Safe Facility Designs Task

Click here to download the teacher resource for "Safe Facility Designs Task."

Course: Veterinary Science / Large Animal Science 

Task Length: Two 1-hour sessions

Field Safety Hazards – Safe Facility Designs

Task Description

Standards

Students will:

Day One

  • Watch the first minute and 40 seconds of a video that introduces Temple Grandin and her work with guided notes.
  • Read the “Working Cattle with Safety in Mind” attachment and Investigate animal handling preferences.
  • Design a low stress corral system and alley way for loading livestock in trucks

Day Two

  • Present final design in virtual or video format explaining the advantages and efficiencies.

Veterinary Science

  1.  Compare and contrast the safety hazards associated with clinical and field settings. Review safety hazard case studies and recommend research-based practices to prevent the safety hazard in the future.

Large Animal Science

  1. Synthesize research on the historical importance of cattle, noting major economic, social, and medical advances impacting domestication. Produce an informational essay or model (such as a timeline, graphical illustration, or presentation) that formulates comparisons among different cattle breeds. Demonstrate conceptual understanding and technical skill in current practices of comprehensive health care and management for the following:
  2. Design appropriate facilities based on assessment of needs and present plans in a visual format

 Content Understandings

Extending Understandings

Upon successful completion of these tasks students will demonstrate the ability to:

  1. Explain the components needed for the handling facility.
  2. Provide the rationale for the use of each component.
  3. Explain the rationale for using each component in the specific location(s).

To move students towards deeper understanding, they should be given opportunities to:

  • Construct a 3-D model of the handling facility to ensure the functionality of the design.
  • Compare and contrast two different designs to decrease labor and increase efficiency.

Support Strategies

If students are struggling to access this task, additional supports and strategies could be employed as students are engaging with the task.

Key Terms

Sentence Frames

Scaffolded Questions

Behavior

Environment

Handling

Livestock

Well-Being

  1. Different objects can stimulate an animal’s ____________, causing it to react either positively or negatively.
  2. Changing ________________ or location alters an animal’s comfort level and can leads to aggressive behavior.
  3. The farmer will have to ____________ the cattle to give them their vaccinations each spring.
  4. Farmer John raises the following ___________ on his farm, beef cattle, swine, sheep, and meat goats.
  5. I check the ______________ of my cattle weekly by walking through the herd and reviewing individual cow records.
  1. What are the benefits to having calm and content animals when providing veterinary or routine medical services?
  2. What benefits are the results of having calm and content animals to the farmer, veterinary staff, or veterinarian?
  3. Why is each of these components necessary?
  4. What aspects of your design keep cattle calmer and safer than other designs?
  5. How have you addressed human safety in your design?
  6. How would you describe the sequence of safety benefits for cattle and humans as the cattle move through your newly designed corral?

Instructional Resources

  • “Temple Grandin Talks To George Stroumboulopoulos” (Stombo. (2013, Sept. 14). Temple Grandin Talks to George Stroumboulopoulos [Video] YouTube.https://www.youtube.com/watch?v=mb7Y7ueMBmg)
  • “Working Cattle with Safety in Mind” (Krikpatrick, F. D. & F. M. Hopkins. Working Cattle with Safety in Mind.(W332). Retrieved from https://extension.tennessee.edu/publications/Documents/W332.pdf)
  • “Build It Better Design Plan” (Bottoms, M., & Vann, T. (2012). Build It Better Design Plan [Online handout]. National Agriculture In The Classroom. Retrieved from http://naitc-api.usu.edu/media/uploads/2015/12/01/Build_it_Better_Design_Plan.pdf
  • “Build It Better Design Grading Rubric” (Bottoms, M., & Vann, T. (2012). Build It Better Design Grading Rubric [Online handout]. National Agriculture In The Classroom. Retrieved from http://naitc-api.usu.edu/media/uploads/2015/12/01/Build_it_Better_Design_Grading_Rubric.pdf)
  • “Build it Better Design Resources” (Bottoms, M., & Vann, T. (2012). Build It Better Design Resources [Online handout]. National Agriculture In The Classroom. Retrieved from http://naitc-api.usu.edu/media/uploads/2015/12/01/Build_it_Better_Design_Resources.pdf )

Supplemental Instructional Resources

Online Presentation Platforms:

Suggested General Supplies List for Building Scale Model (Quantity will vary by design)

  • ruler
  • scissors
  • glue
  • poster board
  • craft sticks
  • chenille stems (pipe cleaners)
  • cardboard
  • cereal boxes
  • toothpicks
  • fabric

TASK GUIDES

  1. Today’s activity you will be designing a corral system for cattle. Temple Grandin is a legend in the world of animal agriculture. She is known for her extraordinary understanding of the animal mind which has assisted her in designing animal handling systems—especially in cattle production. Temple Grandin gives credit to her autism, a condition that makes social interactions with other people challenging, for helping her understand how animals think and respond to their environment.
  2. Watch the first minute and 40 seconds this video that introduces Temple Grandin and her work.
  3. Review the Build It Better Design Plan handout (see link). Design a model livestock corral and alley way for loading livestock onto trucks for transportation. The goal of your design is to keep the animals calm and safe. You will be graded on the effectiveness, efficiency, and durability of your design. As you research and plan their design, you should record their progress on the Build It Better Design Plan handout. You must have teacher approval for their plan before starting construction. You can use a variety of materials available such as cardboard, cereal boxes, poster board, craft sticks, etc., or an online 3-D drawing program.
  4. Once your model is completed, present your design to the class in a three-to-five-minute virtual presentation. Students should highlight research findings, design characteristics, modifications, and their construction procedure. The teacher will grade the models using the Build It Better Design Grading Rubric and each students will complete the rubric to grade their peers.
  5. At the conclusion of the lesson be prepared to discuss the reflection questions on the Build It Better Design Plan handout.

Student Resources

Click here to download the Guided Notes for this task. 

Guided Notes for Watching the Temple Grandin Talks to George Stroumboulopoulos Video

Complete the questions below

  1. What disorder is Temple viewed as hero for turning the disability into a gift?

 

  1. What was the special gift that Temple discovered about herself while working on her aunt’s cattle ranch?

 

  1. Cattle uses _____________________ to navigate through their world.

 

Guided Notes for Reading Working cattle with Safety in Mind

 

Directions: Use this guide to complete key information for this task.

  1. Farm accidents where animals were a factor is one out of every ______________injuries, ranking ______________ to machinery in total cases.

 

  1. More than __________________ of the animal injuries were the result of ______________________________.

 

  1. ________________________________ and _______________________________can cause cattle to balk from entering or moving through a corral or handling facility.

 

  1. According to this article, is screaming and hollering at cattle an effective way to move cattle? Why?

 

  1. Cattle have a comfort zone called a ____________________.

 

  1. How can you use this zone to move cattle through a corral or handling facility?

 

  1. Changing an animals’ ___________________ alters their comfort level and may become agitated and aggressive.