Equine Studies - Level 2
March 31
Cleaned barn before spring break.
March 29
Students took quiz on conditioning, TPR, and lunging. Played games to improve public speaking
March 27
Cleaned waterers, reviewed TPR, lunging and conditioning units in preparation for quiz on Wednesday
March 24
Worked on Tasks 12B, 12D, and 12A
March 22
Students worked in the conditioning unit. Tasks 12B and 12D
March 20
Students finished their conditioning charts by taking resting and working TPR for Smokey. Once students had completed their charts we found averages for each horse and discussed their findings. They were to turn these in at the end of class.
March 17
Students took resting TPR for NoName, and Buck. We then lunged each horse for a designated amount of time and took their TPR after work. Students put all of their findings in a chart.
March 15
Students did an activity in which they measured their own fitness with a variety of activities
- Walking on a flat surface for a given distance
- Walking up a hill for a given distance
- Jogging up a hill for a given distance
Students were to record heart rate and respiration after each bout of exercise. We then discussed their findings
- Walking on a flat surface for a given distance
- Walking up a hill for a given distance
- Jogging up a hill for a given distance
Students were to record heart rate and respiration after each bout of exercise. We then discussed their findings
March 13
Students were to research and summarize in a paper the term "conditioning". They were to include topics such as
- The definition of conditioning
- Why is it important
- How do you do it
- How does it differ from horse to horse and sport to sport
They were to turn these in at the end of class
- The definition of conditioning
- Why is it important
- How do you do it
- How does it differ from horse to horse and sport to sport
They were to turn these in at the end of class
March 6
Discussed equipment needed to lunging, its purpose and demonstrated lunging technique.
March 3
Students read lunging article and answered following questions:
1. List and describe 3 common problems when lunging a horse. What are some solutions to these problems (brainstorm)
2. List two reasons why you would lunge a horse.
3. How has the rise of natural horsemanship changed new equestrian’s views on lunging. In your opinion, which is better, lunging or round penning, and why? Be specific!
1. List and describe 3 common problems when lunging a horse. What are some solutions to these problems (brainstorm)
2. List two reasons why you would lunge a horse.
3. How has the rise of natural horsemanship changed new equestrian’s views on lunging. In your opinion, which is better, lunging or round penning, and why? Be specific!
Lunging a Horse Well | |
File Size: | 19 kb |
File Type: | docx |
March 1
Students practiced applying splint and bell boots. Finished practicing with standing bandages
Feb 27
Students practiced bandaging
Feb 24
Students practiced bandaging with standing bandages
Feb 22
Demonstrated bandaging with standing bandages. Students practiced.
Feb 17
Substitute
Students were to complete Task 14A: discussing the difference between shipping and standing boots/bandages. They were also to discuss THEIR opinion on which is better and explain why.
Students were then to update their AET account for their SAEs when finished.
Students were to complete Task 14A: discussing the difference between shipping and standing boots/bandages. They were also to discuss THEIR opinion on which is better and explain why.
Students were then to update their AET account for their SAEs when finished.
Feb 15
Read boots and bandaging article. Looked at examples of various types of boots and wraps
Boots and bandaging article | |
File Size: | 16 kb |
File Type: | docx |
Feb 13
Students practiced bridling with snaffle and curb bridle
Feb 10
Finished reading snaffle and curb articles. Demonstrated how to bridle a horse with both types.
Feb 8
2nd: Read snaffle bit article and discussed as class
4th: Finished ageing horses in field. Began to read snaffle article as class.
4th: Finished ageing horses in field. Began to read snaffle article as class.
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Feb 6
Aged skeleton horse by it's teeth. Traveled to field to age LT horses.
Feb 3
Feb 1
Began equine dental unit. Discussed two diagrams. Read article regarding ageing equine by their teeth.
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Jan 30
2nd: No school - snow delay
4th: Reviewed parts of english and western saddle. Discussed how to tack and adjustments/tightness needed
4th: Reviewed parts of english and western saddle. Discussed how to tack and adjustments/tightness needed
Jan 27
- Discuss and demonstrate Task 8 (measuring a horse’s height). Task 8 turned in at end of class.
- Student’s should measure different horses at LT and record on a separate sheet of paper. Turned in at end of class.
- Student’s should measure different horses at LT and record on a separate sheet of paper. Turned in at end of class.
Jan 25
- Quiz on unsoundnesses/blemishes
- Update AET accounts to reflect this semester SAEs. Emphasis on their need to update their SAE description (even if you are continuing your SAE from the fall the description should be different for this semester as you should have progressed in your project), goals (3 long term and 2 short term for each long term), and time investment. Follow the SMART goal format.
- Update AET accounts to reflect this semester SAEs. Emphasis on their need to update their SAE description (even if you are continuing your SAE from the fall the description should be different for this semester as you should have progressed in your project), goals (3 long term and 2 short term for each long term), and time investment. Follow the SMART goal format.
Jan 23
- 2nd period: Finish assembling the wheel barrows in the livestock barn. Both are assembled (sans two small bolts) but bolts need to be tightened. Students helped with this on Friday and know how to complete them.
- 4th: There is a quiz bowl practice for a local pony club at LT tonight. Students need to help finish setting up for it. There is an English and western saddle in the classroom that need to be labeled (5-6 parts labeled with A, B, C, etc. on each saddle). Use sticky notes to label. Students also need to make a key for the saddles. You can send one student to Mrs. Magsam’s room (she is overseeing the quiz practice) for other things that need they need to get ready as well. These students are great workers and will jump on the project
Jan 20
2nd: Put together new wheelbarrows
4th: Finished soundness PP. Worked on wheelbarrows
4th: Finished soundness PP. Worked on wheelbarrows
Jan 18th
2nd: Continued Blemish/soundness PP.
4th: Cleaned trailer and barn for large tour group
4th: Cleaned trailer and barn for large tour group
Jan 13
Continued PowerPoint. Got as far as laminitis and it's stages.
Jan 11
Blemish/Unsoundness PowerPoint (finished front end lamenesses)
Jan 9
2nd: Farrier
4th: Turned horses out, cleaned stalls, blew barn
4th: Turned horses out, cleaned stalls, blew barn
Jan 6
Jan 4
Began unsoundness/blemish lecture. Made it through "bowed tendons"
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Jan 2
Students helped with after break chores
- Cleaned waterers
- Checked all horses for injuries/ailments
- Put out new salt blocks
(PM students also updated AET)
- Cleaned waterers
- Checked all horses for injuries/ailments
- Put out new salt blocks
(PM students also updated AET)