribed outcomes specially
written for the Prince Edward Island animal science curriculum. The
diagram below provides the blueprint of the outcomes framework.

Outcomes Framework

FIGURE 1

Essential Graduation
Learnings

A Vision for Scientific

Literacy
in Atlantic Canada

Four General Curriculum

Outcomes

STSE SKILLS KNOWLEDGE ATTITUDES

Nature of science and Initiating and planning Life science Appreciation of science
technology Performing and recording Physical science Interest in science
Relationship between Analysing and interpreting Earth and space science Science inquiry
science and technology Communication and teamwork Collaboration
Social and environmental Stewardship
contexts of science and Safety
technology

Key-Stage Curriculum Outcomes

Specific Curriculum Outcomes

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 23
CURRICULUM OUTCOMES FRAMEWORK

Essential Essential graduation learnings are statements describing the knowledge,

Graduation Learnings skills, and attitudes expected of all students who graduate from high
school. Achievement of the essential graduation learnings will prepare
students to continue to learn throughout their lives. These learnings
describe expectations not in terms of individual school subjects but
in terms of knowledge, skills, and attitudes developed throughout the
curriculum. They confirm that students need to make connections and
develop abilities across subject boundaries and to be ready to meet the
shifting and ongoing opportunities, responsibilities, and demands of life
after graduation. The essential graduation learnings are the following:

Aesthetic Expression Graduates will be able to respond with critical awareness to various
forms of the arts and be able to express themselves through the arts.

Citizenship Graduates will be able to assess social, cultural, economic, and environ-
mental interdependence in a local and global context.

Communication Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s) as well as mathematical and scientific
concepts and symbols to think, learn, and communicate effectively.

Personal Development Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle.

Problem Solving Graduates will be able to use the strategies and processes needed to solve
a wide variety of problems, including those requiring language, math-
ematical, and scientific concepts.

Technological Competence Graduates will be able to use a variety of technologies, demonstrate

an understanding of technological applications, and apply appropriate
technologies for solving problems.

24 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

General The general curriculum outcomes form the basis of the outcomes frame-
work. They also identify the key components of scientific literacy. Four
Curriculum general curriculum outcomes have been identified to delineate the four
Outcomes critical aspects of students’ scientific literacy. They reflect the wholeness
and interconnectedness of learning and should be considered interre-
lated and mutually supportive.

Science, Technology, Students will develop an understanding of the nature of science and
Society, and the technology, of the relationships between science and technology, and of
the social and environmental contexts of science and technology.
Environment (STSE)

Skills Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and
results, for working collaboratively, and for making informed decisions.

Knowledge Students will construct knowledge and understandings of concepts in

life science, physical science, and Earth and space science, and apply
these understandings to interpret, integrate, and extend their knowl-
edge.

Attitudes Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological
knowledge to the mutual benefit of self, society, and the environment.

Key-Stage Key-stage curriculum outcomes are statements that identify what

students are expected to know, be able to do, and value by the end of
Curriculum Grades 3, 6, 9, and 12 as a result of their cumulative learning experienc-
Outcomes es in science. The key-stage curriculum outcomes are from the Common
Framework for Science Learning Outcomes K to 12.

Specific Specific curriculum outcome statements describe what students are ex-
pected to know and be able to do at each grade level. They are intended
Curriculum to help teachers design learning experiences and assessment tasks. Spe-
Outcomes cific curriculum outcomes represent a framework for assisting students
to achieve the key-stage curriculum outcomes, the general curriculum
outcomes, and ultimately, the essential graduation learnings.
Specific curriculum outcomes are organized in units for each grade level.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 25
CURRICULUM OUTCOMES FRAMEWORK

Attitude Outcomes It is expected that the Prince Edward Island science program will foster
certain attitudes in students throughout their school years. The STSE,
skills, and knowledge outcomes contribute to the development of at-
titudes, and opportunities for fostering these attitudes are highlighted
in the Elaborations — Strategies for Learning and Teaching sections of
each unit.
Attitudes refer to generalized aspects of behaviour that teachers model
for students by example and by selective approval. Attitudes are not
acquired in the same way as skills and knowledge. The development of
positive attitudes plays an important role in students’ growth by inter-
acting with their intellectual development and by creating a readiness for
responsible application of what students learn.
Since attitudes are not acquired in the same way as skills and knowledge,
outcome statements for attitudes are written as key-stage curriculum
outcomes for the end of Grades 3, 6, 9, and 12. These outcome state-
ments are meant to guide teachers in creating a learning environment
that fosters positive attitudes.
The following pages present the attitude outcomes from the Pan-
Canadian Common Framework of Science Learning Outcomes K to 12 for
the end of Grade 12.

26 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements
By the end of Grade 12, it is expected that students will be encouraged to

Appreciation of Science Interest in Science Scientific Inquiry

436 value the role and contribution 439 show a continuing and more 442 confidently evaluate evidence
of science and technology in our informed curiosity and interest in sci- and consider alternative perspectives,
understanding of phenomena that ence and science-related issues ideas, and explanations
are directly observable and those that
440 acquire, with interest and confi- 443 use factual information and
are not
dence, additional science knowledge rational explanations when analysing
437 appreciate that the applications and skills using a variety of resources and evaluating
of science and technology can raise and methods, including formal
444 value the processes for drawing
ethical dilemmas research
conclusions
438 value the contributions to 441 consider further studies and
scientific and technological devel- careers in science and technology- Evident when students, for example,
opment made by women and men related fields • insist on evidence before accept-
from many societies and cultural ing a new idea or explanation
backgrounds Evident when students, for example,
• ask questions and conduct
Evident when students, for example, • conduct research to answer their research to confirm and extend
own questions their understanding
• consider the social and cultural • recognize that part-time jobs • criticize arguments based on the
contexts in which a theory de- require science- and technology- faulty, incomplete, or misleading
veloped related knowledge and skills use of numbers
• use a multi-perspective ap- • maintain interest in or pursue • recognize the importance of
proach, considering scientific, further studies in science reviewing the basic assumptions
technological, economic, cultur- • recognize the importance of mak- from which a line of inquiry has
al, political, and environmen- ing connections between various arisen
tal factors when formulating science disciplines • expend the effort and time
conclusions, solving problems, • explore and use a variety of meth- needed to make valid inferences
or making decisions on STSE ods and resources to increase • critically evaluate inferences
issues their own knowledge and skills and conclusions, cognizant of
• recognize the usefulness of be- • are interested in science and tech- the many variables involved in
ing skilled in mathematics and nology topics not directly related experimentation
problem solving to their formal studies • critically assess their opinion of
• recognize how scientific prob- • explore where further science- the value of science and its ap-
lem solving and the develop- and technology-related studies plications
ment of new technologies are can be pursued • criticize arguments in which
related • are critical and constructive when evidence, explanations, or posi-
• recognize the contribution of considering new theories and tions do not reflect the diversity
science and technology to the techniques of perspectives that exist
progress of civilizations • use scientific vocabulary and • insist that the critical assump-
• carefully research and openly principles in everyday discussions tions behind any line of reason-
discuss ethical dilemmas associ- • readily investigate STSE issues ing be made explicit so that the
ated with the applications of validity of the position taken can
science and technology be judged
• show support for the develop- • seek new models, explanations,
ment of information technolo- and theories when confronted
gies and science as they relate to with discrepant events or evi-
human needs dence
• recognize that Western ap-
proaches to science are not
the only ways of viewing the
universe
• consider the research of both
men and women

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 27
CURRICULUM OUTCOMES FRAMEWORK

Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements (continued)
By the end of Grade 12, it is expected that students will be encouraged to
Collaboration Stewardship Safety in Science

445 work collaboratively in plan- 446 have a sense of personal and 449 show concern for safety and ac-
ning and carrying out investigations, shared responsibility for maintaining cept the need for rules and regulations
as well as in generating and evaluat- a sustainable environment
450 be aware of the direct and indi-
ing ideas
447 project the personal, social, rect consequences of their actions
Evident when students, for example, and environmental consequences of
proposed action Evident when students, for example,
• willingly work with any class- • read the label on materials
mate or group of individuals 448 want to take action for main-
before using them, interpret the
regardless of their age, gender, taining a sustainable environment WHMIS symbols, and consult
or physical and cultural charac- a reference document if safety
teristics Evident when students, for example,
symbols are not understood
• assume a variety of roles within • willingly evaluate the impact of • criticize a procedure, a design, or
a group, as required their own choices or the choices materials that are not safe or that
• accept responsibility for any task scientists make when they carry could have a negative impact on
that helps the group complete out an investigation the environment
an activity • assume part of the collective • consider safety a positive limiting
• give the same attention and responsibility for the impact of factor in scientific and techno-
energy to the group’s product as humans on the environment logical endeavours
they would to a personal assign- • participate in civic activities • carefully manipulate materials,
ment related to the preservation and cognizant of the risks and poten-
• are attentive when others speak judicious use of the environment tial consequences of their actions
• are capable of suspending and its resources • write into a laboratory procedure
personal views when evaluating • encourage their peers or mem- safety and waste-disposal con-
suggestions made by a group bers of their community to cerns
• seek the points of view of others participate in a project related to • evaluate the long-term impact of
and consider diverse perspec- sustainability safety and waste disposal on the
tives • consider all perspectives when environment and the quality of
• accept constructive criticism addressing issues, weighing scien- life of living organisms
when sharing their ideas or tific, technological, and ecologi- • use safety and waste disposal as
points of view cal factors criteria for evaluating an experi-
• criticize the ideas of their peers • participate in social and political ment
without criticizing the persons systems that influence environ- • assume responsibility for the
• evaluate the ideas of others mental policy in their commu- safety of all those who share a
objectively nity common working environment
• encourage the use of proce- • examine/recognize both the by cleaning up after an activity
dures that enable everyone, positive and negative effects on and disposing of materials in a
regardless of gender or cultural human beings and society of safe place
background, to participate in environmental changes caused by • seek assistance immediately for
decision making nature and by humans any first aid concerns like cuts,
• contribute to peaceful conflict • willingly promote actions that burns, or unusual reactions
resolution are not injurious to the environ- • keep the work station unclut-
• encourage the use of a variety of ment tered, with only appropriate lab
communication strategies dur- • make personal decisions based on materials present
ing group work a feeling of responsibility toward
• share the responsibility for less privileged parts of the global
errors made or difficulties en- community and toward future
countered by the group generations
• are critical-minded regarding the
short- and long-term conse-
quences of sustainability

28 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

Curriculum Guide Specific curriculum outcomes are organized in units for each grade
level. Each unit is organized by topic. Suggestions for learning, teach-
Organization ing, assessment, and resources are provided to support student achieve-
ment of the outcomes. Suggested times for each unit are also provided.
Although Animal Science 801A/621A is 110 hours (~90 classes) in
duration, the cumulative topic instructional time allocated is 90 hours
(~74 classes). The remaining 20 hours allows for summative assessment
considerations.
The order in which the units of a course appear in the guide is meant to
suggest a sequence. In some cases, the rationale for the recommended
sequence is related to the conceptual flow across the semester. That is,
one unit may introduce a concept that is then extended in a subsequent
unit. Likewise, one unit may focus on a skill or context that will be built
upon later in the semester.
Some units or certain aspects of units may also be combined or integrat-
ed. This is one way of assisting students as they attempt to make con-
nections across topics in science or between science and the real world.
The intent is to provide opportunities for students to deal with science
concepts and scientific issues in personally meaningful and socially,
culturally, and economically relevant contexts.

Unit Organization Each unit begins with a two-page synopsis. On the first page, introduc-
tory paragraphs provide a unit overview. These are followed by a sec-
tion that specifies the focus (inquiry, problem solving, and/or decision
making) and possible contexts for the unit. Finally, a curriculum links
paragraph specifies how this unit relates to science concepts and skills
addressed in other grades so teachers will understand how the unit fits
with the students’ progress through the complete science program.
The second page of the two-page overview provides a table of the Prince
Edward Island prescribed specific curriculum outcomes that the unit
will address. The numbering system indicates the unit and the outcome
number. These code numbers appear before each specific curriculum
outcome (SCO). Each outcome that students are expected to complete
relates directly to one or more of the four general curriculum outcome
categories: Science-Technology-Society-Environment (STSE) outcomes,
Skills outcomes, Knowledge outcomes, Attitude outcomes.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 29
CURRICULUM OUTCOMES FRAMEWORK

The Four-Column All units have a two-page layout of four columns as illustrated below.
Spread In some cases, the four-column spread continues to the next two-page
layout. Outcomes are grouped by a topic indicated at the top of the left
page.

Two-Page, Four-Column Spread

Page One Page Two

Topic

Elaborations — Strategies for Tasks for Instruction and/or

Outcomes Learning and Teaching Assessment Resources/Notes

Students will be
Informal/Formal Observation Useful Teacher
expected to
Resources
Specific
curriculum Performance
elaboration of outcome and
outcome based
strategies for learning and
on the Prince teaching Journal
Edward Island
prescribed
outcomes Interview
(outcome
number)
Paper and Pencil
Specific
elaboration of outcome and
curriculum Presentation
strategies for learning and
outcome based
teaching
on the Prince
Edward Island Portfolio
prescribed
outcomes
(outcome
number)

30 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

Column One: Outcomes The first column indicates the specific curriculum outcomes. These are
based on the Prince Edward Island prescribed outcomes. The state-
ments involve the Science-Technology-Society-Environment (STSE),
Skills, and Knowledge outcomes indicated by the outcome number(s)
that appear(s) in parentheses after the outcome. Some STSE and skills
outcomes have been written in a context that shows how these outcomes
should be addressed.
Specific curriculum outcomes have been grouped by topic. Other
groupings of outcomes are possible and in some cases may be necessary
to take advantage of local situations. The grouping of outcomes provides
a suggested teaching sequence. Teachers may prefer to plan their own
teaching sequence to meet the learning needs of their students.
Column one defines what students are expected to learn and be able to
do.

Column Two: The second column may include elaborations of outcomes listed in
Elaborations—Strategies column one and describes learning environments and experiences that
for Learning and Teaching will support students’ learning.
The strategies in this column are intended to provide a holistic approach
to instruction. In some cases, they address a single outcome; in other
cases, they address a group of outcomes.

Column Three: The third column provides suggestions for ways that students’ achieve-
Tasks for Instruction ment of the outcomes could be assessed. These suggestions reflect a
and/or Assessment variety of assessment techniques and materials that include, but are not
limited to, informal/formal observation, performance, journal, inter-
view, paper and pencil, presentation, and portfolio. Some assessment
tasks may be used to assess student learning in relation to a single out-
come, others to assess student learning in relation to several outcomes.
The assessment item identifies the outcome(s) addressed by the outcome
number in brackets after the item.
Some STSE, Skills, and Knowledge outcomes that appear after the
assessment item may not appear in the first column. Although these
outcomes are not the key outcome(s) for this section, the assessment
item provides an opportunity to address these outcomes in a different
context.

Column Four: This column provides an opportunity for teachers to make note of use-
Resources/Notes ful resources.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 31
CURRICULUM OUTCOMES FRAMEWORK

Course Overview

Overview of Animal Science Unit Overview of Animal Science Unit

801A 621A
Students will be expected to Students will be expected to
1.1 demonstrate an understanding of the history of 1.1 demonstrate an understanding of the history of
the domestication of farm animals the domestication of farm animals
1.2 examine the historical importance of the devel- 1.2 examine the historical importance of the devel-
opment of agriculture opment of agriculture
1.3 explain trends and challenges in livestock and 1.3 explain trends and challenges in livestock and
poultry production poultry production
1.4 demonstrate an understanding of the contribu- 1.4 analyse the environmental, social, and economic
tion of livestock and poultry production to the significance of livestock and poultry production
social, economic, and environmental develop- to Prince Edward Island
ment of Prince Edward Island 1.5 demonstrate an understanding of the diversity
1.5 demonstrate an understanding of the diversity and interdependence within the agricultural
and interdependence within the agricultural sector of Prince Edward Island
sector of Prince Edward Island 1.6 demonstrate an understanding of the principles
of food sovereignty and food security
1.6 demonstrate an awareness of the principles of 1.7 debate the concept of sustainability as it relates
food sovereignty and food security to agriculture
1.7 identify and discuss the factors that affect the 1.8 research career information and job opportuni-
sustainability of an agricultural system ties in diverse agricultural enterprises and related
1.8 identify career information and job opportunies services
in diverse agricultural enterprises and related 1.9 demonstrate an understanding of economic
services trends and issues pertaining to agriculture

1.9 demonstrate an awareness of economic trends and

issues pertaining to agriculture Genetics and Reproduction Unit
621A

Genetics and Reproduction Unit Students will be expected to

801A 2.1 analyse the differences between plant and

animal cells
Students will be expected to
2.2 describe and illustrate the role of chromosomes
2.1 compare and contrast the differences between in the transmission of hereditary information
plant and animal cells from one cell to another
2.2 describe and illustrate the role of chromosomes in 2.3 demonstrate an understanding of Mendelian
the transmission of hereditary information from genetics and predict the outcome of various
one cell to another genetic crosses
2.3 demonstrate an understanding of Mendelian
genetics and predict the outcome of various
genetic crosses

32 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 CURRICULUM OUTCOMES FRAMEWORK

Genetics and Reproduction Unit Genetics and Reproduction Unit

801A 621A
Students will be expected to Students will be expected to
2.4 identify the structures and functions of livestock 2.4 identify the structures and functions of livestock
and poultry reproductive systems and poultry reproductive systems
2.5 describe principles of reproduction and explain 2.5 describe principles of reproduction and explain
their application to livestock and poultry their application to livestock and poultry
2.6 describe the process of cloning and outline its 2.6 describe the process of cloning and outline its
advantages, disadvantages, and ethical issues advantages, disadvantages, and ethical issues
2.7 analyse evolutionary mechanisms such as
natural selection, artificial selection, and bio-
technology and their effects on biodiversity and
livestock production

Animal Nutrition Unit

801A Animal Nutrition Unit

Students will be expected to 621A

3.1 identify the parts of the digestive system of Students will be expected to
livestock and poultry and describe their 3.1 identify the parts of the digestive system of live-
functions stock and poultry and describe their functions
3.2 demonstrate an understanding of ruminant and 3.2 demonstrate an understanding of ruminant and
monogastric digestive systems monogastric digestive systems
3.3 describe the function of the feed nutrients for 3.3 describe the function of the feed nutrients for
farm animals farm animals
3.4 recognize that animals require different rations 3.4 recognize that animals require different rations
during their life cycle during their life cycle
3.5 discuss common issues in animal nutrition from 3.5 discuss common issues in animal nutrition from
a variety of perspectives a variety of perspectives

Animal Care and Management Unit Animal Care and Management Unit
801A 621A
Students will be expected to Students will be expected to
4.1 demonstrate an understanding of the need for 4.1 demonstrate an understanding of the need for
food safety, traceability, and biosecurity on and food safety, traceability, and biosecurity on and
off livestock farms off livestock farms
4.2 work collaboratively to outline farm safety 4.2 work collaboratively to outline farm safety
practices practices
4.3 assess the importance of animal care and 4.3 assess the importance of animal care and
management in agriculture management in agriculture

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 33
CURRICULUM OUTCOMES FRAMEWORK

Animal Care and Management Unit Animal Care and Management Unit
801A 621A
Students will be expected to Students will be expected to
4.4 demonstrate an understanding of animal 4.4 demonstrate an understanding of animal welfare
welfare issues issues
4.5 explain animal management practices used in 4.5 explain animal management practices used in
livestock and poultry production livestock and poultry production
4.6 demonstrate an understanding of the impor- 4.6 demonstrate an understanding of the impor-
tance of the beef and dairy cattle industries tance of the beef and dairy cattle industries
to Prince Edward Island and Canada to Prince Edward Island and Canada
4.7 identify the main breeds and distinguishing 4.7 identify the main breeds and distinguishing
characteristics of beef and dairy cattle characteristics of beef and dairy cattle
4.8 compare and contrast feeding programs for 4.8 compare and contrast feeding programs for beef
beef and dairy cattle and dairy cattle
4.9 outline disease prevention strategies for beef 4.9 develop disease prevention strategies for beef
and dairy cattle and dairy cattle
4.10 describe how beef and milk are produced, 4.10 describe how beef and milk are produced,
collected, and processed collected, and processed
4.11 explain how technology has impacted the 4.11 explain how technology has impacted the beef
beef and dairy industries and dairy industries
4.12 demonstrate an understanding of the impor- 4.12 demonstrate an understanding of the impor-
tance of the poultry industry to Prince tance of the poultry industry to Prince
Edward Island and Canada Edward Island and Canada
4.13 identify the main types and distinguishing 4.13 identify the main types and distinguishing
characteristics of poultry characteristics of poultry
4.14 describe feeding programs for poultry 4.14 describe feeding programs for poultry
4.15 outline disease prevention strategies for 4.15 develop disease prevention strategies for
poultry poultry
4.16 explain how broilers and eggs are produced, 4.16 explain how broilers and eggs are produced,
collected, and processed collected, and processed
4.17 explain how technology has impacted the
poultry industry 4.17 explain how technology has impacted the
4.18 demonstrate an understanding of waste poultry industry
management strategies on livestock and 4.18 develop waste management strategies for live-
poultry farms stock and poultry farms
4.19a create an animal care and management plan 4.19 analyze a selected animal care and manage-
OR ment issue using a guided inquiry process
4.19b analyze a selected animal care and manage-
ment issue using a guided inquiry process

34 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Animal Science
801A

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAN SCIENCE 801A 35
Overview of Animal Science

Introduction The opening unit of the Animal Science 801A course provides
an introduction to the concepts and terminology associated with the
study of animal science. While students may have an awareness
of some agricultural issues and a keen interest in examining current
world problems, it is important for them to recognize the fundamental
ideas and concepts that constitute an issue at various levels. The Over-
view of Animal Science unit requires students to examine the
economic, social, and environmental aspects of issues at a local, Cana-
dian, or global scale, and the key role that perspective plays in analysing
complex problems. Students will also practise skills that may have been
introduced in earlier grade levels such as differentiating between opinion
and fact, detecting bias, and validating sources of information. These are
necessary skills to practise in any critical analysis of animal science issues.

Focus and Context This introductory unit emphasizes scientific inquiry as students will
begin to ask questions about animal science issues pertaining to food
security, sustainability, and economics at a local and global scale. They
will also begin to explore problem solving and decision making through
the use of critical thinking skills and considering different perspectives.

Science The issue of sustainability builds upon information that students have
studied earlier in the science curriculum. A unit on sustainability of
Curriculum Links
ecosystems in Science 421A/431A presents the Earth as a closed system,
which means sustainable use of resources becomes a major concern. A
discussion of ways in which natural populations are kept in equilibrium
in relation to the availability of food resources occurs in Biology 521A
and Environmental Science 621A. Previous to this, elementary students
learned how humans and other living things depend on their environ-
ment.

36 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
801A Curriculum Students will be expected to
Outcomes 1.1 demonstrate an understanding of the history of the domestication of
farm animals
1.2 examine the historical importance of the development of agriculture
1.3 explain trends and challenges in live stock and poultry production
1.4 demonstrate an understanding of the contribution of livestock and
poultry production to the social, economic, and environmental
development of Prince Edward Island
1.5 demonstrate an understanding of the diversity and interdependence
within the agricultural sector of Prince Edward Island
1.6 outline the principles of food sovereignty and food security
1.7 discuss the factors that affect the sustainability of an agricultural
system
1.8 compile career information and job opportunities in diverse
agricultural enterprises and related services
1.9 outline economic trends and issues pertaining to agriculture

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 37
OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should begin by discussing how they would define agriculture
and livestock.
1.1 demonstrate an understanding of
the history of the domestication of Students should examine how agriculture has played a key role in the
farm animals development of human civilization. Agricultural practices such as the
domestication of animals and the cultivation of crops allowed human
beings to move beyond hunter-gatherer societies. When farmers be-
1.2 examine the historical importance came capable of producing food beyond the needs of their own fami-
of the development of agriculture lies, others in their society were freed to devote themselves to projects
other than food acquisition. However, students should also understand
that subsistence agriculture in which farmers focus on growing enough
1.3 explain trends and challenges in food to feed their families is still commonplace in many developing
livestock and poultry production parts of the world. The book or video Guns, Germs, and Steel has a
very good introduction of how the domestication of farm animals has
affected our world. Students should understand why certain animals
have been historically selected and bred as livestock.

1.4 demonstrate an understanding Teachers should lead the class in a discussion on how the domestica-
of the contribution of livestock tion of farm animals and emerging technologies (e.g., plow, barbed
and poultry production to the wire, milking machine, biotechnology) impacted how we produced
social, economic, and environ- food over the years.
mental development of Prince
Edward Island The trends and challenges in livestock and poultry production should
be presented from a global perspective (overview) and then from a
local perspective. Students should be aware of the challenges and suc-
cesses that Prince Edward Island farmers have had regarding finding
new markets to help meet the world’s food needs. Teachers should
present different industries (e.g., pork, dairy, beef) to the class and
discuss with the students factors that contribute to the industry’s rise
or decline. Factors may include economics, farm population, farm size,
education, farmers’ share, innovation, and technology. Students could
also compare livestock production operations on Prince Edward Island
to those in other provinces/countries and discuss their similarities and
differences.

Students should understand that people in many nations spend more

than half of their income on food. Canadians, on the other hand,
spend on average about 10% of our yearly wages on food. This can
be partly attributed to government policy and corporate control that
affect food market prices. This can also be attributed to the contribu-
tions of agriscience that have found ways to stimulate growth and
production of animals and plants and to reduce losses from disease,
insects, and parasites.

38 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Tasks for Instruction and/or Assessment Resources/Notes

Journal The Real Dirt on Farming II

• How important do you think the livestock and poultry sectors are to All About Food, Agri-Food Facts
people on Prince Edward Island. How important are they to you?
(1.4) Video and book: Guns, Germs, and
Steel by Jared Diamond
• If your family had to spend more than half of its income on food,
how would it affect your life? (1.4) Internet: The History of Agriculture
http://www.xtimeline.com/timeline/
• How do you think the development of agriculture on PEI has History-of-agriculture-1
impacted our culture and society? (1.2)
Appendix A: Glossary of Terms

Paper and Pencil Appendix B: Agriculture Timeline

• Compare Food Freedom Day in Canada to that of other developed

and developing countries. (1.2)

• How are livestock and crop production interconnected? (1.1, 1.3,

1.5)

• Briefly explain how the domestication of farm animals impacted

human civilization. (1.1, 1.2)

• What are some of the trends and challenges that Island farmers have
faced in livestock and poultry production over the past few years?
(1.3)

Presentation

• Speak with a local livestock or poultry farmer about how technology

has changed his/her operations (e.g., types of animals, production,
yield) over the years. Present your findings to the class. (1.3)

Performance

• Create a timeline of the domestication of farm animals from early

hunter-gatherer societies to today. (1.1, 1.2)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 39
OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Teachers are recommended to download information from the Prince
Edward Island Department of Agriculture or the Prince Edward Island
1.4 demonstrate an understanding of Agriculture Sector Council which maintain current data on the level
the contribution of livestock of agriculture on Prince Edward Island. Students should discuss the
and poultry production to the impact of the agriculture industry on Prince Edward Island from eco-
social, economic, and environ- nomic, social, and environmental perspectives. To do so, they should
mental development of Prince research factors such as the current levels of employment, impacts
Edward Island (continued...) on the economy, number of active farms, primary products and by-
products, and the impact of increased livestock and poultry production
on the environment.

1.5 demonstrate an understanding Students should also understand that farmers seldom work in isolation
of the diversity and interdepen- and provide examples of interdependence within the agricultural sector
dence within the agricultural sector (e.g., crop and livestock producers’ interdependence, feedlots and cow/
of Prince Edward Island calf operations, vertical integration, biotechnology sector).

40 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Prince Edward Island De-
• Comment on the following statement: “The livestock industry on partment of Agriculture
PEI is not as important as the potato industry”. (1.4, 1.5) http://www.gov.pe.ca/agriculture/

Internet: Prince Edward Island Agri-

Paper and Pencil culture Sector Council
http://www.peiagsc.ca/
• Explain why farmers grow different crops. (1.5)
Appendix C: Maritime Agriculture -
• Provide some examples of how farmers work with other farmers. A Brief History
(1.5)

• How important are the livestock and poultry sectors to the Prince
Edward Island economy? (1.4)

• Create a list of different commodities grown on Island farms.

Compare your list with other members of the class and discuss the
diversity of the Island agriculture sector. (1.5)

Performance

• Work collaboratively to outline the impact of the livestock and

poultry industries on Prince Edward Island from economic, social,
and environmental perspectives. Include the current levels of
employment, impacts on the economy, number of active farms,
primary products and by-products, and the impact of increased
agricultural production on the environment. (1.4)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 41
OVERVIEW OF ANIMAL SCIENCE

World Issues

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to To understand the significance of international interdependence as it

1.6 outline the principles of food relates to agricultural sustainability and to assess the impact of agri-
sovereignty and food security culture on global development and international relations, students
should discuss food sovereignty and food security.

Food sovereignty is the claimed “right” of people to define their own

food, agriculture, livestock and fisheries systems, in contrast to having
food largely subject to international market forces. “Food sovereignty
is the right of peoples to healthy and culturally appropriate food
produced through ecologically sound and sustainable methods, and
their right to define their own food and agriculture systems.” - Nyéléni
2007: Forum for Food Sovereignty.

Food sovereignty holds it to be true that communities should be able

to define their own means of production and that food is a basic
human right. Many communities calling for food sovereignty are
protesting the imposition of Western technologies to their indigenous
systems and agencies. Those who hold a “food sovereignty” position
advocate banning the production of most cash crops in developing
nations, thereby leaving the local farmers to concentrate on subsistence
agriculture. Teachers should provide examples of how political/
corporate decisions (e.g., company decisions to change banana distri-
bution from a Pacific port to an Atlantic port in Panama, and moving
pineapple production from Hawaii to the Philippines) affect global
economies and developing nations. The video Food Inc. provides an
overview of the food industry in North America.

“Food security exists when all people, at all times, have physical, social
and economic access to sufficient, safe and nutritious food to meet
their dietary needs and food preferences for an active and healthy life.”
- the United Nation’s Food and Agriculture Organization (FAO). A
Prince Edward Island context to food security could be to explore its
food distribution system and how much we depend on uninterrupted
food supply to the Island. Students should also be aware of issues of
undernutrition and the use of Food Banks on Prince Edward Island.

The core of the Food Justice movement is the belief that what is lack-
ing is not food, but the political will to fairly distribute food regardless
of the recipient’s ability to pay. It notes that, globally, enough food is
produced to feed the entire world population at a level adequate to en-
sure that everyone can be free of hunger and fear of starvation. That no
one should live without enough food because of economic constraints
or social inequalities is the basic goal.

42 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF LIVESTOCK PRODUCTION

World Issues

Tasks for Instruction and/or Assessment Resources/Notes

Journal Internet: The Canadian Federation of

Agriculture
• In your own words, explain what is meant by food sovereignty and http://www.cfa-fca.ca/
food security. (1.6)
Internet: Canada’s Action Plan for
Food Security
Paper and Pencil http://www.agr.gc.ca/index_e.
php?s1=misb&s2=fsec-
• What would happen if the Confederation Bridge was closed due to a seca&page=action
natural disaster? How would we eat? (1.6)
Video: Food Inc.
• Provide examples of how political/corporate decisions have affected
global economies and developing nations. (1.6)

• Is food security an issue on Prince Edward Island? Explain your

answer taking various perspectives into account. (1.6)

Performance

• As a class, debate the following resolution: Canada should close its

borders to imports and prepare to grow all of its own food. (1.6)

• Enough food is produced to feed the entire world population at a

level adequate to ensure that everyone can be free of hunger and fear
of starvation. As a class, discuss how we could fairly distribute food
to Islanders who can’t afford to pay for it. (1.6)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 43
OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

1.6 outline the principles of food To illustrate the vast inequalities in the distribution of food resources
sovereignty and food security and wealth, have the students play the “Who Are the Lucky Ones?”
(continued...) simulation (see Appendix D). This activity should allow students to
compare the developed and developing nations in relation to agricul-
ture and the surrounding issues. The Farmers Helping Farmers Global
Classroom Initiative (see Appendix F) is another excellent resource to
raise awareness of agriculture issues in developed and developing na-
tions.

To further students’ understanding of international interdependence,

teachers should discuss the implication of international agreements
(NAFTA) on agricultural practices (e.g., government subsidies, quotas,
marketing boards). Teachers should also provide examples of how cor-
porate/government decisions affect global economies and developing
nations. How do these factors affect a nation’s food security or food
sovereignty?

Having focused on the fact that agricultural practices cannot remain

isolated at the local/provincial levels, discuss with students some rec-
ognizable links that tie Prince Edward Island to the global front. Use
examples such as:
• international marketing in which Prince Edward Island is a player
(e.g., seed potatoes, mussels, tuna, oysters, blueberries)
• the many information technology and biotechnology businesses
based on Prince Edward Island that serve the global community
• aid programs in developing countries that are Prince Edward
Island initiatives (e.g., Farmers Helping Farmers)

44 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Journal Video: Food Inc.

• What do you think should be done to resolve the world’s food crisis? Internet: Mikinduri Children of
(1.6) Hope
http://mikinduri.com/

Paper and Pencil Appendix D: World - A Community

of 1000
• What are some examples of Prince Edward Island agricultural
groups that work on products that are sold outside of Canada? (1.6) Appendix E: Who Are the Lucky
Ones?
• Prepare a comparison chart between Kenyan farming life and Prince
Edward Island farming life. (1.6) Appendix F: Farmers Helping
Farmers Global Classroom Initiative

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 45
OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

Farmers rely on the land to raise the animals of their businesses. The
key factors that affect sustainability of an agriculture system deal with
1.7 discuss the factors that affect the the relationship between organisms and their environment. Plants,
sustainability of an agricultural animals, insects, soil, water, and air must be kept in reasonable balance
system or all will suffer. Teachers should define stewardship and sustainability
and have the students discuss how these terms relate to agricultural
practices.

Teachers should use the Internet to model and identify some signifi-
cant world population trends. During the past 50 years, food produc-
tion worldwide has increased at a rate that is greater than the increase
in population. Students should be asked if they believe that this growth
in food production is sustainable. They should understand that as the
Earth’s population continues to grow exponentially, the demands on
our agricultural systems will also continue to grow.

Population growth, coupled with increased urbanization, can lead to a

greater loss of agricultural land and a movement of the workforce from
rural to urban centres. This will further stress the farm environments
used to feed the world’s population. Students should identify and dis-
cuss how these factors (e.g., population growth, urbanization, econom-
ic activity, soil depletion, loss of agricultural land) affect agricultural
sustainability and how it may affect it in the future. They should also
discuss how new technologies can mitigate these factors. An examina-
tion of land ownership legislation, programs (e.g., Alternate Land Use
Services, ALUS), and zoning issues on Prince Edward Island could be
reviewed as a case study or class debate.

In addition to understanding the factors that affect agricultural sus-

tainability, students should prepare to debate a specific issue pertain-
ing to this topic. Some possible topics include population growth /
urbanization, stewardship / Aboriginal beliefs, impacts of technology,
animal welfare, rezoning of agricultural land, land ownership legisla-
tion, and genetically modified organisms. Once a topic or topics are
selected, students should be divided into groups on either side of the
issue. They should research the issue and defend their position in a
class setting.

46 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: World Population Trends
• Do you think that the environment can sustain our current farming http://www.breathingearth.net/
practices? Why or why not? (1.7) http://www.gapminder.org/world

Internet: Alternate Land Use Services

Paper and Pencil (ALUS) program
http://www.gov.pe.ca/
• What factors affect the sustainability of an agricultural system? (1.7) growingforward/index.
php3?number=1024407&lang=E
• How do the terms stewardship and sustainability relate to
agriculture practices on Prince Edward Island? (1.7)

• How will factors such as population growth, urbanization, soil

depletion, and loss of agricultural land affect the sustainability of our
agriculture sector? (1.7)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 47
OVERVIEW OF ANIMAL SCIENCE

Economic Issues

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The outcomes addressed in the Economic Issues section (pp. 48-49)
provide an interesting and relevant context to enhance the agriculture
learning environment. It is expected that the outcomes be addressed
continuously throughout this course.

1.8 identify career information and job Students should understand that less than 15% of the total jobs in
opportunities in diverse agricultural agriculture are actually on-farm jobs. The other 85% of agriculture
enterprises and related services jobs are in the fields of sales, research, processing, education, and
health. Students should brainstorm and compare the scope of job
opportunities on-farm and off-farm available on Prince Edward Island.
They may research the career opportunities through various resources
such as Career Cruising, career profiles, Internet career recruitment
websites (e.g., HRDC job bank, Workopolis), guest speakers (agricul-
tural experts and entrepreneurs), and field trips.

Once they have selected a career of interest to them, they should pre-
pare a career profile. In the profile, the students should:
• describe the career (duties, responsibilities, time commitment);
• explain how the career is relevant to agriculture;
• identify the educational requirements;
• identify essential skills required for the position;
• provide a salary range;
• identify opportunities for work and labour market conditions/
issues;
• list advantages/disadvantages of the career;
• identify aspects of the career that they like;
• contact someone currently employed in this career and choose one
of the following options:
- provide a voice or video recording of his/her comments and
answers to your questions;
- provide a written recording of his/her comments and answers
to your questions;
- invite the contact to be a guest speaker for the class.

Students could present their career profile in a variety of formats such

as a Webpage, podcast, online video, poster, or the class could conduct
an agriculture expo - displaying the different job opportunities avail-
able.

48 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

Economic Issues

Tasks for Instruction and/or Assessment Resources/Notes

Performance Appendix G: Career Profile Project

• Identify an occupation related to this course that you find Internet: Career Database/Labour
interesting. Use your imagination - farmer, veterinarian, lab Market Information (Websites):
technician, equipment designer, biotechnologist, processor - or • Service Canada (Job Futures)
simply perform a search on the Internet for “agriculture careers”. http://www.jobfutures.ca/
Create a career profile that describes the occupation and identifies • Service Canada (Labour Market
how it is relevant to agriscience. Identify the educational require- Information)
ments, knowledge and skills required, salary range, and present and http://www.labourmarketinfor-
potential future demand. Contact someone currently working in mation.ca/
this occupation and gather additional information. (1.8) • Workopolis
http://www.workopolis.com/
• Career Cruising
http://www.careercruising.com/
• Job Bank
http://www.jobbank.gc.ca/

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 49
OVERVIEW OF ANIMAL SCIENCE

Economic Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Since agriculture has evolved from subsistence farming to commercial
farming, students should understand farming as an entrepreneurial
1.9 outline economic trends and issues venture. Students should be aware that farm operations may be run by
pertaining to agriculture sole-proprietors, large corporations, or as cooperative farms or com-
munity farms. They should understand that the market price for farm
commodities is influenced by supply and demand and the global mar-
ketplace. Teachers should assist students with understanding the basic
operating costs related to different farm operations (e.g., dairy cattle
farm, organic farm, mixed farm) and “fair pricing” for their products
(e.g., beef production costs).

Students should understand the importance of supporting local food

production as a consumer. An awareness of offshore food production
and its issues with food quality, safety, and fair pricing (e.g., coffee,
fruit, seafood) should be discussed. This topic is well aligned with is-
sues pertaining to food security and food sovereignty.

Teachers should also expand on markets for non-traditional products

and alternative uses for livestock and poultry (e.g., leather, wool, phar-
maceuticals). The focus should be on the possibility of marketing all
our farm products regionally, nationally, and globally.

It is important that students also demonstrate an awareness of the

ethical issues related to farming, as well as balancing the economic,
environmental and cultural factors. Possible areas for discussion and
debate include issues associated with land use, local food production,
drinking water, genetically modified food, organically developed food,
food for fuel, and Fairtrade products.

50 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 OVERVIEW OF ANIMAL SCIENCE

Economic Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• What are your thoughts on the following quote from Peter Phillips,
an agriculture economist and trade expert at the University of
Saskatchewan: “There are some people who think that farming is
about people with strong backs and weak minds. It’s the opposite
now. They need to be extremely educated, adaptable and entrepre-
neurial people.” (1.9)

Paper and Pencil

• List the advantages and disadvantages of different types of farm

operations (e.g., sole-proprietor, large corporation, cooperative
farm). (1.9)

• Estimate some of the input costs and operating costs associated with
a given agricultural commodity (e.g., dairy cattle farm, organic,
mixed farm). (1.9)

• What factors must be considered in setting a “fair price” for an agri-

cultural product? (1.9)

• What is meant by a value-added product? Give some local examples.

(1.9)

• Identify and describe several ethical issues related to farm animal

production (e.g., Fairtrade products, food for fuel, genetically
modified food, organically developed food). (1.9)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 51
Genetics and Reproduction

Introduction Reproduction is an essential biological mechanism for the continuity

and diversity of species. Students should be provided with opportunities
to explore the fundamental processes of reproduction of different farm
animals. As well, heredity and the transmission of traits from one living
generation to the next will be examined. The ability of agriscientists and
technologists to manipulate, alter, and substitute genetic material in a
variety of cells has increased greatly in recent years. Students will have
the opportunity to investigate and debate the current developments and
uses of gene manipulation in animal science.

Focus and Context The focus of this unit is inquiry. The unit is subdivided into three sec-
tions: cellular biology, genetics, and breeding and reproduction. In the
first section, students will investigate and study the differences between
plant and animal cells and the role of chromosomes in cell division. In
the second section, students will explore the processes of genetic crosses
and genetic engineering. Finally, students will investigate livestock and
poultry reproductive systems and current methods of breeding. The
topics of cloning, gene therapy, and genetic manipulation will be in-
vestigated in the context of genetic changes. As well, these issues will be
debated and discussed throughout this course.

Science By the end of Grade 3, students have explored the life cycles of
several common animals and plants. In Grade 8 science, students were
Curriculum Links
formally introduced to the cell as a living system that exhibits all the
characteristics of life. Students also investigated the structural and
functional relationships between and among cells, tissues, organs, and
systems in the human body. An elementary introduction to the science
of genetics was delivered in Grade 9 science. Biology 621A develops
students’ understanding of genetic continuity and sexual reproduction.

52 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
801A Curriculum Students will be expected to
Outcomes 2.1 compare and contrast the differences between plant and animal cells
2.2 illustrate the role of chromosomes in the transmission of hereditary
information from one cell to another
2.3 demonstrate an understanding of Mendelian genetics and predict
the outcome of various genetic crosses
2.4 identify the structures and functions of livestock and poultry
reproductive systems
2.5 describe principles of reproduction and explain their application to
livestock and poultry
2.6 describe the process of cloning and outline its advantages,
disadvantages, and ethical issues

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 53
GENETICS AND REPRODUCTION

Cellular Biology

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to All of agriculture is built around the growth and reproduction of cells.
The purpose of this section is not to have a detailed examination of
2.1 compare and contrast the cellular biology but rather to provide students with an overview of the
differences between plant and structure and function of cells and how cells reproduce. This knowl-
animal cells edge will help students understand the growth, health, and reproduc-
tion of farm animals.

Teachers should provide students with the opportunity to examine

different plant and animal cells with a light microscope. Teachers
should use additional physical models, charts of cells, and websites to
graphically illustrate details of cell structures (organelles) that cannot
be distinguished by students using a light microscope.

2.2 illustrate the role of chromosomes Students should understand that chromosomes are small strands of
in the transmission of hereditary genetic material that reside in the nucleus of animal cells. They contain
information from one cell to many small coded pieces of deoxyribonucleic acid (DNA) called genes
another that control inheritance and traits. The structure and function of DNA
and the current model of DNA replication during interphase should
be reviewed at this time.

Students should understand which components of the cell are involved

in cell division and how genetic coding is duplicated and transferred
to other cells. They should also be able to differentiate between mitosis
and meiosis. Graphics, diagrams, computer animations, or simulations
of the phases of mitosis and meiosis may help students visualize these
processes.

54 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 GENETICS AND REPRODUCTION

Cellular Biology

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Appendix H: DNA Extraction

• Why are the cells of a cow not larger than those of a chicken? (2.1) Appendix I: The Structure of DNA /
Candy Model of DNA
• What are the main differences between plant and animal cells? (2.1)
Appendix J: Dining on DNA
• How does growth take place in living organisms? (2.2)

• What is the purpose of DNA and chromosomes? (2.2)

Performance

• Use a light microscope to compare and contrast plant and animal

cells. Draw a freehand diagram of the specimens provided, and
identify their similarities and differences. (2.1)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 55
GENETICS AND REPRODUCTION

Genetics

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be familiar with the terms associated with genetics
(e.g., dominant, recessive, gene, allele, homozygous, heterozygous,
2.3 demonstrate an understanding of genotype, phenotype).
Mendelian genetics and predict the
outcome of various genetic crosses Improvement by selection for desirable characteristics (selective
breeding) has evolved from Mendel’s early experiments to advanced
techniques in hybrid breeding. Today’s cows produce more milk
and chickens grow to larger sizes due to advances in selective breed-
ing. Teachers should briefly discuss trait predictability and Mendel’s
law of segregation (through the use of Punnett squares) and genetic
engineering as it applies to animal breeding and selection. Teachers
should discuss how heritability can predict how much of an animal’s
characteristics can be passed on as a result of genetics as opposed to
that characteristic being developed as a result of the environment.

Students should understand that animal genetic engineering can create

varieties that grow larger and faster and varieties that are more resistant
to disease. They should also discuss the benefits and consequences of
genetic modification (e.g., ethical concerns, nutritional value, ecologi-
cal impact).

56 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 GENETICS AND REPRODUCTION

Genetics

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Punnett Squares Virtual Lab
• Do you think that genetically modified livestock and poultry should http://glencoe.mcgraw-hill.com/sites/
be produced on Island farms? Why or why not? (2.3) dl/free/0078759864/383934/BL_05.
html
• Think of a problem you consider to be of great importance to
agriculture. What are some ways that selective breeding might help
the situation? (2.3)

Paper and Pencil

• Briefly explain Mendel’s theory of the transfer of traits. (2.3)

• Is it possible for two hornless cows to produce a horned cow? Is it

possible for two horned cows to produce a hornless cow? Explain, if
the hornless trait is dominant. (2.3)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 57
GENETICS AND REPRODUCTION

Breeding and Reproduction

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Teachers could provide students with an opportunity to perform a dis-
section of the reproduction systems of livestock and poultry. Identify-
2.4 identify the structures and ing the parts of the reproductive tract will allow students to better
functions of livestock and poultry understand the physiology of ovulation, insemination, and pregnancy.
reproductive systems The female reproductive tract from a pig, sheep, cow, or chicken could
be used. Alternatively, students should have access to diagrams and
2.5 describe principles of reproduc- visualizations that allow them to identify the structures and functions
tion and explain their application of livestock and poultry reproductive systems. Students should be able
to livestock and poultry to describe the stages of fertilization and embryo development for
livestock and poultry. Again, visual resources (e.g., pictures, diagrams,
animations) should be used as teaching aids.

The application of reproduction to the livestock and poultry industries

should be centred around selection criteria and procedures. This topic
should extend from the selective breeding discussion that occurred in
the Genetics section of the course. Students should also understand the
influence of hormone levels on reproduction. Ideally, a guest speaker
with expertise in several breeding systems and processes (e.g., pure
breeding, cross breeding, inbreeding, natural, Artificial Insemination,
embryo transfer, in vitro fertilization) could be invited to speak to the
class. If an expert is not available, students should research reproduc-
tive technologies and breeding processes and their application to
animals that are raised for food.

2.6 describe the process of cloning and A discussion of reproductive technologies and advancements should
outline its advantages, disadvan- lead to the process of cloning. Students should be able to describe the
tages, and ethical issues process and understand how it produces genetically identical individu-
als. The cloning of animals (e.g., Dolly the sheep, calves George and
Charlie) has tremendous implications for the animal industry. Cells
from a superior specimen could be cloned to produce similar superior
animals. Because the genetic makeup would be the same, all animals
would mature and be ready for market at the same time. Students
should be able to outline the advantages and disadvantages of cloning
and discuss the ethical issues that surround this topic.

58 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 GENETICS AND REPRODUCTION

Breeding and Reproduction

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Virtual Fetal Pig Dissection
• Do you think that we should clone animals for food? (2.6) http://www.whitman.edu/content/
virtualpig

Paper and Pencil

• How are the principles of genetics used to improve animals through

breeding? (2.5)

• Describe the different stages of fertilization and embryo develop-

ment for livestock and poultry. (2.4, 2.5)

• List and explain several breeding systems and processes. (2.5)

• Use a diagram to describe a process of cloning in animals. (2.6)

• What are the advantages and disadvantages of cloning? (2.6)

Performance

• Research reproductive technologies and breeding processes and their

application to animals that are raised for food. (2.5)

• Conduct a class debate on the ethical issues surrounding cloning

animals. (2.6)

• Perform an available lab activity designed to illustrate some aspect

of livestock or poultry reproductive systems. Possibilities include
dissection of available specimens or the use of visual resources or
simulations to observe the reproductive system. (2.4, 2.5)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 59
Animal Nutrition

Introduction Proper nutrition is as important to the health and well being of livestock
and poultry as it is to human beings. Students should be provided with
opportunities to explore the different nutritional requirements of farm
animals and how these requirements affect their growth and finished
product. The function, similarity, and differences of ruminant and
monogastric digestive systems will be explored and discussed. An un-
derstanding of the digestive systems will give students better insight into
the development of appropriate feeds for monogastric and ruminant ani-
mals. Students will also have the opportunity to investigate and debate
current issues of animal nutrition in animal science.

Focus and Context The focus of this unit is on inquiry and decision making. Students will
investigate the parts and function of ruminant and monogastric digestive
systems through dissection or visualizations. They will then demonstrate
an understanding of feed requirements for different animals at different
stages of their lives. Finally, common issues in animal nutrition will be
discussed and debated from a variety of perspectives.

Science In Grade 5, students have explored meeting basic needs and maintain-
ing a healthy body. Factors that affect the function and efficiency of the
Curriculum Links
human digestive system were explored in Grade 8 science. Biology 521A
identifies the basic nutrients and their sources as well as how nutritional
deficiency can adversely affect an organism’s equilibrium.

60 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
801A Curriculum Students will be expected to
Outcomes 3.1 identify the parts of the digestive system of livestock and poultry
and describe their functions
3.2 demonstrate an understanding of ruminant and monogastric
digestive systems
3.3 describe the function of the feed nutrients for farm animals
3.4 recognize that animals require different rations during their life
cycle
3.5 discuss common issues in animal nutrition from a variety of
perspectives

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 61
ANIMAL NUTRITION

Digestion

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students are expected to understand the terminology associated with
the digestive system of livestock and poultry and be able to identify
3.1 identify the parts of the digestive the accessory structures crucial to digestion and describe their role in
system of livestock and poultry and the process. They should be able to distinguish between ruminant and
describe their functions monogastric digestion and provide examples of livestock animals that
are ruminants and monogastrics. Students should be able to describe
the advantages of ruminant digestion and demonstrate an understand-
ing of the modifications of the monogastric stomach of poultry and
equine.

3.2 demonstrate an understanding of As with the section on Breeding and Reproduction, teachers could
ruminant and monogastric provide students with an opportunity to perform a dissection of the
digestive systems digestive systems of livestock and poultry. Ideally, students could com-
pare the digestive systems of ruminants and monogastrics to identify
their similarities and differences. These specimens could also be used
to describe the path of food through the ruminant digestive system
and the role of each part of the ruminant stomach. An understanding
of the systems will give them better insight into the development of
appropriate feeds for monogastric and ruminant animals. Alternatively,
students should have access to diagrams and visualizations that allow
them to identify the structures and functions of livestock and poultry
digestive systems.

62 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL NUTRITION

Digestion

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

Internet: Virtual Fetal Pig Dissection
• What are the main differences between the digestive systems of http://www.whitman.edu/content/
ruminants and monogastric animals? (3.2) virtualpig

• What are the advantages of a ruminant digestive system? Why don’t

all animals, including humans, have a ruminant digestive system?
(3.2)

• Explain the modifications of the monogastric stomach of poultry

and equine. (3.1, 3.2)

Performance

• Perform an available lab activity designed to illustrate some aspect

of livestock or poultry digestive systems. Possibilities include
dissection of available specimens or the use of visual resources or
simulations to observe the digestive system of ruminant and
monogastric animals. (3.1, 3.2)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 63
ANIMAL NUTRITION

Nutritional Requirements

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The purpose of this section is to teach students the function and issues
related to animal nutrition. Specific nutritional requirements for spe-
3.3 describe the function of the feed cific farm animals will be discussed in later sections. Teachers should
nutrients for farm animals lead students in a general discussion of the requirement and function
of essential nutrients needed for animals, although the intent is not for
students to have to memorize a list of nutrients. The general cause and
effect of nutritional deficiencies should also be investigated.

3.4 recognize that animals require Students should identify the nutrients required by all animals and the
different rations during their life function that they serve in the animal’s body. Teachers should discuss
cycle the different nutritional requirements between monogastric and
ruminant animals. Students should also be aware that animals require
different rations during their life cycles, depending on their particular
growth stage and their intended use. Teachers should provide examples
of how nutrients relate to the finished product (e.g., grain fed beef
compared to grass fed beef).

3.5 discuss common issues in animal Once students have demonstrated an understanding of nutrients and
nutrition from a variety of their use, they should identify and discuss common issues in animal
perspectives nutrition. Some examples may include:
• circumstances that would require a change in the nutritional
requirements for an animal;
• buying feed vs. growing feed;
• feed quality and testing;
• feed storage and spoilage;
• the use of feed additives;
• organic feed vs. conventional feed.

Teachers may wish to have students research these issues in small

groups and present them to the class. Students could also select an
issue that is of particular interest and participate in a class debate
moderated by the teacher. Alternatively, a farmer, animal nutritionist,
or veterinarian could be invited to the class to give his/her perspective
on these issues. Students could then write a summary of the issue, and
compare the expert’s opinions to their own.

64 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL NUTRITION

Nutritional Requirements

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

• Explain the importance of animal growth to agricultural producers.

(3.3, 3.4, 3.5)

• Create and complete a table involving the six basic nutrients, their
roles, and the sources of each. (3.3)

Presentation

• In small groups, research the different daily nutrient requirements

of a specific farm animal during its life cycle. Use the Internet,
library, or other reliable sources to compile your information and
then share your findings with the class. (3.3, 3.4)

• Create a webpage that illustrates the utilization of the six basic

nutrients for farm animals. (3.3)

• In small groups, research and debate common issues in animal

nutrition. Possible topics include:
- circumstances that would require a change in the nutritional
requirements for an animal;
- buying feed vs. growing feed;
- feed quality and testing;
- feed storage and spoilage;
- the use of feed additives;
- organic feed vs. conventional feed. (3.5)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 65
Animal Care and Management

Introduction Animal production is an essential focus of the agriculture industry on

Prince Edward Island. Students should be provided with opportunities to
identify precautions and practices in place for food and farm safety, and
debate animal and waste management practices used in the livestock and
poultry industries. Students should also explore the overall contribution of
animal commodities to the social, economic, and environmental develop-
ment of Prince Edward Island. Teachers should provide an overview of
beef, dairy cattle, and poultry industries, including the associated animal
care and management issues. This teacher overview will help inform
students to engage, individually or collaboratively, in a research project in
which they create an animal care and management plan or conduct an
in-depth investigation to analyze an animal care and management issue.

Focus and Context The unit’s focuses are inquiry and decision making and are concentrated
on students’ collections and analyses of data as part of their animal care
and management investigation. The context of the investigations will
depend on the animal selected or the local or regional issues related to
animal care and management.

Science By the end of Grade 2, students have explored animal growth and
changes. The concept of how biotic and abiotic factors affect living
Curriculum Links
things was addressed in Science 421A/431A. Students in Environmental
Science 621A conducted a Project Based Learning activity similar to the
inquiry investigation in this section.

66 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
801A Curriculum Students will be expected to
Outcomes 4.1 demonstrate an understanding of the need for food safety, trace-
ability, and biosecurity on and off livestock farms
4.2 work collaboratively to outline farm safety practices
4.3 assess the importance of animal care and management in
agriculture
4.4 demonstrate an understanding of animal welfare issues
4.5 explain animal management practices used in livestock and
poultry production
4.6 demonstrate an understanding of the importance of the beef and
dairy cattle industries to Prince Edward Island and Canada
4.7 identify the main breeds and distinguishing characteristics of beef
and dairy cattle
4.8 compare and contrast feeding programs for beef and dairy cattle
4.9 outline disease prevention strategies for beef and dairy cattle
4.10 describe how beef and milk are produced, collected, and
processed
4.11 explain how technology has impacted the beef and dairy
industries
4.12 demonstrate an understanding of the importance of the poultry
industries to Prince Edward Island and Canada
4.13 identify the main types and distinguishing characteristics of
poultry
4.14 describe feeding programs for poultry
4.15 outline disease prevention strategies for poultry
4.16 explain how broilers and eggs are produced, collected, and
processed
4.17 explain how technology has impacted the poultry industries
4.18 demonstrate an understanding of waste management strategies on
livestock and poultry farms
4.19a create an animal care and management plan
or
4.19b analyze a selected animal care and management issue using a
guided inquiry process

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 67
ANIMAL CARE AND MANAGEMENT

Food Safety

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Most students will not be aware of the extensive precautions and
practices that exist on farms with regards to safety. Ideally, teachers
4.1 demonstrate an understanding of could invite a local farmer to the class to discuss food and farm safety
the need for food safety, traceabil- considerations that are a part of his/her daily operations.
ity, and biosecurity on and off
livestock farms Widely publicized headlines of bovine spongiform encephalopathy
(BSE), or mad cow disease, and E. coli bacteria poisoning have made
food safety and traceability a public concern. It is important that
students understand common biosecurity practices on livestock farms
which help to prevent these diseases and other major livestock diseases.
Students should also be aware that precautions to prevent the spread of
disease are not limited to farm animals. Teachers should outline pro-
cedures of minimizing the chances of disease spread to livestock and
poultry by visitors and farm workers.

Food safety issues do not end at the farm gate. Teachers should discuss
traceability practices in processing facilities (meat and egg) and the
importance of biosecurity in these facilities. Teachers may wish to use
the deadly 2008 listeriosis outbreak at a Maple Leaf Foods processing
plant in Ontario as a case study to highlight these issues.

68 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Food Safety

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• Overall, do you think that food produced on Island farms and

processed in Island facilities is safe for the general public? Why or
why not? (4.1)

Paper and Pencil

• Explain how the global marketplace makes food traceability more

important than ever. (4.1)

• Describe some traceability and biosecurity practices that exist in

processing facilities. (4.1)

• Describe mad cow disease and how it impacted the Canadian beef
industry. (4.1)

• In your own words, explain what the terms food safety, biosecurity,
and traceability mean to you. (4.1)

• What are some of the biggest causes of food safety problems? (4.1)

Performance

• Interview a local farmer and discuss what practices for food safety,
traceability, and biosecurity are in place to prevent the spread of
disease on to and off of the farm. (4.1)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 69
ANIMAL CARE AND MANAGEMENT

Farm Safety

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should research common farm accidents that occur on live-
stock and poultry operations. They should also be exposed to tractor
4.2 work collaboratively to outline and farm equipment safety and outline safe animal handling. They
farm safety practices should discuss the causes of common accidents and whether or not
these accidents are preventable. They should work collaboratively to
outline farm safety practices for livestock and poultry operations.

70 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Farm Safety

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• An old adage is “all accidents are preventable.” Do you think that

this applies to farm safety as well? Explain your thoughts. (4.2)

Paper and Pencil

• What are some of the biggest hazards on farms? (4.2)

Performance

• If possible, take a farm and tractor safety course. (4.2)

Presentation

• Work collaboratively with a group of students to create a poster,

online video, or PowerPoint presentation that outlines farm safety
practices for a livestock or poultry operation. Present your work to
the rest of the class. (4.2)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 71
ANIMAL CARE AND MANAGEMENT

Animal Welfare

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The topic of animal welfare may generate significant discussion and
debate. Differences in opinion are to be encouraged, but teachers
should ensure that all students’ opinions are respected by their class-
mates. The outcomes of this section are not to present one particular
position as the right one, but to provide students with information so
that they may present and defend their own point of view.

4.3 assess the importance of animal Students can begin to assess the importance of animal care and man-
care and management in agement in agriculture by first analysing animal needs (e.g., feeding,
agriculture shelter, water, husbandry). They should then analyse various methods
of improving and increasing animal production (e.g., artificial insemi-
nation, diet). Students should also be able to describe a variety of ben-
eficial animal health practices (vaccinations, de-worming, de-horning,
docking of tails, castration).

4.4 demonstrate an understanding of The public often use the terms animal welfare and animal rights inter-
animal welfare issues changeably, but they have very different meanings. Students should be
able to differentiate between definitions and issues related to animal
welfare and animal rights. To demonstrate an understanding of animal
welfare issues, students should be able to identify and describe legisla-
tion intended to address animal welfare. They should also be able to
identify and describe several animal activist groups, their mandates,
and their messages (teachers should carefully screen all materials as
some are extremely graphic and outwardly biased).
4.5 debate from a variety of perspec-
tives animal management practices Students should understand that for the vast majority of farmers ani-
used in livestock and poultry mal welfare is one of their most important concerns. Teachers should
production discuss the production benefits that livestock and poultry farmers
achieve through careful attention to proper animal comfort and welfare
needs. Teachers should also identify some contradiction between con-
sumer and farmer perspectives (e.g., calf hutches, confining livestock,
large scale poultry production, animal castration).

Students should understand that there is a balance between how much

animal welfare farmers can provide and how much consumers are
willing to pay for. Additional welfare and production practices incur
additional costs to the producer and processor. These costs must be re-
turned in the market price and passed on to the consumer. A separate
topic of biomedical research involving animals could also be discussed
at this time. Students must be aware that ethical, legal, economic, and
social factors all impact animal welfare issues. Once students have been
informed of these factors, they should debate from a variety of per-
spectives animal management practices used in livestock and poultry
production.

72 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Animal Welfare

Tasks for Instruction and/or Assessment Resources/Notes

Journal
The Real Dirt on Farming II
• Do you think that practices such as de-horning, docking of tails,
castration, etc., are harmful or beneficial to farm animals? (4.3) Video: Temple Grandin

• Do you think that animals should have the same rights and
privileges as humans? (4.4)

Paper and Pencil

• Contrast the difference between animal welfare and animal rights.

(4.4)

• Explain the basic needs of farm animals with regards to feeding,

shelter, water, and husbandry. (4.3)

• Outline various means of increasing animal production. (4.3)

• Describe how animal care and management impact production.

(4.3)

• Provide examples of legislation intended to address animal welfare

issues. (4.4)

• Explain how social, cultural, and economic factors impact animal

welfare practices. (4.4)

Presentation

• Some animal care and management practices (e.g., calf hutches,

castration, confining livestock and poultry) may be misunderstood
by the general public. Gather information on a specific practice from
a variety of perspectives, including animal rightists’ perspectives and
farmers’ perspectives, and present it to the class. (4.3, 4.4, 4.5)

Performance

• Debate the difference between animal welfare and animal rights.

Take into account the ethical, legal, economic, social, and cultural
factors. (4.5)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 73
ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle

Outcomes Elaborations - Suggestions for Learning and Teaching

The outcomes addressed in the Beef and Dairy Cattle and Poultry
Students will be expected to sections (pp. 74-79) should integrate the combined knowledge and
skills obtained throughout this course.

4.6 demonstrate an understanding of Students should be able to discuss the importance of the beef and dairy
the importance of the beef and cattle industries to Prince Edward Island and Canada in relation to
dairy cattle industries to Prince its economic, social, and environmental contexts. The Prince Edward
Edward Island and Canada Island Department of Agriculture maintains fact sheets and statistics
of the beef and dairy cattle industries and their by-products. Teachers
should lead students in a discussion of the trends and challenges to the
beef and dairy cattle industries - locally and nationally.

4.7 identify the main breeds and Students should understand that beef production is the most common
distinguishing characteristics of type of farming operation on Prince Edward Island, involving approxi-
beef and dairy cattle mately 35% of farms (potatoes are the largest commodity in terms
of cash receipts). They should also be able to distinguish between
cow-calf operations where calves are raised to the feeder stage and beef
feedlots that purchase the feeders to finish for market. Students should
also be able to identify the main breeds and characteristics of beef
cattle raised on Prince Edward Island.

There are over 200 dairy cattle farms of varying size on Prince Edward
Island. Dairy production has become highly specialized and mecha-
nized. Students should be able to identify different breeds and charac-
teristics of local dairy cattle and why they have been selected by Island
dairy cattle farmers. Teachers may also wish to discuss dual purpose
breeds.

4.8 compare and contrast feeding Students should understand the nutritional requirements of beef and
programs for beef and dairy cattle dairy cattle at different life stages. They should also compare and con-
trast the feeding programs for these two types of cattle and understand
why dairy cattle (lactating and dry) have different nutritional require-
ments than beef cattle.

4.9 outline disease prevention strategies Students should research or be presented with information on the
for beef and dairy cattle symptoms and treatments of common parasites, nutritional deficien-
cies, and diseases of beef and dairy cattle (e.g., flies, worms, shipping
fever, tuberculosis, mastitis, milk fever). The theory of immunology
and the role of vaccination should also be discussed. If available, a local
farmer, veterinary student or graduate could present a first-hand ac-
count of disease issues in beef and dairy cattle.

Once students have an understanding of the potential illnesses, they

should outline disease prevention strategies for beef and dairy cattle.
Teachers may wish to merge this outcome with those in the subsequent
Animal Welfare section. This topic may also lead to a more in depth
guided inquiry of disease prevention as an option for the investigation
outlined on page 82.
74 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle

Tasks for Instruction and/or Assessment Resources/Notes

Journal Internet: Food Country Webisodes

with Chef Michael Smith
• What do you feel are the greatest challenges faced by the beef or http://chefmichaelsmith.com/food-
dairy cattle industries? (4.6) country/

• Why are feeding programs for beef cattle different than those of
dairy cattle? (4.8)

Paper and Pencil

• Describe how beef and dairy cattle production affect the Prince
Edward Island economy, environment, and culture. (4.6)

• Explain the difference between cow-calf operations and feedlot

operations. (4.7)

• Identify the main breeds of beef and dairy cattle produced on Prince
Edward Island. What particular characteristics of these cattle make
them suitable to Island farmers? (4.7)

• What career opportunities are available in the beef and dairy cattle
industries on Prince Edward Island? (4.6)

• Create and complete a table comparing the nutritional requirements

of beef and dairy (lactating and dry) cattle at different life stages.
(4.8)

• Using the information provided by your teacher, outline the

symptoms and treatments of common parasites, nutritional
deficiencies, and diseases of beef and dairy cattle. (4.9)

• Explain how disease prevention strategies at beef and dairy cattle

farms are related to animal welfare issues. (4.9)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 75
ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be able to describe supply management in the beef
and dairy cattle industry and how inspection programs maintain high
4.10 describe how beef and milk are production quality, from the health of the cow through to the finished
produced, collected, and processed product. They should be able to describe the process of milk secretion
in cows, the equipment, technology, and procedures used to collect the
milk at the farm and transfer it to the processor, and how the milk is
processed as a finished product (milk, butter, cheese, ice cream, etc.).
They should also be able to describe beef production and processing,
including by-products.

4.11 explain how technology has The importance of technological advancements in biotechnology and
impacted the beef and dairy genetic engineering should be discussed in relation to both the beef
industries and dairy cattle industries. Students should be able to explain the
importance of technology in breeding cattle and in maximizing growth
and milk production. These advancements have allowed farmers to
market and sell the genetics of their livestock as a product (in addition
to the meat and milk).

76 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Create a video, storyboard, or presentation describing how beef

cattle are raised, produced, and processed. Include in your
description how beef is processed as a finished product, the different
cuts of beef, and the different by-products created from beef. (4.10)

• Create a video, storyboard, or presentation describing how milk

is produced, collected, and processed. Include in your description
the milk secretion process, the equipment, technology, and
procedures used to collect the milk at the farm and transfer it to the
processor, and how the milk is processed as a finished product (milk,
butter, cheese, ice cream, etc.). (4.10)

Presentation

• Select a technological advance that addresses a specific beef or dairy

cattle production need (e.g., biotechnology, genetic engineering,
milk production). Describe to a group of your classmates how this
advance has improved marketability, production and yields, food
safety, or traceability. (4.11)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 77
ANIMAL CARE AND MANAGEMENT

Poultry

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be able to discuss the importance of the poultry
industries (layers and broilers) to Prince Edward Island and Canada
4.12 demonstrate an understanding of in relation to its economic, social, and environmental contexts. The
the importance of the poultry Prince Edward Island Department of Agriculture maintains fact sheets
industries to Prince Edward Island and statistics of the poultry industries and their by-products. Teachers
and Canada should lead students in a discussion of the trends and challenges to the
poultry industries - locally and nationally.

4.13 identify the main types and distin- Students should be able to identify the main types and distinguishing
guishing characteristics of poultry characteristics of poultry and distinguish between poultry for meat
production (broilers) and egg production (layers).

4.14 describe feeding programs for Students should understand the nutritional requirements of layers and
poultry broilers at different life stages. They should also compare and contrast
the feeding programs for these poultry and understand why layers have
different nutritional requirements than broilers.

4.15 outline disease prevention Students should research or be presented with information on the
strategies for poultry symptoms and treatments of common diseases and parasites of poultry
(e.g., respiratory, viral, and bacterial diseases, mites, fleas, lice). If
available, a local farmer, veterinary student or graduate could present a
first-hand account of disease issues in poultry. Once students have an
understanding of the potential illnesses, they should outline disease
prevention strategies for poultry. Teachers may wish to merge this out-
come with those in the subsequent Animal Welfare section. This topic
may also lead to a more in depth guided inquiry of disease prevention
as an option for the investigation outlined on page 66.

4.16 explain how broilers and eggs are Students should be able to describe supply management in the layer
produced, collected, and processed and broiler industries. They should be able to describe the process of
meat and egg production, the equipment, technology, and procedures
used to collect the chickens and eggs at the farm and transfer them
to the processor, and how the meat and eggs are processed as finished
products.

4.17 explain how technology has The importance of technological advancements in biotechnology and
impacted the poultry industries genetic engineering should be discussed in relation to both the layer
and broiler industries. Students should be able to explain the impor-
tance of technology in breeding poultry and in maximizing growth
and egg production. Students should also understand how technology
has impacted poultry issues pertaining to traceability, quality control,
and biosecurity.

78 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Poultry

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Prince Edward Island De-
• What do you feel is the greatest challenge faced by the poultry partment of Agriculture Fact Sheets
industry? (4.12) http://www.gov.pe.ca/agriculture/

• Why are feeding programs for broilers different than those of layers? Video: How It’s Made, Season 4,
(4.14) Episode 1

Paper and Pencil

• Describe how poultry production affects the Prince Edward Island

economy, environment, and culture. (4.12)

• Explain the difference between broiler operations and layer

operations. (4.13)

• Identify the main breeds of poultry produced on Prince Edward

Island. What particular characteristics of these birds make them
suitable to Island farmers? (4.13)

• What career opportunities are available in the poultry industry on

Prince Edward Island? (4.12)

• Create and complete a table comparing the nutritional requirements

of broilers and layers at different life stages. (4.14)

• Using the information provided by your teacher, outline the

symptoms and treatments of common parasites, nutritional
deficiencies, and diseases of poultry. (4.15)

• Explain how disease prevention strategies at poultry farms are related

to animal welfare issues. (4.15)

Performance

• Create a video, storyboard, or presentation describing how poultry

are produced and processed. Include in your description the process
of meat and egg production, the equipment, technology, and
procedures used to collect the chickens and eggs at the farm and
transfer them to the processor, and how the meat and eggs are
processed as finished products. (4.16)

Presentation

• Select a technological advance that addresses a specific poultry

production need (e.g., breeding, biosecurity, egg production).
Describe to a group of your classmates how this advance has
improved marketability, production and yields, food safety, or trace-
ability. (4.17)
PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 79
ANIMAL CARE AND MANAGEMENT

Waste Management

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

Farmers usually live on the land that they farm and never intention-
ally harm their local environment. However, all livestock and poultry
4.18 demonstrate an understanding
farms have materials that could potentially affect the environment
of waste management strategies on
(e.g., chemicals, animal waste, fuel, silage). Students should be able to
livestock and poultry farms
describe livestock and poultry issues relating to the environment and
how they can be avoided or mitigated through good farming practices.

Farms follow waste management regulations and guidelines. Dead

stock management is a part of life on every livestock and poultry farm.
Farmers must have a means to safely dispose of dead animals without
affecting the health of other animals or harming the environment. The
application of animal manure as fertilizer is economical and is gener-
ally considered an environmentally sustainable practice. However, care
must be taken that the manure does not run off into water sources,
as it can contaminate them with nutrients and bacteria (e.g., E. coli).
Teachers could have students investigate the tragedy at Walkerton,
Ontario or other case studies of potential environmental impacts from
agricultural waste.

80 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Waste Management

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

• Describe how Island livestock and poultry farmers safely handle,

store, and dispose of chemicals, animal waste, fuel, and silage.
(4.18)

• Identify some specific waste management issues on livestock and

poultry farms (e.g., dead stock, animal manure) that could affect the
environment. Explain what farming practices and guidelines are in
place to mitigate or avoid any damage to the environment. (4.18)

• Explain what can happen if manure runoff enters the water table.
(4.18)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 81
ANIMAL CARE AND MANAGEMENT

Investigation

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to There are two suggested options for this project. In one option, the
outcomes for this section can be addressed by providing students with
4.19a create an animal care and an opportunity to engage, individually or collaboratively, in a research
management plan project. The investigation would require them to use print, electronic,
and human resources to research, select, and integrate information on
a specific livestock or poultry animal other than those already covered
in the course (e.g., swine, goat, sheep, horse, fur bearer). The end
product would be an animal care and management plan including the
following information on their selected animal:
- importance of the industry to PEI and Canada;
- main breeds and distinguishing characteristics;
- feeding plan;
- housing;
- uses and products;
- disease prevention plan;
- welfare considerations;
- waste management considerations;
- trends and challenges to the industry;
- impact of technology on the industry.

Students should be asked to present their animal care and management

plan to the class. Although standard oral presentations are fine, alterna-
tive presentation formats (e.g., podcast, video, website, webquest, in-
teractive game) should be encouraged. Through questioning, students
will be exposed to other various perspectives and, as a result, will be
expected to better appreciate the importance of communication and
review in the development of an animal care and management plan.

4.19b analyze a selected animal care In the second option, the outcomes for this section can be addressed
and management issue using a by providing students with an opportunity to conduct in-depth in-
guided inquiry process vestigations of real world issues and challenges related to animal care
and management. Students would obtain a deeper knowledge of the
subject area through inquiry, research, experimentation, and/or the
assistance of a community mentor. The end product would answer
a specific inquiry question related to animal care and management.
Some example questions include:

• Is Prince Edward Island safe from future incidents of BSE?

• Should Prince Edward Island have stricter regulations on entry of
animal products to prevent outbreaks of Avian Flu?
• What are the implications of using animals in biomedical research?
• Should Prince Edward Island be investing in genetically modified
organism (GMO) research?
• Are Islanders properly informed on animal welfare issues?

82 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 ANIMAL CARE AND MANAGEMENT

Investigation

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Create an animal care and management plan of a local farm animal

of your choice. Include in your report the following information on
your animal:
- importance of the industry to PEI and Canada;
- main breeds and distinguishing characteristics;
- feeding plan;
- housing;
- uses and products;
- disease prevention plan;
- welfare considerations;
- waste management considerations;
- trends and challenges to the industry;
- impact of technology on the industry. (4.19a)

• Create a factsheet and question sheet on your animal care and

management plan that you will share with the rest of the class.
(4.19a)

• Conduct an in-depth investigation of a current real-world issue or

challenge related to animal care and management. The end product
and presentation should answer a specific inquiry question related to
animal care and management. Your investigation should include:
- developing a plan to investigate your question, idea, problem or
issue;
- conducting an investigation into the relationships between and
among variables, using a broad range of tools and techniques;
- analysing the data to develop and assess possible explanations;
- communicating your information, ideas, and results. (4.19b)

Presentation

• Present your animal care and management plan to the rest of the
class. The presentation could be in the form of an oral presentation,
podcast, video, website, webquest, or interactive game. Students
should be able to gather information from your presentation and
answer questions about your specific animal. (4.19a)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A 83
84 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A
 Animal Science
621A

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 85
Overview of Animal Science

Introduction The opening unit of the Animal Science 621A course provides
an introduction to the concepts and terminology associated with the
study of animal science. While students may have an awareness
of some agricultural issues and a keen interest in examining current
world problems, it is important for them to recognize the fundamental
ideas and concepts that constitute an issue at various levels. The Over-
view of Animal Science unit requires students to examine the
economic, social, and environmental aspects of issues at a local, Cana-
dian, or global scale, and the key role that perspective plays in analysing
complex problems. Students will also practise skills that may have been
introduced in earlier grade levels such as differentiating between opinion
and fact, detecting bias, and validating sources of information. These are
necessary skills to practise in any critical analysis of animal science issues.

Focus and Context This introductory unit emphasizes scientific inquiry as students will
begin to ask questions about animal science issues pertaining to food
security, sustainability, and economics at a local and global scale. They
will also begin to explore problem solving and decision making through
the use of critical thinking skills and considering different perspectives.

Science The issue of sustainability builds upon information that students have
studied earlier in the science curriculum. A unit on sustainability of
Curriculum Links
ecosystems in Science 421A/431A presents the Earth as a closed system,
which means sustainable use of resources becomes a major concern. A
discussion of ways in which natural populations are kept in equilibrium
in relation to the availability of food resources occurs in Biology 521A
and Environmental Science 621A. Previous to this, elementary students
learned how humans and other living things depend on their environ-
ment.

86 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
621A Curriculum Students will be expected to
Outcomes 1.1 demonstrate an understanding of the history of the domestication of
farm animals
1.2 examine the historical importance of the development of
agricultural resources
1.3 explain trends and challenges in livestock and poultry production
1.4 analyse the environmental, social, and economic significance of
livestock and poultry production to Prince Edward Island
1.5 demonstrate an understanding of the diversity and interdependence
within the agricultural sector of Prince Edward Island
1.6 demonstrate an understanding of the principles of food sovereignty
and food security
1.7 explain the concept of sustainability as it relates to agriculture
1.8 research career information and job opportunities in diverse
agricultural enterprises and related services
1.9 demonstrate an understanding of economic trends and issues
pertaining to agriculture

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 87
OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should begin by discussing how they would define agriculture
and livestock.
1.1 demonstrate an understanding of
the history of the domestication of Students should examine how agriculture has played a key role in the
farm animals development of human civilization. Agricultural practices such as the
domestication of animals and the cultivation of crops allowed human
beings to move beyond hunter-gatherer societies. When farmers be-
1.2 examine the historical importance came capable of producing food beyond the needs of their own fami-
of the development of agriculture lies, others in their society were freed to devote themselves to projects
other than food acquisition. However, students should also understand
that subsistence agriculture in which farmers focus on growing enough
1.3 identify, explain and give examples food to feed their families is still commonplace in many developing
of trends and challenges in live- parts of the world. The book or video Guns, Germs, and Steel has a
stock and poultry production very good introduction of how the domestication of farm animals has
affected our world. Students should understand why certain animals
have been historically selected and bred as livestock.

1.4 analyse the environmental, social, Teachers should lead the class in a discussion on how the domestica-
and economic significance of live- tion of farm animals and emerging technologies (e.g., plow, barbed
stock and poultry production to wire, milking machine, biotechnology) impacted how we produce food
Prince Edward Island over the years.

The trends and challenges in livestock and poultry production should

be presented from a global perspective (overview) and then from a
local perspective. Students should be aware of the challenges and suc-
cesses that Prince Edward Island farmers have had regarding finding
new markets to help meet the world’s food needs. Teachers should
present different industries (e.g., pork, dairy, beef) to the class and
discuss with the students factors that contribute to the industry’s rise
or decline. Factors may include economics, farm population, farm size,
education, farmers’ share, innovation, and technology. Students could
also compare livestock production operations on Prince Edward Island
to those in other provinces/countries and discuss their similarities and
differences.

Students should understand that people in many nations spend more

than half of their income on food. Canadians, on the other hand,
spend on average about 10% of our yearly wages on food. This can
be partly attributed to government policy and corporate control that
affect food market prices. This can also be attributed to the contribu-
tions of agriscience that have found ways to stimulate growth and
production of animals and plants and to reduce losses from disease,
insects, and parasites.

88 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Tasks for Instruction and/or Assessment Resources/Notes

Journal The Real Dirt on Farming II

• How important do you think the livestock and poultry sectors are to All About Food, Agri-Food Facts
people on Prince Edward Island. How important are they to you?
(1.4) Video and book: Guns, Germs, and
Steel by Jared Diamond
• If your family had to spend more than half of its income on food,
how would it affect your life? (1.4) Internet: The History of Agriculture
http://www.xtimeline.com/timeline/
• Do you feel that the move of people “off the farm” and into more History-of-agriculture-1
urban areas has caused Canadians to lose touch with the value of
food and how it is produced? Explain why or why not. (1.2, 1.4) Appendix A: Glossary of Terms

Paper and Pencil Appendix B: Agriculture Timeline

• Compare Food Freedom Day in Canada to that of other developed

and developing countries. (1.2)

• How are livestock and crop production interconnected? (1.1, 1.3,

1.5)

• Briefly explain how the domestication of farm animals impacted

human civilization. (1.1, 1.2)

• What are some of the contributing factors that determine food

market prices? (1.4)

• Explain what are the limitations (economic, societal, environmental)

to people that are bound to subsistence agriculture. (1.2)

• Why are food prices in Canada significantly lower than in many

developing and developed nations? (1.4)

• What are some of the trends and challenges that Island farmers have
faced in livestock and poultry production over the past few years?
(1.3)

Presentation

• Speak with a local livestock or poultry farmer about how technology

has changed his/her operations (e.g., types of animals, production,
yield) over the years. Present your findings to the class. (1.3)

Performance

• Participate in a class discussion on how and why certain animals

were domesticated and others were not. (1.1)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 89
OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Teachers are recommended to download information from the Prince
Edward Island Department of Agriculture or the Prince Edward Island
1.4 analyse the environmental, social, Agriculture Sector Council which maintain current data on the level
and economic significance of live- of agriculture on Prince Edward Island. Students should discuss the
stock and poultry production to impact of the agriculture industry on Prince Edward Island from eco-
Prince Edward Island (continued...) nomic, social, and environmental perspectives. To do so, they should
research factors such as the current levels of employment, impacts
on the economy, number of active farms, primary products and by-
products, and the impact of increased livestock and poultry production
on the environment.

1.5 demonstrate an understanding Students should also understand that farmers seldom work in isolation
of the diversity and interdepen- and provide examples of interdependence within the agricultural sector
dence within the agricultural sector (e.g., crop and livestock producers’ interdependence, feedlots and cow/
of Prince Edward Island calf operations, vertical integration, biotechnology sector).

90 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

History and Future of Livestock and Poultry Production

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Prince Edward Island
• Comment on the following statement: “The livestock industry on Department of Agriculture
PEI is not as important as the potato industry”. (1.4, 1.5) http://www.gov.pe.ca/agriculture/

Internet: Prince Edward Island

Paper and Pencil Agriculture Sector Council
http://www.peiagsc.ca/
• Explain why farmers grow different crops. (1.5)
Appendix C: Maritime Agriculture -
• Provide examples of interdependence within the agricultural sector. A Brief History
What are some of the benefits and detriments of this level of inter-
dependence? (1.5)

• How important are the livestock and poultry sectors to the Prince
Edward Island economy? (1.4)

• Trend the levels of employment, impacts on the economy,

number of active farms, etc. in the Island livestock and poultry
sectors over the past few years. What does this trending infer about
the contribution of farm animal production to the social, economic,
and environmental development of Prince Edward Island? (1.4)

• Create a list of different commodities grown on Island farms.

Compare your list with other members of the class and discuss the
diversity of the Island agriculture sector. (1.5)

Performance

• Work collaboratively to research a commodity that Island farmers

have been successful in finding a market. Present your group’s
findings to the class, outlining why the commodity was successful.
(1.5)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 91
OVERVIEW OF ANIMAL SCIENCE

World Issues

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to To understand the significance of international interdependence as it

1.6 demonstrate an understanding of relates to agricultural sustainability and to assess the impact of agri-
the principles of food sovereignty culture on global development and international relations, students
and food security should discuss food sovereignty and food security.

Food sovereignty is the claimed “right” of people to define their own

food, agriculture, livestock and fisheries systems, in contrast to having
food largely subject to international market forces. “Food sovereignty
is the right of peoples to healthy and culturally appropriate food
produced through ecologically sound and sustainable methods, and
their right to define their own food and agriculture systems.” - Nyéléni
2007: Forum for Food Sovereignty.

Food sovereignty holds it to be true that communities should be able

to define their own means of production and that food is a basic
human right. Many communities calling for food sovereignty are
protesting the imposition of Western technologies to their indigenous
systems and agencies. Those who hold a “food sovereignty” position
advocate banning the production of most cash crops in developing
nations, thereby leaving the local farmers to concentrate on subsistence
agriculture. Teachers should provide examples of how political/
corporate decisions (e.g., company decisions to change banana distri-
bution from a Pacific port to an Atlantic port in Panama, and moving
pineapple production from Hawaii to the Philippines) affect global
economies and developing nations. The video Food Inc. provides an
overview of the food industry in North America.

“Food security exists when all people, at all times, have physical, social
and economic access to sufficient, safe and nutritious food to meet
their dietary needs and food preferences for an active and healthy
life.” - United Nation’s Food and Agriculture Organization (FAO). A
Prince Edward Island context to food security could be to explore its
food distribution system and how much we depend on uninterrupted
food supply to the Island. Students should also be aware of issues of
undernutrition and the use of Food Banks on Prince Edward Island.

The core of the Food Justice movement is the belief that what is lack-
ing is not food, but the political will to fairly distribute food regardless
of the recipient’s ability to pay. It notes that, globally, enough food is
produced to feed the entire world population at a level adequate to en-
sure that everyone can be free of hunger and fear of starvation. That no
one should live without enough food because of economic constraints
or social inequalities is the basic goal.

92 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF LIVESTOCK PRODUCTION

World Issues

Tasks for Instruction and/or Assessment Resources/Notes

Journal Internet: The Canadian Federation of

Agriculture
• In your own words, explain what is meant by food sovereignty and http://www.cfa-fca.ca/
food security. (1.6)
Internet: Canada’s Action Plan for Food
• Do you agree with the underlying principles of food sovereignty? Security
Why or why not? Do you think that your opinion would change if http://www.agr.gc.ca/index_e.
you lived in a developing nation? (1.6) php?s1=misb&s2=fsec-seca&page=action

Video: Food Inc.

Paper and Pencil

• What would happen if the Confederation Bridge was closed due to a

natural disaster? How would we eat? (1.6)

• Explain how political/corporate decisions can affect global

economies and developing nations. (1.6)

• Is food security an issue on Prince Edward Island? Explain your

answer taking various perspectives into account. (1.6)

Performance

• As a class, debate the following resolution: Canada should close its

borders to imports and prepare to grow all of its own food. (1.6)

Presentation

• Select an agricultural commodity and research how international

interdependence affects its marketing, production, and sustain-
ability. Present your findings to the class. (1.6)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 93
OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

To illustrate the vast inequalities in the distribution of food resources
1.6 demonstrate an understanding of and wealth, have the students play the “Who Are the Lucky Ones?”
the principles of food sovereignty simulation (see Appendix D). This activity should allow students to
and food security (continued...) compare the developed and developing nations in relation to agricul-
ture and the surrounding issues. The Farmers Helping Farmers Global
Classroom Initiative (see Appendix F) is another excellent resource to
raise awareness of agriculture issues in developed and developing na-
tions.

To further students’ understanding of international interdependence,

teachers should discuss the implication of international agreements
(NAFTA) on agricultural practices (e.g., government subsidies, quotas,
marketing boards). Teachers should also provide examples of how cor-
porate/government decisions affect global economies and developing
nations. How do these factors affect a nation’s food security or food
sovereignty?

Having focused on the fact that agricultural practices cannot remain

isolated at the local/provincial levels, discuss with students some rec-
ognizable links that tie Prince Edward Island to the global front. Use
examples such as:
• international marketing in which Prince Edward Island is a player
(e.g., seed potatoes, mussels, tuna, oysters, blueberries)
• the many information technology and biotechnology businesses
based on Prince Edward Island that serve the global community
• aid programs in developing countries that are Prince Edward
Island initiatives (e.g., Farmers Helping Farmers)

94 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Journal Video: Food Inc.

• What do you think should be done to resolve the world’s food crisis? Internet: Mikinduri Children of
(1.6) Hope
http://mikinduri.com/

Paper and Pencil Appendix D: Who Are the Lucky

Ones?
• What are some of the implications of international agreements on
agricultural practices? (1.6) Appendix E: World - A Community
of 1000

Appendix F: Farmers Helping Farm-

ers Global Classroom Initiative

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 95
OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

Farmers rely on the land to raise the animals of their businesses. The
1.7 explain the concept of sustain- key factors that affect sustainability of an agriculture system deal with
ability as it relates to agriculture the relationship between organisms and their environment. Plants,
animals, insects, soil, water, and air must be kept in reasonable balance
or all will suffer. Teachers should define stewardship and sustainabil-
ity and have students discuss how these terms relate to agricultural
practices.

Teachers should use the Internet to model and identify some signifi-
cant world population trends. During the past 50 years, food produc-
tion worldwide has increased at a rate that is greater than the increase
in population. Students should be asked if they believe that this growth
in food production is sustainable. They should understand that as the
Earth’s population continues to grow exponentially, the demands on
our agricultural systems will also continue to grow.

Population growth, coupled with increased urbanization, can lead to a

greater loss of agricultural land and a movement of the workforce from
rural to urban centres. This will further stress the farm environments
used to feed the world’s population. Students should identify and dis-
cuss how these factors (e.g., population growth, urbanization, econom-
ic activity, soil depletion, loss of agricultural land) affect agricultural
sustainability and how it may affect it in the future. They should also
discuss how new technologies can mitigate these factors. An examina-
tion of land ownership legislation, programs (e.g., Alternate Land Use
Services, ALUS), and zoning issues on Prince Edward Island could be
reviewed as a case study or class debate.

In addition to understanding the factors that affect agricultural sus-

tainability, students should prepare to debate a specific issue pertain-
ing to this topic. Some possible topics include population growth /
urbanization, stewardship / Aboriginal beliefs, impacts of technology,
animal welfare, rezoning of agricultural land, land ownership legisla-
tion, and genetically modified organisms. Once a topic or topics are
selected, students should be divided into groups on either side of the
issue. They should research the issue and defend their position in a
class setting.

96 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

World Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

Internet: World Population Trends
• How do the terms stewardship and sustainability relate to agricul- http://www.breathingearth.net/
ture practices on Prince Edward Island? (1.7) http://www.gapminder.org/world

• Explain how technology can improve agricultural sustainability. Internet: Alternate Land Use Services
(1.7) (ALUS) program
http://www.gov.pe.ca/
• How will factors such as population growth, urbanization, soil growingforward/index.
depletion, and loss of agricultural land affect the sustainability of our php3?number=1024407&lang=E
agriculture sector? Consider the social, environmental, and
economic perspectives in your answer. (1.7)

Performance

• Conduct a class debate on a topic related to agricultural sustain-

ability. In groups, research the issue and summarize the main points
to defend your position. Possible sustainability topics include:
- population growth / urbanization;
- stewardship / Aboriginal beliefs;
- impacts of technology;
- animal welfare;
- rezoning agricultural land;
- land ownership legislation.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 97
OVERVIEW OF ANIMAL SCIENCE

Economic Issues

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The outcomes addressed in the Economic Issues section (pp. 98-99)
provide an interesting and relevant context to enhance the agriculture
learning environment. It is expected that the outcomes be addressed
continuously throughout this course.

1.8 research career information and Students should understand that less than 15% of the total jobs in
job opportunities in diverse agri- agriculture are actually on-farm jobs. The other 85% of agriculture
cultural enterprises and related jobs are in the fields of sales, research, processing, education, and
services health. Students should brainstorm and compare the scope of job
opportunities on-farm and off-farm available on Prince Edward Island.
They may research the career opportunities through various resources
such as Career Cruising, career profiles, Internet career recruitment
websites (e.g., HRDC job bank, Workopolis), guest speakers (agricul-
tural experts and entrepreneurs), and field trips.

Once they have selected a career of interest to them, they should

prepare a career profile. In the profile, the students should:
• describe the career (duties, responsibilities, time commitment);
• explain how the career is relevant to agriculture;
• identify the educational requirements;
• identify essential skills required for the position;
• provide a salary range;
• identify opportunities for work and labour market conditions/
issues;
• list advantages/disadvantages of the career;
• identify aspects of the career that they like;
• contact someone currently employed in this career and choose one
of the following options:
- provide a voice or video recording of his/her comments and
answers to your questions;
- provide a written recording of his/her comments and answers
to your questions;
- invite the contact to be a guest speaker for the class.

Students could present their career profile in a variety of formats, such

as a Webpage, podcast, online video, poster, or the class could conduct
an agriculture expo - displaying the different job opportunities avail-
able.

98 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

Economic Issues

Tasks for Instruction and/or Assessment Resources/Notes

Performance Appendix G: Career Profile Project

• Research a career related to this course that you find interesting. Internet: Career Database/Labour
Use your imagination - farmer, veterinarian, lab technician, equip- Market Information (Websites):
ment designer, biotechnologist, processor - or simply perform a • Service Canada (Job Futures)
search on the Internet for “agriculture careers”. Create a career http://www.jobfutures.ca/
profile that describes the career and identifies how it is relevant to • Service Canada (Labour Market
agriculture. Identify the educational requirements, knowledge Information)
and skills required, salary range, and present and potential future http://www.labourmarketinfor-
demand. Contact someone currently working in this career and mation.ca/
gather additional information. (1.8) • Workopolis
http://www.workopolis.com/
• Career Cruising
http://www.careercruising.com/
• Job Bank
http://www.jobbank.gc.ca/

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 99
OVERVIEW OF ANIMAL SCIENCE

Economic Issues (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Since agriculture has evolved from subsistence farming to commercial
farming, students should understand farming as an entrepreneurial
1.9 demonstrate an understanding of venture. Students should be aware that farm operations may be run by
economic trends and issues sole-proprietors, large corporations, or as cooperative farms or com-
pertaining to agriculture munity farms. They should understand that the market price for farm
commodities is influenced by supply and demand and the global
marketplace. Teachers should assist students with understanding the
basic operating costs related to different farm operations (e.g., dairy
cattle farm, organic farm, mixed farm) and “fair pricing” for their
products (e.g., beef production costs).

Students should understand the importance of supporting local food

production as a consumer. An awareness of offshore food production
and its issues with food quality, safety, and fair pricing (e.g., coffee,
fruit, seafood) should be discussed. This topic is well aligned with is-
sues pertaining to food security and food sovereignty.

Teachers should also expand on markets for non-traditional products

and alternative uses for livestock and poultry (e.g., leather, wool, phar-
maceuticals). The focus should be on the possibility of marketing all
our farm products regionally, nationally, and globally.

It is important that students also demonstrate an awareness of the

ethical issues related to farming, as well as balancing the economic,
environmental and cultural factors. Possible areas for discussion and
debate include issues associated with land use, local food production,
drinking water, genetically modified food, organically developed food,
food for fuel, and Fairtrade products.

100 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 OVERVIEW OF ANIMAL SCIENCE

Economic Issues (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• What are your thoughts on the following quote from Peter Phillips,
an agriculture economist and trade expert at the University of
Saskatchewan: “There are some people who think that farming is
about people with strong backs and weak minds. It’s the opposite
now. They need to be extremely educated, adaptable and
entrepreneurial people.” (1.9)

Paper and Pencil

• List the advantages and disadvantages of different types of farm

operations (e.g., sole-proprietor, large corporation, cooperative
farm). (1.9)

• Estimate some of the input costs and operating costs associated with
a given agricultural commodity (e.g., dairy cattle farm, organic,
mixed farm). (1.9)

• What factors must be considered in setting a “fair price” for an

agricultural product? (1.9)

• What is meant by a value-added product? Give some local examples.

(1.9)

Performance

• Investigate several ethical issues related to agriculture (e.g., Fairtrade

products, food for fuel, genetically modified food, organically
developed food). Prepare a position paper on one of the issues and
share your paper with a classmate. (1.9)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 101
Genetics and Reproduction

Introduction Reproduction is an essential biological mechanism for the continuity

and diversity of species. Students should be provided with opportunities
to explore the fundamental processes of reproduction of different farm
animals. As well, heredity and the transmission of traits from one living
generation to the next will be examined. The ability of agriscientists and
technologists to manipulate, alter, and substitute genetic material in a
variety of cells has increased greatly in recent years. Students will have
the opportunity to investigate and debate the current developments and
uses of gene manipulation in animal science.

Focus and Context The focus of this unit is inquiry. The unit is subdivided into three sec-
tions: cellular biology, genetics, and breeding and reproduction. In the
first section, students will investigate and study the differences between
plant and animal cells and the role of chromosomes in cell division. In
the second section, students will explore the processes of genetic crosses
and genetic engineering. Finally, students will investigate livestock and
poultry reproductive systems and current methods of breeding. The
topics of cloning, gene therapy, and genetic manipulation will be in-
vestigated in the context of genetic changes. As well, these issues will be
debated and discussed throughout this course.

Science By the end of Grade 3, students have explored the life cycles of
several common animals and plants. In Grade 8 science, students were
Curriculum Links
formally introduced to the cell as a living system that exhibits all the
characteristics of life. Students also investigated the structural and
functional relationships between and among cells, tissues, organs, and
systems in the human body. An elementary introduction to the science
of genetics was delivered in Grade 9 science. Biology 621A develops
students’ understanding of genetic continuity and sexual reproduction.

102 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
621A Curriculum Students will be expected to
Outcomes 2.1 analyse the differences between plant and animal cells
2.2 illustrate the role of chromosomes in the transmission of hereditary
information from one cell to another
2.3 demonstrate an understanding of Mendelian genetics and predict
the outcome of various genetic crosses
2.4 identify the structures and functions of livestock and poultry
reproductive systems
2.5 explain the principles of reproduction as they apply to livestock
and poultry
2.6 describe the process of cloning and outline its advantages, dis-
advantages, and ethical issues
2.7 analyse evolutionary mechanisms (i.e., natural selection, artificial
selection, and biotechnology) and their effects on biodiversity and
livestock production

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 103
GENETICS AND REPRODUCTION

Cellular Biology

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to All of agriculture is built around the growth and reproduction of cells.
The purpose of this section is not to have a detailed examination of
2.1 analyse the differences between cellular biology but rather to provide students with an overview of the
plant and animal cells structure and function of cells and how cells reproduce. This knowl-
edge will help students understand the growth, health, and reproduc-
tion of farm animals.

Teachers should provide students with the opportunity to examine dif-

ferent plant and animal cells with a light microscope. Students should
also have the opportunity to identify the structural differences between
prokaryotic and eukaryotic cells and examine different shapes of
animal cells (e.g., blood, skin, muscle). Teachers should use additional
physical models, charts of cells, and websites to graphically illustrate
details of cell structures (organelles) that cannot be distinguished by
students using a light microscope.

2.2 illustrate the role of chromosomes Students should understand that chromosomes are small strands of ge-
in the transmission of hereditary netic material that reside in the nucleus of eukaryotic cells. They con-
information from one cell to tain many small coded pieces of deoxyribonucleic acid (DNA) called
another genes that control inheritance and traits. The structure and function
of DNA and the current model of DNA replication during interphase
should be reviewed at this time.

Students should understand which components of the cell are involved

in cell division and how genetic coding is duplicated and transferred to
other cells through the four phases of mitosis. They should also be able
to describe the division of reproductive cells during the eight phases
of meiosis. The implication of haploid and diploid numbers should be
discussed during meiosis. Graphics, diagrams, computer animations,
or simulations of the phases of mitosis and meiosis may help students
visualize these processes.

104 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 GENETICS AND REPRODUCTION

Cellular Biology

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

Appendix H: DNA Extraction
• Explain how knowledge of the functions of cells is important to
agriculture. (2.1) Appendix I: The Structure of DNA /
Candy Model of DNA
• What are the main differences between plant and animal cells? (2.1)
Appendix J: Dining on DNA
• Why are the cells of a cow not larger than those of a chicken? (2.1)

• Complete a chart for a eukaryotic cell containing the following

headings: organelle name, structure, function, plant or animal. (2.1)

• How does growth take place in living organisms? (2.2)

• Explain how genetic information is transferred to new cells. (2.2)

• Using models or animations, explain how the processes of mitosis

and meiosis differ. (2.2)

Performance

• Use a light microscope to compare and contrast plant and animal

cells. Draw a freehand diagram of the specimens provided, and
identify their similarities and differences. (2.1)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 105
GENETICS AND REPRODUCTION

Genetics

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be familiar with the terms associated with genetics
(e.g., dominant, recessive, gene, allele, homozygous, heterozygous,
2.3 demonstrate an understanding of genotype, phenotype).
Mendelian genetics and predict the
outcome of various genetic crosses Improvement by selection for desirable characteristics (selective
breeding) has evolved from Mendel’s early experiments to advanced
techniques in hybrid breeding. Today’s cows produce more milk and
chickens grow to larger sizes due to advances in selective breeding.
Teachers should briefly discuss trait predictability and Mendel’s law of
segregation (through the use of Punnett squares) and genetic engineer-
ing as it applies to animal breeding and selection. Students should
also be exposed to Mendel’s law of independent assortment. Teachers
should discuss how heritability can predict how much of an animal’s
characteristics can be passed on as a result of genetics as opposed to
that characteristic being developed as a result of the environment.

Students should discuss some of the traits in animals that do not

adhere to Mendel’s laws. Examples may include mutations or when
heterozygous offspring do not look like homozygous parents. For
instance, incomplete dominance occurs when two alleles are not com-
pletely dominant over each other and blend their effects (e.g., white
cats and black cats may produce gray cats). Codominance occurs when
two alleles are both equally dominant and do not blend (e.g., white
cows and red cows may produce red and white spotted (roan) cows).

Students should understand that animal genetic engineering can create

varieties that grow larger and faster and varieties that are more resistant
to disease. They should also discuss the benefits and consequences of
genetic modification (e.g., ethical concerns, nutritional value, ecologi-
cal impact).

106 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 GENETICS AND REPRODUCTION

Genetics

Tasks for Instruction and/or Assessment Resources/Notes

Journal Internet: Punnett Squares Virtual Lab

http://glencoe.mcgraw-hill.com/sites/
• Do you think that genetically modified livestock and poultry should dl/free/0078759864/383934/BL_05.
be produced on Island farms? Why or why not? (2.3) html

• Think of a problem you consider to be of great importance to

agriculture. What are some ways that selective breeding might help
the situation? (2.3)

Paper and Pencil

• Briefly explain Mendel’s theory of the transfer of traits. (2.3)

• Is it possible for two hornless cows to produce a horned cow? Is it

possible for two horned cows to produce a hornless cow? Explain, if
the hornless trait is dominant. (2.3)

• Provide some examples of traits in animals that do not adhere to

Mendel’s laws. (2.3)

• Explain how genetic mutations are used to develop new breeds of

animals. (2.3)

• Imagine that a red hornless bull is crossed with a black-horned cow.

Construct Punnett squares for the possible combinations of traits of
their offspring if the hornless trait is dominant, and the black colour
is dominant. Determine how many different genotypes for the off-
spring are possible. Also determine how many different phenotypes
are possible. (2.3)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 107
GENETICS AND REPRODUCTION

Breeding and Reproduction

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Teachers could provide students with an opportunity to perform a dis-
section of the reproduction systems of livestock and poultry. Identify-
2.4 identify the structures and ing the parts of the reproductive tract will allow students to better
functions of livestock and poultry understand the physiology of ovulation, insemination, and pregnancy.
reproductive systems The female reproductive tract from a pig, sheep, cow, or chicken could
be used. Alternatively, students should have access to diagrams and
2.5 explain the principles of reproduc- visualizations that allow them to identify the structures and functions
tion as they apply to livestock and of livestock and poultry reproductive systems. Students should be able
poultry to describe the stages of fertilization and embryo development for
livestock and poultry. Again, visual resources (e.g., pictures, diagrams,
animations) should be used as teaching aids.

The application of reproduction to the livestock and poultry industries

should be centred around selection criteria and procedures. This topic
should extend from the selective breeding discussion that occurred in
the Genetics section of the course. Students should also understand the
influence of hormone levels on reproduction. Ideally, a guest speaker
with expertise in several breeding systems and processes (e.g., pure
breeding, cross breeding, inbreeding, natural, Artificial Insemination,
embryo transfer, in vitro fertilization) could be invited to speak to the
class. If an expert is not available, students should research reproduc-
tive technologies and breeding processes and their application to
animals that are raised for food.

2.6 describe the process of cloning and A discussion of reproductive technologies and advancements should
outline its advantages, disadvan- lead to the process of cloning. Students should be able to describe the
tages, and ethical issues process and understand how it produces genetically identical individu-
als. The cloning of animals (e.g., Dolly the sheep, calves George and
Charlie) has tremendous implications for the animal industry. Cells
2.7 analyse evolutionary mechanisms from a superior specimen could be cloned to produce similar superior
(i.e., natural selection, artificial animals. Because the genetic makeup would be the same, all animals
selection, and biotechnology) and would mature and be ready for market at the same time. Students
their effects on biodiversity and should be able to outline the advantages and disadvantages of cloning
livestock production and discuss the ethical issues that surround this topic.

108 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 GENETICS AND REPRODUCTION

Breeding and Reproduction

Tasks for Instruction and/or Assessment Resources/Notes

Journal
Internet: Virtual Fetal Pig Dissection
• Do you think that we should clone animals for food? (2.6) http://www.whitman.edu/content/
virtualpig

Paper and Pencil

• How are the principles of genetics used to improve animals through

breeding? (2.5)

• Describe the different stages of fertilization and embryo develop-

ment for livestock and poultry. (2.4, 2.5)

• Explain the procedures used in artificial insemination. (2.5)

• List and explain the steps used in embryo transfer. (2.5)

• Use a diagram to describe a process of cloning in animals. (2.6)

• What are the advantages and disadvantages of cloning? (2.6)

• Explain how artificial selection or biotechnology could affect live-

stock or poultry biodiversity. (2.7)

Performance

• Research reproductive technologies and breeding processes and their

application to animals that are raised for food. (2.5)

• Conduct a class debate on the ethical issues surrounding cloning

animals. (2.6)

• Perform an available lab activity designed to illustrate some aspect of

livestock or poultry reproductive systems. Possibilities include
dissection of available specimens or the use of visual resources or
simulations to observe the reproductive system. (2.4, 2.5)

Presentation

• Research a specific evolutionary mechanism (e.g., natural selection,

artificial selection, biotechnology). Explain the mechanism and how
it impacts livestock production and biodiversity. Present your
findings to the class. (2.7)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 109
Animal Nutrition

Introduction Proper nutrition is as important to the health and well being of livestock
and poultry as it is to human beings. Students should be provided with
opportunities to explore the different nutritional requirements of farm
animals and how these requirements affect their growth and finished
product. The function, similarity, and differences of ruminant and
monogastric digestive systems will be explored and discussed. An
understanding of the digestive systems will give students better insight
into the development of appropriate feeds for monogastric and ruminant
animals. Students will also have the opportunity to investigate and
debate current issues of animal nutrition in animal science.

Focus and Context The focus of this unit is on inquiry and decision making. Students will
investigate the parts and function of ruminant and monogastric digestive
systems through dissection or visualizations. They will then demonstrate
an understanding of feed requirements for different animals at different
stages of their lives. Finally, common issues in animal nutrition will be
discussed and debated from a variety of perspectives.

Science In Grade 5, students have explored meeting basic needs and maintain-
ing a healthy body. Factors that affect the function and efficiency of the
Curriculum Links
human digestive system were explored in Grade 8 science. Biology 521A
identifies the basic nutrients and their sources as well as how nutritional
deficiency can adversely affect an organism’s equilibrium.

110 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
621A Curriculum Students will be expected to
Outcomes 3.1 identify the parts of the digestive system of livestock and poultry
and describe their functions
3.2 demonstrate an understanding of ruminant and monogastric
digestive systems
3.3 describe the function of the feed nutrients for farm animals
3.4 recognize that animals require different rations during their life
cycle
3.5 discuss common issues in animal nutrition from a variety of
perspectives

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 111
ANIMAL NUTRITION

Digestion

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students are expected to understand the terminology associated with
the digestive system of livestock and poultry and be able to identify
3.1 identify the parts of the digestive the accessory structures crucial to digestion and describe their role in
system of livestock and poultry and the process. They should be able to distinguish between ruminant and
describe their functions monogastric digestion and provide examples of livestock animals that
are ruminants and monogastrics. Students should be able to describe
the advantages of ruminant digestion and demonstrate an understand-
ing of the modifications of the monogastric stomach of poultry and
equine.

3.2 demonstrate an understanding of As with the section on Breeding and Reproduction, teachers could
ruminant and monogastric provide students with an opportunity to perform a dissection of the
digestive systems digestive systems of livestock and poultry. Ideally, students could com-
pare the digestive systems of ruminants and monogastrics to identify
their similarities and differences. These specimens could also be used
to describe the path of food through the ruminant digestive system
and the role of each part of the ruminant stomach. An understanding
of the systems will give them better insight into the development of
appropriate feeds for monogastric and ruminant animals. Alternatively,
students should have access to diagrams and visualizations that allow
them to identify the structures and functions of livestock and poultry
digestive systems.

112 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL NUTRITION

Digestion

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

Internet: Virtual Fetal Pig Dissection
• What are the main differences between the digestive systems of http://www.whitman.edu/content/
ruminants and monogastric animals? (3.2) virtualpig

• What are the advantages of a ruminant digestive system? Why don’t

all animals, including humans, have a ruminant digestive system?
(3.2)

• Explain the modifications of the monogastric stomach of poultry

and equine. (3.1, 3.2)

Performance

• Perform an available lab activity designed to illustrate some aspect

of livestock or poultry digestive systems. Possibilities include
dissection of available specimens or the use of visual resources or
simulations to observe the digestive system of ruminant and mono-
gastric animals. (3.1, 3.2)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 113
ANIMAL NUTRITION

Nutritional Requirements

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The purpose of this section is to teach students the function and issues
related to animal nutrition. Specific nutritional requirements for spe-
3.3 describe the function of the feed cific farm animals will be discussed in later sections. Teachers should
nutrients for farm animals lead students in a general discussion of the requirement and function
of essential nutrients needed for animals, although the intent is not for
students to have to memorize a list of nutrients. The general cause and
effect of nutritional deficiencies should also be investigated.

3.4 recognize that animals require Students should identify the nutrients required by all animals and the
different rations during their life function that they serve in the animal’s body. Teachers should discuss
cycle the different nutritional requirements between monogastric and
ruminant animals. Students should also be aware that animals require
different rations during their life cycles, depending on their particular
growth stage and their intended use. Teachers should provide examples
of how nutrients relate to the finished product (e.g., grain fed beef
compared to grass fed beef).

3.5 discuss common issues in animal Once students have demonstrated an understanding of nutrients and
nutrition from a variety of their use, they should identify and discuss common issues in animal
perspectives nutrition. Some examples may include
• circumstances that would require a change in the nutritional
requirements for an animal;
• buying feed vs. growing feed;
• feed quality and testing;
• feed storage and spoilage;
• the use of feed additives;
• organic feed vs. conventional feed.

Teachers may wish to have students research these issues in small

groups and present them to the class. Students could also select an
issue that is of particular interest and participate in a class debate
moderated by the teacher. Alternatively, a farmer, animal nutritionist,
or veterinarian could be invited to the class to give his/her perspective
on these issues. Students could then write a summary of the issue, and
compare the expert’s opinions to their own.

114 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL NUTRITION

Nutritional Requirements

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

• Explain the importance of animal growth to agricultural producers.

(3.3, 3.4, 3.5)

• Create and complete a table involving the six basic nutrients, their
roles, and the sources of each. (3.3)

• Explain how a grain fed cow may differ from a grass fed cow in
terms of finished product. (3.4)

Presentation

• In small groups, research the different daily nutrient requirements

of a specific farm animal during its life cycle. Use the Internet,
library, or other reliable sources to compile your information and
then share your findings with the class. (3.3, 3.4)

• Create a webpage that illustrates the utilization of the six basic

nutrients for farm animals. (3.3)

• In small groups, research and debate common issues in animal

nutrition. Possible topics include:
- circumstances that would require a change in the nutritional
requirements for an animal;
- buying feed vs. growing feed;
- feed quality and testing;
- feed storage and spoilage;
- the use of feed additives;
- organic feed vs. conventional feed. (3.5)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 115
Animal Care and Management

Introduction Animal production is an essential focus of the agriculture industry on

Prince Edward Island. Students should be provided with opportunities
to identify precautions and practices in place for food and farm safety,
and debate animal and waste management practices used in the livestock
and poultry industries. Students should also explore the overall con-
tribution of animal commodities to the social, economic, and environ-
mental development of Prince Edward Island. Teachers should provide
an overview of beef, dairy cattle, and poultry industries, including the
associated animal care and management issues. This teacher overview
will help inform students to develop waste management strategies for
livestock and poultry farms, as well as evaluate an animal care and man-
agement issue using a guided inquiry process.

Focus and Context The unit’s focuses are inquiry and decision making and are concentrated
on students’ collections and analyses of data as part of their animal care
and management investigation. The context of the investigations will
depend on the animal selected or the local or regional issues related to
animal care and management.

Science By the end of Grade 2, students have explored animal growth and
changes. The concept of how biotic and abiotic factors affect living
Curriculum Links
things was addressed in Science 421A/431A. Students in Environmental
Science 621A conducted a Project Based Learning activity similar to the
inquiry investigation in this section.

116 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
621A Curriculum Students will be expected to
Outcomes 4.1 demonstrate an understanding of the need for food safety, trace-
ability, and biosecurity on and off livestock farms
4.2 work collaboratively to outline farm safety practices
4.3 assess the importance of animal care and management in
agriculture
4.4 demonstrate an understanding of animal welfare issues
4.5 debate from a variety of perspectives animal management practices
used in livestock and poultry production
4.6 demonstrate an understanding of the importance of the beef and
dairy cattle industries to Prince Edward Island and Canada
4.7 identify the main breeds and distinguishing characteristics of beef
and dairy cattle
4.8 compare and contrast feeding programs for beef and dairy cattle
4.9 develop disease prevention strategies for beef and dairy cattle
4.10 describe how beef and milk are produced, collected, and processed
4.11 explain how technology has impacted the beef and dairy industries
4.12 demonstrate an understanding of the importance of the poultry
industries to Prince Edward Island and Canada
4.13 identify the main types and distinguishing characteristics of
poultry
4.14 describe feeding programs for poultry
4.15 develop disease prevention strategies for poultry
4.16 explain how broilers and eggs are produced, collected, and
processed
4.17 explain how technology has impacted the poultry industries
4.18 develop waste management strategies for livestock and poultry
farms
4.19 evaluate a selected animal care and management issue using a
guided inquiry process

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 117
ANIMAL CARE AND MANAGEMENT

Food Safety

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Most students will not be aware of the extensive precautions and
practices that exist on farms with regards to safety. Ideally, teachers
4.1 demonstrate an understanding of could invite a local farmer to the class to discuss food and farm safety
the need for food safety, trace- considerations that are a part of his/her daily operations.
ability, and biosecurity on and off
livestock farms Widely publicized headlines of bovine spongiform encephalopathy
(BSE), or mad cow disease, and E. coli bacteria poisoning have made
food safety and traceability a public concern. It is important that
students understand common biosecurity practices on livestock farms
which help to prevent these diseases and other major livestock diseases.
Students should also be aware that precautions to prevent the spread of
disease are not limited to farm animals. Teachers should outline pro-
cedures of minimizing the chances of disease spread to livestock and
poultry by visitors and farm workers.

Food safety issues do not end at the farm gate. Teachers should discuss
traceability practices in processing facilities (meat and egg) and the
importance of biosecurity in these facilities. Teachers may wish to use
the deadly 2008 listeriosis outbreak at a Maple Leaf Foods processing
plant in Ontario as a case study to highlight these issues.

Teachers may also wish to discuss with students how Canadian food
must pass through more regulations and inspections than many of our
imports. For example, the food safety requirements for two cuts of
beef sitting side-by-side on the grocery shelf may differ, depending on
which country they came from.

118 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Food Safety

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• Overall, do you think that food produced on Island farms and

processed in Island facilities is safe for the general public? Why or
why not? (4.1)

Paper and Pencil

• Explain how the global marketplace makes food traceability more

important than ever. (4.1)

• Describe some traceability and biosecurity practices that exist in

processing facilities. (4.1)

• What are some of the biggest causes of food safety problems? (4.1)

• Briefly outline the gaps in food safety practices that led to the deadly
2008 listeriosis outbreak at a Maple Leaf Foods processing plant
in Ontario. What can food processing plants learn from this
incident? (4.1)

Performance

• Research the incidents of mad cow disease in Canada and how these
incidents impacted meat exports to the United States. What steps
have been taken to prevent this from happening again? (4.1)

• Interview a local farmer and discuss what practices for food safety,
traceability, and biosecurity are in place to prevent the spread of
disease on to and off of the farm. (4.1)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 119
ANIMAL CARE AND MANAGEMENT

Farm Safety

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should research common farm accidents that occur on live-
stock and poultry operations. They should also be exposed to tractor
4.2 work collaboratively to outline and farm equipment safety and outline safe animal handling. They
farm safety practices should discuss the causes of common accidents and whether or not
these accidents are preventable. They should work collaboratively to
outline farm safety practices for livestock and poultry operations.

120 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Farm Safety

Tasks for Instruction and/or Assessment Resources/Notes

Journal

• An old adage is “all accidents are preventable.” Do you think that

this applies to farm safety as well? Explain your thoughts. (4.2)

Paper and Pencil

• What are some of the biggest hazards on farms? (4.2)

Performance

• If possible, take a farm and tractor safety course. (4.2)

Presentation

• Work collaboratively with a group of students to create a poster,

online video, or PowerPoint presentation that outlines farm safety
practices for a livestock or poultry operation. Present your work to
the rest of the class. (4.2)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 121
ANIMAL CARE AND MANAGEMENT

Animal Welfare

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The topic of animal welfare may generate significant discussion and
debate. Differences in opinion are to be encouraged, but teachers
should ensure that all students’ opinions are respected by their class-
mates. The outcomes of this section are not to present one particular
position as the right one, but to provide students with information so
that they may present and defend their own point of view.

4.3 assess the importance of animal Students can begin to assess the importance of animal care and man-
care and management in agement in agriculture by first analysing animal needs (e.g., feeding,
agriculture shelter, water, husbandry). They should then analyse various methods
of improving and increasing animal production (e.g., artificial insemi-
nation, diet). Students should also be able to describe a variety of ben-
eficial animal health practices (vaccinations, de-worming, de-horning,
docking of tails, castration).

4.4 demonstrate an understanding of The public often use the terms animal welfare and animal rights inter-
animal welfare issues changeably, but they have very different meanings. Students should be
able to differentiate between definitions and issues related to animal
welfare and animal rights. To demonstrate an understanding of animal
welfare issues, students should be able to identify and describe legisla-
tion intended to address animal welfare. They should also be able to
identify and describe several animal activist groups, their mandates,
and their messages (teachers should carefully screen all materials as
some are extremely graphic and outwardly biased).
4.5 debate from a variety of
perspectives animal management Students should understand that for the vast majority of farmers ani-
practices used in livestock and mal welfare is one of their most important concerns. Teachers should
poultry production discuss the production benefits that livestock and poultry farmers
achieve through careful attention to proper animal comfort and welfare
needs. Teachers should also identify some contradiction between con-
sumer and farmer perspectives (e.g., calf hutches, confining livestock,
large scale poultry production, animal castration).

Students should understand that there is a balance between how much

animal welfare farmers can provide and how much consumers are
willing to pay for. Additional welfare and production practices incur
additional costs to the producer and processor. These costs must be re-
turned in the market price and passed on to the consumer. A separate
topic of biomedical research involving animals could also be discussed
at this time. Students must be aware that ethical, legal, economic, and
social factors all impact animal welfare issues. Once students have been
informed of these factors, they should debate from a variety of per-
spectives animal management practices used in livestock and poultry
production.

122 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Animal Welfare

Tasks for Instruction and/or Assessment Resources/Notes

Journal
The Real Dirt on Farming II
• Do you think that practices such as de-horning, docking of tails,
castration, etc. are harmful or beneficial to farm animals? (4.3) Video: Temple Grandin

• Do you think that animals should have the same rights and
privileges as humans? (4.4)

Paper and Pencil

• Contrast the difference between animal welfare and animal rights.

(4.4)

• Explain the basic needs of farm animals with regards to feeding,

shelter, water, and husbandry. (4.3)

• Outline various means of increasing animal production. (4.3)

• Describe how animal care and management impact production.

(4.3)

• Provide examples of legislation intended to address animal welfare

issues. (4.4)

• Explain how social, cultural, and economic factors impact animal

welfare practices. (4.4)

Presentation

• Some animal care and management practices (e.g., calf hutches,

castration, confining livestock and poultry) may be misunderstood
by the general public. Gather information on a specific practice from
a variety of perspectives, including animal rightists’ perspectives and
farmers’ perspectives, and present it to the class. (4.3, 4.4, 4.5)

Performance

• Debate the difference between animal welfare and animal rights.

Take into account the ethical, legal, economic, social, and cultural
factors. (4.5)

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ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle

Outcomes Elaborations - Suggestions for Learning and Teaching

The outcomes addressed in the Beef and Dairy Cattle and Poultry
Students will be expected to
sections (pp. 124-129) should integrate the combined knowledge and
skills obtained throughout this course.

4.6 demonstrate an understanding of Students should be able to discuss the importance of the beef and dairy
the importance of the beef and cattle industries to Prince Edward Island and Canada in relation to
dairy cattle industries to Prince its economic, social, and environmental contexts. The Prince Edward
Edward Island and Canada Island Department of Agriculture maintains fact sheets and statistics
of the beef and dairy cattle industries and their by-products. Teachers
should lead students in a discussion of the trends and challenges to the
beef and dairy cattle industries - locally and nationally.

4.7 identify the main breeds and Students should understand that beef production is the most common
distinguishing characteristics of type of farming operation on Prince Edward Island, involving approxi-
beef and dairy cattle mately 35% of farms (potatoes are the largest commodity in terms
of cash receipts). They should also be able to distinguish between
cow-calf operations where calves are raised to the feeder stage and beef
feedlots that purchase the feeders to finish for market. Students should
also be able to identify the main breeds and characteristics of beef
cattle raised on Prince Edward Island.

There are over 200 dairy cattle farms of varying size on Prince Edward
Island. Dairy production has become highly specialized and mecha-
nized. Students should be able to identify different breeds and charac-
teristics of local dairy cattle and why they have been selected by Island
dairy cattle farmers. Teachers may also wish to discuss dual purpose
breeds.

4.8 compare and contrast feeding Students should understand the nutritional requirements of beef and
programs for beef and dairy cattle dairy cattle at different life stages. They should also compare and con-
trast the feeding programs for these two types of cattle and understand
why dairy cattle (lactating and dry) have different nutritional require-
ments than beef cattle.

4.9 develop disease prevention Students should research or be presented with information on the
strategies for beef and dairy cattle symptoms and treatments of common parasites, nutritional deficien-
cies, and diseases of beef and dairy cattle (e.g., flies, worms, shipping
fever, tuberculosis, mastitis, milk fever). The theory of immunology
and the role of vaccination should also be discussed. If available, a local
farmer, veterinary student or graduate could present a first-hand ac-
count of disease issues in beef and dairy cattle.

Once students have an understanding of the potential illnesses, they

should develop disease prevention strategies for beef and dairy cattle.
Teachers may wish to merge this outcome with those in the subse-
quent Animal Welfare section. This topic may also lead to a more in
depth guided inquiry of disease prevention as an option for the investi-
gation outlined on page 132.
124 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle

Tasks for Instruction and/or Assessment Resources/Notes

Journal Internet: Food Country Webisodes

with Chef Michael Smith
• What do you feel are the greatest challenges faced by the beef or http://chefmichaelsmith.com/food-
dairy cattle industries? (4.6) country/

• Why are feeding programs for beef cattle different than those of
dairy cattle? (4.8)

Paper and Pencil

• Describe how beef and dairy cattle production affect the Prince
Edward Island economy, environment, and culture. (4.6)

• Explain the difference between cow-calf operations and feedlot

operations. (4.7)

• Identify the main breeds of beef and dairy cattle produced on Prince
Edward Island. What particular characteristics of these cattle make
them suitable to Island farmers? (4.7)

• What career opportunities are available in the beef and dairy cattle
industries on Prince Edward Island? (4.6)

• Create and complete a table comparing the nutritional requirements

of beef and dairy (lactating and dry) cattle at different life stages.
(4.8)

• Using the information provided by your teacher, outline the

symptoms and treatments of common parasites, nutritional
deficiencies, and diseases of beef and dairy cattle. (4.9)

Performance

• Develop a disease prevention strategy for a local beef or dairy cattle

farm. Explain the disease, parasite, or deficiency that the strategy is
intended to prevent and how the prevention strategy can improve
animal welfare. (4.9)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 125
ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle (continued...)

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be able to describe supply management in the beef
and dairy cattle industry and how inspection programs maintain high
4.10 describe how beef and milk are production quality, from the health of the cow through to the finished
produced, collected, and processed product. They should be able to describe the process of milk secretion
in cows, the equipment, technology, and procedures used to collect the
milk at the farm and transfer it to the processor, and how the milk is
processed as a finished product (milk, butter, cheese, ice cream, etc.).
They should also be able to describe beef production and processing,
including by-products.

4.11 explain how technology has The importance of technological advancements in biotechnology and
impacted the beef and dairy genetic engineering should be discussed in relation to both the beef
industries and dairy cattle industries. Students should be able to explain the
importance of technology in breeding cattle and in maximizing growth
and milk production. These advancements have allowed farmers to
market and sell the genetics of their livestock as a product (in addition
to the meat and milk).

126 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Beef and Dairy Cattle (continued...)

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Create a video, storyboard, or presentation describing how beef

cattle are raised, produced, and processed. Include in your
description how beef is processed as a finished product, the different
cuts of beef, and the different by-products created from beef. (4.10)

• Create a video, storyboard, or presentation describing how milk

is produced, collected, and processed. Include in your description
the milk secretion process, the equipment, technology, and
procedures used to collect the milk at the farm and transfer it to the
processor, and how the milk is processed as a finished product (milk,
butter, cheese, ice cream, etc.). (4.10)

Presentation

• Select a technological advance that addresses a specific beef or dairy

cattle production need (e.g., biotechnology, genetic engineering,
milk production). Describe to a group of your classmates how this
advance has improved marketability, production and yields, food
safety, or traceability. (4.11)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 127
ANIMAL CARE AND MANAGEMENT

Poultry

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to Students should be able to discuss the importance of the poultry
industries (layers and broilers) to Prince Edward Island and Canada
4.12 demonstrate an understanding in relation to its economic, social, and environmental contexts. The
of the importance of the poultry Prince Edward Island Department of Agriculture maintains fact sheets
industries to Prince Edward Island and statistics of the poultry industries and their by-products. Teachers
and Canada should lead students in a discussion of the trends and challenges to the
poultry industries - locally and nationally.

4.13 identify the main types and dis- Students should be able to identify the main types and distinguishing
tinguishing characteristics of characteristics of poultry and distinguish between poultry for meat
poultry production (broilers) and egg production (layers).

4.14 describe feeding programs for Students should understand the nutritional requirements of layers and
poultry broilers at different life stages. They should also compare and contrast
the feeding programs for these poultry and understand why layers have
different nutritional requirements than broilers.

4.15 develop disease prevention Students should research or be presented with information on the
strategies for poultry symptoms and treatments of common diseases and parasites of poultry
(e.g., respiratory, viral, and bacterial diseases, mites, fleas, lice). If
available, a local farmer, veterinary student or graduate could present a
first-hand account of disease issues in poultry. Once students have an
understanding of the potential illnesses, they should develop disease
prevention strategies for poultry. Teachers may wish to merge this out-
come with those in the subsequent Animal Welfare section. This topic
may also lead to a more in depth guided inquiry of disease prevention
as an option for the investigation outlined on page 116.

4.16 explain how broilers and eggs are Students should be able to describe supply management in the layer
produced, collected, and processed and broiler industries. They should be able to describe the process of
meat and egg production, the equipment, technology, and procedures
used to collect the chickens and eggs at the farm and transfer them
to the processor, and how the meat and eggs are processed as finished
products.

4.17 explain how technology has The importance of technological advancements in biotechnology and
impacted the poultry industries genetic engineering should be discussed in relation to both the layer
and broiler industries. Students should be able to explain the impor-
tance of technology in breeding poultry and in maximizing growth
and egg production. Students should also understand how technology
has impacted poultry issues pertaining to traceability, quality control,
and biosecurity.

128 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Poultry

Tasks for Instruction and/or Assessment Resources/Notes

Journal
• What do you feel is the greatest challenge faced by the poultry Internet: Prince Edward Island De-
industry? (4.12) partment of Agriculture Fact Sheets
http://www.gov.pe.ca/agriculture/
• Why are feeding programs for broilers different than those of layers?
(4.14) Video: How It’s Made, Season 4,
Episode 1
Paper and Pencil
• Describe how poultry production affects the Prince Edward Island
economy, environment, and culture. (4.12)

• Explain the difference between broiler operations and layer

operations. (4.13)

• Identify the main breeds of poultry produced on Prince Edward

Island. What particular characteristics of these birds make them suit-
able to Island farmers? (4.13)

• What career opportunities are available in the poultry industry on

Prince Edward Island? (4.12)

• Create and complete a table comparing the nutritional requirements

of broilers and layers at different life stages. (4.14)

• Using the information provided by your teacher, outline the

symptoms and treatments of common parasites, nutritional
deficiencies, and diseases of poultry. (4.15)

Performance
• Create a video, storyboard, or presentation describing how poultry
are produced and processed. Include in your description the process
of meat and egg production, the equipment, technology, and
procedures used to collect the chickens and eggs at the farm and
transfer them to the processor, and how the meat and eggs are
processed as finished products. (4.16)

• Develop a disease prevention strategy for a poultry farm. Explain

the disease, parasite, or deficiency that the strategy is intended to
prevent and how the prevention strategy can improve animal
welfare. (4.15)

Presentation
• Select a technological advance that addresses a specific poultry
production need (e.g., breeding, biosecurity, egg production).
Describe to a group of your classmates how this advance has
improved marketability, production and yields, food safety, or trace
ability. (4.17)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 129
ANIMAL CARE AND MANAGEMENT

Waste Management

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to

Farmers usually live on the land that they farm and never intention-
ally harm their local environment. However, all livestock and poultry
4.18 develop waste management farms have materials that could potentially affect the environment
strategies for livestock and poultry (e.g., chemicals, animal waste, fuel, silage). Students should be able to
farms describe livestock and poultry issues relating to the environment and
how they can be avoided or mitigated through good farming practices.

Farms follow waste management regulations and guidelines. Dead

stock management is a part of life on every livestock and poultry farm.
Farmers must have a means to safely dispose of dead animals without
affecting the health of other animals or harming the environment. The
application of animal manure as fertilizer is economical and is gener-
ally considered an environmentally sustainable practice. However, care
must be taken that the manure does not run off into water sources,
as it can contaminate them with nutrients and bacteria (e.g., E. coli).
Teachers could have students investigate the tragedy at Walkerton,
Ontario or other case studies of potential environmental impacts from
agricultural waste.

130 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Waste Management

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

Internet: Prince Edward Island De-
• Describe how Island livestock and poultry farmers safely handle, partment of Agriculture, Agricultural
store, and dispose of chemicals, animal waste, fuel, and silage. Waste Management
(4.18) http://www.gov.pe.ca/photos/origi-
nal/af_bmp_wastemgt.pdf
• Identify some specific waste management issues on livestock and
poultry farms (e.g., dead stock, animal manure) that could affect the
environment. Explain what farming practices and guidelines are in
place to mitigate or avoid any damage to the environment. (4.18)

• Outline the events that led to the Walkerton tragedy. Explain what
measures could have been taken to avoid this tragedy or a similar
event from occurring in the future. (4.18)

Presentation

• In small groups, collaboratively develop a waste management

strategy for a livestock or poultry farm. Explain the potential hazard
that the strategy is intended to prevent and how the prevention
strategy can improve animal welfare and protect the environment.
Present your strategy to the class. (4.18)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 131
ANIMAL CARE AND MANAGEMENT

Investigation

Outcomes Elaborations - Suggestions for Learning and Teaching

Students will be expected to The outcomes for this section can be addressed by providing students
with an opportunity to conduct in-depth investigations of real world
4.19 analyze a selected animal care issues and challenges related to animal care and management. Students
and management issue using a would obtain a deeper knowledge of the subject area through inquiry,
guided inquiry process research, experimentation, and/or the assistance of a community men-
tor. Students should be asked to present their investigation to the class
and to a group of community mentors/experts. Through questioning,
students will be exposed to other various perspectives and, as a result,
will be expected to better appreciate the importance of communica-
tion and review in presenting new information. The end product and
presentation would answer a specific inquiry question related to animal
care and management. Some example questions include:

• Is Prince Edward Island safe from future incidents of BSE?

• Should Prince Edward Island have stricter regulations on entry of
animal products to prevent outbreaks of Avian Flu?
• What are the implications of using animals in biomedical research?
• Should Prince Edward Island be investing in genetically modified
organism (GMO) research?
• Are Islanders properly informed on animal welfare issues?

132 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A
 ANIMAL CARE AND MANAGEMENT

Investigation

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Conduct an in-depth investigation of a current real-world issue or

challenge related to animal care and management. The end product
and presentation should answer a specific inquiry question related to
animal care and management. Your investigation should include:
- developing a plan to investigate your question, idea, problem or
issue;
- conducting an investigation into the relationships between and
among variables, using a broad range of tools and techniques;
- analysing the data to develop and assess possible explanations;
- communicating your information, ideas, and results. (4.19)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 621A 133
134 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX A

Appendix A
Glossary of Terms

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 135
APPENDIX A

This glossary defines terms as used in this guide. The glossary is provided for clarity only and is not meant to
be an exhaustive list of terminology related to this curriculum.

A Agriculture – the broad industry engaged in the production of plants and animal; the provision of
agricultural supplies and services; and processing, marketing, and distribution of agricultural products

Agriscience – the application of scientific principles and new technologies to agriculture

Allele – a matched pair of genes that control a characteristic

ALUS – Alternate Land Use Service; A voluntary program for PEI landowners and farmers that protects
water, fish and wildlife habitat

Animal husbandry – the science of breeding and caring for farm animals

Animal rightists – believe animals should have the same rights and privileges as humans

Animal science – the study of the biology of animals that are under the control of mankind

Animal welfarists – believe animals should be treated well and that their comfort and well being should
be considered in their production

Artificial insemination (AI) - the placing of sperm in the reproductive tract of the female by means other
than that of the natural breeding process

B Beef cattle – cattle that are raised for their meat

Biodiversity – the variety of different species and ecosystems within the environment

Biofuel – liquid, solid, or gaseous energy sources created from organic materials that come from agricul-
tural products

Biosecurity – methods to reduce disease transfer

Biotechnology – use of cells or components of cells to produce products or processes

Breeding – the activity of controlling the mating and production of offspring of plants and animals

Broilers – chickens raised for their meat

BSE – bovine spongiform encephalopathy; a usually fatal disease of cattle affecting the central nervous
system, also known as Mad Cow Disease

Buffer zone – an area of land designated for environmental protection

By-products – secondary products left from the production of a primary commodity

C Cash crop – a crop grown for cash sale

Certified organic – producing food without the use of chemical fertilizers or pesticides

136 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX A

Chromosome – condensed strands of genetic material in the nucleus that determine the characteristiscs of
an organism

Cloning – producing an organism by asexual means, with the exact same genetic makeup as another

Commerical agriculture – the production of crops for sale and distribution to wholesalers or retail outlets
(e.g., supermarkets)

Commodity – a primary agricultural product that can be bought and sold

Cow-calf operation – a system of raising cattle; the main purpose is the production of calves that are sold
at weaning

Crossbreeding – mating animals of two different breeds

Cultural eutrophication – overnourishment of aquatic ecosystems with plant nutrients (usually nitrates
and phosphates) because of human activities such as agriculture, urbanization, and discharges from
industrial plants

D Dairy cattle – cattle that are raised for their milk

Dichotomous key – a written tool used for the identification of plants and animals

DNA – deoxyribonucleic acid, the genetic compound that controls inheritance

Dominant gene – a gene that expresses its characteristics over the characteristics of the gene with which it
is paired

E E. coli – bacteria that normally inhabit the human colon

Embryo transfer – the removal of an embryo from a female of superior genetics and placement of the
embryo in the reproductive tract of a female of inferior genetics

Eukaryotic cell – cells that contain a membrane-bound nucleus and other membrane-bound organelles

F Farming – the activity or business of growing crops or raising livestock or poultry

Feedlots – operations in which cattle are placed for fattening prior to slaughter

Food justice – a view that no one should live without enough food because of economic constraints or
social inequalities

Food security – refers to the availability of food and one’s access to it

Food sovereignty – to define one’s own food, agriculture, livestock and fisheries systems, in contrast to
having food largely subject to international market forces

Forage – livestock feed that consists mainly of the leaves and stalks of plants

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 137
APPENDIX A

G Genes – small coded pieces of DNA

Genetic engineering – the alteration of the genetic components of organisms by human intervention

Genetically modified organism (GMO) – organisms whose genetic makeup has been modified by genetic
engineering

Genetics – study of how organisms pass on characteristics from one generation to the next

Genotype – actual genetic code of an organism

Global warming – warming of the earth’s atmosphere because of increases in the concentration of green-
house gases primarily as a result of human activities

Greenhouse – a structure covered in glass or plastic that is heated or cooled to provide the proper
environment for growing plants

H Heredity – characteristics that are passed from parent to offspring

Heterozygous – having one copy of two different genes

Heritability – the extent to which a characteristic of a living organism is genetically determined, rather
than shaped by the surrounding environment

Homozygous – having two copies of the same gene

I In vitro fertilization – fertilization of an ovum or egg outside the body of the mother

Inbreeding – breeding of animals that are genetically related

Integrated pest management (IPM) – a system of controlling pests that includes a variety of methods

L Layers – chickens raised primarily for egg production

Livestock – domesticated animals raised to produce commodities

M Meiosis – cell division that results in the formation of sex cells

Mendelian genetics – the branch of genetics concerned with inheritance

Mitosis – cell division involving the formation of chromosomes

Monoculture – the cultivation of a single crop in a given area

Monogastric – having one simple stomach

N Nonpoint source pollution – pollution that enters the environment from large areas such as crop fields,
streets, and lawns

Nutrient – a substance that aids in the support of life

138 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX A

P Pesticides – substances that are used to kill pests

Phenotype – the observed characteristic of an animal without regard to its genetic makeup

Point source pollution – pollution that enters the environment from a single, identifiable source

Poultry – domesticated birds such as chickens, turkeys, ducks, and geese

Processing – a business engaged in processing agricultural products and preparing them for market

Prokaryotic cell – cells that do not have a membrane-bound nucleus and lack other membrane-bound
organelles

Propagation – to create new organisms from old organisms

Punnett square – a diagram that is used to predict the results of genetic crosses

Pure breeding – when a purebred animal is bred with another purebred animal

R Recessive gene – a gene that remains hidden and only expresses itself in the absence of a dominant gene

Riparian zone – thin strips and patches of vegetation that surround streams

Ruminant – animal with a unique, multicompartmented stomach

Runoff – water that flows across the ground after a rain

S Selective breeding – choosing the best plants or animals and using those plants or animals for breeding
purposes

Soil amendment – any material added to the soil that improves it

Soil degradation – a severe reduction in the quality of soils, often accelerated by human activities

Soil erosion – the wearing away of the soil through the action of wind or water

Stewardship – refers to our responsibility to care for our natural resources sustainably, so future
generations can enjoy them

Subsistence agriculture – agriculture in which farmers only grow enough food to feed their families

Sustainable agriculture – agricultural practices aimed at maintaining yields of plants and animals over a
period of time

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 139
APPENDIX A

T Taxonomy – the structured classification system for organisms

Technology – application of science to an industrial or commercial objective

Tissue culture – the process of making plant or animal tissue grow in a culture medium outside the
organism

Traceability – record-keeping systems that provide the ability to identify the path and the history of an
animal, food product, or food ingredient through the food supply chain

U Urbanization – the physical growth of rural areas into cities and the transformation of land from
agricultural to urban

V Vertical integration – occurs when several steps in the production, marketing, and processing of plants or
animals are joined together

W Wetland – a parcel of land that stays wet for most of the year

140 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX B

Appendix B
Agriculture Timeline

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 141
APPENDIX B

Timeline of Agriculture and Food Technology

• 12 000 B.C. – Neolithic Revolution, the initial transition from hunting and gathering to settled agriculture,
begins in the modern Middle East.

• 11 500 B.C. (to 6 200 B.C.) – Rice domesticated in China

• 8 500 B.C. – sites across the Fertile Crescent growing domestic wheat, barley, chickpeas, peas, beans, and
flax; Sheep and goat are domesticated

• 7 000 B.C. – Domestication of cattle and chicken in Pakistan

• 6 000 B.C. – Granary built for storage of excess food

• 4 000 B.C. – Egyptians discover how to make bread using yeast

• 4 000 B.C. – First use of light wooden ploughs in Mesopotamia (modern day Iraq)

• 3 500 B.C. – Irrigation being used in Mesopotamia

• 1 700 B.C. – Wind powered machine developed in Mesopotamia

• 500 B.C. – The moldboard iron plough is invented in China

• 900 – Wind powered, geared gristmills (machines that grind wheat into flour) developed and built in
present-day Afghanistan, Pakistan and Iran

• 1000 – Cash cropping and a crop rotation system in which land was cropped four or more times in a two-
year period is introduced in the Islamic Empire

• 1000 – The Islamic Empire introduced agricultural innovations such as a variety of sophisticated irrigation
methods and the introduction of fertilizers

• 1804 – Canadian David Fife develops first rust resistant wheat

• 1809 – French confectioner Nicolas Appert invents canning

• 1837 – John Deere invents steel plough

• 1866 – Gregor Mendel publishes his paper describing Mendelian inheritance

• 1871 – Louis Pasteur invents pasteurization

• 1892 – John Froelich invents and builds the first gasoline-powered tractor in the United States

• 1895 – Refrigeration for domestic and commercial food preservation introduced in the United States and
the United Kingdom, respectively

• 1944 – Green Revolution begins in Mexico

• 1974 – China creates the first hybrid rice, thus starting a food revolution that has benefited tens of millions
around the world

• 2000 – Genetically modified plants cultivated around the world

142 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX C

Appendix C
Maritime Agriculture - A Brief History

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 143
Maritime Agriculture – A Brief History Animal Science 801A/621A

Resource Notes:

Agriculture has been a part of Maritime history for over three centuries. It had its beginnings with the arrival of
the first non-natives to the region.

The first European settlement in the Maritimes was at Port Royal (now Annapolis Royal) in 1605. The French
settlers grew wheat, oats, and flax. They also brought with them cattle, horses, sheep, goats, and poultry. In the
ensuing years, French settlements were established throughout Acadia, which is present-day Nova Scotia, New
Brunswick, and Prince Edward Island. Their ancestors today are known as Acadians, many of whom still farm.

The French settlers suffered a great deal of hardship in establishing a subsistence farm economy in the Maritimes.
They had to contend with harsh conditions and often with tragedy. For instance, in PEI, major foes were mice
which ate the settlers crops. In fact, the town of Souris (the French word for mouse) was named after this occur-
rence. In addition to the hardship created by the natural environment, the Acadians had to contend with uncer-
tainty resulting from wars between Britain and France.

After the French, several other immigrant groups began to arrive in the Maritimes, many of whom involved them-
selves in agriculture. Immigrants came from England, Scotland, Ireland, Switzerland, Germany, and the United
States. This latter group came to the Maritimes in the 1770s, during and after the American Revolution. They are
commonly known as United Empire Loyalists. Many of the Loyalists settled in the Saint John River Valley. Other
groups settled in NS and PEI.

Regardless of their origins, the settlers sought a new life and opportunity, and farming was a natural course to fol-
low. Many had experience in the vocation prior to their arrivals. As well, farming offered the security of owning
land and brought a renewed sense of independence. The settlers worked hard pulling stumps and tilling the soil
with rather crude implements. The real beneficiaries of their efforts were the generations to follow.

Until the 1800s, agriculture in the Maritimes was practised at a subsistence level. That is, many of the farm-
ers produced for their own needs and perhaps bartered any excess produce with neighbours. It was not until the
mid-1800s that agriculture began to develop into a major industry. These were the days of trade reciprocity with
the U.S., which needed food for its rapidly expanding population. More people were going into farming. Small
canneries and other agriculture-related industries sprang up throughout the Maritimes. The agricultural economy
was expanding and booming. Times were good. In fact, this was one of the major reasons that the Maritime colo-
nies were hesitant to join a federation called Canada. However, by the mid-1860s, reciprocity with the U.S. had
run its course, and the boom times in agriculture had ended.

Between the 1880s and 1920s, agriculture entered a decline, and many Maritimers left the industry. This period
of decline was followed by the Great Depression in the 1930s. Although life on the Maritime farm did not prom-
ise riches, it did ensure survival. During the Depression, survival on the Maritime farm was preferable to the soup
lines found in American or Canadian cities. People remained on the farm, and many others were attracted back
to the industry. Agriculture remained reasonably stable during World War II, doing its part to support the war
effort.

144 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Labour-saving devices were being introduced into agriculture throughout the 19th and 20th centuries. However,
it was following WWII that the full force of mechanization was felt. The team of horses gave way to a tractor on
the average farm, and many new and improved implements were being made available to farmers. Mechanization
allowed the farmer to till more land with less labour. As a result, farms grew larger in size. The combination of
mechanization and farm expansion meant fewer people were required in order to produce farm products. Conse-
quently, many people left farming and the rural areas to make a living in urban centres.

The face of agriculture has changed dramatically over the past forty years. Farming has moved away from the
traditional mixed operation towards specialization, whereby a farmer grows one or two crops and raises one or two
species of livestock. Modern technology is commonplace on Maritime farms as evidenced by huge tractors and
computerized cattle feeding systems. As well, businesses associated with farming, such as food processing firms,
have become modernized. Today, Maritime agriculture is a world class industry, able to compete on an interna-
tional scale.

Despite the trend in agriculture toward expansion, there have been some interesting developments within the in-
dustry in recent years. While there has been an increase in the number of large commercial speciality farms, there
has also been an increase in small speciality farms. The net result is that the overall number of farms has remained
stable.

While increasing production remains a major thrust in Maritime agriculture, other factors have gained importance
in recent years. These include an emphasis on marketing, managing farm debt, and managing the agricultural
resources. It will be interesting to see how this most dynamic industry meets these challenges.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 145
Maritime Agriculture - Social History Animal Science 801A/621A
Resource Notes:

Agriculture has played an important part in the social development of the Maritime provinces. At one time,
much of the region’s population lived in rural areas and was most likely involved in farming or was well aware of
developments in the industry. Today, although most Maritimers live in cities or towns, farming still plays a role
in people’s lives. Whether it be a source of employment, business, or social values, agriculture’s influence contin-
ues to be felt.

Farmers are often noted for their sense of independence and self-reliance. For the farmer, this spirit is embodied
within the land. Land not only represents security in an uncertain world, but it also represents freedom from
outside interference and the continuance of the way of life.

Farmers have traditionally guarded their land holdings in order to preserve their sense of independence. This was
true of the initial settlers, and it has continued to the present day. In fact, much of the political and social history
of the Maritimes has revolved around issues concerning land. For instance, the absentee landlord and land use
issues have tended to dominate Prince Edward Island’s political and social history.

The romantic image of the strong, independent farmer is common. However, it tends to misrepresent the farm-
er’s full character. Farmers recognize the importance of others to their well-being. The farmer views his relation-
ship with the outside world as interdependent.

The farmer’s reliance on others actually begins at the farm level with the family. Traditionally, the farmer,
spouse, and children have all been involved in operating the farm. This family effort has tended to develop
and strengthen family relations. Because farming by nature is a family affair, parents and children not only live
together but work together. Farming is one of the few vocations where the whole family is involved in making a
livelihood. In fact, the words “family” and “farm” are often used together to describe farming in the Maritimes.

Both men and women have played an important role in the development of agriculture. Farming is often viewed
as a partnership involving the husband and wife. Consequently, there has been a higher degree of sexual equality
within farm families.

The farmer’s reliance on others is not limited to the family. The community also plays a significant role in the
farmer’s life. In order to keep their operations going, farmers often cooperate. This may involve bartering their
labour and machinery. In some cases, farmers form cooperatives through which they purchase goods and services
and/or market their products. As a result, farm communities have a strong sense of community and unity. This
unity is also complimented by their community institutions such as churches and schools. For example, until two
decades ago, school children had a holiday in the fall months so they could help with the harvest.

Farming and rural lifestyle have undergone significant changes in this century, particularly since World War II.
Agriculture has become more mechanized and farm sizes have increased. This has meant the number of farms
in the Maritimes has decreased. For instance, the number of Maritime farms in 1946 was approximately 50,000
compared to 12,000 in 1984. As a result, rural communities have lost a number of residents. At the same time,
our urban centres have grown.

146 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Despite the move from the rural to urban areas, farming remains an important part of the social life in the Mari-
time provinces. A number of cities and towns rely on agriculture for their social and economic well-being. This
includes places like Hartland, NB, Truro, NS, and Kensington, PEI. Agriculture gives these communities life, and
many people organize their lives around the industry.

Agriculture has provided some important contributions to Maritime society. Beyond its economic importance,
farming has made a social contribution. Its particular emphasis on family and community is in some ways ideal.
The industry has changed over the years. However, it continues to be a source of social well-being.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 147
148 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX D

Appendix D
Who Are the Lucky Ones?

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 149
Who Are the Lucky Ones? Animal Science 801A/621A

Purpose:

a. To illustrate the vast inequalities in distribution of resources brought about by the workings of present
global economic systems, with special reference to food.

b. To encourage a questioning attitude toward the morality of the way goods are now distributed.

Equipment:

1. Bowl of wrapped candies (twice as many candies as there are players)

2. Set of chance cards (exactly as many cards as there are players)

Thirty chance cards are included with the game.

If you have less than thirty participants in your group, eliminate the cards with the highest numbers.
(i.e., if you have 25 students, take out numbers 26-30)

How The Game Works:

a. Explain to the group there are 60 treats in the bowl (or twice as many treats as players). Possibly discuss
with them how they think these should be distributed to the group.

b. Tell them that today there will be a game with real treats. How many each student gets will depend on
the luck of the draw.

c. Have each student come to the front of the room, choose a chance card, read it aloud to the rest of the
group, and follow the instructions on it. Unless the card tells them not to, they should start to eat their
treats immediately upon getting them. They then place the card in a different pile and sit down.

Content of The Chance Cards:

The cards should be set up so that 80% of the members of the group get 20% of the treats and 20% get
the rest. This is the approximate way the consumption of the world’s resources is divided at present.
For example, if 30 students are in the group and 60 treats are in the bowl, then 24 of the people will get
12 treats between them (obviously at least 12 students will go without) and 6 students will get 48 treats
between them. Cards for the 24 students who get very little give various reasons why there is so much
poverty in many of the countries of Asia, Africa, and Latin America (of course, the game can only cover
some of the reasons). The cards for the 6 who get the most treats cover some of the reasons why we are
relatively well off.

150 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Post-Game Discussion: The most IMPORTANT part of the Game

Plan this activity so there is time for discussion of reactions immediately following the game. By the next
day, many valuable emotions will have been lost.

(a) Ask the students how they felt using the following questions as starting points for discussion.

1. Should anyone have received more?

2. Should anyone have received less?

3. Does the reason on your card seem logical to you? Did it seem fair?

4. How did you feel about the attitudes of the lucky ones? Of the unlucky ones?

5. Would you like to play the game again? If you knew you’d get the same card? If your treat was your
spending money for the upcoming month? If your treat was your food for the upcoming month?

6. How could we change the game so more would get to share the treats?

(b) Does this game have anything to do with the real world (i.e., the way things are distributed in the real
world)?

1. If you got 0 or 1 treat, what country did you live in?

2. If you got many treats, where did you live?

3. In the real world, what share do Canadians get?

4. How do others probably feel about us?

5. How could we improve the chances of the unlucky ones in the real world without increasing the total
supply of resources?

6. How could we increase the resources available (e.g., increase supply / decrease price, lower illiteracy
rates, unemployment, price structure of commodities)?

7. If we increased the supply, but the distribution system stayed the same, how much would that im-
prove the relative position of the unlucky ones

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 151
 1. A flood wiped out your family’s crops and you 2. Because of the efforts of a Canadian well driller,
have no money. your village now has water to use on the fields.

Take NO treat. Therefore you can now afford ONE treat.

3. You just graduated from school and were 4. There was such a bad draught that the crops
lucky enough to get a job. However, you your family planted didn’t grow.
need all your money to help send your younger
brother to school.

Take NO treat. You CANNOT have a treat.

5. Your family’s small farm produced very little 6. Your father got free schooling and now has a
this year because fertilizer costs were too high very good job.
to afford.
Take TEN treats and eat as many as you can fast.
Take NO treat.
7. You have just helped the family harvest the 8. Using what you learned in school, you helped
crop. It has been very hard work. your family grow a garden this year.

You can now afford ONE treat. You can afford ONE treat.

9. Your family crop was mostly eaten by locusts 10. Your parents both have tuberculosis and are too
this year and you couldn’t afford pesticides. ill to work.

Take NO treat. Take NO treat.

11. Your family grows coffee. Since the crop was 12. Your father just got a big wage increase.
very good this year, there is a surplus and the
price has fallen.
You may take EIGHT treats.
You may have ONE treat instead of the Eat as many as you can as fast as you can.
two you got last year.
13. A teacher taught your family how to keep a few 14. Your father goes blind due to an infection
chickens to provide you with eggs to improve from the water. Your mother cannot work
your health. because she has no one to look after the chil-
dren.

You can now afford ONE treat. Take NO treat.

152 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
15. Your family has just harvested a big crop of 16. Your family owns and runs a small business.
jute (used to make Burlap bags). Since many Because you all have worked hard, you have
buyers of jute have switched to using plastic done quite well.
bags, the price of jute has fallen.
You may have EIGHT treats.
You may have ONE treat instead of Eat as many as you can as fast as you can.
the two last year.
17. Your father cannot get a job because he cannot 18. Even though your parents are unemployed,
read or write. (There was no school in your they get insurance payments because you live
village when he was young). in a developed country.

Take NO treat. You may have FOUR treats.

Eat as many as you can as fast as you can.
19. Your father has been looking for a job but 20. You harvested a big crop this year. You
there are many people applying for jobs and would be able to afford three treats if the farm
he hasn’t gotten one yet. were yours, but you have to give 2/3 of your
income to the landowner who lives in a big
Take NO treat. house in the city.

Take ONE treat.

21. Your father just lost his job in a factory that 22. Your family’s food bills have gone up this year
makes cloth. The wealthy country which has because of large orders for grain and soybeans
been buying much of the cloth decided they to fatten the beef cattle in a wealthy country.
should produce more of their own cloth.
Take TWO treats. Eat ONE now
Take NO treat. and at the end of the game give ONE to the person
who got the most treats.
23. Your father has a good job but he must pay 24. Your family has just inherited a great deal of
school fees for you and your three sisters. money from a wealthy relative.

Take ONE treat. You can have TWELVE treats.

Eat as many as you can as fast as you can.
25. All of your family’s income this year was 26. Your parents both work, although their wages
needed to cover the hospital bills when you are not high.
broke your leg.
You can afford SIX treats.
Take NO treat. Eat as many as you can as fast as you can.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 153
27. Although your family is one of the wealthiest in 28. Your father works at an iron mine. Raising his
the village, they have spent a lot of money for wages would mean that the company would
your grandfather’s funeral. get fewer profits for the owners in the wealthy
(People would have thought you were very countries.
disrespectful if you hadn’t)
Take ONE treat.
Take ONE treat.
29. Your father works on a fishing boat, but the 30. Ever since your father got sick with malaria he
fish he catches are sold to feed pets of wealthy couldn’t work.
people.
Take NO treats.
Take TWO treats. Eat ONE now
and at the end of the game give ONE to
the person who got the most treats.
31. Your father died before he could pay his debt.
You have inherited his debt.

Take NO treats.

154 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX E

Appendix E
World: A Community of 1000

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 155
World: A Community of 1000 Animal Science 801A/621A

In a world of 1000 persons,

180 of us live high on a hill called the developed world;

820 live on the rocky bottom land called the rest of the world.

The fortunate 180 on the hill have 80 percent of the wealth of the whole town, over half of all the rooms
in town with over two rooms per person, 85 percent of all the automobiles, 80 percent of all the TV sets,
93 percent of all the telephones, and an average income of $5000 per person per year.

The not so fortunate 820 people on the bottom get by on $700 per person per year, many of them on
less than $75. They average five persons to a room.

How does the fortunate group of hill-dwellers use its incredible wealth? Well, as a group they spend less than 1
percent of their income to aid the lower land. In the United States, for example, of every $100 earned,

$18.30 goes for food;

$6.60 is spent on recreation and amusement;
$5.80 buys clothes;
$2.40 buys alcohol;
$1.50 buys tobacco;
$1.30 is given for religious and charitable uses and only a small part of that goes outside the U.S.

How do you suppose the villagers on the crowded plain, a third of whose people are suffering from malnu-
trition, feel about the folks on the hill?

156 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX F

Appendix F
Farmers Helping Farmers
Global Classroom Initiative

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 157
 Global Classroom Initiative
“Connecting Classrooms and Communities
for Global Awareness”

Additional Resources
in Global Awareness for
Agriscience 801A/621A
&
Animal Science 801A/621A

158 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Introduction
The intent of the following lessons is to provide students/teachers with additional resources in support of the
following curriculum outcomes as described in the P.E.I. Department of Education and Early Childhood
Development Curriculum Guide for Animal Science 801A/621A:

1.6 demonstrate an awareness of the principles of food sovereignty and food security

1.7 identify and discuss the factors that affect sustainability of an agricultural system

1.9 demonstrate an awareness of economic trends and issues pertaining to agriculture

IMPORTANT NOTE:
THE LESSONS IN THE FOLLOWING UNIT ARE DEVELOPED AT TWO LEVELS IN ORDER TO
MEET THE DIVERSE LEARNING LEVELS IN THE ANIMAL SCIENCE CLASSROOM.

Level 1 is designed for students who need very specific tasks in order to achieve.
Lessons 1-6, pages 160-189
Level 2 is intended to provide challenging activities for the independent learner.
Activities 1-10, pages 190-205

Caution to teachers regarding web site URLs:

At the time of publication, the web sites contained within this module were functioning and appropriate in
content. However, with time, there is always a possibility that the URLs have moved, become non-functional,
or corrupted. Teachers are advised to check out each URL before distributing to students to ensure that the
integrity of the site is intact.

Caution regarding use of resources:

In each of the Global Classroom Units, references have been made to organizations that assist others around
the world, or articles and news clippings have been included as resources. While care has been taken in their
selection, teachers are reminded to use their professional wisdom and judgment when using the resources.
Materials, as is common practice, should be pre-viewed before used by students. Organizations and media,
however noble the cause, will represent their own agendas; thus students and teachers must critically evaluate
each source.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 159
Lesson I - Drought: A Challenge that a Farmer May Face in Kenya
Estimated time to complete: 1 class for research, 1 to make posters

THEME: Lack of access to water due to drought has a major impact on the lives of many farmers and their
families in Kenya and other countries in the eastern part of Africa.

Students will locate the following internet site: http://www.unicef.org/childalert/hornofafrica/

This site is a multi-media report on how the drought is impacting life for people in The Horn of Africa. Several
topics are listed at the left side of this web page.

Student Instructions:

1. Click on the interactive map: drought cycle. Make sure you have the map displayed high enough on
the screen so you can read the information at the bottom. Click on the arrows under the map to move
forward or to review the previous information.

Answer the following questions on the worksheet:

a. Where is the Horn of Africa?
Why do you think this area has been given this name?
What countries are included? (5 in all)
What is a pastoralist?
How many people are there in this area?

Note: Kenya is considered to be in East Africa, although on the above UNICEF site it is included as part of the
Horn of Africa.

b. This area has two rainy seasons.

Describe the long rain - when does it normally happen?
When does the short rain normally happen?
In what ways are these rains important to the pastoralists?

c. What happened in 2006 to the expected rains?

Look at the bar graph. About what percent of Kenya was affected by the drought?
In 1998 to 2000, how many people in the area died due to that drought period?

d. When the rains returned in the late spring of 2006, what challenges were faced by the farmers and their
families even though there was now enough rain?

2. View the following videos and photo essays that are listed on the left of the home page above:
Photo essay: Child Pastoralists Video: The Burden on Children
Video: Malnutrition Video: Disease
Video: Falling Behind Video: The Burden on Mothers
Video: Conflict for Resources

160 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
3. NOTE: Since November 2006, several countries in the Horn of Africa (such as Somalia, Kenya, Ethiopia),
that had not yet recovered from several years of extreme drought, have been now hit by much higher
than normal rainfall in the short rainy season. This has in turn created more problems for local people.

Read the articles “Up to 1 million people threatened by flooding in southern Somalia, UN warns”, “Flooding affects
over 100,000 people in Dadaab, Kenya”, and “Threat of disease outbreaks as flooding persists” which explain the
problems resulting from too much rain. Find and describe at least six problems caused by too much rain.

4. Assignment:
Part 1 - Write two pages of notes in point form about the impact of drought (or of too much rain) in
the Horn of Africa. Include ways in which drought or flooding impacts children, health/disease, nutrition,
mothers, and the future prospects for the family. These notes are to be handed in with the poster.

Part 2 - Using the information you gathered from the video, make a poster showing some of the effects of lack
of rain or the impact of too much rain.

Guide for Assessment of Research and Poster

Part 1 - Research (25 marks)
- 2 pages of point form notes are to be passed in with the poster
- notes are to be included from
• answers to questions (a completed work sheet)
• a photo essay (child pastoralists)
• video sites (words under pictures)
• article

Part 2 - Poster on 11” x 17” Paper (50 marks)

- suggested evaluation criteria:
- title (1) - 5 colours/shading (5)
- 5 sketches (10) - creativity (4)
- 20 facts (20) - effort (10)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 161
Name:_______________________

Activity Sheet: The Impacts of Drought and Flooding

1. Using information given on the video clips, answer the following questions on the impact of drought.

a. Where is the Horn of Africa? ________________________________________________

Why do you think this area has been given this name? ___________________________
_______________________________________________________________________
What countries are included? (Five in all) _____________________________________
What is a pastoralist? _____________________________________________________
_______________________________________________________________________
How many people are there in this area? ___________________________________________

b. This area has two rainy seasons.

Describe the long rain - when does it normally happen? _________________________
_______________________________________________________________________
When does the short rain normally happen? __________________________________
In what ways are these rains important to the pastoralists? ______________________
_______________________________________________________________________

c. What happened to the expected rains early in 2006? ____________________________

________________________________________________________________________
Look at the bar graph. About what percent of Kenya was affected by the drought? _____
Between 1998 to 2000, how many people in the area died due to that drought period?
________________________________________________________________________

d. When the rains returned in the late spring of 2006, what challenges were faced by the farmers and their
families even though there was now enough rain? _________________
______________________________________________________________________

2. Since November 2006, several countries in the Horn of Africa or east Africa (such as Somalia, Kenya,
Ethiopia) that had not yet recovered from several years of extreme drought have been hit by much
higher than normal rainfall in the short rainy season. This has in turn created more problems for
local people.

3. The following article, “Up to 1 million people threatened by flooding in southern Somalia, UN warns” explains
some of the problems resulting from too much rain.

a. Find six problems caused by too much rain.________________________________________ __________

___________________________________________________________________

b. How do you think too much rain affects farmers in Kenya? _____________________________
_____________________________________________________________________________
_____________________________________________________________________________

162 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Lesson II - Protecting Soil and Water: A Challenge for a Farmer in P.E.I.
Estimated time to complete: 1 - 2 classes

Theme: A challenge for farmers in P.E.I. and other provinces is protecting our soil and water supply.
Currently, P.E.I. has much more water and arable soil than many parts of the world. This resource must be
protected to ensure future supply.

Student Instructions

Part A: Protecting our water supply

1. Go to the following web-address:

http://www4.agr.gc.ca/AAFC-AAC/display-afficher.do?id=1187368724250&lang=eng

2. Watch this video (Use “pause” as necessary).

3. Assignment: From this video clip, answer the following questions by completing the Robocow
Activity Sheet that follows this lesson.

a. What water safety hazards did Robocow find on the farm?

b. What were the solutions for each hazard?

Part B: Conserving our Soil and Water

4. Go to the following web-site for the Eastern Canada Soil and Water Conservation Centre.
http://www.ccse-swcc.nb.ca/bmp/index.cfm
For teacher information, the relevant information from this web-site is included with this lesson.
It is important to note that the following agencies have supported the development of this site:
- New Brunswick Agricultural Council (funding - Canadian Adaptation and Rural Development)
- Agriculture and Agri-Food Canada
- New Brunswick Department of Agriculture, Fisheries and Aquaculture
- several cooperative producer and farm organizations

5. Click on “Soil Conservation”.

6. Click on “Features” to view the 5 main sections and other information associated with these sections.

7. Assignment:
Use this information to make a flow chart on a large piece of paper.
Include the following:
- title
- 39 pieces of information from the site (main sections and corresponding subsections)
- 1 sketch for each of the 5 main sections

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 163
Summary Activity for Lessons 1 and 2:
Comparing and Contrasting Prince Edward Island and Kenya
A. Write a page about the importance of farmers’ contributions to a prosperous community, referring to Kenya
and P.E.I.
OR
B. Discuss the following questions in a group (may be assigned individually) and submit your own answers.

1. Compared to Kenya, is it as important that our farmers are able to grow lots of food? Yes or no? State 2
reasons to support your answer.

2. List 3 things that you think might happen in P.E.I. if farmers were not able to produce food to eat and sell.

3. Compared to Kenya, state 4 ways in which farming is easier in P.E.I.

4. Besides adequate rainfall, what is important for Kenyan farmers to be successful?

5. Why is it important for farmers (and all citizens) to act in ways that protect our water and soil?

6. List 8 soil conservation methods that P.E.I. farmers can use to protect our soil.

7. List 6 ways that you personally can contribute to the protection and conservation of our water.

164 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Summary of Video:

http://water.lgc.org/publication-resources/robocow-operation-h2o

Robocow: Operation H20

It’s a bird. It’s a plane. No, it’s RoboCow. Able to leap tall silos in a single bound, this animated environmental
advocate uses her ground-scan radar vision to detect on-farm perils. Like the best of all super heroes, she maps
out solutions to hazards like improperly stored chemicals, pesticide run-off and stream contamination. Once her
mission is successfully accomplished, she flies off to seek other pastures in need of greening. This Flash animation,
conceived to make students from grades six to ten aware of best farm management practices, won an award of
merit from the Association for Media and Technology in Education in Canada based in Etobicoke, ON.

FOR TEACHERS: Two other flash videos are on this site that may be of interest - see descriptions below.

http://www5.agr.gc.ca/eng/?id=1187637343829

On-Farm Surface Water (Flash video)

Obtaining good quality water from farm surface water sources is challenging. The key is protecting and enhancing
the water source and using a series of treatment processes. These treatment processes are called barriers. Each
barrier reduces specific water quality problems from being passed on in the water. This cover screen shows how a
multiple barrier approach can be used on farm dugouts to obtain high quality water for rural uses. The approach
starts with managing the land effectively, aerating dugouts, and using a number of water treatment steps in
sequence. The approach could be used on other similar (or better quality) surface water sources. By clicking on
each barrier, a new animation will start, explaining each barrier process in more detail. A word of caution: each
barrier must be properly designed, well-operated and regularly maintained. Multiple barriers, like a chain, are only
as strong as their weakest link. If one barrier fails, the final water quality will deteriorate and may not be safe for its
intended use.

http://www5.agr.gc.ca/eng/?id=1187369503771

Robocow: The Aquifer Connection (Flash video)

It was an average year by all accounts, the rainfall was adequate and the wildlife was doing well. There were no
disasters or elections, the economy was doing fine, and day to day life was even to the point where the media
had little news to report. The people in the city did their normal bustling to and fro, and for the farmers it was
business as usual, growing their crops, managing their livestock, and caring for their resources. It was on one of
these ordinary days that something appeared on the horizon, rapidly approaching. It had appeared before, at about
the time when water quality in the area was beginning to suffer. Once again, things were not as they seemed.
Robocow detects problems in the Aquifer.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 165
 Name:____________________

“Robocow” Activity Sheet

Farm Water Problem Action Taken to

Detected Solve the Problem

166 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Water and Soil Conservation - Eastern Canada
Web-site content summary from the Eastern Canada Soil and Water Conservation Centre web-site found at:
http://www.ccse-swcc.nb.ca/bmp/bmp.cfm?numero=1

Permission has been obtained to copy information from this site.

The Best Management Practices describe ways in which Eastern Canadian farmers can play a major role in
protecting our soil and water. When clicking on the section, Best Management Practices, students will find
sections explaining each soil or water conservation practice and case studies demonstrating these best practices.

Under Soil Conservation are the following subtitles:

$ Crop rotation
- Forages
- Cereal and oilseed crops

$ Winter cover
- Cover crops
- Mulching

$ Tillage practices
- Conservation tillage
- No-Till
- Residue management
- Tillage erosion control

$ Conservation practices
- Contouring
- Strip cropping
- Water erosion control structures
- Wind erosion control

$ Soil drainage
- Surface drainage
- Subsurface drainage
- Alleviating soil compaction

In each of these sections and in the Water Conservation section are photos illustrating the methods of soil or
water conservation.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 167
Lesson III - Comparing the crops grown in P.E.I. to those grown in Kenya
Estimated time to complete: 2 classes if both activities are completed

Theme: What are the main crops produced and animals raised in the agricultural industry in P.E.I.? What
about in Kenya? Are any of these common to both P.E.I. and Kenya? Why do you think some crops can
be grown in Kenya but not in P.E.I.? What are the steps in growing potatoes and tea, as examples of crops
grown in P.E.I. and/or Kenya?

Student Instructions:

1. View the two sites listed below to identify the main crops that are grown in P.E.I. and Kenya. List them on
the activity sheet: “Comparing Crops Grown in P.E.I. and Kenya” as you find them in the text.

P.E.I. crops: http://www.gov.pe.ca/af/agweb/index.php3?number=71208

World - by country or crop: http://www.fao.org/es/ess/top/country.html?

2. When you have gathered the information on crops, answer the questions on the activity sheet.
a) What crops are in common?
b) Why do you think some crops can be grown in Kenya but not in P.E.I.?

3. Tea and potatoes - Using either the websites below or the information sheet obtained from your teacher,
complete the research sheet “How crops are grown and processed” related to tea which is grown in Kenya and
for potatoes grown in P.E.I.

Web-sites for tea growth and processing:

http://www.ashworthtea.com/how_manufacture.htm Article 1
http://www.peets.com/learn/tea_growing.asp Article 2

Website for P.E.I. potatoes: Article 3

http://www.spudinpei.com/?page=potatoes

168 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Article 1 - How tea is grown and manufactured
The tea plant, Camellia sinensis, can be grown almost anywhere. The best teas are grown in cooler climates and/or
at higher elevations.

Once the tea plant has reached maturity, the leaves can be harvested from it for many years. The leaves are
harvested, in cooler climates or at higher elevations, four to five times a year. When the plant begins a growth
spurt or flush, the picking is started at exactly the right time to assure that the leaves are large enough, but not too
old. Just the top two leaves and the bud are picked for the best black and green teas. Only the buds are picked for
some very special teas.

There are two major objectives in the processing of tea. The first is to preserve the tea by driving most of the
moisture from the leaves. The second objective is to bring flavor out on the surface of the leaves so that it can
transfer quickly to the water during the steeping process.

After picking, the green leaves are spread out to wither between 12 to 18 hours. During the withering process, the
leaves lose most of their moisture, becoming soft and pliable. This allows the leaves to be rolled without tearing.
Rolling breaks the membranes of the leaves, releasing the natural juices to collect on the surface of the leaf. After
rolling, the leaves are brought into large, cool, humid rooms to ferment. The fermentation process produces
essential oils from the natural juices. The essential oils give each black tea its characteristic aroma and flavor. The
fermentation process must be stopped at the point where the aroma and flavor of the tea have fully developed.
This is done by firing the leaves in large ovens. The essential oils dry on the surface of the leaves and remain
relatively stable until exposed to boiling water during infusion. In the last step of production, the leaves must
be sorted by size. During the production process, approximately 80% of tea leaves are broken or crushed so that
the finished tea consists of full leaves, broken leaves, smaller particles (fannings) and tea dust. Since the necessary
steeping time increases with the size of the leaf, the tea must be sorted into lots of equal leaf size. The large leaves,
20% of the tea, is the best grade; the small broken leaves are the next grade. The fannings and tea dust are used in
tea bags.

Any region’s growth may be manufactured into green, oolong, or black tea. The growing conditions of a particular
region may make tea suited to one manufacture over another.

Source:
http://www.ashworthtea.com/how_manufacture.htm

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 169
Article 2 - How tea is grown
The tea plant (Camellia sinensis) grows best in a humid tropical or subtropical climate with plenty of rain. Areas
that are well-drained, with a high-acidity sandy loam, tend to produce the best teas. Higher elevations also yield
better quality, perhaps because the evening coolness causes the leaves to grow more slowly, thus concentrating
their flavor.

There are two important subspecies of the tea plant, the China type and the Assam type. The China type is grown
in China, Taiwan, Japan, and parts of Darjeeling, and produces smaller leaves with a softer flavor. The indigenous
Assam type is grown in India, Sri Lanka, and throughout the rest of the tea-producing world, producing larger
leaves with more strength. Within each subspecies, there are dozens of local varietals created by generations of seed
propagation and “clonal” planting using leaf cuttings.

For good quality teas, only the newest growth (two leaves and a bud) is plucked by hand; this process is called
“fine plucking.” “Coarse plucking” describes the practice of taking three or four leaves with the bud, and while the
yield at the end of the day is much higher, the quality is much poorer. As any home gardener knows, repeated tip
pinching promotes new growth, so the bushes produce multiple pluckings throughout the year - as few as three in
climates with distinct seasonal variability to twelve or more in tropical regions. Raw leaf quality varies greatly with
the seasons, and while a given estate may produce dozens of lots of tea each year, only a handful of these may have
great flavor.

A typical tea bush may produce over a thousand leaves each year, a seemingly large number until one realizes that
a single pound of fully processed tea may contain two to three thousand leaves.

How tea is processed

Black Teas
Plucking starts early in the day, and by noon the pluckers begin returning from the fields to the factory. The
freshly plucked leaves are spread out on racks where much of the leaf’s water content is evaporated over the next
8 to 24 hours in a step known as withering. When the leaves have become soft and pliable, they are ready for
rolling.

From the withering racks, the soft, green leaf passes to rolling machinery where it is twisted and rolled to break
up the leaf cells and liberate the enzymes that will develop the tea’s flavor. Varying degrees of pressure are used
between rotating brass plates so as to fully twist the leaf without creating too much damaging heat.

The rolled leaf is then moved to the oxidation table for between two and three hours. Here, upon exposure to air,
the newly released juices oxidize, causing the leaves to turn black. This step - traditionally but imprecisely called
“fermentation” - gives black tea its characteristic flavor as well as its colour.

At the point at which the leaves have reached the optimal oxidation level (according to the style of black tea that
is being attempted), the leaves are ready for firing. The fully “fermented” leaf is placed in a thin layer on a moving
belt that winds its way through the drying chamber in approximately twenty minutes. At the end of this, the leaf’s
moisture content should be about 2%, and in the absence of significant moisture, the oxidation comes to a halt.

Though nearly done, the tea is not ready to be drunk until it has been graded for size. The rolling process creates
leaf particles of all sizes, which need to be separated into consistent sizes for better infusion and flavor. The dried
leaf is sent through a series of mechanically shaken sieves until it is separated into whole leaf, broken leaf, and
fannings grades.

170 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Green Teas
Unlike black tea, fresh plucked leaves destined for green tea are not first slowly withered, but go directly into a
de-enzyming stage. There are two basic methods to accomplish this: dry heat and steam. In China, the leaves
are typically stirred in a hot metal pan or in a tumbling heated drum. In Japan, the leaves are typically placed
in a rotating cylinder filled with steam. In either case, the process lasts less than a minute and results in two
developments. All enzymatic reactions within the leaf cells are prevented, and it renders the leaf flaccid and pliable
for rolling.

With the enzymes neutralized, rolling can proceed without developing black tea colour and flavor. For many types
of green tea, rolling is accomplished using the same type of machinery as is used with black tea, although with less
pressure applied. For many of the finest green teas, rolling is done entirely by hand as an extension of the initial
pan-heating and can result in flat-leaf green teas, ball shapes, curled shapes, etc. The resulting shape is a part of the
visual appreciation of the tea, and the methods used to achieve that shape in large part determine flavour.

The leaf is then fired. This can be done in a conventional drier, or the leaf can be pan-fired until fully dry. Finally,
the leaf is graded according to leaf size. Green teas tend to yield only a small amount of broken leaf and fannings
grades.

Oolong Teas
Oolongs are the most time-consuming and difficult teas to produce, although they can be understood most easily
by viewing them as a halfway step between green and black tea. First, the leaves are withered but for a shorter time
than for black tea - typically about eight hours.

Then the leaves go through a series of repeated light rollings, partial oxidation, and gentle firings. The leaves are
rolled gently by tumbling in bamboo baskets, rolled in large sacks, or by hand pressure; this results in a bruising
of the outside of the leaf which initiates partial oxidation. After a short period, the leaves are given a brief firing to
partially reduce the moisture content. This proceeds in a repeating series of stages until the tea is ready for a final
firing.

Interestingly, the plucking standard for oolong tea is usually three leaves and a bud. This accounts for the
appearance of large, whole leaves even in the highest quality oolongs.
Source: http://www.peets.com/learn/tea_growing.asp?rdir=1&

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 171
Article 3 - History of the P.E.I. Potato
From the beginning, it was obvious that the Island was an ideal location for growing potatoes. The first governor
of the Island, Walter Patterson, reported in 1771 that the potato harvest was a “phenomenal success”. By 1790,
small amounts of potatoes were being exported to other colonies. Lord Selkirk further encouraged potato farming.
In 1802, Selkirk brought settlers from the Scottish highlands to the area around Orwell Bay. He provided his
settlers with potatoes to grow, and for the first few years, the Highlanders survived almost exclusively on a diet of
potatoes and cod. By 1806, John Stewart, in his book about the Island, could say of potatoes “Potatoes are raised
in great abundance, and in no country better.”
Growing the Potato: Settler Style
The early settlers did not grow potatoes in the same way we do today. They did not have the benefit of large fields.
The Island was almost entirely covered by a dense forest and settlers had to clear the woods tree by tree in order to
make room for their farms. Even after they had chopped down all the trees in a field, the tree stumps, which were
firmly rooted in the ground, still remained. Often it would take several years to completely clear a field of tree
stumps.
To make the most of their cleared land, settlers took to planting potatoes in among the stumps while their efforts
at clearing went on. The seed potatoes were planted, buried with ash and left alone until harvesting time. This
method produced a source of food for the settlers and involved very little work. The settlers were left free to focus
on other tasks like clearing the land. This method of potato planting continued well into the 1800s. The letters
of Walter Johnstone, written in 1822, describe potato planting among newly cleared tree stumps and describe the
piles of earth covering the potatoes as looking like “mole-hills.”
The modern potato industry, for which P.E.I. is now world famous, really began in the 1920s after the
introduction of two new varieties of potatoes, the Irish Cobbler and the Green Mountain, and the invention of
processing technologies.
Prince Edward Island has been exporting potatoes now for over 200 years.

Potato Growing: Stages

Growth Stage I: Planting to Emergence
• seed pieces are planted
• sprouts and roots develop
• seed piece is the sole energy source for developing plants
• management: focuses on weed control
• activity: cultivation between rows

Growth Stage II: Vegetation Growth

• plants are actively growing, 6-8 inches tall
• leaves and branches form above ground while roots and shoots develop below
• roots begin to take up nutrients from the soil
• photosynthesis is occurring: light is absorbed by the plant to be converted into sugars for respiration
to occur. The unused sugars are converted into starch. As plants emerge, some disease may appear (i.e.,
Rhizoctonia), and planting misses appear
• management: scouting begins for insects (e.g., Colorado Potato Beetle (CPB), aphids, leaf hoppers, flea
beetles, and European Corn Borers) and diseases (e.g., blight)
• activity: cultivation involves hilling potatoes 8-13 cm below top of hill

172 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Growth Stage III: Tuber Initiation
• lasts 10 to 14 days
• tubers form at stolon tips but do not enlarge
• end of Stage III happens at the same time as early flowering, buds opening
• management: make sure the plants have plenty of water
• activity: petiole sampling to monitor nutrient deficiencies, scouting continues

Growth Stage IV: Tuber Bulking

• plants are now at full size, rows are filled in
• majority of plant nutrients have been taken up
• tuber bulking, enlarging
• management: maintain soil water availability
• activity: scouting is at its peak to check for disease and pests

Growth Stage V: Tuber Maturation

• vines look quite old; they lose colour and leaves
• tuber skins are setting or hardening
• in preparation of harvesting, the vines are killed

Source: P.E.I. Spud-in Ceremony http://www.spudinpei.com/?page=potatoes

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 173
 The Work of a Potato Farmer throughout the Year

January February March

- grading, shipping, and packing - grading, shipping, and - grading, shipping, and packing
for processors and/or fresh table packing for processors and/or for processors and/or fresh table
market fresh table market market
- shipping seed to export markets - shipping seed to export - shipping seed to export markets
- planning current season markets - trade shows
- planting schedule - trade shows - prepare equipment for seed bed
- planning current season preparation and planting
- planting schedule - buying seed for current season
planting

April May June

- grading, shipping, and - grading, shipping, and - cultivation of weeds and first hill
packing for processors and/or packing for processors on potatoes
fresh table market and/or fresh table market - crop scouting begins for weeds,
- shipping seed to export markets - warm seed in storage and early disease symptoms,
- spring land preparation cut seed for planting Colorado Potato Beetle
- soil testing, lime and fertilizer - soil testing, lime and fertilizer - top dress fertilizer on crop
applications applications - spray program begins for blight
- warm seed in storage (2 weeks - mid to late May: plant late - roguing potatoes for removal of
prior to planting) maturing varieties virus and diseased plants
- late April: plant early maturing - late June: first Agriculture
varieties Canada inspection

174 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 July August September

- cultivation of weeds and - crop scouting for Colorado - continuation of spray program
second hilling on potatoes Potato Beetles, egg masses and for blight
- crop scouting begins for larvae, Flea beetles, Potato and - crop scouting is slowing down
Colorado Potato Beetles Buckthorn aphids, Corn - mid to late September: top
and eggmasses and larvae, Borer moths, diseases, Late kill processing crop
Flea beetles, Potato and Blight - mid September: harvest
Buckthorn aphids, Corn Borer - roguing potatoes for removal seed crop
moths, diseases, Late Blight of virus and diseased plants
- roguing potatoes for removal - continuation of spray program
of virus and diseased plants for blight
- continuation of spray - third Agriculture Canada
program for blight inspection
- mid July: “new” potatoes - mid August: top kill for seed
harvested for the fresh potato crops
market - harvest equipment
- second Agriculture Canada maintenance
inspection - disinfect harvest equipment,
- top dress fertilizer on crop pallet boxes and warehouse
facilities

October November December

- early October: second top - finish harvest - grading, packing, and

kill applied - grading and shipping shipping current season
- harvest the processing crop current season crop to crop to processors or fresh
- ploughing land for next processors or fresh market market
season planting - soil sampling and lime
- grading and shipping current application
season crop to processors or - clean and disinfect harvest
fresh market equipment

Source: P.E.I. Spud-in Ceremony http://www.spudinpei.com/?page=potatoes

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 175
 Name:__________________

ACTIVITY SHEET 1: Comparing Crops Grown in P.E.I. and Kenya

1. List the main crops grown in P.E.I.

2. List the main crops grown in Kenya.

3. What crops are grown in both places? List them here.

4. Why do you think some crops can be grown in Kenya but not be grown in P.E.I.?

176 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Name: ___________________

ACTIVITY SHEET 2: Tea or Potatoes Anyone?

Using the information from the websites or from the printed material, draw a flow chart, diagram or poster to
show the steps in growing tea or potatoes.

Try to include all major steps. Crop described: __________________________

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 177
Lesson IV - Where do the ingredients in your favourite snack food come from?
Estimated time to complete: 1 class

Lesson adapted from Snack Search found at

http://oklahoma4h.okstate.edu/aitc/lessons/extras/geography/cropmap.pdf

Theme: Even in our everyday lives, we are dependent upon many other countries/regions.

Materials:
Labels from favourite snack foods
Website access or information sheets
Activity sheet

Student Instructions:

1. Remove the label carefully from your favourite snack food. On this label you will find an ingredients list.
These ingredients are listed in order of amount in the snack (from largest to smallest amount). List the
first five ingredients from the label in order on your activity sheet.

2. Using the website listed below, for each ingredient find the top five countries that produce this food
product. Using an atlas or a map, look at each item and decide which country would be the most likely
source for that product if the snack food were to be produced in Canada. Why did you select that
country? What other factors might determine whether the product actually came from that country?

World production by country or crop http: //www.fao.org/es/ess/top/country.html?

(On this United Nations Food and Agricultural Organization site (FAO), you can find the top countries in the
world where specific raw materials are produced, listed by country or by product.)

Raw materials listed on this site include:

Nuts - almonds, cashews, peanuts (ground nuts), hazelnuts, pistachios, walnuts
Other products - cocoa beans, coconuts, cherries, cinnamon, honey, milk of various kinds, oats, soy beans, sugar
beets, sugar cane, vanilla

178 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
ACTIVITY SHEET Name: _______________________

Where do the ingredients in your favourite snack food come from?

SNACK FOOD: _______________________________________________________________

From the label, can you find where this snack food is manufactured? __________________

Part A.
Main ingredients Top five countries where this ingredient
is grown/produced
1.

2.

3.

4.

5.

Part B. Using an atlas or a map, look at each item and decide which country would be the most likely source for
that product if the snack food were to be produced in Canada. Why did you select that country? What other
factors do you think might determine whether the product actually came from that country?

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 179
Lesson V - A Farm in P.E.I. and Kenya
Estimated time to complete: 1-2 classes depending upon what research is assigned

Theme: Comparison of farming in P.E.I. and Kenya

Materials:
Contact information for farmers in local area (can be generated from the class/school)
Slide show “Farming in Kenya”
Activity sheet: A Farm Day in P.E.I. and Kenya

Student Instructions:

1. View the slide show “Farming in Kenya” and answer the questions on the Activity Sheet.

2. Contact a farmer in P.E.I., asking him or her the same questions that you answered for the slide show for
Farming in Kenya.

3. Assignment:
Answer the following questions in sentence form.

A. Name five ways that farming in P.E.I. is similar to farming in Kenya.

B. Name five ways that it is different.

C. What was the most interesting thing you learned about farming in Kenya? Describe it.

D. What was the most interesting thing you learned about farming in P.E.I.? Describe it.

180 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Activity - Farming in Kenya
Name: _______________________

Answer the following questions after viewing the slide show, “Farming in Kenya”:

1) What is the size of a typical farm in Kenya?

2) What animals might be found on this farm? If there are cows, how many would there likely be?

3) What crops are grown on Kenyan farms?

4) How is soil prepared for planting?

5) Name 5 things you learned about how cattle food is prepared by Kenyan farmers?

6) Describe a modern barn in Kenya. What do Kenyan farmers need to do to keep their animals free
from diseases caused by insects?

7) Describe what a farmer does to get milk to market in Kenya.

8) Write a paragraph to describe the role that women and children play in farming in Kenya.

9) In a paragraph, write your main impressions about farming in Kenya. What do you think is most
interesting? The most difficult?

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 181
Activity - Farming in Prince Edward Island

Name:________________ Person interviewed :__________________

Answer the following questions about farming in P.E.I.:

1) What is the size of a typical farm in P.E.I.?

2) What animals might be found on P.E.I. farms? If there are dairy cows, how many would there likely be?

3) What crops are grown on P.E.I. farms?

4) How is soil prepared for planting?

5) Name 5 things you learned about how cattle food is prepared/obtained by P.E.I. farmers?

6) Describe a modern barn in P.E.I. What do P.E.I. farmers need to do to keep their animals free from
diseases caused by insects?

7) Describe what a farmer does to get milk to market in P.E.I.

8) Write a paragraph to describe the role that women and children play in farming in P.E.I.

9) In a paragraph, write your main impressions about farming in P.E.I. What do you think is most
interesting? The most difficult?

182 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Slide Show Script: Farming in Kenya

Slide 2 - Photo of a corporate wheat farm in Kenya.

Slide 3 - Although this corporate farm is in Kenya, it does not represent farming in Kenya. Most farms
have little land (1-5 acres) and only a few animals.

Slide 4 - Sub-title: From the Soil to the Table

Slide 5 - Preparing the land for planting - it is necessary to use heavy hoes to chop the soil into workable
pieces before planting - usually women’s work in Kenya.

Slide 6 - Some farmers will have a one furrow plough which can be pulled by a team of oxen. Here are
two young boys trying to plough.

Slide 7 - The farm wife will germinate tomato seeds under this shield of hay so the sun does not dry out
the emerging seedlings.

Slide 8 - Due to deforestation in Kenya, firewood for cooking is very scarce. Women often plant trees as a
future source of firewood. After germination of the seeds, they put the seedlings in wire cages to
protect them from being eaten by the farm animals.

Slide 9 - Cultivation equipment is not available on most farms so weeding is done by hand, most often
by women. Kenyan farm families must ‘live out of their gardens’ as store-bought food is too
expensive.

Slide 10 - Photo of a home garden.

Slide 11 - Corn is the staple food for Kenyans and peas are often planted between the rows and eaten as a
protein source for meals.

Slide 12 - Hospitals may have large gardens as they have little money to buy food for their patients.

Slide 13 - Farm plots may be close together on this hilly landscape.

Slide 14 - A Farmers Helping Farmers member is helping to distribute seed donated by Vesey’s Seeds.

Slide 15 - Ruuju school garden - As part of the school lunch program, students must produce their own
food.

Slide 16 - Ruuju school kitchen - Food is prepared in large pots in this wood-fueled stove. Each student
takes their turn bringing a stick of wood to school to fuel this kitchen stove.

Slide 17 - School children waiting for lunch to be served. This will often be their most nutritious meal of
the day.

Slide 18 - Lunch is served!

Slide 19 - Sub-title: Preparing Feed for the Cattle

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 183
Slide 20 - Bringing home cattle feed - A farm woman carrying home a heavy load of branches and leaves to
feed the farm animals. There are no pickup trucks for such work and few farms would even own
a wheelbarrow.

Slide 21 - Napier grass is ready to be chopped for feed or for making silage.

Slide 22 - Forage chopper - This machine consists of a large wheel with two sharp blades. This is very
strenuous work usually done by hand. More modern machines may be powered by gasoline or
electric motors.

Slide 23 - Napier grass is made into silage by chopping the stems and leaves into pieces about two
centimeters long. This is mixed with molasses and put into plastic bags. The farmer shown is
tramping down the material so it will be free of air to help prevent spoilage.

Slide 24 - Silage is made during the rainy season for use during the dry season when crop growth is poor.

Slide 25 - Farmers who have land to grow hay do not have the equipment to bale it so must hire a custom
operator. This baler has seen a lot of service.

Slide 26 - When a farmer can purchase feed for his milking cows, he buys it one bag at a time. The bag is
too heavy to carry, weighing as much as 75 kilograms, so a bicycle may be used.

Slide 27 - Because of the scarcity of land, many farms are zero grazing; the cattle are fed rather than being
put in a pasture.

Slide 28 - In areas where land is available, young farm boys are usually given the chore of looking after the
cattle so they do not wander off.

Slide 29 - Photo - Young man herding his cattle.

Slide 30 - Sub-title: Caring for the Cattle

Slide 31 - An old and dirty barn with a mud floor. This makes it difficult to keep the cattle clean and they
are more apt to become sick.

Slide 32 - A modern dairy barn with a cement floor to keep the cows clean and a roof for shade on sunny
days.

Slide 33 - Tanks provide water for the cows. Water is a scarce resource and none is wasted.

Slide 34 - Cattle dip - In the tropics, cattle often become infested with insects. The farm animals are forced
to walk or swim through a tank of water to which an insecticide has been added.

Slide 35 - School barn - These young cattle are being kept at a school where they are part of the agriculture
course. They also provide milk for the school lunch program. If a family cannot afford school fees
(secondary school), the family may give a calf to the school to cover school fees. They may also
exchange farm labour for fees.

Slide 36 - Farmers gather in a barnyard for a presentation on animal health delivered by a visiting
veterinarian and vet students. This program was sponsored by Farmers Helping Farmers.

184 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Slide 37 - Kenyan farmers may also raise goats, sheep and poultry on their farms. In addition, other crops
such as coffee, tea, and macadamia nuts are important cash crops.

Slide 38 - This young child is picking weeds out of a tea field. The picking of the tea leaves is often done by
older women.

Slide 39 - In the next slide, women are sorting coffee beans. Day labourers have spent the morning picking
beans; in the afternoon, the beans must be sorted to remove unripe ones. Sorting is considered
women’s work, so the men are sitting nearby watching.

Slide 40 - Photo - Women sorting coffee beans.

Slide 41 - Carrying a bag of coffee to the coffee processing plant - the coffee beans (seeds) are set out to
dry on the racks seen in the background.

Slide 42 - Sub-title: Milk production

Slide 43 - Milking a cow by hand; usually considered women’s work. The average farm has one to two
cows which produce an average of 8 litres of milk per cow per day.

Slide 44 - This woman is carrying milk by hand to the collection point very early in the morning.

Slide 45 - Carrying the milk in a can on a bicycle is much easier and faster than by hand.

Slide 46 - Many of these farmers got up at 4:00 a.m. in order to do the milking and arrive at the collection
point in time.

Slide 47 - Photo - At the collection station.

Slide 48 - The milk each farmer delivers to the collection point must be weighed and tested before it can
be accepted. The farmers will get a milk cheque once a month for all the milk delivered, provided
it has not spoiled. The cheque is credited to the farmer’s account at the sacco (credit union).

Slide 49 - A farmer is waiting for the paperwork to be completed after delivering the milk.

Slide 50 - Kenya does not have bank machines in rural areas. The farm wife, who usually does the banking,
waits outside until it is her turn.

Slide 51 - Homeward bound - There are few pickup trucks in rural areas, so farmers can expect to carry on
their backs or heads whatever they buy in town.

Slide 52 - Three happy and healthy farm children!

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 185
Lesson VI - How does Farmers Helping Farmers assist farmers in Kenya?
Estimated time to complete: 1 class

Theme: Through a web quest activity, students will become aware of how a local non-governmental organization
(NGO), Farmers Helping Farmers, assists farmers in Kenya.
Answers are included after the activity sheet.

Materials:
Access to FHF website http: //www.farmershelpingfarmers.ca/
Activity sheet: Farmers Helping Farmers Web Quest

Student Instructions:

1. View the Farmers Helping Farmers website to find the answers to the questions on the activity sheet:
Farmers Helping Farmers Web Quest.

186 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Name: ________________________

Farmers Helping Farmers Web Quest

1. In what year was Farmers Helping Farmers awarded the Agriculture Institute of Canada’s
International Award? _________________

2. A mature Macadamia nut tree seedling can produce an annual crop worth how much?
____________

3. What materials were used to make a low cost bio-gas generator on the farm of Mrs. Geru in the
Embu District? _____________________________________________________________

4. In what year did the first UPEI pre-service teachers travel to Kenya to practice teach in the twinned
schools in Kenya? _____________________________

5. How much can a Kenyan coffee picker earn in a day — if he/she works very hard? _________

6. In what year did the Kenyan government allow Kenyan children to attend primary school free of
charge? _____________________________

7. What percentage of Kenyan students will have the opportunity to attend secondary school? ____

8. In what year was the Dairy Laboratory at the Wakulima Self-Help Dairy Group officially opened?
___________

9. What kind of grass was used to make silage on farms in the Mukurwe-ini District of Kenya?
______________________

10. How much does a finished bag of silage typically weigh? ____________________________

11. Approximately how many students attend Ruuju school? ____________________________

12. What P.E.I. company donated seeds for the Ruuju School Project? ______________________

13. Design two questions about other interesting things you found on this website that were not
mentioned above. (Make sure you also put the answer to your question.)

Question 1:

Answer: __________

Question 2:

Answer:__________

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 187
 (ANSWERS)

Farmers Helping Farmers Web Quest

1. In what year was Farmers Helping Farmers awarded the Agriculture Institute of Canada’s
International Award? 1999 - background, first paragraph

2. A mature Macadamia nut tree seedling can produce an annual crop worth how much?
$100 Canadian dollars -Muchui Women’s Group Tree Nursery, Project Impact

3. What materials were used to make a low cost bio-gas generator on the farm of Mrs. Geru in the
Embu District? A 10 metre length of plastic silage tubing, two pieces of sewer pipe and an outlet
pipe to collect the biogas - Embu Dairy, Biogas Generator, paragraph 3

4. In what year did the first UPEI pre-service teachers travel to Kenya to practice teach in the twinned
schools in Kenya? 2004 - Karibu Two Easts School Twinning Project, Project Impact, paragraph 3

5. How much can a Kenyan coffee picker earn in a day — if he/she works very hard?
Between seventy to eighty Kenyan shillings, slightly more than 1 Canadian dollar per day - Global
Classroom Initiative, Why is Fair Trade Coffee Important? Paragraph 3

6. In what year did the Kenyan government allow Kenyan children to attend primary school free of
charge? December, 2002 - Global Classroom Initiative, Universal Primary Education in Kenya,
paragraph 6

7. What percentage of Kenyan students will have the opportunity to attend secondary school?
54% (2005 estimate) - Global Classroom Initiative, Universal Primary Education in Kenya, paragraph 6

8. In what year was the Dairy Laboratory at the Wakulima Self-Help Dairy Group officially opened?
2006 - Support to the Wakulima Dairy Self Help Dairy Group, Dairy Laboratory at Wakulima

9. What kind of grass was used to make silage on farms in the Mukurwe-ini District of Kenya?
Napier grass - Support to the Wakulima Dairy Self Help Dairy Group, Silage Making Kenyan Style
paragraph 3

10. How much does a finished bag of silage typically weigh? 500 kg - Support to the Wakulima Dairy Self
Help Dairy Group, Silage Making Kenyan Style paragraph 4

11. Approximately how many students attend Ruuju school? 420 - The Rujuu School Project, Background

12. What P.E.I. company donated seeds for the Ruuju School Project? Vesey’s Seeds - The Rujuu School
Project, Project Impact

188 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
LEVEL 2 - Project Activities
Anticipated Completion Time: The amount of time required will depend upon the extent of research
completed by individual students or groups and the number and length of the student presentations.
(Teachers may select from activities suggested for individual students, groups, or complete an activity with
the entire class.)

Required Resources/Materials:
Internet access

Materials for preparation of visual displays

(for making transparencies, digital presentations, brochures, posters, etc.)

Farmers Helping Farmers Website

CD of Kenyan agricultural scenes that may be used by students in presentations

Slide show “Farming in Kenya”

*Teacher Note: Some of these activities are more difficult than others. This is done in recognition that even
more capable students have varying levels of ability.
Most challenging - Activities 1, 3, and 6
Challenging - Activities 4, 5, 8, 9
Less challenging - Activities 2, 7, 10

The most challenging activities will require substantial research and/or personal contacts with experts in
P.E.I. for satisfactory completion.

In Class Activities and Teaching Strategies:

The following is a series of activities that may be used to allow students the opportunity to explore/compare/
contrast aspects of Agriscience between P.E.I./Canada and a developing country, using Kenya as the example.
A. Students will perform research, using a variety of sources, to ascertain the similarities and differences
in agricultural topics between the two locations or to explore the global situation in relation to a
particular topic.
B. Using the information learned about Kenya and P.E.I., or a global situation, students will create an end
product that may take many forms/combinations, such as a digital presentation, brochure, poster,
written report, or video. Each student/group will be required to ‘teach’ their peers by sharing their newly
acquired knowledge.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 189
Activity 1 - Human development trends 2005

Beginning with the following website, http://hdr.undp.org/en/reports/, find the Human Development Reports for
Canada and Kenya.
Study the site carefully, learning about the Human Development Index which is used to compare countries
around the world.

TASK: Prepare a presentation which describes the Human Development Index, and compare Kenya
and Canada’s Human Development Index ratings in areas such as life expectancy, adult literacy, school
enrolment, income, gender disparity and other factors.

As part of your presentation, describe what conditions you believe would exist in desirable living spaces.

Additional sources of information - starting points for gaining knowledge

Global issues education - 60 second tours and in-depth views of global issues - rich/poor gap, population, health,
governance, food and water security, environment, energy, economy, conflict, possible futures.
http://www.facingthefuture.org/

Taking IT Global - extensive website with very short videos on each issue, a short article on each issue, and
additional articles for further study, and country studies (A youth-oriented site).
http://www.takingitglobal.org/understanding/

Short summaries and additional references to projects/studies for the following global issues: population change,
food security, gender, governance, poverty, human rights, global economy, governance, aid, conflict and
emergencies, tourism.
http://www.eldis.org/

Farmers Helping Farmers – website

http://www.farmershelpingfarmers.ca/

Articles and letters from Farmers Helping Farmers volunteer work teams in Kenya.
http://farmershelpingfarmers.blogspot.com/

190 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
COUNTRY INFORMATION

Information by country
http://www.unicef.org/infobycountry/index.html

Countries of the world - background information

http://www.theodora.com/wfb/abc_world_fact_book.html
also www.geographic.org

Canada and Africa - a contrast - lessons of comparison

http://www.canadiangeographic.ca/worldmap/cida/lessons/pdf/CG-CIDA_BC_6-8_Africa.pdf

GLOBAL AGREEMENTS
Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/

Rights of the Child Fact sheet

http://www.unicef.org/crc/files/Rights_overview.pdf

UN Millennium Development Goals

http://www.un.org/millenniumgoals/

INFORMATION ON KENYA
In-depth country guides - Kenya
http://www.worldtravelguide.net/kenya

Kenya statistics from UNICEF

http://www.unicef.org/infobycountry/kenya_statistics.html#14

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 191
Activity 2: Food exports and imports - P.E.I. and Kenya

What are the major crops produced in P.E.I. and in Kenya? How much is produced? What crops are exported
from P.E.I. and Kenya? Where are they exported to? Log the food products that your family purchases at the
supermarket. Where do the products come from? Research to find what foods that we eat come to P.E.I. from
other places?

TASK: Find answers to the above questions comparing crops grown, exports and imports to and from
Kenya and P.E.I. Present these comparisons in an interesting manner to your peers.

Sources of information - starting points for gaining knowledge

General production statistics:
World - Production by country or crop
(On this United Nations Food and Agricultural Organization site (FAO), you can find the top countries in the
world where specific raw materials are produced listed by country or by product.)
http://www.fao.org/es/ess/top/country.html?

PRINCE EDWARD ISLAND

P.E.I. crops
http://www.gov.pe.ca/af/agweb/index.php3?number=71208

Prince Edward Island Potatoes

http://www.peipotato.org/english/produce_whypeipotatoes.asp

P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.

KENYA
Farmers Helping Farmers website
http://www.farmershelpingfarmers.ca/

Articles and letters from various Farmers Helping Farmers volunteer work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

International Crop Research Institute for the Semi-Arid Tropics

http://www.icrisat.org/

International Institute of Tropical Agriculture - Crop and Farming Systems

http://www.iita.org/cms/details/research_summary.aspx?a=86&z=63

Summaries of research papers/links

http://www.eldis.org/

192 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Activity 3: Challenges that farmers face

1. Using the site www.canadiangeographic.ca/worldmap, compare the Human Development Index

(HDI) trends for Canada and Kenya. What reasons can you give for the decrease in the Human
Development Index for Kenya from 1990 to 2003? What happened to the HDI for Canada during
that same time period?

2. Read the article, “AIDS/HIV and Food Security,” found at http://www.fao.org/hivaids/

and “HIV/AIDS and rural livelihoods” at
http://www.id21.org/zinter/id21zinter.exe?a=10&i=r1tb2g1&u=44aea714

HIV/AIDS has dramatically affected the life of farmers in Kenya. However, it is not their only challenge. What
are some other challenges Kenyan farmers face? What challenges do Canadian and Prince Edward Island farmers
have?

TASK:
Prepare a report/presentation about the challenges that farmers currently face in P.E.I. and in Kenya being
sure to refer to the HDI for both areas in your report.

Additional sources of information - starting points for gaining knowledge

KENYA
Main website
http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

Kenya - agriculture
http://en.wikipedia.org/wiki/Agriculture_in_Kenya

Review of Poverty in Kenya

http://www.kenya-advisor.com/poverty-in-kenya.html

Costs and benefits of eliminating child labour in Kenya

http://www.eldis.org/assets/Docs/18149.html

PRINCE EDWARD ISLAND

Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E
P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.

General - summaries of research papers/links

http://www.eldis.org/

Other sources of information/opinions

Learning about hunger in Canada
http://www.foodbankscanada.ca/

National Family Farm Coalition (American source but contains some useful information)
http://www.nffc.net/

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 193
Activity 4: Challenges to food production

Explore the issues of soil fertility, arable and available land, size of farms, land ownership, water access, and access
to labour in P.E.I. and Kenya. Compare and contrast Kenya and P.E.I. in these areas.
TASK: Prepare a presentation in which you compare and contrast P.E.I. and Kenya in terms of a minimum
of three of the above topics.

Sources of information - starting points for gaining knowledge

Internet Quiz - How much water does it take to grow a hamburger?
http://ga.water.usgs.gov/edu/sc1.html

Global water outlook to 2025

http://www.ifpri.org/sites/default/files/pubs/pubs/fpr/fprwater2025.pdf

The Millennium Development Goals related to water

http://pacinst.org/press_center/the_worlds_water_2004-2005/

Africa - water
http://thewaterproject.org/

The case of Mt. Kenya water crisis

http://www.irinnews.org/report.aspx?reportid=34512

Stories from Kenya - related to water

http://www.peacecorps.gov/wws/educators/enrichment/africa/

A Teaching Resource on World Hunger and Agriculture

http://www.iearn.org/projects/food/CD-ROM_sample/index.htm

Farmers Helping Farmers main website

http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

Population and feeding the world, land ownership

http://www.globalissues.org/EnvIssues/Population/Hunger/Land

194 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
P.E.I.
P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.
Soil/water conservation P.E.I.
http://www.gov.pe.ca/af/agweb/index.php3?number=69251&lang=E

Soil management P.E.I.

http://www.gov.pe.ca/agriculture/index.php3?number=1012070&lang=E

Soil erosion P.E.I.

http://www.edu.pe.ca/agriculture/agenvhigh/full.pdf

Irrigation P.E.I.
http://www.gov.pe.ca/roundtable/index.php3?number=69430
http://www.gov.pe.ca/roundtable/index.php3?number=69437

Farming the public right-of-way P.E.I.

http://www.gov.pe.ca/roundtable/index.php3?number=69415&lang=Ehttp://www.gov.pe.ca/roundtable/index.
php3?number=69380&lang=E

Water quality P.E.I.

http://www.edu.pe.ca/agriculture/agenvhigh/full.pdf

Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

General Websites
Overview and related links for a variety of global issues including biodiversity, genetically engineered food,
human population, natural disasters, nature and animal conservation global warming, climate change, and global
dimming.
http://www.globalissues.org/EnvIssues/

The world’s water - includes maps of global access to water and sanitation, as well as many data charts (plus the
introduction and opening chapter of “The World’s Water 2004 - 2005”)
http://www.worldwater.org/2004-2005.html

Population and feeding the world

http://www.globalissues.org/EnvIssues/Population/Hunger.asp

Summaries of research papers/links

http://www.eldis.org/

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 195
Activity 5: Soil conservation/desertification/deforestation

While desertification (increase in deserts worldwide) is not a problem for Prince Edward Island, soil conservation
and deforestation are issues of concern.

TASK: Using the sources below as starting points, explore at least two of the above topics to compare the
extent to which these are issues in Kenya and P.E.I. In addition, search out possible solutions to these
issues that are already in place or being considered.

Additional sources of information - starting points for gaining knowledge

PRINCE EDWARD ISLAND
P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276

Soil erosion P.E.I.

http://www.gov.pe.ca/af/agweb/index.php3?number=71766

Tillage and soil erosion P.E.I.

http://www.gov.pe.ca/af/agweb/index.php3?number=1012070

Forest resources P.E.I.

http://www.gov.pe.ca/roundtable/index.php3?number=69382&lang=E

Sustainable agriculture P.E.I.

http://www.peisland.com/agrtour/intro.html

Farm profiles - sustainable agriculture P.E.I.

http://www.peisland.com/agrtour/profiles.html

Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

P.E.I. Soil & Crop Improvement Association

www.soilcc.ca/ggmp/gg_fact/pdf/PEI%20NMP%202004%20c.pdf

KENYA
Farmers helping Farmers - Main website
http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

Developing Farm Radio

http://www.farmradio.org/

196 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Sustainable Villages - projects in community development using appropriate technology
http://www.sustainablevillage.com/

Environment - Kenya
http://www.unpei.org/PDF/kenyaPEI-WWF-Bondo-Muranga-Meru.pdf

General
Conserving biodiversity for development
http://www.ilri.cgiar.org/

Biodiversity facts and figures/articles

http://www.scidev.net/ms/biofacts/

Biodiversity basics
http://www.biodiversity911.org

UN Convention to combat desertification

http://www.unmillenniumproject.org/index.htm

Summaries of research papers/links

http://www.eldis.org/

The Earth Charter - Seeds of Change - education for a sustainable future

http://www.earthcharterinaction.org/invent/details.php?id=476

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 197
Activity 6: Trade - Access to markets

Read the article “Why is Fair Trade Coffee Important?” found at http://farmershelpingfarmers.blogspot.com/
search?q=fair+trade. This report was written by a member of a Farmers Helping Farmers educational team
(Global Classroom Initiative) researching in Kenya in 2006. Using this article as a starting point, explore the
challenges that farmers in developing countries have in marketing what they produce.
Research market access in P.E.I using the sources and contact information listed below and any other resources
you can find.

TASK: Prepare a report or presentation on market access and marketing challenges for P.E.I. and Kenya.

Sources of information - starting points for gaining knowledge

KENYA
[Trade or markets in general as a global issue]
Farmers Helping Farmers main website
http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

The Trade Justice Movement is working toward making trade and business fair to everyone in the world.
http://www.tjm.org.uk/

Distribution of wealth, etc.

http://en.wikipedia.org/wiki/Distribution_of_wealth

Trade related issues - causes of poverty, Third World Debt, Free Trade, corporations, Consumption and
Consumerism, Sustainable Development, Fair Trade
http://www.globalissues.org/TradeRelated/

Food and trade

http://www.oxfam.org.uk/coolplanet/kidsweb/food.htm

Fair Trade
http://www.tenthousandvillages.ca/

The world bank - economic prospects/projects, features etc., by country

http://www.worldbank.org/

Poverty - causes
http: //www.globalissues.org/TradeRelated/Poverty.asp

198 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Human development reports by country
http://hdr.undp.org/en/countries/

International trade/socio/economic data - statistical data locators

http://w3.unece.org/pxweb/

Source for statistical data

http://www.rba.co.uk/sources/stats.htm#internat

“Milking it” - Small farmers and international trade

http://www.oxfam.org.uk/education/resources/milking_it/milkingit/

UN Food and Agriculture Organization - understanding food insecurity, the human costs of hunger, economic
costs of hunger, food security in an urban future, supermarkets and small farmers + web casts + related news
stories + fact sheets + links to additional information
http://www.fao.org/newsroom/en/focus/2004/51786/index.html

Economy - Kenya
http://www.jambokenya.com/jambo/kenya/econ01.htm

Summaries of research papers/links

http://www.eldis.org/

PRINCE EDWARD ISLAND

P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.

Why P.E.I. potatoes?

http://www.peipotato.org/english/produce_whypeipotatoes.asp

Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 199
Activity 7: Learning about new farming techniques

TASK: Using the resources below, compare and contrast how farmers in Kenya and in P.E.I. learn new
farming techniques. What types of training are available to Kenyan/P.E.I. farmers? What training methods/
techniques are used? How are the training techniques similar/different in each region?

Additional sources of information - starting points for gaining knowledge

PRINCE EDWARD ISLAND

P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.

Agriculture and the Internet

http://www.gov.pe.ca/photos/original/af_computer_sur.pdf

Programs and services P.E.I.

http://www.gov.pe.ca/af/agweb/index.php3?number=69578&lang=E

Farm-Net training
http://www.gov.pe.ca/agriculture/index.php3?number=1036768&lang=E

Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

KENYA

Developing Countries Farm Radio Network is a Canadian-based, not-for-profit organization working in direct
partnership with approximately 250 radio broadcasters in more than 35 African countries to fight poverty and
food insecurity.
http://www.farmradio.org/

Community development and radio

http://www.ned.org/cima/CIMA-Community_Radio-Working_Group_Report.pdf

Farmers Helping Farmers main website

http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

Education for rural people

http://www.fao.org/sd/erp/index_en.htm

200 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Activity 8: Diversification of crops P.E.I./Kenya

TASK: Using the resources below and any others you can find, prepare a presentation on the importance of
crop diversification in both P.E.I. and Kenya. In addition, report on what is being done in both places to
encourage diversification.

Sources of information - starting points for gaining knowledge

KENYA

Farmers Helping Farmers main website

http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

Information on Kenya - history, geography & environment, people & society, fact file, Oxfam in Kenya
http://www.oxfam.org.uk/coolplanet/kidsweb

FAO - Sustainable Development Department - by detailed topic

http://www.fao.org/sd/index_en.htm

Summaries of research papers/links

http://www.eldis.org/

PRINCE EDWARD ISLAND

P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.

Managing landscape and biodiversity P.E.I.

http://www.gov.pe.ca/roundtable/index.php3?number=69384&lang

Enhanced Environmental Farm Plan P.E.I.

http://www.peifa.ca/index.php?option=com_content&view=article&id=65&Itemid=66

P.E.I. Soil & Crop Improvement Association

http://www.peiscia.ca/

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 201
Activity 9: Impact of farming to the economy and community

What is the impact on the family, community or the economy of a successful small farm in Kenya? Using the web
- blogs and the Farmers Helping Farmers website, research to determine the impact that even a one cow farm has
on both that family and the community.

What impact does agriculture in P.E.I. have on the economy of this province?

TASK: Prepare a presentation on the impact of farming on the development of an area.

Sources of information - starting points for gaining knowledge:

UNDP Drylands Development

http://www.ke.undp.org/
www.undp.org/drylands/iddp.html

SOS Sahel - Dryland farming projects in Kenya

http://www.sahel.org.uk/kenya.html

Desert Margins Program - Africa

http://www.dmpafrica.net/index.htm

Interactions between ecological issues and social and economic development

http://www.albaeco.com/sdu/

Farmers Helping Farmers - Main website

http://www.farmershelpingfarmers.ca/

Articles and letters from various FHF teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

PRINCE EDWARD ISLAND

P.E.I. Department of Agriculture, Agriculture Information Centre, at 368-4145 or toll-free 866-734-3276.
Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

202 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Activity 10: A typical farmer in P.E.I . and Kenya

What is it like to be a farmer in P.E.I. and in Kenya?

Use the slide show Farming in Kenya as a starting point. Through interviews with Farmers Helping Farmers
members who have worked in Kenya, interviews with Prince Edward Island farmers, and internet research,
consider the way of life, working conditions, daily routine, role of women and family, use of equipment and
technology, labour needs and any other aspects that you find interesting.

TASK: Prepare a presentation which contrasts and compares the daily life of farmers in P.E.I. and Kenya.

Possible sources of information for gaining more knowledge

KENYA
Farmers Helping Farmers main website
http://www.farmershelpingfarmers.ca/

Articles and letters from various teams during work terms in Kenya
http://farmershelpingfarmers.blogspot.com/

The introduction of this document gives a good overview of stats for rural life in Kenya
http://www.farmafrica.org.uk/cms.php?page=34

Stories/photos/maps from Kenya & other countries - related to water

http://thewaterproject.org/water-in-crisis-kenya.asp

Stories from Kenya - related to water

http://www.peacecorps.gov/wws/educators/enrichment
http://www.peacecorps.gov/wws/educators/enrichment/africa/countries/kenya/kenyastories.html

International Livestock Research Institute - research articles, new clippings regarding the impact/
importance of livestock in relation to poverty, economic growth, health and other global issues + slide shows on
various topics.
http://www.ilri.org/

PRINCE EDWARD ISLAND

P.E.I. Department of Agriculture, Agriculture Information Centrek, at 368-4145 or toll-free 866-734-3276.
Agriculture on P.E.I.
www.gov.pe.ca/af/agweb/index.php3?number=71208&lang=E

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 203
204 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX G

Appendix G
Career Profile

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 205
Project: Career Profile Animal Science 801A/621A
The objective of this project is to allow you to explore a variety of careers and create a career profile to share your
findings and enthusiasm with your classmates. The career profile must fulfill the criteria stated below. The inten-
tion is to expose you to a variety of careers via your own research and the research and profiles provided by your
classmates. You can present your career profile in a variety of formats such as a Webpage, podcast, online video,
poster or part of an agriculture expo.

This is a unique opportunity to create a project of your own design... take pride in your work and enjoy!

Career Profile Criteria

You must search for a course-related career that you find interesting and then create a career profile. For your
career profile, you must:

1. describe the career (duties, responsibilities, time commitment);

2. explain how the career is relevant to agriculture;

3. identify the educational requirements;

4. identify essential skills that are required to be successful at this career;

5. provide a salary range;

6. identify opportunities for work and labour market conditions/issues;

7. provide a current job posting for this career;

8. list advantages/disadvantages of the career;

9. identify aspects of the career that you like;

10. contact someone currently employed in this career and choose one of the following options (Please Note:
the individual whom you wish to contact and the associated questions you wish to ask must be identified
and communicated to the teacher prior to making contact):

i. provide a voice or video recording of his/her comments and answers to your questions;

ii. provide a written recording of his/her comments and answers to your questions;

iii. invite the contact to be a guest speaker for the class (the teacher must be notified of your inten-
tion to provide a guest speaker prior to your making the necessary arrangements).

11. include graphics to provide clarity or enhance the contents of the career profile;

12. attach references (use the appropriate format associated with each reference type);

13. acknowledge those who have assisted you with information or have provided guidance.

206 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 Career Profile Rubric:

Career Profile 4 3 2 1
Content Student shows a full understand- Student shows a good under- Student shows a good under- Student does not seem to
ing of the topic. standing of the topic. standing of parts of the topic. understand the topic very
well.
Accuracy All facts in the presentation are 99-90% of facts are accurate. 89-80% of facts are accurate. Fewer than 80% of facts are
accurate. accurate.
Graphics and Graphics go well with text and Graphics go well with text, Graphics go well with text, Graphics do not go with
Pictures there is a good mix of text and but there are so many that but there are too few and the the text or appear to be
graphics. they distract from the text. presentation seems text heavy. randomly chosen.
Spelling, Grammar There are no spelling or gram- There are minor spelling or There are multiple spelling or There are multiple spelling
and Organization matical errors. Presentation is grammatical errors, but pre- grammatical errors OR the pre- and grammatical errors.
very well organized. sentation is well organized. sentation lacked organization. Presentation lacked organi-
zation.
Quality Assignment is of very good qual- Assignment is of good quality. Assignment is of fair quality. Assignment is of very poor
ity. quality.
Works Cited There are more than two sources, Sources used, but not cited Only one source is used. No works are cited.
cited correctly. properly.
Number of Ques- Five or more questions were Four questions were asked. Three questions were asked. Fewer than three questions
tions Asked asked. were asked.
Relevance of Ques- All questions are relevant and give Some questions are relevant Some questions are relevant, Questions are not relevant
tions insight into the career. and give insight into the but give little insight into the and do not give insight into
career. career. the career.
Creativity of Ques- All questions are creative and pro- Some questions are creative A few questions are creative Questions lack creativity
tions vide information not easily found and provide information not and provide information not and do not provide infor-
in research. easily found in research. easily found in research. mation that can’t be easily
found from other sources.

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Mark /36

207
208 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX H

Appendix H
DNA Extraction

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 209
DNA Extraction - Invisible to Visible Animal Science 801A/621A

Teacher Background:
One of the reasons strawberries work so well is that they are soft and easy to pulverize. Also, ripe strawber-
ries are producing pectinases and cellulases, which are already breaking down the cell walls. Most interest-
ingly, strawberries have enormous genomes. They are octoploid, which means they have eight of each type of
chromosome. The detergent in the shampoo helps to dissolve phospho-lipid bilayers of the cell membrane and
organelles. The salt helps to keep the proteins in the extract layer so they aren’t precipitated with the DNA.
DNA is not soluble in ethanol. When molecules are soluble, they are dispersed in the solution and are therefore
not visible. When molecules are insoluble, they clump together and become visible. The colder the ethanol, the
less soluble the DNA will be.

Expected Results:
Fine white strands of DNA will form when dropping the pink strawberry extract through the column of ethanol.
The DNA may form cotton candy like fibres that will spool onto the stirring rod depending on the amount of
shearing that the DNA strands have undergone.

Preparation of Solutions and Notes on Materials:

 The Ziplock bags should be as thick as possible. Bags designed for freezer storage are thicker and resist
breaking much better than the sandwich type.

 Frozen strawberries should be thawed prior to the lab. Remember, the act of freezing ruptures the cell
membrane and dramatically increases the amount of DNA that is available for extraction.

 Ethanol must be at least 90% and it needs to be ICE COLD. Putting it in several dropper bottles and
keeping them on ice in the front of the room makes it easy to dispense.

DNA Extraction Buffer (enough for 100 groups)

100 ml (3/8 cup) of shampoo (without conditioner)
15 NaCl (2 teaspoons)
900 ml water

NOTE: 50 ml liquid dish washing detergent can be substituted for 100 ml of shampoo.

210 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 DNA Extraction - Invisible to Visible
Purpose: To extract DNA from frozen strawberries

Introduction: This DNA extraction results in a beautiful, white, spoolable DNA. Using strawberries is much
more effective than extracting DNA from any other source because they have 8 copies of each
type of chromosome. (This is called octoploid). You will never be able to eat a strawberry again
without thinking about how much DNA is in it.

Materials: (per student pair)

1 Ziplock freezer bag
1 strawberry
1 dropper
10 ml DNA extraction buffer (soapy, salty water)
Filtering apparatus: Filter paper, SEPUP funnel and SEPUP tray
Ice cold - 90% ethanol or Isopropyl
Test tube
Plastic cylinder for holding test tube
Wood splint, glass rod or inoculating loop (to coil DNA onto)

Procedure: 1. Place one frozen strawberry in the Ziplock bag and squeeze into a uniform puree.
2. Add 10 ml of detergent/salt solution.
3. Swish mixture (without creating bubbles) for 1 minute.
4. Fold filter paper into a half circle then a quarter circle and open so that one layer is on one
side of the cone.
5. Set the SEPUP funnel apparatus over Cups A and B of the SEPUP Tray.
6. Place filter cone into funnel apparatus and fill with the strawberry mixture.
7. Fill provided test tube ½ full of cold ethanol and place in plastic holder.
8. Fill dropper with pink filtrate and drip filtrate through the alcohol column.

Analysis: 1. Sketch the sample of DNA.

2. Mass the DNA. How many grams?
3. Gently roll the sample between your fingertips. Describe how it feels.
4. What variables did you control in this extraction? How did this impact your results?
Explain your reasoning.
5. How would you write a better procedure?

In the next activity, we will build a model of DNA. Sketch a model of DNA that is supported by your
evidence so far.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 211
212 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX I

Appendix I
The Structure of DNA /
Candy Model of DNA

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 213
The Structure of DNA Animal Science 801A/621A
Colour Coding:
Using the instructions in the right-hand column, colour the model of DNA sketched below.
DNA MODEL COLOUR CODING INSTRUCTIONS

(red)

(black)

(white)

(yellow)

(green)

(orange)

Fill in the blanks:

Select the proper words listed below and fill in the blanks of sentences that follow.

1. Cytosine, guanine, thymine, and adenine are referred to as _______________ bases.

2. Cytosine is always paired with _________ and adenine is always paired with ___________.
3. The sides of a DNA molecule are made up of alternating _______________ and
____________ units.
4. ___________________ are essentially molecules of DNA.
5. The _______________ theory accounts for the method by which a molecule of DNA makes a
copy of itself.
6. Based on their own work and that of Maurice Wilkins, _______________ and ____________
developed a visual model of a DNA molecule.
7. ______________ are actually segments along a DNA molecule.

zipper phosphate guanine thymine

James Watson sugar nitrogen genes
Francis Crick chromosomes

214 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Candy Model of DNA Animal Science 801A/621A
Purpose: You will be able to see and feel what an actual DNA strand looks like, as well as learn how the
nucleotides are formed and how it all fits together. This model will be used to show replication
and gene splicing involving the DNA double helix.

Materials: Red Licorice - sugars White Gumdrops - Adenine

Black Licorice - phosphates Yellow Gumdrops - Thymine
Toothpicks Orange Gumdrops - Cytosine
String Green Gumdrops - Guanine

Procedure/ Cut black and red licorice into approximately 2 cm lengths. String the licorice, alternating
Analysis: red and black pieces. Using the toothpicks, connect the gumdrop “base” to the licorice “sugar”.
Build the second strand of DNA matching the bases with the proper partners and attaching it all
together with the toothpick. Your DNA strand should be 10 base pairs in length. You should
have a “ladder” structure which you can twist to represent the double helix. At this point, answer
the following questions.

1. What do the toothpicks represent?

2. What do the gumdrops represent?

3. What candies together make up a “nucleotide” piece?

4. Why are the gumdrops only attached to the red licorice?

Next, “unzip” 5 of the base pairs by cutting the toothpicks at the point where they join the
partnering base (in the middle). Using a new string, match the original strand with new “nucleo-
tide” sections for both loose strands. You should now have two new strands attached to the top 5
bases when finished.

5. What does this process represent?

6. When would this happen in the cell?

Finally, detach one of the “new 5 base strands” leaving enough string at the end to tie a new
string. Trade this DNA strand with one of the other groups. When you have received your new
section, reattach this to the old strand.

7. What is this process replicating?

8. What does the section of 5 bases represent on a chromosome?

Once you have had this process approved by your teacher, you may enjoy your DNA!!!

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 215
216 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
 APPENDIX J

Appendix J
Dining on DNA

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A 217
Dining on DNA Animal Science 801A/621A

Risky Business or Stupendous Solutions?

THE
FLAVR SAVR
TOMATO

In the United States, tomato lovers spend 4 billion Tomatoes have a gene (section of DNA) that codes
dollars on tomatoes every year (this includes tomatoes for an enzyme called polygalacturonase. Let’s call it
for salads, pastes, sauces, ketchups, and soups). Ameri- “polyG” here for simplicity. PolyG actually chews
can consumers expect to be able to purchase fresh up the pectin in the tomato and the end result is a
tomatoes all year long, so during cold months tomato softer, mushier tomato. A company called Calgene,
growers have a hard time keeping up with demand. Inc. genetically engineered a tomato by changing the
gene that codes for polyG. Basically, they “turned
Over the winter, tomatoes grown in southern states off” the gene that codes for the polyG enzyme so that
are picked while green and shipped to northern states. the tomato does not soften as quickly and can stay on
The tomatoes are then reddened and ripened in the vine longer to gain delicious flavour. These new,
containers filled with ethylene gas. Northern consum- genetically altered tomatoes were named Flavr Savr
ers complain because ethylene-ripened tomatoes do tomatoes.
not have the “backyard summertime” flavor of those
in grocery stores during warmer months. Another How did the scientists “turn off” the polyG gene?
problem is that because the tomatoes are picked early, They introduced an “antisense” version of the polyG
they do not take up enough nutrients from the soil and gene into the tomato plant cell. An antisense gene is
sun in order to gain vine-ripened flavour and texture. basically an inverted or mirror image copy of the origi-
What’s more, ethylene-ripened tomatoes start rotting nal gene. When the antisense gene is introduced into
in 4-7 days, so many tomatoes spoil before being sold. the gene, it attaches, like a puzzle piece, to the original
polyG gene and therefore does not allow the polyG
Pectin, a naturally occurring fibre substance, is what gene to code for the polyG enzyme. The end result is
gives tomatoes their firmness and keeps tomatoes from a tomato that stays firm even as it continues to ripen.
getting mushy.

218 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
Dining on DNA Animal Science 801A/621A

Risky Business or Stupendous Solutions?

POTATO

POTATO
PLANT
PESTICIDE

Many different types of bacteria find their homes on Now these plants which have been genetically
the leaves, stems, and fruit of plants. These microbes engineered are able to produce the toxin on their
must often compete for their nutrients (food) with own and protect themselves against the damaging
other plant pests such as insects or fungi. How do insects. The toxin produced directly by the plant is
they compete? They provide a substance called a called a “plant pesticide”. Many people who support
toxin which is harmful to their opponents, insects this research feel that by enabling plants to protect
and fungi. As scientists observed this competitive themselves through producing plant pesticides, the
relationship between the plant pests, some came up use of conventional or chemical pesticides will be
with the idea to allow the plant to defend itself by reduced. The US Environmental Protection agency
producing this toxin all on its own. has approved some limited use of the Bt plant pesti-
cide. Also, they have determined that the use of the
How did they do it? Let’s explore the background Bt plant pesticide will not pose an unreasonable risk
in a little more detail. There is a specific bacteria to the health of people or other organisms which are
known as Bacillus thuringiensis or Bt for short. Bt not targeted by the plant pesticide.
produces a substance which is toxic to many insects.
Scientists identified the Bt genes responsible for the
production of this toxin and transferred these genes
into certain crop plants such as potatoes, corn, and
cotton.

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Risky Business or Stupendous Solutions?

RECOMBINANT
BOVINE
SOMATROTROPIN

Bovine somatrotropin is a protein hormone which is The US Food and Drug Administration (FDA) has
naturally produced in dairy cows. It is also known approved the use of rBST in dairy cows. The FDA
as BST. BST plays a role in some vital functions of reported that rBST does not change the composi-
the cow such as growth and milk production. In the tion of milk and proved no threat to individuals who
early 1980s, scientists at a biotechnology company consume the milk. According to research conducted
called Genetech isolated the genes that code for the on rBST and cows supplemented with rBST,
production of BST in cows. By inserting these genes
in bacteria, scientists were able to produce large • The concentration of BST in the milk of cows
quantities of BST in the laboratory. This form of treated with the usual doses of rBST is not
BST, which is produced through genetic engineer- higher than the concentration of untreated cows.
ing, is called recombinant BST or rBST.
• When people ingest BST orally or receive an
The next step was to see how the rBST affected injection of BST, BST has no biological activity
the cows. It was found that when rBST is given in these people.
(via injectors) to lactating cows, milk production is
• BST is a protein and is digested like other pro-
increased by about 10%. Since this discovery, two
teins in the human digestive tract.
companies (Monsanto and Eli Lilly) have developed
a commercially available form of rBST to be used by
dairy farmers.

220 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
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Risky Business or Stupendous Solutions?

PEANUT
PROTEIN
IN CORN

Peanuts are high in protein, but are also high in fat. The condition of protein calorie malnutrition in
In order to utilize the protein in peanut and avoid people is called kwashiorkor (kwash-ee-or-kor).
the fat, scientists and nutritionists have suggested
putting the genes that code for peanut protein into Now for the controversy! Yes, it’s true that peanuts
corn. Corn that contains the peanut protein will are high in protein, yet this peanut protein causes an
have a higher protein content than normal corn. A allergic reaction in some people. So if the gene cod-
higher protein corn has tremendous potential in our ing for the peanut protein is transferred into another
country and in third world countries as well. food, such as corn, how is that person to know that
s/he should avoid eating the corn? Other biotech-
In our country, corn is used in processed food like nologists argue that genetic engineering techniques
cereals, breads, and chips. Increasing the protein can actually be used to reduce the presence of allergy
content in corn would therefore increase the nutri- causing proteins in food since the scientists can iso-
tional value of these processed foods. late the gene coding for the allergen and reverse it or
cut it out so that protein will no longer be made.
In third world countries, malnutrition is a big prob-
lem. Because corn is a staple crop in most of these
countries, a high protein corn could help combat
protein calorie malnutrition world-wide.

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Risky Business or Stupendous Solutions?

HERBICIDE- RESISTANT
SOYBEANS

How do modern farmers deal with weed problems? many of these Roundup resistant soybean plants.
One solution is to use chemical herbicides. Herbicides The name given to the plants are Roundup Ready
are chemical substances used to destroy plants or limit soybeans. Now, farmers are able to apply Roundup
their growth. One such herbicide is called Roundup. to their fields to get rid of the weeds, yet do not have
Roundup has a compound called glyphosate in it. to worry about harming their soybean crop.
Glyphosate is called a broad spectrum herbicide because
it negatively impacts many different types of plants (for Those who advocate the use of this application of
example, board-leaf plants and grasses). Therefore, biotechnology note that Roundup is a herbicide that
Roundup will not only harm the pesky weeds, it may is easily degraded in the environment and that by
also harm the desired crop plant. So, scientists from the making the crop plants resistant to Roundup, the
company Monsanto identified a gene which enables a end result will be less overall volume of herbicides
plant to tolerate Roundup. used. Individuals opposed to this technology fear
that the genes for herbicide-resistance will be some-
They transferred this gene into a soybean plant and then,
how passed to the weeds.
through traditional plant breeding methods, created

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Risky Business or Stupendous Solutions?

Please answer all of the following questions as they apply to your specific food biotechnology application.

Food Safety Concerns:

1. An allergen is any substance that can cause an allergic reaction in a person. Does this application of bio-
technology pose any problems in terms of introducing an allergen to the food? Explain.

Nutrition Quality:

2. Does this application of biotechnology enhance or take away from the nutritional quality of the original food?
Explain.

World Hunger:

3. Does this application of biotechnology have the potential to impact world hunger? How?

Environmental Issues:

4. Will this application of food biotechnology

a. increase the use of chemical pesticides?

b. decrease the use of chemical pesticides?
c. not impact chemical pesticide use?

Explain your answers:

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5. Biodiversity is a term which is used often when discussing whole ecosystems. Biodiversity refers to the variabil-
ity of animals, plants, and microorganisms within a specific ecosystem. Does the introduction of the genetically
altered product you read about pose any environmental risks in terms of biodiversity?

Economics:

6. Is this application of biotechnology needed from an economic point of view? Explain.

7. Does this application of biotechnology have the potential to have positive or negative economic impacts on

a. the farmer? Explain.

b. the food processor? Explain.
c. the consumer? Explain.

Aesthetics:

8. Will this application of biotechnology change the appearance of the food to make it more marketable
(desirable to the consumer)? How?

Social Issues:

9. Might this application of biotechnology present problems to consumers due to religious or moral beliefs?
Explain.

224 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
10. Now list five potential risks and five potential benefits of this application.
Potential Risks:

a.

b.

c.

d.

e.

Potential Benefits:

a.

b.

c.

d.

e.

11. How might we minimize the risks and maximize the benefits of this technology?

12. Prioritize your list of Potential Risks (rate the risks on a scale from 1 to 5, with 1 being most risky and 5
being least risky).

1.
2.
3.
4.
5.

13. Prioritize your list of Potential Benefits (rate on a scale from 1 to 5, with 1 being the most beneficial and 5
being the least beneficial).

1.
2.
3.
4.
5.

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14. Assess the priorities and state why you approve (or disapprove) of this application of biotechnology.

15. Take a group vote to decide whether the group approves or disapproves the application.

Number who approve?

Number who disapprove?

16. Discuss your reasons for supporting or opposing the application.

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Risky Business or Stupendous Solutions?

Teacher Answers:

Students will answer questions in the following categories according to the application of biotechnology they have
read. Some general answers are below.

Food Safety Concerns:

1. Does this application of biotechnology pose any problems in terms of introducing an allergen to the food?
Explain.

The alteration of the genetic makeup of some plants may produce unforeseen health risks through the introduc-
tion of an allergen into a plant which previously had no allergen. People who are allergic need to be made aware
that the “new” food does contain a potential allergen.

Nutrition Quality:
2. Does this application of biotechnology enhance or take away from the nutritional quality of the original food?
Explain.

Genetically altering foods can have a big impact on certain foods. Foods can be more nutritious, already nutri-
tious foods can be made tastier, and perishable foods can be given a longer shelf-life. On the other hand, concern
has been voiced that genetically altering foods may decrease the beneficial nutrient composition of that food.

World Hunger:
3. Does this application of biotechnology have the potential to impact world hunger? How?

At present, there are 7.0 billion people inhabiting Earth. By 2030, the population of Earth is projected to increase
to 8.5 billion people. Many people question if we will have the capability to feed an extra 1.5 billion mouths (plus
the approximately 1 billion people who presently do not have enough to eat). Food biotechnology may be part of
the solution by increasing the crop yields or being able to increase nutrient composition of food.

Environmental Issues:
4. Will this application
a. increase the use of chemical pesticides? or b. decrease it? or c. not impact its use?

A. In some cases, the goal is to reduce the need of pesticides by enabling plants to kill any pests that
endanger them.
B. Biological control, a method to apply bacteria and viruses directly on the plants to produce toxins,
may lessen pesticide use.
C. Pesticide, herbicide and fungicide tolerant crops are created so chemicals can be applied on the entire
field. This has the potential to increase the need for “new” pesticides as in the case of Roundup Ready
soybeans - the crop rotation of fields presents a problem as the Soybeans will not be destroyed if Round
up Ready wheat is planted the following year. There is a potential for less to be used as the pesticide has
killed all plants in the field over time.

5. Does the introduction of this transgenic product pose any environmental risks in terms of biodiversity?

When an organism’s genetic makeup is affected, the organism can either do something or not do something it did
before. When the organism’s abilities change, it always affects the environment. The question is does it hinder or
help the environment.

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Also, the affects of genetic engineering threatens the diversity of species on Earth. Therefore, the number of types
of plants available lessens and more become extinct. It is always felt that diversity within the environment gives
the ecosystem resilience.

Economics:
6. Is this application of biotechnology needed from an economic point of view?

A biotechnology which promises to decrease world hunger would boost the economy. Also, increasing crop yields
where needed may be a boost. However, should there be a surplus in the market, an increase in production could
be a problem for the economy.

7. Does the application have a positive or negative impact for a

a. farmer b. food processor c. consumer?

Some applications will have an enormous impact on a specific industry.

Positive impacts: 1) creation of a whole new industry in an area, 2) creation of a more affordable food supply.
Negative impact: 1) downfall of an existing industry, 2) creation of an exclusive product to drive prices up.

Aesthetics:
8. Will this application change the appearance of the food to make it more marketable? How?

A longer shelf-life gives food the appearance of “fresh” and that is desirable to the consumer.

Social Issues:
9. Might this application present problems to consumers due to religious or moral beliefs?

A transgenically altered food can cause religious and moral debate. For example, some people eat kosher food
prohibiting them from eating pork products. Therefore, should a pig’s genetic material be injected into another
product, this causes a problem. Also, others believe it is “playing God” to alter the genetic makeup of organisms.

10. List five potential benefits.

A. Foods could be more nutritious

B. Food more tasty
C. Longer shelf-life.
D. Decrease in the number of food poisoning incidents by increasing the detection of food borne
pathogens.
E. Waste management: Enzyme bioreactors are being developed to pre-treat components of disposable
service ware to allow for their removal through the sewer system rather than through the solid waste
disposal or convert them to biofuel for operating generators.
F. Reduce the need for pesticides.
G. Make plants grow faster.
H. Make crops draught tolerant.
I. Non-food materials can be made from food products, i.e., plastics made from potatoes.

Potential Risks:

A. Allergic Reactions, i.e., peanuts, shellfish

B. Religious or moral beliefs opposed to eating certain foods.
C. Marker genes are injected along with the desired gene to show scientists the gene transfer is
successful. Very often the marker gene is antibiotic resistant and it is through this resistance that
scientists can tract the injection. Although highly unlikely, some people feel they may become
antibiotic resistant.
D. Environmental concerns: Possibility of “test” plants getting into the wild and taking over.
E. Fear that introduced genes will adversely affect the other genes in the organism.
F. Ethical concerns: “playing God” - it’s not man’s place.

228 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: ANIMAL SCIENCE 801A/621A
9. How might we minimize the risks and maximize the benefits?

Minimize the risk by enforcing strict labelling requirements for genetically altered foods and a strict approval
process.

Maximize the benefits by keeping careful watch on preliminary testing. Genetically altered food may help elimi-
nate hunger world-wide.

NOTE: The remaining questions express the results of each group’s discussion and consensus building.

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