Core and Optional Modules for Feedlot Production 10

Learning Objectives

Notes

1.1

To identify potential farm hazards.

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

Contact Saskatchewan Labour, Prevention Services Branch,  (787-8399 or 1-800-567-7233) for more information.  

1.2

To describe the use of safety guards, shields, and other safety devices 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 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 around livestock.

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 distinguish between a safe practice and an unsafe practice when using a number of manual and power tools as well as lifting equipment such as jacks and winches.

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.

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. 

Student Reference Manual:  Have students prepare a list and description of the various types of fire extinguishers.

1.6

To know when and how to use basic First Aid.

Basic First Aid is an essential skill on farms.  Students would benefit from taking First Aid courses.  Invite a practical nurse or St. John’s Ambulance personnel to instruct students in basic first aid such as dealing with cuts, burns, sprains and breaks.  Students should be familiarized with emergency procedures for contacting the police station, ambulance and fire department.

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

Learning Objectives

Notes

2.1

To understand the need for reliable information throughout all activities associated with feedlot production.

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 feedlot production including reading and forwarding messages, reading and interpreting animal health products, calculating feed rations or rates of gain, and interpreting manuals and other types of information.

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 also to follow safety procedures.  Have students identify the information and communication needs on a farm.

Learning Objectives

Notes

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.  Often, 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.  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.

Feedlot operators make use of many sources of information.  Finding and sorting information is an important skill particularly for technical information including farm equipment maintenance, feed costs, billing information, and animal health products.  Provide students with a number of manuals and other technical information.  Have students locate and sort information specific to feedlots.

Student Reference Manual:  Have students list useful manuals and publications related to feedlot production.

Learning Objectives

Notes

3.1

To develop individual career profiles.

This learning objective is used to help students identify their areas of interest and abilities in feedlot sector.  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 including 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 the feedlot industry.

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

Encourage students to 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 required
• 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 the feedlot industry. 

3.3

To identify basic personal and employability skills.

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

• teamwork
• punctuality
• personal responsibility
• positive attitude
• co-operation.

Have students provide a description of each of these employability skills.  Role play situations with students demonstrating 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 include a personal time management system.

Learning Objectives

Notes

4.1

To describe the kinds of plans that are used in feedlots.

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

• financial plans
• marketing plans
• cash projections
• equipment usage
• feed purchases
• herd health regimes.

Discuss with students the basics of a plan, what it is used for and how it is developed.  Plans are used to assist in the daily, monthly and yearly operation of a feedlot.

Emphasize to students that plans are used to review past performance, identify future plans and how they might be achieved and monitor progress.

4.2

To develop a plan for the operation of a feedlot.

Describe the basic elements of planning.  Ask students to apply these basics and provide a brief description using these elements in a plan for the operation of a feedlot.  Include considerations for employees, finances, and equipment use.

In preparing a plan for the operation of a feedlot it is important to identify all the resources that are available or required.  To prepare a plan for the operation of a feedlot, students need to investigate and describe:

• sources of cattle, feed and water
• environmental considerations

Learning Objectives

Notes

• availability of cattle
• size of the operation
• human and equipment resources
• buildings, fences and corrals
• feed storage and method of feeding
• financial resources
• markets.

Have students develop a plan for the operation of a feedlot. Use Saskatchewan Agriculture, Food and Rural Revitalization’s web site to assist in finding information.

Student Reference Manual:  Have students prepare a number of plans for buildings, fences, corrals, livestock handling equipment and feed 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 a 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 maintenance practices related to the particular machine.

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

5.2

To identify and describe a variety of different types of tools (power and manual).

There are a number of screwdrivers, wrenches, and tools used in the daily maintenance and operation of feedlot equipment.

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 how 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. 

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 weight of the item being lifted. 

Have students compare and contrast the uses and efficiencies of the direct vertical, automotive, floor type, and any other type of 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 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.

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 requirements for width, height, length, lighting, slow moving signs, clear visibility 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).

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 students’ knowledge using a short answer test, oral interview 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.

Students would benefit from a field trip to an auction barn, inland terminal or grain elevator as a practical introduction to marketing.  Prepare hosts ahead of time regarding 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 livestock marketing.

6.2

To describe the basic steps involved in livestock marketing.

At this level, students should develop only a basic understanding of livestock marketing.  Marketing involves gathering and making decisions about when to buy or sell calves, cows or finished cattle.  Have students locate and sort current market information.

Have students provide a description of the various kinds of markets used in marketing feedlot cattle.

Learning Objectives

Notes

7.1

To develop an understanding of the basic terminology used in describing feedlot cattle.

Students need to develop an understanding of the specific terminology used in describing different types of feedlot cattle.  With the help of feedlot operators, cattle producers, livestock specialists, cattle buyers, or other resources, introduce students to a variety of terms including:

• backgrounders
• short-keep cattle
• finished cattle
• rail grade
• fats cattle
• yearlings
• grass cattle
• rate of gain
• cattle on feed
• cost per pound of gain
• shrinkage

7.2

To identify suitable types of feedlot cattle by breeds, types, ages, and condition.

Have the students research the different cattle breeds and cross-breeds that are best suited for feedlot production.  Have students identify the advantages and disadvantages of each.  Students should also investigate market reports and look at which types demand the best price. 

Learning Objectives

Notes

7.3

To describe the most desirable physical characteristics for calves, yearlings, cows, short keeps, backgrounders and fat cattle.

Ask a livestock specialist, feedlot operator or cattle buyer to discuss what to look for when examining the best types of cattle to place in a feedlot.  Students should develop an understanding that these characteristics are needed to maximize production for feedlot profits.

Learning Objectives

Notes

8.1

To describe the physical characteristics of beef cattle which are significant in a feedlot situation.

Invite a livestock specialist, veterinarian, feedlot operator or other knowledgeable person to discuss a variety of physical characteristics which are significant in a feedlot situation.  Some of these include:

• the digestive system of cattle and how it affects what type of feed cattle eat, feeding times, transportation and overall health
• the foot and leg structure of cattle in relation to size, weight, and the animal’s ability to move through chutes or on various types of flooring
• the effect of weather on animal health
• the effects of touching animals with stock prods or whips and how feedlot cattle react to pain and shock
• the effect of shock on feedlot cattle including transportation, handling and weather
• the nature of the cattle’s vision and hearing and its effect on cattle behaviour

8.2

To understand the effects of stress on feedlot cattle.

A number of factors can induce stress on feedlot cattle.  Stress in feedlot cattle reduces the ability to digest feed efficiently and can also cause illness and disease.

Have a feedlot operator discuss the various kinds of stress that affect feedlot cattle including:

• the nature of the cattle vision (360 degrees) and how it affects cattle behaviour both positively and negatively. 

Learning Objectives

Notes

• the nature of cattle hearing and how noise can cause stress (e.g., loud noises can cause excitability and increase heart rate)
• moving cattle
• weaning
• vaccinations
• changes in feed.

Students should become knowledgeable about techniques to reduce stress on feedlot cattle.

Learning Objectives

Notes

9.1

To develop safety skills in handling cattle when using scales, chutes, and gates. 

Demonstrate the hazards associated with scales, chutes, and gates and describe techniques which should be used to minimize accidents.  Remind students that they should be alert and concentrate on the tasks that are required.  Discuss with students how they should handle animals to minimize trampling, kicking, butting or other kinds of animal behaviour which would be harmful both to animals and students.

9.2

To identify and describe the workings of a squeeze.

Identify the parts, and describe the workings and function of each part, on a manual and power squeeze.  Students should be able to demonstrate the proper settings and maintain the appropriate squeeze pressures.  Demonstrate the proper way to set a headgate to suit the animal in order to properly restrain it.  Have students demonstrate the ability to work and adjust the squeeze.

9.3

To identify and describe the workings of a cattle scale.

List and demonstrate the parts of a scale to students.  Describe the limits of the scale.  Demonstrate to students how to prepare the scale for proper operation including balancing and cleaning.  Students should demonstrate proper operating techniques and describe key points of accurate scale operation.  Ensure that students can record weights accurately.

9.4

To demonstrate the proper use of handling tools such as prods and whips.

Students will describe the proper selection of handling devices/ tools that will allow the animals to be moved efficiently with the least amount of stress.  The students will identify what works best for what jobs in order to minimize stress on the animals.

Learning Objectives

Notes

10.1

To develop an understanding of the basic elements and considerations of feed rations.

Invite a livestock specialist or feedlot operator to discuss the basic requirements of feed rations for the various types or kinds of cattle which may be in a feedlot.  Have students investigate the nutrient qualities of various types of feed and prepare basic feed rations.  (Effective August 1997, both Canada and the United States banned feed that contains cattle protein.  Feeding of cattle protein to other cattle is a practice believed to contribute to the spread of made cow disease know as bovine spongiform encephalopathy (BSE).  BSE is a fatal disease that destroys the brains of infected cattle.  Humans can contract a form of the disease, known as variant Creutzfeldt-Jakob, by eating tissue from the brains, spinal cords and nervous systems of infected animals. Creutzfeldt-Jakob is an incurable disease.)

Student Reference Manual:  Have students prepare a chart of basic elements and considerations needed for feed rations.  Include a list of supplements and the costs. 

10.2

To develop an understanding of the relationship between the condition of cattle and the type of feeding plan used.

At this level, students should develop an understanding that adjustments in feeding plans need to be made according to the size and type of cattle being feed.  Demonstrate to students how to assess the condition of the cattle in a certain pen and plan the food for maximum growth at minimum cost.  The

Learning Objectives

Notes

proper mixing techniques and proportions should be analyzed.  Have students develop a plan that accommodates the complete growth cycle of the animals.

Student Reference Manual:  Have students develop a chart listing the type, age, sex and condition of cattle and the recommended feed plan.

10.3

To develop and use feeding records.

Feedlot operators need to develop and maintain careful records indicating the amount and kind of feed consumed by the animals.  These records should be “user-friendly” and easily accessible on a daily basis.  Have students look at a variety of plans and develop their own if necessary.

Learning Objectives

Notes

11.1

To describe the problems of handling cattle for transportation.

The people handling cattle must be conscious of the amount of body movement, noise level, and respect to ensure animal safety, health and welfare.  The handlers must show patience, care and concern.  The stress for animals depends on what you do when handling them and on forward planning to know where you want animals to go and whether they will fit in a space pen or chute.  Overcrowding can cause unnecessary stress.  Cattle that are being transported long distances should be accommodated by providing the plans for water, food, and safety of the animal in transport.

11.2

To demonstrate the correct selection of handling aids and their proper use in moving cattle under a variety of situations.

Animals must be moved efficiently and smoothly in order to reduce the amount of stress for the animal.  The people in charge of moving the animals must be aware of what works best in the given situation.  It is important to assess the situation ahead of time and decide on the proper equipment to use to move the animals. 

Learning Objectives

Notes

12.1

To identify methods of identifying sick or injured animals in a feedlot.

Injured or sick feedlot animals can be identified by tags, brands or by marking with livestock markers.  There are many types of tags that can identify a large amount of information about the animal.  Each feedlot has developed a specific method for identifying animals. 

Have students investigate the methods used to identify sick or injured animals.  In addition, have students describe safety hazards associated with tagging or other types of identification, and describe key techniques or practices to ensure the animals’ safety. 

12.2

To identify and describe the nature of vaccines and how they work.

Vaccines are preventative drugs that stimulate the immune system.  Each type of vaccine is used to prevent specific diseases.  Students should develop an understanding of the most common vaccines including how they should be handled, proper dosage, and how to document and record the procedure in the animal record system. 

Student Reference Manual:  Have students develop an animal health record system.

Students should also develop a chart of the most common vaccines including when they are used, dosages, handling, and storage.

Learning Objectives

Notes

13.1

To describe the range of symptoms of respiratory diseases, eye disorders, feet and leg disorders, and skin disorders.

Discuss with students the following range of symptoms:

• Respiratory diseases have symptoms of fever, cough, and rapid breathing. 
• Eye disorders may be in form of pink eye, cancer eye or injury.  Look for inflammation, watery, discharge, or smell.
• Feet and leg disorders may be foot rot, cracks or wounds in hoof or bruises.  Look for lameness, swelling or stiffness. 
• Skin disord