Core and Optional Modules for Field Crop Production 20

Learning Objectives

Notes

19.1

To identify existing or potential hazards on the farm.

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 crop production.

Student Reference Manual:  Have students develop and/or use a farm safety audit that includes safety for operators, handlers and visitors.

19.2

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

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.

Learning Objectives

Notes

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.

19.3

To describe the proper clothing and protective gear used on farms.

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, applying chemicals and other hazardous materials.

Have students identify when and where protective gear should be used.

19.4

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.

Examine the safety hazards associated with the use of power or manual tools.  Identify the hazards associated with jacks and winches.

19.5

To identify fire hazards and precautions on farms.

Examine and list the fire hazards on farms.  Students should know how and when to use various types of fire fighting  equipment. 

19.6

To know when and how to use basic First Aid.

Have students prepare a list of basic First Aid procedures.  If possible, encourage students to take a First Aid Course.

Learning Objectives

Notes

20.1

To encourage effective verbal and written communication skills.  (COM)

Ask students to list a number of examples of verbal and written communication that is 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)

20.2

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

Learning Objectives

Notes

·        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. 

20.3

To develop skills in finding, analyzing and using a variety of information.  (IL)

Crop 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 crop 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 crop 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.

Learning Objectives

Notes

21.1

To examine the importance of employability skills.  (CCT)

Have students examine the following list of employability skills and describe how they would apply to careers in agriculture:

·        ability to communicate effectively

·        problem-solving skills

·        technological ability

·        positive attitude

·        punctuality

·        responsibility

·        adaptability

·        independence and self-reliance.

Have students interview crop producers or farmers/trainers to determine the kinds of employability skills that are important.

21.2

To examine different career choices in the production of crops.

Have students look at a number of career choices that fit their personality and learning styles.

Have students prioritize these choices by interest and job requirements.  Have students state the reasons for these decisions.

Learning Objectives

Notes

21.3

To identify the sources of career counseling and organizations that can assist in planning a career.

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.

21.4

To develop a career plan and appropriate educational strategy.

Have students prepare a career plan including both short term (1-2 years) and long term (2-6 years) objectives.  Have students describe the objectives in writing and how they might achieve them.  Review the plans with students making sure that they are realistic.

Learning Objectives

Notes

22.1

To review and/or develop farm and land management plans specifically related to crop production.

Core modules in Level 10 develop the basic elements of farm planning.  Review the strategies presented at this level.  Have students review and/or develop the farm and land management plans specifically relating to crop 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.  

22.2

To review the process of effective time management (personal and farm).

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 to balance school, work, and recreation.  In crop production, managing personal time is often beyond the control of the individual producer.  Remind students that, in spite of the seasonal pressures of seeding or harvesting, 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.

Learning Objectives

Notes

22.3

To develop a basic understanding of financial planning.

Financial planning and maintaining business records are some of the most important components of operating a grain farm.  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 Curriculum Guide, Farm Accounting Module, for more information and practice activities.

Student Reference Manual:  Have students prepare a financial plan for a particular farming operation.

22.4

To develop a farm recordkeeping system.

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 as well as 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.

Learning Objectives

Notes

23.1

To assist or demonstrate 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).

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 crop production equipment. 

23.2

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.

Learning Objectives

Notes

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.          

23.3

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.

23.4

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.

Learning Objectives

Notes

23.5

To identify the transportation regulations for farm equipment and loads of grain being shipped on public roads.

Transporting grain 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. 

Grain transportation regulations also specify the types of trailers that can be used as well as restrictions.

Student Reference Manual:  Have students prepare a number of descriptions/situations of transportation of grain or farm equipment.  Include outside sources of information for specific rules and regulations (i.e., Highway Traffic Board for over-width, over-height vehicles).

23.6

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.

Learning Objectives

Notes

24.1

To describe how to market an agricultural commodity.

Marketing of any products 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 for advertising and promotion in a variety of markets.

Describe what each of these activities entails in practical terms and have students apply the activities using a particular agricultural commodity.  Compare the marketing activities of different commodities.

24.2

To develop skills in gathering and using market information for a particular agricultural commodity.

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 and 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.

Learning Objectives

Notes

Student Reference Manual:  Have students list sources of current market information including web sites, radio or television broadcasts and print information.

24.3

To identify factors that influence decisions about marketing an agricultural commodity.  (CCT)

Commodity prices are based on supply and demand.  However, 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.

24.4

To identify different market opportunities.

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 crops, purchase fertilizer and chemicals, and lease or buy equipment. 

Students may also wish to explore the opportunities that may exist in marketing clubs.  Local extension agrologists should be able to assist students in locating a nearby marketing club.

Have students describe their ideas for innovative marketing opportunities of field crops.

If possible, have students attend the Canadian Western Agribition, Farm Progress Show or Crop Production Show to gain first-hand information on crop marketing.

Learning Objectives

Notes

25.1

To identify the general features of cultivation and seeding equipment and carry out routine service and maintenance.

Students will have been exposed to the basic components of cultivation and seeding equipment and routine inspection of equipment in Field Crop Production 10.

Have students identify the major components of seeding and cultivation equipment. 

Have students demonstrate a routine inspection and maintenance of cultivation and seeding equipment.  Ensure that they are able to identify the major components of the equipment.  Review if necessary.

25.2

To develop an awareness of tillage patterns.

Indicate to students the correct lines of tillage that maximize the use and operation of equipment.

Identify the types of working patterns for fields including:

·        working back and forth

·        round

·        angled

·        width of turn strips

·        working patterns for irregular shaped fields.

Indicate to students how to minimize time wastage while achieving optimum coverage and care of the equipment.

Student Reference Manual:  Have students make diagrams and notes on the tillage patterns of particular fields.  (COM)

Learning Objectives

Notes

25.3

To develop skills in operating cultivation and seeding equipment at the proper speed.

Demonstrate to students the ways in which the operation of cultivation and seeding equipment affects how parts are worn or broken.

Discuss proper operating speed, depth of shovels, angle of penetration, and wing and machinery levels.

Indicate the proper speed range for equipment including the various RPM ranges and proper gears for different terrain and soils.

25.4

To identify the appropriate width and depth ranges of equipment.

Identify how to set the depth control on cultivation and seeding equipment and how to adjust the depth according to soil type or conditions.

Identify and discuss the hazards which students may encounter including improper turning techniques.

Student Reference Manual:  Have students make notes on how to adjust seeding and cultivation equipment.

25.5

To develop the ability to turn cultivation and seeding equipment properly.

Describe to students the proper turning procedures.  Describe and demonstrate:

·        turning radius

·        tractor-implement clearance

·        cornering methods.

25.6

To demonstrate the ability to unplug cultivation and seeding equipment.

Discuss the ways in which cultivation and seeding equipment can become plugged (i.e., rocks, crop residue or wet field conditions). 

Identify methods for unplugging equipment and how to prevent situations where plugging occurs.

25.7

To develop skills in filling and maintaining seeding equipment.

Describe pre-fill procedures with students such as :

·        cleaning seed boxes

·        clearing of tubes for air machines

·        preparing seed for filling

·        use of proper spouts

·        operation of hoists

·        backing up and hooking up to seeding equipment.

Learning Objectives

Notes

Discuss how to protect the seed and seeding equipment from climate conditions. 

25.8

To develop skills in monitoring and maintaining depth adjustment of seeding.

Discuss how to monitor and maintain the depth adjustment of seeding equipment in order to keep the seed placed at a uniform depth throughout field.

25.9

To develop accurate seeding techniques.

Describe some of the causes and effects of seeding problems.