Core and Optional Modules for Feedlot Production 20

Learning Objectives

Notes

18.1

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 feedlot cattle operations.  Consider these hazards from the perspective of the feedlot producers as well as of the cattle.

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

Learning Objectives

Notes

18.2

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

18.3

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, or when applying chemicals and other hazardous materials.

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

18.4

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.

Have students examine the safety hazards associated with the use of power or manual tools.  Students should also identify the hazards associated with jacks and winches.

18.5

To identify fire hazards and precautions on farms.

Examine and list the fire hazards on farms.  Know how and when to use various types of fire equipment. 

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

18.6

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

19.1

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 at a feedlot.  Review the characteristics of effective communication and ask students to prepare examples.

Have students role play employee/employer situations using verbal and written communication.  Emphasize the importance of effective communication skills on the farm. 

19.2

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 forms include:

·        employee time logs

·        tax forms

·        compensation reports

·        market forms

·        feed and consumption records

·        cattle inventories

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 legally required. 

19.3

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

Feedlot 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, or government and industry publications.

Have students find, analyze and describe the use of different types of information on feedlot 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 for information on feedlot 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

20.1

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 feedlot operators to determine the kinds of employability skills that are important to these operators.

20.2

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

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

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

Learning Objectives

Notes

20.3

To identify sources of 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.

20.4

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 the objectives are realistic.

Learning Objectives

Notes

21.1

To review and/or develop farm and land management plans specifically related to feedlot 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 for feedlot cattle production.  Consideration should be given to access to the availability of an abundance of water and feed, drainage, environmental regulations, and access to markets and cattle.

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.  

21.2

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 feedlot production, managing personal time is often beyond the control of the individual operator.  Remind students due to the daily and seasonal pressures of operating a feedlot, finding balance in life will require both planning and flexibility.

Students should also be reminded of 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

21.3

To develop a basic understanding of financial planning.

Financial planning and maintaining business records are some of the most important components of operating a feedlot.  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.

21.4

To develop a farm recordkeeping system.

Preparing a financial plan for a feedlot should be kept simple.  One of the most important building blocks of a good financial plans is the quality and accessibility of the records that provide the information. 

Have students develop a filing system for a feedlot.  Discuss the categories that need to be included, as well as how to file and retrieve information when it is required.

Feedlot operators need to know what they have in their inventory of feed as well as cattle on feed.  Developing and using an inventory system is required for effective operation of a feedlot.  This inventory should include cost, ownership, current value and date, and replacement value as well as any outstanding payables or receivables.

Have students gather or prepare inventory records typically used at a feedlot.

Student Reference Manual:  Have students prepare a simple financial plan for a feedlot.

Learning Objectives

Notes

22.1

To assist with or demonstrate skills in the processes related to with regular machinery maintenance.

The first step in maintenance of farm machinery is having 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 types 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 equipment. 

22.2

To identify and describe a variety 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 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 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.

22.3

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 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 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.

22.4

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.

22.5

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

Learning Objectives

Notes

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 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).

22.6

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

23.1

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 steps means in practical terms and have students apply the steps to a particular agricultural commodity.  Have students compare the marketing activities of different commodities.

23.2

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 practise 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.  Encourage students to include web sites, radio or television broadcasts and print information.

23.3

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

Commodity prices are based on supply and demand.  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.

Feedlot operators need to consider these factors and others when making decisions about the kind of feedlot cattle to market as well as when and where.  Ask a feedlot operator to discuss the factors that are considered when making marketing decisions.

Encourage students to think of ways to mitigate the negative influences of cattle marketing as well as how to take advantage of favourable influences.

23.4

To identify different market opportunities.

Many farmers have chosen to market their agricultural products through alternative, contract, or niche markets.  Have students investigate the different marketing opportunities for cattle.  Encourage students to analyze the advantages and disadvantages of each opportunity.

Engage students in a discussion on how to determine the best time to buy or sell a variety of weights and types of feedlot cattle.  Emphasize the importance of these considerations when buying feed as well as when leasing or buying equipment. 

Students may also wish to explore the opportunities for them to buy feedlot cattle through feeder associations or short term business loans.

Have students describe their ideas for innovative marketing opportunities for feedlot cattle.  For example, have students look at transportation costs of buying and selling cattle in the United States or other Canadian provinces. 

If possible, have students attend the Canadian Western Agribition or other cattle sales to get a first-hand look at marketing.  Ask students about the relationship between purebred sales and feedlot sales.

Learning Objectives

Notes

24.1

To identify and describe the muscular-skeletal structure of the animal

Every time an operator addresses an issue dealing with the feedlot operation, there will be a direct or indirect reference to the structure of the cattle.  It is very important that the operator knows the structure of the animal in order to make knowledgeable decisions when working with cattle.  Knowing the skeletal structure allows the operator to diagnose any health issues, injury, or general sickness.   

The operator of a feedlot has to be aware of the muscle structure as it relates to infection, treatment, and implanting operations.  The operator should know the common areas for injections because the strength of the drug determines the amount and how it is injected. 

Work with a veterinarian or animal health specialist or gather information about these structures.  Check students’ knowledge through diagrams and demonstrations.

Student Reference Manual:  Have students gather diagrams of the muscular-skeletal system.

Learning Objectives

Notes

25.1

To become familiar with castration.

For castration, feedlot operators need to know the location and function of the scrotum, testicles, cord, and penis.  

Have a feedlot operator or veterinarian describe and demonstrate the different kinds of castration devices including emasculators and knives.  Discuss post-castration health care.

Include in the discussion the risks and benefits of castrating animals including observations on health of the animal, feedlot cattle behaviour and weight gain of steers and bulls.

25.2

To become familiar with dehorning.

For dehorning, feedlot operators need to be aware of the major blood vessels and growth “centre” of the horn to complete the dehorning operation. 

With the help of a feedlot operator or veterinarian, demonstrate to students the various types of dehorning procedures including the use of dehorners, pastes, and saws.  Have students observe, assist or demonstrate dehorning.

Discuss post-dehorning care.

Student Reference Manual:  Have students make notes and diagrams of dehorning and castrating procedures including equipment and care of the animals.

Learning Objectives

Notes

26.1

To identify the parts and describe the working and function of squeezes, gates, steer loaders, and other livestock equipment.

Gates, squeezes, scales, panels, levers and other controls are used throughout feedlots.  Operators and workers need to know when and how to use various pieces of equipment.  Take a walk about the feedlot with students to identify the variety of equipment used.

Some equipment will have hydraulic mechanism parts and controls.  The students should be familiar with the manuals for this equipment and be able to demonstrate the workings of the equipment.

Student Reference Manual:  Have students make a list of equipment and special operating or maintenance details.

26.2

To perform a routine inspection.

The operators of a feedlot will have to maintain the equipment to ensure optimum use.  The operator needs to check for proper working of all parts of the equipment.

26.3

To demonstrate routine maintenance and repair of livestock equipment. 

Investigate the manufacturers’ recommendations for monitoring and checking equipment.  Students will perform lubrication with oil and grease as well as check oil levels. 

Student Reference Manual:  Have students list lubrication points, fuel and oil levels and other necessary information associated with livestock equipment used at a feedlot.

Learning Objectives

Notes

27.1

To identify and describe the animal injuries and safety hazards associated with livestock handling equipment.

When a worker or operator uses livestock equipment, there is a potential that the animal or operator may be injured.  The operator must be able to foresee the dangers of using the equipment for himself/herself and the animal.  For example, the operator should be watching for signs of choking, broken bones, crushing or agitation.  Safety to both the animal and operator should be practised at all times.