This module introduces students to some of the factors that influence or affect the selection of an agricultural enterprise. Students become acquainted with these factors and apply what they have learned by preparing a business plan.
Guest experts will enhance the relevance and importance of identifying the factors that need to be considered in enterprise analysis. Invite financial managers, experts in specialty crops and diversified livestock, and producers to present students with some of the realities of selecting an enterprise.
Appendix E is a business plan that can be used with this module.
Suggested time: 8-10 hours
Foundational Objective
Common Essential Learnings Foundational Objective
Other CELs may be emphasized.
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Learning Objectives |
Notes | |
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13.1 |
To become acquainted with the resources and services that are available to assist producers with decision making and enterprise selection. |
Have students research and prepare a comprehensive list of appropriate resources including: industry organizations, government agencies, websites, and financial institutions that are specific to a particular agricultural enterprise. Students should gather as much information as possible before proceeding. Reinforce the notion that it is important that agricultural enterprises make use of information and support services on a regular basis. |
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Learning Objectives |
Notes | |
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13.2 |
To investigate the effect of various economic factors on an agricultural enterprise. |
Invite an industry or marketing expert to talk to students about the economic factors that affect the selection of an agricultural enterprise. These factors include:
Also invite experts from financial institutions to talk to students about the concepts of debt-load, financing, and the meaning of viability. Have students compare a number of enterprises based on economic factors; for example, students could compare various diversified livestock operations. Students could also work through a business plan with a local banking institution or the Canada-Saskatchewan Business Service Centre in Saskatoon. |
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13.3 |
To identify and analyze how environmental factors affect the selection of an agricultural enterprise. |
Economic factors are not the only factors that need to be considered when analyzing an agricultural enterprise. For example, environmental factors such as climate, soil, and water conditions need to be considered. Environmental policies and zoning regulations also needed to be considered when analyzing or selecting an agricultural enterprise. Have students reflect on how environmental factors affect decisions about agricultural enterprises. Consider for example, the water requirements of intensive livestock operations or the climatic conditions to grow specialty crops. Have students investigate the environmental factors that affect agriculture in the areas. Invite the local extension agrologist or officials from the rural municipality or town to talk about environmental rules, regulations, and requirements. |
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Learning Objectives |
Notes | |
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13.4 |
To identify the energy requirements as well as the technical and human resources that affect the selection of an agricultural enterprise. |
Have students compare and contrast the energy requirements as well as the technical and human resources required to operate a variety of agricultural enterprises. Some examples include:
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13.5 |
To explain the role of market research in enterprise selection. |
Market research provides valuable information on the potential of a product, good, or service to meet present and future market needs. Market research can be gathered through consumer polls, surveys, or focus groups. Have students design and conduct market research regarding a product, good, or service. |
This module is a brief examination of the history of agriculture in Saskatchewan. It also encourages students to research some of the future developments and trends in agriculture.
Suggested time: 3-5 hours
Foundational Objective
Common Essential Learnings Foundational Objective
Other CELs may be emphasized.
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Learning Objectives |
Notes | |
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14.1 |
To explore the history of agriculture in Saskatchewan. |
Investigating the historical background and past developments in Saskatchewan’s agriculture is intended to lead students to understand the evolution from traditional, primary production agriculture, to more value-added and diversified agriculture. Many of the most important foundations that enable and encourage value-added and diversified agriculture are the long-standing and world-renowned advancements made by Saskatchewan’s traditional or primary production agricultural industry. These advancements continue today and provide essential support to value-added and diversified agriculture. Throughout all areas of agriculture, related services have provided and continue to provide essential goods and services such as transportation, marketing, and storage as well as research and development. Have students prepare a report or timeline on Saskatchewan’s agricultural industry. Involve the class in a discussion of the evolution of agricultural developments. Invite local farmers or ranchers to discuss the changes that they have seen during their time in agriculture. |
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14.2 |
To develop an awareness of the future trends in agriculture. |
Have students research future trends. Some of these trends include: Information can be obtained from various commodity groups, the College of Agriculture, extension agrologists, chemical and fertilizer dealers, and research stations. |
This module is used to give students experience in processing a value-added product.
Suggested time: 10-15 hours
Foundational Objective
Common Essential Learnings Foundational Objective
Other CELs may be emphasized.
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Learning Objectives |
Notes | |
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15.1 |
To develop experience in researching market demand for a product. |
Have students suggest a number of value-added products that could be processed by the class. Then research the market demand in the school canteen, local community, or farmer’s market. Some ideas for value-added products from Saskatchewan agricultural commodities include:
Have students use a risk/benefit analysis to decide which value-added product they should produce. |
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15.2 |
To process a value-added product. |
Have students identify the sequence of activities involved in processing a value-added product. Have students speculate on how this sequence of production might be the same or different in large scale processing of a value-added product. Have students prepare and package the value-added product. |
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Learning Objectives |
Notes | |
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15.3 |
To market and promote a value-added product. |
Have students develop a marketing and promotional plan for their value-added product. |
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15.4 |
To prepare a business plan for a value-added product. |
Have students prepare a business plan using Appendix E. |
This module is used to prepare students for work study placement. Learning objectives include pre-placement information, preparation for interviews, and expectations for the workplace experience.
Suggested Time: 5-10 hours
Foundational Objective
Common Essential Learnings Foundational Objective
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Learning Objectives |
Notes | |
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16.1 |
To create an awareness of the expectations of each of the partners in the work study component. |
In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. Refer to Guidelines for Work Study, a section of the Practical and Applied Arts (PAA) Handbook for expectations of business, student, teacher monitor, and school. |
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16.2 |
To determine factors that would affect the student contribution in the workplace. (CCT) |
The students may formulate a list of what they can bring to the workplace and how each may impact on their jobs.
Ask students to do a self-assessment of skills using the influences in the above list as a guide. They are to explain how these skills would be valuable to the food service industry. Try to incorporate the value of communication and teamwork in the discussion. |
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16.3 |
To foster an awareness of building good communication in the workplace. |
Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and resolving conflict. With the use of case studies, divide the students into groups and role play to show how effective use of communication can be used to resolve conflict on the job. |
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Learning Objectives |
Notes | |
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16.4 |
To develop a resumé and cover letter that can be forwarded to a potential employer. |
The student will develop a resumé and cover letter using the correct format. Agriculture Studies teachers can work with other staff members to ensure resumé and cover letter preparation is covered. The resumé and cover letter is currently covered in English Language Arts 20 and 30A, Information Processing, and Work Experience Education 20. Students should develop the resumé on a computer disk and update the resumé during the progression of the course as references are accumulated. If students have already completed the resumé and cover letter in another course, the teacher may do a review and encourage students to update their resumé. Students shall submit a resumé for teacher approval prior to going to the workplace. The resume and cover letter may be used as an introduction to the employer of a workplace site prior to an interview with the student. |
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16.5 |
To determine student guidelines in preparation for an interview. |
Through a classroom discussion or in groups students generate a list of guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list. Outline and describe the three stages of an interview. Point out to the students in what stage each of their guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the resumé and other matters relating to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Explain how this can be done. Provide the students with a list of questions frequently asked by employers or ask students to formulate a list in a group and role play the stages of the interview. |
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Learning Objectives |
Notes | |
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16.6 |
To discuss the post interview. |
After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as a point for discussion. |
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16.7 |
To develop procedural guidelines for the work site. |
Discuss the following work site guidelines with students.
Ensure that students understand these guidelines by asking students to describe each of these guidelines. |
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16.8 |
To relate feedback from the work placement. |
Students provide feedback about workplacement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. |
Refer to the Work Study Guidelines included in the Practical and Applied Arts Handbook for direction on implementing work study.
Suggested Time: 25-50 hours
Foundational Objective
Common Essential Learnings Foundational Objective
Alberta Education. (1996). Career and technology studies: Agriculture. Edmonton, AB: Author.
Gebhardt, Paul. (Ed). (1992). Innovator’s guide to the product development process. Regina, SK: Saskatchewan Agriculture and Food.
Iowa Lakes Community College. (1986). Agricultural diversification and marketing. Des Moines, IA: State Department of Public Instruction.
Kreps, Gary L. (1984). Using the case study method in organizational communication classes. Paper presented to the Annual Meeting of the International Communication Association, San Francisco.
Manitoba Education and Training. (1997). Senior 3, Visions and Ventures, An Entrepreneurship Practicum: A Foundation for Implementation.
Saskatchewan Agriculture and Food. Marketing Development Branch. (February 1996). Evaluating diversification projects. Regina, SK: Author.
Saskatchewan Agriculture and Food. Website and miscellaneous documents.
Saskatchewan Education. (1991). Student evaluation: A teacher handbook. Regina, SK: Author.
Saskatchewan Education. (1991). Instructional approaches: A framework for professional practice. Regina, SK: Author.