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.

The topic of animals, particularly pets, might seem juvenile or childish to some teachers. However, this lesson plan is tailored to be engaging, intellectually stimulating, and appropriate for mature learners. This is an excellent resource for you to use with pre-intermediate students who need to work on developing their English vocabulary skills. You can access 150+ more free lessons like this with a free Off2Class account!

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.

Students are introduced to the classification of animals and animal interactions. Students also learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

I want to teach the kids on different animals and their habitats. But first, I want to start the lesson with the hatching of eggs. Show them what this world has to offer. Then tell them about how humans are treating the earth and how can we fix it in different environments. But first, they need to know the different environments and the animals inside them so they know how to help. They will be assigned a presentation on different animals in the habitats, and at the end, I will be giving a quiz on it.

Hibernation is an ingenious adaptation that some animals employ to survive difficult conditions in winter. This unit examines the differences between hibernation and torpor, and discusses the characteristic signs of hibernation behavior It explores the triggers that bring on hibernation, and whether internal signals or external season cues are predominant. It also examines the physiological adaptations that occur in hibernating animals.

The extreme challenges of life in the polar regions require the animals who make their habitat there to make many adaptations. This unit explores the polar climate and how animals like reindeer, polar bears, penguins, sea life and even humans manage to survive there. It looks at the adaptations to physiological proceses, the environmental effects on diet, activity and fecundity, and contrasts the strategies of aquatic and land-based animals in surviving in this extreme habitat. This unit builds on and develops ideas from two other 'Animals at the extreme' units: The desert environment (S324_1) and Hibernation and torpor (S324_2).