Biosecurity Learning Modules - Healthy Farms Healthy Agriculture

Welcome to the livestock biosecurity learning series for youth in agriculture, which can be adapted for post-secondary instruction too.

The goal for this six-module series is to instill the importance and habit of biosecurity with young people, so that it will spread to adults and create a new culture of biosecure farms.

Each module web page contains a set of tabs with additional information and resources.
Use the SCRUB Kit, which complements the learning modules and links STEM education by combining science with fun, hands-on activities.

Module Options

1. Learn on Your Own

The modules are easy to follow, and include many activities that help with remembering the information.

Receive a Certificate of Completion from Wisc-Online/Wisconsin's Technical Colleges

Receive a certificate of completion from Wisconsin Technical Colleges via Wisc-Online, when you complete the modules as a FREE two-course series. Click on the links below to get started:

2. Learn as Part of a Course

This option is for learners who are assigned one or more modules to complete on their own as a course requirement. Fill out the certificate of completion online after finishing each module. Then print it out to turn in to an instructor as proof of completion.

Example of the certificate of completion for HFHA learning modules.

3. Learn With a Leader

For club and group leaders guiding learners through any of the modules. Award learners with a certificate of achievement that can be filled out online, printed, signed and awarded. The Teaching Resources tab on each module page contains instructional materials.

An example of the HFHA certificate of achievement for instructors to award to students.

We need your help to evaluate the learning modules!

Your feedback is very important. Send learners to this link to get started - https://go.uvm.edu/sl5w9

Learning Modules

Leader Information for All Modules

Guiding Teaching Philosophy: Discovery Learning

Discovery learning means that learners are presented with questions or tasks to complete to which they probably don’t know the answers. They are given supplemental information to inform their answers and the students make their best guesses.

Learners are not penalized for incorrect answers and are given immediate feedback as they progress through the pages of the modules. This helps learners interact with and think about the content instead of just scanning it.

The modules also introduce scientific terms to learners. They aren't expected to know terms and diseases in advance. Activities have hints and explanations to help students complete them. The goal of the modules is NOT to create veterinarians, but instead to create knowledgeable students and advocates for biosecure agricultural communities.

Technology Requirements

The learning modules require a desktop Mac or PC computer/laptop to view and interact with. They were not designed for smartphones or tablets. Some features will work on smartphones and tablets, but not all.

The modules will not expand to full screen. Use the web browser zoom-in or out options to enlarge or reduce the screen size, and click the F11 keyboard button to remove the browser navigation bar at the top of the screen.

Also, it is highly recommend that a printer be available for printing worksheets and summaries. This is especially true for the final module where students will be creating their own presentations.

Overview of the Series	Grades 3-5	Grades 6 -8	Grades 9-12	Grades >12
Module 1 - What is Animal Biosecurity? The first module introduces the concept of biosecurity: what it means; why it’s important; how a disease agent, the host, and the environment all contribute to the development of disease; and that we might be able to prevent the spread of diseases by altering one or all of these three factors.	With leader/ teacher	X	X	X
Module 2 - Biosecurity: Routes of Infection and Means of Transmission The second module explores the various routes of infection and ways diseases can be transmitted between animals and animals, and animals and humans.	With leader/ teacher	X	X	X
Module 3 - Biosecurity: Finding Sources of Disease Transmission Risk The third module puts the learner in the role of a “Biosecurity Inspector” whose job it is to tour a dairy farm and create a report of the potential sources of disease transmission they find. While going to different areas on the farm, learners are introduced to the different types of disease transmission sources.	With leader/ teacher	X	X	X
Module 4 - Biosecurity Strategies The fourth module has the learner as Biosecurity Inspector creating a biosecurity management plan by identifying strategies to decrease the risks of disease transmission previously found on the farm and recommending the most cost effective.	With leader/ teacher	X	X	X
Module 5 - Public Speaking for Biosecurity Advocates I: Creating a Persuasive Presentation This module follows “Charley” as she creates a presentation, including evaluating her sources, with the learner simultaneously creating their own.	With leader/ teacher	X	X	X
Module 6 - Public Speaking for Biosecurity Advocates II: Presenting Effectively In this final module learners are coached, along with Charley, in how to use verbal and non-verbal communication techniques to deliver a dynamic and persuasive speech.	With leader/ teacher	X	X	X

The general activity ideas listed here can be used to introduce the concept of biosecurity, or could be used as capstone activities. Go through the module and check out the idea in relation to its activity or slide in the module. Some of the ideas are self-explanatory; some have links to more information and tools to complete that activity idea.

In keeping with the philosophy of discovery learning, there are many ideas that have learners looking for more information. The Internet is a great resource, but requires caution and safety measures to get to the best information. Learners should follow the teacher’s, 4-H leader’s, or parent’s rules about Internet use. To weed out bad or false information when researching biosecurity or animal health, consider adding the words “Extension,” “university,” “USDA,” or “4-H” to your search terms.

For example, search “biosecurity 4-H” or “PEDv USDA.” While doing general research, look for sources that are from a government agency, university, respected agricultural organization, or veterinary association. Older learners or club members may search Google Scholar for scientific articles, though some information may be dense and hard to interpret.

*The general activities list is also included in the printable teaching guide.

General Activities = Explore \| = Apply \| = Play \| = Share	Beginner	Intermediate	Advanced
Lab Kits (in class exercises and demonstrations)
Fun with Feet and Fomites	X	X	X
Michigan State U paper bag exercise - https://www.canr.msu.edu/uploads/236/65684/4H1661_AnimalScienceAnywhere-Biosecurity.pdf	X	X
SCRUB Kit	X	X	X
Dartboard Game	X	X	X
Class Discussions/Debates
Why is animal health (and biosecurity) important? What observations have learners ever made of pets or farm animals that were sick or suspected to be?	X	X
Is practicing biosecurity on a farm or ranch a moral duty to protect the farm family, community, and industry from disease outbreak, and to promote animal welfare?		X	X
Defend one of the following positions. Biosecurity is better promoted through: a) government incentives (payments or tax credits), b) government regulations (rules and laws), c) agricultural industry incentives by commodity organizations/trade associations, or d) completely voluntary.		X	X
Questions or debate topics about risk perception and decision making.		X	X
Risks and rewards of vaccination for herd health.		X	X
Short Project or Mini-Research ideas/Topics
Observe and journal (write and/or draw) about a pet’s or farm animal’s environment (home, yard, pen, coop, pasture), diet, behavior, interactions with other animals, and overall health for 1-2 weeks. This could be done before or after the biosecurity lessons (Before, observations will be brought into discussion. After, observations are more focused relative to completed LOs).	X	X	R
Research a common animal or zoonotic disease for a species (animal) that interests you and complete a one-page report Report format can be like a fact sheet with: disease name, species impacted, locations active, disease transmission/routes of infection, (symptoms) biosecurity strategies.		X	X
Research a largely eradicated animal or zoonotic disease and complete a one-page report. Report format can be like a fact sheet with: disease name, species impacted, locations active/locations eradicated, disease transmission/routes of infection, (symptoms) biosecurity strategies.		X	X
Research a career where biosecurity and animal health may be an important knowledge-set and complete a one-page report. Report format can be like a fact sheet with: career/job name, duties or activities, places where people have this job, and why biosecurity is important to the job.		X	X
Science Fair Project Ideas
Compare bacterial counts from not washed/rinsed/well washed hands.		X	RS
Compare effectiveness of different disinfecting agents.		X	RS
Observe how many times subjects touch their nose, mouth, hair and compare within demographics.		X	S
How good a hand-washer are you? Using Glo Germ^TM, check before and after training.	X	X

Jobs, Careers and Community Service

Biosecurity is about management and interventions in animal production and the food supply to prevent the spread of diseases throughout these complex systems. Therefore, animal health and biosecurity knowledge is valuable to many careers, and specific jobs, within agriculture, food production, recreational animal industries, public health, and agri-food business. Of course, careers in veterinary medicine may come to mind first, but this knowledge, and a risk management mindset, will benefit anyone working in this broad field. The list below provides examples of careers and jobs across this system where biosecurity knowledge is an asset, if not a requisite. Teachers and learners may also brainstorm additional examples of opportunities.

Animal Agriculture and Allied Industries

Everyone who interacts, directly or indirectly, with recreational and food animals has a role to play in biosecurity. Any connection or interaction between animals, between people and animals, between animals and tools, equipment, or vehicles/trailers can be an opportunity to spread a pathogen (disease-causing organism). In the course of working in the following jobs or situations, biosecurity knowledge is important to manage that contact with separation in time, separation in space, and cleaning between contacts.

Livestock and poultry management
- herdsman
- barn/stable manager
- flock manager
- ranch manager
Animal care and handling
- farm and ranch hands
- farriers/hoof trimming
- animal shippers and haulers
- auction, show, and event staff and promoters
Breeding and genetics service providers
- A.I. and ultrasound technicians
- breeding stock providers/sellers
Veterinarians and technicians
Livestock and poultry judges
Livestock feed and supplies representatives

Animal Facilities Design and Management

As previously described, biosecurity is about understanding direct and indirect interactions between animals and eventually food products. Therefore, those who design and manage farms, ranches, and animal facilities need biosecurity knowledge. This knowledge will allow them to design facilities, and plan animal movement through facilities, to minimize contact that poses a risk to good biosecurity.

Agricultural engineers, designers, and managers of:
- working facilities
- barns and stables
- pens and lots
- confinement and feeding facilities
- fairgrounds, auction yards, and event facilities
- manure and agricultural waste management facilities
- manure and agricultural waste management processes (land application of manure, composting, dead animal management facilities…)
- feed mills and feed storage facilities

Public Health and Food

Continuing the theme of direct and indirect interactions between animals, people, and/or food, those who work in food production and with consumers should have a great deal of biosecurity knowledge. Examples of jobs or careers follow.

Meat and food processing managers and employees
Food service industry employees
Meat, food, and restaurant inspectors
General sanitarians
Public health doctors and nurses
Epidemiological experts and investigators

Communications

Many jobs fulfill the important role of communicating biosecurity concepts and practices within animal and food industries and to consumers (the general public). As EVERYONE interacts with the food system somewhere, communicating about biosecurity in general, and in emergencies is important. The following examples are but some of the communication careers where biosecurity knowledge could be applied.

Agricultural writers and journalists
Commodity and producer group public relations (PR) staff
Government agency public information officers (PIOs)
Emergency PIOs in government and private organizations

Education and Research

Legitimate and sound biosecurity practices should be grounded in science, i.e. research- and evidence-based knowledge. Jobs in this area represent a system of research, education, and policy development. These jobs usually require college education at a minimum and specific knowledge of animal and food systems.

Research scientists (universities or government agencies)
University instructors and professors
Industry analysts
Science advisors to industry groups and government
K-12 teachers
Adult and Extension educators
4-H and youth project leaders and advisors

Government, Law Enforcement and Emergency Responders

All of the jobs or careers listed in this unit have a role to play in biosecurity. Some examples below may also be listed in other categories or may be similar to previously listed examples; but there are additional specific roles that may be important in managing biosecurity related to commerce (business), trade, and agricultural and food emergency response.

Port, border, and import inspectors for animals and food
Brand inspectors
Policy makers (those who make laws and rules about biosecurity)
Law enforcement (local, state, and federal) engaged in animal and food emergencies
Animal rescue organization managers and volunteers
Emergency responders in general (traffic and transportation, medical and health, etc.)
Subject matter experts (relevant to animal or food disaster or emergency; these may be the same examples listed above in Education and Research)
Emergency response managers (incident commanders)

For a related activity, learners could research a career from the examples above, or one they have identified.

Click the links below to download a sample worksheet of important career information for learners to complete, and a completed example.

Community Service/Leadership: Opportunities for Youth Involvement

Junior leadership at county fairs, exhibits, etc.
Give a talk at a local farmer education meeting
Public speaking i.e., Junior presentation to county fair board, local government, local producer group meetings, civic club
Assist with farm tours
Volunteer at an animal shelter
Join the fair board as a youth advisor, emphasizing biosecurity

Correlation of Module Learning Objectives to National FFA Curriculum (content standards) - (AFNR) Career Cluster Content Standards	Learning Objects
	1	2	3	4	5/6
AS.07. Apply principles of effective animal health care. (publication section pages 11-12)
AS.07.01. Design programs to prevent animal diseases, parasites and other disorders and ensure animal welfare. AS.07.01.04.a. Identify and summarize characteristics of causal agents and vectors of diseases and disorders in animals.	X	X		X
AS.07.01.04.b. Research and analyze data to evaluate preventive measures for controlling and limiting the spread of diseases, parasites and disorders among animals.			X	X
AS.07.01.04.c. Design and implement a health maintenance and a disease and disorder prevention plan for animals in their natural and/or confined environments.			X	X
AS.07.02. Analyze biosecurity measures utilized to protect the welfare of animals on a local, state, national, and global level. AS.07.02.01.a. Summarize the importance of biosecurity to the animal industry at multiple levels (e.g., local, state, national, global).	X
AS.07.02.01.c. Design and evaluate a biosecurity plan for an animal production operation.			X	X
AS.07.02.02.c. Research and evaluate the effectiveness of zoonotic disease prevention methods and procedures to identify those that are best suited to ensure public safety and animal welfare.	X
CRP.04. Communicate clearly, effectively and with reason. (publication section pages 6-8)
CRP.04.01. Speak using strategies that ensure clarity, logic, purpose and professionalism in formal and informal settings. CRP.04.01.01.a. Identify and categorize strategies for ensuring clarity, logic, purpose and professionalism in verbal and non-verbal communication (e.g., vocal tone, organization of thoughts, eye contact, preparation, etc.).					X
CRP.05. Consider the environmental, social and economic impacts of decisions. (publication section pages 8-9)
CRP.05.02. Make, defend and evaluate decisions at work and in the community using information about the potential environmental, social and economic impacts.			X	X
CRP.06. Demonstrate creativity and innovation. (publication section pages 9-10)
CRP.06.01. Synthesize information, knowledge and experience to generate original ideas and challenge assumptions in the workplace and community.			X	X	X
CRP.06.02. Assess a variety of workplace and community situations to identify ways to add value and improve the efficiency of processes and procedure.			X	X
CRP.06.03. Create and execute a plan of action to act upon new ideas and introduce innovations to workplace and community organizations. CRP.06.03.01.a. Examine workplace and community situations to identify opportunities for improvement through the introduction of new ideas and innovations.			X	X
CRP.06.03.01.b. Assess and communicate the risks and benefits of applying new ideas and innovations to the workplace and community.					X
CRP.06.03.01.c. Design a plan of action to introduce a new idea or innovation into the workplace and community.				X

Biosecurity Learning Modules Teaching Guide

Download the printable version of the learning modules teaching guide and screenshots of learning module content, in PDF format. Click on the links below to download the documents.

Biosecurity learning modules teaching guide

Post-Completion Survey

Help us learn about your learners' experiences with the biosecurity learning modules. This survey is for learners in a classroom or group setting who completed some or all of the modules.

The survey will be sent to a student in three intervals: post-completion of the modules, then again at six months after completion and one year after completion.

Link to share the Biosecurity Learning Module Post-Completion Survey

Module Screenshots

Certificate of Achievement

For club and group leaders guiding learners through any of the modules, form elements in this certificate can be filled out online. Then print out the certificate to sign and award.

Learning module certificate of achievement

Animal Species	Organization	Description	Link	Type
			Type: W=Website \| P=PDF \| V=Video
All	Center for Food Security & Public Health	Good overall extensive resource for animal diseases of all species, zoonotic diseases, infection control, Secure Food Supply, and education/training.	https://cfsph.iastate.edu/	W
All	California Dept. of Food and Agriculture	Succinct site for biosecurity “Quick Tips” for equine, bovine, swine, sheep, and goats, poultry, and exhibitions.	https://www.cdfa.ca.gov/AHFSS/Animal_Health/Biosecurity.html	W
All	Utah State University	A resource for links to biosecurity information and documents.	https://extension.usu.edu/animalhealth/HealthTopics/biosecurity	W
All	Penn State University Extension	Beginning page to go to sites about the health, nutrition, reproduction, products, and marketing related to dairy and beef cattle, goats, sheep, and llamas, swine, poultry, and equine.	https://extension.psu.edu/animals-and-livestock	W
All	Penn State University Extension	List of PSU biosecurity resources.	https://extension.psu.edu/catalogsearch/result/?q=Biosecurity	W
All	Clemson University	A reference library of biosecurity links.	https://clemson.edu/public/lph/ahp/scagwatch/biosecurity.html	W
All	Extension Disaster Education Network (EDEN)
		Problem-based learning format of tabletop biosecurity exercise suitable for groups of all sizes and ages.	https://extensiondisaster.net/resource-dashboard/grime-scene-investigation-a-problem-based-learning-bio-security-tabletop-exercise/	W
		Bulleted list of biosecurity measures before, during, and after a fair.	https://www.canr.msu.edu/uploads/234/43142/Biosecurity_for_Livestock_Exhibitors_E2841.pdf	P
		A comprehensive biosecurity guide to follow before, during, and after a farm visit.	https://www.canr.msu.edu/ans/uploads/files/Biosecurity%20Guide%20for%20Farm%20Visits%20E-2842.pdf	P
Horses	Texas Animal Health Commission	A brochure of biosecurity tips to keep your horses healthy.	https://www.tahc.texas.gov/news/brochures/TAHCBrochure_BiosecurityEquine.pdf	P
Horses	Horse biosecurity	A short version of biosecurity tips for 4-H to protect the animals on the farm when bringing horses back home from a fair.	https://www.canr.msu.edu/news/biosecurity_tips_for_animals_that_went_to_the_county_fair	W
Horses	USDA APHIS	Biosecurity tips for horse owners.	https://www.aphis.usda.gov/aphis/maps/animal-health/horse-protection	P
Sheep, goats	Cornell University	An article for small farms with five simple steps to improve biosecurity.	http://smallfarms.cornell.edu/2019/06/12/five-simple-steps-to-improve-biosecurity-around-livestock/	W
Sheep, goats	Cornell University	A table of the basic biosecurity best practices for sheep and goats.	https://www.vet.cornell.edu/animal-health-diagnostic-center/programs/nyschap/modules-documents/basic-biosecurity-best-management-practices-sheep-goat-farms	W
Sheep, goats	University of Maine	A comprehensive website about biosecurity for sheep and goat farms.	https://extension.umaine.edu/livestock/sheep-and-goats/biosecurity-for-sheep-producers/	W
Swine	National Pork Board	Short video with safety tips for youth exhibitors for before, during, and after the show.	https://www.pork.org/blog/biosecurity-youth-exhibitors/	V
Swine	Pork Gateway	Biosecurity Guidelines for Pork Producers. An academic publication with academic language.	https://content.ces.ncsu.edu/biosecurity-guidelines-for-pork-producers	P
Swine	USAHA	Government document on how to prevent swine flu at exhibitions. Bulleted action points.	https://www.usaha.org/upload/Disease%20Info/Swine_Exhibitions_2013.pdf	P
Poultry	Murray McMurray Hatchery	Biosecurity Tips: 5 Ways to Prevent Poultry Disease. Short and to the point. Easy to understand.	https://blog.mcmurrayhatchery.com/2018/07/21/five-basic-biosecurity-tips-to-protect-your-flock/	W
Poultry	Washington State University	A 44-slide course that teaches basic poultry anatomy and physiology, breeds, pathogens, and biosecurity steps to prevent disease.	https://cms.agr.wa.gov/WSDAKentico/Imported//WSDA-Poultry-101-Final.pptx	P
Poultry	USDA APHIS	USDA’s Defend the Flock (DTF) poultry biosecurity resources.	https://www.aphis.usda.gov/aphis/ourfocus/animalhealth/animal-disease-information/avian/defend-the-flock-program/dtf-biosecurity	W
All	Canadian Food Inspection Agency	A general overview of animal biosecurity with links to documents, videos, brochures, and the Canadian national biosecurity standards.	https://inspection.gc.ca/english/anima/biosec/biosece.shtml	W
All	Ontario Ministry of Agriculture	Links to health management and biosecurity info for dairy and beef cattle, swine, sheep, goats, horses, veal, and poultry	http://www.omafra.gov.on.ca/english/livestock/index.html	W
All	Farm Biosecurity Australia	A good overview of biosecurity recommendations for various species from an Australian perspective.	https://farmbiosecurity.com.au/	W
Horses	Equine Guelph	A Canadian biosecurity article for horse owners.	https://www.equineguelph.ca/pdf/facts/bio_security_info_FINAL.pdf	P
Horses	Equine Guelph	Summary of biosecurity precautions for horses.	https://equineguelph.ca/pdf/infosheets/Beat%20the%20Bugs%20Poster%20Inside.pdf	P
Swine	International pork industry	Clever and effective, no-word animated drawings of biosecurity measures for human and animal movement.	https://www.pig333.com/articles/an-image-is-worth-a-thousand-words-and-even-more-about-biosecurity_14791	V
		A frank, if not wordy, discussion of biosecurity in “load-ins” and “Load-outs” to minimize risk in moving animals.	https://www.pig333.com/articles/biosecurity-to-minimize-the-unavoidable-risk-of-animal-movement_15083/	W
		A discussion of low-cost but high impact biosecurity measures by establishing clean and dirty zones in swine operations.	https://www.pig333.com/articles/low-cost-high-impact-biosecurity-well-defined-clean-and-dirty-zones_14640/	W

Each module web page contains a set of tabs with additional information and resources.

Use the SCRUB Kit, which complements the learning modules and links STEM education by combining science with fun, hands-on activities.

Module Options

1. Learn on Your Own

2. Learn as Part of a Course

3. Learn With a Leader

We need your help to evaluate the learning modules!

Your feedback is very important. Send learners to this link to get started - https://go.uvm.edu/sl5w9

Learning Modules

Module 1: What is Animal Biosecurity

Module 2: Routes of Infection

Module 3: Sources of Transmission Risk

Module 4: Biosecurity Strategies

Module 5: Public Speaking for Biosecurity Advocates I

Module 6: Public Speaking for Biosecurity Advocates II

SCRUB Kit: Science Creates Real Understanding of Biosecurity

Leader Information for All Modules

Guiding Teaching Philosophy: Discovery Learning

Technology Requirements

Overview of the Series