Course:
Unit:
Agriscience I
3. Animal Science
Lesson: 4. Animal Nutrition
LOUISIANA CONTENT STANDARDS AND GRADE LEVEL EXPECTATIONS
Content Standards:

Determining nutritional needs of livestock, poultry, and other animals.

Explaining the handling, processing, and distributing of grain crop products

Understanding and implementing proper crop management
Grade Level Expectations (GLE):

Gather and organize data in charts, tables, and graphs (PS-H-A1).

Differentiate common biological molecules, such as carbohydrates, lipids, proteins, and nucleic acids by using structural formulas (PS-H-C6).

Deliver clear, coherent, and concise oral presentations about information and ideas in texts (ELA-4-H4).
PERFORMANCE-BASED LEARNING OBJECTIVES. Instruction in this lesson should result in students being able to: a. Recognize the nutritional needs of animals relative to their use in the agriculture industry. b. Identify nutritional needs of animals based on age. c. Perform a feed nutrition analysis for the major livestock breeds. d. Discuss the importance of growing forage crops for the major livestock breeds.
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LIST OF RESOURCES. Teachers may find the following resources useful in planning and teaching this lesson:
Textbooks

Burton, L. DeVere. Agriscience Fundamentals and Applications 5th Edition.
Clifton Park: Delmar, 2010.

Gillespie, James R. and Frank B. Flanders. Modern Livestock and Poultry
Production 8th Edition. Clifton Park: Delmar, 2010.

Turner, Lee. Agriscience 5th Edition. Upper Saddle River: Prentice Hall/Pearson,
2010.
Web Sites

www.usda.gov

www.prenhall.com

www.petdiets.com

www.csrees.usda.gov

www.beeftech.com

www.4act.com
Other Resources. The following resources will be useful to students and teachers:
 CEV Multimedia DVD’s (for purchase)

Agriscience Fundamentals and Application Classroom Accompaniment CD
TERMS. The following terms are presented in this lesson:

antibiotic

Balanced ration

by-product

Carbohydrates

cellulose

concentrates

digestive system

dry matter

fat

feed additive

forage

fructose

galactose

green roughage

Hormones

lactation

lactose

maltose

Mineral

monogastric

Nutrition

Protein

Ration

roughage










rumen
ruminants
silage
starch
sucrose
supplement
synthetic nutrients
TDN
urea
Vitamin
LIST OF EQUIPMENT, TOOLS, SUPPLIES, AND FACILITIES
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
Commerical feed tags from various feeds

Charts on various animal digestive systems

Supplied PowerPoint
INTEREST APPROACH.
Nutrition is essential in the growth and development of animals. What is the effect of animal health on humans and what it would mean to our society if animals were not commercially produced.
Have student compare what they think animals eat to what we eat. Compare and contrast.
Students can use a graphic organizer to complete this task.
SUMMARY OF CONTENT AND TEACHING STRATEGIES
Objective 1: Recognize the nutritional needs of animals relative to their use in the agriculture industry
Anticipated Problem: What are humans’ nutritional needs? What nutrients can we not live without? Does a pregnant woman need the same nutrients as a non-pregnant woman?
Content :
 Animal nutrition as important as human nutrition
◦
Focus on:
◦
Feed efficiency
◦
Rate of gain
◦
Days to market weight
◦
Days to Reproducing
◦
Days to Milking
 Terminology
◦
Legumes- plants that can take nitrogen from the air
◦
Protein supplements- feeds that contain 20% or more protein
◦
Animal proteins- come from animals or animal by-products
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◦
Vegetable proteins- come from plants
◦
Marbling- fat stored within the muscles
◦
Fetus- unborn a nimal still in the mother’s womb
◦
Ration: Amount and content of food eaten by an animal in 1 day
◦
Balanced ration: A 24-hour ration with needed nutrients in proper proportions and amounts
◦
Deficiency diseases: Diseases that result from improper amounts or balances of vitamins and minerals
◦
Palatable- taste good
 Digestive Systems
 Digestion – the breaking down of feed into simple substances, which are absorbed into bloodstream and used by the body cells
 Enzymes do most of the job of digestion
 Ruminants “chew their cud” as part of digestion
 Ruminant animals
◦
Use a lot of roughage
◦
Have a four-part stomach
 Nonruminant animals
◦
Have a simple, one-part stomach
◦
More concentrates in their ration
 Absorption of Nutrients
◦
Most digested feed is absorbed from the small intestine
◦
Villi
◦
Tiny projections in the small intestine
◦
Nutrients are absorbed and enter the bloodstream
◦
Feed is not broken down enough in the mouth
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 Major Classes of Nutrients
 Sources of Nutrients
 Feed Composition and Additives
 Classification of Feed Materials
 Concentrates
◦
Low in fiber, high in total digestible nutrients
◦
Examples: Feed or cereal grains (corn, wheat, oats), grain by-products
(wheat bran, brewer’s grain), and animal by-products (tankage, fish meal)
 Roughages
◦
High in fiber, low in total digestible nutrients
◦
Three categories: (1) Dry, (2) green, (3) silage
 Classification of Feeds
 Roughages: legume or nonlegume
◦
Legumes uses nitrogen from the air, higher in protein
◦
Nonlegumes cannot use nitrogen from the air
 Have a crude fiber content of less than 18%
 Fiber is hard to digest part of feed
 Classification of Feeds (cont.)
 Concentrates
◦
Have a crude less than 18%
◦
Energy feeds or protein supplements
 Energy feeds are usually grains such as corn or oats
 Protein supplements have more than 20% protein content
 Classification of Feeds Comparison
 Roughages
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◦
Legume
 Clovers, alfalfa, soybeans, trefoil, lespedeza, peas, and beans
◦
Non-legume
 Corn silage, sorghum silage, fodders, bluegrass, timothy, etc
 Concentrates
- Soybean meal, cottonseed meal, bone meal, meat scraps
 Classification of Feeds
 Protein
◦
Most animal proteins contain more than 47% crude protein
◦
Most vegetable proteins contain less than 47% crude protein
 Ration Functions
Six Functions of a Good Ration
 Ration Characteristics
 Feed accounts for 75% of total cost of livestock
 Poisonous plants should not be included in diets
 Necessary to balance the intake of roughages and concentrates
 Feed Composition and Additives
 Kinds of Feed Additives and Hormones
 Feed additives used for faster weight gain, better health, increased production
 Hormones implants are pelleted hormones used to improve gain
 Low levels in rations over a period of time is common
 Types: antimicrobial drugs, anthelmintics, others
 Proper Method of Hormone Implantation
 Restrain head in squeeze chute
 Do not use instrument with dull needle
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 Be sure needle, area, and site are clean
 Injection site is the middle 1/3 of the ear
 When injecting be careful not to hit a vein
 Withdraw needle slightly before injecting
 Hormone Implantation
 Proper Use of Feed Additives
for Various Species
 Feed additives are generally not used with horses
 Beef producers are major users of additives and hormones
 Feed additives widely used in swine feed ration
 Need to be used in small, regulated amounts
 Regulation of the Use of Additives
 Use of additives and implants is strictly regulated
 Information on regulations can be found in the Feed Additive Compendium
 Feed containing levels of one or more drug is medicated
 Some mixes have a withdrawal period
 Health Concerns
 Concern of development of resistant strains
 After 30 years, no sign of animal or human problem
 If antibiotics were banned, cost of consumer products would rise
 If carcinogenic effects became present, additive would be withdrawn
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• Objective 2: Identify nutritional needs of animals based on age
Anticipated Problem: What nutrients are needed more in older humans, middle age and adolescents?
Content:
 Balancing Rations
 Steps in balancing a rations (or rules of thumb)
◦
Identify the animal
◦
Find the needs of the animal
◦
Find feed composition and select feeds
◦
Calculate the amount of feed to use
◦
Check the ration against the needs making sure its balanced
 Amount of each feed used is calculated
 Ration is checked against the needs making sure it is balanced
 The Pearson Square is a helpful tool to use to balance a ration of two or more feeds
 Livestock rations can be balanced on a computer
◦
Many companies and universities offer ration building services
◦
Computer programs may be used and can help save money
 Feeding Dry, Pregnant Cows and Heifers
◦
Dry, pregnant cows are fed enough to keep good flesh
◦
Weight loss can occur
◦
No more than 10% of body weight should be lost
◦
Certain nutrient requirements should be met
 Lactation Rations
◦
Ration needed depends on the how much milk the cow produces
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◦
Pastures of high quality can usually meet the needs
◦
When pasture is not available cow is fed in drylot
 Creep Feeding of Calves
◦
A way of providing calves with extra feed
◦
Creep feeding may or may not be profitable
◦
There are many advantages and disadvantages to creep feeding
 Growing Replacement Heifers
◦
Only heifers in top half of weaning weight should be kept
◦
Heifer should hit puberty at 12 to 14 months of age
◦
Feed should be palatable and not wasted
 Growing, Feeding, and Care of Bulls
◦
Wean bulls at 6 to 8 months of age
◦
Best gaining bulls are used or kept for sale
◦ Be sure to not overfeed, causing the bull to “go off feed”
◦
Bulls are divided into categories
 Yearling bulls
 Two- to four-year-old bulls
 Mature bulls
◦
Special precautions and procedures should be taken during the breeding season
 Kinds of Cattle to Feed Age and Weight
◦
Feeders are divided in 3 groups based on age
 Calves
 Yearlings
 Older Feeders
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◦
Feeders that are less than 1 year old
◦
Weigh between 350 to 450 pounds (159 to 204 kg)
◦
Gaining in calves is slower
◦
Death losses are higher with calves
◦
Success in feeding depends on feeding skill
 Age and Weight Yearlings
◦
Feeders that are between 1 and 2 years old
◦
Weigh between 550 to 700 pounds (249 to 318 kg)
◦
Well adapted to feeding programs
◦
Often clean up crop residues
◦
Fewer health problems
 Age and Weight Older Feeders
◦
Cattle that are 2 years or older
◦
Weight about 800 to 1,000 pounds (363 to 454 kg)
◦
Fed for only a short period of time
◦
More skill in buying and selling is needed for this type of feeder
 Feeding Baby Pigs
◦
Need colostrum milk to ward off diseases
◦
Need to eat real feed by 3 to 4 weeks
◦
Nibble on creep feed a week after born
 Feeder Pigs
◦
8 to 9 weeks of age
◦
Faster turnover
◦
Management practices are the same as for other hog enterprises
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◦
Less feed required fo r dollar’s worth
◦
Labor is year round
 Feeding of Sheep
◦
Gestation Feeding
◦
Lactation Feeding
◦
Feeding the Ram
◦
Flushing
◦
Feeding Lambs to Weaning
 Feeding Lambs from Weaning to Market
◦
Feeding Orphan Lambs
 Feeding Replacement Ewes
 Feeding Horses
◦
Must be fed and watered at least twice each day
◦
Do not feed moldy or dusty feed
◦
Water the horses before feeding
◦
Hay should be fed before grain
◦
Healthy pregnant mares usually do not need extra grain
 Care for the Suckling Foal
◦
The foal will begin to eat grain and hay at 10 days to 3 weeks of age
◦
Imprinting helps the foal bond to humans
◦
Imprinting teaches immediate submission
 Weaning the Foal
◦
Foals can be weaned at 4 to 6 months of age
◦
Do not run weaned foals with older horses on pasture
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◦
Castrate the colt around 1 year of age
 Results in better development of the foreparts
 Drying Up the Mare
◦
Camphorated oil should be rubbed on the udder
◦
The mare should be put on grass hay or low-quality pasture
◦
Do not milk out the udder of the mare
 Feeding Poultry Chickens
◦
The cost of feed is two-thirds of the total cost of producing eggs and meat
◦
Rations must supply:
 Protein
 Carbohydrates
 Vitamins and minerals
 Water
◦
Pelleted feeds contain more nutrients per volume of feed
◦
55 to 78% of the egg and the body weight is water
◦
Grains make up from 50 to 80% of the total ration
 Corn is the most common used grain
◦
There are different needs for broiler chickens and egg-producing chickens
 Basic Feeding Facts
◦
Feed costs are 40 to 50% of total milk production costs
◦
Feeding has the most influence on the amount of milk any cow produces and meat any animal produces.
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• Objective 3: Perform a feed nutrition analysis for the major livestock breeds
Anticipated Problem: Do we eat the same food as dogs do?
Content
 Review
◦
To perform a feed nutrition analysis for the major livestock breeds would be highly complicated.
◦
However, among species there are some similarities which will we address.
◦
Let first review those major classes of nutrients and feedstuff.
 Major Classes of Nutrients
 Sources of Nutrients
 Ration Functions
Six Functions of a Good Ration
 Feed Composition Tables
◦
Feed composition tables give the analysis of feeds that can be used for rations.
◦
This tables can be found in the back of Modern Livestock and Poultry
Production Book 8 th Edition within the Appendix; additionally, they can be searched online.
◦
They are broken down by species, breed, weight or age.
 Cattle nutrition analysis
 Beef
◦
Based on use of roughages
◦
Depends on where in the US
◦
Include:
 Pasture
 Hay
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 Silage
 Straw
 Corncobs
 Cotton seed hulls
 Rice hulls
◦
Less common:
 Oats
 Straw
 Barley straw
 Wheat
 Swine
 Bred Sows and gilts
◦
Limit fed to about 3.5 to 4.5 lbs
 Growing finishing pigs
– 6.5% of their body weight
 Corn is basic energy for hogs
 Feedstuffs
◦
Sheep and goats
 Should have about 3% of their body weight
 Feedstuffs include:
◦
High quality Hay
◦
Silage
◦
Legumes
◦
Grass
◦
Corn
◦
Anything similar to beef cattle but must be chopped finer
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 To fatten up an animal feed 0.5% of their body weight in fats.
 Horses
◦
Based on amount of work the horse is doing
◦
Table can be found on page 168 of Modern Livestock and Poultry Production
8 th Edition
◦
Ranges from .05 to 2.0 percent of their body weight.
 Poultry
◦
Poultry rations made up mostly entirely of grain
◦
Highest percent of body weight at 10%
◦
Calcium highly needed for laying hens
◦
Feeds stuff include:
 Fish meal or soybean meal
 Pellets
 Corn
 Any grain
◦
Water is key to weight gain
◦
Chickens will eat and drink as long as light is present.
◦
Can raise a broiler to maturity in 4.5 to 6 weeks in this manner by keeping light on them for 23.5 hours.
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• Objective 4: Discuss the importance of growing forage crops for the major livestock breeds
Anticipated Problem: Why do people grow their own vegetable at home?
Content

Feeds

Roughages: pasture, hay, silage, straw, and other crop residues

Roughages used depends on the location
 Provide the cheapest source of energy
 High-quality roughages should be used
 Managing Feed Sources

Forages

Pasture and Hay Land

Crop Residues

Use of Round Bales

Forages
 Should be handled to keep labor requirements low
 Grazing should be used as much as possible
 Harvesting and storing increases the amount of land available

Pasture and Hay Land
 Proper management increases the yield of forage

Rotation grazing is used in maintaining pasture
 Allowed on part of the field at a time

Crop Residues
 Grazing crop residues reduces feed cost
 Help to increase carrying capacity
 Carrying capacity o Number of animals that can be grazed
 Residues can be harvested in different ways

Use of Round Bales
 Cuts labor requirements by 60%
 20% loss of energy, protein and dry matter
 Large bales should be stored inside or under cover

50% loss if not protected
 Access to bales and forages should be controlled
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Bibliography
Burton, L. DeVere. Agriscience Fundamentals and Applications 5th Edition. Clifton Park:
Delmar, 2010.
Gillespie, James R. and Frank B. Flanders. Modern Livestock and Poultry Production 8th
Edition. Clifton Park: Delmar, 2010.
Turner, Lee. Agriscience 5th Edition. Upper Saddle River: Prentice Hall/Pearson, 2010.
Louisiana Team AgEd - Agriscience Education II Curriculum - Page 17 of 24

ASSESSMENT / CRITICAL THINKING SKILLS
Analysis:
1.
Differentiates between facts, opinions, and assumptions within the conclusion. a. Is using hormones on your food safe?
2.
Identifies the contextual components of the issue. a. If you have a 50 lbs pig, how much feed should you feed them based on the
PowerPoint?
3.
Recognizes irrelevant components of the conclusion. a. When making your conclusion on whether or not genetically modified foods were safe, what facts did you ignore?
Evaluation:
1.
Assesses credibility of facts, opinions, and assumptions used to form a conclusion. a. Who did you rely on for your conclusion about genetically modified foods and why?
2.
Assesses people’s general acceptance of the conclusion as being correct. a. Do you think the general public really wants to know everything that goes into making a salad or hamburger?
3.
Determines the significance of the conclusion based on future implications. a. Using the information you have know, how much further do you think we will go with using additives to our foods?
Inference:
1.
Develops possible alternative conclusions to consider. a. What other methods do you think could be done to improve the quality of our foods?
2.
Identifies specific implications as a result of the given conclusion.
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a. Do you see implication of not long term testing these genetically modified foods?
3.
Gives recommendation or a plan to gather more information. a. What other research do you think needs to be done to improve our foods?
REVIEW/SUMMARY. Use the student learning objectives as the basis for review and summary. (Discussion, Q&A, examples of observed methods, etc.)
Digestion is the breaking down of feeds into simple substances that can be absorbed int o the bloodstream. Ruminant animals can use a lot of roughages in their rations. Nonruminants must have more concentrates, such as grain, to add weight gain. We recognize the nutritional needs of animals relative to their use in the agriculture industry. We identify nutritional needs of animals based on age. We realized that performing a feed nutrition analysis for the major livestock breeds is difficult and takes much work. We discuss the importance of growing forage crops for the major livestock breeds.
APPLICATION
Students can grow their animals in class or at home for livestock judging.
Students can visit online sites or a university to see an analysis done on a feed.
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Sample Test -
True/False. Indicate whether the statement is true or false.
____1. Feed is the largest single cost item in the production of livestock.
____2. Proper nutrition is less important in animals than it is in humans.
Multiple Choice. Identify the choice that best completes the statement or answers the question.
____3. In animal feed, what is the average percentage of water? a. 1 c. 10 to 20 b. 50 d. 5 to 10
____4. Carbohydrates make up what percentage of animal rations? a. 25 c. 50 b. 75 d. 10
Completion. Complete each statement.
5. ____________________ animals need very specific amino acids. Ruminant animals need quantity of
____________________ more than quality.
6. ____________________ are a class of animals that have stomachs with more than one compartment.
Matching. Match the following definitions with the terms listed. a. important parts of skeleton, soft tissues, fluids b. only small amounts required, needed for palatability c. major component of muscles and tissues d. composed of sugars and starches e. act as catalyst in other body processes f. solution for nutrients to dissolve in
____7. water
____8. protein
____9. carbohydrates
____10. minerals
____11. fat
____12. vitamins
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Match each major vitamin deficiency to its correct vitamin. a. reproductive failures d. night blindness b. scurvy c. poor blood clotting e. rickets and osteomalacia
____13. Vitamin A
____14. Vitamin K
____15. Vitamin C
____16. Vitamin D
____17. Vitamin E
Short Answer
18. List the eight systems of the body.
19. Name the two major groups of feed additives.
20. Name three by-products from animals.
21. Give an example of a simple sugar used in an animal feed.
22. Name two activities hormones regulate in the body.
23. Describe the difference between green roughages and silage and give examples of each.
24. Explain a balanced ration.
25. Briefly explain the difference between the ruminant and monogastric digestive systems.
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Identification
26. List the name of organs 1 through 6 in the sketch of the digestive system of swine.
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TRUE/FALSE
1. ANS: T
2. ANS: F
MULTIPLE CHOICE
3. ANS: C
4. ANS: B
COMPLETION
5. ANS: monogastric, protein
6. ANS: ruminants
MATCHING
7. ANS: F
8. ANS: C
9. ANS: D
10. ANS: A
11. ANS: B
12. ANS: E
13. ANS: D
14. ANS: C
15. ANS: B
16. ANS: E
17. ANS: A
SHORT ANSWER
18. ANS: skeletal, muscular, circulatory, respiratory, nervous, urinary, endocrine, digestive
19. ANS: growth regulators and antibiotics
20. ANS: Any three of the following: oil meals, tankage, fish meal, meat scraps, blood meal, feather meal, dried dairy products
21. ANS: Any one of the following: glucose, fructose, galactose
22. ANS: Any two of the following: growth, reproduction, milk production, breathing rate
23. ANS: Green roughages are plant materials with a high moisture content such as grasses in pastures, root plants like sugar beets, turnips, and potatoes. Silage is what results from the fermentation of green plants. Some silages are corn, grass, legume, and small grains.
24. ANS: A balanced ration includes all the needed nutrients in the proper proportions and amounts.
25. ANS: Ruminant digestive systems have multicompartment stomachs. The rumen can store large amounts of roughage until it is broken down to use as food. Also manufactured in the ruminant digestive system are the B-complex vitamins. A monogastric digestive system has only one compartment. It stores only small amounts of food. Digestion takes place in the small intestines. Their rations should be higher in concentrates since they cannot break down large amounts of roughage. Their diets should also contain B-complex vitamins since their system does not manufacture them.
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Identify
26. ANS: 1.esophagus
2.stomach
3.small intestine
4.colon
5.rectum
6.anus
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