Core Modules

Module 1: Agriculture Today (Core)

This module is intended to help students develop an understanding of current and future trends in Saskatchewan agriculture; specifically, value-added and diversified agriculture as well as the related services that support this sector of the economy. Throughout the modules, students become acquainted with agricultural vocabulary and terms. They will also become familiar with the concepts of value-added, related services, and diversified agriculture.

Suggested time: 5-7 hours

Foundational Objective

To demonstrate knowledge of the diversity and significance of Saskatchewan agriculture, agri-food and agri-fibre industries.

Common Essential Learnings Foundational Objective

To promote deductive, intuitive, and imaginative thought on the current status and future of Saskatchewan agriculture. (CCT)

Other CELs may be emphasized.

Learning Objective

Notes

1.1

To describe the diversity of Saskatchewan’s agricultural industry.

Encourage a class discussion on the following description of: Agriculture, Agricultural System, Food and Fibre system.
These terms are used broadly and include the production of agricultural commodities, such as food, fibre, wood products, horticultural crops, and other plant and animal products. The terms also include the financing, processing, researching, marketing, and distribution of agricultural products, farm production supply and service industries; health, nutrition, and food consumption; the use and conservation of land, and water resources; and related economic, sociological, political, environmental, recreational and cultural characteristics of the food and fibre system. (Saskatchewan Education. (1992). Agriculture in the Classroom Reference Committee: Final Report, p. 25)

Learning Objectives

Notes
Use the above description of agriculture or one that has been developed by the class to act as a framework for students to brainstorm examples of the diversity of Saskatchewan agriculture, particularly in the local area. Write the examples on chart paper. Ask students to categorize these examples into traditional, value-added, diversified agriculture, and related services.
Value-added agriculture is described as: adding value to an agricultural commodity through processing
Diversified agriculture is described as: increasing the number of types of agricultural businesses
Related goods and services are described as: those businesses, organizations, and services, including government, that provide various functions and support to all sectors of agriculture.
Discuss and emphasize the contrast but also ask students to consider the interrelationship among the categories.
Use field trips to enhance students understanding as well as to identify potential work experience situations. Opportunities for field trip sites include:

greenhouses
food processors
auction marts
elevators
inland terminals
stockyards
diversified livestock operations (elk, deer, bison, emu)
equine ranches
machinery dealership
feedlot operations
agricultural shows

Canadian Western Agribition
Farm Progress Show
Gardenscape
Crop Production Show

1.2

Learning Objectives
To develop an understanding of the vocabulary and concepts of diversified and value-added agriculture and of their related services.

Notes
Have students prepare a journal using terminology and concepts associated with value-added and diversified agriculture. The journal should be used throughout the course and could be used as a self-assessment for students to check their own understanding of the concepts and terms of value-added and diversified agriculture. Case histories, case studies, and the student’s own records could be included in the journals.
Encourage students to use vocabulary associated with agriculture. Have students prepare a journal using terminology and concepts in their writing. The journal should be used throughout the course and could be used as a self-assessment for students to check their own understanding of the concepts and terms of value-added and diversified agriculture as well as related services.
At this stage, encourage students to discuss their understanding of a number of terms associated with agriculture including:

primary production
production agriculture
commodities
producers
consumers
markets
diversification
food
fibre
non-food
value-added agriculture
diversified agriculture
related services

1.3

To keep informed about current events and issues pertaining to value-added and/or diversified agriculture or related goods and services. (IL)

Agriculture and the agri-food industry will continue to change rapidly. It is important for producers to remain informed and use the most current information possible.
As an activity continuing throughout the year, have students prepare a portfolio (a binder works well) of information about value-added and/or diversified agriculture or related goods and services. Using the Western Producer, as well as other publications and websites, have students maintain a record of specific sections or topics of personal interest. They could prepare a precis of the article or website. Have students include sections on economics, markets, careers, innovations, editorials, current issues, people, research and development, etc.
After a time, students may wish to focus on a particular topic of personal interest.
Use websites to gather career information supporting planning for career pathways.

1.4

Learning Objectives
To describe the economic, environmental, and social significance of agriculture.

Notes
Relate examples of consumer needs and wants (consumption) to the production of agricultural goods and services at a local, regional, and global level. Select several news stories from local papers or the Western Producer or have students recall recent or historical events in agriculture that had significant social, environmental or economic impact. Discuss the impact of the event with students. Include the influence of or the impact on consumers.
Have students prepare a report of the impact of recent agricultural research, a value-added product, or related service. Some examples include:

processed food products;
speciality crops;
new crop varieties;
biotechnology;
machinery manufacturing; and,
new techniques in crop production.

The report should consider:

a description of the product, development, or event;
the impact on agricultural practices, the environment, the community, producers, or consumers;
interactions with other agencies, community services, other business sectors; and,
the influence of consumer and/or producer trends.

Assessment should consider the student’s use of related vocabulary.

1.5

To demonstrate an understanding of the term multiplier effect.

The term multiplier effect refers to the ability of one sector of the economy to extend its impact over other sectors of the economy. In the agricultural sector, various types of agriculture have different effects on the economy. These effects on the economy can be estimated mathematically using the following multipliers:

cow/calf
feedlot
grain
hog production

1.97
2.02
1.90
2.06

For example, grain that is sold by producers as a raw commodity affects the economy at a value of 1.90 of its selling price. Each time a commodity or product is changed or altered by additional processing, the multiplier effect of the raw commodity increases. Discuss with students why increased processing or finishing has a multiplier effect on the rest of the economy.
Have students demonstrate an understanding of the term multiplier effect by tracing a food product or meat, from the selling price to the consumer to the selling price by the producer.

Module 2: Production Networks From Producer to Consumer (Core)

This module explores the production networks involved in producing a diversified agricultural product, in processing value-added products, or in providing a related service. Production networks consist of various activities and processes that are affected by factors including inputs, human resources, buildings, and equipment.

Students should be encouraged to investigate all career and employment opportunities. This module can be integrated with Module 7 which provides specific learning objectives relating to career exploration.

Suggested time: 15-17 hours

Foundational Objectives

To describe the range of activities involved in selecting, producing, processing, transporting, and marketing an agricultural commodity, value-added product, or service.
To be able to describe and access careers and job opportunities in agriculture.

Common Essential Learnings Foundational Objective

To observe, research, and reflect on the range of activities in value-added or diversified agriculture. (CCT)

Other CELs may be emphasized.

Learning Objectives

Notes

2.1

To identify the sequence of activities involved in moving a commodity from producer to consumer.

Select a variety of actual value-added agricultural products, diversified agricultural operations, and related services. Use case histories to prepare descriptions of the activities involved in the production networks as well as flow charts. The series of activities in production networks includes producing, marketing, transporting, processing, grading, packaging, storing, merchandising, wholesaling, and retailing.
Students should be evaluated on their understanding of the production networks and the use of appropriate terminology such as:

production operations
processing systems
value-added products
marketing and distribution systems
business and labour which provides inputs and services
community services
urban agricultural activities

2.2

Learning Objectives
To identify and describe the various factors which influence or affect each of the major stages of production.

Notes
Producing a value-added product or diversified agricultural product as well as providing related services follows a sequence of activities. Each step of a production network is influenced or affected by a variety of factors such as:

inputs to the product or service
processes and techniques
markets
safety and environmental standards
human resources
storage and transportation
buildings and equipment

Have students develop concept webs to show the factors that influence the activities involved in a production network. Use a variety of perspectives such as production, processing, shipping, distribution, and consumer demand to demonstrate the factors that need to be considered at each stage.
Following this initial understanding, have students select a particular agricultural operation and prepare a case history report identifying the specific factors that influence the production activities. (CCT)
Evaluation of this module could be based on assessment of assignments such as:

flow charts indicating the production network;
concept webs showing where and how various factors influence activities; and,
a case history identifying the specific factors.

Module 3: The Role and Uses of Agricultural Technology (Core)

Agriculture is referred to as an "applied science" meaning that research and technology are used to provide practical solutions or to encourage change and new developments for food and fibre production. This module is designed to give students an understanding of the variety of technologies that are used in agriculture today. Students will use a case history approach to investigate the wide variety of technologies used in a value-added or diversified agriculture operation or related service. Students will also prepare a list of research and technology resources which can assist producers, processors, and related services personnel with research and development.

Newspapers and other publications are often front-line sources of information. Information on new processes, technologies, and advancements are prevalent throughout the Western Producer, in the business section of most newspapers, as well as in information bulletins from Saskatchewan Agriculture and Food and other agricultural organizations. Biotechnology bulletins are good sources of information on that industry.

Suggested time: 7-10 hours

Foundational Objective

To describe the use of technologies and practices in processing a value-added product, or providing a related service.

Common Essential Learnings Foundational Objective

To develop a contemporary view of agriculture and technology in today’s society including the importance of research, the uses and the purposes of technology. (TL)

Other CELs may be emphasized.

Learning Objectives

Notes

3.1

To define and describe the types of technologies used in agriculture. (TL)

Technology is used to:

alter existing products, create new crop varieties, or improve farm machinery;
develop new processes and products for food and non-food products; and,
support various activities (production, marketing, processing, purchasing commodities and inputs, transportation, distribution, storage, etc.).

Various kinds of technologies are used in value-added agriculture including biotechnology, environmental technology (such as soil and water reclamation), mechanical technology, information technology, and transportation and storage technology.

Learning Objectives

Notes
Research is the foundation of technology. Applied science and research puts technology to work. Discuss the reasons why agriculture is called an applied science. Then, have students brainstorm and describe the various types of technologies that are used throughout value-added agriculture, diversified agriculture, and related services.

3.2

To understand the importance of research and development on agriculture.

Research and development are critical to the development of new production techniques, processing agricultural products, or diversifying farms.
Invite an extension agrologist, consulting agrologist, value-added processor, or producer to talk to students about the importance of research and development to producers, processors, and the industry as a whole.
Alternately, students may wish to visit a research station or demonstration site.

3.3

To investigate the role of various research and applied technology organizations in Saskatchewan that are involved in value-added and diversified agriculture as well as related services.

Various research and applied technology organizations can provide assistance in the development of value-added products or diversified agriculture. Here are some examples.

Saskatchewan Research Council
Crop Development Centre
Agriculture Canada Research Stations
Prairie Swine Centre
Prairie Implement Manufacturers’ Association (PIMA)
Prairie Agricultural Machinery Institute (PAMI)
POS Pilot Plant Corporation
College of Agriculture
Western College of Veterinary Medicine
AgWest Biotech
various producer organizations

(Use the Saskatchewan Farm Directory, a supplement from The Western Producer, for a more complete listing.)
Have students investigate and prepare reports on a number of the organizations involved in applied research and technology in agriculture. Include in the reports:

a brief description of the role and mandate of the organization;
key contact persons;
the services that the organization provides and the costs; and,
suggestions on how producers, processors, and others might use the organization.

Compile the reports into a directory for students to use as a future reference.

Learning Objectives

Notes

3.4
3.5

To consider issues and/or conflicts resulting from the use of technology in agriculture. (COM, PSVS)
To prepare a case history that examines the applications of a research and technology.

Developing and adopting new technologies in agriculture often raises issues and/or conflicts over such things as energy use, ethical issues, safety concerns, or environmental issues. Many technologies require further investigation before opinions are formed on their merit. Following any investigation, group discussion or debates work well for examining issues in agriculture.
Investigate an agricultural-related technology. Prepare for group discussions and/or debate issues associated with agricultural technology. Some technologies include:

biotechnology;
intensive livestock operations; and,
use of agricultural chemicals and fertilizers.

Debate the use of various technologies.
Using a case history format, have students select a value-added product, diversified agricultural operation, or related service(s) and prepare a report of the applications of research and technology specific to that operation. Depending on the product, operation, or service, students should include in their reports reference to the specific applications of technology:

processing systems
quality control
pollution and odour control
storage
preservation
equipment
transportation
marketing
career and employment opportunities

Students should demonstrate their understanding by using appropriate vocabulary and an acceptable case history format that could include video and multimedia productions. Before and during the preparation of the reports, remind students that they are not making value judgments on the operation and that they should respect the rights of the owner or organization.

Module 4: Information and Effective Communication in Agriculture (Core)

Producers, processors, and consumers rely on reliable information and effective communication throughout the production network. Throughout this module, students develop and use skills required to gather, to find, to sort useful information, and to communicate effectively.

Suggested time: 5-7 hours

Foundational Objective

To develop effective information gathering and communication skills used in agriculture.

Common Essential Learnings Foundational Objective

To be able to communicate effectively with others about value-added products, diversified agriculture or related service. (COM)

Other CELs may be emphasized.

Learning Objectives

Notes

4.1

To understand the need for reliable information throughout the production networks of value-added diversified agriculture or for those providing a related service.

Current and reliable information is needed throughout any kind of production network.
For example:

producers need reliable information on crop prices, markets, and growing conditions;
processors need reliable information on markets and input costs;
transportation companies need information on highways, storage and costs;
support services such as banks need information on the product and expected returns; and,
consumers need reliable information on the quality of a product.

Using a variety of different production networks, have students identify the kind of information that is required by/throughout the production network.
After identifying these information needs, have students find examples of information that would support these needs.

Learning Objectives

Notes

4.2

To locate and sort useful information about a value-added product or process, diversified agricultural enterprise, or related service.

Agriculture is a rapidly changing and highly competitive industry; therefore, it is important for processors, producers, and suppliers to locate and use the most current information. Finding, sorting, and using information (in other words, managing information) about a value-added product or a process of diversified agriculture or related service are important skills in determining and maintaining the viability of agriculture.
Hold an information week dedicated to finding and locating the most current information about the products, activities, equipment, etc. related to value-added agriculture, diversified agriculture, or related services. Have students gather, sort, and critique information on a value-added product, diversified agricultural enterprise, or related service.
As a class or in groups, have students prepare a resource listing of information including the source and availability of the information and where and how it might be used. Try to include all the activities of a production network (e.g., inputs, transportation, regulations, etc.).
Each student should prepare a critique evaluating the information by asking questions such as:

who would use it?
is it current?
how available is it?; and,
who is the audience (producers, consumers, researchers, etc.)?

Accumulate the reports. Prepare class displays for handy reference.

4.3

To recognize the importance of effective communication in agriculture. (COM)

All sectors in agriculture, as well as those involved in each of step of the production network, require the use of effective communication skills in order to understand or to be understood by suppliers and customers. For example:
Producers need effective communication skills to:

obtain and use related goods and services effectively;
market their products effectively.

Producers and processors need effective communication skills to:

stimulate additional business;
persuade customers;
sell ideas, services, and products;
make the best use of human resources;
create a healthy workplace environment;
improve working relationships.

Learning Objectives

Notes

Employees need effective communication skills to:

analyze, organize, and clarify information;
create good will for their organizations;
communicate ideas to both technical and nontechnical colleagues;
promote better workplace and interpersonal relationships;

Have students analyze the process of communication in a value-added business or related organization. List examples of the written communications and oral communication skills that would be needed if students were a:

manager of a pasta plant
professional agrologist
rancher
diversified livestock producer
manufacturer of jams, jellies
meat inspector
short-line machinery manufacturer
employee or employer in a value-added or diversified agriculture operation
consumer
trucker

4.4

To consider communication tools and strategies for a value-added operation, a diversified producer, or related service area.

Describe the various methods and tools for communicating and the skills that are required to do each of them effectively. When and how they would be used? Consider:
Writing and Publications
Word processing systems
Word processing accessories; such as, grammar and spell checkers
Desktop publishing packages - Powerpoint, PageMaker, Claris Works, Presentations.
Information management
Spreadsheets
Database management
Teleconferencing
Accounting packages
Office tools
Facsimile (Fax)
Electronic mail
LANs - Local area network
Voice mail
Have individual students prepare a synopsis of their communication and computer skills including such things as, their familiarity with various software packages.

Learning Objectives

Notes

Have students prepare effective communication strategies for handling these or other examples:

ensuring consistent high quality of a product;
handling customer complaints;
promoting of a product;
hosting trade shows and displays;
preparing funding proposals
marketing a product; and,
maintaining employee/employer relations.

4.5

To develop skills in preparing the kinds of communication required throughout agriculture and food processing.

Have students practice developing the kinds of reports, communiqués, memos, financial statements, etc. that would be required in agriculture. Examples are:

business plans;
proposals;
projections; and,
memos to employees/employers, customers, suppliers, etc.

Place these in a portfolio.
Have students prepare a communication strategy to announce a new product or innovation, or to respond to an issue.

	Learning Objectives	Notes
3.1	To define and describe the types of technologies used in agriculture. (TL)	Technology is used to: alter existing products, create new crop varieties, or improve farm machinery; develop new processes and products for food and non-food products; and, support various activities (production, marketing, processing, purchasing commodities and inputs, transportation, distribution, storage, etc.). Various kinds of technologies are used in value-added agriculture including biotechnology, environmental technology (such as soil and water reclamation), mechanical technology, information technology, and transportation and storage technology.
	Learning Objectives	Notes Research is the foundation of technology. Applied science and research puts technology to work. Discuss the reasons why agriculture is called an applied science. Then, have students brainstorm and describe the various types of technologies that are used throughout value-added agriculture, diversified agriculture, and related services.
3.2	To understand the importance of research and development on agriculture.	Research and development are critical to the development of new production techniques, processing agricultural products, or diversifying farms. Invite an extension agrologist, consulting agrologist, value-added processor, or producer to talk to students about the importance of research and development to producers, processors, and the industry as a whole. Alternately, students may wish to visit a research station or demonstration site.
3.3	To investigate the role of various research and applied technology organizations in Saskatchewan that are involved in value-added and diversified agriculture as well as related services.	Various research and applied technology organizations can provide assistance in the development of value-added products or diversified agriculture. Here are some examples. Saskatchewan Research Council Crop Development Centre Agriculture Canada Research Stations Prairie Swine Centre Prairie Implement Manufacturers’ Association (PIMA) Prairie Agricultural Machinery Institute (PAMI) POS Pilot Plant Corporation College of Agriculture Western College of Veterinary Medicine AgWest Biotech various producer organizations (Use the Saskatchewan Farm Directory, a supplement from The Western Producer, for a more complete listing.) Have students investigate and prepare reports on a number of the organizations involved in applied research and technology in agriculture. Include in the reports: a brief description of the role and mandate of the organization; key contact persons; the services that the organization provides and the costs; and, suggestions on how producers, processors, and others might use the organization. Compile the reports into a directory for students to use as a future reference.
	Learning Objectives	Notes
3.4 3.5	To consider issues and/or conflicts resulting from the use of technology in agriculture. (COM, PSVS) To prepare a case history that examines the applications of a research and technology.	Developing and adopting new technologies in agriculture often raises issues and/or conflicts over such things as energy use, ethical issues, safety concerns, or environmental issues. Many technologies require further investigation before opinions are formed on their merit. Following any investigation, group discussion or debates work well for examining issues in agriculture. Investigate an agricultural-related technology. Prepare for group discussions and/or debate issues associated with agricultural technology. Some technologies include: biotechnology; intensive livestock operations; and, use of agricultural chemicals and fertilizers. Debate the use of various technologies. Using a case history format, have students select a value-added product, diversified agricultural operation, or related service(s) and prepare a report of the applications of research and technology specific to that operation. Depending on the product, operation, or service, students should include in their reports reference to the specific applications of technology: processing systems quality control pollution and odour control storage preservation equipment transportation marketing career and employment opportunities Students should demonstrate their understanding by using appropriate vocabulary and an acceptable case history format that could include video and multimedia productions. Before and during the preparation of the reports, remind students that they are not making value judgments on the operation and that they should respect the rights of the owner or organization.

	Learning Objectives	Notes
4.1	To understand the need for reliable information throughout the production networks of value-added diversified agriculture or for those providing a related service.	Current and reliable information is needed throughout any kind of production network. For example: producers need reliable information on crop prices, markets, and growing conditions; processors need reliable information on markets and input costs; transportation companies need information on highways, storage and costs; support services such as banks need information on the product and expected returns; and, consumers need reliable information on the quality of a product. Using a variety of different production networks, have students identify the kind of information that is required by/throughout the production network. After identifying these information needs, have students find examples of information that would support these needs.
	Learning Objectives	Notes
4.2	To locate and sort useful information about a value-added product or process, diversified agricultural enterprise, or related service.	Agriculture is a rapidly changing and highly competitive industry; therefore, it is important for processors, producers, and suppliers to locate and use the most current information. Finding, sorting, and using information (in other words, managing information) about a value-added product or a process of diversified agriculture or related service are important skills in determining and maintaining the viability of agriculture. Hold an information week dedicated to finding and locating the most current information about the products, activities, equipment, etc. related to value-added agriculture, diversified agriculture, or related services. Have students gather, sort, and critique information on a value-added product, diversified agricultural enterprise, or related service. As a class or in groups, have students prepare a resource listing of information including the source and availability of the information and where and how it might be used. Try to include all the activities of a production network (e.g., inputs, transportation, regulations, etc.). Each student should prepare a critique evaluating the information by asking questions such as: who would use it? is it current? how available is it?; and, who is the audience (producers, consumers, researchers, etc.)? Accumulate the reports. Prepare class displays for handy reference.
4.3	To recognize the importance of effective communication in agriculture. (COM)	All sectors in agriculture, as well as those involved in each of step of the production network, require the use of effective communication skills in order to understand or to be understood by suppliers and customers. For example: Producers need effective communication skills to: obtain and use related goods and services effectively; market their products effectively. Producers and processors need effective communication skills to: stimulate additional business; persuade customers; sell ideas, services, and products; make the best use of human resources; create a healthy workplace environment; improve working relationships.
	Learning Objectives	Notes
		Employees need effective communication skills to: analyze, organize, and clarify information; create good will for their organizations; communicate ideas to both technical and nontechnical colleagues; promote better workplace and interpersonal relationships; Have students analyze the process of communication in a value-added business or related organization. List examples of the written communications and oral communication skills that would be needed if students were a: manager of a pasta plant professional agrologist rancher diversified livestock producer manufacturer of jams, jellies meat inspector short-line machinery manufacturer employee or employer in a value-added or diversified agriculture operation consumer trucker
4.4	To consider communication tools and strategies for a value-added operation, a diversified producer, or related service area.	Describe the various methods and tools for communicating and the skills that are required to do each of them effectively. When and how they would be used? Consider: Writing and Publications Word processing systems Word processing accessories; such as, grammar and spell checkers Desktop publishing packages - Powerpoint, PageMaker, Claris Works, Presentations. Information management Spreadsheets Database management Teleconferencing Accounting packages Office tools Facsimile (Fax) Electronic mail LANs - Local area network Voice mail Have individual students prepare a synopsis of their communication and computer skills including such things as, their familiarity with various software packages.
	Learning Objectives	Notes
		Have students prepare effective communication strategies for handling these or other examples: ensuring consistent high quality of a product; handling customer complaints; promoting of a product; hosting trade shows and displays; preparing funding proposals marketing a product; and, maintaining employee/employer relations.
4.5	To develop skills in preparing the kinds of communication required throughout agriculture and food processing.	Have students practice developing the kinds of reports, communiqués, memos, financial statements, etc. that would be required in agriculture. Examples are: business plans; proposals; projections; and, memos to employees/employers, customers, suppliers, etc. Place these in a portfolio. Have students prepare a communication strategy to announce a new product or innovation, or to respond to an issue.