Pathogens Unit Objectives: By the end of this unit, students will be able to…- Explain the most likely method by which a pathogen gains entrance into its host.- Explain how a pathogen can become established by focusing on a specific kind of tissue.- Summarize the main causes of bodily damage from an infection by a pathogen.- Identify and categorize each of the following by the unique characteristics and identifying traits:  a. Bacteria b. Viruses c. Fungi d. Protozoa e. Helminth- Define a prion and explain the characteristics that make this class of pathogens unique.- Compare and contrast prokaryotic and eukaryotic organisms.- Summarize how to classify bacteria, including by shape, aerobic/anaerobic, and by gram stain.- Compare and contrast the differences between gram negative and gram positive bacteria, particularly inregards to cell membranes and cell walls, susceptibility to antibiotics, and endotoxins vs. exotoxins.- Compare and contrast the properties of endotoxins vs. those of exotoxins.- Summarize the properties of peptidoglycan and relate how these properties affect the susceptibility ofsome bacteria to antibiotics.- Summarize the properties and characteristics of the membrane outside of the cell wall of some bacteriain regards to susceptibility to antibiotics, infection of a host, and resistance to host defenses.- Summarize how a bacterial infection can lead to the death of a host via sepsis and septic shock.- Explain why a virus is not considered to be a living species.- Summarize how viral reproduction occurs.- Compare and contrast a retrovirus to a standard virus.- Identify the kingdom of life in which fungi are classified.- Summarize the key traits of protozoa.- Explain how the symptoms diseases caused by helminths differ from many other pathogens.- Outline the method by which a prion causes a disease and identify practices that increase the likelihoodof a prion infection.- Describe the existing treatments and/or cures for a prion disease.

Reproductive Anatomy Unit Objectives: By the end of this unit, students will be able to…-         Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -         List the causes of reproductive inefficiency in livestock.-         Compare and contrast natural and artificial insemination.-         Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-         Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -         Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-         Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-         Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -         List and describe the signs of estrus in a cow.-         Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding

Reproduction Unit Objectives: By the end of this unit, students will be able to…-          Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -          List the causes of reproductive inefficiency in livestock.-          Compare and contrast natural and artificial insemination.-          Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-          Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -          Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-          Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-          Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -          List and describe the signs of estrus in a cow.-          Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding-          Define and describe each of the following: a. Estrous Cycle    b.  Endocrine Gland   c.  Target Tissue   d.  Estrus   e.  Endocrine System-          Summarize how a hormone “knows” which tissues and organs to activate.-          Explain why two messenger systems are needed in the bodies of animals.-          Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α.-          Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on when the reach their peak levels in the estrous cycle.-          Explain the purpose, mechanism, and hormonal components of Lutalyse, Ovsynch, CIDR, and MGA.-          Summarize and explain each of the following stages of the estrous cycle:a.  Estrus    b.  Metestrus   c.  Diestrus    d.  Proestrus-          Explain the difference between a paracrine and endocrine hormone.-          Explain the difference between insemination and conception.-          Identify the window of time in which a cow should be bred after calving.-          Determine when it is appropriate to breed a cow by recognizing the signs of a cow in heat.-          Summarize the function of each of the following heat detection aids: heat expectancy chart, mount detection aid, tailhead markings, heat detector animals, and pedometers.-          Identify when insemination should occur based on when a cow is seen in heat.-          Summarize the purpose, function, use, and limitations of the following pregnancy detection methods: rectal palpation, ultrasounds, and blood testing.-          Compare and contrast the benefits and drawbacks of twinning in cattle.-          Summarize and define each of the following terms: dry period, lactation, gestation, and mastitis.-          Summarize the steps necessary to dry off a cow and prevent mastitis during or after the dry period.-          Diagnose a case of mastitis based on its symptoms.-          Diagnose whether or not a cow is about to calve based on her symptoms.-          Summarize the signs of normal calving vs. abnormal calving and diagnose whether or not human intervention is necessary.-          Summarize and explain the steps required to conduct a physical exam on a cow while she is calving.-          List the situations in which human intervention during calving will always be necessary.-          Explain the proper intervention methods during the following scenarios: upside down calf, backwards calf,                 calf with a head/leg bent backwards, calf that is positioned correctly but has not made any progress in at least 30 minutes.-          Summarize how to manually dilate the cervix of a cow to aid in calving.-          Demonstrate how to properly utilize and apply calving chains in order to assist with cases of dystocia.-          Demonstrate how to properly care for the cow and the calf after calving in order to ensure maximal health and prevent disease and infection. 

Reproduction Unit Objectives: By the end of this unit, students will be able to…-          Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -          List the causes of reproductive inefficiency in livestock.-          Compare and contrast natural and artificial insemination.-          Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-          Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -          Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-          Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-          Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -          List and describe the signs of estrus in a cow.-          Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding-          Define and describe each of the following: a. Estrous Cycle    b.  Endocrine Gland   c.  Target Tissue   d.  Estrus   e.  Endocrine System-          Summarize how a hormone “knows” which tissues and organs to activate.-          Explain why two messenger systems are needed in the bodies of animals.-          Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α.-          Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on when the reach their peak levels in the estrous cycle.-          Explain the purpose, mechanism, and hormonal components of Lutalyse, Ovsynch, CIDR, and MGA.-          Summarize and explain each of the following stages of the estrous cycle:a.  Estrus    b.  Metestrus   c.  Diestrus    d.  Proestrus-          Explain the difference between a paracrine and endocrine hormone.-          Explain the difference between insemination and conception.-          Identify the window of time in which a cow should be bred after calving.-          Determine when it is appropriate to breed a cow by recognizing the signs of a cow in heat.-          Summarize the function of each of the following heat detection aids: heat expectancy chart, mount detection aid, tailhead markings, heat detector animals, and pedometers.-          Identify when insemination should occur based on when a cow is seen in heat.-          Summarize the purpose, function, use, and limitations of the following pregnancy detection methods: rectal palpation, ultrasounds, and blood testing.-          Compare and contrast the benefits and drawbacks of twinning in cattle.-          Summarize and define each of the following terms: dry period, lactation, gestation, and mastitis.-          Summarize the steps necessary to dry off a cow and prevent mastitis during or after the dry period.-          Diagnose a case of mastitis based on its symptoms.-          Diagnose whether or not a cow is about to calve based on her symptoms.-          Summarize the signs of normal calving vs. abnormal calving and diagnose whether or not human intervention is necessary.-          Summarize and explain the steps required to conduct a physical exam on a cow while she is calving.-          List the situations in which human intervention during calving will always be necessary.-          Explain the proper intervention methods during the following scenarios: upside down calf, backwards calf,                 calf with a head/leg bent backwards, calf that is positioned correctly but has not made any progress in at least 30 minutes.-          Summarize how to manually dilate the cervix of a cow to aid in calving.-          Demonstrate how to properly utilize and apply calving chains in order to assist with cases of dystocia.-          Demonstrate how to properly care for the cow and the calf after calving in order to ensure maximal health and prevent disease and infection. 

Reproductive Hormone Unit Objectives: By the end of this unit, studentswill be able to…- Define and describe each of the following: a. Estrous Cycle b. EndocrineGland c. Target Tissue d. Estrus e. Endocrine System- Summarize how a hormone “knows” which tissues and organs to activate.- Explain why two messenger systems are needed in the bodies of animals.- Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol,Progesterone, and PGF2α.- Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on whenthe reach their peak levels in the estrous cycle.- Explain the purpose, mechanism, and hormonal components of Lutalyse,Ovsynch, CIDR, and MGA.- Summarize and explain each of the following stages of the estrous cycle:a. Estrus b. Metestrus c. Diestrus d. Proestrus- Explain the difference between a paracrine and endocrine hormone.

This resource is collection of materials needed to complete a lesson related to introductry animal terms.

In this short unit of study, kindergarten students will learn about adaptations and behaviors that both domesticated and wild animals implement to protect themselves and their young.  This unit is a series of 3 video lessons and 2 field-based lessons.

Weddell seal project researchers are investigating whether Weddell seal pups that spend more time in the water learning to swim with their mothers have a higher probability of surviving to return and have pups of their own. Weddell moms spend a lot of time with their pups coaxing them into the cold Antarctic water and helping their pups get in and out of the water as they learn to swim. During this time, Weddell pups are also nursing and gaining substantial weight from their mothers' rich milk before they are weaned and left to fend for themselves.

How to build a Slate Turkey Call - Complete with insrtuctions and a link to Brookside Game Calls 

This is a small Unit Plan for Basic tools used in the Small Engine Shop.  The plan includes a variety of methods to teach students how to identify and use a variety of tools. 

Learning Objectives:
Students will be able to:
✔ Describe several views
people hold about bats.
✔ Identify misconceptions
about a threatened species.
✔ Reflect on changes in their
attitudes about wildlife.
✔ Share natural history and
conservation knowledge
about bats.

Comprehensive K-12 lesson plans, activities, and classroom materials to teach students the environmental impact of school lunch. Transform your cafeteria into a classroom and protect the planet for future generations! Includes toolkits with activities and lessons by grade level and classroom/teacher resources for teaching about food waste.

Describes the types of rocks found throughout the state by age and explains how to interpret the accompanying cross section.

This curriculum builds upon many years of educating students in the garden and scales up content across grades and lessons for instructional scaffolding. It is designed as an interactive teaching tool to be co-taught with classroom teachers and garden instructors as leads. Each lesson connects directly to standards: Next Generation Science, Common Core State, Physical Education, and Environmental and Health Education. The concise and easy to-follow lessons are a packed 45 minutes for preschool through fifth grade. Flexibility is important, so some lessons include several activities that teachers can choose from to accommodate their lesson plans. Consistency is also important, so lessons follow themes and structures found in the Curriculum Map. 360 pages.

Students will research and make connections to Food Additives and substitutes that are found in the Big Mac. 

The resources and project outline are the collaborative efforts of the Chain Exploration Center Grades 5 & 6 teachers and a FIELD Edventures educator. The goals of the project were for students to take civic action on environmental issues of local importance. Additionally, the teachers wanted students to become familiar with the four habitat areas, and observable species present in each area.  It was decided that conducting a bioblitz across 4 days–one in each area–would provide students with data that would be the basis for individual and small group investigative questions, issue definition and investigation, and a proposal for conservation, protection, and/or restoration of natural resources, habitats, or species of Wisconsin. Students then presented their proposals to their state senator in a visit to the Wisconsin State Capitol.

Students have the opportunity to read through a bioethical scenario related to biotechnology, then answer a few discussion questions related to the reading  I have students read one scenario on their own and highlight the FIVE most important ¨facts¨ of that scenario (I tell students there isn´t a wrong answer, they can highlight which ever pieces they feel are the most important from the reading- this allows different viewpoints to be demonstrated when they do the next part)  Then students get into a small group with others that read the same scenario.  They first discuss which items they each highlighted and what they thought about the article.  Next I hand out the discussion questions related to their reading passage and have the students answer the questions as a group.    For the last part of the discussion, I have students regroup so that each new group has ONE person from eaching reading passage.  Students share out a quick summary of their passage and then ask the new group if they think biotechnology should continue related to the information in the article.  If time permits, we have a whole class discussion about the ethics behind biotechnology and the different examples demonstrated in the reading passages.  

In “The Biotech Game of Life,” which is similar to the Game of Life, each player is a scientist attempting to successfully bring his or her biotechnology product to the market. During the game, players will face many obstacles before obtaining a successful product and the first one to accomplish this wins. Below are the instructions, which provides more details on the game, and links to the game board and play money (pdf files). Note, that like the real thing, it is quite challenging to finish the game.To add more content to this activity, you can have students conduct reserach on their assigned ¨idea¨ from the beginning of the game.  I have them conduct the research and share out with their classmates about their topic BEFORE we start to play the game.  Additionally, at the end of the game, you can have them conduct research on regulations and trials currently impacting the biotechnology industry.  

Students analyze data about biotechnology using the skills assessed in the ACT Exam.  Students have to interpret the information in different types of data- tables and graphs.  Then they need to analyze the data that is given to them.