Core Modules for Cow/Calf Production 30

Learning Objectives

Notes

31.1

To understand the importance of livestock recordkeeping.

Have students identify livestock records and how they might be used.  Some examples include:

·        calving records

·        sales, prices, and purchases

·        weaning weight and rate of gain

·        cow productivity and fertility of bulls

·        purebred records breeding dates

·        feeding rates

·        kind of feed

·        days on pasture.

31.2

To develop various livestock records.

Have students design livestock records for a particular cow/calf operation.  Use and application of computer software and spreadsheets are encouraged.

Student Reference Manual:  Have students develop a livestock recordkeeping plan for a particular cow/calf operation.

Learning Objectives

Notes

32.1

To identify farm hazards.

Have a farm safety specialist speak to students about farm safety.  Students should be able to identify a number of hazardous situations that need to be monitored on a farm.  Students should also be familiar with various farm safety groups, organizations and regulations such as, Workers’ Compensation.

32.2

To describe the use of safety guards, shields, and other safety devices used on farm equipment.

Students should demonstrate a safety walk-around check on all the devices used for safety and make sure everything is in proper order pointing out the use of safety guards, shields, and other safety devices used on farm equipment. 

Students should also be knowledgeable about the proper clothing, footwear, gloves, glasses, and breathing and ear devices necessary for personal safety when working around and operating farm machinery, and when applying chemicals and other hazardous materials.

Student Reference Manual:  Have students revise and/or develop and use safety checklists for specific equipment on the farm.

Students should develop a personal safety audit of a farm.

Learning Objectives

Notes

32.3

To demonstrate safe practices when using lifting equipment.

Students should be able to demonstrate safe practices when using specific manual and power tools as well as when lifting equipment such as, jacks and winches.  Have students examine the safety hazards associated with the use of power or manual tools.  Identify the hazards associated with jacks and winches.

Have students describe the kinds and sizes of jacks and winches which should be used for various farm equipment repair and maintenance.

32.4

To identify potential fire hazards and recommend precautions and fire fighting techniques.

Students should be able to identify fire hazards and demonstrate various types of fire fighting techniques.  Have students examine and list the fire hazards on farms.  Students should know how and when to use various types of fire fighting equipment. 

Student Reference Manual:  Have student prepare a checklist of potential fire hazards, types of fire extinguishers and the fire safety precautions.

Learning Objectives

Notes

33.1

To develop skills in handling emergency situations.

A course in First Aid is highly recommended but not always possible.  With the help of an ambulance driver, RCMP or local police officer, St. John’s Ambulance, nurse, or doctor, help prepare students to deal with emergency situations by identifying the steps involved in seeking assistance, caring for injured people, and First Aid supplies.

Student Reference Manual:  Have students prepare a checklist of the components of a well-equipped First Aid kit.

Also have students make a chart of emergency phone numbers, police and fire departments, and ambulance services.

Learning Objectives

Notes

34.1

To understand the need for reliable information in all production sectors.

Using flow charts or concept webs, identify where producers need reliable information.  Have students consider the kind of information each requires.  For example, producers need information on:

·        commodity prices, markets and growing conditions 

·        transportation and input costs

·        health problems and weed or insect infestations

·        financial and banking information.

After identifying these information needs, have students consider where they would gather information related to each of these needs and what kind of communication about this information is the most effective. 

Have students consider the role of reliable information and effective communication on farms.

34.2

To locate and sort useful information required on a farm.

Finding, sorting and using information are important skills on a farm.

Learning Objectives

Notes

In groups or as individuals, have students gather, sort and critique information about cow/calf production.

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 make the listings as comprehensive as possible including transportation, storage, related services and so on.  Reinforce the value of reliable information and effective communication.

Student Reference Manual:  Have students prepare a list of valuable resources.

34.3

To recognize the importance of effective communication.

All sectors in agriculture require effective communication skills in order to understand or be understood by employees, employers, suppliers, or customers.  Some examples follow:

Producers need effective communication skills to:

·        obtain and effectively use related goods and services

·        market their products effectively.

Employees need effective communication skills to:

·        analyze, organize and clarify information

·        establish good will for their organizations

·        communicate their ideas to both technical and non-technical colleagues

·        support better workplace and interpersonal relationships

·        create positive first impressions.

Have students describe the communication needs for their particular farming operation.  Have students describe and demonstrate the skills that are required as well as when and how they would be used.  Some examples are:

Writing and publications packages such as:

·        word processing systems

·        desktop publishing packages - Powerpoint, PageMaker, Claris Works.

Information Management systems such as:

·        spreadsheets

·        database management

·        teleconferencing.

Learning Objectives

Notes

Office tools such as:

·        facsimile

·        electronic mail

·        voice mail.

Learning Objectives

Notes

35.1

To identify career clusters and the range of occupational opportunities in crop production.

List and research careers or occupations relating to crop production and cluster them according to:

·        primary production - professional science, management and operation

·        marketing, distribution and retail services

·        support services - production and processing inputs, financial and governmental

·        resource management.

Consider job descriptions, employment market, educational requirements, and wage expectations.  If possible, assess current employment opportunities based on employment statistics.  There are a number of web sites on agricultural careers for students to review.

If possible, work with other ATEC students and hold a career fair or make oral presentations on other sectors.

Learning Objectives

Notes

36.1

To prepare a projected budget.

Have students prepare a projected budget of income and expenses for a year in a farming operation.  Reinforce the usefulness of a recordkeeping system to verify and modify the budget.

Student Reference Manual:  Have students develop a budget. 

36.2

To select and use an accounting system.

Have students select and/or use an accounting system for farm business transactions.  Be sure to reinforce the keeping of records to support the system.

36.3

To prepare a net worth statement.

Describe to students the concept of a net worth statement or have a representative from a financial institution talk to students about a net worth statement. 

Student Reference Manual:  Have students prepare a net worth statement.

36.4

To study the sources of credit and the credit rating system.

Invite a representative from a financial institution or Farm Credit Corporation to talk to students about farm credit and the credit rating system. 

Learning Objectives

Notes

Refer to Modules 5 and 21 as well as training plans (see appendices).

Learning Objectives

Notes

38.1

To describe the processes of rumination and digestion.          

Cattle have unique systems of rumination and digestion which change as the animal matures.  In addition, the function of the digestive tract changes as animals mature.  Cow/calf producers need to understand the rumination and digestion systems of cattle in order to ensure animal health and maximum productivity.  

Have students investigate the processes of rumination and digestion in beef cattle.  Have students examine and explain the different microorganisms required to break down different feeds.  Test their knowledge.  

Have students describe the digestive system functions and nutritional requirements of:

·        newborn calves

·        weanlings

·        feeder cattle

·        breeding animals

·        mature cows and bulls.

Have students describe the effects the different food types have on the reproduction and growth of cattle.

Learning Objectives

Notes

38.2

To prepare and assess feeding programs for various stages of cow/calf production.

Different types of feed affect the birth weight, calving rate, growth rate, and overall health of the beef animals.  The nature of the digestive system in beef cattle is such that different feeds have different effects on cattle.  Feeding programs are usually based on the feed available on the farm or ranch.  Feed testing is used to determine the value of the feed.  It is an important tool for producers to use in order to maximize the efficiency of the feed and prepare suitable feeding programs.  Feed testing or analysis will provide information on total digestible nutrients, crude protein, trace minerals or contamination.

Students should have knowledge of the basic components and nutritional needs of the various stages of beef cattle from Levels 10 and 20.  Review these basic requirements with students.

Discuss with students the significance of a clean and abundant supply of water and how water affects feed consumption and growth rate.

Have students obtain feed samples and/or use feed analysis reports to prepare a feeding plan that addresses the different stages of a cow/calf operation.  Have students verify these plans with a veterinarian and livestock specialist. 

Student Reference Manual:  Have students prepare feeding programs for various stages.  Remind students to include a list of basic nutritional requirements.

38.3

To identify the symptoms of common digestive diseases and disorders.

Common digestive diseases and disorders can be caused by:

·        rapid changes in the type and amount of feed

·        contamination of feed

·        inadequate nutritional components

·        rumen overload

·        hardware disease.

Review the signs and symptoms of diseases and disorders with the farmer-trainer or veterinarian.

Student Reference Manual:   Have students research and prepare a chart listing the various digestive diseases and disorders, and their causes, prevention, medication and other remedies.