Louisiana Team AgEd
Louisiana Agriscience Education Curriculum
Course:
Agriscience I
Unit:
Animal Science
Lesson:
Animal Selection Based on Physiology and Genetics
SPECIAL NOTICE
This lesson was developed using objectives that are not aligned with
Louisiana’s approved Agriscience I curriculum. This lesson is being included,
but will need to be revised next summer according to state approved
curriculum guidelines, as follows:
Unit Three
Animal Science
Lesson 2. Animal Selection Based on Physiology and Genetics
a. Distinguish among the major breeds or production types of primary livestock
species.
b. Research the history of the primary livestock species.
c. Describe the events that led to major livestock breeds being introduced to the United
States.
d. Determine the market classes and market grades used for the primary meat yielding
animals.
e. Explore the influence of pedigrees, blood tests, and DNA tests on livestock selection.
f. Visually determine the primary criteria for stock selection in each major type of
livestock mammal.
g. Orally develop reasons for the placement and selection of market breeding and
performance animals.
Louisiana Team AgEd - Agriscience Education I Curriculum - Page 1 of 6
Louisiana Team AgEd
Louisiana Agriscience Education Curriculum
Course:
Agriscience I
Unit:
Animal Science
Lesson:
Animal Selection Based on Physiology and Genetics
LOUISIANA LEARNING STANDARDS AND GRADE LEVEL EXPECTATIONS
Learning Standards (LS):
 FFA students will understand the concepts and principles of animal science.
o Selection of livestock, poultry, and other animals
o Anatomy and physiology of livestock, poultry, and other animals
o Reproduction of livestock, poultry, and other animals
o Nutrition of livestock, poultry, and other animals
o Environmental factors affecting livestock, poultry, and other
animal systems
o Ethical issues related to livestock, poultry, and other animal
systems
Grade Level Expectations (GLE)
 Identify the basic structure and function of nucleic acids (e.g., DNA, RNA)
(LS-H-B1).
 Describe the relationships among DNA, genes, chromosomes, and proteins
(LS-H-B1).
 Compare mitosis and meiosis (LS-H-B2).
 Analyze pedigrees to identify patterns of inheritance for common genetic
disorders (LS-H-B3).
 Calculate the probability of genotypes and phenotypes of offspring given the
parental genotypes (LS-H-B3).
 Describe the processes used in modern biotechnology related to genetic
engineering (LS-H-B4) (LS-H-B1).
 Identify possible positive and negative effects of advances in biotechnology
(LS-H-B4) (LS-H-B1).
PERFORMANCE-BASED LEARNING OBJECTIVES. Instruction in this lesson
should result in students being able to:
1. Name and describe the various breeds of cattle, swine, sheep, goats, equine
and poultry.
2. Identify that a family of livestock sharing the same phenotype and genetic
traits comprise a breed.
3. Identify performance traits selected for quality meat, milk, reproductive, feed
efficiency and durability.
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LIST OF RESOURCES. Teachers may find the following resources useful in
planning and teaching this lesson:
Textbooks
 Modern Livestock & Poultry Production (Gillespie / Delmar)
 Agriscience Fundamentals & Applications
Web Sites
 http://www.glenrosearkansasffa.org/- Animal Science (genetics)
 http://www.ansi.okstate.edu/- Animal Science (genetics)
 http://www.naae.org/- Beef Breeds
Other Resources. The following resources will be useful to students and teachers:
 CEV DVD’s & Power Points
 Instructor’s Guide to Modern Livestock & Poultry Production
 Hoards Dairyman
 Seed Stock
TERMS. The following terms are presented in this lesson:
 Breed
 Genetics
 Phenotype
 Performance Records
LIST OF EQUIPMENT, TOOLS, SUPPLIES, AND FACILITIES
 Audio Visual Equipment
 Computer
 Text Book, Workbook, etc.
INTEREST APPROACH. Use an interest approach that will prepare students for
the lesson. Teachers often develop an approach for their unique class and student
situations. A possible approach is included here. Students will brainstorm and
research the importance of breed selection and breed genetics with choice quality
meat, milk, and poultry retail products as the result.
SUMMARY OF CONTENT AND TEACHING STRATEGIES
Objective 1: Name and describe the various breeds of cattle, swine, sheep, goats,
equine and poultry.
Anticipated Problem: What makes a breed a breed?
Content: Characteristics that identify that breed; color, muscle mass, structure, size,
polled.
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Objective 2: Identify that a family of livestock sharing the same phenotype and
genetic traits comprise a breed.
Anticipated Problem: How is the quality of a steak determined by the breed?
Content: Ex. Angus vs. Longhorn. Ribeye area, marbling are heritable traits.
Objective 3: Identify performance traits selected for quality meat, milk,
reproductive, feed efficiency and durability.
Anticipated Problem: Why would you select a dairy cow rather than a beef cow to
produce milk?
Content: Dairy cattle produce 10 times more milk than beef cattle.
REVIEW/SUMMARY. :
1.
2.
3.
Name and describe the various breeds of cattle, swine, sheep, goats,
equine and poultry.
Identify that a family of livestock sharing the same phenotype and genetic
traits comprise a breed.
Identify performance traits selected for quality meat, milk, reproductive,
feed efficiency and durability.
APPLICATION.:
1. Student will present an oral report on specific characteristics of the beef
breed in their area. The breed will be assigned to them.
2. Prepare a list of sources of purebred swine and cattle in their area.
3. Ask a local dairy farmer, livestock producer or poultry farmer to speak to
class.
EVALUATION. :
1. Performance and or written test.
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SAMPLE TEST:
Student Name:___________________
1.
What does the term heritability mean?
The measure of how much of a trait was passed on to the offspring by
genes.
2.
Which traits are highly heritable in livestock?
A. Carcass traits
B. Rib eye area
C. Back fat thickness
D. Percentage of muscle
3.
Which traits are low in heritability?
A. Weaning weight (depends on environment)
B. Number of offspring born (hogs and sheep)
4.
Discuss with class how all of these factors must be considered when
selecting market or breeding animals.
5.
If computers are available, contact a university specialist to see if you
could utilize a computer program to generate performance data.
6.
What are the different types of performance data which are utilized by
the livestock industry?
A. Indexes
B. Mothering ability
C. Estimated breeding value (EBV)
7.
If possible, use performance data to rank a class of animals. If live
animals are not available, utilize a livestock judging videotape and
match performance data to those animals.
8.
What is an expected progeny difference?
A. Used to predict the differences that can be expected in the
offspring of a particular sire over those of other bulls used as a
reference.
B. Show students how to use EPD=s in selecting livestock.
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Angus Heifers
Number
1
2
3
4
Birth Weight
2.0
6.3
1.2
1.8
Weaning Weight
36
24
35
38
Yearling Weight
57
41
62
54
Milk
12
8
17
10
C. Rank these Angus heifers as they will be used as replacements in a
purebred herd which sells bulls to commercial producers and saves
replacement females. Feed and labor resources are good.
D. Explain to students that low birth weight EPD=s are good for calving
ease.
E. Weaning weight and yearling weight EPD=s are growth traits which
should be high.
F. Milk EPD=s should be high if females will be retained.
Note: On data the heifers should be ranked 3-1-4-2
** Reference site- http//glenrose.com
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