Core and Optional Modules for Field Crop Production 10

Learning Objectives

Notes

1.1

To identify potential farm hazards.

Invite a farm safety specialist to talk to the students about general farm safety.  Use site visitations also and have students identify potential hazards and precautionary measures.  Explain why these areas need cautionary attention.

Have students work with the farmer-trainer to prepare a farm safety audit.  Contact Farm Safety Division, Occupational Health and Safety, Saskatchewan Labour (787-8399 or 1-800-567-7233) for more information.  

1.2

To identify safety guards, shields, safety devices and warning signs used on farm equipment.

Demonstrate a safety walk around all machinery and other devices to check for the placement and installment of safety devices.  Point out the use of safety guards, shields and other safety devices used on farm equipment.  Have students demonstrate the ability to locate, read, and comprehend the warning messages on the farm equipment. 

Learning Objectives

Notes

Involve students in a discussion on farm safety in all areas of crop production.

Student Reference Manual:  Have students prepare a safety checklist and inspection to be used on a routine basis.

1.3

To describe the kind of proper clothing and protective gear necessary to observe farm safety.

Discuss the kind of clothing, footwear, gloves, glasses, and breathing and ear devices necessary to work on farms and operate farm machinery.  Identify the farm jobs or situations that warrant these precautionary measures.

1.4

To develop safe practices using manual and power tools and jacks or winches.  (COM)

Manual and power tools as well as lifting equipment (jacks and winches) are used by all production sectors.  Often students do not recognize that these power tools and lifting equipment can be potentially dangerous.  Have students examine the safety hazards associated with these kinds of small tools, jacks or winches.  Have students prepare individual presentations on a particular small tool, jack or winch.  Share with others in the ATEC program.

1.5

To identify potential fire hazards and prevention procedures on farms.

Fires on farms can be caused by a variety of sources.  Have students list the various fire hazards on farms.  Have students describe fire prevention on farms and investigate various types of fire equipment.  Invite members of the local fire department to talk about the hazards associated with burning stubble or sloughs.  

Student Reference Manual:  Have students prepare a list and description of the various types of fire extinguishers including equipment for burning stubble or sloughs.

1.6

To know when and how to use basic First Aid.

Basic First Aid is an essential skill on farms.  Inform students of the benefits of taking a First Aid course.  Invite a practical nurse or St. John’s Ambulance personnel to instruct students in basic First Aid such as cuts, burns, sprains, and breaks.  Students should be familiarized with emergency procedures for police, ambulance and fire fighters.

Student Reference Manual:  Have students prepare a list of basic First Aid procedures.

Learning Objectives

Notes

2.1

To understand the need for reliable information throughout all activities associated with field crop production.  (COM)

Providing and understanding current and reliable information involves a number of effective oral and written communication skills.  Discuss with students the various kinds of communication required in field crop production including reading and forwarding messages, reading and interpreting charts, calculating seed and chemical rates, and interpreting manuals and other types of information.

Often non-verbal communication can interfere with messages.  Role play various situations with students, emphasizing employee/employer interactions.

2.2

To identify the characteristics of effective verbal and written communication.

Effective use of words is very important in making sure that the message is clearly understood.  Effective communication depends on:

·        choice of words

·        simple instructions and answers

·        concise, specific language.

In farming, communication is critical not only to the operation of the farm but to follow safety procedures.  Have students identify the information and communication needs on the farm.

Learning Objectives

Notes

Role play situations with other students enrolled in ATEC courses where effective and accurate information is required on a farm.

2.3

To develop skills in receiving and passing on messages and important information.

Farmers are continually receiving and passing on information on everything from machinery repairs to livestock market reports.  There are specific skills that a student should use when receiving a message that needs to be passed on as well as giving messages.  Many times these messages are verbal (i.e., telephone, face to face) or through electronic communication such as faxes and e-mail.

Have students compose and pass on messages and information that might be used on a farm through a variety of ways.  Some examples include:

·        telephone messages with written notes

·        messages left and retrieved through voice mail or answering machines

·        messages delivered or received through faxes

·        face to face messages and information.

2.4

To locate and use specific information contained in a variety of publications.

Field crop production makes use of many sources of information.  Finding and sorting information is an important skill particularly for technical information including farm equipment maintenance, crop information and chemicals or fertilizers.  Provide students with a number of manuals.  Using specific examples, have students develop skills in locating, sorting and summarizing specific information.

Student Reference Manual:  Have students prepare a list of useful manuals and publications relating to field crop production.

Learning Objectives

Notes

3.1

To develop individual career profiles.

This learning objective is used to help students identify specifically their areas of interest and abilities in production of field crops.  This will enable students over the long term to maintain their enthusiasm as well as act as a positive reinforcement.  Ask students to create an inventory of activities and interests.

Assist students in identifying their academic and non-academic strengths focusing on their present knowledge base.  Encourage students to value their life experiences and their abilities outside of school.  Emphasize the importance of relevant experience and expertise.

Have students prepare a list of the many kinds of career opportunities in field crop production.

Have students research career clusters and the range of occupational opportunities related to field crop production.

Students should investigate various factors before making career choices including:

·        description of the work duties

·        personal qualities an individual must possess to succeed in the career

Learning Objectives

Notes

·        processes required to become certified within the career or trade

·        length of education and training

·        school locations

·        cost of education and up-grading

·        trends within the business or career

·        worst and best aspects of the job

·        starting salary

·        opportunities for advancement.

Have students use this information to develop individual career profiles and a statement of educational and career goals particularly related to production of field crops. 

3.3

To identify basic personal and employability skills.

This learning objective is used to reinforce the notion of employability skills in students including:

·        teamwork

·        punctuality

·        personal responsibility

·        positive attitude

·        co-operation.

Have students provide a description of each of these employability skills.  Role play situations demonstrating situations where these skills would come into play. 

3.4

To understand and practise time management.

Time management is an important lifelong skill.  Have students list the jobs on a particular farm that need to be done on a weekly, monthly, seasonal or yearly basis.  Prioritize the jobs and ask students to prepare a time management system.

Have students list their own jobs including schoolwork and extra curricular activities.  Have students prioritize and prepare a personal time management system. 

Student Reference Manual:  Have students prepare a personal time management system.

Learning Objectives

Notes

4.1

To describe the kinds of plans that are used in field crop production.

There are a number of plans used daily, monthly and yearly on a farm.  Some of these include:

·        land management

·        financial

·        crop

·        cash projections

·        equipment usage

·        fertilizer and chemical plans.

Discuss with students the basics of a plan, what they are used for, and how they are developed.  Plans are used to assist in the daily, monthly, and yearly operation of a farm.  They are developed using a review of past performance, identifying future goals, suggesting strategies to help achieve the goals, and checking to see how well the plan worked.

Describe the basic elements of planning.  Ask students to apply these basics and provide a brief description using these elements in a land management plan, financial plan, and equipment usage plan.  Have students list the kinds of information they would need to complete each of these plans.

4.2

To develop a land management or farm plan.

At this basic level, students are introduced to planning through a land management (or farm) plan.  Inform students of the purpose of a land management or farm plan.  Have them discuss why it is important.

Learning Objectives

Notes

In preparing a land management or farm plan, it is important to identify all the resources that are available or required to operate the farm.  To prepare a land management plan, students need to study and describe:

·        land features including soil types and water sources/ availability

·        cultivated/non-cultivated land

·        uses of various land types

·        most suitable types of farming/ranching

·        other environmental considerations.

To prepare a farm management plan, students need to study and describe:

·        natural, human and equipment resources

·        financial resources

·        geographical area

·        natural resources - soil type, land formations and cultivated acres

·        most suitable type of farm/ranching for the area

·        storage requirements

Have students select a location and develop a farm and/or land management plan.  Use Saskatchewan Agriculture, Food and Rural Revitalization’s web site to assist in finding information.

Student Reference Manual:  Have students prepare plans for land use, crop rotations, equipment storage and grain storage.

Learning Objectives

Notes

5.1

To develop skills in the processes associated with regular machinery maintenance.

The first step in maintenance of farm machinery is preventive maintenance process (i.e., checking oil, and fuel levels, cleaning radiators, preventing chaff build-up, and monitoring gauges).

Explain regular maintenance processes to students.  Have students use the manuals of several different kinds of farm equipment to describe preventive practices related to maintaining the particular machine.

Student Reference Manual:  Have students develop a checklist of preventive maintenance procedures for each piece of field crop production equipment.

5.2

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.

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.

Learning Objectives

Notes

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 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.             

5.3

To identify and describe the characteristics of the common farm mechanical, hydraulic, and hand jacks and winches. 

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, automotive, floor type, and any other lift.  Identify the type of lift 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.

5.4

To identify the dangers and hazards associated with common lifting equipment.

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.

5.5

To identify the transportation regulations for moving farm equipment on public roads.

Transporting 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.

Learning Objectives

Notes

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, lighting requirements, slow moving signs, clear visibility rules and seasonal restrictions on all farm equipment.

5.6

To understand the need for having emergency equipment.

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.  Assess student’s knowledge using a short answer test or other assessment technique.

Learning Objectives

Notes

6.1

To gain first-hand knowledge of how marketing information is used in producing an agricultural commodity.  (NUM)

Students would benefit from a field trip to an inland terminal or grain elevator as a practical introduction to marketing.  Prepare hosts ahead of time for the level of students’ understanding and the kind of information that would be helpful to students.

Students could use a case history or interview approach to gather and sort information about marketing grains, oilseeds, or specialty crops.

6.2

To describe the basic steps involved in marketing crops.

At this level, students should develop only a basic understanding of the marketing of commodities.  Marketing involves gathering and making decisions about when to sell grain as well as what to seed.   Have students locate and sort current market current information.  Have students provide a description of the various kinds of markets used in field crop production.

Learning Objectives

Notes

7.1

To identify and describe various crops grown in the local area.

Have students identify the crops grown in the local area. Describe the difference between type and variety of coarse grains, cereal grains, oilseeds, pulse crops, and specialty crops.

If possible, have students prepare a display of crop varieties.  Ask students to include information on the use of each crop.

Student Resource Manual:  Have students prepare lists of descriptions of various kinds of crops grown in the local area.

7.2

To describe the factors that influence crop selection in a given area.

Soil types, climatic conditions, and frost-free days are factors which influence the selection of crops.

Student Reference Manual:  Have students prepare a list of the most suitable crop varieties for the area.

Learning Objectives

Notes

8.1

To identify different types and functions of crop production machinery.

Crop production machinery is highly mechanized. 

Have students identify and list grain production machinery and specialized equipment required to operate a grain farm.

Have students prepare an inventory of the various types of tillage equipment, combines and swathers including their uses and functions on the farm.               

8.2

To describe the basic mechanical principles of various crop production equipment.

This learning objective is intended to give students an awareness of the basic mechanical principles behind various types of crop production equipment.  Have a machinery dealer, salesman or crop producer talk about the basics behind combines, seeding equipment or other types of crop production equipment.

Student Reference Manual:  Have students prepare a list of various kinds of crop production equipment including prices and dealers.

Learning Objectives

Notes

9.1

To identify and practice routine inspection of crop production equipment.

Students should become familiar with routine inspection and practices before learning to operate crop production equipment.  Have students list and describe the items to be checked in a pre-start walk around inspection.  Include the proper fluid, greases, and oil levels, filters (air and fluid), lubrication, and engine start-up procedures.  Identify the time span between changes.

Student Reference Manual:  Have students prepare a checklist of routine inspection practices.

9.2

To identify various gauges and controls of farm equipment.

Modern farm equipment uses a variety of gauges and controls. Students should become familiar with all gauges and controls, their function and their normal range of operation.

Have students identify and analyze all of the operator’s controls and gauges stating their purpose and method of operation.  Make sure that students are able to interpret the information and identify the recommended range of the engine load and RPM.

Learning Objectives

Notes

9.3

To demonstrate basic operating procedures of crop production equipment.

When students have a clear understanding of safety procedures as well as maintenance and routine checks of equipment, demonstrate the proper and safe operating procedures for each of the following:

·        starting equipment

·        shifting, clutching and braking

·        operating power take-offs (PTOs)

·        hydraulic systems.