Domestic Animal Rearing

Domestic Animal Rearing Introduction

In your community, there are animals kept at home. What domestic animals do you rear in your community? The practice of rearing domestic animals began thousands of years ago with the early people who were hunters. Gradually, these people settled and started to tame and raise the animals they previously hunted.

Today, domestic animal rearing has helped human beings to get a more secure source of animal products than occasional hunting of the wild. Domestication of animals has improved household food security and income. The various categories of domesticated animals include poultry, goats, sheep, cattle, pigs and rabbits. In this chapter, therefore, you will learn how to rear and market domestic animals profitably.

Types of Farm Animals

What are those farm animals that you keep in your home or community? Draught animals, companion animals and livestock are the different types of farm animals. Agriculture emphasises farm animals of economic importance namely, livestock. The utilisation of economically important animals gives rise to livestock management. Use Activity 3.1 to identify types of farm animals and their characteristics.

Activity 3.1 Identifying types of farm animals

What you need:

Notebook, pen, camera

What to do:

1. In groups, visit either a nearby mixed animal farm, livestock research centre, livestock rearing household or your school farm.

2. Identify the farm animal(s) you find on the farm. Record your findings. 3. Ask the farmer other types of farm animals that he/she knows. Ask the farmer why some of the farm animals are not kept on the farm.

4. State the features of each of the domestic animals that you observed on the farm.

5. Discuss with the farmer the adaptation of the animal to the local environment.

6. Ask the farmer how he or she provides for the needs of the animals on the farm.

7. Observe how the needs of the farm animals are provided for on the farm. Using the following illustrations, identify how the needs of farm animals are provided.

8. Discuss, with the farmer, the challenges he or she faces in caring for farm animals.

9. Find out and record how the challenges are solved.

10. Write a report to guide the farmer on how he or she can overcome the challenges to improve productivity of the animals.

Value of Rearing Domestic Animals

Why do people in your community keep domestic animals? Animals are our food, live-bank, companions, workers and manure. Animals give us company while others serve as valuable assistants. The huge diversity of work performed by animals ranges from cultivation of land, transportation of harvest, hunting to assisting the blind. Using Figure 3.2 and Activity 3.2, identify the value of domestic animals.

Activity 3.2 Discovering the value of rearing domestic animals

What you need:

Pictures of animal products, notebook, pen

What to do:

Study the pictures on livestock products and the case study on values of livestock and answer the questions that follow.

Sserubiri said to the news reporter, “I did not want to be employed, I wanted the freedom to do what I wanted when I wanted”. So, I examined a number of start-up projects, but I wanted something that was not expensive to maintain and had the potential to grow.

Taking into consideration the reality of the Ugandan youth-jobless, no money, and no land-I settled on a rabbit project. I reared them in my father’s garage. They did not make noise, were not dirty, and did not have a bad smell. I bought 10 breeders-seven does and three bucks-from an Indian farmer in Masaka,” he explains.

Sserubiri had saved UGX 450,000 in four years. His weekly saving was UGX 2,500. This was consistent for all the month except the month of December of each year. This saving was kept in a child-friendly commercial bank. It allowed a small monthly saving of UGX 10,000. As a novice and new entrant with limited training of up to primary five, Sserubiri reveals that the first year involved experimentation and research.

The death of a bunny (young rabbit) meant spending days on the Internet, researching about the cause. “It was trial and error but I was very optimistic. I had the rabbit cages made locally, from wood. I used to make profits selling rabbit urine as manure to farmers with coffee and bananas at UGX 3,000 per litre. Every little money I got, I reinvested in the business, like buying feeds or drugs for treatment,” he says.

Rabbit farming requires intensive record management and sometimes Sserubiri would forget such important things as putting a nest box in the cage of a breeding rabbit. Sometimes, this would lead to the death of kittens from exposure. “Through the Internet and proper use of Internet data, I discovered ‘My Farm App, which has four sections about rabbits- breeding, mating, litter and expenses.”

Sserubiri through the sale of meat and breeders earns an income and has a job. Other benefits include;

• a source of food and animal products. increased status for a youth.

• an avenue for learning as you earn.

• an opportunity for research and innovation.

• being a digital citizen of agriculture.

• modelling and tagging youth into agriculture.

Sserubiri knows and states that rabbit farming is hard work that requires commitment, dedication, collaboration, communication, leadership and patience.

Task

As evidence of what you have learnt from the case study, answer the following questions.

1. What made Sserubiri successful?

2. What are the benefits of rearing rabbits as identified by Sserubiri? What other products can you get from rabbit rearing?

3. Suggest ways the rabbit farmers can meet the demand for rabbit

products.

4. If you had an equal amount of capital and space as Sserubiri, which other farm animal would you rear? Give reasons for your answer.

5. Discuss and present a report on the general benefits of domestic animal rearing.

6. Using Figure 3.2, identify the values obtained from farm animals.

Selecting an Animal to Rear

In the 21st century, animal rearing has shifted from mere production for prestige to generating income, to build healthy and wealthy communities. As the population increases, there is an increased demand for animal products. The demand for certain animal products is not evenly distributed throughout the country.

The selection of an animal for rearing is dependent on the farmer’s knowledge, experience, product desired and profitability of the animal enterprise. Also, the quality and quantity of the desired products and cost of establishment, influence the choice of animal to rear.

An individual intending to rear animals should make a choice that meets the animal product demands of the local or even foreign population. What will you consider when choosing an animal to rear? Given the different types of farm animals, how will you select one to rear to give you the desired product. Use Activity 3.3 to discover how to select a farm animal to rear.

Activity 3.3 Designing a criterion for selecting an animal

What you need:

Notebook, pen, camera, phone with a camera

What to do:

1. In groups, carry out a market survey to identify the domestic animal products that are most demanded to guide your choice of the domestic animal to rear.

2. Identify a nearby homestead that keeps domestic animals.

3. Interview the farmer to find out how he or she selected the animal he or she rears.

4. Ask the farmer to tell you the advantages and disadvantages of the farm animal he or she has over others.

5. Basing on the experiences, identify the domestic animal you will rear. Give reasons for your answer.

6. On a newsprint, design a checklist that you will use to help farmers select a farm animal for rearing.

7. Share your criterion with classmates.

8. Identify what you can add to the criterion. State how the new criterion improves your selection of the domestic animal to rear? Share your opinions with peers.

Caring for Domestic Animals

What is your interest in rearing the animal chosen? Farm animals are cared for to optimise production, and keep them alive. In case of an infection, animals require treatment. If not treated, the animal may lose the capacity to produce, reproduce or even die. Using Figure 3.3 and Activity 3.4, identify and demonstrate care practices for farm animals to maximise productivity.

Activity 3.4 Exploring and participating in animal care practices

What you need:

Notebook, pen

What to do:

1. In groups, visit a nearby animal farm or homestead that rears animals. Alternatively, you may watch a video or look at pictures on care practices for domestic animals.

2. Identify the care practices conducted on the farm or in the video or photographs. Record your findings.

3. Ask the farmer about all the care practices for domestic animals.

4. Participate in the care practices when an opportunity arises. Record your feelings and reactions in your notebook.

5. Collect information on the care practices for domestic animals in the following table. Indicate when each practice is done, why and how.

6. Record other care practices for optimum production of farm animals.

7. Establish a domestic animal project using the knowledge and skills learned during the field trip.

8. Identify the practices you will conduct on the farm animals in your project.

9. Using the required tools and implements, conduct the management practices in a timely manner. Record your observations as regards improvement in growth.

10. Keep records on each management practice conducted.

11. Write a project report and submit it to the teacher for further guidance.

Keeping Animals in a Healthy State

Parasites and pathogens are the leading causes of poor health in farm animals. During the farm visit, what activities did you conduct to keep the animals in a healthy state? Domestic animal management requires constant health checks to monitor disease and parasite incidences. A healthy animal produces optimally and can give better economic benefits. In Activity 3.5, use the tools in the illustration to maintaining farm animals in a healthy state.

Activity 3.5 Identifying tools used in keeping animals in a healthy state

What you need:

Tools used in keeping animals in a healthy state or pictures of these tools, notebook, pen

What to do:

In groups, identify the various tools used in keeping farm animals in a healthy state.

Research and demonstrate how to use the tools to keep animals in a healthy state.

Complete the table on tools used to keep animals in a healthy state.

Housing for Farm Animals

Like humans, farm animals require housing facilities. Well housed animals will produce better. More so, animal houses keep animals free from adverse weather conditions, thieves, predators and some parasites. By this, farm productivity is enhanced. What are the qualities of good houses for farm animals? Using Figure 3.4 and Activity 3.6, construct a house for farm animals.

Activity 3.6 Constructing a farm animal house

What you need:

Construction tools, timber, iron sheets or grass, nails, notebook, pen, camera

What to do:

1. In groups, write a checklist or qualities that you will use to assess the standards of animal housing structures during a field visit.

2. Visit a nearby homestead with houses for animals. Take a photograph of the structures.

3. Discuss and record the qualities of a good housing structure for farm animals.

4. Using the qualities, establish the standard of the animal housing structures.

5. Identify other special features that the animal housing structure has.

6. Discuss what makes the structure a good or bad housing structure for farm animals.

7. Suggest other features that you will add when constructing a housing structure for your farm animal.

8. Using the field experience, construct a house for your farm animal.

9. Draw a sketch plan of the animal housing structure that you want to make. Take care of animal size and numbers.

10. Identify all the materials and tools that you will need to construct the housing structure.

11. Draw a budget for the construction of the animal house taking care of the size and behaviour of the animal, and the number of animals that you have. Why do you think you need a budget?

12. Discuss the mode of acquisition (hiring, borrowing or purchasing) of the tools and materials to be used.

13. Procure the tools and materials. Construct the animal house using your sketch plan. Did you enjoy the construction process? Ensure the house has the qualities of a good shelter for animals.

14. Organise a gallery walk for an audience to comment on the animal housing structure you have made.

15. Note the comments from the audience in your notebook. Take note of the comments when constructing a housing structure for farm animals at your home.

Digestive System of Ruminant and Non-Ruminant Animals

The digestive system is a group of organs that, together, break down complex food materials into simple soluble substances that can be absorbed into the blood stream. Different species of domestic animals digest different feeds at different rates due to the difference in their digestive systems.

There are four basic types of digestive systems: monogastric (simple), birds (avian), ruminants (polygastric), and pseudo-ruminants. What farm animals have each of these types of digestive systems? A farmer ought to know the feeds that fit the digestive system of the animal they choose to rear. Feeding influences the productivity of the animal. Using Figure 3.5 and Activity 3.7, explore the different digestive systems of farm animals.

Activity 3.7 Examining the digestive system of a goat, fish, poultry and rabbit

What you need:

Panga, knife, rope, bucket, hammer, surgical blade, sterile gloves, tweezers, notebook, pen

What to do:

1. In groups, visit a nearby slaughter place or watch a video to understand the digestive system of a goat, fish, poultry and rabbit.

2. As a class, properly restrain the animal provided for slaughter. What will you use to restrain the goat?

3. Stun the goat to render it unconscious. Suspend the animal by the hind legs to have a good slaughter position after the animal is stunned.

4. Cut the neck and allow thorough bleeding. Carefully open the animal longitudinally from the lower side of the neck to the anus. Observe the organs of the digestive system.

5. Carefully remove the digestive system from the mouth to the anus with the liver and pancreas attached.

6. Place the digestive system on a flat board. Open the alimentary canal and observe the structural characteristics and food content.

7. Identify and name the parts of the reproductive system. Discuss the function(s) of each part identified.

8. Draw the digestive system and label the parts on a newsprint. Display the newsprint in your classroom.

9. Repeat the steps to examine the digestive system of a rabbit, poultry and fish.

10. For fish and poultry, you do not need to restrain. Lay the animal on a flat board and dissect accordingly.

11. Use the following table to identify the part of the digestive system responsible for each of the functions.

Reproductive System of Farm Animals

Reproduction is defined as the biological process by which new individual Organisms (offsprings) are produced from their parents. The process of reproduction takes place in the reproductive system. A female animal that has reached reproductive maturity goes on heat (except poultry) while males tart mating. For successful management of farm animals, one must have an understanding of the physiological processes in the reproductive systems of arm animals. Use Figure 3.6 and Activity 3.8 to explore and understand the different reproductive systems of farm animals.

Activity 3.8 Examining the reproductive system of farm animals

What you need:

Goat, chicken, knife, panga, knife, gloves, tweezers, notebook, pen

What to do:

1. In groups, restrain the animal for slaughter, stun it and dissect with a view of examining the reproductive system. You may use the preserved animal in Activity 3.7 or watch a video on the reproductive system of farm animals.

2. While following the reproductive tract, remove the system from the animal and place it on a flat board.

3. Identify and name the parts of the reproductive system. Discuss the function(s) of each part identified.

4. Draw the reproductive system and label the parts on a newsprint.

5. Repeat the steps to examine the reproductive system (male and female) of poultry.

6. For each of the functions of the parts of the reproductive systems identified in the following table, use the Internet to identify the part responsible.

Planned Animal Breeding and Selection

In reality, you cannot allow any male to be the father of offsprings on your farm. This is because the male might have undesirable traits (characteristics) that you do not want to multiply, hence, selection. Selection is defined as a process in which certain individuals in a population are preferred over others to become parents of the next generation.

Selective breeding is a process farmers use to develop new breeds of animals with desirable characteristics such as increased milk yield, high butter-fat content, resistance to diseases, long life (longevity) and high fertility rate. The choice of animals may be based on individual, family, pedigree or progeny traits. Using Activity 3.9, explore the importance of planned breeding and selection.

Activity 3.9 Exploring the importance of and applying selective breeding

What you need:

Notebook, pen

What to do:

1. In groups, visit an animal farm where different breeds are kept. You can also watch videos or pictures on selective breeding

2. Ask the farmer to give you information on how he/she selects animals to breed.

3. Ask the former the basis (individual, family, parents or offspring traits) of selecting breeding animals on the farm.

4. Record the details of how each of the selection strategies is used to select breeding stock.

5. Inquire about the method(s) of breeding (cross breeding, outcrossing, grading up, inbreeding, line breeding) used on the farm. Give reasons for the choice.

6. Inquire from the farmer how each of the breeding programmes are carried out, giving reasons for using each.

7. Research and write an article on the selection and breeding of farm animals for the agriculture page of your school magazine.

8. Apply the selection and breeding programs on your farm animal production project.

9. Make records on the successes and limitations of the selection and breeding systems used. Share findings with peers.

Significance of Animal Feeding Programs

Do you think farm animals should be fed? Why do you think so? Farm animals ought to eat a balanced ration or meal for maintenance, growth and repair, production and reproduction. A balanced ration is made of many different feedstuffs such as roughages, forages, hay, silage, pasture and concentrates. What others can you identify?

A food stuff is any ingredient or material fed to animals for the purpose of sustaining or meeting their nutritional needs. Food stuffs provide one or more nutrients to the animal. However, some materials are non-nutritive but just add flavour, colour, taste, bulk, or are used as preservatives. Any feed that a farmer plans to use should have aspects of palatability, profitability and productivity. In Activity 3.10, you are going to explore the significance of animal feeding programs.

Activity 3.10 Exploring the purpose of feeding farm animals

What you need:

Concentrates (protein and energy), forage, supplements, additives

What to do:

1. In groups, you are provided with types of animal feeds.

2. Identify each of the farm animal feeds provided.

3. Identify the food nutrients that the feeds supply to farm animals.

4. Explain the importance of the different food nutrients such as proteins, vitamins, minerals, carbohydrates, to farm animals.

5. Identify examples of feeds in each of the following groups: a) roughages

b) protein concentrates

c) energy concentrates

d) succulents

e) supplements

f) additives

6. Discuss the roles played by each of the following additives in farm animal

nutrition:

a) hormones

b) antibiotics

c) flavourings

d) tranquilisers

7. Discuss how you will identify that a feed is palatable (liked) by a farm animal.

8. Record your findings in a notebook and present them to the teacher for further guidance.

Preparing Fodder

In your community, you might have ever seen livestock farmers growing crops for feeding livestock. Such crops are called fodder. How do the farmers prepare the crops to feed to the animals. Fodder may be of legume or grass origin. Legume fodder includes lucerne/alfalfa, cowpeas, stylo, desmodium and clovers while grass/cereal fodder includes maize, sorghum, kikuyu grass, napier grass and guinea grass. Tree fodder includes sababul, glyciridia, sesbania and calliandra. Use Figure 3.7 and Activity 3.11 to prepare fodder for feeding farm animals.

Activity 3.11 Preparing fodder for feeding farm animals

What you need:

Chaff cutter or panga, tree log, notebook, pen

What to do:

1. In groups, identify fodder that is just about to flower. Why should the fodder be harvested just before flowering?

2. Dry the feed to about 30% moisture content. Why should the feed be dried?

3. Cut the fodder and chop it using a chaff cutter. You can also hold the fodder on a tree log and chop to desirable length using a panga.

4. Put the chopped fodder in a feeding trough and add solution of rock salt. Why is the salt solution added?

5. Observe the animals as they eat and comment on the palatability of the feed. Record your observations.

6. Take a record of the productivity of animals daily as increased milk yield or daily weight gain.

7. Write a report to describe the activities, findings and conclusions of your fodder preparation exercise.

8. Present the report to the teacher for further guidance.

Conservation and Use of Animal Feeding Resources

Are feed resources supplied constantly throughout the year? Why do you think feed resources should be conserved? Have you seen where forage is left to dry in the field or cut and dried? Feed resources may be conserved in dry form as hay or in succulent form as silage.

The supply of fodder is much affected by season. During the dry season, fodder is inadequate and almost unavailable. It is, therefore, important for a farmer to conserve fodder crops to have a sustainable feeding program for his or her animals. Use Figure 3.8 and Activity 3.12 to practise conserving feed resources as silage and hay.

Activity 3.12 a) Making silage

What you need:

Molasses, forage, panga or chaff cutter, hoe, spade, notebook, pen

What to do:

1. In groups, identify fodder that is ready for harvesting (high in quality and nutritive value). At what stage does fodder have this quality?

2. Harvest the silage and wilt the forage to 30% dry matter. Why should the forage be wilted?

3. Chop the forage into short lengths (1-3 cm) before ensiling.

4. Dig a trench in which to put the chopped forage. Line the trench with a water-proof material such as polythene.

5. Put the forage in a prepared silage pit and add a fermentable substrate such as molasses at ensiling. How are molasses important in silage making?

6. Compact the forage tightly and enclose the silage pit quickly.

7. Seal storage air tight as soon as possible after filling. Where else can you ensile the forage?

8. Maintain airtight seal until the silage is ready for feeding out.

9. Feed out a whole face of the silage (after 4-6 days) to a depth of at least 20 cm each day, depending on the herd size.

10. If the silage is unsatisfactory, determine the reason for the next season.

11. You can also watch a video on silage making and record your observations and recommendations.

Activity 3.12 b) Making hay

What you need:

Panga, poles, nails, notebook, pen

What to do:

In groups, practise the following steps in hay making.

1. Assess the pasture plant from which to make hay: Cut pasture plants for hay when about 10% of the crop is flowering. At this stage, the plant is full of energy, protein and sugars. Plants must have a high leaf-to-stem ratio. The more the leaves, the better because they are packed with nutrients.

2. Mow or cut the pasture plant: Cut forage stems above a point on the stem called the crown (where lower leaves start to develop). The height must be perfect because cutting too low will damage the crown and affect the plant’s ability to regenerate.

3. Condition the cut or mowed pasture: Softly squeeze the plant stems and leaves by trampling or using a mallet. This process helps extract nutrients and make it easier for cows to digest. It also increases the speed and consistency of drying.

4. Dry the hay to 25% moisture content: The cut and conditioned forage is left in rows to dry out. Warm days with low humidity, plenty of sunlight and wind are ideal for drying hay. Drying stops the plants’ chemical and biological activity and reduces the possibility of the hay going mouldy.

5. Rake the dried hay into heaps (windrows): The row helps stop the hay from blowing around the paddock and makes it all lined up and ready for baling.

6. Bale the hay: Baling can be done manually by bundling the hay, compressing by the knee and tying into quantities easy to carry. Ensure the leaves and stems remain intact and that the moisture in the hay is just right. If the bale has not dried out enough, it will turn into a hot compost heap that could start a fire. The recommended moisture content is 25% to avoid moulding and hot spots. Drying hay to below 18% may cause the hay to lose nutritive parts such as the leaves.

7. Store baled hay: If made far from the farm, transport using a wheelbarrow or other means to the storage area. Ensure the storage house is leak-proof and free from moisture.

8. With a sample, report findings to the teacher for further guidance.