The musculoskeletal system includes bones, joints, cartilage, muscles, ligaments and tendons. In order to describe anatomical landmarks for example for the purposes of surgery and to be able to describe different directional information, for example when recording the view of a recently taken x-ray, it is necessary to have a way of describing the planes and axes that can be applied to the musculoskeletal system to pinpoint a specific anatomical area.

Students will learn about different opportunities within the horse industry, how they are incorporated within the livestock industry and the recreational use of horses.

 Equine Facilities Project Grade Level: 9th - 12thSubject: Animal ScienceDuration: 4 daysDOK Level: 4SAMR Level: AugmentationIndiana Standard: AS-9.1 Identify facilities needed to house and produce each animal species safely and efficiently AS-9.2 Select equipment and implement animal handling procedures and improvements AS-9.3 Identify optimal environmental conditions for animals Objective: The students will be able to apply the principles learned in animal management to design a equine facilities that meets the needs of a given scenario. Procedure: Hold a class discussion on the requirements that need to be met to house a horse properly. Ask the students to answer the Following questions, “What do you feel is the most important need to address when planning a facility and why?” “What questions do you need to ask the owner?” Divide the students into pairs.Handout and explain the expectations of the Equine Facilities Project. Use google classroom to handout the project sheet and keep posted on the student's progress.Demonstrate the FBI Planner Program . Allow the students to research and use their own method to create the blueprint of the facilities. Day 2 Check progress of the students. Make sure the students have a plan and system to get the project completeDay 3 Check the students’ written descriptions for the project. Make sure there are no misunderstandings to this pointDay 4 Have the students present their ideas to the rest of the class. Product or Assessment: The students product will consist of a blueprint of the facilities and a written description describing the blueprint with reasoning/justification to the decision that were made.  

Students will learn about the difference in horse colors, leg makrings and face markings. 

 Horse Diseases Grade Level: 9th - 12thSubject: Animal ScienceDuration: 3 daysDOK Level:  2SAMR Level:  Substitution Indiana Standard: AS-3.3 Identify common diseases, parasites and physiological disorders that affect animals AS-3.4 Explain the health risk of zoonotic diseases to humans and their historical significance and future implications Objective: The students will research and write a report explaining one horse disease and one horse parasite with no more than 10 grammatical errors.Procedure: Show the video Horse & Human Crossover DiseasesHold a class discussion about zoonotic diseases and if they are familiar of any other diseases like thisHave them write a short description of a zoonotic disease in their notebookHand out and explain the Horse Disease Project guidelinesUse google classroom to manage the submission of the project and progress checks.Have the students claim their disease and parasites picked for their reports under the comments of the google classroom assignment. Day 2 Have students review each other's work and make suggestionsDay 3 Have the students prepare and present a summary of their findingsProduct or Assessment: The students will be graded on the feedback they give their peers, written report, and the verbal summary. 

This introductory lesson presents an overview of the horse industry including classification, breeds, colors, tack, and history of horses used in the United States. This represents a portion of the Introduction to Agriculture, Food, and Natural Resources (AFNR) series in Nebraska middle and high school agricultural education.

This textbook includes basic principles of large animal surgery and anesthesia, how to apply those principles to cases and situations, and discover ways of finding answers when you don’t remember the information, are presented with cases that aren’t “textbook” and/or things don’t go as planned.