Core and Optional Modules for Field Crop Production 30

Learning Objectives

Notes

34.1

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 should be monitored on a farm.  Students should also be familiar with various farm safety groups, organizations and regulations such as Workers’ Compensation.

34.2

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, sand 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.

Have students develop a personal safety audit of a farm.

Learning Objectives

Notes

34.3

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 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.

34.4

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

Students should be able to identify fire hazards and demonstrate all 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 students prepare a checklist of potential fire hazards, types of fire extinguishers and fire safety precautions.

Learning Objectives

Notes

35.1

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.

Students should also make a chart of emergency phone numbers, police and fire departments, and ambulance services.

Learning Objectives

Notes

36.1

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 how to gather information related to each need and the kind of communication regarding this information that is the most effective. 

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

Learning Objectives

Notes

36.2

To locate and sort useful information required on a farm.

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

In groups or as individuals, have students gather, sort and critique information about crop 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.

36.3

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

·        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 follow.

Writing and Publications packages such as:

·        word processing systems

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

Learning Objectives

Notes

Information Management systems such as:

·        spreadsheets

·        database Management

·        teleconferencing.

Office tools such as:

·        facsimile

·        electronic mail

·        voice mail.

Learning Objectives

Notes

37.1

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, operation

·        marketing, distribution and retail services

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

·        resource management.

Have students 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

38.1

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. 

38.2

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.

38.3

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.

38.4

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

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

Learning Objectives

Notes

Refer to Levels 10 and 20 as well as training plans.

Learning Objectives

Notes

40.1

To become familiar with the various pieces of legislation covering the transportation of cultivation equipment.

Various rules and regulations, including provincial legislation, govern how and when farm equipment is moved.  Some of these transportation restrictions include:

·        use of slow moving vehicle signs

·        height and weight considerations

·        speed considerations

·        road obstructions

·        road conditions.

Student Reference Manual:  Have students investigate transportation regulations for various pieces of farm machinery.

40.2

To demonstrate the safe transport of farm equipment.

Demonstrate how to prepare and hook up the equipment for road transport. 

Inform students of what to look for when preparing to transport equipment including:

·        proper drawbar length and height

·        proper drawpins

·        hydraulic connections

·        slow moving signs and proper lights installed.

Learning Objectives

Notes

41.1

To interpret the signs, symbols, and directions of the manufacturer’s recommendations for safe handling of various products and containers used for crop production.  (CCT, COM)

Various products such as crop protection products as well as oils, lubricants, and other products used for crop production can have harmful effects on the environment as well as on human health.

It is important that the manufacturer’s recommendations for safe handling and disposal of containers or waste fuel, oil, or lubricants be followed carefully.

Manufacturers describe these procedures very carefully and they should be followed exactly.  Have students interpret the signs, symbols and manufacturer’s directions.  Students should develop a working knowledge of the manufacturer’s guidelines. 

Student Reference Manual:  Have students develop a log of all the symbols and their meanings.

41.2

To become familiar with environmental laws regarding the disposal of various farm chemicals, lubricants and containers.

The students should become familiar with environmental laws and the restrictions governing the disposal of various farm chemicals.  Improper disposal can damage the environment and expose the farmer to issues of liability.

Learning Objectives

Notes

Municipalities have different regulations on the use and disposal of all waste fuels, chemicals and other crop protection products.  These regulations have a great impact on the grain farm.  It is important that the farm operator knows the environmental impact that the chemicals have on the operation of the grain farm.

Student Resource Manual:  Have students research and list the regulations from the municipality, province and/or other agencies regarding various crop production products, petroleum substances, containers and other substances. 

Have students make a list of chemicals, powders, and petroleum substances used in the production of crops. 

Students should identify the regulations and restrictions of each substance. 

Students should also describe the precautions, regulations, and environmental impact that each substance has on the farm operation.

Learning Objectives

Notes

42.1

To describe grain marketing systems.

Producers need to make a number of decisions on when and where to market grain.  Invite a number of experts to speak to students about grain marketing including various options available to producers.

Discuss with students the global nature of grain marketing.

Have students identify different ways of marketing grain.  Encourage students to use technology as a tool to access information regarding grain marketing.

42.2

To describe transportation of grain.

When, how and where to transport grain are important decisions for producers.  Grain transportation issues have taken on much greater significance in the last ten years.

Have students investigate the various grain transportation options available to producers.  Discuss the various factors that producers need to consider when making decisions about grain transportation.

42.3

To develop a knowledge of grading.

Producers use different marketing strategies depending on the grade of grain that they produce.  Growing conditions affect the grain quality.

Learning Objectives

Notes

Developing the ability to identify the grade of crops can help producers make important marketing decisions.  Discuss with students the kinds of decisions that farmers make based on the quality of the crops.

Invite an elevator manager or other knowledgeable person to discuss with students the grading of grains.  Discuss the:

·        grading system

·        criteria for grades including quality, weight, and colour

·        alternative markets for various types of grain.

Student should be able to grade various types of grain.

Student Reference Manual:  Have students research and list various options for grain transportation.

Students should also research and list alternative markets for various quality of grain.

In addition, have students list grading criteria for various crops.

Learning Objectives

Notes

43.1

To identify the components of a financial plan.

All financial plans have common elements.  Gather a variety of types of plans for students to examine.  Ask what the common elements are and describe the meaning of the terms.

Have students identify the components of financial plans and compile a list for future reference.  Students should be prepared to look at the different computer programs that are available for financial planning.

43.2

To develop a financial plan.

Have students prepare a financial plan using either manual writing skills or a computer version.  The plan should include all aspects of a particular style of farming operation. 

43.3

To prepare a records management system.

Producers need an effective records management system in order to help develop and maintain financial plans.  Ask a farm business consultant or extension agrologist to help students develop a records management system.

Student Reference Manual:  Have students develop a list of records that should be kept and prepare a financial plan.

Learning Objectives

Notes

44.1

To develop the ability to operate grain moisture testing equipment.

Have students study manuals on grain moisture testing equipment.  Students should perform the actual testing of the grain using equipment.

44.2

To analyze and recommend the proper storage.

Discuss the factors that need to be considered when recommending proper grain storage.  These factors include weather, location of storage and other factors before making a final recommendation.

Have students research different types of devices for controlling the condition of grain in storage.  Students should be familiar with the cost efficiency and practicality of the devices on the specific farm operations.

Student Reference Manual:  Have students list different types of grain, climatic conditions, temperature and any other information that is required to make accurate recommendations for the proper storage of all types of grain crops.

Have students list bins, locations and storage capacity on the farm.

Learning Objectives

Notes

45.1

To demonstrate proper procedures for putting farm equipment into seasonal storage.

Demonstrate how to clean off any residues or foreign material from the machinery.  Prior learning should enable students to identify basic maintenance and repairs.  Students should be able to store the equipment in sheds in order of seasonal usage.  If necessary, students should be prepared to observe, assist or demonstrate the removal of any hitches, PTOs, or other attachments.

Have students protect various machinery components using rust inhibitors and tarps.  Students should also be able to demonstrate how to block equipment to relieve weight on tires or hydraulic pressures, and other examples of relieving stress on farm equipment.

45.3

To identify routine procedures to prepare equipment for storage.

Students should know how to prepare engines and drive trains for stora