There are a lot of different views on issues in animal agriculture. This lesson investigates the sustainability of animal agriculture and how you can be a good steward of animal agriculture. This lesson includes lecture, reflection, and current events in animal agriculture and leads into discussion on Temple Grandin. 

3 modules describing on a very elementary level how to read a feed test, how to understand what animals need in their diet for nutrients, and how to balance a simple cattle ration using hay and silage.

This resource was created by Ross Renfro, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

In this unit of study students learn how an animal's body structure and behavior help it survive in its habitat. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.

Students listen to fiction and nonfiction read-alouds and explore selected Websites to identify factual information about animals. This lesson focuses on ants, but can be adapted to any animal.

This is an inquiry-based lesson that allows the students to investigate how an animal's color affects its chances of survival in its environment. Students will explore evidence needed to explain the cause-and-effect relationship between an animal's coloring and its effect on the individual's ability to survive. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Learn about the structure and function of living organisms by drawing an imaginary animal in the Take the Stage game show, ANIMAL SURVIVAL! Viewers become contestants on a game show and are challenged to draw an imaginary animal that could live and survive in either the desert, ocean, or the arctic tundra. When drawing the imaginary animal, the contestants write out two distinct structures and a function for each of the structures that help it survive. Learning Objective: Compare the structures and functions of different species that help them live and survive in a specific environment.

Students will explore the outdoor classroom in pairs looking for evidence of animal life and imagining what types of animals might live in, and survive in, the outdoor classroom area.

Learn about the physical characteristics of environments and act out the animals that live there!

You are the next contestant on the Take the Stage game show ANIMAL SURVIVAL where you will travel in a hot air balloon to the forest of North America, the savanna of Africa, and then take a submarine ride underwater in the ocean. To play the game, you will act out an animal that would live in each environment, and then write how the physical characteristics of each environment helps your animal survive.

Learning Objective: observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem.

Having students follow animal tracks (even just people, dogs, or squirrels) and investigating how tracks are made is a fun and exciting way to develop critical thinking, measurement, and graphing skills.

The uses of animals in biotechnology are expansive, and many times overlooked.  This lesson will have students exploring the wide range of uses of animals in biotechnology and formulating an opinion about the uses of animals in biotechnology.

Live webcast of the SRUC Animal Welfare Day in Edinburgh
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You can find PDF slides of the talks here: https://drive.google.com/folderview?id=0B-HxwK_PxJPHUVZfcDlRaEMteWs&usp=sharing

The talks, in order of appearance

Professor Cathy Dwyer - Introduction to the Five Freedoms - https://youtu.be/UudL-Y9-5Ts?t=241

Dr Rick D'Eath - Introduction to the Freedom from Hunger and Thirst - https://youtu.be/UudL-Y9-5Ts?t=805
Dr Ian Dunn - Hunger in the Broiler Breeder - https://youtu.be/UudL-Y9-5Ts?t=1728

Dr Marie Haskell - Introduction from Freedom from Discomfort - https://youtu.be/UudL-Y9-5Ts?t=2841
Professor Malcolm Mitchell - Thermal Comfort - https://youtu.be/UudL-Y9-5Ts?t=3157
Dr Fritha Langford - Housing Comfort in Dairy Cattle - https://youtu.be/UudL-Y9-5Ts?t=3856

Dr Kenny Rutherford - Introduction to Freedom from Pain, Injury and Disease - https://youtu.be/UudL-Y9-5Ts?t=5839
Professor Eddie Clutton - Injury and Pain Sensistisation - https://youtu.be/UudL-Y9-5Ts?t=6661

Professor Francoise Wemelsfelder - Introduction to Freedom to Express Normal Behaviour - https://youtu.be/UudL-Y9-5Ts?t=7641
Dr Emma Baxter - Designing housing for farrowing pigs- https://youtu.be/UudL-Y9-5Ts?t=8621

Dr Simon Turner - Introduction to the Freedom From Fear and Distress - https://youtu.be/UudL-Y9-5Ts?t=9436
Dr Paula Brunton - The Mouse as a Model for Stress - https://youtu.be/UudL-Y9-5Ts?t=10302

 Animal Welfare vs Animal Rights Debate Grade Level: 9th-12thSubject: Animal ScienceDuration: 5 daysDOK Level:  4SAMR Level: Substitution Indiana Standard: AS-7.4 Explain the implications of animal welfare and animal rightsObjective: Given a debated livestock issue related to animal welfare, students will be able to understand both sides of the issue, and effectively persuade others in making a decision about the issue.Procedure: Have the students compare and contrast the terms “animal welfare” and “animal rights”.Have a class discussion on the impact of the differencesGroup the class into partnersHave them research and make a list of five animal right issues related to the agricultural industryHave a class discussion on the topics researched. As a class narrow down the list.Have each pair pull a topic and side out of a hat.Explain the Debate Project expectations and grading rubric.Allow class time for research.Have the students submit a list of statements and supporting facts after day 2.Have the students submit a rough draft of their opening and closing statements after day 3. Debates will be done on day 5Product or Assessment: Students will be graded on their submitted facts and rough draft. The rubric will be used to grade the debate on the given day.Credits: Renee Wangler, Agriscience Instructor - Newaygo County Career-Tech Center 

Students build a 9 M X 9 M model of an animal or plant cell with cell organelles inside it and give cell tours to Life Science students. May be done as two large groups, or a whole class project.

This book provides an overview of the current debates about the nature and extent of our moral obligations to animals. Which, if any, uses of animals are morally wrong, which are morally permissible (i.e., not wrong) and why? What, if any, moral obligations do we, individually and as a society (and a global community), have towards animals and why? How should animals be treated? Why?

We will explore the most influential and most developed answers to these questions – given by philosophers, scientists, and animal advocates and their critics – to try to determine which positions are supported by the best moral reasons.