Animal Behavior. Problem Area: Animal Health and Administering Veterinary Care. Corresponding E-unit(s). Danville, IL: CAERT, Inc.

Transcription

1 Animal Behavior Unit: Animal Science and the Industry Problem Area: Animal Health and Administering Veterinary Care Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1 Identify and describe livestock behaviors and handling procedures. 2 Compare and contrast between association and rewarded behavior as training methods for companion animals. List of Resources. The following resources may be useful in teaching this lesson: Corresponding E-unit(s). Danville, IL: CAERT, Inc. List of Equipment, Tools, Supplies, and Facilities Copies of sample test Visuals from accompanying masters Copies of student lab sheets Page 1

2 Terms. The following terms are presented in this lesson (shown in bold italics): alpha dog association cross-ties dominant flight zone handling head gates hierarchy instinctive behavior Ivan Pavlov learned behaviors maternal instinct pack mentality point of balance predator-prey instinct rewarded behaviors shearing table social behavior squeeze chutes stress trained behaviors twitch Interest Approach. Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situation. A possible approach is included here. Animals see things differently than humans and may react in ways we do not expect. To illustrate, rub two coins together quickly between your thumb and forefinger. It appears that there are three coins. While rubbing the coins together, ask students how many coins there are. This approach can also be used with pencils. Ask students to hold pencils between their forefingers and thumbs. Students should only apply enough pressure to keep the pencils from falling. Students must then shake their hands up and down quickly, causing the pencils to wave. The pencils will appear to be bending, when in fact, they are unchanged. Explain to students that these tricks of the eye are how animals view the world. Tools or surroundings that seem very normal to us may appear very different to animals that are not used to seeing such things or are used to seeing things in a different place or position. SUMMARY OF CONTENT AND TEACHING STRATEGIES Objective 1: Identify and describe livestock behaviors and handling procedures. Anticipated Problem: What are livestock behaviors and handling procedures? I. Livestock behaviors and handling procedures Page 2

3 A. Handling is the practice of moving animals to and from various locations. Handling often takes place inside pens or chutes to help sort similar animals or to separate one or more animals from a herd. 1. All animal types have natural responses that can be used to aid in herding. a. The flight zone is how close a person can move toward animals before the animals will move in the opposite direction. For dairy cows that are handled daily, the flight zone can be extremely short. Dairy cows are handled at least twice daily and are used to human contact. Beef cows, however, have a flight zone that is usually wider in comparison. b. The point of balance is an area along the side of animals, usually the shoulders, where the handler s position causes the animals to change direction. If a person moves forward of the point of balance, the animals will move backward. If a person moves behind the point of balance, the animals will move forward. 2. Handling techniques can be used to help animals move in a calm way. a. Using handling techniques properly can help avoid stress, which is the result of fear or injury that occurs from improper handling or from a number of other factors. Most animals being moved will become stressed to some degree. To help avoid stress, move animals in groups of two or more. Also, maintaining a quiet, calm working environment and working manner reduces stress. Loud noises or sudden movements can easily startle livestock. b. Facilities used to work animals can also help diminish stress on the animals. Livestock chutes should be curved to avoid bruising and scratching the animals. Walkways should be cleared of debris and textured to provide the animals with sure footing. Animals that see obstacles or notice a difference in the type of flooring will stop moving and will sometimes retreat. Animals are also wary of places they cannot see into, such as dark rooms. Animals can be helped if trailers or barns have lights inside (e.g., skylights or floodlights). 3. Restraint devices are often used when animals need to be worked or examined. All animals will have to be examined for health at some point and will have to be restrained. a. Head gates and squeeze chutes are often used for restraining cattle. The head gate closes just in front of the cows shoulders to keep the animals from moving forward or backward. The squeeze chutes can apply gentle pressure against the cows sides to keep them from jumping or kicking. b. Sheep and llamas are often worked with on a shearing table. For sheep, cheeks and chins are placed in head cradles using nose bands. Llamas are usually placed on their sides with their ankles restrained to keep them from kicking while being examined. c. Horses are generally examined in cross-ties, which are ropes fastened to the horses halters. The cross-ties are usually bolted to a support beam or wall on one side of a hallway. If still unruly in cross-ties, a twitch (a stick Page 3

4 with soft rope that tightens on the upper lip, keeping the horse s attention on its handler rather than the person doing the examination) can be used. B. Livestock animals exhibit a type of communication that utilizes body language and vocalization when around other members of the herd. It is called social behavior. 1. The highest-ranked animal within the group is the dominant individual. The dominant animal is considered the leader of the herd and is often the animal that keeps other herd members in line. Usually, the dominant individual in a herd is a larger or stronger female. When a male is introduced to the herd, he becomes the dominant individual. 2. Dominant females are a basic part of a herd s hierarchy. The hierarchy is the system in which livestock order themselves within a group from most dominant to least dominant. Dominant females keep their top status in the hierarchy by warning other animals and reinforcing their status by expressive body language, vocalizations, and sometimes fighting. C. Instinctive behavior is the behavior that an animal is born with or that comes naturally to that animal. Often, instinctive behaviors have been in existence for thousands of years and are based on early survival tactics. Most instinctive behavior originated in livestock species before humans domesticated them for agriculture. 1. The instinctive behavior that allowed animals to survive is called predator-prey instinct. Modern livestock and poultry still possess this type of instinct. The protective behavior of an animal is a direct result of the predator-prey instinct. 2. Maternal instinct is the natural instinct of a mother to protect and care for its offspring. A pregnant female may exhibit maternal instincts from conception to weaning of the offspring. When the female begins to have her baby, she will often find a secluded, private place. A new mother is extremely protective of her offspring in the first few weeks, as the young are unable to outrun or fight against predators. Many techniques can be used to help students master this objective. Ask the students the anticipated problem questions, and use the corresponding E-unit(s) to reinforce the content. Students will best observe behavior while animals are being handled by completing Lab Sheet A. This lab will allow students to watch and mimic animal behavior. Before beginning the lab, mark out an arena for students. Use VM A as a guide. Page 4

5 Objective 2: Compare and contrast between association and rewarded behavior as training methods for companion animals. Anticipated Problem: What are similarities and differences in association and rewarded behavior as training methods for companion animals? II. Some animal behaviors are influenced by humans indirectly. These are called learned behaviors or behaviors the animals discover on their own that benefit them. Sometimes these learned behaviors are acceptable by human owners, but other times the behaviors are considered bad habits. Livestock and companion animals can have learned behaviors that they pick up or that they see animals exhibit. A. The expression of a behavior due to a specific situation, sound, sight, or smell is called association. A behavior gained through association can take time to create, as these behaviors take lots of repetition of the same experience with the same end result. B. Companion animals are most likely to exhibit trained behaviors. Trained behaviors are behaviors that have been modified by humans for more desirable results. Often, trained behaviors are created by trainers using association as a way to modify the animal s current behavior. 1. The most famous trained behavior using association was constructed by behavioral scientist Ivan Pavlov, from Russia. With enough repetition of a bell and food method, Pavlov was eventually able to ring a bell without food present and the dogs would still drool. 2. Other trained behaviors are rewarded behaviors, such as teaching a dog to sit or roll over. Rewarded behavior is behavior that is created by rewarding a desired reaction to a vocal command given by the owner. Pieces of food are the most effective reward used each time the animal does the desired behavior. C. Because companion animals live more closely with humans than livestock, they are more likely to experience trained behavior. These trained behaviors are often modified to the human owner s desired results and are not always the desire of the animal. However, with association and reward for these modifications, the animal can also find a desire to perform these behaviors. 1. Cats are solitary creatures by nature and are not naturally inclined to accept a dominant figure. Cats are often considered difficult to train since they must be trained by someone who works with the cat s natural tendencies rather than through authority. 2. Dogs are more easily trained than cats because they are more respectful of authority. In groups, or packs, there is one dog that is dominant over all other members, much in the same way as livestock herds. A successful dog trainer will have what is called pack mentality, which is a strong understanding of the hierarchy of a dog pack. A trainer with this skill takes the part of the dominant dog, or alpha dog, in a pack and guides the dog in demonstrating the proper behavior. Page 5

6 Many techniques can be used to help students master this objective. Question students about the content presented, and use the corresponding E-unit(s) to reinforce the content. Lab Sheet B will allow students a hands-on lesson in training mice. The project of training a mouse to read will generally take a week to two weeks for completion. Students may benefit from using a stopwatch to time the mouse s search for food. Explain that when the time the mouse takes to get to the food decreases, the mouse is beginning to learn. While the mouse may not immediately go to the uncovered food bowl, it is beginning to recognize the symbols each time the time decreases. Students may be divided into 3 to 5 groups per class and perform the lab in the classroom. Review/Summary. Use the student learning objectives to summarize the lesson. Have students explain the content associated with each objective. Student responses can be used in determining which objectives need to be reviewed or taught from a different angle. Questions in the E-units may also be used. Application. Use the included visual masters and lab sheets to apply the information presented in the lesson. Evaluation. Evaluation should focus on student achievement of the objectives for the lesson. Various techniques can be used, such as student performance on the application activities. The sample written test can also be used. Answers to Sample Test: Part One: Matching 1. g 2. e 3. b 4. a 5. d 6. f 7. c Part Two: Short Answer 1. Answers may vary, but should include: a. Both are types of training methods. b. Association is behavior that is learned and expressed due to a certain situation, sound, sight, or smell. Association behaviors take time to create. They take many repetitions of the same experience with the same result. Page 6

7 c. Rewarded behavior involves a reward being given for a specific behavior being done at a vocal command by the owner. 2. Explanations will vary, but the three key suggestions are: a. Livestock chutes should be curved to prevent bruising. b. Walkways should be cleared of debris and textured. Animals that see obstacles or notice a difference in the type of flooring may often stop moving and will sometimes retreat. c. Dark areas should be well lit because animals are wary of entering places where they cannot see well. Part Three: Completion 1. cross-ties; twitch 2. hierarchy 3. backward; forward 4. learned behavior 5. alpha dog Page 7

8 Sample Test Name Animal Behavior Part One: Matching Instructions: Match the term with the correct definition. a. flight zone e. predator-prey instinct b. association f. pack mentality c. head gate g. dominant d. stress 1. The highest-ranking animal within a group 2. Instinctive behavior that allowed livestock animals to survive before domestication 3. The act of learning a response based on a situation, sound, sight, or smell 4. How close a person can move toward an animal before the animal will move in the opposite direction 5. The result of fear or injury that occurs from improper handling or from a number of other factors 6. A strong understanding of the hierarchy within a specific group of animals 7. A restraint device that closes just in front of the shoulders of animals to keep the animals from moving forward or backward Part Two: Short Answer Instructions: Complete the following. 1. Compare and contrast rewarded behavior and association as training methods. 2. List and explain the three suggestions for handling facilities that will help lower stress levels on animals being handled. Page 8

9 Part Three: Completion Instructions: Provide the word or words to complete the following statements. 1. Horses are often restrained and examined using. If they are still unruly, the handler can use a stick and soft rope called a. 2. A dominant female is the top animal in a(n), the system in which livestock order themselves most to least dominant. 3. If a handler moves forward of the point of balance, the animal will move. If the handler walks behind the point of balance, the animal goes. 4. A(n) is a modified behavior the animal discovers on its own and benefits from doing. 5. The is the most dominant member of a pack. Page 9

10 VM A ARENA Make the arena approximately 8 feet to 10 feet in diameter Page 10

11 VM B MOUSE LAB SETUP Cardboard with no X (blocking door) Cage Cardboard with X (blocking door) Uncovered food bowl Covered food bowl Page 11

12 LS A Name Cow Tag Purpose The purpose of this activity is to simulate and observe the movements of animals in an enclosed area. Objective Describe how animals react to a handler when being moved in an enclosed space. Materials ruler (or yardstick) masking tape writing utensil paper Procedure 1. Your teacher will create (or will direct you to create) an arena with masking tape on the floor and will assign five students to be in the arena. Each of these students will be a cow to be observed. 2. If you are not picked to be a cow, then you will be an observer. You will each be assigned to watch a specific cow. Record what tricks the cow uses to stay away from the handler. 3. If chosen to be a cow, you will try to stay away from the handler, who will use the ruler to touch you. Walk only. No running or quick movement will be permitted. You must stay within the bounds of the arena marked on the floor while avoiding the handler. If touched by the handler, you must leave the pen and return to your seat to be an observer. The final cow left will win that round of Cow Tag. 4. On your observation sheet, record your cow s name, and explain what the student did when the handler walked toward him or her. Also, explain what the student did when the handler was nowhere nearby. Did the student ignore the handler or keep watching the handler? What part of the arena was safest for the cow, and what area allowed the cow to be caught easily? If your teacher allows more than one round, record the observations of those rounds as well. If you are picked to be a cow, record what you tried to do to keep away from the handler. Did you move away? Did you try to stay in a group? Record these and any other observations on your sheet before turning it in to your teacher. Page 12

13 LS B Name Teaching a Mouse to Read Purpose The purpose of this lab is to train a mouse through associated and rewarded behavior to read a card indicating food. Objective Explain how an animal learns a trained behavior through associated training and rewarded training. Materials one mouse with habitat (cage and attached rooms) two small food bowls wire screen rubber band two pieces of cardboard black marker scissors tape optional stopwatch two tubes (empty paper towel rolls, etc.) Procedure 1. After setting up the cage with attached rooms, cut the wire screen one inch larger than the perimeter of the bowl. Place food in the bowl. Use the rubber band to secure the screen and to completely cover the bowl with the screen so that the wire cannot be peeled away from the bowl. The mouse should be able to see and smell the food, but it should not be able to access it in any way. 2. Fill the second bowl with food, and place one bowl in each side compartment. 3. Take two pieces of cardboard, and use scissors to cut matching holes in the bottom of each piece. On one piece of cardboard, use your marker to draw a large, dark X above the hole you have cut. Place this piece of cardboard in front of the tube leading to the open food bowl. Place the blank cardboard in front of the tube leading to the covered Page 13

14 Cardboard with no X (blocking door) Cage Cardboard with X (blocking door) Uncovered food bowl Covered food bowl food bowl. Be sure to put the holes at the bottom so the mouse can walk through them before taping the cardboard sign to the side of the cage. 4. Once the cage has been set up for the experiment, place your mouse in the center cage between the two tubes. Allow the mouse time to adjust to his new surroundings and to find the open container of food. 5. Each day for the first three days, move the signs and the filled food bowls to opposite compartments. Be patient! Mice may take time to learn this new skill. Some mice will learn as soon as two weeks, but others may take longer. 6. At the end of the fourth day, close the mouse off from the food compartments at night, only supplying water. The next day, allow access to the food and observe which bowl the mouse chooses first. Keep closing off food at night and feeding in the morning, switching bowls each time to keep your mouse relying on the sign to get to his food. 7. Record the mouse s reactions each day. Does it hesitate at the signs the first day they are switched? What about the second? You may also want to time your mouse to see how long it takes to get to the uncovered food bowl. If the time decreases after a few days, your mouse is starting to learn! Page 14