Equine Science
Unit: Equine Identifying Factors
Instructor: Ms. Richardson
Objectives:
After completion of this unit of instruction, students will:
A.
B.
C.
D.
E.
F.
List equine breeds;
Explain the methods of height classification and measurement;
Discuss the names for equines of different gender and maturity;
Identify all possible equine colors;
Diagram the genetics affecting possible equine colors; and
List all face and leg markings on horses.
TEKS: 130.5.c.1B and .2B
Interest Approach: Open Discussion. Ask students how they would identify a person who they saw
commit a crim.. What factors would they use to describe someone in order to catch them? Write these
on the board as they talk. (Looking for: skin color (relates to breed), hair color (relates to horse colors),
height (horse height), gender (horse genders), age (horse maturity), genetics to assure that it’s the
correct person (color genetics).
Curriculum
A. List equine breeds;
The following are popular breeds, broken down by types. There are many more
breeds than those listed.
Pony breeds:
1. Welsh
2. Shetland
3. Ponies of America (POA)
4. Fell Pony
5. Hackney
6. Halflinger
Light breeds:
1. American Quarter Horse
2. Thoroughbred
3. Tennessee Walking Horse
4. Mustang
5. American Paint Horse
6. Paso Fino
7. Morgan
8. Lipizzaner
9. Appaloosa
10. Arabian
11. Barb
12. Spotted Saddle
13. Missouri Fox Trotter
14. Bashkir Curly
Draft breeds:
1. Clydesdale
2. Percheron
3. Belgian
4. Friesian
5. Shire
6. Suffolk
B. Explain the methods of height classification and measurement;
Hands – 4 inches, height unit for horses. This phrase came from people actually
using their hands to measure horses.
Need to know this because horses and ponies are separated by height. Ponies
Instruction
Lecture with
pictures of each
breed. (Emphasis on
division of breeds).
Students will then
draw for a breed,
create a
presentation, and
teach the class
about that breed.
Powerpoint lecture
Height conversion
demonstration with
must be under 14.2 hands. Those taller than that are classified as horses.
To measure horses(explain with picture):
1. Horses should be standing on level ground w/ front hooves even.
2. Measure horse from ground to top of withers. (Show where withers are.)
3. Convert measurement to hands.
Converting feet to hands.
1. Most likely you will obtain the measurement in feet from a measuring
tape.
2. Convert feet to hands. (Multiply feet by 3 because 1 ft=3 hands).
Use example such as: If you measure the horse, ground to withers at 5 feet.
Convert 5 feet to hands. (5x3=15 hands).
whiteboard.
Students take turns
working out
problems on board.
Example 2: A horse measures at 5.5 feet from ground to withers. Convert 5.5
feet to hands. (5.5 x3 = 16.5). But there is a problem with measuring a horse at
16.5 hands. This is an incorrect measurement as a hands measurement can only
be .0,.1,.2, or .3 because there is four inches in a hand. So if .5 means half, then it
is actually 16.2.
C. Discuss the names for equines of different gender and maturity;
Foal – Underage of one, regardless of gender.
Weanling –Has been weaned, usually 6 months
Yearling – One year old, regardless of gender
Colt – intact male, under 4 yrs
Filly – female, under 4 yrs
Mare – female, over 4
Stallion – intact male, over 4
Gelding – castrated male, any age (Usually the male is gelding between 12-24
months)
D.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Identify all possible equine colors;
Black
Bay
Chestnut or “Sorrel”
Grey
Palomino
Buckskin
Dun
Cremello
Perlino
Paint – Overo and Tobiano
Appaloosa – Leopard, near leopard, spotted blanket, white blanket,
marble
E. Diagram the genetics affecting possible equine colors; and
New vocab words needed for this objective:
Allele: A piece of genetic information. Each gene has two alleles. One from the
father, one from the mother.
Dominant: Expressed regardless
Powerpoint
Powerpoint with
pictures
Handout
Powerpoint and
chalkboard
Handout
Recessive: Not expressed if a dominant gene is present.
For each gene, an individual receives two alleles. One from its father, one from
its mother.
Homozygous: If both alleles are same, such as both dominant genes or both
recessive genes. Recessive genes are only expressed when homozygous
Heterozygous: If alleles are different, such as one is dominant and one is
recessive.
Base colors:
1. Chestnut
2. Black
Dilution genes
1. Agouti gene – affects only black base colors
a. Bay horse
b. Brown horse – slightly different genetically from bay
2. Cream gene – can affect any base color, generally only bay or chestnut.
Incomplete dominant. Heterozygous = diluted, Homozygous = double
diluted (usually blue eyes)
a. Palomino = chestnut + 1 cream gene
b. Cremello = chestnut + 2 cream genes
c. Buckskin = bay + 1 cream gene
d. Perlino = bay + 2 cream genes
e. Smokey black = black + 1 cream gene
f. Smokey cream = black + 2 cream genes
3. Dun gene
a. Red dun = Chestnut + dun gene
b. Bay Dun = Bay + dun gene
c. Black Dun = Black + dun gene
4. Dapple gene – affects any color. Occurs in spotted appearance and
sometimes flaxen mane. Affects only the black pigment.
Modifiers
1. Grey gene – Dominant. Base color + grey gene. Causes the pigment to
slowly turn grey as horse matures. Requires one parent to be grey.
2. Roan gene – Base color + roan gene. Often confused with grey gene or
grey color. Difference – horses remain same color throughout lifetime.
F. List all face and leg markings on horses.
Face markings –
1. Star – white spot on the forehead
2. Snip – white spot on the muzzle, below or between the nostrils
3. Stripe – narrow white stripe down the center of the face, on bridge of
nose
4. Blaze – wide white area along bridge of nose
5. Bald – White that starts above the forehead, goes to the muzzle, and
extends beyond the bridge of nose.
Leg markings –
1. Coronet – Small white band just above the hoof
2. Half pastern – white marking that extends from hoof to halfway up
pastern
Powerpoint with
pictures
Handout
3. Sock – Extends from edge of hoof, two thirds way up leg
4. Half cannon – Extends from edge of hoof, half way up leg
5. Stocking – Up to knee or hock
Review and Evaluation:
Objectives will be reviewed before examinations. Evaluation will be based upon the objectives
taught in class. Evaluation attached to this lesson.
References:
http://www.ansi.okstate.edu/breeds/horses/
http://www.equine-world.co.uk/about_horses/equine_gender.asp
http://www.equusite.com/articles/basics/basicsColors.shtml
http://www.dummies.com/how-to/content/identifying-horse-parts-and-markings.html
Teaching Aids and Equipment:
Computer
Projector
Powerpoint
Chalkboard/Whiteboard
Genetics Handout