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Ashlyn Pigg

Grade 10- 12

Agriculture Education

Equine Science

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Table of Contents

TEKS and Strategies

Non-fiction Chapter Book

Non-fiction Chapter Book

Content Textbook

Content Textbook

Website

FFA PDF

Website

TEKS

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130.5. Equine Science

C1 (A) recognize the importance of the equine industry; and (B) evaluate and select horses.

C2 (B) describe the anatomy and physiology of horses

Strategies

Knowledge Rating Scale KIM Concept Ladder Graphic Organizers TOAST Quick Write Story Impressions

Non-Fiction Chapter Book

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Gibbons, G. (2003). Horses! Library of Congress Cataloging-in-Publication Data.

Summary: This book covers the history of equines. The different types and breeds of horses, the anatomy, the reproduction, and life cycle of horses. The different types of gaits to a horse and job for horses.

How to Use: The students will rate what based on a scale their knowledge of horses. After they complete this the students will read the short non-fiction chapter book and take notes on the information they thought they knew and what they didn’t know. After the students complete this the teacher will then discuss the reading and their knowledge scale.

Non-Fiction Chapter Book

Grade Level: 10-12

Interest Level: K-2

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Simon, S. (2005). Horses. Harper Collins Publishers.

Summary: This book discusses the history and wonders of horses. It teachers the reader about the terms used in the horse world. It talks about the different types of horses and ponies. It discusses about the feral horses and different jobs that horses can perform,

How to Use: The teacher gives the students a list of words that are located in the book. Then the students have to go through and find the definition located in the text. After doing so they reread the short book and make a list of context clues to know the meaning of the word in their own way. After the students have completed the teacher will now discuss what the students have learned from the text.

Content Text Book

Grade Level: 10-12

Interest Level: 3-5

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(National FFA Career and Developement Events, 2010-2016)

Ensminger, M., & Hammer, C. (2004). Ensminger's Equine Science Eighth Edition. Upper Saddle River, NJ: Prentice Hall Interstate.

Summary: This content textbook breaks down the fundamentals of equines. It thoroughly discussed the evolution and domestication, breeds/ classes, the anatomy and physiology, and the up-keep for horses.

How to Use: The students will draw a six step ladder. In each step the student will write down questions they want to know about the anatomy and physiology of a horse. After they have completed their questions, the students will then use this text to answer their question. When all is completed the teacher and student will engage in discussion over the assignment.

Content Textbook

Grade Level: 10-12

Interest Level: 9+

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Parker, R. (2003). Equine Science Second Edition. Clifton Park, NY: Delmar Learning.

Summary: In this content textbook it discusses the fundamentals of equine science. It will take you chapter by chapter of everything one needs to know about equine science. It thoroughly reviews the proper ways to judge and select horses. It also goes over the unsoundness of horses, and the anatomy of equines.

How to Use: The students will break out into groups and read through chapters seven and eight, as they are ready they need to be taking notes on proper way to judge a horse and the characteristics needed. After this is complete the groups will now judge pictures provided by the teacher and place their rankings on a graphic organized charts label from poor to best.

FFA PDF

Grade Level: 10-12

Interest Level: 9+

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National FFA Career and Developement Events. (2010-2016). Retrieved from https://www.ffa.org/documents/cde_horse_2012.pdf

Summary: This PDF file teaches the teacher and the teams the rules and regulations for Career Development events. It takes you step by step on what is required for a horse judging team. It informs you about awards and state qualifications, and it also gives teams a sample scenario.

How to Use: The students will test their knowledge on words and questions needed to know for horse evaluation. Then the teacher will read the file and answer the questions and find the meanings to the words, and then put the questions and words onto notecards. Throughout the course the students will study the information and at the end will test their knowledge at the intentional contest.

Website

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American Horse Council. (2014, April 16). Retrieved from National Economic Impact of the U.S. Horse Industry: http://www.horsecouncil.org/national-economic-impact-us-horse-industry

Summary: This website article goes over the importance of horses in today’s economy. It gives the reader all the statistics on horses and their uses to society. It also informs the reader about the diversity of the in the horses industry.

How to Use: The students will write a quick summary on what they think or already know about the horse industry. After they have completed this, the students will then read the article and write another quick summary over what they have learned and if it changed their views on what they already knew. The teacher and the student will then engage in discussion over the summaries and the article.

Website

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Malone, E. (2013, April 16). University of Minnesota: Horse Extension. Retrieved from Preventing and Treating Colic: http://www.extension.umn.edu/agriculture/horse/health/preventing-and-treating-colic/

Summary: This online article discusses the prevention and treatment of colic. It gives it reader’s easy ways to prevent the common disease colic. It always tells the reader about the signs of colic, and how to take proper action if your horse suffering from this.

How to Use: The teacher will split the students into groups, and give the groups words and phrase from the article. The groups will then make up scenarios using the words and phrases given for a horse that has colic and how to prevent it. After they complete the assignment the students must read the article. After the teacher and student will discuss the seminaries and differences to their scenarios and the (Parker, 2003)