Appreciation is expressed to the following Animal Science Committee members for their help in identifying skills needed in animal science occupations in North Carolina and identifying competencies, curriculum materials, and VoCATS questions to be used with the original animal science curriculum.

1. Dr. Jeff Armstrong, Animal Science Dept. Head, Purdue University
2. NCSU Animal Science Faculty
3. Mr. Michael Alexander, Jordan High School
4. Mr. Rex Barker, Vocational Director, Wilkes Co.
5. Mr. Gerald Barlowe, Union High School
6. Dr. Jim Flowers, Associate Professor, NCSU
7. Mr. Flake Brantley, N. Buncombe High School
8. Mr. Joel Hoyle, Crest Senior High School
9. Mr. Reggie Jenkins, N. Lenoir High School
10. Mr. Ricky Joyner, Southern Wayne High School
11. Ms. Roberta Manzer, Northeastern High School
12. Mr. Matt Miller, Wilkes Co. Ext. Office
13. Dr. Ray McKinnie, Animal Science Specialist, A & T State University
14. Mr. Michael Miller, Iredell Co. Ext. Office
15. Mr. James Mullins, E. Duplin High School
16. Mr. Carroll Parker, Brevard High School
17. Mr. Tom Sawyer, E. Carteret High School
18. Ms. Cindy Stepp, Erwin High School
19. Dr. Matt Raven, Associate Professor, Mississippi State University
20. Dr. Tracy Hoover, Associate Professor, University of Florida
21. Mr. Craig Edwards, Lecturer, Texas A & M University
22. Dr. Jasper Lee, Adjunct Professor, NCSU

Periodically, curriculum needs to be revised to keep it current and adjust for the needs reflected by those involved in the instructional process. I believe the 2001 Revision to Animal Science I will result in an improved product that will more effectively meet the needs of our students. A great deal of gratitude is extended to the following individuals who were instrumental in the 2001 Animal Science I Revision.

1. Mr. Gerald Barlowe, Union High School
2. Mr. Lanny Burleson, East Rowan High School
3. Ms. Scarlett Dalrymple, C. E. Jordan High School
4. Ms. Donna Fulton, North Davidson High School
5. Mr. Michael Holt, Clyde A. Erwin High School
6. Mr. Joel Hoyle, Crest Senior High School
7. Mr. Reggie Jenkins, North Lenoir High School
8. Mr. Ricky Joyner, Southern Wayne High School
9. Mr. Carroll Parker, Brevard High School
10. Mr. Tom Sawyer, East Carteret High School
11. Ms. Brandy Starnes, NW Cabarrus High School
12. Ms. Page Thomas, Bunker Hill High School

Also, special thanks goes to Mrs. Susan Hunter for her efforts in the typing and preparation of this document.

Curriculum Coordinator: Mr. Horace Johnson, Central Region Agricultural Education Coordinator, North Carolina State University

Animal Science I is a yearlong course for a traditional seven period day schedule or for the four-by-four semester block schedule. This course is designed for students in grades 9-12 in North Carolina public secondary schools as the primary course for students enrolled in the Animal Science component of the Agricultural Education Curriculum.

Animal Science I is designed to assist the student with a limited knowledge and background in animal science develop a solid foundation from which they may further their animal science studies. As such, Animal Science I introduces students to basic terminology that is used throughout the animal science industry. Students learn to differentiate animals by breed, sex, and use. Students also identify and describe the marketing of animal products.

Physiology, animal nutrition, and reproduction are major components in this curriculum and give it a strong science emphasis. Students learn the science of profitable animal science production. Evaluation of livestock and poultry are included as well. Evaluation of livestock and poultry gives students the opportunity to apply the science of animal science production in a very practical way.

Further, Animal Science I introduces students to the fundamentals of leadership and management. Thus, students learn skills necessary for successful living and working in the animal science industry and in society.

This guide has been developed to assist teachers in offering a focused, well-planned quality program of study for the beginning animal science student.

The curriculum guide is composed of several sections. The first section identifies several essential elements common to all agricultural education courses and to Animal Science I specifically. Essential elements of an agricultural education program include the topics necessary to help students apply the skills learned in the class to life situations. The goal is to help students progress in their development socially and mentally so that they might not only earn a living but also live to serve in their respective locations.

The second section includes a course outline that identifies units and topics of instruction. Competencies and objectives are included for each unit along with the curriculum resources needed for each objective. At the end of this section is a reference list of the recommended text from which the curriculum resources are extracted.

The third section of this guide includes the course blueprint. The blueprint identifies objectives statements as either cognitive or performance and specifies the percentage of weight each statement has in relation to the competency for which it was written. Competencies as well as units of instruction are also identified by percentage of weight, which enables the teacher to develop a calendar as he or she plans for their class.

The final section includes a tool and equipment list, which may be used as a guide to assist in the implementation of the animal science curriculum. The list reflects materials needed if the program is to be equipped at the optimum level. In addition to the tool and equipment list, this section includes supplementary references and material that may be of use to assist the teacher in acquiring knowledge to assist in their teaching experience.

1. The elements in this section are common to all Agricultural Education courses unless otherwise indicated and shall be included in each course at the appropriate level. Every school offering Agricultural education should provide courses, which include the following elements:
   1. Leadership concepts and skills
      The student shall be provided opportunities to:
      1. demonstrate skills, characteristics, and responsibilities of leaders and effective group members.
      2. demonstrate knowledge of parliamentary procedures and principles.
      3. plan and conduct leadership activities.
      4. prepare for effective citizenship and participate in a democratic society
   2. Concepts and skills related to successful employment and/or post-secondary training
      The student shall be provided the opportunities to:
      1. identify employment opportunities and preparation requirements in a chosen field.
      2. identify effective methods to secure and terminate employment.
      3. demonstrate effective communication skills, both oral and written, and follow through on assigned tasks.
      4. identify and demonstrate ethical practices and responsibilities including dependability, punctuality, productive work habits and attitudes.
      5. recognize the dignity of work and understand the importance of taking pride in the quality of work performed.
      6. apply required methods and sequences when performing tasks and develop skills in planning and organizing work.
      7. apply principles of time management and work simplification when performing assigned tasks.
      8. understand the importance of application of organization policies and procedures.
   3. Concepts and skills associated with entrepreneurship
      The students shall be provided opportunities for business ownership to:
      1. identify opportunities for business ownership.
      2. understand the risk and profit motive factor.
      3. understand the elements and advantages of the free enterprise system.
      4. explain the role of small business in the free enterprise system.
   4. Concepts and skills related to safety and safe working conditions
      The student shall be provided the opportunity to identify and apply safe working practices to all training situations.
   5. Concepts and skills associated with human relations and personality development
      The students shall be provided the opportunity to:
      1. understand the importance of maintaining good health and proper appearance for effective job performance.
      2. understand oneself and others; accept and use criticism; and exercise self-control.
      3. recognize basic human relationships as they relate to employment success.
      4. demonstrate characteristics for successful working relationships.
   6. Concepts and skills related to personal and business management
      The student shall be provided opportunities to:
      1. explain how management assists in reaching personal and family goals.
      2. describe the role of management in controlling stress.
      3. understand the principles of personal checking accounts.
      4. explain the personal loan application process.
      5. explain the role of different financial institutions.
      6. explain the management process and identify the role and functions of business management.
      7. understand the lines of authority and identify effective supervisory techniques.
   7. Concepts and skills related to supervised agricultural activities
      The student shall be provided opportunities to:
      1. plan and conduct a supervised agricultural experience program.
      2. plan supervised agricultural activities.
      3. conduct supervised agricultural activities.

2. Animal Science I students will be provided the opportunity to:
   1. define basic terminology of the animal science industry.
   2. identify nutrition, evaluation, diseases, animal waste, and issues.
   3. identify distinguishing features of beef, swine, and poultry.
   4. recognize the major external parts of beef, swine, and poultry.
   5. recognize the importance of the animal science industry as a source of food and fiber.
   6. describe the economic importance and marketing techniques and systems used in the livestock and poultry industry.
   7. understand animal nutrition, reproduction, and physiology.
   8. select animals based on the appropriate grade.

FFA Prepared Public Speaking Rules, 2000-2001. National FFA Organization, Alexandria, Virginia.

FFA Student Handbook, 2000-2001. National FFA Organization, Alexandria, Virginia.

FFA Manual, 2000-2001. National FFA Organization, Alexandria, Virginia.

Gillespie, James R. 1997. Modern Livestock and Poultry Production, 5th edition. Delmar Publishing Company, Albany, New York.

Instructional Materials Services, 1998. Texas A and M University, College Station, Texas.

Moore, Dr. Gary, 2000-2001. Supervised Agricultural Experience Program Record Book, Agricultural & Extension Education, Box 7607, NC State University, Raleigh, NC 27695.

NCDA, http://www.agr.state.nc.us/stats/index.htm.

I. INTRODUCTION TO ANIMAL SCIENCE

001.00 Investigate agricultural animals in order to build a foundational knowledge for advanced animal science studies.
001.01 Define terms used to distinguish animals by sex, age, and physical traits in the beef, swine, and poultry industry. (G) p. 353, p. 457

Older poultry females are hens and younger female chickens are pullets.

001.02 Identify the major breeds of beef, swine, and poultry.

1. Beef Cattle Breeds (G) pp. 223-38
   1. Angus - black, polled, origin is Scotland, most registered breed, and high carcass quality
   2. Hereford - red with white face, horns, origin is England, docile, good foragers
   3. Charolais - white to light straw color, horns, origin is France, large
   4. Brahman - light gray to black or red, origin is India, hump, loose dewlap, resistant to insects and tolerant to heat
   5. Others include Shorthorn, Polled Herefords, Chianina, Limousia, Texas Longhorn.
2. Swine Breeds (G) pp. 364-370
   1. American Landrace - white, long body, big loped forward ears, large litters, mothering ability, originated in Denmark
   2. Duroc - red, drooped ears, growth rate and feed conversion
   3. Hampshire - black with white belt, erect ears, muscle and carcass leanness
   4. Yorkshire - white, erect ears, large litters, feed efficiency, growth, mothering ability, long carcasses
   5. Others include Poland China, Spotted Swine, Tamworth, Berkshire, Chester White.
3. Chicken and Turkey Breeds (G) p. 639, p. 641
   1. White Leghorns - white, layers - chickens
   2. Plymouth Rock - white, broilers - chickens
   3. Rhode Island Red - red, lay brown eggs - chickens
   4. Broadbreasted Bronze Turkey - black
   5. Broadbreasted Large White Turkeys
4. Most commercial livestock and poultry producers use crosses of more than one breed or selected strains of a breed.

001.03 Recognize the major external parts of cattle, swine, and poultry.

1. Cattle Parts (G) p. 243, (IMS) p. 8399
   1. Use a figure or diagram from the references to learn external parts.
   2. Place special emphasis on parts used to select or evaluate cattle such as the rump, round, loin, shoulder, brisket, switch, poll, flank, hock, ribs, heart girth, and pin bones.
2. Swine Parts (G) p. 374, (IMS) p. 8400
   1. Use a figure or diagram from the references to learn external parts.
   2. Place special emphasis on parts used to select or evaluate swine such as the ham, loin, shoulder, rump, belly, jowl, pastern, side, and hock.
3. Poultry Parts (G) p. 644
   1. Use a figure or diagram from a reliable reference to learn external parts.
   2. Place special emphasis on parts used to select, cull or evaluate poultry such as the comb, wattles, beak, eye ring, ear lobe, vent, hock, shank, toes, breast, back, abdomen, and body.
4. Anatomy is the science of body structure or parts of an animal.
5. An animal’s skin is modified to make horns, hooves, feathers, fur, wool, or hair.
6. Visual observations used to select breeding cattle or swine include confirmation, breed character, structural soundness of feet and legs, and body capacity.

001.04 Use live specimens to locate the parts of cattle, swine, and poultry.
Use the information from Objective 001.03 to locate the parts of beef cattle, swine, and poultry. (G) p. 243, p. 374, p. 664, (IMS) p. 8399, p. 8400

002.00 Recognize the benefits and importance of agricultural animals.
002.01 State the importance of livestock products and by-products.

1. Livestock Products (G) pp. 9-13
   1. Food - meat, milk, cheese, eggs
   2. Clothing - wool, leather from hides
   3. Shelter - tents from hides
   4. Power - work in less developed countries
   5. Recreation - horse back riding, rodeos
   6. Fuel - burn dry animal manure
   7. Ruminants and other animals eat feed materials that humans will not eat and convert these materials into food that humans will eat - meat, eggs, milk, etc.
2. By-products (G) pp. 13-14
   1. Wool
   2. Leather
   3. Candy and chewing gum from animal fat
   4. Gelatin - from horns, hooves, bones, and hides
   5. Glue, cosmetics, waxes, soap, lubricants, bushes, etc.
   6. Animal feeds from scrap meat and bones and blood meal
   7. Insulin for diabetics from livestock pancreas
   8. Heparin for blood clotting from livestock lungs
   9. Many other medicines
   10. Fertilizer, candles, lanolin, etc.
3. Economic
   1. Provides use of land and other resources, conserves soil.
   2. Helps provide jobs and increases tax base.

002.02 Describe the economic importance and trends for each of the major classes of livestock and poultry produced in North Carolina.

1. Economic Importance (G) pp. 14-24, (NCDA Statistics)
   1. Income from livestock, poultry and their products is about twice that from all crops in North Carolina.
   2. Income from broilers is about $1.5 billion per year.
   3. Income from hogs is about $1 billion per year.
   4. Income from turkeys is about one-half billion dollars.
   5. Income from cattle is about $200 million per year.
   6. North Carolina is near the top nationally in production of hogs, turkeys, and broilers.
2. Trends
   1. Swine farms are getting fewer and larger.
   2. Health concerns have caused an increase in the consumption of poultry.
   3. Most poultry farms are contract growers.
   4. Most swine farmers grow on contract.

003.00 Identify marketing systems used in the livestock and poultry industry.
003.01 Define cutability, degree of lean, marbling, and quality features used to market beef and swine.

Quality Features (IMS) p. 8820-A, p. 8657

1. Beef
   1. Quality grade is determined by the class or kind of animal (steer, heifer, cow, bull), age or maturity, firmness and marbling of the carcass.
   2. Yield grade is determined by the percentage of the carcass that is boneless, closely trimmed retail cuts from the round, loin rib, and chuck
   3. Marbling is the dispersal or intermingling of fat among the muscle fiber in the ribeye between the twelfth and thirteenth ribs.
2. Swine
   1. Quality grade is determined by quality of lean meat and yield.
   2. Quality of lean is determined by firmness of lean, firmness of fat, and distribution of external finish (fat).
   3. Yield is evaluated by thickness of backfat and degree of muscling.
   4. Degrees of muscling are thick, average and thin.
   5. United States No. 1 hog must have at least average muscling.
   6. Thick muscling helps offset backfat thickness.
   7. Cutability is the yield of closely trimmed, boneless retail cuts that come from the major wholesale cuts of carcass.
   8. United States No. 1 should yield 60.4% or higher.

003.02 Identify the wholesale and retail cuts of beef and swine.

1. Cuts of Beef (G) p. 243, (IMS) meat charts
   1. Wholesale
      1. high-value - loin, rib, round, rump
      2. low-value - chuck, brisket, flank, plate or navel, shank
   2. Retail
      1. high-value - ribeye from rib, tenderloin for loin, sirloin from loin, rump from rump and T-bone from loin
      2. low-value - stew beef, ground beef, cubed steak, brisket
2. Cuts of Port (G) p. 374, (IMS) meat charts
   1. Wholesale
      1. high-value - loin, leg or ham, picnic shoulder, Boston shoulder or shoulder butt.
      2. low-value - spareribs or belly, feet, jowl, backfat, spareribs or side, bacon
   2. Retail
      1. high-value - ham, loin, tenderloin, pork chops, Boston butt, picnic ham (shoulder
      2. low-value - hocks, spareribs, belly, bacon, jowl, fatback.
3. Locations/Relationship of Wholesale cuts
4. Known for high-value pork and beef cuts
5. Four primal cuts of pork include ham, loin, picnic shoulder, and Boston shoulder make up about 75% of the retail value of carcass.
6. Examples - pork chops from loin, ribeye and T-bone steaks from rib and loin, Country-cured ham from ham

003.03 Define terminology used in poultry carcass selection and evaluation.

1. Quality Factors (IMS) p. 8644-B, (G) pp. 700-1
   1. Confirmations - ideal is normal breastbone, back, legs and wings
   2. Fleshing - well fleshed or muscled is ideal.
   3. Fat covering - well covered is ideal
   4. Exposed flesh - none is ideal, to grade A - breast and legs cannot have exposed flesh (cuts, tears), other parts such as back and wings can have from 1” to 3” depending on weight of carcass with larger carcasses able to have more and still be grade A
   5. Discolorations - from bruises not allowed on breast and legs of grade A, some from other causes allowed.
   6. Disjointed and broken bones - no broken and one disjointed allowed for grade A.
   7. Missing parts - wing tips and tail can be missing on grade A
   8. Freezing defects - slight ones allowed for grade A.
2. USDA Ready-to Cook Poultry Grades
   1. A, B, C, No Grade - from best to worst
   2. Ready-to cook means the head, feet feathers, blood and viscera (soft internal parts) have been removed.
   3. USDA Grades indicate quality, NOT sanitation.

003.04 Describe methods used to market livestock and poultry.

1. Methods (G) pp. 349-53, p. 357, pp. 455-6, pp. 462-5
   1. Terminal markets - central markets on public stockyards where livestock are consigned to a commission firm to bargain with purchases or buyers for a certain fee.
   2. Auction markets - public bidding with the animals selling to the buyer who bids the highest
   3. Direct selling - farmer sells straight to buyer with no middle person or firm receiving commissions or fees.
   4. Electronic marketing - auctioning online using computers
   5. Futures market and hedging - legal document calling for delivery in the future, locking in a future delivery price
2. Vertical Integration
   1. Definition - two or more steps of production, marketing, and processing are linked together usually by contract between producers and feed manufacturers or between producers and processors or include all three.
   2. About 99% of all broilers and very high percentages of turkeys and laying hens and swine are grown and marketed through vertical integration contracts.

003.05 Label the wholesale and retail cuts of beef and swine.
Use information from Objective 003.02 to label wholesale and retail cuts of beef and swine. Note that carcasses are hung on the rail with the head down. (G) p. 243, p 374, (IMS) meat charts

004.00 Identify social issues with animal science.
004.01 Define animal welfare issues.

Animal Welfare ( G) pp. 25-7, (IMS) p. 8823-B

1. Definition - the humane treatment of animals
2. Most animal producers and researchers believe in animal welfare, support animal nutrition and oppose cruel treatment of animals.
3. Scientific information should be the basis for decisions, laws and regulations related to animal welfare.
4. It is difficult to assess animal comfort and well-being because they do not talk and because there are no universally accepted measures to use.

004.02 Define animal rights issues.

Animal Rights (G) pp. 25-7, (IMS) p. 8823-B

1. Definition - animals should not be used by humans.
2. Compare to Animal welfare
   1. animal welfare - involves good treatment, whereas animal rights means animals not used by humans
   2. animal welfare groups are usually less radical in their activities than rights groups
   3. rights movement supporters are usually vegetarians
   4. animal producers and researchers are usually supporters of animal welfare, but NOT animal rights
3. The issue of animal rights and moral issues related to animals such as livestock and poultry date back thousands of years to the ancient Greeks.

II. LEADERSHIP FOR CAREER DEVELOPMENT
005.00 Examine leadership organizations as related to the animal science industry organizations.
005.01 Assess opportunities for leadership development in animal science industry organizations.

Opportunities (FFA Student Handbook)

1. Officers and Committees - know duties and how those experiences can be used in the animal science industry. Examples:
   
   1. President - preside over purebred association meetings
   2. Secretary - keep minutes of meetings of special committees for poultry producers association
   3. Treasurer - keep financial records for fundraising activity of pork producers association
   4. Reporter - serve on turkey growers association public relations committee, etc.
2. Program of Activities - helps in setting goals and developing plans and steps to reach those goals
3. Career Development Events - Speaking events, parliamentary procedure to learn how to participate in business meetings, skills events such as livestock, poultry, farm business management
4. Proficiency Awards - entrepreneurship or placement individual awards growing out of a student’s SAE program.
5. Banquets, conventions, conferences, social events, community service, etc.

005.02 Examine the significance and meaning of ceremonies and traditions in organizations such as FFA.

Ceremonies and Traditions (FFA Student Handbook)

1. FFA Mission - to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success.
2. Strategies - know the ways to accomplish the mission.
3. Opening and closing ceremonies are rituals that add dignity to a meeting and explain the meaning of certain traditional emblems.
4. There are many other traditions and ceremonies used in the FFA that can benefit students both while in high school as well as in jobs after graduation.

006.00 Demonstrate the process used in conducting business meetings in animal science organizations.
006.01 Examine the role of parliamentary law in the conduction of business.

1. Main Objectives of Parliamentary Law
   1. Focus on one item at a time - helps prevent confusion.
   2. Extend courtesy to everyone - recognize before speaking.
   3. Observe the rule of the majority - keeps unpopular ideas from being adopted.
   4. Ensure the rights of the minority - all sides can make motions, second motions, discuss and vote.
2. Definition of Parliamentary Procedure - using well-defined rules from Roberts Rules of Order to conduct business using a formal, organized approach
3. Discussion or Debate - requires a 2/3 majority vote to stop discussion
4. Presiding officer should Be Fair and Impartial - should leave the chairman’s station and relinquish chairman’s duties to discuss or present a point of view.

006.02 Demonstrate parliamentary abilities that would be used in a business meeting.

Most Used Parliamentary Abilities (FFA Student Handbook)

1. Main Motion - to present a new idea or item of business
   1. address presiding officer
   2. receive recognition to speak
   3. state motion - “I move to . . .” or “I move that . . .”
   4. another member seconds motion
   5. motion is discussed
   6. vote on motion
   7. chair announces result of vote
2. Adjourn - to close the meeting
3. Refer to Committee - places the motion in a committee and motion should include:
   1. number on committee
   2. how appointed
   3. powers and duties
   4. when to report back
4. Point of Order - used to correct a parliamentary mistake
5. Division of the assembly or house - to get a counted vote
6. Amendment - to change a motion
7. Previous question - to stop discussion, requires 2/3 majority vote

007.00 Apply appropriate techniques in public speaking.
007.01 Identify the parts of a speech.

Parts of A Speech (Prepared Public Speaking CDE Rules)

1. Introduction - used to catch the attention of the audience, presented first in speech, usually relatively short
2. Body - the longest and main part of a speech presented after introduction, contains the major points and information
3. Conclusion - last part of speech, restates major points, usually relatively short

007.02 Deliver a speech that includes all three major parts using criteria established by the FFA Public Speaking contest.

Use the information from Objective 007.01 to deliver a speech that includes the three major parts of a speech - Introduction, Body and Conclusion (Prepared Public Speaking CDE Rules)

008.00 Define opportunities for work-based learning experiences related to the animal science industry.
008.01 Identify animal industry careers and related employment opportunities.

Occupational Categories (G) pp. 36-49

1. Scientists, Engineers, and Related Specialists
   1. animal scientist, biochemist, entomologist, food scientist, geneticist, microbiologist
   2. agricultural engineer environmental engineer, food engineer
   3. nutritionist, veterinarian
   4. These workers do essential research and development that improves the competitive position of the United States in world markets.
2. Managers and Financial specialists
   1. business manager, food service manager, retail manager, wholesale manager
   2. economist, financial analyst, credit analyst
3. Marketing, Merchandising, and Sales Representatives
   1. marketing manager, livestock buyer, market analyst
   2. food broker, grain merchandiser
   3. sales representative, technical service representative
   4. About one-third of the projected openings for college graduates with degrees in agriculture are in this category.
4. Education, Communication, and Information Specialists
   1. agriculture education teacher, college faculty member, extension agent
   2. public relations specialist, reporter, editor
5. Social Services Professionals
   1. dietician, nutrition counselor
   2. food inspector
6. Agricultural Production Specialists
   1. farmer, ranchers
   2. professional farm manager, feedlot manager

008.02 Describe characteristics, preparation and credentials needed in animal industry careers.

1. Three Steps in Choosing an Occupation (G) pp. 36-49
   1. Self-analysis - the first step in selecting an occupation
      1. ability - capacity to perform
      2. talent - natural aptitude to do a job
      3. physical make-up - strength, stamina, health
      4. previous experience - work done in the past
      5. interests - things that hold one’s attention
      6. educational aspirations - how much education a person wants and can obtain
      7. atitude and values - how a person sees himself or herself
      8. flexibility - willing to change
      9. personality - how others see a person’s traits
   2. Studying an occupation - get information
      1. Nature of the work - hours, location, conditions, skills, etc.
      2. Educational requirements - amount, licenses, special training
      3. Demand, pay, benefits, opportunity for promotion, job security
      4. The bet way to learn more about an occupation is work experience.
   3. Making a Decision - last of three steps
      1. Match oneself with the best occupation for the person
      2. Have second choice
      3. Leave opportunities to change plans in the future
2. Sources of Occupational Information
   1. Counselors and career development coordinators
   2. Agriculture education teachers
   3. Parents and relatives
   4. Persons working in specific jobs
   5. Dictionary of Occupational titles
   6. Books and pamphlets
   7. Internet sites
   8. Work experiences
3. Educational Requirements
   1. Scientists and engineers usually require masters or doctoral college degrees.
   2. About 85% of the jobs in agricultural marketing, merchandising and sales representatives that require college degrees require baccalaureate degrees.
   3. Most jobs that have “laborer, helper, aide, attendant or worker” in the title require high school diplomas.

III. MAINTAINING RECORDS IN THE ANIMAL INDUSTRY
009.00 Examine the Supervised Agricultural Experience component of the animal science class.
009.01 Identify the component parts of the Supervised Agricultural Experience Record used in the animal science class.

1. Types of SAE (NCSU SAE Record Book)
   1. Entrepreneurship - planning, implementing, operating and assuming financial risks in an agricultural business or farming activity such as raising hogs or operating a farm supply store.
   2. Experimental - planning and conducting an agricultural experiment using the scientific process or scientific method such as comparing different levels of protein on animal growth.
   3. Analytical - identify an agricultural problem that cannot be solved by experiments and design a plan to investigate and analyze the problem such as a marketing display.
   4. Placement - placing students in jobs outside of regular classroom hours that may be paid or unpaid work such as working at a farm supply store or on a poultry farm.
   5. Exploratory - helps students learn about agriculture and become aware of possible agricultural careers through short times spent observing, shadowing or helping such as attending a career day, interviewing a veterinarian or assisting a horse owner.
   6. Improvement - a series of activities that improves the value or appearance of the place of employment, school, home or community; the efficiency of a business or an enterprise; or the living conditions of the family. Examples include building a fence, computerizing records, remodeling a building or repairing equipment. Supplementary - Performing one specific agricultural skill outside of normal class time. This skill is not related to the major SAE but is normally taught in an agricultural program, involves experiential leaning and contributes to the development of agricultural skills and knowledge on the part of the student. The activity is accomplished in less than a day and does not require a series of steps such as pruning a tree, staking tomatoes or changing oil.
2. Purpose of SAE (NCSU SAE Record Book) The purpose of the SAE component of the horticulture course is to gain work experience although some types allow students to earn money, too.

009.02 Correctly record entries in the SAE Record.

Use the SAE Record Book to become familiar with the types of entries required for each type of SAE. (NCSU SAE Record Book)

1. Enterprise - type of enterprise, amount bought or sold, expenses, income, efficiency factors, etc.
2. Experimental - review of literature, hypothesis, data log, findings, recommendations, etc.
3. Analytical - title of activity, identification of problem, background information, steps to solve problem, project log of what was done, results, and recommendations
4. Placement - training agreement signed by student, teacher, employer and parent or guardian stating which each will do, record of work, hours and compensation
5. Exploratory - date, activity, observation and comments, hours
6. Improvement - date started, date completed, improvement activity and steps or tasks involved in the project, hours, costs
7. Supplementary - date, supplementary activities and comments, hours

010.01 Define the terminology used in financial record-keeping systems, such as asset, liability, inventory, etc.

Terms (NCSU SAE Record Book)

1. Asset - something tangible of value that a person owns
   1. current - items quickly converted to cash or that will be sold within 12 months - examples: cash, checking, savings, stocks, and non-depreciable inventory of crops, livestock, etc.
   2. non-current - items that have a useful life of more than one year - examples: land, machinery, breeding livestock, etc.
2. Liability - debts
   1. current - debts that are due to be paid this year - examples: fertilizer and feed bills, tractor and building payments, and part of mortgage due this year.
   2. non-current - debts not due this year - examples: mortgages not including this year’s payment.
3. Net worth = total assets minus total liabilities current assets + non-current assets = total assets current liabilities + non-current liabilities = total liabilities
4. Inventory - an itemized list of things owned by a business with the beginning value and depreciated value
   1. non-depreciable - items that will be used up or sold within a year - example: feed, supplies, etc.
   2. depreciable - items that have a useful life of more than one year and lose value because of age, wear or becoming out-of-date because of technology advancements. Land is NOT depreciable property.

010.02 Correctly record entries in a financial record system.

Use the information from Objective 010.01 to make correct entries in a financial record system. (NCSU SAE Record Book)

011.00 Differentiate identification systems used in the animal industry.
011.01 Define identification systems including branding, ear notching, and tagging that are used in the animal industry.

Identification Systems (G) p. 278, p. 414, (IMS) p. 8645-F

1. Branding - uses a metal instrument to burn or to freeze a mark on the animal, the original use was to show ownership NOT individual animal identification numbers
2. Ear tagging - uses special pliers to attach plastic pieces with numbers on them, easy to read from front view but is less permanent than some systems
3. Ear notching - uses a special notching tool to cut out little “V” notches on animal’s ears
4. Tattooing - uses a special Tool to put inked numbers in ears, lips or other locations, is permanent, simple and relatively painless to use

011.02 Select animals according to a given identification system.

Use the information in the references to learn what the numbering systems mean and how to read the codes. (G) p. 278, p. 414, (IMS) p. 8645-F

1. Angle Brand System uses two square with one rotated an eighth of a turn - see example in (IMS) p. 8645-F.
   1. O brand is horizontal double bars
   2. 1 brand is vertical double bars
2. Ear Notching
   1. Right or left ear is standing behind animal
   2. Notches in a pig’s right ear indicate litter number.
   3. Notches in a pig’s left ear indicate individual number.
   4. The notch on the bottom of ear near the head means 1, on the bottom near the tip of ear means 3, in the tip of ear means 81, on top rear tip means 9, on top near head means 27. The left ear has only 1, 3 and 9 notches and double those numbers because the 27 and 81 are not needed for individual numbers in the litter. See examples in (G) p. 414.

IV. PRINCIPLES OF DIGESTION AND ANIMAL NUTRITION
012.00 Analyze the parts and functions of the digestive systems of farm animals.
012.01 Describe the functions of the major parts of the digestive systems for ruminants.

Ruminant Digestive System Parts and Functions
(G) pp. 97-104, (IMS) p. 8646-E, p. 8833-C

1. Mouth - bites and chews food
2. Rumen - large part of ruminant’s stomach where bacteria change large amounts of roughages into amino acids
3. Reticulum - the part of the ruminant stomach where liquids go
4. Omasum - grinds and squeezes feed and removes some liquid
5. Abomasum - true stomach where enzymes act on fee.
6. Small intestine - partially digested feed is mixed with bite, pancreatic juice and intestinal juice. Most food nutrients are absorbed from the villi in the small intestine.
7. Large intestine - main function is to absorb water and to add mucus to the undigested feed, which is feces.
8. Esophagus - connects the mouth to stomach.
9. A ruminant has a four-part stomach, but the rumen and reticulum make up about 85% of the capacity.

012.02 Describe the functions of the major parts of the digestive systems for non-ruminants.

Non-Ruminant Digestive System Parts and Functions
(G) pp. 97-104, (IMS) p. 8646-E, p. 8833-C

1. Mouth - bites and chews food, beginning of digestive system
2. Esophagus - connects mouth and stomach
3. Stomach - enzymes act on feed, churns, and mixes feed
4. Small intestine - partially digested feed is mixed with bile, pancreatic juice and intestinal juice. Most food nutrients are absorbed from the villi in the small intestine.
5. Liver - produces bile that acts on fats
6. Large Intestine - absorbs water and adds mucus to the undigested feed, which is feces
7. Anus - end of digestive tract
8. Non-ruminants cannot eat and digest as much roughage as ruminants.

012.03 Describe the functions of the digestive systems for poultry.

Poultry Digestive System Parts and Functions
(G) p. 105, (IMS) p. 8646-E, p. 8833-C

1. Mouth - pecks because poultry have NO teeth
2. Esophagus - connects mouth to crop.
3. Crop-stores feed.
4. Gizzard - crushes feed and mixes feed with digestive juices, usually contains grit and gravel to assist in crushing feed particles.
5. Liver - produces bile that acts on fats.
6. Small intestine - mixes juices and most food nutrient absorption occurs in small intestine.
7. Large intestine - absorbs water and adds mucus to undigested feed, which is feces.
8. Vent - anus where both solid wastes (feces) and liquid wastes (urine) pass out the body.
9. Poultry digestive system has several special features because poultry have no teeth.

012.04 Inspect the digestive systems for livestock and poultry.

Appearance and Location of Parts (IMS) p. 8646-E, p. 8833-C

1. Mouth - opening to digestive system on animal’s head.
2. Esophagus - tube-like structure that connects mouth to stomach or to crop in poultry.
3. Stomach - pouch with undigested feed.
4. Rumen - the largest compartment of ruminant’s stomach.
5. Liver - dark brown organ beneath the stomach or crop.
6. Small intestine - long tube with gray colored partially digested feed in it.
7. Large intestine - large, relatively short compartment with feces in it.
8. Anus or (vent in poultry) - the outside opening on the rear end of an animal where waste leaves the animal.

013.00 Analyze the parts and functions of the digestive systems of farm animals.
013.01 Identify the five major groups of nutrients.

Groups of Nutrients (G) pp. 107-14, (IMS) p. 8647-A

1. Carbohydrates - main energy nutrients made up of sugars, starches, cellulose and lignin, found in the largest quantities in livestock feed, chemically composed of carbon, hydrogen, and oxygen
2. Fats and oils - 2.25 times the energy value of carbohydrates, at body temperature, fats are solid and oils are liquid. They carry the fat-soluble vitamins. Extra carbohydrates are stored as fat. Fat is composed of carbon, hydrogen and oxygen.
3. Proteins - organic compounds made up of amino acids and contain carbon, hydrogen, oxygen and nitrogen and sometimes sulphur, phosphorus and iron.
4. Vitamins - trace organic compounds, all contain carbon
5. Minerals - inorganic materials or compounds needed in small amounts, contain no carbon
6. Water - makes up 40%-80% of an animal’s body

013.02 Describe the functions of the five major groups of nutrients.

Functions of Nutrients (G) pp. 107-14, (IMS) p. 8647-A

1. Carbohydrates - provide energy
2. Fats and Oils - furnish 2-25 times the energy value of carbohydrates and carry fat- soluble vitamins
3. Proteins - supply material to build body tissues such as muscles, skin and hair
4. Vitamins - help regulate many body functions and are designated by letters such as A, B, C, D, E, K
5. Minerals - provide material for growth of bones, teeth and body tissue and regulate many of the vital chemical body processes
6. Water - helps dissolve other nutrients and carry them to different parts of the body

013.03 Identify sources for each of the major nutrients.

Sources of Nutrients (G) pp. 107-14, (IMS) p. 8647-A

1. Carbohydrates - cereal grains such as corn, wheat, oats, rye, barley, and sorghum
2. Fats and Oils - grains and protein concentrates
3. Proteins - plant sources include soybean meal, cottonseed meal, alfalfa meal and animal sources include meat meal, fishmeal, dried milk and synthetic nitrogen source of urea
4. Vitamins - most feed ingredients, pre-mixes are added to feed
5. Minerals - most feed ingredients, pre-mixes are added to feed
6. Water - usually supplied separate from other nutrients, liquid form

013.04 Select the appropriate feed source for the given nutrients.

Specific Feed Sources (G) pp. 107-14, (IMS) p. 8647-A

1. Carbohydrates - corn is most commonly used in United States
2. Fats and Oils - regular feed ingredients
3. Proteins - animal sources: fish meal, meat meal, plant sources: soybean meal, cottonseed meal
4. Vitamins - pre-mix
5. Minerals - pre-mix, mineral blocks
6. Water - plumbing, ponds, streams
7. For ruminants, alfalfa hay provides some energy and high fiber. Molasses can be added to improve taste (palatability) and reduce feed dust

V. ANIMAL REPRODUCTION AND GENETICS
014.00 Discuss reproduction management used in the animal science industry.
014.01 Define terminology related to reproductive management and breeding systems including castration, colustrum, estrus, gestation, lactation, and parturition.

Reproductive Management Terms (G) pp. 191-2, p. 276, (IMS) p. 8833-E

1. Castration - removing the testicles of male animals to prevent breeding.
2. Colustrum - the first milk produced after a mammal gives birth.
3. Estrus - the time a female animal is receptive to be bred, also called heat
4. Gestation - the time an animal is pregnant
5. Lactation - the period of time that milk is secreted by the mammary glands
6. Parturition - the act of giving birth by female mammals.

014.02 Discuss crossbreeding, grading up, inbreeding, linebreeding, and purebred breeding.

Types of Breeding Systems (G) pp. 210-17

1. Purebred breeding - a registered purebred male and female of different breeds
   Examples: Angus x Angus
2. Crossbreeding - mating a male and female of different breeds
   Examples: Angus x Hereford = crossbred calf; Crossbred x Purebred = crossbred, crossbred x crossbred = crossbred
3. Inbreeding - mating closely related animals.
   Examples: brother x sister, son x mother, father x daughter
4. Linebreeding - breeding more distant relatives than inbreeding, and can be traced back to one common ancestor such as a grandparent.
   Example: cousin x cousin
5. Grading up-mating purebred males (sires) to grade or unregistered or crossbred females (dams) to improve the herd.
   Example: Yorkshire boar x Yorkshire - Hampshire sow
6. Hybrid vigor - the superior traits that come from crossbreeding causing the offspring to have traits better than either parent.

015.00 Analyze how the female reproductive system of livestock functions.
015.01 Identify the parts of the female reproductive system of livestock.

Parts of the Female Livestock Reproductive System
(G) pp. 189-190, (IMS) p. 8833-E, p. 8405

1. Ovaries - two organs located near the end of the reproductive tract inside the body cavity.
2. Oviducts - two tubes that carry the eggs from the ovaries to the uterus and are also called fallopian tubes
3. Infundibulum - funnel-shaped end of each oviduct near the ovary
4. Uterus - also called womb, place where fetus grows
5. Cervix - neck of uterus, which separates the uterus from the vagina
6. Vagina - connects the vulva to the cervix
7. Vulva - external opening to female reproductive and urinary systems

015.02 Specify how the female reproductive system of livestock functions.

Functions of Female Reproductive System Parts
(G) pp. 189-90, (IMS) p. 8833-E, p. 8405

1. Ovaries - produce ova called eggs
2. Oviducts - carries eggs from ovaries to uterus
3. Infundibulum - picks up eggs at ovulation and directs eggs into the oviduct
4. Uterus - provides a place for the fetus to grow and develop
5. Cervix - serves as a passageway for sperm to travel from the vagina to the uterus and also seals the uterus during pregnancy
6. Vagina - receives the male penis and sperm at breeding, serves as a passageway for the baby to pass through at birth and is a passageway for urine to be expelled
7. Vulva - serves as outside opening to reproductive and urinary systems

015.00 Analyze how the female reproductive system of livestock functions.
015.03 Examine the female reproductive tract from butchered livestock.

Female Reproductive Tract (G) pp. 189-90, (IMS) p. 8833-E, p. 8405

1. Ovaries - two innermost parts of female reproductive tract
2. Oviducts - tubes that are near but not attached to ovaries and have a funnel-shaped end near the ovary.
3. Infundibulum - the funnel-shaped end of oviduct near ovaries
4. Uterus - organ with two branched horn-shaped attachments, will have baby inside if animal is pregnant
5. Cervix - a thick-walled structure made up of several folds and rings of muscle tissue and is the neck of the uterus
6. Vagina - connects vulva to cervix
7. Vulva - outside part made up of folds of skin

016.00 Analyze how the make reproductive system of livestock functions.
016.01 Identify the parts of the male reproductive system of livestock and poultry.

Livestock and Poultry Male Reproductive Parts
(G) pp. 187-9, (IMS) p. 8833-E, p. 8405

1. Scrotum - saclike part outside livestock that holds testicles
2. Testes or testicles - two oval structure inside scrotum in livestock and inside body cavity of poultry on each side of backbone
3. Epididymis - long coiled tube connected to each testicle
4. Vas deferens - tube that connects the epididymis to urethra
5. Seminal vesicles - open into urethra
6. Prostrate gland - near the urethra and bladder
7. Cowper’s gland - near urethra
8. Penis - covered by sheath, part that penetrates the female at breeding
9. Accessory male reproductive glands include Cowper’s gland, prostate gland and seminal vesicles
10. Testicles are removed by castration to keep males from breeding.
11. Papilla is the organ in male poultry’s cloaca wall that puts the sperm in the hen’s reproductive tract.

016.02 Specify how the male reproductive system of livestock functions.

Functions of Male Livestock Reproductive Parts
(G) pp. 187-9, (IMS) p. 8833-E, p. 8405

1. Scrotum - holds and protects testicles
2. Testicles - produce sperm and male sex hormones
3. Epididymis - stores sperm while they mature
4. Accessory parts - produces fluids to protect and carry sperm
5. Penis - deposits semen in female livestock, papilla serve this function in poultry
6. Sheath - protects the penis from injury

016.03 Examine the male reproductive tract from butchered livestock.

Male Reproductive Tract (G) pp. 187-9, (IMS) p. 8833-E, p. 8405

1. Scrotum - outside sac that holds testicles
2. Testicles - two oval meaty structures in scrotum
3. Epididymis - long coiled tube connected to each testicle
4. Accessory parts - located between kidney and the urethra
5. Penis - the long rod-like tissue inside the sheath
6. Sheath - the skin that covers the penis

017.00 Examine animal science reproduction in poultry.
017.01 Describe the reproductive system of egg-laying species such as poultry.

Poultry Reproductive System (IMS) p. 8405, (G) p. 190, p. 195-6

1. The major difference between livestock and poultry reproductive systems is that the embryo of livestock develops inside the female’s body and the poultry embryo develops outside the body.
2. Birds have only the left ovary and oviduct at maturity.
3. The ovary produces ova (eggs) and hormones.
4. In poultry eggs, the yolk is the ovum.
5. The poultry oviduct has five parts - vagina, uterus, isthmus, magnum and infundibulum.
6. The vent is the outside opening to the poultry reproductive tract.
7. Uterus and vagina are part of the egg production and egg laying processes.

017.02 Specify how the reproductive system for poultry functions.

Functions of the Poultry Reproductive System (G) p. 190, (IMS) p. 8405

1. Ovary - produces ova or yolks and hormones
2. Infundibulum - the place where fertilization takes place
3. Magnum - secretes the thick egg white or albumen
4. Isthmus - adds the two shell membranes
5. Uterus - secretes the thin white, the shell and the shell pigment
6. Vagina - holds the egg until it is laid
7. The oviduct serves several functions because it is made up of several parts - infundibulum, magnum, isthmus, uterus and vagina
8. Cloaca - egg passes through, semen is deposited here during breeding
9. Vent - place where eggs pass out of the hen’s body, the outside opening
10. Egg - Function is reproduction, but is eaten as food by humans and wild animals
11. Incubation time for chicken eggs is 21 days.

017.03 Examine the reproductive tract from butchered poultry.

Poultry Reproductive Tract (G) p. 190, (IMS) p. 8405

1. Ovary - part where yellow, round egg yolks of different sizes are attached
2. Infundibulum - funnel shaped end of oviduct
3. Cloaca - just inside the vent of both males and females
4. Testes - two parts inside the abdominal cavity with one on each side of the backbone of male poultry

018.00 Recognize the importance of genetics in animal science.
018.01 Describe the cell and processes involved in cell division including how genes affect the transmission of characteristics.

1. The Cell (G) p. 177-80, (IMS) p. 8406
   1. Body is made up of millions of tiny structural units called cells.
   2. Cell parts
      1. nucleus - gives cell ability to grow, to digest food and to divide, contains chromosomes composed of genes
      2. cytoplasm - gives the cell shape and contains components necessary for cell functions
      3. cell wall - outside of cell
2. Cell Division (G) pp. 177-80, (IMS) p. 8406
   1. Mitosis - type of cell division that increases the total number of cells and results in animal growth with the chromosome pairs being duplicated in each new cell.
   2. Meiosis - type of cell division that produces the sex cells or gametes that have one- half the number of chromosomes that body cells have.
3. Chromosomes and Genes (G) pp. 178-80, (IMS) p. 8406
   1. Chromosomes - rod-shaped bodies, are in pairs
      1. cattle - 30 pairs
      2. hogs - 19 pairs
      3. chickens - 6 pairs
   2. Genes - located on chromosomes, control characteristics that are inherited from parents
      1. dominant - covers recessive traits
      2. recessive - covered by dominant genes, but can show up when heterozygous gene pairs combine - Pp x Pp can produce a calf with horns

018.02 Discuss heritability estimates for beef cattle and swine.

Heritability Estimates (G) pp. 176-7, (IMS) p. 8399, p. 8400, p. 8406

1. Definition - Heritability estimate is the likelihood of a trait being passed on from parent to offspring.
2. Herd improvement is slow from low heritability estimates and faster for high heritability estimates.
3. Heritability estimates for traits in beef cattle are generally higher than for traits in swine.
4. Heritability traits are usually higher for carcass quality traits than for reproduction traits in both swine and beef cattle.
5. Heritability estimates vary from 0% to about 70%.
6. Traits with low heritability estimates are improved most through environment, and those traits with high heritability estimates are improved most by selective breeding and environmental improvements.

VI. PRINCIPLES OF LIVESTOCK/POULTRY EVALUATION AND SHOWMANSHIP
019.00 Describe the grading system for various feeder/finish livestock.
019.01 Describe the grading system for various feeder/finish livestock.

1. Beef Cattle Classes (G) pp. 353-4, (IMS) p. 8644-A
   1. Age classes
      1. calves - less than one year of age
      2. cattle - one year or older
      3. veal calves - less than 3 months old
      4. slaughter calves - 3 months to one year old
      5. feeder calves - 6 months to one year old
   2. Sex classes
      1. steer - male castrated before reaching sexual maturity
      2. heifer - female that has not had a calf or matured as a cow
      3. cow - female that has had one or more calves or is mature
      4. bull - uncastrated male
      5. stag - male castrated after reaching sexual maturity
2. Beef Cattle Grades
   1. Quality grades
      1. prime
      2. choice
      3. select
      4. standard
      5. commercial
      6. utility
      7. cutter
      8. canner
   2. Yield grades
      1. Yield Grade 1
      2. Yield Grade 2
      3. Yield Grade 3
      4. Yield Grade 4
      5. Yield Grade 5
3. Swine Classes (G) pp. 459-62, (IMS) p. 8644-A
   1. Use classes
      1. slaughter - to be killed and sold as meat
      2. feeder - to be fed to heavier weights before slaughter
   2. Sex classes
      1. barrow - male castrated before sexual maturity
      2. gilt - young female that has not had pigs
      3. sow - older female that has had pigs
      4. boar - uncastrated male
      5. stag - male castrated after reaching sexual maturity
4. Swine grades
   1. Quality and Yield determine USDA grades for slaughter swine
      1. U. S. No. 1
      2. U. S. No. 2
      3. U. S. No. 3
      4. U. S. No. 4
      5. U. S. Utility
   2. Logical slaughter potential and thriftiness are the basis for feeder pig grades.
5. Feeder cattle grades are determined by frame size, muscle thickness and thriftiness.
6. Slaughter cattle have both quality grades and yield grades.

19.02 Define characteristics of livestock that place them in specific grades.

1. Beef Grades (G) pp. 353-6, (IMS) p. 8644-A
   1. Quality grades are determined by the animal’s age, muscling, and the amount of marbling of fat distribution in the lean meat.
      1. Maximum age of Standard, Select, Choice or Prime grades is 42 months.
      2. Commercial grade is over 42 months.
      3. Utility, Cutter or Canner grades have no age limit.
      4. Cows do not have a Prime grade.
      5. Adequate marbling must be present for tenderness in the higher quality grades.
   2. Yield grades are affected by muscling and amount of fat.
      1. Yield 1 - Best muscling with least fat waste
      2. Yield 2, 3, 4
      3. Yield 5 - worst grade, less muscle and more fat waste
2. Swine Grades (G) pp. 458-63, (IMS) p. 8644-A
   1. Grade is determined by the percent of carcass weight made up of ham, loin, Boston butt and picnic shoulder.
   2. Backfat and degree of muscling are used to evaluate live hogs for yield.

019.03 Grade feeder/finish livestock according to the correct market grades.

1. Feeder Steer and Heifer Grades (G) pp. 353-6, (IMS) p. 8644-A
   1. USDA No. 1, USDA No. 2, USDA No. 3
   2. Each USDA grade has Large Frame, Medium Frame and Small Frame categories.
2. Slaughter Steer and Heifer Grades
   1. USDA grades from Prime down to Canner, about 80% of grain fed grade choice.
   2. USDA Yield grades from Yield Grade 1 down to Yield Grade 5.
3. Feeder Swine (G) pp. 457-63, (IMS) p. 8644-A
   1. USDA Grades from U. S. No. 1 down to U. S. Utility, which is diseased or unthrifty, has a head that appears too big for the body and has wrinkled skin. U.S. No. 1 has thick muscling, large frame, and is trim.
   2. Potential for feeding out to slaughter weight and grade affects feeder pig grades.
4. Slaughter Barrows and Gilts
   1. USDA grades from U.S. No. 1 down to U.S. No. 4
   2. Muscling from thick, average, and thin is last. U.S. No. 1 must be no less than average muscling. Thick muscling compensates for or effectively subtracts 0.25 inch of backfat, and thin muscling adds 0.25 inch of backfat to the formula.
   3. Backfat - Maximum backfat for U.S. No. 1 is 1.0 inch or 1.25 inch if muscling is thick. Maximum backfat for U.S. No. 3 is 1.49 or 1.75 if thick muscling.
   4. Practice combining various backfats and muscling to understand how they determine USDA Grades.

1. Interstate Publisher, Inc.
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4. North Carolina Cooperative Extension Service
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25. See state adopted textbook list for additional resources.