Core Modules for Feedlot Production 30

Learning Objectives

Notes

32.1

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

32.2

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 or 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.  Students should also develop a personal safety audit of a farm.

Learning Objectives

Notes

32.3

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 when 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.

32.4

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

33.1

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 using 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 including police and fire departments, and ambulance services.

Learning Objectives

Notes

34.1

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 type of information that producers require.  For example, producers need information on:

·        commodity prices, markets and growing conditions 

·        transportation and input costs

·        health problems and weed or insect infestations

·        financial requirements and banking information.

After identifying these information needs, have students consider where they could gather information related to each need and how they could communicate this information most effectively. 

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

34.2

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.

Learning Objectives

Notes

Have students prepare a resource listing of information including the source and availability of the information and where and how it might be used.  Encourage students 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.

34.3

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

·        make good 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 are:

Writing and publications packages such as:

·        word processing systems

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

Information management systems such as:

·        spreadsheets

·        database management

·        teleconferencing.

Office tools such as:

·        facsimile

·        electronic mail

·        voice mail.

Learning Objectives

Notes

35.1

To identify career clusters and the range of occupational opportunities in feedlot production.

List and research careers or occupations relating to feedlot production and cluster them according to:

·        primary production - professional science, management and operation

·        marketing, distribution and retail services

·        support services - production and processing, financial and governmental

·        resource management

Have students consider job descriptions, employment market, educational requirements, and wage expectations.  If possible, students should assess current employment opportunities based on employment statistics.  There are a number of web sites on agricultural careers for students to review.

If possible, have students work with other ATEC students and hold a career fair or make oral presentations on other sectors.

Learning Objectives

Notes

36.1

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. 

36.2

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.

36.3

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 on the statement. 

Student Reference Manual:  Have students prepare a net worth statement.

36.4

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 to training plans (see appendices).

Learning Objectives

Notes

38.1

To describe the rumination and digestion process.        

Cattle have a very unique stomach structure.  In addition, the function of the digestive tract changes form as cattle develop from newborn to mature animals.  Feedlot operators need to know how the digestive system develops from the calf to mature animals in order to adjust feed rations which will ensure animal health and maximum productivity.  

Have students research the rumination and digestion process in cattle.  Diagrams will help students understand the rumination and digestion system.  Examine and explain the different microorganisms required to break down different feeds. 

38.2

To develop feeding programs for various types and ages of feedlot cattle.

Feedlot cattle are grouped and fed according to age, size, sex and condition.  Different types of feed are fed to different groups of cattle depending on the feedlot operator’s plans for growth rate, markets, and overall health of the animals.  The nature of the digestive system in beef cattle is such that different feeds have different effects on cattle. 

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 have caused the outbreak of mad cow disease – know as bovine spongiform encephalopathy (BSE).  BSE is a fatal disease that destroys the

Learning Objectives

Notes

brains of infected cattle.  Humans can contract a form of the disease, know as variant Creutzfeldt-Jakob, by eating tissue from the brains, spinal cords and nervous system of infected animals.  Creutzfeldt-Jakob is an incurable disease.

When a feeding regime has been proposed based on available feed, it is important that producers do a feed analysis to ensure that there are adequate amounts of total digestible nutrients, crude protein, vitamins and minerals.  Feed analysis will provide information on deficiencies and indicate any problems with the feed.

Have students prepare a feeding plan, obtain feed samples and analysis and assess the plans for different pens (groups) of feedlot cattle. Verify these plans with a veterinarian, feedlot operator or livestock specialist.  

Student Reference Manual:  Have students describe the digestive system functions and nutritional requirements of:

·        weanlings

·        backgrounders

·        mature cows and bulls

·        cattle coming off grass

·        yearlings

38.3

To identify the symptoms of common digestive diseases and disorders.

Digestive diseases can be caused by viral, microorganism, or bacterial infections.  Digestive disorders are caused by problems with feed, parasites, physiological problems or stress.

Factors that feedlot operators need to consider are the problems that can occur because of rapid feed switches, concentrates, and additives.

Work with the feedlot operator or veterinarian to describe various common digestive diseases and disorders to students.

Student Reference Manual:  Have students research and prepare a chart which lists the various digestive diseases and disorders, causes, prevention, medication and other remedies. 

Learning Objectives

Notes

39.1

To identify and demonstrate the operation of specialized feedlot equipment.

There is a variety of specialized livestock equipment that may be used in feedlot operations.  Some of these include weigh scales, feed mills, front end loaders, bale shredders, tub grinders, forage harvesters, and feed wagons.

Demonstrate the maintenance, repair and operation of the equipment used at a feedlot. 

Student Reference Manual:  Have students prepare a list of specialized feedlot equipment, describe the major components, identify safety procedures and demonstrate proper operation and maintenance.

Learning Objectives

Notes

40.1

To describe the different marketing options available for feedlot operators.

Have students research and describe the different types of markets available to the operator.  Have students compare and contrast these different types for advantages and disadvantages. 

40.2

To understand terminology specific to the marketing of beef cattle.

In order to make informed decisions about when and where to market the cattle produced on a cow/calf operation, producers need to be aware of beef marketing terminology.

Discuss the following terms:

·        grading system and categories

·        shrinkage

·        yield

·        backgrounders, replacement heifers, feeders, slaughter cattle, cull cows and bulls

·        rate of gain

·        cost of production.

40.3

To understand other factors that play a role in the marketing decisions associated with a cow/calf operation.

There are a number of marketing options available to the cow/calf operator.  The maximum price, however, for selling as well as the minimum price for buying still does not guarantee a profit margin.  Buyers and sellers need to obtain as much

Learning Objectives

Notes

information as possible on current and future conditions including:

·        livestock price

·        feed requirements and costs

·        condition of the cattle

·        transportation

·        interest rates

·        grain prices

·        weather conditions

·        the number of cattle in feedlots

·        purebred and commercial demand.

Have students suggest how each of these factors might influence decisions about marketing cattle.

40.4

To identify the various ways of marketing cattle.

Cattle can be bought or sold in a variety of ways including through brokers, livestock markets, satellite sales and direct to packing plants.  Each has advantages and disadvantages including sales costs, yardage and transportation costs.

Have students describe the various ways that beef cattle can be bought or sold.  Using the day’s current prices, have students select the best option for marketing.

40.5

To describe the transportation of cattle.

Regardless of how or when cattle are sold, they still must be transported to another place.

Have students describe the best conditions for transporting the cattle to market.  Contact the Society for the Prevention of Cruelty to Animals (SPCA) for specific rules and regulations on transporting cattle.

Have students identify the basics of a marketing plan for the various types of cattle on a typical cow/calf operation.

Student Reference Manual:  Have students list local order buyers, livestock markets, trucking companies and rates and other information related to marketing feedlot cattle.

Learning Objectives

Notes

41.1

To identify various methods used to identify animals.

The care of a herd depends largely on the records of each animal and being able to track the animals throughout their life at the cow/calf operation.  Cattle can be identified with ear tags. tattoos, hot iron brands, freeze brands or computer chips.  It is important that the operator is able to look at the different choices and apply them to the animals.

Have students describe the different types of marking animals.

Compare and contrast the advantages and disadvantages of the different ways to mark animals.  Demonstrate the techniques and procedures to apply each type with minor discomfort to the animal.  Identify the hazards of each type and describe the safety precautions to be taken during the process.

Verify with students that the method that they have chosen is incorporated in livestock records.

Learning Objectives

Notes

42.1

To identify the Code of Ethics for Animal Care.

Contact the Farm Animal Council of Saskatchewan for more information on the Code of Ethics.