Learning Objectives

Notes

9.1

To understand the importance of meeting the nutritional requirements of beef cattle.

Nutrition and the management of a nutritional plan is critical in the operation of a cow/calf operation.  Cows must be in excellent shape for the breeding/reproduction cycle, feeding of calves, and maintaining a healthy herd.  

Have students consider the physiological state of the cow and how the type and quality of forage, dry food or water affects performance and health.

Invite a veterinarian to discuss the problems associated with inadequate nutrition or the effect that insufficient water intake has on cattle.

9.2

To identify the components of a feeding plan.

Have students research the basic components of a feeding plan including:

·        different rations, properties and quantities required for the age and sex of beef cattle (e.g., spring calves, fall calves, bred cows, bulls)

·        water quality in terms of mineral content, pollutants and algae

·        types of feeding equipment used in a cow/calf operation. 

            Student Reference Manual:  Have students prepare a feeding plan according to age and gender.

Learning Objectives

Notes

10.1

To demonstrate the operation of livestock equipment.

Students should be able to describe or demonstrate the safe operation of front end loaders, augers, conveyors, and platform scales.  Students should be knowledgeable about and able to identify the dangerous parts and hazards of operating these types of equipment.

Ensure that students demonstrate precautionary steps which need to be taken to eliminate the possibility of dangerous situations.

10.2

To demonstrate the operation of livestock handling equipment such as squeezes and gates.

Have students identify the parts of manual or power cattle squeezes and gates.  Demonstrate how this equipment is used.  Have students demonstrate their knowledge and ability to use this equipment.  Students should be thoroughly familiar with the hazards associated with operating a squeeze for the operator and the cattle.

Students should be able to demonstrate or describe the precautionary measures that should be taken to prevent injury to the cattle. 

10.3

To become familiar with feeding equipment.

The equipment to operate a proper feeding program is essential to keeping the plan on schedule.  The equipment must be maintained and serviced on a regular basis to have the operation function according to the plan.  Have students identify and propose proper techniques for operating and maintaining portable feed milling and mixing equipment.

Students should describe the hazards associated with operating this equipment and locate the precautionary measures stated by the operator’s manual.

Learning Objectives

Notes

11.1

To describe the concept and procedures associated with basic herd health.

At this level students should become familiar with the concept of herd health and the basic procedures of maintenance and treatment which maintain herd health.  Invite a local veterinarian to talk about the preventive procedures that ensure overall herd health.

            Student Reference Manual:  Have students prepare a checklist of preventive measures and practices. 

11.2

To demonstrate a basic knowledge of animal drug products.

A component in maintaining cattle health is understanding the basic nature of drug products available.  It is important to know what each drug is like in nature and its use.  An operator must interpret the labels and determine the dosage as well as the correct administration style.  The drug products must also be stored properly for further use.

Have students identify a drug label or product information and describe the use and purpose of each drug.  Have them interpret the drug label or product for administration style, dosage, and frequency.

Students should also describe the possible contamination hazards during storage and handling and identify the techniques to minimize these hazards.

Learning Objectives

Notes

Have students explain the administration style with the proper equipment, restraining procedures, and economic considerations.

Student Reference Manual:  Have students prepare a list of the most common animal health products to have on hand in a cow/calf operation.  Students should include animal health equipment such as calf pullers, pails, and stomach tubes.  

11.3

To develop the ability to administer animal First Aid

Cow/calf operators must have the ability to identify the situation and make a judgment call in order to decide if a veterinarian should be involved.  For economic reasons, it is important to establish a basic First Aid kit to treat the animals instead of calling outside help.

Student Reference Manual:  Have students make a list for a First Aid supply kit that is appropriate for a cow/calf operation.

11.4

To identify common diseases and disorders in a cow/calf operation.

A cow/calf operator is required to demonstrate a basic knowledge of cattle health disorders.  The ability to recognize and identify common symptoms, the nature of the diseases, and the precautionary measures that prevent the diseases are essential in running a successful operation.  Have a veterinarian discuss what to look for in diagnosing basic animal health problems.

Student Reference Manual:  Have students prepare a chart or reference list of common diseases and disorders in a beef cattle operation.  Students should include symptoms such as, respiratory rate, skin conditions, eye or nasal discharge or weeping, injuries to feet and legs and digestive diseases such as scours or coccidiosis.  Students should also identify the causes and describe a medication and/or prevention plan.

Learning Objectives

Notes

12.1

To demonstrate skills in checking and maintaining pen facilities.

Buildings, corrals and fences need regular maintenance in order to provide a safe and healthy environment for cattle.  The inspection of feed bunks, water containers, fences, gates, etc. is crucial to the daily operation.  The operator must be able to use the equipment to repair the corral and fence. 

The operator should learn how to minimize dangerous situations when operating the equipment associated with repairing the facilities.

Student Reference Manual:  Have students develop a plan that includes the critical points of checking and maintaining pens.  The plan should include a description of what to look for when inspecting the feed bunks, water systems, and the pasture conditions.

12.2

To develop skills in checking and maintaining pastures.

The condition of the pasture is important for the growth and development of the animals.  The operator must be able to analyze the state of the pasture.  Compare pictures or encourage a discussion of what constitutes situations of proper grazing and management techniques.  Investigate stocking rates for the area.  Visit a Prairie Farm Rehabilitation Administration (PFRA) Community Pasture and talk to the pasture manager.

Make sure that students are aware of the importance of clean and abundant water supply.  Discuss management practices such as fencing dugouts, protecting riparian areas, and preventing algae growth.

Learning Objectives

Notes

Have students demonstrate the ability to use corral and fence mending tools when repairing the fences and corrals.  Make sure to identify the hazards associated with fencing jobs and power post pounders, and demonstrate procedures to minimize dangers.

Student Reference Manual:  Have students develop a checklist of pasture maintenance.

Learning Objectives

Notes

13.1

To develop an understanding of basic horse behaviour.

Horses are often used to assist in the sorting and gathering of cattle.  Have students describe how to safely use and handle a horse in situations of sorting, gathering, handling and feeding cattle.

Encourage students to demonstrate the proper selection, preparation and saddling of the tack necessary for a cow/calf operation.  The demonstration should include the hazards associated with riding horses in a pasture, feedlot, or herding setting to both horse and rider. 

Learning Objectives

Notes

14.1

To understand the importance of keeping livestock records.

Designing and maintaining livestock records is an important activity in a cow/calf operation.  Livestock records are used to record and determine calving rates, birth weights, productivity from various cows or bulls, markets, customers, and prices.

Have students discuss the importance of keeping livestock records as well as the kinds of records that might be of value.

14.2

To develop a basic recordkeeping plan for livestock.

Have students develop a variety of records that can be used in a cow/calf operation.  Encourage students to use information technology wherever possible.

Student Reference Manual:  Have students develop record plans for calving, performance records, feed rations, and pedigrees. 

Learning Objectives

Notes

15.1

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 Handbook (2003) for expectations of business, student, teacher monitor, and school.

15.2

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.  Their lists may include topics such as:

·        school subjects

·        past experiences

·        self-concept and personality

·        needs, values and interests

·        knowledge skills and attributes

·        career goals and plans.

Ask students to do a self-assessment of skills using the influences in the above list as a guide.  Have students explain how these skills are valuable to the pork industry.  Try to incorporate the value of communication and teamwork in the discussion.

Learning Objectives

Notes

15.3

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 addressed.  Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and when resolving conflict.  With the use of case studies, divide the students into groups and have them role play to show how effective use of communication can be used to resolve conflict on the job.

15.4

To develop a résumé and cover letter that can be forwarded to a potential employer.

The student will develop a résumé and cover letter using the correct format.  ATEC teachers can work with other staff members to ensure résumé and cover letter preparation is covered.  The résumé and cover letter is currently addressed in English Language Arts, Information Processing, and Career and Work Exploration.

Students should develop the résumé on a computer disk and update the résumé during the progression of the course as references are accumulated.

If students have already completed the résumé and cover letter in another course, the teacher may do a review and encourage students to update their résumé.  Students shall submit a résumé for teacher approval prior to going to the workplace.

The résumé and cover letter may be used as an introduction for the employer of a workplace site prior to an interview with the student.

15.5

To determine student guidelines in preparation for an interview.

Through a classroom discussion or in groups, have 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 previously discussed guidelines will be used.  A brief description of the three stages of an interview follows.

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 résumé and other matters relating to the job placement.

Learning Objectives

Notes

The parting brings the interview to a close.  It can be just as important as the greeting.  Explain how this can be done.

Provide 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.

15.6

To discuss the 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.

15.7

To develop procedural guidelines for the work site.

Discuss work site guidelines, related to the following factors, with students:

·        transportation

·        hours of work

·        absence and tardiness

·        procedures for conflict resolution

·        role of the student, teacher and work place supervisor

·        dress code

·        job description

·        school and employer expectations.

Ensure that students understand these guidelines by asking students to describe each of these guidelines.

15.8

To relate feedback from the work placement.

Students should be encouraged to provide information about work placement including:  where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it.

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.