Core and Optional Modules for Cow/Calf Production 20
Module 17: Farm Safety (Core)
Suggested Time: 7-9 hours Level: Intermediate
Prerequisite: None
Module Overview
Given the importance of farm safety, each level of ATEC courses begins with a core module on farm safety. This module provides students with knowledge, skills and abilities used when operating or maintaining farm equipment in all areas of production. Remind students of farm safety precautions at all times including the rules and regulations associated with operating farm vehicles.
Farm safety precautions are also required when working around beef cattle. Knowledge of, and respect for, the particular characteristics of beef cattle are of great value in the prevention of accidents to both the handler and the animal.
Students should develop comprehensive and useful notes on each of these subjects and place the information in their Student Reference Manuals.
Foundational Objectives
· To understand and use farm safety procedures at all times.
· To observe, assist with or demonstrate farm safety procedures with farm machinery and when working with beef cattle.
Common Essential Learnings Foundational Objective
· To understand how technology influences occupational roles within society and affects the workplace (e.g., occupational health, safety, etc.). (TL)
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Learning Objectives |
Notes |
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17.1 |
To identify existing or potential hazards on the farm.
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Have a farm safety specialist talk to the students about general farm safety. Identify hazardous equipment or chemicals around the farm. Use site visitations and have students identify potential hazards and precautions. Explain why these areas need cautionary attention.
Have students consider the existing or potential hazards that are unique to beef cattle operations. Students need to consider these hazards from the perspective of the beef producers as well as to the cattle.
Student Reference Manual: Have students develop and/or use a farm safety audit. Include safety for animals as well as operators, handlers and visitors. |
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Learning Objectives |
Notes |
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17.2 |
To describe the use of safety guards, shields, and other safety devices used on farm equipment.
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Demonstrate a safety walk-around. Check on all the devices used for safety and make sure everything is in proper working order. Ask students with prior knowledge to point out the use of safety guards, shields and other safety devices used on farm equipment.
Have students demonstrate their knowledge and ability to locate, read, and comprehend the warning messages on the farm equipment.
Student Reference Manual: Have students develop a safety checklist and inspection to be used on a routine basis.
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17.3 |
To describe the proper clothing and protective gear used on farms.
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Engage students in a discussion about the proper clothing, footwear, gloves, glasses, and breathing and ear devices to use when working around and operating farm machinery, and when applying chemicals and other hazardous materials.
Have students identify when and where protective gear should be used.
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17.4 |
To distinguish between a safe practice and an unsafe practice when using specific manual and power tools as well as lifting equipment such as, jacks and winches.
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Examine the safety hazards associated with the use of power or manual tools. Identify the hazards associated with jacks and winches.
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17.5 |
To identify fire hazards and precautions on farms.
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Examine and list the fire hazards on farms. Know how and when to use various types of fire equipment.
Have students consider the fire hazards to feed supplies such as, hay, straw and grain. Indicate or have students suggest precautionary measures.
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17.6 |
To know when and how to use basic First Aid.
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Have students prepare a list of basic First Aid procedures. If possible, encourage students to take the First Aid Course through St. John’s ambulance.
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Module 18: Communications (Core)
Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
Students will enhance their verbal and written communication skills including the use of forms and recordkeeping. Recordkeeping is extremely important in beef cattle production, particularly for purebred herds and in feedlot situations.
An important marketing and management tool for beef cattle production is the ability to access and use the most current information and human resources available. This module is intended to encourage students to develop the practice of seeking information on a regular basis.
The module is also used to remind students of how and where to find information including reading manuals and finding industry-related information.
Foundational Objectives
· To enhance verbal and written communications skills used on farms.
· To develop skills in using forms and recordkeeping on farms.
· To observe, assist with or demonstrate effective communication.
· To develop skills in finding and using information.
Common Essential Learnings Foundational Objectives
· To gradually incorporate the vocabulary of the subject area into their talk and writing. (COM)
· To understand and use organizational structures within the subject area (e.g., to order ideas sequentially or chronologically, to compare and contrast, to discern cause and effect). (COM)
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Learning Objectives |
Notes |
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18.1 |
To encourage effective verbal and written communication skills. (COM)
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Ask students to list a number of examples of verbal and written communication that are used on a daily basis on a farm. Review the characteristics of effective communication and ask students to prepare examples.
Role play employee/employer situations using verbal and written communication. Emphasize the importance of communication skills on the farm. (COM)
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18.2 |
To develop skills in using and filling out a variety of forms used on a farm. |
There are a variety of forms that are used on farms. Some of these include: · employee time logs · tax forms · compensation reports · market forms · feed and consumption records · cattle inventories |
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Learning Objectives |
Notes |
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· production records · budget forms and other types of banking information.
Using a variety of forms such as, weigh dockets, time sheets, tax forms, production records, and inventory sheets, have students develop skills in completing forms. Indicate when they should be used, as well as those which are legal requirements.
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18.3 |
To develop skills in finding, analyzing, and using a variety of information. (IL)
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Beef producers need current information in order to make profitable decisions about marketing and production. This information can be found in manuals, weekly or monthly publications, trade magazines, and government and industry publications.
Have students find, analyze and describe the use of a variety of kinds of information on beef cattle production. Remind students of the importance of using the table of contents, index, order forms, toll free numbers, or on-line assistance.
Saskatchewan Agriculture, Food and Rural Revitalization is a good source for information on beef cattle production.
Students may also want a chance to access the Internet for a variety of product and equipment information. The Western Producer Farm Directory has a wide variety of web sites listed.
Student Reference Manual: Have students list the most important publications and web sites for personal use.
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Module 19: Career Exploration (Core)
Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
Students will explore the career options available to them in beef production and develop long term plans. Students will also review the concept of employability skills. Students who have previously taken Career Exploration at level 10 of ATEC courses should re-examine and update their career plans.
Foundational Objectives
· To develop a career or educational plan.
· To understand and appreciate the importance of employability skills.
· To observe, assist with or demonstrate skills relating to career choice and employability.
Common Essential Learnings Foundational Objectives
· To seek information through a steadily expanding network of options, including other libraries, databases, individuals and agencies. (IL)
· To recognize that learning is continuous from birth to death (e.g., life experiences). (IL)
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Learning Objectives |
Notes |
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19.1 |
To examine the importance of employability skills. (CCT)
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Have students examine the following list of employability skills and describe how they would apply to their careers in agriculture: · ability to communicate effectively · problem-solving skills · technological ability · positive attitude · punctuality · responsibility · adaptability · independence and self-reliance.
Have students interview cattle producers or farmers/trainers to determine the kinds of employability skills that are important to them.
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19.2 |
To examine a different career choices in the production of beef cattle.
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Have students look at a number of career choices that fit their personality and learning styles. Then have students prioritize these choices by interest and job requirements. Have students state the reasons for these decisions.
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Learning Objectives |
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19.3 |
To identify the sources of counseling and organizations that can assist in planning a career.
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A number of services can assist students in planning a career. Assist students with the preparation of a list of these services including post-secondary institutions, employment agencies, and courses at regional colleges.
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19.4 |
To develop a career plan and appropriate educational strategy.
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Have students prepare a career plan including both short term (1-2 years) and long term (2-6 years) objectives. Have them describe the objectives in writing and how they might achieve them. Help review the plans with students, making sure that they are realistic.
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Module 20: Planning for Beef Cattle Production (Core)
Suggested Time: 4-6 hours Level: Intermediate
Prerequisite: None
Module Overview
This module helps students enhance their knowledge and use of farm planning techniques, or review and evaluate existing plans.
Foundational Objectives
· To enhance skills associated with beef cattle production plans.
· To understand the basics of financial planning.
· To observe, assist with or demonstrate planning for beef cattle production.
Common Essential Learnings Foundational Objectives
· To distinguish between primary and secondary sources of information. (COM)
· To apply conclusions and generalizations to new situations. (CCT)
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Learning Objectives |
Notes |
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20.1 |
To review and/or develop farm and land management plans specifically related to beef production.
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Core modules in Level 10 develop the basic elements of farm planning. Review the strategies presented at that level. Have students review and/or develop the farm and land management plans specifically relating to beef cattle production.
Have students share their plans with students in other ATEC courses. Have students discuss, share and critique plans. If possible, have students present their plans to an extension agrologist or financial person for review.
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20.2 |
To review the process of effective time management (personal and farm).
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Have students review or prepare a personal time management schedule as well as a farm time management schedule. Make sure students develop their time management schedules in balance with school, work, and recreation. In beef production, managing personal time is often beyond the control of the individual producer. Remind students that, in spite of the seasonal pressures of calving, balance in life is important.
Students should also be reminded that lack of sleep is a leading cause of farm injuries.
Student Reference Manual: Have students prepare, review and update time management plans. |
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Learning Objectives |
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20.3 |
To develop a basic understanding of financial planning.
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Financial planning and maintaining business records are some of the most important components of operating a farm or ranch. Have students research the different ways that a financial plan can be prepared. Contact various financial institutions for plans and/or resource people that can provide useful information or assistance to students. Refer to Saskatchewan Learning’s Accounting 10, 20, 30 Curriculum Guide, Farm Accounting Module, for more information and practice.
Student Reference Manual: Have students prepare a financial plan for a particular farming operation.
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20.4 |
To develop a farm recordkeeping system.
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Preparing a financial plan for a farm is as easy as the quality and accessibility of the records that provide the information.
Have students develop a filing system for a farming operation. Discuss the categories that need to be included and how to file and retrieve information when it is required.
Farmers need to know what they have in inventory. Developing and using an inventory system is required for effective operation of a farm. This inventory should include cost, ownership, current value and date, and replacement value.
Have students gather or prepare inventory records for agricultural commodities.
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Module 21: Farm Equipment Maintenance and Repair (Core)
Suggested Time: 5-7 hours Level: Intermediate
Prerequisite: None
Module Overview
This module is used to reinforce the basic skills of general maintenance and repair of farm machinery that were introduced in Level 10. Rather than observe, students will be expected to assist and demonstrate skills listed in the training plans.
Farm safety is stressed throughout the module.
Note: In dealing with all modules on farm equipment teachers should inform students of the dangers and legalities of under-aged drivers operating farm machinery.
Foundational Objectives
· To develop basic skills and abilities in the repair and maintenance of farm machinery.
· To develop skills and abilities in the use of hand and power tools which are used to service farm machinery.
· To assist and demonstrate skills associated with general farm maintenance and repair.
Common Essential Learnings Foundational Objectives
· To develop and use point form notes. (COM)
· To analyze data to create hypotheses, predictions and estimates. (CCT)
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Learning Objectives |
Notes |
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21.1 |
To assist or demonstrate skills in the processes associated with regular machinery maintenance.
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The first step in maintenance of farm machinery is a preventive maintenance process (i.e., checking oil and fuel levels, cleaning radiators, preventing chaff build-up, and monitoring gauges).
Have students describe the regular maintenance of the farm equipment used on a regular basis.
Students should be able to use the manuals of several different kinds of farm equipment to describe preventive practices of the particular machine.
Student Reference Manual: Have students prepare or update checklists of preventive maintenance procedures for each piece of cattle production equipment.
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21.2 |
To identify and describe a variety of different types of tools (power and manual). |
On a farm operation, there are a number of screwdrivers, wrenches, and tools used in the daily maintenance and operation of farm machinery such as the daily maintenance of the machinery, daily routine checkups of pulleys, or adapting the machinery to different uses. |
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Each tool has a distinct operational procedure. Have students describe how to use a variety of common farm tools. Students should examine and demonstrate the standards illustrated in the operator’s manual of each specific tool.
Have students determine the different types and sizes of wrenches (manual and power) that best suit the job that the wrench is designed to achieve.
Demonstrate that the correct selection and use of the specific tool to fit the correct screw or bolt is very important to prevent damage to the tool, bolt, or screw.
Distinguish between a safe practice and an unsafe practice when using specific manual and power tools.
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21.3 |
To identify and describe the characteristics of the common farm mechanical, hydraulic, and hand jacks and winches.
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In order to maintain machinery, it is often necessary to hoist or elevate machinery, parts of machinery, or other objects while working around the farm. There are a number of different ways to hoist an object depending on the structure of the article. It is important for students to be aware of the weight range, strength, and capacity of the jack and the item being lifted.
Have students compare and contrast the uses and efficiencies of the direct vertical lift, automotive, floor type, and any other. Identify the type that is best suited for each job.
Student Reference Manual: Have students prepare a summary of the type of common farm mechanical, hydraulic, and hand jacks and winches.
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21.4 |
To identify the dangers and hazards associated with common lifting equipment.
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Overloading, tipping of the jack, and damaged or worn equipment can be just a few of the hazards when using lifting equipment. Select and illustrate the dangers and hazards that are associated with common lifting equipment.
Demonstrate the correct operating procedures in using the jack or hoisting equipment in a safe and efficient manner.
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Learning Objectives |
Notes |
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21.5
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To identify the transportation regulations for farm equipment and livestock on public roads.
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Transporting livestock and large farm equipment requires skills and caution. The province and rural municipalities have a number of regulations relating to agriculture. It is the responsibility of the farmer or rancher to know and abide by these regulations. Legal settlements for negligence can be very costly to a farming operation.
Identify and explain licensing, insurance, operator’s qualifications, and Dangerous Goods Transportation Act for handling all types of farm equipment on public roads. Consideration should be given to liability insurance, license class, and types of roads.
Examine and describe the width/height/length requirements, the lighting requirements, slow moving signs, clear visibility rules and seasonal restrictions on all farm equipment.
Livestock transportation regulations also specify the types of trailers that can be used as well as restrictions to the amount of time livestock can be hauled.
Student Reference Manual: Have students prepare a number of descriptions/situations of transportation of livestock or farm equipment. Include outside sources of information for specific rules and regulations (e.g., Highway Traffic Board for over-width, over-height vehicles).
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21.6 |
To understand the need for having emergency equipment.
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Outline and give examples of the tools and emergency equipment which are required if the farm machinery has a crisis while in transport on a public road.
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Module 22: Marketing (Core)
Suggested Time: 4-5 hours Level: Intermediate
Prerequisite: None
Module Overview
Marketing is one of the most important activities in the production of beef cattle. This module is intended to enhance students’ basic understanding of marketing by exposing them to the variety of options available to livestock producers.
Foundational Objectives
· To develop skills in using market information.
· To describe different marketing mechanisms.
· To observe, assist, or demonstrate skills in marketing beef cattle.
Common Essential Learnings Foundational Objectives
· To read and interpret quantitative information found in newspapers, magazines, and government, political, and business publications and evaluate the validity of arguments based on such information. (NUM)
· To propose generalizations that explain relationships. (CCT)
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Learning Objectives |
Notes |
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22.1 |
To describe how to market an agricultural commodity.
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Marketing of any product incorporates a series of activities. These activities include but are not limited to: · locating, sorting, and analyzing market information for current and potential markets · identifying and considering the factors which influence marketing such as, product supply and demand, imports and exports, consumer trends, and economic conditions · assessing the potential of advertising and promotion in a variety of markets.
Describe what each of these activities entails in practical terms and have students apply the series of activities to a particular agricultural commodity. Have students compare the marketing activities of different commodities.
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22.2 |
To develop skills in gathering and using market information for a particular agricultural commodity.
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Have students locate current sources of market information for a particular agricultural commodity. Review market terminology with students including terms such as futures market, bull or bear market, FOB pricing, open market. Have students practice reading commodity markets and discuss the events that might affect the price.
Have students graph the price of a particular commodity for the duration of the course. |
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Student Reference Manual: Have students list sources of current market information. Students should include web sites, radio or television broadcasts and print information.
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22.3 |
To identify factors that influence decisions about marketing an agricultural commodity. (CCT)
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Commodity prices are based on supply and demand. There are other factors, however, which influence decisions about when to sell a commodity. These factors include: · financial constraints such as, limited cash flow or credit requirements · limits on the amount of time for perishable products · distribution and transportation requirements · international and domestic trade policies and regulations.
Farmers need to consider these factors and more when making decisions about marketing an agricultural commodity. Discuss these factors with students. Encourage students to think of ways to mitigate the negative influences as well as how to take advantage of favourable influences.
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22.4 |
To identify different market opportunities.
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Many farmers have chosen to market their agricultural products through alternative contracts or niche markets. Have students investigate the different marketing opportunities for a particular commodity. Encourage students to analyze the advantages and disadvantages.
Engage students in a discussion on the best time to sell calves, replace cows with younger animals, buy feed, rent pasture, and lease or buy equipment.
Students may also wish to explore the opportunities for them to buy beef cattle through feeder associations, short term business loans, or through leasing beef cows.
Have students describe their ideas for innovative marketing opportunities of beef cattle. If possible, have students attend the Canadian Western Agribition or other cattle sales to get a first-hand look at marketing.
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Module 23: Cattle Breeds (Optional)
Suggested Time: 2-4 hours Level: Intermediate
Prerequisite: None
Module Overview
This module is used to encourage students to consider the strengths and weaknesses of various breeds of beef cattle. Students will consider theses characteristics in conjunction with the ways in which beef cattle anatomy and physiology affects production.
Foundational Objectives
· To develop an awareness of the strengths and weaknesses of various breeds of cattle.
· To observe or demonstrate the strengths and weaknesses of various cattle breeds.
Common Essential Learnings Foundational Objectives
· To generate, classify and explore reasons or rules underlying categories. (CCT)
· To organize information for reporting, discussing or sharing. (COM)
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Learning Objectives |
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23.1 |
To recognize the breed types that are most cost-efficient for a particular cow/calf operation.
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A comparison of breed types can help an operator make a clear decision to the best breed that will suit his or her type of operation. Some desirable characteristics include the type of animals that have a quiet nature for ease in handling, a record of rapid growth and feed efficiency, rapid weight gain, and high weight at weaning. Past performance in calving is also helpful.
Have students examine and outline the different breed types and their characteristics in terms of handling behaviours, breeding and reproduction rates, growth rate, and marketability. Breed organizations often have a variety of promotional literature which students can use to compare the various breed types. In addition, ranchers from the local community may be invited as guest speakers to contribute information o this topic.
Discuss, compare and contrast the advantages and disadvantages of each breed according to the type of cow/calf operation. Be sure to include all aspects mentioned above.
Students involved in 4-H programs can also be used to as resources. Have students visit livestock shows such as the Canadian Western Agribition to investigate the “ideal” for modern beef cattle.
Student Reference Manual: Have students prepare a list of useful information on various breeds including breeders in the area. |
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23.2 |
To identify and explain various aspects of the anatomy and physiology of beef cattle.
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Knowledge of the anatomy and physiology of beef cattle is very helpful to operators of cow/calf operations. For example, operators use their knowledge of the anatomy and physiology of beef cattle to make daily decisions regarding feed, housing, health and reproduction.
Indicate to students the basic anatomy of beef cattle including the body, neck, head, feet, and legs. Also examine the different muscle structures and outline the function of each structure.
Student Reference Manual: Have students insert various diagrams illustrating the basic anatomical features of beef cattle.
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