Core and Optional Modules for Dairy 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 dairy cattle operations.  Consider these hazards from the perspective of the beef producers as well as in relation to the cattle.

Student Reference Manual:  Have students develop and/or use a farm safety audit.  Students should include safety for animals as well as for operators, handlers and visitors.

Learning Objectives

Notes

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.

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, and when 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 equipment. 

Have students consider the fire hazards to feed supplies such as, hay, straw and grain.  Indicate or have students suggest precautionary measures.

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 the First Aid Course through St. John’s Ambulance.

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 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)

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

·        feed and consumption records

·        cattle inventories

·        production records

Learning Objectives

Notes

·        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)

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 dairy 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 of information on dairy 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.

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 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.

21.2

To examine different career choices in the production of dairy cattle.

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

Have students prioritize their choices by interest and job requirements and 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 be achieved.  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 dairy production.

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 them to dairy 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.  

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 dairy 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.

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 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 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, 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.

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 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 maintenance practices of the particular machine.

Student Reference Manual:  Have students prepare or update checklists of preventive maintenance procedures for each piece of dairy production equipment. 

Learning Objectives

Notes

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.

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 its structure.  It is important for students to be aware of the weight range, strength, and capacity of the jack in relation to 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.

Learning Objectives

Notes

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.

23.5

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

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 that 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).

23.6

To understand the need for having emergency equipment.

Outline and give examples of the tools and emergency equipment that 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 of advertising and promotion in a variety of markets.

Describe what each of these activities entail 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.  There are, however, other factors 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 others when making decisions about marketing an agricultural commodity.  Discuss with students these factors.  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 markets, 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 about 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 opportunities to buy dairy cattle through feeder associations, through short term business loans or through leasing beef cows.

Have students describe their ideas for innovative marketing opportunities of dairy cattle.  If possible, have students attend the Canadian Western Agribition or other cattle sales to get a first-hand look at marketing.

Learning Objectives

Notes

24.5

To explain the function of the Milk Control Board in Saskatchewan.

Students should research the operation of the Milk Control Board by accessing the web site at:  www.saskmilkcontrolboard.ca or by contacting them at:

Milk Control Board

1210 - 2500 Victoria Avenue

Regina SK  S4P 3X2

(306) 787-5319

Students should be aware of the key points in The Milk Control Act, 1992.

24.6

To describe the quota system required for operating a dairy in Saskatchewan.

Students should become familiar with the requirements for starting a dairy operation in Saskatchewan or for purchasing an existing dairy.

Students should be able to describe the powers of the Milk Control Board with regard to:

·        collecting and purchasing producer milk

·        transporting and selling milk to distributors and processors

·        compensating producers using a multiple component pricing system

·        managing production levels

·        collecting and administering fees or levies required to operate the provincial milk pool

·        funding other program activities of benefit to the industry.

24.7

To explain how milk and milk products are priced in Saskatchewan.

Students should be able to explain the multiple component method of pricing milk in Saskatchewan.  Students should be able to describe Class 1a milk and Class 1b milk and explain how many different classifications exist.

Learning Objectives

Notes

25.1

To describe the factors that contribute to an effective breeding and reproduction plan.  (COM)

Invite a dairy specialist or producer to make a presentation regarding dairy herd development, and effective breeding and reproduction plans and practices.

Have students determine the key factors that producers use to make decisions about effective breeding and reproduction programs (i.e., the optimum traits to be considered in selecting dairy cattle).  Some of these factors include longevity of the animal, production rates, confirmation, and disposition.  Discuss why each of these factors is important to dairy production.  Enhance students’ learning by using appropriate industry terminology throughout the presentation.  Clarify any descriptions that students may not know.  (COM)

Students may wish to do a comparison of dairy cattle breeds. 

Student Reference Manual:  Have students develop a list of key factors that contribute to an effective breeding and reproduction plan.

25.2

To demonstrate an understanding of cow history records.

Cow history records provide important information to dairy producers.  Gather some examples of cow history records and work with students to interpret the information.  Explore and explain the kinds of data included in a cow history program. 

Discuss how cow history records are used in conjunction with milk production practices.  (CCT)

Learning Objectives

Notes

Student Reference Manual:  Have students include examples of cow history records and make notes on abbreviations and other types of information contained in the records 

25.3

To explore various recordkeeping systems pertinent to dairy herd analysis and management.  (COM)

Explain the importance of the various types of data used in dairy herd analysis and management.  Indicate the appropriate amount of information that is pertinent to dairy herd analysis and management.  (CCT)

Exploration of web sites and computer applications available for recordkeeping will increase student awareness of the relationship of technology to the dairy industry.  Contacting extension agrologists or dairy specialists to ask for information and assistance may also prove beneficial.

Student Reference Manual:  Have students list information sources including computer software or resource people who may provide information in the future.

25.4

To describe a breeding and reproduction program.

An effective breeding and reproduction plan combines the traits from bulls and cows.  Records from breeding bulls as well as the information from the cow history program are used to plan effective breeding and reproduction programs. 

Gather records from breeding bulls and cow histories.  Work with a producer, dairy specialist or veterinarian to plan a breeding and reproduction program. 

25.5

To demonstrate the ability to record necessary data for breeding and reproduction records.

Work with a producer to practise recording the necessary data.

Learning Objectives

Notes

26.1

To develop an understanding of the nutritional needs of newborn calves.

Have students research the nutritional and physical needs of newborn calves.  Use the expertise of a veterinarian or dairy producer.   Include in the discussion the benefits of colostrum as well as how it can be used and stored.  Students should demonstrate or have knowledge of the appropriate amount of colostrum to feed new born calves.

Demonstrate navel dipping to students.  Inform students of the risk of infections resulting from improperly disinfecting navels of newborn calves. 

26.2

To understand the nutritional requirements of dairy calves.

The rumen of a calf changes as it grows and develops.  Have students research how the rumen changes and identify changes to the feeding program that need to accompany these digestive system changes.

Have the students make notes on the nutritional requirements of dairy calves as they grow and develop.

Learning Objectives

Notes

26.3

To develop skills in preparing appropriate amounts of feed for dairy calves.

Gather examples of milk replacer, supplements or feed tags and other types of information on the rations fed to dairy calves.  Work with students to read and interpret the information on the tags.  Compare this information with nutritional requirements of dairy calves. 

Demonstrate to students how to prepare appropriate amounts of feed, appropriate preparation and mixing, feeding techniques, and appropriate behaviours to demonstrate during the feeding of calves.  Under supervision, have students prepare feed for calves of different ages and weights.

Ensure that students are familiar with the care and use of all types of feeding equipment used. 

Student Reference Manual:  Have students gather examples of labels and feed tags and interpret the information.

Have students develop a chart that describes feed preparation and feeding techniques employed from birth through weaning of calves.

26.4

To understand the importance of an abundant supply of quality water for calves.

Often overlooked, water is an important component in meeting the nutritional requirements of dairy calves.  Investigate the water requirements for different ages of calves.  Have students practise making routine inspections of waterers to ensure that calves have access to clean and abundant supplies of water.  

26.5

To develop the ability to care for the physical needs of dairy calves.

In addition to meeting the nutritional requirements of dairy calves, producers must also care for the physical needs.  Students should demonstrate the ability to care for the physical needs by inspecting and maintaining the areas or pens where calves live.  (IL)

Student Reference Manual:  Have students develop a checklist for the inspection and maintenance of the physical facilities used to house calves.

Learning Objectives

Notes

27.1

To develop the ability to prepare the milking system for operation.  (IL, TL)

Work with students to observe and review the milking system prior to, during and following the milking process.  Explain to students what to look for and what types of adjustments or other tasks may be necessary during the milking process. 

With assistance, have students carry out preparation procedures appropriate to the type of milking system utilized in the dairy operation.  (TL)

27.2

To develop the ability to operate a milking system.

Review and/or observe the operation of the milking system.  Have the farmer-trainer indicate to the student how to monitor the system during operation.  Demonstrate any routine and necessary adjustments required during operation of the equipment.  

When they understand, students should be encouraged to independently monitor the milking system during the milking process.  Adjustments should be made only when an appropriate skill level has been reached.

Learning Objectives

Notes

27.3

To demonstrate the ability to shut down the milking system.

Review with students the appropriate shut-down procedures for the type of milking system utilized.  Students should understand the mechanical and sanitary considerations associated with appropriate shut-down of the milking system.

Student Reference Manual:  Have students prepare a step-by-step account of how to prepare, start up, operate, follow up, and shut down a milking system.  It is important to note that,