<p>Livestock Production</p><p>Lesson Title: The Poultry Unit</p><p>TEKS Addressed in Lesson: </p><p>§130.3</p><p>(2) The student demonstrates technical skills relating to the interrelated human, scientific, and technological dimensions of animal systems. The student is expected to: (A) Assess the importance of the United States impact on world commodity markets; (B) Apply the principles of livestock breeding and nutrition in predicting the impact of current Advances in genetics; and (C) Examine the interrelationship of plants and animals. (5) The student determines nutritional requirements of ruminant and non-ruminant animals, including Poultry. The student is expected to: (A) Describe the digestive system; (B) Identify sources of nutrients and classes of feed; (C) Identify vitamins, minerals, and feed additives; (D) Formulate rations; and (E) Discuss feeding practices and feed quality issues. (6) The student explains animal genetics and reproduction. The student is expected to: (A) Describe the reproductive system; (B) Explain the use of genetics in animal agriculture; (C) Identify systems of animal breeding; and (D) Research current and emerging technologies in animal reproduction. (7) The student identifies animal pests and diseases. The student is expected to: (A) Describe the role of bacteria, fungi, viruses, genetics, and nutrition in disease; and (B) Identify methods of disease control, treatment, and prevention.</p><p>Lesson Objectives:</p><p> Discuss the history and domestication of modern poultry</p><p> Explain the function of poultry</p><p> Classify poultry based on their usage in the US</p><p> Analyze the size of the livestock industry and the economic impact</p><p> Compare and contrast best management techniques in the broiler and layer industries Key Terms/Vocabulary</p><p>Albumen-the white part of the poultry egg that surrounds the yolk</p><p>Broiler-a young meat-type chicken between 5 and 12 weeks of age</p><p>Candling- shining light through an egg to determine fertilization, development and quality</p><p>Capon- a castrated male chicken</p><p>Cloaca- a common cavity at the end of the digestive tract for the release of both excretory and genital products in some vertebrates such as reptiles and birds</p><p>Cockerel- a male chicken under one year of age</p><p>Debeaking- removing the tips of beaks so birds cannot peck each other</p><p>Down- the soft, feathery covering on young poultry</p><p>Egg injection- a method of vaccinating chicken embryos in the egg on the eighteenth day of incubation</p><p>Gizzard- a muscular organ inside a bird that grinds food</p><p>Incubation- the time required for the embryo to develop in a fertile egg</p><p>Layer- a mature female chicken that is producing eggs; a chicken kept for egg production</p><p>Molting- the process of poultry shedding and renewing feathers</p><p>Pullet- a young female chicken</p><p>Qualitative trait- a trait expressed categorically because of a sharp distinction between phenotypes</p><p>Quantitative trait- a trait expressed on a continual numerical scale because of a gradual variation from one phenotype to the other</p><p>Vertical Integration- the combination in one industry of two or more stages of production normally operated by separate companies.</p><p>Yolk- the yellow internal part of a bird's egg, which is surrounded by the white, is rich in protein and fat, and nourishes the developing embryo.</p><p>Interest Approach/Anticipatory Set</p><p>Play the Chicken on the Egg Game https://www.youtube.com/watch?v=HwM3hOPwnnI</p><p>Ask students to compare the pros and cons of starting up a new beef cattle operation in comparison to a poultry operation. Ask students to discuss the return on investment, care and maintenance as well as the demand in your area.</p><p>Teaching Plan and Strategy Presentation of New Material</p><p>Digital Presentation including the following information:</p><p> Poultry Defined</p><p> o Domesticated fowl, such as chickens, turkeys, ducks, and geese.</p><p> History and Domestication of Poultry</p><p> Broiler vs. Layer Industries</p><p> o Broilers-poultry used for the production of meat</p><p> o Layers-poultry used for the production of eggs</p><p> Physiology</p><p> o Physical traits</p><p>. Feathers</p><p>. Comb </p><p>. Waddle</p><p>. Spur</p><p>. Wings</p><p> o Reproductive Tract</p><p> o Digestive System</p><p> Breeds of Poultry</p><p> o Chickens</p><p>. Leghorn</p><p>. Plymouth</p><p>. Rhode Island Red . New Hampshire</p><p>. White Rock</p><p> o Turkeys</p><p>. Broad Breasted White</p><p>. Broad Breasted Bronze</p><p>. Beltsville Small White</p><p>. Midget White</p><p> Feed and Nutrition</p><p> Egg Development</p><p> Poultry Management</p><p>Activity/Application/Student Engagement/Laboratory</p><p>1) Egg-speriments-conduct various experiments to familiarize students with the egg</p><p> a. Candling fertilized eggs and candle unfertilized eggs to determine air cell size for quality grading</p><p> b. Egg Dissection-each group cracks an egg and labels the parts</p><p> c. Egg Strength Test-discuss the need for an egg to be strong so that it can support the weight of the chicken during incubation. Have students volunteer to complete the squeeze test (hold one egg in each fist and try to break them). Then crack two eggs using a knife so the edges are fairly straight. Set them in a square and place books on top of them to represent their strength. </p><p>2) Use an incubator to hatch out fertilized chicken eggs. Have students candle the eggs to chart the growth, observe the chicks hatching, and care for the chicks after hatching. </p><p>3) Complete the Egg Anatomy Foldable: (excellent for interactive notebooks)</p><p> a. http://www.doodlesandjots.com/2013/03/28/egg-anatomy-printable/</p><p>4) Provide a diagram of chicken parts. In groups of 2-4 have students cut the chicken into the parts. </p><p>5) Vertical Integration in the Poultry Industry- after going over the information from the following website, assign groups of students a poultry product such as a boneless skinless chicken breast or a processed chicken nugget. Have them create a flow chart for the production steps of that product. </p><p> http://www.nationalchickencouncil.org/industry-issues/vertical-integration/</p><p>References/Additional Materials/Extended Learning Opportunities/Enrichment http://www.doodlesandjots.com/2013/03/28/egg-anatomy-printable/ http://theboatgalley.com/free-downloads-chicken/</p><p>Chicken or Egg Game http://youthleaderstash.com/2010/03/27/chicken-or-egg/</p><p>Other Suggested Activities:</p><p>-The Magic School Bus “Cracks a Yolk” students should take notes over the process of fertilized and unfertilized egg development</p><p>College and Career Readiness Standards: </p><p>English/Language Arts</p><p>II. A. </p><p>3. Identify explicitly and implicit textual information including main ideas and the author’s purpose</p><p>4. Draw and support complex inferences from text to summarize, draw conclusion, and distinguish facts from simple assertions and opinions</p><p>8. Compare and analyze how generic features are used across texts</p><p>II. B </p><p>1. Identify new words and concepts acquired through tudy of their relationships to other words and concepts</p><p>2. Apply knowledge of roots and affixes to infer the meanings of new words</p><p>3. Use reference guides to confirm the meanings of new words or concepts</p><p>III. A</p><p>2. Adjust presentations to particular audiences and purposes</p><p>III. B 2. Participate actively and effectively in group discussions </p><p>3. Plan and deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. </p><p>IV. A. </p><p>3. Use a variety of strategies to enhance listening comprehension (e.g., focus attention on message, monitor message for clarity and understanding, provide verbal and nonverbal feedback, note cues such as change of pace or particular words that indicate a new point is about to be made, select and organize key information. </p><p>Science</p><p>I. B1. (a-g) Design and conduct scientific investigations in which hypotheses are formulated and tested.</p><p>III. C 1 (a-c) Presentation of scientific/technical information.</p><p>V. D 1 (a-g) Understand that scientists categorize things according to similarities and differences.</p><p>VI. E 1 (a-f) Know ways in which living things can be classified based on each organism’s internal and external structure, development, and relatedness of DNA sequences.</p><p>© Texas Education Agency 2015</p>