1. pets
2. animal welfare

Virtual Apprentice 1040:
Animal Basics
A Teaching Resource and Learning Guide to Support
Alberta Career and Technology Studies
CTS 1040: Introduction to Animal Basics
Virtual Apprentice 1040:
Animal Basics
A Teaching Resource and Learning Guide to Support
Alberta Career and Technology Studies
CTS 1040: Introduction to Animal Basics
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
acknowledgements
concept, writing & development
Patricia Shields-Ramsay
Doug Ramsay
InPraxis Group Inc.
website development, design & illustration
Perry Shulak
Samie Sing
Critical Fusion Interactive Media Inc.
editing & writing
Virginia Durksen
Visible Ink Incorporated
review & field testing
Susan Isaac, Teacher
School of Hope, East Central Alberta Catholic Separate Schools Regional Division #16
Norma Clark, Teacher
Paul Kane High School, St. Albert Public Schools
Alex Cripps, Broncs Rodeo Academy and Equine Therapy Coordinator, Teacher
Ponoka Composite High School, Wolf Creek School Division
Bryan Cunningham, Teacher
Altario School, Prairie Land Regional Division
Thanks also to the students of these schools who participated in the field test and provided
valuable feedback and suggestions.
©Alberta SPCA 2012
Permission is granted
to make copies of any or all parts
of this resource for educational,
not-for-profit use in schools
and classrooms only.
Teachers and students should
be aware that Internet websites
offered as citations and/or sources
for further information may have
changed or disappeared between
the time this was written and when
it is used. Teachers are cautioned
that all websites listed in this
resource should be checked for
appropriateness and suitability
before being provided to, or used
with, students.
Every effort has been made to
acknowledge sources used in
this resource. In the event of
questions arising as to the use of
any material, we will be pleased to
make the necessary corrections.
Alberta SPCA
Tim Battle, Education Director
Melissa Logan, Education Program Manager
Alberta SPCA
content & expert review
Marion Anderson, DVM, MSc, Coordinator, Equine Science Program
Olds College
Brent Andressen, Agriculture Education Coordinator, Ag-Industry Extension and Training
Les Burwash, Business Development-Horse Industry, Livestock Business Development Branch
Alberta Agriculture and Rural Development
Peace Officer Ken Dean, Director of Animal Protection Services
Peace Officer Don Ferguson RAHT, CD
Alberta SPCA
Aart Okkema, Farmer
Kristine Rooney, B.Ed., CPDT-KA
Ministik Hills Dog Training & Consulting
©Alberta SPCA 2012 albertaspca.org
table of contents
introduction . ............................................................................................................................1
The Virtual Apprentice 1040 Course ................................................................................................1
about the Alberta SPCA . ................................................................................................... 3
learning approaches ........................................................................................................... 4
Virtual Apprentice 1040 Website . .............................................................................................. 5
Independent Learning . .................................................................................................................6
Student Choice & Learning Context ..............................................................................................6
Student Expectations .................................................................................................................... 7
assessment approaches . ....................................................................................................8
Student Learning Tasks .................................................................................................................9
Assessment Rubrics . .................................................................................................................... 11
The Student Project . ................................................................................................................... 16
Personal Statement ..................................................................................................................... 16
Project Rubric ..............................................................................................................................17
organization & content ................................................................................................... 18
teaching & learning strategies . ...................................................................................21
Introduction .................................................................................................................................21
Guiding Concept One
Responsible Animal Care ...................................................................................................... 24
Guiding Concept Two
Animal Health ........................................................................................................................ 25
Guiding Concept Three
Humane Animal Handling Skills .......................................................................................... 27
Guiding Concept Four
Standards of Care . ................................................................................................................28
Appendix A: content & task overviews .................................................................31
Introduction Overview Chart .......................................................................................................31
Stable Overview Chart (Horses) .................................................................................................. 32
Farm Overview Chart (Beef Cattle & Sheep) ................................................................................ 34
Kennel Overview Chart (Dogs & Cats) ......................................................................................... 36
Appendix B: curriculum correlation . .................................................................... 39
Appendix C: graphic organizers . ................................................................................41
Bubble Map.................................................................................................................................. 43
Grid............................................................................................................................................. 44
Mind Map .................................................................................................................................... 45
Storyboard ..................................................................................................................................46
T-Chart ........................................................................................................................................ 47
Triple T-Chart...............................................................................................................................48
Venn.............................................................................................................................................49
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
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Appendix D: introductory learning & need to do task cards . ................51
Course Overview ..........................................................................................................................53
Learning Checklist ....................................................................................................................... 56
Animal Care & Welfare ................................................................................................................ 59
Introducing Domestic Animals . .................................................................................................. 61
Project Planning Guide ............................................................................................................... 62
Need to Do: Day in the Life ......................................................................................................... 67
Need to Do: Animal Care Skills . ...................................................................................................71
Need to Do: Animal Care Criteria . .............................................................................................. 74
Need to Do: A Code of Practice.................................................................................................... 79
Need to Do: Design a Living Space .............................................................................................. 81
Need to Do: Managing Risks . ...................................................................................................... 83
Need to Do: Animal and Communities ........................................................................................ 85
©Alberta SPCA 2012 albertaspca.org
introduction
As a program of choice, Career and Technology Studies (CTS) offers all students important
learning opportunities to:
• Develop skills that can be applied in their daily lives, now and in the future
• Refine career-planning skills
• Develop technology-related skills
• Enhance employability skills
• Apply and reinforce learnings developed in other subject areas
• Prepare for transition into adult roles in the family, community, workplace and/or
further education.
The Virtual Apprentice 1040
resource provides a range of
sources and student tasks that
meet the learning outcomes in
the AGR1040: Introduction
to Animal Basics CTS course.
However, these sources and tasks
can and should be supplemented
and supported with additional
This Virtual Apprentice 1040: Animal Basics resource supports the
resources and adapted to best meet
CTS 1040: Introduction to Animal Basics course and provides approaches,
the learning needs, experiences,
strategies, tools and student learning support for both independent and collaborative
interests and preferences
study. Consistent with the approach and structure of CTS courses, this resource also
of students.
provides multiple entry points and allows students to explore and learn based on
their interests, prior knowledge and experiences. The approach of the resource,
centred on the development of knowledge and skills of an “apprentice,” recognizes that students
need to build a personal connection and motivation as they complete the course requirements.
The course structure of CTS enables schools to design unique programs that meet
the needs of students and take advantage of community resources. Developed across
levels rather than grades, CTS has multiple entry points and provides secondary
students with access to a common curriculum. As a competency-based curriculum,
CTS recognizes prior learning from formal schooling and personal initiatives.
About Career and Technology Studies (CTS). Alberta Education
www.education.alberta.ca/teachers/program/cts.aspx
The Virtual Apprentice 1040 Course
The Virtual Apprentice 1040: Animal Basics resource sets a context through an overarching
inquiry question, “What is an acceptable level of care for domestic animals?”
Within this overarching inquiry, students learn about animal care through four guiding concepts:
1. Responsible Animal Care (Who is responsible for the care of domestic animals? What does this care involve?)
2. Animal Health (How should animal health be protected?)
3. Humane Animal Handling Skills (What skills are required for humane handling of animals?)
4.Standards of Care (How should people demonstrate responsibility to the animals in their care?)
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
1
Within each of these four guiding concepts, students complete one to three
research-based inquiries.
Guiding Concepts
Responsible Animal Care
Inquiries
1. What are the basic physical needs of domestic animals?
2. What skills are necessary to have in order to care responsibly for domestic animals?
3. How should an animal’s health and well being be monitored and protected?
Animal Health
4.How does legislation protect animal welfare?
5. In what conditions should animals live and be housed?
Humane Animal Handling
Skills
6.How should risk and hazards be avoided when handling and moving animals?
Standards of Care
7. How does an animal’s health affect the community?
NOTE that the Introductory
Learning Tasks, Need to Do Task
Cards and Reflect Cards all provide
active fields that students can use
to electronically input responses.
These cards should be saved
on students’ computers before
students input any text.
Once saved, students can open
and edit their text and re-save the
card. Alternatively, students can
construct responses with a word
processing program, then copy and
paste final responses into the fields
on the cards.
The Virtual Apprentice 1040: Animal Basics resource includes the following
components:
• This Virtual Apprentice 1040 teaching resource and learning guide
• The Virtual Apprentice 1040 online student learning resource, accessed at
www.ctsanimals.ca/va1040, which provides the following elements:
o Three different animal “apprentice” locations (stable, farm or kennel)
o Information about five different animals (horses, beef cattle, sheep, dogs and cats)\,
provided through the following types of learning resources:
Introductory Learning Task PDF Cards
Need to Know PDF Information Cards
Need to Do PDF Task Cards
Weblinks
Image Bank
Students can print or email their
completed cards for review, sharing
with peers or assessment.
2
Graphic Organizers
Reflect PDF Cards
Introduction
©Alberta SPCA 2012 albertaspca.org
about the Alberta SPCA
The Alberta Society for the Prevention of Cruelty to Animals (Alberta SPCA) is a
registered charity dedicated to the welfare of animals. The Alberta SPCA encourages
the humane treatment of animals through enforcement of animal protection
legislation and through education programs throughout Alberta.
The Alberta SPCA has been at the forefront of animal welfare advances since being
established in 1959. They were instrumental in establishing the Animal Protection
Act of Alberta in 1967, which is among the best animal protection legislation in
Canada. They work closely with other agencies in animal welfare, agriculture,
education, violence prevention, and other areas to provide the best level of
protection for animals.
Animals are sentient beings that can experience distress, including pain, sickness and
stress. The Alberta SPCA believes people have a duty to:
The vision of the Alberta SPCA
is that every animal in Alberta is
treated humanely. Their mission is
to protect, promote and enhance
the well-being of animals in
Alberta. To accomplish this, there
must be acceptance that humans
are responsible for the welfare
of animals; and there must be an
understanding of the physical and
behavioural needs of animals.
• Accept responsibility for the welfare of animals in their control or custody
• Protect animals from distress and to ensure their welfare
• Relieve or minimize distress to any animal whenever it occurs
• Use animals only in ways that protect them from distress
• Keep, maintain and transport animals safely, in a manner appropriate to the species, and
protected from distress
• Ensure, if animals must be killed, the method of killing produces a humane death and is
appropriate to the species
In all instances, the position of the Alberta SPCA focuses on responsible animal ownership,
the quality of life and a humane death afforded to animals by humans. Individuals are
encouraged to be knowledgeable about animals and human/animal relationships in order to
make informed decisions about personal lifestyle choices.
This resource reinforces and supports these guiding principles and positions, encouraging
students who are interested in involvement with domestic animals, whether livestock or
companion, to become more knowledgeable and skilled in their care.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
3
learning approaches
This Virtual Apprentice 1040: Animal Basics resource provides both independent and
collaborative learning approaches and encourages students to gain knowledge, skills and
experiences that are career and daily life relevant.
Learning activities are centred on the development of knowledge and understandings about
animal care, using examples of five domestic animals – beef cattle, sheep, horses, dogs and cats –
within three different locations – a farm, stable or kennel.
Students learn best when they
are engaged in activities that are
relevant to them and offer a variety
of approaches and choice. When
given the opportunity to explore
topics that interest them and build
ownership through authentic tasks,
learners not only change their
attitudes but also their behaviours.
In AGR1040: Animal Basics,
students are expected to learn to
identify and demonstrate the basic
steps involved in raising and caring
for a domestic animal and gain an
understanding of general care to
ensure animal health.
Students should select one of
the five animals from the Virtual
Apprentice 1040 website to
complete their learning tasks, but
can choose any domestic animal to
complete their final project.
The AGR1040: Animal Basics
program of studies refers to three
groupings of animals – livestock,
companion and performance.
Although horses can be called
performance animals, they can
also be considered both livestock
and companion animals. Therefore,
this resource refers only to
livestock and companion animals
and considers horses to be either.
4
Learning tasks help students build a portfolio of experiences and evidence of learning
that they can use to pursue their interest in animal care and welfare. To complete the
learning tasks, students select and focus on at least one animal from one of the three
environments.
These learning tasks also build knowledge and skills that prepare students for a
final project, centred on their ability to demonstrate what they have learned about
protecting the health of an animal. A number of formats are suggested as options
that students can pursue for this project. The final project allows additional flexibility
as students also have the option to research and apply what they have learned to a
domestic animal of their own choosing.
Opportunities to practise and gain experience and understandings about
responsibility and care are important for students who may be considering a career
or occupation that involves animals. Students should be encouraged to reflect on and
discuss ideas for working or volunteering for such places as veterinary clinics, zoos,
food animal producers, local stables, animal shelters or kennels. Gaining experience
with a wide range of animal species, not just cats and dogs, can also benefit
admissions, application processes or criteria that students may have to meet when
they finish high school.
Students are encouraged to apply their Virtual Apprentice 1040 learning experiences
to authentic “real-world” contexts through the following strategies that are
embedded within the tasks that they complete:
• Using the hours they spend on the coursework as hours of experience in learning
about animal care
• Considering how to apply their learning to volunteer or work experience opportunities
• Choosing to “Apply Your Experience,” an option that allows students to include
experience they may already have or be involved with and apply it to their
learning tasks
• Building a focused portfolio of the learning that is acquired through their
learning experiences
• Writing a culminating 200-word personal reflection statement about their
philosophy and beliefs that becomes part of a personal or career portfolio.
Learning Approaches
©Alberta SPCA 2012 albertaspca.org
Virtual Apprentice 1040 Website
The “virtual apprentice” approach establishes a context that encourages students to see their
learning experience as authentic and purposeful. Students “work” as apprentices to learn about
basic animal care, with the goal of being able to demonstrate what they have learned about an
animal’s care, and connect this goal to their future job or career plans or to potential, personal
interests that they wish to pursue.
As a “virtual apprentice,” students gather information and complete tasks on the Virtual
Apprentice 1040 website at www.ctsanimals.ca/va1040. The website provides students with
information sources, learning tasks and weblinks.
This Virtual Apprentice 1040 website provides students with all the learning resources they need
to successfully complete the seven inquiries and the requirements of AGR1040: Introduction to
Animal Basics.
1. Use the learning resources on the Virtual Apprentice 1040 website at
www.ctsanimals.ca/va1040.
•
•
•
Student learning resources can
be accessed in PDF format on the
Students orient themselves to the course content and requirements through the
Virtual Apprentice 1040 website in
home page of the website. The AGR1040 Animal Basics Learning Checklist
the inquiries for each location –
helps students organize their learning approach, select an “apprenticeship”
stable, farm or kennel. Many of
location in which to work and an animal on which to focus. Important
these resources provide active fields
assessment information is also provided.
that students can use to input their
responses. Students should save
The Introductory Learning Tasks link provides three resources, including the
the resources in an electronic file
AGR1040 Animal Basics Course Overview. Students should complete the tasks
folder before they input and edit
in the introductory learning resources on this page.
their responses.
The Final Project link provides an overview of final project options. The Project
Planning Guide on this link provides a more detailed overview of each final
project option, a template for planning and a Project Rubric to help students
understand the criteria for assessment.
• Students then use the links to their selected “apprenticeship” location to complete learning tasks. Students complete SEVEN learning tasks found in an “apprenticeship” location and for the domestic animal with which they choose to work.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
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Independent Learning
Independent learning refers to instructional methods and approaches which foster the
development of individual student initiative and commitment. Although independent learning
is often associated with individual learning, working alone does not automatically develop an
independent approach to learning. Teachers and peers play an important role in enabling and
supporting learning.
Structured and coherent independent learning tasks have been shown to provide the following
benefits for students:
• Improved academic performance
• Increased motivation and confidence
• Greater student awareness of their limitations and their ability to manage them
• Differentiated learning opportunities.
Successful independent learning depends on the establishment of a positive, encouraging
and enabling environment in which students work; the provision of ongoing feedback and
opportunities to reflect on and think about how learning has occurred; and support for students
to plan, self-monitor and make their own choices about pacing and direction.
Student Choice & Learning Context
The Virtual Apprentice 1040 resource is designed to provide flexibility and choice for students.
It also reflects current best practices for humane animal care and welfare. Although students
are provided with some choice in integrating experiences they may have with raising and caring
for animals, they are also expected to use the sources provided and complete their learning
responsibilities in each inquiry, including the tasks and reflections.
•
Students participate in their “apprenticeship” by completing questions and tasks on Need to
Do Task Cards. Some Need to Do Cards also provide an alternative Apply Your Experience option that allows students to document home or community-based experiences they may
have and demonstrate how these experiences reflect best practice for animal care and welfare. This option is indicated with the
icon.
• Students must complete tasks in all seven inquiry questions to meet the learning expectations
in the AGR1040: Introduction to Animal Basics course.
• Reflect Cards are designed to be printed and kept in students’ portfolios and will contribute to
a final 200-word personal statement that students are expected to create.
The Virtual Apprentice 1040 resource promotes independent and self-guided learning and
can be used for both individual and collaborative study. The
icon indicates that activity
suggestions, found in the teaching & learning strategies on pages 21 to 28, include an option
to work with a partner or in a group.
6
Learning Approaches
©Alberta SPCA 2012 albertaspca.org
The Virtual Apprentice 1040 course is designed to provide students with a self-sufficient source
of support in meeting the learning outcomes in the AGR1040: Introduction to Animal Basics
course. Additional resources that students can access are provided through weblinks on the
Virtual Apprentice 1040 website. Other potential resources are listed below and can provide
information that can be used with students in a classroom or independent study context.
Additional Classroom Supports & Links
The Alberta SPCA website, at www.albertaspca.ca, provides information and resources related
to animal welfare and care.
The Green Certificate program, at www.agric.gov.ab.ca/greencertificate, provides links to a
number of resources that can be obtained or purchased.
The Alberta Farm Animal Care website, at www.afac.ab.ca/education.htm, provides a number
of resources that relate to animal care and welfare.
The Alberta 4-H magazine issues can be accessed at www.4h.ab.ca/About/4h_magazine.html.
Additional resources produced by Alberta 4-H are available to 4-H members.
The Virtual Apprentice 1040 course may also provide a starting point for the Special Projects
10-20-30 course credits that students can pursue. The Special Projects 10-20-30 program of
studies can be accessed at www.education.alberta.ca/media/768726/specproj.pdf.
Students may be encouraged to identify a more specific area of interest from the
Virtual Apprentice 1040 course and then expand it to create a Special Project course focus.
Student Expectations
Student tasks are the vehicle through which the knowledge and understandings, skills and
attitudes about animal care and welfare are learned and demonstrated. These tasks are centred
on an animal of choice from the five that are included in the Virtual Apprentice 1040 resource.
“Apprenticeship” tasks focus on the specific learning outcomes in the AGR1040: Introduction
to Animal Basics course, are organized around an introduction and four guiding
Students are expected to complete
concepts, and culminate with a final project.
seven learning tasks in the Virtual
Apprentice 1040 course. Teachers
Student choice is built into many of the tasks and learning contexts in this resource.
may use their discretion in allowing
Suggestions for differentiating instruction to allow for a range of experiences,
students to replace a task with
interests and abilities are also provided in the teaching & learning strategies
documented experience in a home
section on pages 21 to 28 and indicated with the
icon.
or work-related environment. It
is important to ensure, however,
Self-check strategies that encourage students to assess their understanding and
that students are demonstrating
ability to complete the learning tasks are provided in many of the Need to Do Task
experience that reflects current
Cards. These strategies provide cross-references to other inquiry questions and tasks
best practice and knowledge.
that may help students successfully complete the learning tasks. They are indicated
with the
icon.
Assessment criteria for the Virtual Apprentice 1040 course are outlined in the assessment
approaches section that follows on pages 8 to 17. The course organization and work time
expectations are outlined in the organization & content section on pages 18 to 20.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
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assessment approaches
There are a number of opportunities for formative and summative assessment as students
become “virtual apprentices.”
The Need to Do Task Cards that students complete, as they work through the Virtual Apprentice
1040 resource, contribute to the completion of a final project in which students demonstrate
what they have learned about protecting the health of an animal. A number of formats are
suggested as options that students can pursue for this project. Information on the final student
project is included in this section on page 16. A final project rubric is provided on
A focused portfolio is a collection
page 17.
of demonstrations of learning
that are centred on a specific
The development of a portfolio is a key component through which students track
topic and have a specific purpose.
their progress and learning in the Virtual Apprentice 1040 resources.
Students should be asked to
• Students can be guided through the set up of a focused portfolio.
keep their completed tasks,
Students should keep their task work and their completed Reflect Cards in
reflections and final project in an
their portfolios.
“Animal Involvements” portfolio.
Additionally, students can be
• Portfolio tasks are indicated with the
icon. These tasks are more
encouraged to add additional
summative in nature and include evidence associated with the general learning
evidence of their experiences with outcomes of AGR1040: Introduction to Animal Basics as well as students’ final
animals to this portfolio.
projects. Portfolio tasks are also included in the teaching & learning strategies
An initial class discussion can
provide students with the
opportunity to explore occupational
and career interests, goals and
choices and brainstorm the types
of evidence that can support them
in a pursuit of these interests.
Home-based students could
alternatively be asked to participate
in a teacher-led interview.
section on pages 21 to 28.
The Student Learning Tasks charts on pages 9 and 10 provide an overview of the
tasks that students complete in each introductory and Need to Do Task Card. Tasks
that are designed for inclusion in portfolios and assessment are indicated with the
icon. These charts are also provided for students in the AGR1040 Animal Basics
Learning Checklist.
A series of general assessment criteria statements are provided on pages 11 to 13,
included in rubrics for:
• Tasks completed with graphic organizers
As students continue with other
courses related to animal welfare
and care, they can also be
encouraged to continue adding
to their “Animal Involvements”
portfolios.
The Introductory Learning Tasks
and Need to Do Task Cards are
provided in Appendix D on pages
51 to 86. These can be copied for
students in advance, provided as a
booklet or used to organize group
research tasks.
8
• Research related tasks
• Group activities.
These rubrics can be used in the following ways:
• To build assessment criteria for or with students as they complete their learning tasks
• To adapt and combine into task-specific rubrics
• To use as the basis for student-constructed rubrics.
Assessment strategies are also included in the teaching & learning strategies
section on pages 21 to 28 and are indicated with the
icon.
Assessment Approaches
©Alberta SPCA 2012 albertaspca.org
Student Learning Tasks
Introductory Learning Tasks
Overarching
Question
Where to Find Learning Tasks
the Tasks
Learning
Options
What is an
acceptable level of
care for domestic
animals?
Course Overview
Summarize the duties, personal characteristics and educational requirements for three occupations related
to animal care
Learning
Checklist
Choose an animal and explain why it interests you
Start to keep track of your learning tasks
Animal Care
& Welfare
Describe how you think animal owners should meet an
animal’s needs
Compare livestock and companion animals
Apprenticeship Learning Tasks
Inquiries
Where to Find Learning Tasks
the Tasks
1. What are the
basic physical
needs of domestic
animals?
Day in the Life
Learning
Options
Create a list of physical care requirements
Create daily, weekly, monthly care charts
OR Create a checklist of tasks to care for your animal
Assess the impact of seasons on animal care routines
Complete the Reflect card for this inquiry
Animal Care
2. What skills are
necessary to have Skills
in order to care
responsibly for
domestic animals?
Create a response to a “volunteer needed” advertisement
Complete the Reflect card for this inquiry
3. How should an
animal’s health
and well being be
monitored and
protected?
Identify actions that protect animal health
OR Create a checklist to identify actions you take to ensure your animal’s health
Identify signs of health or risks in an animal
OR Take photographs of your animal and identify evidence of health or potential risks
Identify a disease, a symptom, prevention and a
treatment option
Complete the Reflect card for this inquiry
Compare animal welfare legislation and a Code of Practice
Complete the Reflect card for this inquiry
4. How do
legislation and
codes protect
animal welfare?
Animal Care
Criteria
A Code of
Practice
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
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Apprenticeship Learning Tasks
Inquiries
Where to Find Learning Tasks
the Tasks
5. In what
conditions should
animals live and
be housed?
Design a Living Space
6. How should
risk and hazards
be avoided when
handling and
moving animals?
Managing Risks Animals &
Communities
7. How does
an animal’s
health affect the
community?
Learning
Options
Create a visual that shows a housing or shelter design
OR Sketch or photograph an animal shelter to analyze its efficiency and safety
Complete the Reflect card for this inquiry
Create a storyboard to illustrate hazards to avoid when approaching, transporting, restraining or moving an animal
OR Create a video that demonstrates your ability to safely and humanely approach, transport, restrain or move
your animal
Complete the Reflect card for this inquiry
Describe animal identification strategies and why they
are used
Explain why zoonotic diseases are a community concern
Describe or illustrate the four most important responsibilities that animal owners have
Complete the Reflect card for this inquiry
Final Project & Reflection
Overarching
Question
Where to Find Learning Tasks
the Tasks
Learning
Options
What is an
acceptable level of
care for domestic
animals?
Project Planning
Guide
Select ONE of
The final project
should respond to
this overarching
question.
The reflection
statement should
provide a personal
response to this
overarching
question.
10
Reflect Cards
Create a personal profile that highlights your animal care the project
knowledge and skills
OR Create a two-to-five minute “day in my life” video or
storyboard that highlights necessary and responsible
aspects of care
OR Design a public service announcement that educates
others about animal care and welfare
Write a 200-word personal reflection statement, using
responses you have collected in the Reflect Card for each
of the seven inquiries
options or
develop your
own idea.
Assessment Approaches
©Alberta SPCA 2012 albertaspca.org
Assessment Rubrics
The following general rubrics provide criteria statements that are meant to be adapted and used
to construct task-specific rubrics for assessment of student work in the course.
A blank rubric planning template is provided on page 15. The criteria statements that follow can
be used as the basis for negotiating and constructing task-specific rubrics with students.
For tasks completed with graphic organizers
Great
4
• Demonstrates a thorough understanding of the task, and relationships between concepts and ideas
• Provides descriptive labels and organizers; includes information that
reflects the task
• Makes appropriate connections between concepts and ideas
• Uses the graphic organizer to draw conclusions
Yes
3
• Demonstrates an adequate understanding of the task and
related concepts
• Provides appropriate labels and organizers
• Provides information that relates to the task and concepts
• Attempts to make connections between ideas
• Uses the graphic organizer to appropriately organize information
Almost
2
• Identifies concepts or ideas that relate to the task
• Includes labels and organizers
• Provides information that relates to the task
• Follows the format of the graphic organizer
Not Yet
1
• Provides limited information related to the task
• Uses parts of the graphic organizer to present or organize information
A rubric that is created with input from students
can help provide them with specific feedback
and incentive as they complete their Need to Do
learning tasks. Use the criteria statements as a
starting point to discuss and develop a rubric
that students can use to assess and judge work
in progress. An example of a student-created
rubric is provided on page 14. Students use this
rubric as an ongoing indicator of the quality
of their responses and necessary effort as they
progress through each task. Students use the
number scores for each category to rank and
rate their work.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
11
For research related tasks
Great
4
• Applies a self-developed strategy for conducting the research by
summarizing research approach
• Includes research questions that focus on and expand the
learning task
• Analyzes and assesses the validity and potential bias of sources of
information selected for the research task
• Identifies insightful connections between information collected and
research question
• Draws and shares meaningful and coherent conclusions from organized information
• Makes effective use of research time
Yes
3
• Uses an identified strategy to conduct the research
• Includes research questions appropriate to the task
• Identifies and comments on the validity of sources of information
selected for the research task
• Records and organizes information using an appropriate and
relevant format
• Describes and shares relevant conclusions from information
gathered
• Makes good use of research time
Almost
2
• Uses a strategy identified with support to conduct research
• Records research questions
• Identifies sources of information
• Records information using an appropriate format
• Uses information from sources to develop appropriate responses to
research questions
Not Yet
1
• Selects and identifies some sources of information
• Records research questions that are provided
• Records information using an identified format
• Identifies information from sources that relates to research
questions
12
Assessment Approaches
©Alberta SPCA 2012 albertaspca.org
For group activities
Great
4
• Demonstrates clear understanding of the group task and individual
contribution to the group
• Solicits opinions and ideas from other group members
• Expresses original opinions and ideas
• Contributes meaningful information and research
• Works with the group to fulfill group responsibilities
Yes
3
• Articulates understanding of the group task and the role they play
within the group
• Asks questions of other group members
• Contributes ideas and information
• Fulfills individual responsibilities within the group
Almost
2
• Describes the group task
• Describes individual role within the group setting
• Listens to other group members
• Contributes information to group task
Not Yet
1
• Describes individual role within the group setting
• Listens to others in the group
• Contributes limited ideas to group task
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
13
Sample Student-Constructed Rubric
Score
Knowledge of
Topic
Degree of
Thoroughness
Organization
Spelling &
Grammar
Effort &
Enthusiasm
Use of Class
Time
Great
4
Highly
developed
understanding
of content
is evident,
and personal
experience
incorporated
The work is
exemplary; it
reads like a
textbook on the
subject
Thought
structure is
clear and
coherent;
writing flows
well
Spelling and
grammar is
perfect
Commitment
to the task
is evident in
quality of work
Focus remains
on the task at
hand
Yes
3
Comprehensive
responses are
provided
Work includes
in-depth
responses
Writing is
easy to follow;
occasional jump
between points
and ideas
Occasional
spelling or
grammatical
mistake is
present
Diligent work
ethic is evident
in the task
Diligent
work ethic is
maintained for
the majority of
time spent in
class
Almost
2
Tone of text
suggests
uncertainty
about the
accuracy of the
responses
Superficial
explanations
are provided for
the task
Writing
structure is
difficult to
follow
Frequent
spelling and
grammatical
errors
Task is
complete with
the minimum
requirements
fulfilled
Frequently sidetracked and
off-task
Not Yet
An adequate
understanding
of the
topic is not
demonstrated
in the work
Insufficient
detail is
provided
Text is
incoherent
Spelling and
grammar
mistakes so
frequent that
the message is
lost
Task is not
complete
Constantly sidetracked and
off-task
1
This sample rubric is based on an assessment rubric developed by and provided courtesy of Bryan Cunningham and the students of Altario School.
14
Assessment Approaches
©Alberta SPCA 2012 albertaspca.org
Rubric Planning Template
Great
Yes
Almost
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Not Yet
15
The Student Project
In AGR1040: Animal Basics, students are expected to learn to identify and demonstrate the
basic steps involved in raising and caring for a domestic animal and gain an understanding of
general care to ensure animal health.
In addition to the learning tasks that students complete for Virtual Apprentice 1040, students
are asked to complete a final project of their choice. They are provided with a number of different
options, but can also develop their own project with teacher guidance and approval. The project
options are designed to use work that students have already completed for their learning tasks.
A Project Planning Guide is provided on the Virtual Apprentice 1040 website at
www.ctsanimals.ca/va1040/finalProject.html.
Students should expect to spend two to three hours to complete the final project.
The criteria statements in the Project
Rubric can also be converted into “I
A general Project Rubric is provided on the following page, as well as in the Project
Can” statements. Students can keep
Planning Guide. This rubric should be discussed with students prior to their project
the statements in front of them as
choice. The criteria statements in the rubric can also be customized, adapted or
they progress through the course.
replaced to best meet the learning needs of the individual student.
Personal Statement
Instructions for developing the
personal reflection statement are
provided in the Project Planning
Guide. Students can be encouraged
to combine the responses they
develop on the Reflect Cards for each
inquiry as the basis for their personal
statements. They should also be
reminded to consider how each of
their Reflect Card responses relates
back to the overarching question for
the course.
16
Tell students that a personal statement is often a recommended part of a resume,
and sometimes requested in a job application. Have them use the reflections
they complete for each inquiry question to write a 200-word personal reflection
statement that explores their values, attitudes and beliefs about the importance of
responsible and humane handling of animals.
Students should be encouraged to revisit and frame their statements around the
overarching question:
What is an acceptable level of care for domestic animals?
Assessment Approaches
©Alberta SPCA 2012 albertaspca.org
Project Rubric
Criteria Statement
Great
• Develops a project Independently
planning strategy develops a clear
project plan that
and process
• Identifies goals is appropriate and
and purpose of supports a personal
or career-centred
project
goal
Yes
Almost
Not Yet
Independently
develops a project
plan with an identified
purpose that supports
a goal
Develops, with
support, a project
plan and identifies
personal or careercentred interests
Identifies a purpose
for the project but
does not yet develop
it into a plan
•
Uses research and information
gathered in the
project
Applies examples
and supporting
details to illustrate
relevant concepts
and practices related
to the four guiding
concepts of animal
health and care
Uses examples or
supporting details to
help explain practices
related to the four
guiding concepts of
animal health and
care
Includes some
supporting detail
with an explanation
of a practice that
addresses at least two
of the four guiding
concepts of animal
health and care
Identifies topics
related to animal
care but does provide
detail or examples
•
Demonstrates
understanding
of topics and concepts
represented
in the project
Demonstrates
ability to organize,
summarize
and synthesize
information to draw
conclusions about
animal care that
are based on best
practice
Organizes information
appropriately to
provide conclusions
that support best
practice in animal
care
Provides information
that represents some
best practices in
animal care
Provides some
information about
an animal but does
not yet connect this
information to best
practices in animal
care
•
Shares personal
evidence of
learning and skill
development
Provides evidence of
personal growth and
application of skills
Provides examples of Personalizes some
knowledge gained and examples of skills or
skills developed
knowledge gained
Identifies limited
examples of
knowledge or
skills but makes no
personal connection
to them
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
17
organization & content
This Virtual Apprentice 1040: Animal Basics resource is organized around an overarching
question that guides students in an exploration of information and perspectives focused on
animal care and welfare.
• What is an acceptable level of care for domestic animals?
Seven inquiries encourage students to explore four guiding concepts related to animal health and
care. Focusing questions can be used to introduce each guiding concept.
An overview of the inquiries,
learning resources and time
requirements for the stable,
farm and kennel are provided in
Appendix A on pages 31 to 37.
• Responsible Animal Care (Who is responsible for the care of domestic animals?
What does this care involve?)
• Animal Health (How should animal health be protected?)
• Humane Animal Handling Skills (What skills are required for humane handling of animals?)
• Standards of Care (How should people demonstrate responsibility to the
animals in their care?)
The use of guiding concepts and inquiry questions and the provision of choice help to connect
students to the content, and encourage them to follow their interests and access their prior
knowledge or experiences. The correlation of these inquiry questions to AGR1040: Introduction
to Animal Basics learning outcomes is provided in Appendix B on pages 39 and 40.
This resource is designed so that students can select and complete tasks in any sequence
that they choose. However, teaching suggestions and supports are provided for the introduction
and four guiding concepts, each of which corresponds to groupings of the seven inquiries. The
1040 Animal Basics Learning Checklist, found on the home page of the Virtual Apprentice 1040
website at www.ctsanimals.ca/va1040, provides this organizational structure for students to
use independently as well.
The charts that follow illustrate the general content focus and inquiries within the introduction
and for the four guiding concepts.
18
Organization & Content
©Alberta SPCA 2012 albertaspca.org
introduction
What is an acceptable level of care for domestic animals?
content & skill focus
website inquiries
time requirement
Students reflect on their prior experiences and
attitudes with and toward animals and their care.
The focus of learning in the introduction is on the
following:
*The Introductory
Learning Tasks provide
an introduction to,
and a summary of,
what students will be
learning in the course.
Students should
expect to spend
between 1 and 2
hours to complete
the introductory
learning tasks.
content & skill focus
website inquiries
time requirement
Students research the basic physical care
requirements of a domestic animal. The focus
of learning for this guiding concept is on the
following:
1. What are the basic
physical needs of domestic animals?
• Prior knowledge and experiences with animals
and environments
• Examples of domestic animals and their
environments
• Differences in care required between different
domestic animals, including farm and
companion animals
guiding concept one
Responsible Animal Care
•
•
Students should
expect to spend
between 4 and 5
hours to complete
2. What skills are
the learning tasks
Characteristics of one of five domestic animals: necessary to
for this guiding
beef cattle, sheep, dogs, cats or horses
have in order to
care responsibly for concept.
Basic physical needs, including water, light,
climate and temperature, air/ventilation, space, domestic animals?
nutrients
guiding concept two
Animal Health
content & skill focus
website inquiries
time requirement
Students explore and assess conditions that are
necessary to ensure and protect animal welfare.
The focus of learning for this guiding concept is on
the following:
3. How should an
animal’s health
and well being
be monitored and
protected?
Students should
expect to spend
between 9 and 10
hours to complete
the learning tasks
for this guiding
concept.
• Legislation that protects animal welfare
• Strategies for recognizing “normal” health and
monitoring well being
4. How do legislation
and codes protect
animal welfare?
• Potential diseases, deficiencies and ailments and
5. In what conditions
strategies to deal with them
should animals live
• Conditions, buildings and structures that are
and be housed?
appropriate to caring for a domestic animal
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
19
guiding concept three
Humane Animal Handling Skills
content & skill focus
website inquiries
time requirement
Students explore the skills that are necessary
for safe and humane interaction with a domestic
animal. The focus of learning for this guiding
concept is on the following:
6. How should risk and
hazards be avoided
when handling and
moving animals?
Students should
expect to spend 3
hours to complete
the learning tasks
for this guiding
concept.
content & skill focus
website inquiries
time requirement
Students explore some issues associated with
animal welfare and care. The focus of learning for
this guiding concept is on the following:
7. How does an
animal’s health
affect the
community?
Students should
expect to spend 2
hours to complete
the learning tasks
for this guiding
concept.
• Humane and safe methods of approaching,
moving, handling, restraining and transporting
an animal
• How risks can be managed
• Responsible animal breeding practices
guiding concept four
Standards of Care
• Impact of responsible animal care on the
broader community, including zoonotic diseases and methods of identification
Photograph courtesy of Amanda Shea
20
Organization & Content
©Alberta SPCA 2012 albertaspca.org
teaching & learning strategies
The following section provides optional and suggested strategies for implementing the
Virtual Apprentice 1040 resource with individual or groups of students in a classroom
setting. Additionally, some strategies can be adapted to provide support to individual
students if they complete the course independently. Strategies should be selected to
meet students’ needs, contexts and levels of experience.
Although much of the focus
of CTS coursework can be on
independent learning, students
benefit from involvement with
other students and can develop
a greater commitment to and
motivation for their learning.
All students should start with the Introductory Learning Tasks and complete the
activities in the introductory resources. From that point, students should move to the
Apprenticeship Learning Tasks, where they can explore and research the inquiry questions
• Discussion groups
in the location they choose in any order. Note that students can complete only the
learning tasks provided on the Virtual Apprentice 1040 website and still meet the learning encourage students
to think more deeply
requirements of AGR1040: Introduction to Animal Basics.
about what they have
learned, explore
introduction
differing perspectives
What is an acceptable level of care for domestic animals?
and points of view,
The introduction is designed to take approximately 1 to 2 hours for students to complete.
and consider issues. Students use the Virtual Apprentice 1040 resources to review course expectations, establish
Discussion groups
a context for learning and select a location and animal.
also reinforce and
content & skill focus
website inquiries
develop
communication
Students reflect on their prior experiences and attitudes with and toward
*The Introductory
and social skills.
animals and their care. The focus of learning in the introduction is on the
Learning Tasks provide
following:
• Prior knowledge and experiences with animals and environments
• Examples of domestic animals and their environments
• Differences in care required between different domestic animals, including farm and companion animals
an introduction to,
and a summary of,
what students will be
learning in the course.
• Brainstorming groups
encourage creative
and critical thinking
and ask students to
share ideas
and suggestions – using other’s ideas
to spark their own,
deferring judgement
or evaluation of ideas, and recording the group’s efforts.
• Buzz groups provide
opportunities to express ideas and opinions on issues or current events related to animal care and welfare.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
21
Prior Knowledge & Experience
Students can be encouraged to
apply their career or occupational
aspirations to other CTS courses
that focus on job preparation.
Students are provided with
choices for their final project,
including developing their own
ideas. Encourage students to think
about the project they would like to
complete, as the course tasks can
help them to complete
their projects.
A number of tasks are
identified as portfolio tasks on the
Need to Do Task Cards. These tasks
are more summative in nature and
can be submitted for assessment.
Negotiate with students which tasks
will be required to be assessed.
Provide students with the
option of creating their opinion
statement in written or visual form.
22
Establish a context for the course, its learning expectations and its organizational
structure by providing students with the Animal Basics 1040 Course Overview and
Learning Checklist. Ask students to share their experiences with animals and why
they are interested in learning more.
Have students read Introducing Domestic Animals and complete the tasks in Animal
Care & Welfare. Provide students with the option of sharing their responses with a
partner or a small group.
Extend student learning by having pairs or groups “map” the presence of
animals in their community. Provide each pair or group with poster paper and
challenge them to sketch and label places in which animals live and/or are raised.
Home-based students can be asked to create their posters individually and then
photograph them to share with you or other students. Compare and discuss the
posters with questions such as the following:
• To what extent are domestic animals a part of daily life in your community?
What is the range and types of animals you encounter or see in your community?
• What implications does this have for their care? For the responsibility we,
as a society, have for them?
• What issues do you think are involved with the care and welfare of animals?
(Have students explore the information in the Neglect & Abuse tab on
the Alberta SPCA website at www.albertaspca.org/.)
Have students create a brief opinion statement, describing what they believe
are the effects of animal neglect or abuse and the importance of appropriate care
of domestic animals. Initiate their thinking by focusing them on the question, “What
do you think should be considered an acceptable level of care for animals?” Tell
students to revisit their statement when they have completed the course.
Teaching & Learning Strategies
©Alberta SPCA 2012 albertaspca.org
Course Context
Introduce the context of the Virtual Apprentice 1040 resource to students. Tell them
that they will be learning as a “virtual” apprentice, and will complete a final project
to demonstrate what they have learned about animal care. Encourage students to
discuss how the knowledge and skills they gain can be applied to future career or
occupational aspirations connected to animal care.
The final project will be based on their ability to demonstrate basic steps involved in
raising and caring for a domestic animal and their understanding of the general care
necessary to ensure animal health. Emphasize this primary course goal with students.
Use the Final Project link to preview the final project choices and rubric with
students. The project rubric can also be customized and developed cooperatively
with students.
Tell students that the checklist in the Animal Basics 1040 Learning Checklist will help
them keep track of their responsibilities during the course, including those portfolio
tasks they will be expected to hand in for assessment.
Remind students to select a location and animal on which to focus and record it on
their Learning Checklists.
Research Skills
Tell students that they will “begin” their apprenticeship by researching and exploring
different aspects of animal care and welfare. Discuss the processes and skills that
students can use to organize and track their research. Remind students that the
Learning Checklist suggests a sequence they can follow to access each inquiry
question on the website, or they can choose to access inquiry questions in any order
they choose.
Suggest that students keep jot notes as they work with the sources in each inquiry
question. Discuss graphic organizers that can be used to record and organize jot
notes, including:
The Introductory Learning Tasks
and Need to Do Task Cards are
provided in Appendix D on pages
51 to 86. These can be copied for
students in advance, provided as a
booklet or used to organize group
research tasks. Students can be
asked to preview their learning
tasks and responsibilities.
These resources can also be
accessed in PDF format on the
Virtual Apprentice 1040 website
in the inquiries for each location
– stable, farm or kennel. Many
of these resources provide active
fields that students can use to input
their responses. Students should be
reminded to save the resources in
an electronic file folder so they can
input and edit their responses.
Provide students with the
option to access support or tutorial
groups as they complete their
research. These groups can be led
by either the teacher or students.
Home-based students can be asked
to participate in a “virtual” support
or peer group.
• Retrieval charts
• Lists
• Mind maps or bubble maps.
Graphic organizer templates are provided on pages 41 to 49 in Appendix C of
this resource.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
23
guiding concept one
Responsible Animal Care
The learning tasks for this guiding concept are designed to take approximately 4 to 5 hours for
students to complete. Students use the Virtual Apprentice 1040 resources to outline daily,
weekly and monthly care routines for an animal. They demonstrate their skills by responding
to a “fictional” volunteer job opportunity.
content & skill focus
website inquiries
Students research the basic physical care requirements of a domestic
animal. The focus of learning for this guiding concept is on the following:
1. What are the basic
physical needs of
domestic animals?
• Characteristics of one of five domestic animals: beef cattle, sheep, dogs, cats or horses
• Basic physical needs, including water, light, climate and temperature,
air/ventilation, space, nutrients
2. What skills are
necessary to
have in order to
care responsibly for
domestic animals?
Physical Care & Needs
Ask students to discuss what they think the “basic” physical needs of animals include.
Have students consider questions such as the following:
• Are basic physical needs of animals the same or different from those of humans? Do needs of
animals require any less or more attention?
• Why is it important to understand physical needs?
To allow for a range of
learning preferences, students can
be provided with the option of
working individually, or creating:
• PowerPoint slides
• Computer generated drawings
or collage of illustrations
24
Suggest that students work with a partner or small group to create a poster
drawing of the animal they are researching and identify its physiology (or body
parts). Students can be encouraged to add photographs or current news articles
relating to animal care and welfare to the poster as they complete their research.
Display the posters in the classroom and use them as a point of reference if
opportunities arise to discuss animal care and welfare issues. Alternatively, the
posters can be photographed and posted on a course website or wiki.
Teaching & Learning Strategies
©Alberta SPCA 2012 albertaspca.org
guiding concept two
Animal Health
The learning tasks for this guiding concept are designed to take approximately 9 to 10 hours
for students to complete. Students use the Virtual Apprentice 1040 resources to identify and
describe considerations and responsibilities involved in monitoring and protecting an animal’s
health. They consider how legislation and Codes of Practice affect animal care. They design a
safe, efficient and humane living space.
content & skill focus
website inquiries
Students explore and assess conditions that are necessary to ensure and
protect animal welfare. The focus of learning for this guiding concept is on
the following:
3. How should an
animal’s health
and well being
be monitored and
protected?
• Legislation that protects animal welfare
• Strategies for recognizing “normal” health and monitoring well being
• Potential diseases, deficiencies and ailments and strategies to deal with
them
• Conditions, buildings and structures that are appropriate to caring for a
domestic animal
4. How do legislation
and codes protect
animal welfare?
5. In what conditions
should animals live
and be housed?
Codes of Practice
Take some time to explore what is meant by a “code” and ask students to provide examples of
“codes.” Provide some of the following ideas to spark student discussion:
• A code refers to a set of behavioural guidelines and usually has ethical and moral implications.
• Codes can provide a framework of expectations, or rules that establish how one should
understand and behave in a particular environment.
• A code can guide conduct or decision making.
Ask students to share what they have learned about the Codes of Practice for the animal they are
researching, creating a checklist that addresses points such as the following:
• How the Code is structured and what it includes
• The process of development of a Code of Practice
• How and why Codes are changed or revised
• The effectiveness of the Code.
Students can also be asked to share their checklist with a parent, farmer, stable or kennel worker
or owner.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
25
Reference Centre
Students can be asked to
share their research orally or
through an online program, such
as Skype or eLive. Other options
include posting a blog or creating
a brief podcast that other students
can access.
In a classroom setting,
students can be asked to use an
index card “exit slip” or “ticket
out the door” to demonstrate their
understanding of the importance
of Codes of Practice. Have them
write a summary statement on the
front of the card and a question
they have on the back. The limited
space on an index card reinforces
the process of summarizing and
synthesizing information.
Encourage students to establish a research centre in the classroom that they can
access and share with others as they complete the tasks in this inquiry. Many of the
websites provided in the Virtual Apprentice 1040 “apprenticeship” locations refer
to organizations that can provide additional materials for students to use.
Have students work with a partner or small group to research an Albertabased organization that is connected to animal care and welfare and contact the
organization to request reference materials and sources.
Alternatively, students can obtain information through email correspondence or
a telephone interview. Students could also be asked to request and organize a
guest speaker.
Economics of Domestic Animals
Have students work with a small group to research the costs associated with housing
and handling a domestic animal. Assign each group member a specific responsibility
for their research:
• Housing or shelter
• Main equipment items or tools
Students can be encouraged to start
• Medical care
with websites such as:
• Feed.
• The Alberta SPCA website at www.albertaspca.org
Alternatively, ask students to individually select one specific responsibility to
research. Have students create a checklist or outline that presents their findings and
• The Alberta Farm Animal Care
ask them to share with another student. Home-based students can be encouraged to
website at www.afac.ab.ca
post their checklist or outline on a course website or wiki.
26
Teaching & Learning Strategies
©Alberta SPCA 2012 albertaspca.org
guiding concept three
Humane Animal Handling Skills
The learning tasks for this guiding concept are designed to take approximately 3 hours for
students to complete. Students use the Virtual Apprentice 1040 resources to explore best
practices in animal handling and transportation.
content & skill focus
website inquiries
Students explore the skills that are necessary for safe and humane
interaction with a domestic animal. The focus of learning for this guiding
concept is on the following:
6. How should risk and
hazards be avoided
when handling and
moving animals?
• Humane and safe methods of approaching, moving, handling, restraining
and transporting an animal
• How risks can be managed
• Responsible animal breeding practices
Do’s & Don’ts Checklist
Have students search the Internet for images of animal housing and facilities on the
Internet. Select two photographs to analyze, creating a “do’s” and “don’ts” checklist
to compare humane and inappropriate housing practices.
Students can repeat the same process, searching for images that show handling,
restraint and transportation practices for specific domestic animals.
Students can be asked to
work in groups, with each taking a
topic focus. Have each group work
together to find and select two
images and create their “do’s” and
“don’ts” checklists.
Alternatively, groups can focus
on different animals, selecting
two to four images that represent
different aspects of humane
handling. Encourage students
to compare practices for their
different animals.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
27
guiding concept four
Standards of Care
The learning tasks for this guiding concept are designed to take approximately 2 hours
for students to complete. Students use the Virtual Apprentice 1040 learning resources to
consider how animal owners can affect their communities. They consider some moral and
ethical aspects of animal care.
content & skill focus
website inquiries
Students explore some issues associated with animal welfare and care. The
focus of learning for this guiding concept is on the following:
7. How does an
animal’s health
affect the
community?
• Impact of responsible animal care on the broader community, including zoonotic diseases and methods of identification
Organize a three-minute pause
to have students stop and reflect
on animal care-related issues, make
connections to prior knowledge or
experiences and seek clarification
or other opinions:
• I changed my attitude about....
• I became more aware of....
• I was surprised about....
• I still wonder about....
• I am unsure about....
• I related to....
Have students list
the experiences, skills and
knowledge they have gained from
completing the tasks in the Virtual
Apprentice 1040 course. Challenge
students to use these lists to create
a resume that they could use to
demonstrate the knowledge and
skills that they could offer in an
animal-related job. Encourage
students to add their lists to
their portfolios.
28
Job Application
Ask students whether they have had any experience completing and submitting
job applications. Create a list of the questions that are typically on an application,
including those that ask for experience and knowledge relevant to a job.
Have students work with a partner or in a small group to create a job
description for a position in one of the three “apprenticeship” locations on the
Virtual Apprentice 1040 website.
Teaching & Learning Strategies
©Alberta SPCA 2012 albertaspca.org
Appendices
Appendix A: Content & Task Overviews
Introduction Overview Chart
Stable Overview Chart (Horses)
Farm Overview Chart (Beef Cattle & Sheep)
Kennel Overview Chart (Dogs & Cats)
Appendix B: Curriculum Correlation
Appendix C: Graphic Organizers
Appendix D: Introductory Learning &
Need to Do Task Cards
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
29
Appendix A: Content & Task Overviews
Introduction Overview
This chart provides an overview of the learning resources that are available in the Introductory
Learning Tasks and Final Project links on the Virtual Apprentice 1040 website. Students must
complete the introductory tasks before selecting one of the three “apprenticeship” locations and
choosing to focus on a specific animal.
Overarching Question
Time
What is an acceptable level of care
for domestic animals?
This introduction is designed to take approximately 1 to 2 hours for students to complete.
Students review course expectations, establish a context for learning and select an
“apprenticeship” location and animal.
Guiding Concepts
Learning Focus Overview
Introductory Learning Resources
Responsible Animal Care
An important aspect of care involves
(Who is responsible for the care of understanding the basic physical needs of a
domestic animals? What does this domestic animal. Students will outline daily,
weekly or monthly care routines and respond
care involve?)
to a fictional volunteer job opportunity.
Animal Basics 1040 Course Overview
Animal Basics 1040 Learning Checklist
Animal Care & Welfare
Introducing Domestic Animals
Triple T-Chart
Animal Health
(How should animal health be
protected?)
Humane Animal Handling Skills
(How should animal health be
protected?)
Standards of Care
(How should people demonstrate
responsibility to the animals in
their care?)
Legislation and Codes of Practice are
developed to protect animal welfare. Students
will consider some responsibilities involved in
monitoring and protecting an animal’s health.
They will explore why codes are important
and design a safe, efficient and humane living
space.
Venn
Grid
Project Planning Guide
Legislation and Codes of Practice set out
humane and safe practices. Students will
analyze how these guidelines can influence
handling and transportation of their animal.
Animal owners affect others in their
communities. Students will consider why
zoonotic diseases can be a community concern.
They will also learn about implications of
animal identification strategies.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
31
Stable Overview
This chart provides an overview of each inquiry and the learning resources available in the Stable
on the Virtual Apprentice 1040 website.
stable
Inquiry
Overview & Reflect
Card Question
Learning Resources
1.
What are the
basic physical
needs of
horses?
Horses, like all domestic
animals, depend on
people to provide food,
water, shelter and care.
How does knowledge
of a horse’s physical
needs help you better
understand the animal?
This inquiry question
is designed to take
Day in the Life
approximately 2 to 3
Triple T-Chart
hours for students to
complete. Students use
T-Chart
the learning resources
Reflect One
in this inquiry to outline
Additional weblink learning resources for this
daily, weekly and
inquiry are found on the Virtual Apprentice 1040 website. monthly care routines
for a horse.
2. What skills are
necessary to
have in order to
care responsibly
for horses?
Responsible care of
horses involves not just
knowledge of their basic
physical requirements,
but a commitment to
ensuring their welfare
24 hours a day and 365
days a year. What do
you think are the three
most important skills you
should have to care for a
horse?
This inquiry question
is designed to take
Reflect Two
approximately
Additional weblink learning resources for this
2 hours for students
inquiry are found on the Virtual Apprentice 1040 website. to complete. Students
use the learning
resources in this
inquiry to respond to a
fictional volunteer job
opportunity.
3. How should
horses’ health
and well being
be monitored
and protected?
As with any sentient
Health & Disease Prevention for Horses
beings, horses can
Animal Care Criteria
experience distress, pain
Horse Health
and fear. Responsible
horse owners must be
Reflect Three
aware of the signs of
Additional weblink learning resources for this
illness or distress in order
inquiry
are found on the Virtual Apprentice 1040 website.
to effectively monitor
health on a regular basis.
What should the word
“normal” mean to you
when it relates to the care
and welfare requirements
of horses?
32
Time
Basic Physical Needs of Horses
Animal Care Skills
This inquiry question
is designed to take
approximately 4 to 5
hours for students to
complete. Students use
a variety of learning
resources in this
inquiry to identify and
describe considerations
and responsibilities
involved in monitoring
and protecting a horse’s
health.
Appendix A
©Alberta SPCA 2012 albertaspca.org
stable
Inquiry
Overview & Reflect
Card Question
Learning Resources
4. How do
legislation and
codes protect
animal welfare?
Responsible horse
owners raise and work
with horses by balancing
requirements for the
horse’s care with their
ability to provide those
requirements. They
know that horses that
are properly cared for
are more productive.
What controls should be
in place to help ensure
that horses are raised
responsibly?
This inquiry question
is designed to take
A Code of Practice
approximately
Venn
2 hours for students
to complete. Students
Reflect Three
consider how legislation
Additional weblink learning resources for this
and Codes of Practice
inquiry are found on the Virtual Apprentice 1040 website.
affect animal care.
5. In what
conditions
should horses
live and be
housed?
Horses need much more
than just a regular supply
of food and water. As
essential as these basic
supplies are, adequate
shelter and appropriate
equipment is also
necessary to ensure a
horse’s well being and
health. How do horses’
living needs compare to
your own?
This inquiry question
is designed to take
Design a Living Space
approximately
T-Chart
3 hours for students to
complete. Students use
Reflect Five
the learning resources
Additional weblink learning resources for this
in this inquiry to design
inquiry are found on the Virtual Apprentice 1040 website.
a safe, efficient and
humane living space.
6. How should
risk and hazards
be avoided
when handling
and moving
horses?
The type of contact
Safe Handling, Transporting & Breeding Horses
between people and
Managing Risks
animals has a strong
Storyboard
impact on animal welfare.
A horse can perceive
Horse Handling
a negative handling
Reflect Six
experience fearfully.
Additional weblink learning resources for this
When a horse is fearful,
inquiry are found on the Virtual Apprentice 1040 website.
its stress responses
increase, and its well
being is reduced. How do
recommended guidelines
compare to your own
experiences with handling
animals?
This inquiry question
is designed to take
approximately
3 hours for students to
complete. Students use
the learning resources
in this inquiry to
explore best practices
for a horse’s handling
and transportation.
7. How does a
horse’s
health affect
the community?
As a horse owner,
decisions made about its
care affect other’s land
and living conditions.
What do you think
the phrase “be a good
neighbour” should mean
to a horse owner?
This inquiry question
is designed to take
approximately
2 hours for students to
complete. Students use
the learning resources
in this inquiry to
consider how horse
owners affect others in
their communities.
Animal Legislation
Living Spaces for Horses
Horses in the Community
Animals and Communities
Bubble Map
Reflect Seven
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Time
33
Farm Overview
This chart provides an overview of each inquiryand the learning resources available in the Farm
on the Virtual Apprentice 1040 website.
farm
Inquiry
Overview & Reflect Card
Question
1.
Cattle and sheep, like all
domestic animals, depend on
people to provide food, water,
shelter and care. How does
knowledge of farm animals’
physical needs help you better
understand these animals?
What are the
basic physical
needs of farm
animals?
Learning Resources
Time
Basic Physical Needs of Beef Cattle
Basic Physical Needs of Sheep
Day in the Life
Triple T-Chart
T-Chart
Reflect One
Additional weblink learning resources for
this inquiry are found on the Virtual Apprentice
1040 website
This inquiry question
is designed to take
approximately 2 to 3
hours for students to
complete. Students use
the learning resources
in this inquiry to outline
daily, weekly and
monthly care routines
for beef cattle or sheep.
2. What skills are
necessary to
have in order to
care responsibly
for farm
animals?
Responsible care of farm animals
Animal Care Skills
involves not just knowledge
Reflect Two
of their basic physical
Additional weblink learning resources for
requirements, but a commitment
this inquiry are found on the Virtual Apprentice
to ensuring their welfare 24
hours a day and 365 days a year. 1040 website
What do you think are the three
most important skills you should
have to care for cattle or sheep?
This inquiry question
is designed to take
approximately
2 hours for students
to complete. Students
use the learning
resources in this
inquiry to respond to a
fictional volunteer job
opportunity.
3. How should
a farm animal’s
health and
well being be
monitored and
protected?
As with any sentient beings,
Health & Disease Prevention for Beef Cattle
cattle and sheep can experience
Health & Disease Prevention for Sheep
distress, pain and fear.
Animal Care Criteria
Responsible animal owners must
be aware of the signs of illness
Beef Cattle Health
or distress in order to effectively
Sheep Health
monitor health on a regular
basis. What should the word
Reflect Three
“normal” mean to you when it
Additional weblink learning resources for
relates to the care and welfare
this inquiry are found on the Virtual Apprentice
requirements of cattle or sheep?
1040 website
This inquiry question
is designed to take
approximately 4 to 5
hours for students to
complete. Students use
a variety of learning
resources in this
inquiry to identify and
describe considerations
and responsibilities
involved in monitoring
and protecting the
health of cattle or
sheep.
34
Appendix A
©Alberta SPCA 2012 albertaspca.org
farm
Inquiry
Overview & Reflect Card
Question
4. How do
legislation and
codes protect
animal welfare?
Responsible animal owners
Animal Legislation
raise and work with livestock by
A Code of Practice
balancing requirements for the
Venn
animal’s care with their ability
to provide those requirements.
Reflect Four
They know that cattle and sheep
Additional weblink learning resources for
that are properly cared for are
this inquiry are found on the Virtual Apprentice
more productive. What controls
1040 website
should be in place to help ensure
that cattle and sheep are raised
responsibly?
This inquiry question
is designed to take
approximately
2 hours for students
to complete. Students
consider how legislation
and Codes of Practice
affect animal care.
5. In what
conditions
should farm
animals live and
be housed?
Cattle and sheep need much
Living Spaces for Beef Cattle
more than just a regular
Living Spaces for Sheep
supply of food and water. As
Design a Living Space
essential as these basic supplies
are, adequate shelter and
T-Chart
appropriate equipment is also
Reflect Five
necessary to ensure the farm
Additional weblink learning resources for
animal’s well being and health.
this
inquiry
are found on the Virtual Apprentice
How do the living needs of cattle
1040
website
or sheep compare to your own?
This inquiry question
is designed to take
approximately
3 hours for students to
complete. Students use
the learning resources
in this inquiry to design
a safe, efficient and
humane living space.
6. How should
risk and hazards
be avoided
when handling
and moving
farm animals?
The type of contact between
people and animals has a strong
impact on animal welfare.
Cattle and sheep can perceive
a negative handling experience
fearfully. When an animal is
fearful, its stress responses
increase, and its welfare is
reduced. How do recommended
handling guidelines compare to
your own experiences handling
animals?
This inquiry question
is designed to take
approximately
3 hours for students
to complete. Students
use the learning
resources in this
inquiry to explore best
practices for cattle or
sheep handling and
transportation.
7. How does a
farm animal’s
health affect the
community?
As a farm animal owner,
decisions made about the care
of cattle and sheep affect other’s
land and living conditions. What
do you think the phrase “be a
good neighbour” should mean to
a farm animal owner?
Learning Resources
Safely Handling, Transporting & Breeding
Beef Cattle
Safely Handling, Transporting & Breeding
Sheep
Managing Risks
Storyboard
Beef Cattle Handling
Sheep Cattle Handling
Additional weblink learning resources for
this inquiry are found on the Virtual Apprentice
1040 website
Beef Cattle in the Community
Sheep in the Community
Animals and Communities
Bubble Map
Reflect Seven
Additional weblink learning resources for
this inquiry are found on the Virtual Apprentice
1040 website
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Time
This inquiry question
is designed to take
approximately
2 hours for students to
complete. Students use
the learning resources
in this inquiry to
consider how cattle
or sheep owners
affect others in their
communities.
35
Kennel Overview
This chart provides an overview of each inquiry and the learning resources available in the
Kennel on the Virtual Apprentice 1040 website.
kennel
Inquiry
Overview & Reflect
Card Question
1.
Dogs and cats, like all
domestic animals, depend
on people to provide
food, water, shelter
and care. How does
knowledge of a dog’s or
cat’s physical needs help
you better understand the
animal?
What are the
basic physical
needs of dogs
or cats?
Learning Resources
Time
Basic Physical Needs of Dogs
Basic Physical Needs of Cats
Day in the Life
Triple T-Chart
T-Chart
Reflect One
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
2. What skills are
necessary to
have in order to
care responsibly
for dogs or
cats?
Responsible care of
horses involves not just
knowledge of their basic
physical requirements,
but a commitment to
ensuring their welfare
24 hours a day and 365
days a year. What do
you think are the three
most important skills you
should have to care for a
horse?
3. How should a
pet’s health
and well being
be monitored
and protected?
As with any sentient
Health & Disease Prevention for Dogs
beings, dogs and cats can
Health & Disease Prevention for Cats
experience distress, pain
Animal Care Criteria
and fear. Responsible pet
owners must be aware
Dog Health
of the signs of illness
Cat Health
or distress in order to
effectively monitor health
Reflect Three
on a regular basis. What
Additional weblink learning resources for this
should the word “normal”
inquiry are found on the Virtual Apprentice 1040 website
mean to you when it
relates to the care and
welfare requirements of
dogs or cats?
36
Animal Care Skills
Reflect Two
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
This inquiry question
is designed to take
approximately 2 to 3
hours for students to
complete. Students use
the learning resources
in this inquiry to outline
daily, weekly and
monthly care routines
for a dog or cat.
This inquiry question
is designed to take
approximately
2 hours for students
to complete. Students
use the learning
resources in this
inquiry to respond to a
fictional volunteer job
opportunity.
This inquiry question
is designed to take
approximately 4 to 5
hours for students to
complete. Students use
a variety of learning
resources in this
inquiry to identify and
describe considerations
and responsibilities
involved in monitoring
and protecting a dog’s
or cat’s health.
Appendix A
©Alberta SPCA 2012 albertaspca.org
kennel
Inquiry
Overview & Reflect
Card Question
4. How do
legislation and
codes protect
animal welfare?
Responsible pet owners
Animal Legislation
raise and work with
A Code of Practice
their pets by balancing
Venn
requirements for the
pet’s care with their
Reflect Four
ability to provide those
Additional weblink learning resources for this
requirements. They know
inquiry are found on the Virtual Apprentice 1040 website
that pets that are properly
cared for are more
productive. What controls
should be in place to help
ensure that dogs and cats
are raised responsibly?
This inquiry question
is designed to take
approximately
2 hours for students
to complete. Students
consider how legislation
and Codes of Practice
affect animal care.
5. In what
conditions
should pets live
and be housed?
Pets need much more
than just a regular supply
of food and water. As
essential as these basic
supplies are, adequate
living conditions are also
necessary to ensure a
dog’s or cat’s well being
and health. How do pet’s
living needs compare to
your own?
This inquiry question
is designed to take
approximately
3 hours for students to
complete. Students use
the learning resources
in this inquiry to design
a safe, efficient and
humane living space.
6. How should
risk and hazards
be avoided
when handling
and moving
pets?
7. How does a
dog’s or a cat’s
health affect the
community?
The type of contact
between people and
animals has a strong
impact on animal
welfare. Dogs and cats
can perceive a negative
handling experience
fearfully. When an animal
is fearful, its stress
responses increase, and
its welfare is reduced.
How do recommended
handling guidelines
compare to your own
experiences handling
animals?
As a pet owner, decisions
made about the care
of a dog or cat affect
other’s land and living
conditions. What do you
think the phrase “be a
good neighbour” should
mean to a pet owner?
Learning Resources
Living Spaces for Dogs
Living Spaces for Cats
Design a Living Space
T-Chart
Reflect Five
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
Safely Handling, Transporting & Breeding Dogs
Safely Handling, Transporting & Breeding Cats
Managing Risks
Storyboard
Dog Handling
Cat Handling
Reflect Six
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
Dogs in the Community
Cats in the Community
Animals and Communities
Bubble Map
Reflect Seven
Additional weblink learning resources for this
inquiry are found on the Virtual Apprentice 1040 website
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Time
This inquiry question
is designed to take
approximately
3 hours for students
to complete. Students
use the learning
resources in this
inquiry to explore best
practices for a dog’s
or cat’s handling and
transportation.
This inquiry question
is designed to take
approximately
2 hours for students to
complete. Students use
the learning resources
in this inquiry to
consider how dog or cat
owners affect others in
their communities.
37
Appendix B: Curriculum Correlation
AGR1040: Introduction to Animal Basics
Guiding Concepts
Inquiries
Specific Learning Outcomes
AGR1040: Introduction to Animal Basics
Introduction
1.1 differentiate among livestock, performance and companion animals;
e.g., dairy cattle, horses, dogs
4.1 complete/update a personal inventory; e.g., interests, values, beliefs,
resources, prior learning and experiences
4.2 create a connection between a personal inventory and occupational
choices
Responsible Animal
Care
1. What are the basic physical
needs of domestic animals?
1.2 identify and describe the basic physical needs of a domestic animal,
including:
2. What skills are necessary
to have in order to care
responsibly for domestic
animals?
1.2.1 water requirements
1.2.2 light intensity and duration
1.2.3 climate and temperature
1.2.4 air/ventilation
1.2.5 space variables
1.2.6 nutrient requirements
Animal Health
3. How should an animal’s health 1.3 describe a strategy for protecting the health of the animal, including:
and well being be monitored
1.3.1 taking of vital signs and knowing what is “normal”
and protected?
1.3.2 identification of diseases, deficiencies and ailments
4. How do legislation and codes
1.3.3 treatment, control and prevention
protect animal welfare?
1.4 describe municipal, provincial and federal laws related to the ethical
5. In what conditions should
and legal care of domestic animals
animals live and be housed?
1.6 describe buildings/structures and equipment appropriate to caring for
the animal, considering:
1.6.1 design features
1.6.2 operation and maintenance
1.6.3 safety
1.6.4 economics/cost
Humane Animal
Handling Skills
6. How should risk and hazards
2.1 identify and discuss the potential hazards in caring for a domestic
be avoided when handling and animal, including:
moving animals?
2.1.1 moving the animal
2.1.2 restraining the animal
2.1.3 humane handling
2.1.4 safe transportation of the animal
2.1.5 health signs that indicate the need for professional veterinary care
2.1.7 bites, scratches and allergies
2.2 specify measures needed to avoid hazards
2.3 describe the warning signs of a threatened animal
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
39
Critical Questions
Inquiries
Specific Learning Outcomes
AGR1040: Introduction to Animal Basics
2.4 describe the appropriate way to care for an animal, considering:
2.4.1 approaching the animal
2.4.2 moving the animal
2.4.3 restraining the animal
2.4.4 transporting the animal
2.4.5 health signs that indicate the need for professional
veterinary care
2.4.6 methods for handling injuries and allergies
2.5 identify and describe common practices/equipment that should be
used around animals
Standards of Care
7. How does an animal’s health
affect the community?
1.5 relate concepts of breeding and selection to production practices; e.g.,
systems of breeding, selection criteria, genetic engineering
2.1 identify and discuss the potential hazards in caring for a domestic
animal, including:
2.1.6 zoonotic diseases
Throughout the learning tasks in this course, students are also encouraged to develop and demonstrate the
following basic competencies:
3.1 demonstrate
fundamental
skills to:
3.1.1 communicate
3.1.2 manage information
3.1.3 use numbers
3.1.4 think and solve problems
3.2.1 demonstrate positive attitudes and behaviours
3.2 demonstrate
personal
management
skills to:
3.2.2 be responsible
3.2.3 be adaptable
3.2.4 learn continuously
3.2.5 work safely
3.3 demonstrate
teamwork skills to:
3.3.1 work with others
3.3.2 participate in projects and tasks
40
Appendix B
©Alberta SPCA 2012 albertaspca.org
Appendix C: Graphic Organizers
Bubble Map
Grid
Mind Map
Storyboard
T-Chart
Triple T-Chart
Venn
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
41
Bubble Map
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
43
Grid
44
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Mind Map
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
45
Storyboard
46
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
T-Chart
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
47
Triple T-Chart
48
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Venn
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
49
Appendix D: Introductory Learning &
Need to Do Task Cards
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
51
Animal Basics 1040
Course Overview
AGR1040: Introduction to Animal Basics is an
introductory level CTS course that will ask you
to “work” in an “apprentice” role to learn about
basic and fundamental aspects of animal care and
welfare. You’ll have the opportunity to select an
environment in which to learn – a farm, stable or
kennel. And you’ll be able to select an animal that
interests you and connects to future career
or occupational interests you may have.
Or, you may just want to learn more about being
a responsible pet owner.
Whatever your interests and goals, your learning
will start with the following overarching question:
• What is an acceptable level of care for
domestic animals?
As a “virtual” apprentice, you’ll be responsible for
completing tasks that demonstrate what you’ve
learned. These tasks are found on the Virtual
Apprentice 1040 website at www.ctsanimals.ca/
va1040. Your work will be assessed by your teacher.
Therefore, you’ll need to set up a portfolio. You can
set up your portfolio either in a file folder or in an
electronic format on your computer. All of the Need
to Know and Need to Do learning resources that you
find on the Virtual Apprentice 1040 website can be
printed and/or saved in your file folder or electronic
portfolio. Some of the Need to Do resources have
active fields that you can use to input your responses.
NOTE THAT THESE RESOURCES SHOULD BE SAVED
BEFORE YOU INPUT ANY TEXT. USE ADOBE READER TO
INPUT AND EDIT YOUR WORK. ENSURE YOU HAVE THE
CURRENT VERSION OF ADOBE READER INSTALLED.
You will explore the course content through four
guiding concepts:
• Responsible animal care
• Animal health
• Humane animal handling skills
• Standards of care.
QuickGuide
1. REVIEW the Home page information, including the assessment criteria.
2. SET UP your portfolio and open and save the Animal Basics 1040 Learning Checklist in it. Review the learning tasks in
this checklist so you know what your responsibilities will be.
3. SELECT a virtual apprenticeship location and an animal with which to work.
4.INTRODUCE yourself to the course content by completing the Introductory Learning Tasks.
5. COMPLETE the Apprenticeship Learning Tasks in your selected location. Follow the directions provided for using the learning resources in each inquiry.
6.CREATE your final project, using the work you’ve done for each inquiry, and the resources found in the Final
Project link.
7. WRITE your personal reflection statement, using the responses you’ve provided in the Reflect cards for each inquiry.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
53
Using the Virtual Apprentice 1040 Website
Inquiries
To become a “virtual apprentice,” you must
complete seven inquiries, which you’ll find
on the Virtual Apprentice 1040 website at
www.ctsanimals.ca/va1040.
• Start at the Home page to orient yourself
to the course approach and requirements.
Important assessment information is also
provided on this page.
• The Introductory Learning Tasks link provides
an introduction to the course. Complete the
learning tasks in the introductory resources on this page.
54
• Use the Final Project link to review your final
project options. The Project Planning Guide
provides a more detailed overview of each
final project option, a template for planning
and a Project Rubric to help you understand
the criteria for assessment.
• Go to the Apprenticeship Learning Tasks link
and select your “apprenticeship” location.
Click on your location to start working on the
learning tasks in the seven inquiries. You will
complete SEVEN learning tasks focused on the
domestic animal with which you have chosen
to work. Track these learning tasks with the Learning Checklist, found on the Home page at www.ctsanimals.ca/va1040.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Career and Real World Applications
If you dream of working with animals, you have
endless opportunities to turn your passion or
interest into a career. Although working with
animals can involve long hours and can be
physically demanding, it can be very rewarding
and satisfying. Working with animals may place you
in a variety of settings and with a range of different
animals – careers can involve raising animals on
a farm, grooming dogs, working as a veterinarian
or animal health technologist (AHT), looking after
animals in a boarding kennel, animal shelter, pet
store or research lab, training guide dogs or even
taking care of animals in a wildlife park.
Occupations
Duties
Explore careers and occupations related to
animals on the ALIS website at http://alis.
alberta.ca. Search occupations by using the
search term “animals.” Check the Welfare &
Care tab on the Alberta SPCA website at
www.albertaspca.org for additional information.
List three occupations that interest you
most in a Grid, labeled with the headings in
the example below. Summarize the duties, personal
characteristics and educational requirements for
each occupation. A blank Grid template is provided
on the Virtual Apprentice 1040 website.
Personal Characteristics
Educational Requirements
1.
2.
3.
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Animal Basics 1040
Learning Checklist
Become a “Virtual” Apprentice
You may choose to complete your “virtual”
apprenticeship on a “virtual” farm, stable or
kennel located on the Virtual Apprentice 1040
website at www.ctsanimals.ca/va1040. You will
focus on one of the following animals:
• Farm – Beef Cattle or Sheep
• Stable – Horse
Watch for these icons as you complete the learning
tasks in each inquiry.
This Portfolio icon identifies learning tasks
that should be included in your portfolio.
•
Plan to keep evidence of your learning and experiences to help you establish this course as a prerequisite for other courses you may choose to take.
• The products you create can also be helpful
evidence of learning and experience when
applying for a post-secondary program or a job.
• Kennel – Dog or Cat
Describe the “virtual” location at which you want
to learn, the animal you would like to learn more
about and your reasons for making these choices.
Some portfolio tasks provide you with an option
to apply any experience you may already have.
These options are meant to be completed as an
alternative to the portfolio task, not in addition
to the task. These options are indicated with the
Apply Your Experience icon.
This Self-Check icon will remind you to
monitor your learning and check other
learning resources if you need additional
information to complete the learning tasks.
Review the Course Overview to find out how
to use the Virtual Apprentice 1040 website.
Keep track of your work by using the checklist on the following page. The checklist provides you with an
overview of the learning focus of the tasks you are expected to complete for each inquiry. Remember that
the learning resources and research links in each inquiry on the Virtual Apprentice 1040 website will help
you complete each of your learning tasks.
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Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Introductory Learning Tasks
Overarching
Question
Where to Find Learning Tasks
the Tasks
What is an
acceptable level of
care for domestic
animals?
Course Overview
Learning
Options
Summarize the duties, personal characteristics and educational requirements for three occupations related
to animal care
Learning
Checklist
Choose an animal and explain why it interests you
Start to keep track of your learning tasks
Animal Care &
Welfare
Describe how you think animal owners should meet an
animal’s needs
Compare livestock and companion animals
Apprenticeship Learning Tasks
Inquiries
Where to Find Learning Tasks
the Tasks
1. What are the
basic physical
needs of domestic
animals?
Day in the Life
Learning
Options
Create a list of physical care requirements
Create daily, weekly, monthly care charts
OR Create a checklist of tasks to care for your animal
Assess the impact of seasons on animal care routines
Complete the Reflect card for this inquiry
Animal Care
2. What skills are
necessary to have Skills
in order to care
responsibly for
domestic animals?
Create a response to a “volunteer needed” advertisement
Complete the Reflect card for this inquiry
Animal Care
Criteria
Identify actions that protect animal health
OR Create a checklist to identify actions you take to ensure your animal’s health
Identify signs of health or risks in an animal
OR Take photographs of your animal and identify evidence of health or potential risks
Identify a disease, a symptom, prevention and a
treatment option
Complete the Reflect card for this inquiry
Compare animal welfare legislation and a Code of Practice
Complete the Reflect card for this inquiry
3. How should an
animal’s health
and well being be
monitored and
protected?
4. How do
legislation and
codes protect
animal welfare?
A Code of
Practice
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Apprenticeship Learning Tasks
Inquiries
Where to Find Learning Tasks
the Tasks
5. In what
conditions should
animals live and
be housed?
Design a Living Space
6. How should
risk and hazards
be avoided when
handling and
moving animals?
Managing Risks Animals &
Communities
7. How does
an animal’s
health affect the
community?
Learning
Options
Create a visual that shows a housing or shelter design
OR Sketch or photograph an animal shelter to analyze its efficiency and safety
Complete the Reflect card for this inquiry
Create a storyboard to illustrate hazards to avoid when approaching, transporting, restraining or moving an animal
OR Create a video that demonstrates your ability to safely and humanely approach, transport, restrain or move
your animal
Complete the Reflect card for this inquiry
Describe animal identification strategies and why they
are used
Explain why zoonotic diseases are a community concern
Describe or illustrate the four most important responsibilities that animal owners have
Complete the Reflect card for this inquiry
Final Project & Reflection
Overarching
Question
Where to Find Learning Tasks
the Tasks
Learning
Options
What is an
acceptable level of
care for domestic
animals?
Project Planning
Guide
Select ONE of
Your final project
should respond to
this overarching
question.
Your reflection
statement should
provide a personal
response to this
overarching
question.
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Reflect Cards
Create a personal profile that highlights your animal care the project
knowledge and skills
OR Create a two-to-five minute “day in my life” video or
storyboard that highlights necessary and responsible
aspects of care
OR Design a public service announcement that educates
others about animal care and welfare
Write a 200-word personal reflection statement, using
responses you have collected in the Reflect Card for each
of the seven inquiries
options or
develop your
own idea.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Animal Basics 1040
Animal Care & Welfare
People primarily raise and keep animals for
human use or benefit, such as dogs and cats for
companionship, cattle and sheep for food or
clothing and horses for work or recreation. Animal
owners are legally and ethically responsible for the
care of their animals. But what does – and should –
this care involve? Most people would immediately
say that animals need adequate water, food and
shelter. Some might add that animals must be
protected from any unnecessary discomfort, pain
or stress.
Animal welfare can be understood by considering
a number of different ideas:
• Animal welfare involves an animal’s physical
health or its fitness.
• Some people believe that an animal’s emotional
state is equally important and refers to how the
animal feels, including fear, anxiety, pain or
discomfort, as well as its ability to act “naturally”
or fulfil its natural needs.
Essential for Survival
• Animal welfare can also involve ensuring that an animal’s needs are met, including those that are essential for survival, those that help avoid injury or diseases and those that provide a comfortable existence.
• A framework called the Five Freedoms from
the United Kingdom is internationally recognized as a checklist or guidelines that identify what
basic and acceptable levels of care should include.
What elements of care do you think should be
considered part of an animal’s basic care? Start
with the ideas in the points above – meeting needs
that are essential for survival, meeting needs
that avoid injury or disease and meeting needs to
provide a comfortable existence.
Use the Triple T-Chart below to make a list that
describes how you, as an animal owner or care
giver, should meet each of these three types
of needs. If you need more space, use a Triple
T-Chart, labeled with the headings below. A blank
Triple T-Chart template is provided on the Virtual
Apprentice 1040 website.
Avoid Injury or Disease
Provide a Comfortable Existence
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The Five Freedoms are listed in the sidebar box to
the right. With a classmate, parent or co-worker,
discuss how the Five Freedoms address needs that
are essential for survival, needs that avoid injury
or disease and the need to provide a comfortable
existence.
Freedom from hunger and thirst by ready access
to fresh water and a diet to maintain full health and
vigour
Freedom from discomfort by providing an
appropriate environment including shelter and a
comfortable resting area
Freedom from pain, injury and disease by
prevention or rapid diagnosis and treatment
Freedom to express normal behaviour by providing
sufficient space, proper facilities and company of the
animal’s own kind
Freedom from fear and distress by ensuring
conditions and treatment which avoid
mental suffering
Domestic Animals
A domesticated animal is any animal that
depends on people for food, water and shelter,
including animals such as cattle, horses, sheep,
chickens, goats, dogs and cats. Domestic animals
are often described in two main groups:
• Farm animals
• Companion animals.
How do you think the needs of these two types of
domestic animals might be different? What is the
same? Use a Venn to make this comparison. Record
your ideas on the Venn with bulleted points or
sketches. A blank Venn template is provided on the
Virtual Apprentice 1040 website.
Farm
Companion
Different
Same
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Different
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Animal Basics 1040
Introducing Domestic Animals
Animals and people have lived together for
thousands of years. With few exceptions, the
hundreds of animal species and their breeds have
descended from ancestors who were domesticated.
Domestication is a process people use to
cultivate plants and animals to serve human needs.
Domestic animals have gradually adapted to
living with people and serving our need for food,
clothing, work, transportation and companionship.
In exchange, people provide domestic animals with
food and protection.
How do we ensure that this type of humane and
safe care is provided to domestic animals? Codes
of Practice are nationally developed, voluntary
guidelines for the care and handling of different
species of farm animals. These Codes are designed
to be used as a tool that can help animal owners
ensure that sound animal welfare practices are
followed. They provide both requirements and
recommendations for farm animal welfare and
care.
The Canadian Veterinary Medical Association
(CVMA) has also developed Codes of Practice for
dog boarding and breeding kennels as well as
catteries, places where cats are boarded or bred.
Values in the Codes Of Practice
Throughout the world, domestic animals are kept
in a wide variety of situations. In Canada,the
commercial and private animal industries are
large and extremely diverse. Therefore, the Codes
of Practice do not cover all situations, but try to
define high standards for the basic principles of
animal care and management. The requirements
and recommendations in the Codes of Practice are
based on the best knowledge currently available.
The Codes of Practice identify the following
principles and responsibilities:
• The purpose of the Codes is to promote the
welfare of animals. Those involved with animals
must make an effort to inform themselves and
others in the proper care and handling practices.
• People working with animals must have due
regard for their welfare.
• People involved with animals should be aware of the welfare of animals under their care or the care of others.
• It is the responsibility of people working with animals to be knowledgeable of proper care and
handling. Ignorance is not acceptable as an excuse for cruelty and neglect.
You will find references to the Codes of Practice in many of the Need to Know cards. Codes of Practice
provide requirements and recommendations for housing, care, transportation, processing and other areas
of animal care. Watch for these references and compare them to what you are learning about acceptable levels of
care for all domestic animals.
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Animal Basics 1040
Project Planning Guide
In AGR1040: Animal Basics, you are expected to
learn to identify and demonstrate the basic steps
involved in raising and caring for a domestic animal
and gain an understanding of general care to
ensure animal health.
As part of the course requirements, you will be
expected to complete a final project. You may
choose one of the three options described in this
guide or develop an idea of your own. You must
receive approval from your teacher if you design
your own project.
Use the project planning template in this guide to
sketch out the basics of your project. That way, you
can identify what you can use from the work you
complete as you work on the Virtual Apprentice
1040 learning tasks. You should be able to use some
of your learning task work as part of your project.
Option 1
Create a personal profile that highlights the animal
care knowledge and skills you have. Organize your
profile to demonstrate the following:
• Your knowledge about what you consider to be
the three most important, basic elements of care
required for a domestic animal
• How you would apply this knowledge to an
opportunity to volunteer or work in an
environment in your community that provides
animal care (farm, stable, kennel, animal shelter,
veterinary office).
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You may choose to create your profile in a format
such as those listed below or develop your own:
• A file folder collage (place personal information
on the front cover, a list of your skills and
experiences on the back cover and information
and examples related to animal care on the
inside of the file folder)
• A simple personal web page design
• A series of PowerPoint slides
• A scripted audiotape.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Option 2
Option 3
Create a two-to-five minute “day in my life” video
or storyboard demonstration that highlights
necessary and responsible aspects of care for
a domestic animal. The “day in my life” should
address the care required to meet an animal’s
needs for:
Design a public service announcement (PSA) that
educates others about the basic and minimum
requirements for the care that domestic animals
should receive in their environments. Your public
service announcement can be in one of the formats
below or in a format that you design:
• Food and water
• A brochure
• Shelter
• A two-to-three minute audio webcast
• Disease or illness prevention (monitoring skills)
• A design for a “new” Facebook page focused
on responsible animal care.
• Handling (moving, restraining or transporting).
You can choose to create the “day in my life”
demonstration as an actual narrated video in
a real environment in which you may live or work.
You can also construct a “fictional” environment
in which to shoot your video. Or you can use a
storyboard to “script” for a potential animated
video in comic or cartoon style. Use some of the
products you create as you complete the learning
tasks to help you demonstrate, “show” and “tell.”
Each inquiry you completed for Virtual
Apprentice 1040 has also asked you to reflect
on your learning. Use these reflections to write a
200-word personal reflection statement. Ensure that
your final reflection statement describes how this
course has developed your knowledge and skills.
Keep the overarching question from the course
in mind – What is an acceptable level of care for
domestic animals? – and use examples from the
learning tasks and information in each inquiry.
Your PSA should start with a brief description of
an issue related to animal care or welfare. You
should use the issue as a starting point to help you
explain why basic and minimum requirements and
recommendations for animal care are established
through the Codes of Practice or animal legislation.
Then, your PSA should identify and describe key
strategies that protect and ensure animal health in
the following three areas:
• Environment (shelter or housing needs)
• Handling (moving, restraining, transporting)
• Well being (food, water and monitoring for
illness or disease).
Photograph courtesy of Reg & Marcia Johnston
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Final Project Planning Template
PROJECT GOAL
Keep the goals of AGR1040 in mind when you write
your project goal:
• Identify and demonstrate the basic steps
involved in raising and caring for a domestic
animal
• Gain an understanding of general care to ensure
animal health
HOW MY PROJECT WILL DEMONSTRATE MY LEARNING
Jot down the key points that you want to make sure you address for each guiding concept in the course.
Responsible Animal Care
Who is responsible for the care of domestic animals?
What does this care involve?
Animal Health
How should animal health be protected?
Humane Animal Handling Skills
What skills are required for humane handling of animals?
Standards of Care
How should people demonstrate responsibility to
the animals in their care?
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Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
MY PROJECT CONCEPT
Summarize what you are going to do for your final project. Your project must address the overarching
question for AGR1040: What is an acceptable level of care for a domestic animal?
Make sure you indicate the animal on which you will focus for the project. You can choose any type of
domestic animal, but if you choose one other than the five in Virtual Apprentice 1040, remember that
you must complete your own research.
Keep track of the learning tasks that you think you can use as part of your final project. Check the tasks
you’ve completed in the Animal Basics 1040 Learning Checklist.
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Project Rubric
What is an acceptable level of care for a domestic animal?
Great
Yes
Almost
Not Yet
Independently develops
a clear project plan
that is appropriate and
supports a personal or
career-centred goal
Independently develops
a project plan with an
identified purpose that
supports a goal
Develops, with support,
a project plan and
identifies personal or
career-centred interests
Identifies a purpose for
the project but does
not yet develop it into
a plan
Applies examples and
supporting details
to illustrate relevant
information and
practices related to the
four guiding concepts of
animal health and care
Uses examples or
supporting details to
help explain practices
related to the four
guiding concepts of
animal health and care
Includes some
supporting detail with
an explanation of a
practice that addresses
at least two of the four
guiding concepts of
animal health and care
Identifies topics related
to animal care but
does provide detail or
examples
Demonstrates ability
to organize, summarize
and synthesize
information to draw
conclusions about
animal care that are
based on best practice
Organizes information
appropriately to
provide conclusions
that support best
practice in animal care
Provides information
that represents some
best practices in animal
care
Provides some
information about
an animal but does
not yet connect this
information to best
practices in animal care
Provides evidence of
personal growth and
application of skills
Provides examples of
knowledge gained and
skills developed
Personalizes some
examples of skills or
knowledge gained
Identifies limited
examples of knowledge
or skills but makes no
personal connection
to them
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Need to Do:
Day In The Life
What ongoing responsibilities do animal owners have? An animal’s daily life includes eating, drinking,
urinating and defecating.
These, as well as the animal’s general attitude, are things that should be monitored daily. Animals that are
lethargic, dull or uninterested in their surroundings may be showing signs of a health problem.
Complete the tasks that follow to create a “to do” list of daily, weekly and monthly tasks that you think
are involved in providing basic and essential care for an animal of your choice. Use the
Need to
Know resources and
Weblinks found on the Virtual Apprentice 1040 website at www.ctsanimals.
ca/va1040.
First, brainstorm a list of the animal’s basic physical care requirements. Alternatively, create a sketch
of your animal on a separate page and indicate how its body parts match some of its basic physical needs.
For example, an animal’s mouth matches the physical need for nourishment.
Next, use the general areas of care that are provided with the daily, weekly and monthly charts
that follow to identify what you would have to do or provide to meet an animal’s basic needs. Add
any areas of care that you think are necessary to the chart. Answer the question on changing seasons that
follows the charts. Print or save the charts and place them in your portfolio.
OR Apply Your Experience Option
Use the charts that follow to create a checklist of what you do on a daily, weekly or monthly basis to
care for your animal. Include the charts in your portfolio. Alternatively, you can use a Triple T-Chart,
labeled with the headings below, for your checklist. A blank Triple T-Chart template is provided on
the Virtual Apprentice 1040 website.
Daily
Weekly
Monthly
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Areas of Care
Choose at least three of the areas of care listed below to complete your charts. List each area of care in
the first column. In the second column, describe how you take responsibility for each area of care.
• Water
• Nutrition
• Shelter
• Health Check
• Shelter Cleaning & Maintenance
• Exercise & Training
• Grooming
• Any other area of care
Daily
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Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Weekly
Monthly
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Change of Seasons
How do you think the different seasons would affect your daily, weekly or monthly areas of care?
Why?
Daily
Weekly
Monthly
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Virtual Apprentice 1040: Animal Basics
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Need to Do:
Animal Care Skills
What are the skills that you need to learn and practise in order to
Do you know enough
care responsibly for a domestic animal? Any person who owns or is in about the care requirements
charge of animals has a responsibility to ensure that:
of animals to respond to one of
the advertisements that follow?
• Appropriate feed and drinkable water is provided
• Housing and living spaces are safe, comfortable and allow for the
animal’s natural behaviours
• The animal is adequately cared for in differing weather conditions
• Exercise and/or training routines do not result in excessive stress,
injury or exhaustion
Find out more by completing the
inquiries, “What are the basic
physical needs of animals?” and
“How should animals’ health and
well being be monitored
and protected?”
• Handling and transportation methods and equipment are safe
and do not cause excessive stress, pain, injury or discomfort
• The animal’s health is monitored regularly to prevent illness or
disease and any injuries, illnesses or diseases are treated promptly
and with veterinary support.
Review the volunteer advertisements on the next page. Complete the question below, then respond to
one of the advertisements on the page that follows.
How do the job requirements outlined in the advertisements reflect the responsibilities described above?
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VOLUNTEER HELP REQUIRED
Our farm is in need of a volunteer to help with
the care of farm animals that are housed at our
off-site barn facility. You will work with a team of
three volunteers and may work with cattle, sheep,
pigs, chickens or goats. Your volunteer team will
be responsible for providing cleaning, care and
socialization for these animals. This will include
the following duties:
We require volunteers at our centre who will
be available for at least 90 minutes at the
same time and day each week to help with
the care of different animals. You will attend
an initial volunteer orientation and training
session and be expected to read and be
familiar with our volunteer’s guide. You need
the following skills and abilities:
•
•
•
•
•
•
•
• Willing to work outdoors in any weather
• Physically able to catch, handle, lead, look after and feed any of the animals under your care
• Able to apply safety rules and follow directions from a supervisor
• Independent thinker and willing learner
• Able to make decisions independently
when required
We run 6-week riding sessions
with our stable of horses. We
require a volunteer who wishes
to work with horses and is able
to:
• Understand and implement
a feeding schedule for
all horses.
• Take responsibility for a
morning or afternoon feeding
• Bring horses in from the
pasture for morning feedings
• Turn horses out to pasture
after afternoon feedings
• Scoop manure in barnyard,
barn aisle and stalls
• Check and replace bedding
supplies for stalls as needed
• Monitor the supply of grains
and food supplements
• Help with brushing and
grooming when asked
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Understand and implement a feeding
schedule for all farm animals
Clean barn stalls and provide fresh bedding
materials
Ensuring barn aisles are cleaned of manure
Clean outdoor animal enclosures by scooping
manure out of area
Scoop manure in barnyard, barn aisle
and stalls
Groom animals
Check food and water supplies and ensure
they are available to animals as needed
Our centre needs two volunteers who will help with the
small animals.
We need a cat volunteer, at least 16 years of age, to
provide socialization and exercise to cats and kittens.
You will be responsible to groom the cats, help clean
kennels and change litter pans and organize play time.
You will check bedding and food supplies and ensure
that water is always available.
We need a dog volunteer, at least 16 years of age, to
provide dogs and puppies with physical and mental
stimulation at least once a day. You will help with basic
behaviour training, including house training. You will
help clean kennels and clean up dog waste when taking
them for a daily walk. You will help with minor grooming
and bathing and monitor their food and water supplies.
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
How would you respond to one of these advertisements? Choose a volunteer position you would
like to apply for and create a response letter below. Print or save your response and include it in
your portfolio.
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Need to Do:
Animal Care Criteria
Animal owners know their animals better than anyone else. They
should, therefore, ensure that they have a good understanding of
what is normal for their animal so that it is easier to recognize what
is abnormal. Effective monitoring of an animal’s health and well
being includes three main responsibilities:
• Taking proper preventative measures and learning to recognize early signs of disease
Do you know enough
the physical needs of
animals? Find out more by
completing the inquiry,
“What are the basic physical
needs of animals?”
• Knowing when to seek professional advice about a problem
• Becoming knowledgeable about potential health issues and common diseases.
Consider these three responsibilities as you complete the tasks and respond to the questions that follow.
Use the
Need to Know resources and
Weblinks found on the Virtual Apprentice 1040 website
at www.ctsanimals.ca/va1040.
Protecting Your Animal’s Health
How do animal owners ensure that their animal’s health is protected? First, make jot notes below
to identify actions that you think an animal owner should take to protect his or her animal.
Then, on a separate page, create an illustrated list that identifies the five actions that you think are most
important to protect an animal’s health. Place the list in your portfolio.
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OR Apply Your Experience Option
Create your own checklist that identifies at least five actions that you take on a regular basis to
ensure that your animal stays healthy. Place or save the checklist in your portfolio.





How do you know that these actions are consistent with good practice and care of your animal?
Provide a reason that includes a reference to a Code of Practice or to an expert person or
organization.
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Animal Observation
Simple observation – on a regular basis – is an important aspect of animal care. An animal’s physical
appearance and behaviour should be monitored so that changes in appearance or behaviour can be
identified. Sometimes, these changes can indicate illness or disease.
Use the two photographs of your animal found in the
Image Bank on the Virtual Apprentice
1040 website at www.ctsanimals.ca/va1040, under the Animal Health guiding concept. Analyze
each photograph by answering the questions below. Write your responses in the boxes under each question.
Print or save the photographs and your responses in your portfolio.
Photo A
Photo B
Why do you think this animal is healthy? What are two
signs of good health that you can see?
This animal is considered to be at risk for illness or
disease. Why do you think it has been described in this
way?
OR Apply Your Experience Option
Use two to four photographs of your animal to create a simple photo collage. Write a short
descriptive paragraph that describes how you provided care to ensure your animal’s health, or an
action you took when your animal was in distress. Include your photo collage in your portfolio.
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Virtual Apprentice 1040: Animal Basics
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Disease and Medical Care
Identify a disease that can affect your animal, using the
Weblinks on the Virtual Apprentice 1040
website at www.ctsanimals.ca/va1040, under the Animal Health guiding concept.
Describe how this disease can impact care of the animal by responding to the following questions:
• What is one symptom that this disease causes?
• What is one action that can be taken to prevent this disease?
• What is one option for treating this disease?
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Veterinary Care
1.What aspects of care do you think should be performed by a veterinarian?
• Ask your veterinarian what he or she thinks are two important aspects of care that a veterinarian
should provide.
OR Visit a local veterinary clinic and ask them to describe two important aspects of care that
they provide.
OR Do an Internet search to find a website of an Alberta-based veterinary clinic. Identify and describe two important services they provide.
2. Why do you think a veterinarian should provide each of these aspects of care?
1.
2.
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Need to Do:
A Code of Practice
Provincial and federal legislation that protects animals includes
Alberta’s Animal Protection Act, the Criminal Code of Canada
and the Health of Animals Act. In addition to these laws, Codes
of Practice for farm animals provide recommended practices and
are managed by the National Farm Animal Care Council (NFAAC).
The Codes are developed with input from the industry, scientists,
transporters, veterinarians, animal welfare agencies and government.
These Codes serve as our national understanding of farm animal
care requirements and recommended best practices. They are
scientifically informed, practical and reflect societal expectations
for animal care. Requirements in Codes of Practice can refer to
a regulatory requirement, which is a law established by the
government. These laws are found in government legislation.
Recommended best practices include those practices that
encourage high standards of care.
Examples from different Codes of Practice are referenced on many
of the Need to Know cards on the Virtual Apprentice 1040 website
at www.ctsanimals.ca/va1040. The Codes provide specific
information about expectations and standards for the care of
animals.
Similar to the Codes of Practice for farm animals, the Canadian
Veterinary Medical Association produces Codes of Practice for dog
boarding and breeding kennels as well as for catteries, places
where cats are boarded or bred. Examples from these Codes are also
referenced on many Need to Know cards.
Do you know enough about
areas of care for animals?
Before you complete this task, you
may choose to find out more by
completing the inquiries, “What
are the basic physical needs of
animals?” and “How should animal’s
health and well being be monitored
and protected?”
Many of the Codes of Practice are
being updated to reflect current
best practices. Information on
the Codes and their development
process can be found on the
National Farm Animal Care Council
website at www.nfacc.ca/codesof-practice. A brochure that
summarizes the Code development
process can also be downloaded on
this weblink.
Use the
Need to Know resources and
Weblinks found on the
Virtual Apprentice 1040 website at www.ctsanimals.ca/va1040 to
respond to the questions and complete the tasks that follow.
What is the difference between legislation and Codes of Practice? How do you think this difference
affects animal care?
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To what extent do you think the Code of Practice addresses the basic needs of your animal?
Select any topic from a Code of Practice for your animal. Compare this topic with a Code |for a different
animal. Provide one or two examples from each Code of Practice in the chart below.
Code of Practice Topic
What It Says About My Animal
What It Says About A
Different Animal
What similarities and differences did you find? Use a Venn to compare the
two Codes. Identify one similarity in the intersection of the Venn circles.
Describe one difference in each outer circle. Remember to identify each
animal in the outer circles. A blank Venn template is provided on the Virtual
Apprentice 1040 website.
Why do you think Codes of Practice are important for all domestic animals?
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Need to Do:
Design A Living Space
What would an efficient, safe and humane living space for a
domestic animal look like? Use the
Need to Know resources
and
Weblinks found on the Virtual Apprentice 1040 website at
www.ctsanimals.ca/va1040. As you explore these resources, keep
track of or highlight the elements and conditions that you think are
most important.
Which of these elements and conditions do you think would
influence a daily routine with an animal? Why?
Elements and Conditions
Do you know enough about how physical needs
and care requirements could affect
living spaces? Find out more by
completing the inquiries, “What
are the basic physical needs of
animals?” and “How should an
animal’s health and well being
be monitored?”
Reasons
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Create a visual to show a housing or shelter design for a domestic animal that includes at least five of the elements that you identified. Make sure you label these five elements on your
visual. Select one of the following formats:
• A sketch
• A PowerPoint slide
• An electronic or paper collage
Plan what you will create by identifying the five elements you want to include in the design of the housing
or shelter. Include your visual in your portfolio.
OR Apply Your Experience Option
Create a sketch or take a photograph of the housing or shelter for your animal. Use a T-Chart, labeled
with the headings below, to analyze its efficiency and safety. A blank T-Chart template is provided on
the Virtual Apprentice 1040 website. Include your sketch or photograph and T-Chart in your portfolio.
This housing or shelter is efficient because...
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This housing or shelter is safe because...
Virtual Apprentice 1040: Animal Basics
©Alberta SPCA 2012 albertaspca.org
Need to Do:
Managing Risks
Temple Grandin is a doctor of animal science and professor at
Colorado State University. Her interest in animal welfare led her
to design many innovative animal-friendly structures, including
an animal corral with curved walls that reduced stress in animals.
Temple Grandin wrote about her autism and described herself
as a visual thinker, making sense of ideas and concepts through
pictures instead of words. This gave her the ability to recall
small details and understand how animals think and see the
environments around them. She continues to promote humane
animal handling processes and methods.
“I think using animals for food is an
ethical thing to do, but we’ve got to
do it right. We’ve got to give those
animals a decent life and we’ve got
to give them a painless death. We
owe the animal respect.”
-Temple Grandin
Review each of the following principles of animal handling. These principles are based on Temple
Grandin’s work. Use the
Need to Know resources and
Weblinks found on the Virtual
Apprentice 1040 website at www.ctsanimals.ca/va1040 to complete the tasks that follow.
Match the numbered points on the animal handling illustration, found in the
Humane Animal Handling Skills guiding concept, to each principle.
Image Bank under the
Consider the animal’s flight zone. A flight zone is the animal’s personal space. This space is affected by how tame or wild the animal is. According to Temple Grandin, herd animals that are completely
tame have no flight zone. The flight zone increases if an animal is distressed or excited. An animal
will react and move away when a person comes into the flight zone. Find out more on Dr. Grandin’s
website at www.grandin.com/behaviour/principles/flight.zone.html.
Know that the point of balance is at the animal’s shoulder. Animals will move forward if a person stands behind the point of balance and will back up if a person stands in front of the point of balance.
Understand that animals have wide angle vision. Cattle and horses have a visual field that is more than 300 degrees. Sheep have a visual field from about 190 to 300 degrees, depending on the
amount of wool on their heads. Wide angle vision causes animals to be easily distracted. It also
means that depth perception at ground level is reduced. This may explain why animals lower their
heads to look at things on the ground. Living and training spaces should be evenly lit so there are
no shadows or bright spots.
Understand that animals are more sensitive to high frequency sounds than people. Human hearing is most sensitive at 1000 to 3000 Hz. Cattle and sheep are most sensitive at 7000 to 8000 Hz. Therefore, sounds like whistling can cause animals to become excited and bunch together.
Equipment and supplies that reduce noise should be used.
Remember that animals react best in quiet and calm environments that they are familiar with.
Use the same routines in approaching and handling animals.
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Create a three- to six-frame Storyboard that teaches others about examples of hazards to avoid
when handling an animal in the following three contexts:
• Approaching the animal
• Transporting the animal
• Restraining the animal
You can design your three- to six-frame Storyboard for a video production, website or comic strip. A
blank Storyboard template is provided on the Virtual Apprentice 1040 website.
• Use sketches, written directions and descriptions for a video production Storyboard.
• Use simple screen capture sketches for a website Storyboard.
• Use comic style drawings and short text balloons for a comic strip Storyboard.
Include your Storyboard in your portfolio.
OR Apply Your Experience Option
Create a short video that demonstrates your ability to safely and humanely handle your animal,
including two of the following skills:
• Approaching it
• Getting it ready to transport
• Moving or restraining it
Include your video in your portfolio.
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Need to Do:
Animals and Communities
Farms, animal shelters, kennels and stables are part of communities, and issues that affect the
management and care of domestic animals can affect everyone within these communities. Use the
Need to Know resources and
Weblinks found on the Virtual Apprentice 1040 website at
www.ctsanimals.ca/va1040 to respond to the questions and complete the task that follows.
Animal Identification
Most communities require their animals – whether livestock or companion – to be identified in some way.
What strategy is used to identify your animal?
What is the main purpose of this identification strategy?
Why could animal identification be considered a community issue?
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Zoonotic Diseases
Zoonotic diseases that can be passed from animals to people can also be a community concern. Why?
Develop a Bubble Map, with the headings below, to identify and describe what you think are the
four most important responsibilities that animal owners have to their communities. Use point form
bullets, sketches, illustrations or photographs in each bubble. A blank Bubble Map template is provided
on the Virtual Apprentice 1040 website. Add the Bubble Map to your portfolio.
Responsibility
Responsibility
Animals and
Communities
Responsibility
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Responsibility
Virtual Apprentice 1040: Animal Basics
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