Autumn 2006 Newsletters
Message from the President
James I. Munger
Learning to “Live With” Frameworks and Standards
In 1957, I graduated from Michigan State with a B. A. in chemistry, instead of a B. S., because I had taken a few education courses instead of a second year of German. I was to begin teaching at the Arthur Hill Technical School in the fall and had been asked to teach some mathematics. To prepare, I took a three-credit course in Theory of Equations during the summer, which completed my math minor. When I arrived at school in the fall, I found I had been assigned five different math classes and no chemistry. Oh, and they asked me to start up their basketball team for an extra $300.
I believe that my case is somewhat typical of the experience of teachers today. UMass-Dartmouth’s Chancellor McCormick speaking at a luncheon recently, quoted a survey that reported that only two out of 20 recent high school math teachers had met the requirements for teaching mathematics.
How can we expect teachers to show the confidence, excitement and the “know how” to teach so no child is left behind without adequate preparation? In many countries there is no attempt to accomplish such a goal. But we in the United States state the goal and then do little to support the action.
MAC feels strongly that teachers need support in teaching science, math and technology. This summer we offered a three-credit graduate-level course that was designed to help support teachers in this area. The 21 teachers who participated visited five farms during the summer, where the practical application of new technologies were demonstrated. Topics ranged from hybridization of plants and animals to resist diseases to new ways of conserving resources that help assure a constant nutritious food supply.
We hope our many partners who recognize the importance of education, will support our effort to offer teachers these valuable experiences. This that will help make future generations stronger and better able to compete with their counterparts globally.
Animals in the Classroom
by Patricia Cabral
Agricultural Education Outreach,
Massachusetts Department of Agricultural Resources
Educational programs involving animals in the classroom promote student responsibility and expose students to the various career opportunities associated with agriculture. Animals are an everyday part of our society, contact with them promotes understanding of the social and economic value associated with various species. In addition it is an opportunity to encourage healthy and appropriate interactions between children and animals.
It is important, however, to consider the issues that arise when the decision is made to bring animals into the classroom. The program needs to be designed to assure that the animal is properly maintained during school hours as well as outside of the school’s schedule. To protect human and animal health, proper biosecurity methods must also be employed.
Proper hand washing is a critical part of the protocol for handling animals. Information and materials regarding hand washing are available through the Massachusetts Department of Public Health’s website, http://mass.gov/dph. Children may come into contact with animals as pets, at exhibitions or at farms, petting zoos, pet stores or other animal venues. The best way for assuring health and safety is for the child to know proper protocol for the individual species being handled.
Prior to the onset of a project that includes animals in the classroom, the educator and the student will need to have a plan in
place for the various issues that can arise regarding the species. The plan needs to address human and animal health concerns; obtaining the animal from a known and safe source; having proper space and equipment available, and relocating the animal to a suitable facility at the end of the project.
Raising chicks in the classroom is a popular program that allows students to hatch eggs as part of their studies. After the eggs have hatched and the chicks mature, they will need to be placed in a facility that normally cares for poultry. One challenge is that it will be easier to place a hen than a rooster.
In addition to having the experience of learning about the animals themselves, students have the opportunity to expand their interests into the current issues surrounding animals and agriculture in general. Subjects such as the avian influenza and the National Animal Identification System (NAIS) are current topics of importance.
Avian Influenza
Concerns about avian influenza have prompted questions regarding chicks in classroom programs. Avian influenza (AI), also known as bird flu, is a contagious viral disease that generally infects poultry, turkeys, game birds and waterfowl, and is naturally found in wild birds and migratory waterfowl. AI viruses are classified into two categories: low pathogenic (LP) and high pathogenic (HP). The distinction between low pathogenic avian influenza (LPAI) and high pathogenic avian influenza (HPAI) is based upon the severity of the illness.
The occurrence of LPAI is not uncommon within domestic flocks in the United States. Symptoms of LPAI are generally mild and in many cases clinical signs are not present. Birds infected with LPAI may exhibit signs of depression, decreased food consumption, respiratory signs (coughing and sneezing) and a decrease in egg production. Currently there is no evidence that HPAI exists in the U.S.
To ensure animal and human health and to protect the economic interests of poultry owners in the state, the Massachusetts Department of Agricultural Resources (MDAR) in conjunction with the United States Department of Agriculture (USDA) Animal and Plant Health Inspection Services (APHIS) has implemented surveillance and testing programs. MDAR employs poultry inspectors who oversee testing and assist flock owners with disease issues. In addition, the USDA has implemented trade and importation restrictions from countries known to have HPAI. Educators operating programs involving poultry should only accept poultry that has from a tested flock.
National Animal Identification System (NAIS)
Through a cooperative agreement with the USDA and MDAR is currently working to identify premises where animals are kept in accordance with the National Animal Identification System (NAIS). Due to increased concerns regarding animal diseases, most notably foot and mouth disease, “mad cow disease” and avian influenza, MDAR recognizes the need to protect animal and human health and the economic interests of the agricultural community.
The NAIS program consists of three key components: Premises Identification; Animal Identification (AIN); and Animal Tracking. Currently, MDAR is working to register premises where animals are kept. The second portion of the program, AIN, allows for animals to be identified through methods most appropriate for each species. The USDA is still in the process of revising and completing a program that will achieve their goals for AIN. As information becomes available, MDAR is reviewing it to assure that it will meet the needs of the citizens of the Commonwealth. Due to the fact that AIN information is insufficient, MDAR has not committed to any animal identification methods at the current time. The final portion of the program, animal tracking has not been addressed.
All livestock and poultry owners are encouraged to register regardless of the size of their operations or the number of animals on their premises. More information and how to register your site is provided in the article at the bottom of this page. MDAR has a variety of other information on agriculture-related topics and issues on their website, www.mass.gov/agr.
Purpose of the National Animal Identification System
The Massachusetts Department of Agricultural Resources in cooperation with the USDA is developing a National Animal Identification System. The purpose of the system is the identification of premises where animals are kept in order to protect animal and public health, economic interests and safeguard against intentional acts that pose a threat to food sources.
An efficient identification system will ensure the realization of a well-organized trace-back process to identify premises and animals exposed to diseases. The ultimate goal is to have the ability to identify the source of infection within 48 hours of discovery. A timely trace-back system will ensure competent recognition, containment and eradication of diseases. Registration is a beneficial tool for tracking animals such as the BSE (mad cow disease) cow in Alabama. That cow was 11 years old and had been traced through at least 32 premises.
In the event of an outbreak of a potentially infectious disease, such as avian influenza, premises registration will enable officials to determine where at risk animals may be located. Timely identification will ensure the safety of animal and human health.
The Department of Agricultural Resources will protect information obtained for the purposes of registering premises. Information will not be released unless done so by court order.
Registration can be achieved by completing a Premises Registration Form available for downloading on NAIS web page of the MDAR site www.mass.gov/agr/animalhealth/nais. To assist in the process, MDAR is integrating information collected by local animal inspectors for the purpose of premises registration. Owners of registered premises may contact MDAR to inquire about their registration status.
Registration information is stored through a USDA database. Premises owners or their authorized agents may review and update information. Owners are supplied with a password that allows them to access their information. Once registration has been completed, the USDA will supply MDAR with a password for the registered premises, which will be made available to premises owners.
Registration, at this time, is voluntary. However if you own animals that come into contact with the public you are encouraged to do so. It is free and easy to register, taking only a few minutes.
Value of Classroom Animals
Animals can be effective teaching aids and students of all ages can benefit from the exposure. Here are just some of the benefits of live animals in the classroom:
- provide an emotional connection
- build empathy for living things
- teach responsibility
- teach respect
- understanding of the needs of others
- understanding of the commitment
required of pet ownership
- demonstrate responsible pet handling
- foster a sense of stewardship and
respect for the environment
- demonstrate the benefits of living in
harmony with other creatures
- offer an appreciation for the unity,
interrelationships and complexity of
life
- offer exposure to live animals, where
students have limited opportunity
- develop students’ observation and
experimentation skills
- enable study of animal habits and
cycles
Some Suggested Activities
Activities can cover a wide variety of topics and complement lessons across the curriculum. Here are just a few:
- Chart growth records for your animal.
- Calculate body weight versus consumption of food and water.
- Study the anatomy of the animal.
- Study the basic reproduction of the animal.
- Research the animal to understand where it lives in the wild and what conditions it prefers.
- Learn about threatened and endangered species.
- Read a book about your animal.
- Write a story about the animal.
- Draw a picture or make a mural.
Some Issues to Consider
There are a lot of educational benefits to live animal experiences with children in the classroom. However, many of these experiences can be as easily achieved during a farm field trip, zoo visit or through a guest presentation in the classroom. The following list of concerns, issues and responsibilities may help you to decide if a pet is right for your classroom.
- Are any special permits required?
- If your school has a plan for animals in the classroom, be sure to review it.
- Talk to your principal about your idea, and be sure to receive permission.
- Let the custodian know there will be an animal in your classroom. Decide your respective roles and responsibilities. Check to see if any insecticides, pest control chemicals or cleaning products may be harmful to the animal.
- Who is liable for the pet's behavior? Some animals do bite.
- Are there clear parent notification guidelines and safety protocols?
- Do any students have asthma or allergies that would preclude keeping certain animals?
- Who will pay for the food, cages, bedding and veterinary care?
- Be sure to fully understand the level of commitment and responsibility. You must be able to provide constant and compassionate care. This requires time and knowledge. Research the best pet for your classroom.
- Be prepared to deal with issues relating to pet death and grief. Some animals are carnivores, and will need to be fed other live animals.
- Pets should be obtained from a reputable source. No wild animal, no matter how tame or cute, should be brought into a classroom except under the direct supervision of a qualified animal care professional.
Compassionate Care
Care of animals must be consistent, conscientious and meet their specific needs for water, food, habitat, social interaction and any other special requirements. They must also be free from distress. Develop your classroom plan, to include:
- Food: Use the proper feed for the type of animal and establish a consistent feeding schedule. Keep all food in tight containers. Wash fresh produce thoroughly before feeding animals. Dispose of uneaten food immediately.
- Water: Adequate fresh water must always be available.
- Habitat: A clean, appropriate environment should be maintained. At a minimum, cages should be large enough to allow animals to stand or lie in a normal position. Establish a consistent routine for cleaning cages, and make sure they are vermin proof.
- Freedom from Stress: Locate cages in an area that has adequate ventilation but is free of drafts, has appropriate light with protection from harsh sunlight, is quiet and secure and within the animals comfort range for temperature. Many public buildings reduce heat and air conditioning after hours and on weekends. Teach students to approach animals in a quiet and calm manner.
- Number of Animals: Is the animal solitary or is it a social animal that must live in pairs or colonies? Keep social animals in same sex pairs or have them spayed or neutered.
- Medical Care: Isolate sick-looking animals and contact a veterinarian.
- Weekends and Holidays: Develop a plan for care and shelter during school hours, after school and during holidays and summer. Include provisions for evacuating in case of fire or disaster. Animals, such as fish, can be left over the weekend. A rotation can be set up for students to take home mammals. An agreement can be set up with the custodial staff or you can come in.
- Hand Washing and Food: Make a plan for students to wash hands prior to handling animals and after. Set aside non-animal areas of the classroom. Food should be eaten only in non-animal areas.
Microorganism Menace
Diseases are caused by tiny microorganisms, such as bacteria and viruses. Bacteria are simple, one-celled organisms, ranging in size from .3 to 2.0 microns in diameter. They exist almost everywhere and make up 80 to 90 percent of the Earth’s living matter. Most are harmless to people; many are beneficial. In our intestines they aid digestion, destroying harmful organisms. They also play a role in nutrient cycling by breaking down organic wastes.
Viruses are much smaller than bacteria, ranging in size from about .001 to .3 microns in diameter. They are not made up of cells and lack some of the substances needed to live on their own. They enter a cell and use the cell’s materials to live and reproduce. Viruses cause many common diseases such as chickenpox, measles, mumps, the common cold and influenza, as well as serious diseases such as hepatitis, polio, rabies, and Acquired Immune Deficiency Syndrome (AIDS).
Disease-causing microorganisms, known as pathogens, can invade the human body and cause disease. Pathogens take over some of the body’s cells and tissues, using them for their own growth and reproduction. As they multiply they damage or destroy the cells and tissues. Harmless bacteria can also cause disease when they are transported to a place where they are not normally present.
Diseases can be spread by people, animals and non-living things. People spread germs through coughs, sneezes, unwashed hands and direct contact with an infected area. Animals such as mosquitoes, fleas and other blood-sucking insects may transmit germs. Handling or being bitten by infected animals spreads germs. Impure drinking water and contaminated food may carry pathogens. Some pathogens can survive a long time
Wash Those Hands
Washing your hands is the single most effective strategy in preventing sickness and diseases. Unwashed hands can carry germs into the mouth. This is particularly true when people fail to wash their hands before handling food, after using the bathroom or after handling animals
Contact with animals can cause the transfer of microorganisms such as e. coli, salmonella, campylobacter and cryptosporidium. Whether in the classroom, on a farm or in your home, always wash your hands after you:
- touch animals, especially reptiles.
- pet or groom an animal.
- clean an animal’s cage or handle
animal wastes.
- feed or water an animal or handle
their food and water bowls.
- investigate owl pellets, feathers,
scat, fur, bones and other objects
picked up outside.
To make sure your hands are really clean, scrub your palms, between your fingers, the backs of your hands and under your fingernails for at least 20 seconds.
Use regular soap. Any basic soap or detergent will break open the outer coat of the bacteria and kill them. Antibacterial soap isn’t necessary. These soaps do kill bacteria, but may contribute to the growing problem of antibiotic resistance. After rinsing, dry your hands with a paper towel. Use the same paper towel to turn off the water and open the restroom door.
If you are out of doors or on a farm where a sink with soap and hot water are not available. Hand sterilizing products such as Purell may be used. For more information about hand washing, visit the MA Dept of Public Health, www.mass.gov/handwashing.
Microbe Experiment
Try this experiment using potatoes to demonstrate the spread of microbes.
Materials: Three large new clear self-locking plastic bags, three potatoes of a similar type, a hand- washing station.
The day of the experiment, wash your hands and the peeler and then peel the three potatoes. Wash all three potatoes for a least 20 minutes with soap and water after peeling. Put one potato in each plastic bag to be used later. Label the bags potato 1, 2 & 3.
Potato 1 is the unhandled potato in the experiment. Leave it in the bag and keep it sealed. Potato 2 is handled with dirty hands. Pass this potato around the room for all students to handle (the dirtier their hands the better).
Seal potato 2 in its plastic bag. Be sure the bag has the same amount of air as Potato 1.
Potato 3 is handled later by students who have properly washed their hands and will then be sealed in a bag. Set up a hand-washing station and have all students wash their hands.
Students will then make a prediction about what they think will happen to the potatoes as a result of the different treatments. Based on this experiment, students should be able to make personal decisions and behavioral changes about how and when they wash their hands. Two to three weeks may be necessary to see results among the different potatoes.
Safety Warning: Plastic bags should not be opened after the potato has been handled and sealed inside because infectious microbes may grow on some of the potatoes. There may also be spores that irritate the nose and throat.
(This activity was adapted from Project Food Land and People).
Animals in the Classroom Resources Resources
The information from this newsletter was taken from the resources listed above.
Click here to send us a message or add a name to our mailing list