Registration is due by 11:59 p.m., Saturday, March 16 for the Junior Animal Science Symposium, Saturday, March 23, 2024, from 8:30 a.m. – 3:00 p.m., for youth (grades K-13), parents, club leaders, and others interested in animals and their care.

This event provides hands-on workshops in Equine, Large Ruminant (Cattle), Small Ruminant (Sheep & Goat), Swine, Poultry, Rabbit, Cavy (Guinea Pig), Small Animals, and Beekeeping!  The event is sponsored by the New Jersey Department of Agriculture Junior Breeder program in partnership with Rutgers Cooperative Extension faculty and staff.  Preview all session offerings prior to registering.  Registration is due by the end of Saturday, March 16!

When: Saturday, March 23, 2024, check-in beginning at 8:30 a.m., welcoming session at 9:00 a.m.

Where: Rutgers Cook Campus Farm, starting at the Round House (round barn)

For More Information: visit our website or contact Amelia Valente Minervini amelia.minervini@njaes.rutgers.edu

     

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COVID-19: What We Know 

The SARS-COV2 virus spreads between people easily, through the respiratory droplets produced (such as in breathing or coughing). As we have practiced in the past year, masks and social distancing help slow the spread of COVID-19. 

Vocabulary: SARS-COV2 is the virus and it causes COVID-19, the disease.  

COVID-19 and Animals 

In some rare cases, COVID-19 may spread from people to animals (be it livestock, wildlife, or pets). Only a small number of pets worldwide have been infected by COVID-19. Some had no symptoms, some had mild symptoms (fever, coughing, sneezing, discharge of nose and eyes, diarrhea) that could be treated at home. As of June 9, 2021, there have been 215 COVID-positive animal cases in the US. Cats are the animal most commonly infected. 

If humans test positive for COVID-19 or suspect they have been exposed, social distancing from their pet(s) is encouraged. 

In the last year and a half we have learned that the more than 30 million human cases across the COVID are do not present a significant risk to animals. Person-to-person is the biggest risk of spread of COVID-19. 

COVID Prevention is Trusted Biosecurity Practice 

It is important to remember that most of the methods of prevention of SARS-COV2 spread work to stop the spread of other illnesses. These include: 

• Handwashing 
• Staying at home when feeling sick 
• Face masks and face coverings 

In one example, influenza cases dropped significantly in 2020; influenza hospitalizations were the lowest they had been since 2005. And so, precautions taken to limit the spread of SARS-COV2 also helped limit influenza cases, among other diseases.

The Big Takeaway 

Personal hygiene and proper use of personal protective equipment (PPE) can reduce disease spread – even outside a pandemic! But they have also been key factors in managing the COVID-19 pandemic. 

By: Laura Eppinger, Salem County 4-H Agent

Sources 

https://www.aphis.usda.gov/aphis/dashboards/tableau/sars-dashboard  

AEWG Conference (virtual) April 24, 2021 

Animalemergency.nj.gov  

https://www.hopkinsmedicine.org/news/newsroom/news-releases/covid-19-story-tip-flu-cases-dramatically-low-so-far-this-season  

     

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Thank you to all who participated in the first all-virtual Junior Breeder Symposium on Saturday, March 27, 2021.

If you missed the event, or want to try the Zoonosis Prevention game again, it is live now!  The Kahoot quiz game can be played individually by clicking here. You may also go to kahoot.it and use Game PIN: 01733729.

It is available through the above link until June 13.  After that, contact Laura Eppinger at eppinger@njaes.rutgers.edu to request a new link.

“Diseases Humans and Animals Share,” the CDC lesson about zoonosis prevention for youth, was originally designed to be led in-person but can be taught virtually with this Kahoot game.  Enjoy!

By Laura Eppinger, Salem County 4-H Agent, Rutgers Cooperative Extension

     

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The arrival of Spring brings thoughts of new life in many forms…the first brave flowers, buds on the trees and the cheerful green of new grass. However, nothing says Spring more than newborn lambs in all their bouncy, soft and adorable glory.

I spoke with two Cape May County 4-H members who are raising lambs this spring to learn what it is like to raise their own lambs instead of buying weanlings. Elizabeth Schalick and Patrick Kelly are members of the Whinny Pigs 4-H Horse & Livestock Club. They have both been in the sheep project for several years, but this is the first year they have raised their own lambs. Let’s hear what they have to say about their experiences so far.

LH:  What made you decide to switch from purchasing market lambs each spring to raising your own?

Patrick:  “Well, the reason why I decided to raise a lamb instead of buying a weanling is because I wanted to have the full experience. I wanted to know what it is like to raise a sheep from birth to when it would be full grown.”

Elizabeth:  “When you raise your own lambs, you get to handle them from start to finish. Also, you can select your lamb’s bloodlines. For example, good conformation and breed standards are important.”

LH:  What breed of ewe did you choose and why did you pick that breed?

Patrick:  “We picked a Suffolk,” said Patrick K. “The reason is because we want to start a Suffolk sheep business where we breed them. Suffolks gain weight quickly and are pretty easy for a first timer. They are good to show and for meat production.”

Elizabeth:  “We chose a Border Leicester ewe because we liked how she looked, and she has a good personality. This is important because the lambs will often have the same personality as their mother. You would not want a skittish lamb for showing.”

LH:  How did you go about selecting a ram to breed your ewes to?

Patrick:  “We went to a guy named Peter who raises and shows Suffolks in Maryland. He had the perfect ram for us. It had the proven siring record that we needed to get healthy lambs. Also, the ram came from good stock from a known show producer.”

Elizabeth:  “We reached out to a breeder from whom we had previously purchased lambs. She gave us some good breeder recommendations.”

LH:  What are some of the important things you did to make sure your ewes stayed healthy while they were pregnant?

Patrick:  “We maintained our ewes’ diet so they wouldn’t be too fat for when the baby lambs were born, and we gave them a lot of water to make sure they stayed hydrated. Also, we provided a sheep mineral daily. The ewes are vaccinated annually and again right before lambing.”

Elizabeth:  “We gave them high quality food and a lot of hay to keep them in good weight. We also kept up to date with vaccines so that the ewes and the lambs would be healthy.”

LH:  I bet it was difficult to be patient while you waited for the lambs to be born. How long is a ewe’s gestation period?

Patrick:  “This might seem like a long time for a ewe’s gestation period, but the normal gestation is approximately 147 days ranging from 144 to 152 days.”

Elizabeth:  “Yes, around 152 days.”

LH:  Were you able to see your ewes give birth?

Patrick:  “I did see it, but on cameras. Ewes like to birth in private, so there could only be a few people in the barn. If all of us went there, it would be way too many people, and the sheep would stop giving birth.”

Elizabeth:  “Yes. Our lambs were born at 6:00 am and 6:15 am on a Saturday morning.”

LH:  What steps did you follow to make sure that your lambs were healthy after they were born?

Patrick:  “First, we cleaned him off with towels. Next, we allowed mom to lick the lamb dry. Then, we gave the lamb some of the mom’s milk, or colostrum. We helped him nurse by stripping the wax off the mom’s teats so that the baby could nurse. Then we put a coat on the lamb because it was a very cold night. Oh, we also dipped the navel in iodine to prevent infection.”

Elizabeth:  “We made sure that they could stand and nurse by themselves. We also made sure that they were warm and dry. They were vaccinated and after five days, their tails were banded.”

LH:  What do you feed your ewes to make sure they have enough milk for the lambs to grow well?

Patrick:  “We feed them grain, sheep mineral and alfalfa hay. The alfalfa hay is high in calcium and helps the ewe produce milk for lactation.”

Elizabeth:  “They get hay constantly and they get fed about two quarts of concentrate a day. They also have clean water all the time.”

LH:  What do you do every day to take care of your lambs?

Patrick:  “We maintain their water supply and feed them. We also clean their pen and add fresh shavings. We do daily health checks. After that we work with the them for a little bit to make sure they are doing alright and get them used to being handled.”

Elizabeth:  “We feed them, check their water and clean their stall.”

LH:  What do you plan to do with your lambs?

Patrick:  “We plan on making a huge sheep farm with all of them,” according to Patrick K. “Then once we get enough sheep, we are going to sell some and keep the process going. I’m also going to show this one.”

Elizabeth:  “I plan on raising and training it and then participating in our local fair.”

Thanks to Patrick and Elizabeth for sharing their lambing experience with us. We plan to check back in before Fair time to see how these two 4-H members are progressing with their lamb projects. For more information on best practices in lambing, check out these previous sheep blog posts:

• Preparing for Lambing, January 15, 2019
• Good Nutrition – the Key to Lambing Success, February 21, 2019
• Understanding Lambing Behavior, March 15, 2018
• Feeding Young Lambs, May 13, 2018

By Linda Horner, Cape May County 4-H Program Coordinator, Rutgers Cooperative Extension

     

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Pennsylvania 4-H has gathered a wealth of resources for youth to participate in 4-H at home.  Many of the activities can easily be integrated into a 4-H club that is meeting remotely.

For poultry projects, The Exciting Egg lessons are educational and fun:

Parts of an Egg for Cloverbuds

Parts of an Egg for 4th Grade & Up

Instructions for a Play-Doh Egg Model

These directions and worksheets are easy to share or print and distribute. Be sure to also visit the 4-H Exciting Egg site for additional resources, such as educational videos aimed at youth, as well as a lesson plan for adults leading these activities.

By Laura Eppinger, Salem County 4-H Agent, Rutgers Cooperative Extension

     

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Name: Paige Seitz

Job Title: Livestock Guarding Dog Program Manager

Organization: Cheetah Conservation Fund, Namibia, Africa

Education/Degree: B.S. in Biology, specializing in Zoology

Namibia is made up of farmland and as the human population grows, climate changes occur, and habitats change, the world not only changes for the people in it, but also for the animals that make up the ecosystems. As resources become more limited for both people and animals, they tend to collide in ways that are not favorable; we call this human-wildlife conflict (HWC). CCF uses special breeds of guarding dogs called Anatolian Shepherds and Kangals to protect Namibian farmers’ small stock from predation. Using these dogs allow farmers, livestock, and predators to live peacefully on the same land.

My mornings normally start at 7:40 am and then can go anywhere from 5 pm or later depending on the day. My job consists of the husbandry (feeding, health, enrichment) for the 14 resident dogs on site, plus any litters of puppies on site. At CCF we live in a remote area about 45 minutes from the nearest town. There are many benefits – it is beautiful as there is wildlife all around; we are like a small family as we all work and live on-site; and we see things most other people in their lives will never get to experience.

My advice: try lots of things if you aren’t sure what you’re interested in doing career-wise, because you never know where you might just happen to fit in.  I actually went to CCF wanting to become a field researcher on big cats, but after a period of time, I realized I wasn’t made for the field and enjoyed animal care.

Work hard! Nothing in life worth getting is easy. We always explain to farmers that there is no quick fix in life – to make anything work, it takes effort. And as cheesy as it sounds, never give up on your dreams – if I hadn’t followed my dreams, I wouldn’t be where I am today.

Submitted by Amelia Valente, Ocean County 4-H Program Associate, Rutgers Cooperative Extension

     

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Rabbit Hemorrhagic Disease Virus (RHDV) is a highly contagious and fatal disease that affects both wild and domestic rabbits. Until 2020, it had not been known to affect any North American native rabbits, however, cases of the disease have been reported in cottontail rabbits and hares as well as in domestic rabbits in states including Arizona, California, Colorado, Nevada, New Mexico, New York, Texas, and Washington.

There are two strains of rabbit hemorrhagic disease virus or viral hemorrhagic disease (VHD) and both of them are extremely contagious, have few to no symptoms and are fatal in most cases. The RHD virus causes lesions throughout internal organs and tissues, particularly the liver, lungs and heart, resulting in bleeding. The new strain RHDV2 was first recognized several years ago but over the past year it has become increasingly prevalent. RHD does not pose a threat to humans, other animals or the food supply.

The time from infection to first signs of disease may be up to nine days. Symptoms may include:  weariness, loss of appetite, incoordination, seizures, congested membranes around the eyes, signs of nervousness, difficulty breathing and/or bleeding from nose, mouth, or rectum. Treatment is generally limited to supportive care, with infected rabbits isolated from all other animals. Affected rabbits may develop a fever and die within 36 hours. Mortality rates range between 40% and 70% for RHDV2.

A vaccine for RHDV2 is not currently available in the United States. Absent a vaccine, the best way to protect rabbits is with to utilize increased biosecurity measures such as not sharing equipment with other rabbit owners; and disinfecting all equipment, such as waterers and feeders, that come into contact with rabbits.

According to the United States Department of Agriculture, a very low dose, possibly as little as a few viral particles, is enough to cause infection. The virus is highly stable, especially in organic materials, and can remain viable for months in varied temperatures and over distances, enabling it to be spread by biting insects (flies, fleas, mosquitoes) and birds.

Domestic rabbits should not be housed outdoors in areas where rabbit hemorrhagic disease has been detected in wild rabbits. Rabbit owners should exercise extreme caution and biosecurity to avoid accidental exposure of domestic rabbits through contaminated feed, water, bedding, equipment, or clothing that may have come in contact from infected rabbits. People can spread the virus indirectly by carrying it on their clothing and shoes.

More information can be found in the following resources:

• USDA Fact Sheet on Rabbit Hemorrhagic Disease
• Quick Facts About Rabbit Hemorrhagic Disease
• USDA Guidance for Cleaning and Disinfection of RHDV Contaminated Premises
• Keep Your Rabbits Safe From Rabbit Hemorrhagic Disease – Biosecurity Recommendations

By Jeannette Rea Keywood, State 4-H Agent, Department of 4-H Youth Development, Rutgers Cooperative Extension

     

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Although there are often exceptions in biology, we can start with some of the generalities of amphibian reproduction.

First, amphibians normally need water to reproduce (although sometimes just dampness or even mud is enough for certain species!). For frogs/toads, the male frog (while in water) will release his sperm over the eggs of a female frog to fertilize them, similar to the way most fish reproduce. Salamanders on the other hand, will lay down a little packet of sperm (also in water), which the female then picks up with her cloaca, and fertilization happens internally and then eggs are laid. Caecilians, a legless and tropical amphibian found equatorially, also have internal fertilization, where the male uses an intermittent organ to transfer sperm into the female’s cloaca directly. Most amphibians lay hundreds of eggs at a time, as very few will survive to adulthood and breed themselves.

Some other general behavior of many amphibians includes frogs and toads vocalizing to advertise their presence of males to females; male salamanders giving off scents (pheromones) to attract females; and the juveniles of amphibians having to go through a metamorphosis, where there is a larval stage (tadpoles and larval salamanders, which have gills and live in water and can be very different from adults!). Interestingly, frog larvae (tadpoles) are usually vegetarian but once they metamorphosis to adulthood, are entirely carnivorous (salamander and caecilians on the other hand begin life as carnivores and stay that way). For some species though, internal and direct development also occur, where the young are retained in the body until fully formed or where miniature adults hatch out of eggs. Some species can even develop parthenogenically, which means females can reproduce (clone) themselves without a male even being present!

Some amphibians are unique in their habits!  For example:

Paedomorphic salamanders and newts that never grow up.

The majority of pond-breeding salamanders have a biphasic metamorphic life cycle where free-swimming larvae living in ponds and other water bodies metamorphose into terrestrial living adults. An advantage of this life history is that it allows adults to exploit different habitats compared to larvae, thus utilizing a wider range of ecological niches and potentially escape from hostile environments e.g. a desiccating pond. However, a number of salamander species within Europe and North America have evolved a unique life history where free-swimming larvae to do not metamorphose into terrestrial living adults, but remain within the water and retain larval characteristics. Known as paedomorphosis these individuals develop into sexually reproductive adults but retain larval traits e.g. free-swimming larval form and gills. For more information visit this site from Froglife.

Some caecilian babies eat the outer layer of their mother’s skin; it is dead but loaded with nutrients.

Some caecilians lay eggs in an underground chamber.  After the eggs hatch, the young remain with their mother for four to six weeks.  Alex Kupfer, a zoologist in Germany, decided to investigate.  Most of the time the babies lay quietly with the mother.  But sometimes they begin to crawl all over the mother and tear off pieces of her skin and eat it. The mother is not hurt because the outer layer of the skin is already dead. Learn more with this article from Science News for Students.

Tadpoles jump ship when attacked by egg eating snakes.

Everyone knows it’s a tough world out there, but for Panama’s red-eyed tree frogs, the trouble starts before they have even hatched. That’s because hungry snakes think the “caviar” makes a good meal. Now scientists have discovered that encapsulated frog embryos sense impending doom when they detect the vibrations from a snake’s attack on the egg cluster. Once warned, the developing frogs prematurely hatch from their eggs, drop into the water below and swim to safety as nascent tadpoles.

Left undisturbed, the red-eyed tree frogs usually reach tadpole stage six to eight days after fertilization. But if a snake attacks the gooey group, many of the embryos hatch immediately–one to three days earlier than normal. Researcher Karen Warkentin of Boston University implanted vibration detectors into the egg masses to see if the pre-hatched frogs could distinguish the stimulatory effects of snakebites from other environmental vibrations, like raindrops in a tropical storm for instance. She found the premature hatching occurred only in response to vibrations characteristic of snake attacks–that is, not just any vibration spurred the embryos to leave the comfort of their eggs. So, it appears the developing frogs have picked up a way to escape immediate predation, but also know to stay put if the vibes are friendly.  See a video clip and more info on this site from the National Science Foundation.

By Sara Ruane, PhD, Assistant Professor, Department of Biological Sciences, Rutgers University-Newark; Lisa Rothenburger, Somerset County 4-H Agent, Rutgers Cooperative Extension

     

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Many 4H club leaders are having difficulty finding resources they can use during a virtual 4-H meeting or while members are learning about their projects at home. In a quick search, one can find some help. We have compiled a few of those resources here.  

Collection of Virtual Resources Compiled by Cornell University

4-H in New York has put together this great list of online resources, conveniently organized by animal project.  It includes resources for those interested in beef cattle, dairy cattle, dogs, horses, goats, sheep, poultry, and rabbits, as well as several links to virtual field trips.  It also includes links to additional resource lists and lessons by Purdue, Michigan State, and Iowa State.

4-H from Home Activities on National 4-H Site

A collection of activities, lessons, videos, and online courses from land-grant universities across the country.  Choose Animal Science to sort the collection by topic.

Breeds of Horses and Livestock by Oklahoma State University

An excellent resource to learn the many breeds of cattle, goats, horses, sheep, swine, and poultry. Each member can research their favorite breed and give a club presentation about that breed. 

Poultry Videos by Ohio 4-H in Collaboration with the American Poultry Association

A comprehensive video series highlighting many poultry breeds.

How to Take Care of Your Pets Video Series by Iowa State University

This series of well-produced videos from the veterinary school at Iowa State provides important info and demonstrations about the proper care of dogs, cats, rabbits, and more.

Youth for the Quality Care of Animals (YQCA) Online Curriculum and Certification

A national multi-species quality assurance program for youth ages 8 to 21 with a focus on food safety, animal well-being, and character development. It includes information for youth showing swine, beef cattle, dairy cattle, sheep, goats, market rabbits, and poultry.

This is certainly not an all-inclusive list of online resources for animal science club leaders and members. Many other universities, breed associations, commodity groups, and Ag in the Classroom programs have a wonderful array of materials, and they are  increasingly free to download for your virtual meetings or project work. Don’t be afraid to ask your older members to do a short presentation for your meetings. They can still talk about animal care, anatomy, breeds, diseases, nutrition and feeding, and many other topics during the pandemic. 

Good luck with your virtual meetings and at-home learning! Please share your remote learning successes with us; email your ideas and photos to 4hblogeditor@njaes.rutgers.edu.  

And mark your calendars – our virtual Junior Breeder Symposium is scheduled for Saturday, March 27.  Registration will open the week of January 25!

By Carol Ward, Somerset County 4-H Agent, and Chad Ripberger, Mercer County 4-H Agent, Rutgers Cooperative Extension 

     

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Whether you know exactly what you want to do or have not yet decided, 4-H encourages you to explore a variety of careers, create a resume, and learn about resources in a field of interest. These resources can be organizations or associations related to your interests. For example, if you’re interested in a career as a Veterinarian, you might want to check out the AVMA (American Veterinary Medical Association). There, you can find a tab dedicated to careers and opportunities for aspiring veterinarians, like their Vet Set Go course.

For other options in the area of animal science, visit this Rutgers site, and check out the additional resources at the bottom of the page.

Career Discovery is also a great topic for a 4-H club meeting! You can take time during your virtual meeting to share with your peers about your dream career and SMART goals you plan to accomplish. Use the model below as a guide towards discovering your future career.

Club Leaders can find resources to teach about career discovery on the National 4-H Website.  Activities 1 – 7 offer free downloadable articles that include Resume Writing, Action Verbs, a Business Handshake, and a Winning Interview.  Though there is a curriculum that you can purchase, check in with your county 4-H office first, for they might have the curriculum already.

By Amelia Valente, 4-H Program Associate of Ocean County, Rutgers Cooperative Extension

     

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Everyone talks about research being done in the field.  It can sound glamorous, especially when the results are exactly what you hope for or even expect. But the reality is just the opposite.  More often than not, it is what you don’t find or what doesn’t work that helps you learn and adjust your experiment.

Anthony Sena, a first year PhD candidate in Dr. Sara Ruane’s lab at Rutgers University, shares his experiences from this past January, 2020 as he did a pilot study in Guyana on coral snake mimicry:

In order to better understand how the venomous coral snake color patterns affect predatory behavior in other organisms such as birds, I performed experimental methods that were previously established by other researchers who study the coral snake mimicry paradigm using clay replicas of coral snakes and their imitators as well as plain colored snakes. For this experiment I made 12 replicas divided into three different groups based on size. In each group there was a replica that was painted to look like Micrurus surinamensis (the aquatic coral snake); it had red, black, and yellow rings in the formation of a tricolor triad, meaning there were three black rings for every repetition of the color pattern. I also made two control colored replicas. One was green and one was brown with black spots. These two replicas were used to imitate other snakes that do not have aposematic coloration (coloration that warns off predators) that could potentially look like snakes that are found in that region. The last replica was one that had the same tricolor triad pattern as M. surinamensis, but instead of a red coloration it had a green coloration. This replica was used primarily to determine if there was a similar response by predators towards the ringed replicas based on their ringed pattern or on the color of the replica itself. Each of these different color patterns were made for a group that represented small snakes (~6”), medium sized snakes (~9”), and large snakes (~12”).

Small Scale Replicas in Open Sandy Area

Medium Scale Replicas in Forest Clearing

Large Scale Replicas on Path’s Edge

I received help in making these replicas from the three other graduate students who were on the trip as well, Justin Bernstein, Erin McHale, and Megan Wilson. The clay that we used to make our replicas was an air-dry clay that became problematic for our uses because the initial point of using clay was to have potential predators that interacted with the replica to leave marks on the soft clay so that I could compare any differences in attacks between the replicas within and among groups. However, since the clay dried hard it would have made markings by other organisms difficult or impossible. Furthermore, we also painted each replica an appropriate color. Unfortunately, the paint that I used was also problematic for use in the field. The paint was a type of paint that could easily be washed off with water, and since this experiment took place in the literal rain forest, it became increasingly likely that the paint would be washed off of the replicas the longer they stayed out in the field. The third and final problematic obstacle we faced prior to the actual experimental setup was the use of a camera trap. Our initial plan was to use a camera trap to be able to view any events that took place during the interim that the replicas spent in the field. However, when attempting to turn on the camera there was no indication that the camera was working properly so I decided to scrap that idea for this pilot and instead just use a comparative methodology between the snakes, that is, if I could.

Despite these obstacles, I was still excited to see if there was any hope in understanding the phenomena that I went to Guyana to study. Three locations were chosen close to the edge of the river to place each group. The small sized snakes were placed in a more open and sandy area that had a lot of sunlight. The medium sized group was placed in a wooded area with more canopy cover. And the large group was placed along the path’s edge within the forest area. Photos of each of the replicas were taken to both determine their position and to record any markings that existed prior to placement. After walking through the forest and placing the snakes, a peculiar incident occurred; on my way back, I noticed that within the 15 minutes of placement, half of the large green snake was missing by the time I returned. This was at about 4:30 pm on January 11. The following day, when I went to check on the snakes, three of the small sized snakes were moved and lined up on a nearby log. The three snakes were the red surinamensis replica, the green surinamensis model, and the plain green model. Interestingly, the brown model was not moved. This is most likely because the brown replica looked like a stick and even humans could not see it well to determine that it was a snake replica. It is obvious that these replicas were moved by humans because not only were they placed in a row, this location was in plain site of anyone who may work by the river, as it was only a few yards away from the docking area for the boats. Additionally, when checking on the large replicas, two of them were completely missing (the red and green surinamensis). This could have been due to a potential predator removing these snakes from their location, but it is much more likely that they were taken by humans that were in the area, especially since the large snakes were fairly heavy and potential avian predators in that location, such as the kiskadees (Pitangus sulphuratus), would have been too small to carry it off. However, without the camera trap being used, it is impossible to say for sure how and when they were taken. After two more days the snakes were collected on the morning of Tuesday, January 14. When I collected them there were no other replicas missing, but all of the remaining replicas had their paint washed off by the rain, and they were mostly white with spots of color. However, one interesting replica was the small brown snake. When it was collected again, it was green. On top of the lack of color on most of the replicas, the clay also softened to the point that when they were picked up, the replicas completely fell apart.

Ultimately this pilot study, as a data-oriented experiment, failed in almost every way before, during, and after its execution. However, it did allow me to understand the pitfalls of this kind of experimentation. I conclude from this experience that in the future I must use materials that are conducive to the experiment itself but also the environment that the experiment is being performed in. The clay that is used should not harden and should remain slightly malleable so as to record any impressions left behind by predators or any organism that interacted with it. The paint should not be washable especially in locations with a lot of rainfall. Additionally, I would like to have anchored the snakes down using some aluminum wire, this may not have prevented someone from stealing the replicas, but it could have potentially deterred them. Importantly, and more directly, it would also be beneficial to create a sign that specifically states that an experiment is taking place and describe what to look for and how to avoid interfering; this would be a much more beneficial method of deterring human interaction. As a whole, this experiment also had more variables than were necessary, such as replica shape, size, color, and field placement. Any future experiments should cut down on these variables to make a more streamlined and conservative experiment to test a single question. This experience may not have helped me understand the question of coral snake mimicry, but it did greatly improve my understanding of the rigor and planning necessary for field experimentation.

By Anthony Sena, PhD student in the lab of Dr. Sara Ruane, Assistant Professor, Department of Biological Sciences, Rutgers University-Newark, and Lisa Rothenburger, Somerset County 4-H Agent, Rutgers Cooperative Extension

     

In the winter all horses need extra energy to help keep them warm. Horses’ energy (or caloric) intake will generally increase about 25% during the winter months. Usually this can be accomplished by feeding extra hay. This is the MOST IMPORTANT thing to realize about winter-feeding—horses need extra hay! This will help keep them warm through the heat of fermentation produced in the hindgut (cecum and colon) when digesting/fermenting forage. Many people will ask what kinds of feed to use to increase their horse’s energy during the winter. Easy keepers will be fine on good quality free choice grass. Hard keepers would need free choice good quality grass hay or grass/legume (alfalfa or clover) mix plus grain supplement. Horses still in training should be fed similar to the hard keeper, plus electrolytes if they have been sweating because of their heavy hair coat.

To determine if your horse needs extra energy it is best to check for decreased body weight and body condition. You need to feel through the horses’ heavy hair coat; do you feel ribs easily? If so, they need more energy! Are they shivering a lot? If so, they need more energy! Shivering helps animals thermoregulate, but they require energy to do so.

Would a horse need a supplement over the winter months? Maybe, here are some reasons why they might. If hay quality has decreased due to availability problems this will reduce vitamin and mineral content. Supplementing a poor quality hay diet with a multi-vitamin/mineral supplement specifically formulated for horses is a good idea during the winter months. If a horse is stalled continuously, some may become extremely stressed; they will have a decreased immune function and/or potentially develop gastric ulcers. Keeping hay in front of them at ALL times will help decrease the risk of ulcers when stalled. Providing a vitamin E supplement (around 1000 IU/day) will help decrease the stress and increase the immune function during this period of time.

Rice bran can be added to diets in the winter. This is good for adding energy, fat and fiber to the diet. Rice bran is very palatable, so it will also stimulate a picky horse to eat and will increase the energy density of the diet. This is particularly beneficial to the horse that could use a little extra weight, or is still in training.

Do not be afraid to feed alfalfa! Alfalfa is a great way to increase the protein level of most forage sources. Feeding an alfalfa/grass hay mix is a great source of hay for that ‘hard keeper’ or that horse that is still growing or in training. Extra protein is not necessarily needed for horses in the winter unless, again, the horse is still growing. The average horse can maintain themselves on 10 to 12% protein in the total diet. However, if you have no forage available other than poor quality grass hay (which is probably only 6 to 8% protein), you may want to increase the protein level by adding alfalfa. If you would like more information on different feeding strategies in the winter to keep your horse healthy and warm, see the fact sheet Winter Feeding for Horses. 

In regard to housing and shelters over the winter, it is best to look at their individual circumstances during the winter months to figure out what is best. For example, even in the harshest winter, most horses do not need to be stabled in a barn if there is shelter from the elements in the form of a run-in shed or even a dense stand of trees. However, most horses, whether or not they are kept outside, will grow a longer hair coat during this time due to the shorter photoperiod. This longer, denser hair coat will help keep them warm and prevent heat loss. Even in snowy conditions, horses can stay healthy even outside. You might notice that snow will accumulate on their backs, which is good. Once you see snow melting on top of them, this means they are losing too much heat and should be either brought inside or blanketed. Horses that are shivering are also okay as long as they are maintaining their body weight and their coat is dry. Shivering is a way to help the body stay warm. If the shivering lasts longer than a few hours or they are wet, they might need to be brought inside or blanketed.

It is not necessary to blanket a horse in winter as long as it has a naturally thick hair coat and is adapted to the cold. If horses are exercised regularly to the extent of generating sweat through the winter months, it is usually best to at least partially clip their long hair. Body clipped horses may have higher energy needs than an unclipped horse due to their increased exercise regime and excess heat loss. Be aware that the hair will not grow back rapidly in the winter, so once horses are clipped, they must have the appropriate shelter and blankets to keep them warm for the rest of the winter and into the early spring months. For more on blanketing and clipping, see the NJAES fact sheet #1081 To Blanket or Not to Blanket. 

One other potential issue with keeping horses in a barn during winter weather is with respiratory health. A horse’s respiratory system during the winter can be a cause for concern if housed indoors where there is limited ventilation. Ventilation should be maximized by keeping windows/doors open as much as possible, even in very cold weather. Ceiling fans/vents also facilitate adequate air exchange. Wet bedding and manure should be completely removed at least once a day to prevent excess ammonia inhalation. Also, extremely dusty types of bedding should be avoided if stalling horses for long periods of time. It is also ideal if horses do need to be stalled for example, during ice storms and the subsequent days to come, to have some sort of exercise whether they get hand walked over a cleared driveway, ridden in an indoor arena or even turned out for limited durations in an indoor arena or areas where there is no ice. You can also discuss with your farrier suggestions for foot care of horses that will also be ridden in the winter. For more information on housing and riding horses in the winter see the fact sheet Winter Care for Horses. 

Hope these tips help you through the winter! Good luck and if you are like me, you are praying for an early spring!!

By Carey A. Williams, Ph.D., Equine Extension Specialist for Rutgers, the State University of New Jersey, and Associate Director of Extension for the Equine Science Center.

     

If towns are shutting down entire roads for you, you must be important, right? Every spring in central New Jersey, temporary road closures are created to protect amphibians who migrate across roads in search of perfect mating grounds. In March and April as the temperatures warm to 40-45 degrees, amphibians including frogs and salamanders make the trek from their winter homes in forested areas, to nearby vernal pools where they prefer to mate and lay eggs.

This journey is completed under the cover of darkness, typically between 7 and 9pm, so it is no wonder that cars unknowingly hit and kill these critters as they make their way across roads. Local environmental groups such as the Conserve Wildlife Foundation of New Jersey, the Friends of the East Brunswick Environmental Commission, and the Sourland Conservancy coordinate road closures and crossing guards that direct traffic to ensure safe crossing.

One of the most cherished of these creatures is the Blue-Spotted Salamander. They get the star treatment of closed roads and human crossing guards because they are only found in the northern and central parts of New Jersey, not much farther south than Somerset County. In fact, they have not moved forward with paving portions of Montgomery Road  in Hillsborough for this very reason. If you have ever driven on this road, chances are you’ve passed directly over an amphibian migration path!

These routes are protected so the Blue-spotted Salamander can successfully mate and ensure the continuation of the species. Volunteer crossing guards also use this time to get current population counts, as well as grimmer numbers, such as the 20% mortality rate each year during migration. On peak migration nights, especially in rainy conditions, hundreds of amphibians can be counted crossing per hour!

These extreme steps have been taken because the Blue-spotted Salamander is considered an endangered species in New Jersey. If they do not survive the road-crossing to procreate, the continuation of this species in our area is threatened. Vernal pool and other habitat loss, land development, and sensitivity to water quality through improper use of pesticides and insecticides all threaten the survival of the species in our area.

The salamanders cross the roads seeking vernal pools, seasonal depressions in the ground that are covered by shallow water during the winter and spring, but are dry for the rest of the year. With no inlet or outlet stream, vernal pools collect surface water from rainfall or flooding. They function as a small pond when filled with water. Vernal pools are perfect for Blue-spotted Salamanders seeking a water source that is deep enough to avoid drying out, yet shallow enough that predatory fish are not able to survive. This means timing is everything for a successful mating season, as the existence of vernal pools are short-lived.

When the Blue-spotted Salamander reaches sexual maturity (around 2-3 years of age), it returns instinctually to the very same spot it was born, guided by a small organ in the brain that reads the earth’s magnetic field. After mating, females lay small clusters of up to 300-400 eggs and return to their winter homes.

The eggs incubate for 2-3 weeks, and after hatching the larvae are born with gills for breathing in the water. In this stage they eat constantly from the vernal pool including zooplankton and small aquatic invertebrates. The larvae live in the water for 90-100 days, maturing by June or July when their lungs and legs develop so they are no longer dependent on the vernal pool for survival. As juvenile salamanders they leave their birthplace until returning as adults to mate.

Blue-spotted Salamanders are a subterranean species of amphibian called “Mole Salamanders” spending most of their adult life underground. They especially prefer moist areas under logs and rocks or near small bodies of water. As nocturnal feeders, adults come out at night to feed on a variety of invertebrates such as worms, insects, snails, and slugs. Blue-spotted Salamanders have a bluish-black body scattered with white and yellow spots, and can be anywhere from 4 to 6 inches long as adults.

Blue-spotted Salamanders and other amphibians are important to our ecosystem for many reasons. They eat insects that are considered pests as well as insects that spread disease, and they are prey for other wildlife. Like moths, they are an indicator species. Their presence, or lack thereof, can help diagnose the health of our environment. According to the New York Times, salamanders may even reduce the release of carbon into the atmosphere. The bugs they consume produce leaf litter that contribute an average of 47.5% of carbon production.

What you can do to help:

–Volunteer as an amphibian crossing guard in March and April! For opportunities, visit websites for local wildlife organizations like the Conserve Wildlife Foundation of New Jersey, the Friends of the East Brunswick Environmental Commission, and the Sourland Conservancy.

–Drive with care to avoid hitting migrating amphibians! Especially on rural roads during March and April on rainy nights.

–Certify vernal pools on your land through the New Jersey Department of Environmental Protection’s Endangered and Nongame Species Program (ENSP). ENSP maps and inventories vernal pools to be included in the state’s land use regulation database in order to implement vernal pool protections.

 Sources:

http://www.friendsebec.com/salamander-migration.html

https://www.sourland.org/amphibian-crossing-guard-training

http://www.conservewildlifenj.org/species/fieldguide/view/Ambystoma%20laterale/

http://www.conservewildlifenj.org/species/spotlight/bluespotted/

https://www.nytimes.com/2014/04/08/science/salamanders-hefty-role-in-the-forest.html

http://sbpress.com/2018/10/save-these-cute-little-salamanders-man/

https://whyy.org/articles/n-j-crossing-guards-protect-amphibians-making-deadly-trek-for-love/

By Kristine Manganelli, Somerset County 4-H Program Coordinator, reprinted by Lisa Rothenburger, Somerset County 4-H Agent, Rutgers Cooperative Extension

     

Saturday, February 13, 2021 at 10:00 a.m.

Registration due February 1 (no entry fee)

• The contest is for individuals, not teams.
• Any registered 4-H member in 4^th grade and above may enter. There isn’t a fee.
• We will have at least two divisions, depending on registration. Members will be in the same division as those in their age group.
• There will be two rounds of questions per division. All members in a division will participate in the first round of 20 questions.  The top 10 will qualify for the finals in their division.

Prizes will be awarded to the top five 4-H members in each division (gift card to 4-H Mall).

NEW this year – in each round, there will be at least one question related to goats in history, popular culture, or the news.  This should make it more interesting and entertaining.

Members may study sample questions available on our state 4-H website.

Good luck, and don’t forget to sign up by February 1.  Details, including a Zoom link, will be shared after registration closes.

     

4-H staff know that some of our volunteers are having trouble keeping members engaged. We have been gathering resources to help you with virtual club meetings until we are able to do meetings in person.  Successful club meetings in this virtual format may not look like your regular meetings. Youth are “Zoomed out” from school. Many will only participate if it is going to be fun and stress relieving. That does not mean you can’t teach them anything; you just need to couch the learning in a fun delivery mode.

There are platforms that can be used to help make your club meetings fun. If you do not have the computer skills to run the games, why not ask your teen leaders or co-leader to run it for you? Why not pool resources and work together with other clubs in your same project area? For example, I am encouraging all horse clubs (small animal clubs, dairy clubs, etc.) to meet together – that way only one leader has to create a meeting, rather than every leader creating an activity each month. I suggest having virtual meetings as a division – the members miss each other and like to see their 4-H friends.

I hope some of the resources compiled by one of my colleagues will help you. Contact your local 4-H staff – they know how many Zoom accounts may be available and can help you set up a meeting.

Fun Games and Activities to Play on Zoom

1. Jeopardy – this site has free Jeopardy boards on a variety of topics already on their site. You can also use their template to create your own Jeopardy game on any topic. I simply took Dairy and Horse Bowl questions and inserted them into a blank template. Here is a sample I made for Dairy.
2. And for you horse enthusiasts, here is one sample from the many horse Jeopardy games.
3. Scavenger Hunt – this can include “things” (e.g. an old picture not from the phone), to acting out something (e.g. act out a washing machine), to fun dance moves.
4. Bingo – either make your own card or go to this site.
5. Kahoot – interactive game using your phone or computer.
6. Scategories – the rules for this game are simple: there is one letter and five categories (things like “school supplies,” “book title,” and “girl’s name”). You have 60 seconds to come up with a word that fits in each category and starts with the chosen letter. The more unique your answer is compared to your friends’ answers, the more points you get.
7. Trivia – start asking questions. Have each person send their answer in the Zoom chat at the same time. Make up your own questions or go to this trivia generator.
8. Name, Place, Animal, Thing – to play, pick a letter. Each player has to list a famous person’s name, a place, an animal, and a thing that begins with that letter. The first person to type them into the Zoom chat wins.
9. Pictionary – to play, divide your group into teams. Choose a team to play first, as well as a designated “drawer” on that team. The drawer generates a word and has one minute to draw that word for their team to guess. If the team guesses the card correctly, they get a point. Pick your own words or go to this word generator.
10. Charades – split your group into two teams and make up your own or use this site to choose your words and phrases. The person who’s acting out the charade uses the Zoom “spotlight” feature, and their team has one minute to figure out the phrase.
11. Imaginary Ball Toss – this is a great “Ice Breaker” activity for the new 4-H year when youth do not yet know each other. Pass the imaginary ball to different people. You must call their name first so they can be ready to catch it!  Everyone must catch and toss the ball one time. You may even do multiple balls at once (but makes sure everyone can do one ball well first). 
12. Animal Calls and Movements – assign an animal call and movement to different animals (e.g. for dog, you would be barking and wagging your “tail”). Call out that animal and everyone does the sound and movement together.

We will share more ideas in future posts.  Have fun!

By Carol K. Ward, County 4-H Agent, Rutgers Cooperative Extension.  Resource list compiled by Lisa S. Rothenburger, County 4-H Agent.