Lesson 2 - Detecting Unhealthy Animals

Lesson 2: Detecting Unhealthy Animals Student Learning Objectives (Enablers) As a result of this lesson, the student will … 1. Be able to list 3 examples of visual and non visual signs of disease. 2. Select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation. 3. Be able to take temperature, pulse and respiration of an animal. 4. Be able to identify types of red and white blood cells. 5. Be able to explain how blood is used as a diagnostic tool in veterinarian work. Time: Instruction time for this lesson: Two 50 minute periods. Resources: • Cells Alive CD ROM • www.mclno.org/labpartners/index.htm • Clinical Anatomy and Physiology for Veterinary Technicians, Thomas Colville. • Biology, 4th Edition, Cambell, 2000 • http://www.ibiblio.org/virtualcell/index.htm Tools, Equipment, and Supplies • Handouts (Lecture Worksheet, one per student • Colored Pencils • 2-6 dogs or horses • 6 animal thermometers • Box of latex gloves • KY Jelly • Watch with second hand or stop watch • Paper Towels Key Terms. The following terms are presented in this lesson and appear in bold italics: Disease Pulse Red Blood Cell Visual Signs Respiration White Blood Cell Non Visual Signs Temperature Interest Approach Prompt the Slide Show Introduction to “Detecting an Unhealthy Animal.” Have the first slide up before students enter the classroom. Based on yesterday’s great discussion about the cost of animal health, how important is it to keep animals healthy? Accept Responses and review…It is critical. The first step in keeping your animals healthy is to be able to recognize and illness. That is what today is all about! Summary of Content and Teaching Strategies Objective 1. Recognizing visual and non visual signs Make sure each student has a copy of the Student Lecture Outline. Slide 2 – What is disease? When I say “Sick” find a partner and create your own definition of disease. You will have 2 minutes for this task so work efficiently. Allow the students to work in pairs for 2 minutes to write their own definition of disease. When all are complete, show the definition you would like for them to capture in their notes. Note similarities and differences between their definitions and yours. Slide 3 – Why is it important o keep animals healthy? To Save Money! Slide 4 – What are some causes of disease? Have the students share some of their own examples of how they have experienced disease with their animals. Then review: 1. Germs: bacteria, viruses, protozoa 2. Parasites: worms, insects a. Infestations: external parasites b. Infectious: internal disease 3. Injury: handling, facilities 4. Inherited Genes 5. Poor Nutrition: easiest to correct a. toxic materials in plants, nitrogen content b. chemicals for insect control Slide 5 – How to we detect unhealthy animals? Slide 6 – Visual Signs - Review – Body posture – Off feed and water – Isolated – Sounds – Trauma Slide 7 – Non Visual Signs - Review – Temperature – Pulse – Respiration – Blood types and counts – Mucous membranes – Tissue cultures Use a Mother Goose Moment to have them create a rhyme that will help them remember the visual and non-visual signs of illness. Allow 5 minutes for them to create their rhyme. Allow groups to perform their work. “Great job!” Can I clarify any of the information so far? Good, now let’s see how the non visual signs can be used to determine illness! Objective 2. Select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation. Now that you have a base knowledge of detecting disease in animals, let’s pretend you are all part of a veterinarian clinic and look at how veterinarians use this knowledge to help animals in their hospitals. Specialized cells within the bodies of animals (and humans!) help give veterinarians a tool to determine the overall health of an animal. This can be done by looking at blood films under a microscope. They are able to determine what normal blood and abnormal blood cells should look like. It also reveals much about the status of the immune system and the function of certain cells in the animal’s body. Give out to each student a copy of the handout “Blood Film Examination” You will need each student to have: Lab procedure handout Lab worksheet Calculator / pencil Internet Access Suppose that your 4-H or FFA animal was very sick and was brought to a veterinarian for evaluation. The veterinarian might order some blood tests and one test would be to evaluate a thin smear of their blood. Begin the Exercise: The student will access the website and enter the students’ portal. Start with number 1, the introductory presentation(s). Two options are available; either choose a short web-based slide presentation or view two, three minute video clips. Student will access the website and enter the student’s portal. The student will select “Evaluate Blood Films” and begin to complete the student worksheet. This exercise should take 15 minutes to fill out the worksheet and another 15 - 20 to practice evaluating blood cell cases. When all the students are finished discuss their work with them and ask them the following questions. 1. Elevated white blood cells can mean what? Infection exists. 2. What would be the next step after you know there is an infection present? Determine what types of white blood cells are present? 3. What is the condition when an animal’s red blood cell count is low? 4. Why is “hemoglobin important to cell function? Anemic Carry oxygen to the tissue 5. How are blood platelets important? They are the clotting factors in blood. First responders to an open wound. Have the students find normal blood slides of livestock on the internet. Have them compare this information to that learned with human blood. You can also reference the Animal Liver PowerPoint slide and ask students to hypothesize which is the normal animal liver cell and which is the stressed cell. Then review the following: Left: Normal liver cells. Middle: The reddish-brown color indicates presence of nitrated proteins that developed in response to stress from bacterial toxin. Right: Pretreatment with vitamin E appears to limit development of nitrated proteins. - Photo by Ted Elsasser. Additional information on this topic is included at the end of the lesson. If you plan to continue on this unit tomorrow, have several students bring in their dogs or horses to use in the lab on taking vitals. Students will be working in groups of three. Day 2 Objective 3. Be able to take temperature, pulse and respiration of an animal. Before students arrive have all the necessary tools for the lab organized in front of the classroom. Have all the students in groups of three or less. Review the lab worksheet with the class and the safety associate with the procedure. Make sure owners of the animals are with them at all times. Each student will complete the lab worksheet and turn it in for credit by the end of the class. Each student needs to have a pair of latex gloves when taking temperature. Yesterday we experienced how to check for one type of non visual sign. Which one was that? Allow responses, lead to Blood types and counts. That’s right, now we are going to apply three other non visual techniques: Vital Signs, Temperature and Respiration. It is important that you know the normal range of values for each species. Let’s review the handout together and then we will demonstrate how to conduct each of the three vital checks. Review the handout out loud or ask the students to read. Make sure to ask if there are any questions prior to beginning the lab. Three to four groups will rotate every 10 minutes through each section of the lab. Make sure to move to each group to make sure all students are participating in the exercise. At the end of the lab, leave enough time for each student to answer the questions on the back of the lab handout. Review/Summary. Use “Direction Text” format for General Directions to teacher. Use “Script” format for text the teacher might say. Application Extended Activity: Have the students look at other types of white blood cells in charts to determine if they are normal. Have students draw and label the parts of white and red blood cells. Under each label have them describe the function of each part. Visit a veterinarian’s office and have them do a blood work up on one of the student’s animal. FFA Activity: Ask a local veterinarian to come to speak at the FFA meeting on diagnosis and treatment of sick animals. Ask several of the students who had this lesson to assist. Develop a brochure rack in the agriculture classroom for local veterinarians to distribute health brochures and information on disease prevention SAE Activity: Ask the students if they would like to observe a veterinarian for the day to see first hand how the diagnostic lab works. Evaluation. Evaluate student learning through oral quiz on visual and non visual signs of disease, through their understanding of specialized cells and through their work in class such as taking the vitals of their animals in a laboratory setting. Collect their lab assignments and lecture notes for evaluation. Detecting Disease in Animals Student Lecture Outline Name: 1. What is disease? 2. Why is it important to keep animals healthy? 3. List three causes of disease. 4. List three visual signs of disease in animals. 5. List three non – visual signs of disease in animals. 6. What are the vital signs in animals? 7. Red Blood Cell Laboratory Student Worksheet Name: Proceed to the following website www.mclno.org/labpartners/index.htm (use the Google engine to find it). Click on “Students start here” or “Evaluate Blood films”. Then click on first presentation and videos. Now click on view the presentation. You should now be on the complete blood cell count and blood cell examination. Click on the forward arrow to begin. Answer the following questions on the student worksheet that follows the lab. 1. How many red blood cells do you have? 2. Collecting blood will allow you to analyze the sample. If your blood cell count is _____ million per mm that would be normal. 3. Abnormal blood cell count results when your blood cell count is _____ million per mm. We would say that you could then be_________. 4. Hemoglobin carries________ from the lungs to the tissues. It’s color makes the blood ____. Most red blood cells do not have ______ only hemoglobin. That is a normal finding. 5. If the blood cells are smaller and lack the internal heme element, then this is abnormal and often seen as a deficiency in _______ and the organism is _______. 6. List the five white types of blood cells found in blood. 1. 2. 3. 4. 5. 7. How many white blood cells do you have? 8. Lymphocytes do surveillance and make _____________. Monocytes and neutrophils engulf and kill invader organisms. (Bacteria). 8. If your white blood cell count is ____thousand per mm that would be normal. If your WBC is ____thousand per mm then you are abnormal and may have a bacterial infection. You will need a lab work up to determine the types of WBC present. 9. If your WBC is _____ thousand then you would be abnormal __________. And you might have a viral infection or some other infection. You will need a lab work up to determine the types. Red Blood Cell Laboratory Student Worksheet 10. You also have several thousand ___________ in every cubic millimeter of blood. Platelets play a large role in the ___________ of blood. They are the first responders in a bleeding opening. 11. If your platelet count is ______ thousand per mm. Then that would be normal. If the count is 800 thousand per mm, that would be abnormal and ____________. You are at risk for clotting. 12. If your platelet count is ______ thousand per mm. Then you are abnormal…____________. You are at the risk of ______________. 13. Using a microscope you can see a world of information. This is helpful to make a diagnosis. 14. A blood film examination. First, we make a blood ______on a slide from a drop of blood. Next, we ______the slide to see certain cells under a microscope. If the cells look abnormal (Too big or small) in cases of anemia. The morphology will point to the cause. 15. Draw the three different types of RBC in the photo. ___________ ____________ ___________ 16. Smaller RBC can be a condition of _____________. 17. Next assess the WBC count the same way. Draw the three WBC types ___________ _______________ ___________ 18. Last assess the platelets. Smaller platelets are older platelets. Click back on students start here, then click on 2nd featured exercise. Click on patient #1.Then click on start. Practice, Practice, Practice!!!! Red Blood Cell Lab Quiz Name: 6. Elevated white blood cells can mean what? 7. What would be the next step after you know there is an infection present? 8. What is the condition when an animal’s red blood cell count is low? 9. Why is “Hemoglobin” important to cell function? 10. How are blood platelets important? Student Lab Activity #2 Temperature, Pulse and Respiration Assessment Name: Purpose: Veterinarians use TPR (Temperature, Pulse & Respiration) as a general guideline for assessing an animal’s health. They must know the normal values for all of the species of animals they see. Objectives: Each student will be able to determine temperature, pulse and respiration rates for the dog, cat or horse and be able to recognize abnormal results and their causes. Materials: Several dogs, cats or horses Thermometers Petroleum Jelly Watch with second hand or stopwatch Gloves (for taking temperature) Handling and restraint equipment Procedure: 1. List the average/normal TPR’s for the following animals. Cat Temperature Pulse Dog 2. Name four factors that may cause an increase or decrease in TPR. Respiration 3. Using the handout on TRP procedures, assess the temperature, pulse and respiration rates for each animal. List the results in the following table. Patient Name Species Temperature Pulse Respiration 4. Choose one of your canine “patients” and trot them around for two minutes. After two minutes, retake the TPR and record the results. Patient Name Species Temperature Pulse Respiration Analysis/Conclusions: 1. Were all of the TPR’s within normal range? 2. What changes were seen after the dog was exercised for two minutes? 3. What other factors did you observe that might have caused an increase or a decrease in TPR for each of your “patients?” 4. What challenges did you face while working with the animals to obtain TPR? TPR – Temperature, Pulse & Respiration Lab Procedures Safety • • • The owner must always remain with his/her pet. Use slow quiet movements around all of the animals. Clean thermometer with hot soapy water and disinfectant after each use. Temperature TAKING A DOGS TEMPERATURE: Using a rectal thermometer lubricated with Vaseline or other lubricant, have someone hold the dog in a standing position, lift the dog's tail and insert the thermometer 1 to 3 inches, depending on the size of the dog. If it does not slide in easily, do not force it. Leave in place 2 minutes, remove and read. (Do not allow the dog to sit down while you are taking his temp! If the thermometer is lost or broken while in the dog's rectum, immediately call the vet for further instructions!) Normal temps vary, but average for adult dogs is 100 to 102 F. Pulse The best place on a cat or dog is the femoral artery in the groin area. With one of your classmates gently holding the animal, place your fingers around the front of the hind leg and move upward until the back of your hand meets the abdominal wall. Move your fingertips back and forth on the inside of the thigh until you feel the pulsing sensation as the blood rushes through the artery. Count the number of pulses in 15 seconds and multiply by 4. This will give you the pulse rate in beats per minute (BPM). Normal Cats: 150 to 200 bpm (A relaxed cat may have a slower pulse.) Small dogs: 70 to 110 bpm. Medium dogs: 70 to 110 bpm. Large/giant dogs: 60 to 90 bpm.(A relaxed dog may have a slower pulse. Know what is normal for your dog before a crisis.) Respiration To check for respiration observe movement in the chest. Placing a thread or hair in front of the nose will detect even the slightest flow of air. Count the number of breaths in 15 seconds and multiply by 4. This will give you the respiration rate. Detecting Stress in Animals Middle: The reddish-brown color indicates presence of nitrated proteins that developed in response to stress from bacterial toxin. Right: Pretreatment with vitamin E appears to limit development of nitrated proteins. Left: Normal liver cells. When people get stressed, they seek relief in many ways. Some exercise, some practice specific breathing techniques, and some eat chocolate. Farm animals become stressed, too. In domesticated food animals, stress can affect meat quality, milk production, and general health. But animal stress must often be intuited from clues such as lower-thananticipated weights and increased illness. Certain stressful events can be anticipated, for example, birth and weaning. But how do you know if an animal is stressed for some other reason? Ted H. Elsasser of ARS' Growth Biology Laboratory in Beltsville, Maryland, is investigating nitrated protein as a biomarker of stress. Nitrated proteins may serve as an early-warning system to point out an animal that may yield unsafe products or flag a need for therapeutic or intervention strategies to promote recovery from illness. “The biggest problem for animal producers is disease management, so an early warning system would certainly be helpful,” says Elsasser. (K9759-20) prepares an injection of vitamin E to test its ability to relieve some effects of bacterial toxins. Animal scientist Ted Elsasser (K9759-1) Other researchers have found that nitrated proteins are formed when certain components of proteins—tyrosines—become nitrated along critical parts of the regulatory pathway, altering the function of the proteins. This occurs after high levels of infectious stress, injury, or the presence of immune system hormones called inflammatory cytokines. These changes in proteins occur in humans and other animals. But all nitrated proteins are not the same. Specific protein nitrations are associated with specific disorders, depending on the protein altered and the position of the alteration on the protein. Proteins are like jigsaw puzzle pieces that are designed to fit together. When proteins are altered, they no longer fit with other proteins, and they become ineffective. Different stresses are reflected in different biochemical systems of the body—resulting in different patterns and profiles of nitrated proteins. To complicate matters more, not all animals' biochemical pathways respond to the same stresses in the same way. The protein nitrification process begins with arginine, an amino acid that is present in the diet and circulates in the bloodstream. If significant stress is present, more arginine is transported into cells by a specific transporter. This is one of the body's initial attempts to fight harmful consequences of stress. Various biochemical pathways cause nitric oxide to be generated from the arginine. Depending on how cells have responded to stresses, their internal oxidative environment can change. Under some circumstances, the nitric oxide reacts with oxygen, creating a compound called peroxynitrite. It is this peroxynitrite that reacts with amino acids in proteins, tyrosines in particular, to form a nitrated protein. Antioxidant compounds can control some of the processes through which peroxynitrite is formed. Just as we get vaccinations before foreign travel to ward off illness, Elsasser is investigating the possibility of preconditioning animals with antioxidants before predicted stresses to head off subsequent illness. Just as they mop up free radicals in the body, antioxidants combat some of the chemical reactions in cells that result in nitrated protein formation. It is important to note that nitrated proteins are not the same as free radicals. Stress causes several undesirable effects, including slow animal growth and lowered immune response. Farmers often use small amounts of antibiotics to avert these effects. But sustained dosing can accelerate development of antibiotic-resistant bacteria, which may go on to infect humans. So Elsasser is investigating another method. An Alternative Approach Enter vitamin E, a standard antioxidant supplement in many people's nutritional regimen. “Our studies using vitamin E as a weapon against animal stress may offer some relief,” says Elsasser. He gave six calves vitamin E as a pretreatment before challenging them with a toxin taken from bacterial cell walls. This toxin causes the immune system to react as if an infection were present. Elsasser also gave six calves only the toxin, and four received neither the toxin nor the vitamin E. Compared to the four untreated calves, all the calves challenged with the toxin had significantly lower concentrations of IGF-I, a metabolic growth factor, in the liver and blood. However, those calves that were injected with toxin and pretreated with vitamin E had higher IGF-I concentrations than the calves that received only the toxin. The cattle given vitamin E also recovered more quickly from the systemic effects of the toxin. Pretreating with vitamin E could have significant benefits. “Using vitamin E as a preconditioner allows us to maintain growth rates better and perhaps prevent secondary infections, which crop up when stress creates an opportunity for a pathogen to gain a competitive foothold,” says Elsasser.