Core and Optional Modules for Pork Production 10

Learning Objectives

Notes

1.1

To develop an understanding of the pork industry.

Invite a pork specialist/producer to speak to students in general about the pork industry.  Alternatively, have students gather information from various sources.

Have students prepare a description of the pork industry including the global market and an overview of the Saskatchewan pork industry.

1.2

To develop an understanding of the types of hog operations.

Describe the following types of hog operations to students:

·        farrow to finish operations which include the entire production cycle

·        farrow to wean operations which maintain a breeding herd and sell the offspring

·        grower-finisher operations which purchase weaners and feed them until market weight.

Introduce the appropriate terminology to students as these types of operations are being described (i.e., sows, boars, weaners).

1.3

To describe the basic steps involved in marketing hogs.

At this level, students should develop only a basic understanding of marketing hogs.  Marketing involves gathering and making decisions about when to buy or sell piglets or finished pigs.

Have students provide a description of the various kinds of markets used in pork production.

Learning Objectives

Notes

2.1

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.  

2.2

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 used 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 pigs and specialized equipment.

            Student Reference Manual:  Have students prepare a safety checklist and inspection to be used on a routine basis in a swine barn.

2.3

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 in a swine barn or when operating farm machinery.  Identify the farm jobs or situations that warrant these precautionary measures.

2.4

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.  Many times 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.

2.5

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.

2.6

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 cuts, burns, sprains, and breaks.  Students should be familiarized with emergency procedures for contacting police, ambulance and fire department.

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

Learning Objectives

Notes

3.1

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

Often, non-verbal communication can interfere with messages.  Role play various situations, with students, emphasizing employee/employer interactions.

3.2

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 pork production, communication is critical not only to the operation of the farm but to follow safety procedures.  Have students identify the information and communication needs used in a swine barn.

Learning Objectives

Notes

3.3

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 when 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.

3.4

To locate and use specific information contained in a variety of publications.

Pork production makes use of many sources of information.  Finding and sorting information is an important skill particularly for technical information including farm equipment maintenance, farrowing information, and animal health products.  Provide students with a number of manuals and technical information.  Have students practise locating, sorting and discussing when to use specific information.

            Student Reference Manual:  Have students prepare a list of useful manuals and publications relating to pork production.

Learning Objectives

Notes

4.1

To develop individual career profiles.

This learning objective is used to help students identify their areas of interest and abilities in pork production.  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 pork production.  Have students research career clusters and the range of occupational opportunities related to pork 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

·        processes required to become certified within the career or trade

Learning Objectives

Notes

·        length of education and training

·        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 related to pork production. 

4.2

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 and role play situations demonstrating situations where these skills would come into play. 

4.3

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 prepare a personal time management system.

Learning Objectives

Notes

5.1

To describe the kinds of plans that are used in pork production.

There are a number of plans used daily, monthly and yearly in pork production.  Some of these include:

·        financial plans

·        breeding plans

·        cash projections

·        equipment usage records

·        work schedules.

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 swine barn.  They are developed using a review of past performance, identifying future goals, and suggesting strategies to help achieve the goals.  In addition, it is important to monitor progress to see how well the plans work.

Describe the basic elements of planning.  Ask students to apply these basics and to provide a brief description using these elements in a plan for pork production.  Have students list the kinds of information they would need to complete in each of these plans.

5.2

To develop a plan for the production of pork from farrow to finish.

This exercise is used to draw students’ attention to some of the factors that producers must consider when making decisions about pork production.  At this basic level, students are introduced to planning through basic examples of planning for

Learning Objectives

Notes

pork production.  Inform students of the purpose of the plan (i.e., to make good decisions).  Have students discuss why it is important.

Students need to consider the various resources that are needed to operate a pork operation.  Some of these resources include:

·        land features including soil types and water sources/

availability

·        availability to breeding or feeding stock

·        accessibility to markets

·        sources of feed and prepared rations

·        ability to handle manure 

·        other environmental considerations.

Have students identify and describe each of the above.

Learning Objectives

Notes

6.1

To develop skills in the processes associated with regular machinery maintenance.

The first step in maintenance of farm machinery is to develop 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 practices related to particular machines.

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

6.2

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 other tools used in the daily maintenance and operation of farm machinery such as the daily maintenance of the machinery, daily routine check-ups 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 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.          

6.3

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 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.

6.4

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.

Learning Objectives

Notes

6.5

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 the 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 regarding 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 livestock can be hauled. 

Student Reference Manual:  Have students prepare a number of descriptions/situations of transportation of livestock or farm equipment.  Remind students to include outside sources of information for specific rules and regulations (e.g., Highway Traffic Board for over-width, over-height vehicles).

6.6

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.  Test students’ knowledge using a short answer test.

Learning Objectives

Notes

7.1

To describe the basic physical characteristics of pigs.

Have students identify the sexes of the swine by proper name and list their main distinguishing characteristics (sows, boars, gilts, weaners).

Identify the main physical characteristics (age, frame, size, weight) and ideal types for each.  Have students gain practical experience in identifying and judging quality animals.  Use diagrams to indicate the parts of a pig.

Student Reference Manual:  Have students find or produce diagrams indicating the physical characteristics of pigs.

7.2

To identify pigs by breeds and breed characteristics.

Producers need to select the most suitable breed of swine for their particular operation.  Each breed has its own special characteristics.  Knowing and understanding each breed’s uniqueness is helpful in planning for the pork operation.

Purebred animals provide the foundation or seed stock for both commercial and purebred swine operations.  Explain the relationship between purebred breeders and commercial hog operations.  Explain the benefits of cross-breeding.

Learning Objectives

Notes

Have students research and compare the different breed types of cattle used in a beef pork operation.  Have students list the qualities of each breed and state what their strengths and weaknesses.

            Student Reference Manual:  Have students identify the names and locations of various breeders in their area.  Students should include an inventory of quality and availability.

Learning Objectives

Notes

8.1

To understand the causes and affects of stress on pigs.

The ways in which the operator of a pork operation handles pork requires knowledge of the basic physiology and structure of the animal.  Herding, handling, and providing health treatment are just a few of the daily routine duties that are involved in a pork operation.  Each of these can result in stress which negatively affects the pig by reducing productivity.  For example, stressed animals have higher maintenance requirements.  The animals also release a stress hormone which can interfere with productivity, reproduction and immunity from disease.  Stressed animals may also become nervous, agitated or aggressive.

Discuss the various causes of stress and what can be done by operators and workers to reduce the stress levels for pigs.  Stressors include:

·        genetic influences

·        management

·        handling

·        temperature

·        nutritional deficiencies or change in diet

·        crowding

·        confinement, noise and forced movement

·        change in animals within a group.

Learning Objectives

Notes

8.2

To describe the vision, hearing and movement patterns of swine.

Knowing the physiological and anatomical characteristics of swine is helpful in understanding swine behaviour.

Invite a livestock specialist or veterinarian to discuss pork characteristics such as vision, hearing and footing.  Include pig and herd behaviour in the discussion.  Have veterinarians, barn operators or livestock specialists discuss noise and handling situations which can hurt, cause stress, or excite the pigs.

8.3

To develop the ability to handle pigs in a safe and humane way.

Operators must be very familiar with the behaviours of pigs in order to handle them in a safe and humane way.

Handling and sorting should be done in a quiet, relaxed way.  Pigs should not be rushed or excited.  Give pigs time to rest if moving or sorting takes a long time.  The use of prods, canes or slappers should be kept to a minimum.

Demonstrate handling and sorting to students emphasizing patience and quietness.

Have students:

·        identify the proper techniques to reduce noise situations and stress in swine barns

·        outline the nature of a pig’s vision and describe the handling practices that are used around pigs to reduce noise stress.

·        recognize and distinguish the structural features of a pig’s foot and the best conditions for footing to reduce injury.

·        identify the situations in which pigs can be injured through improper handling.

Learning Objectives

Notes

9.1

To understand the importance of meeting the nutritional requirements of pork.

Nutrition and the management of a nutritional plan is critical in raising pigs.  Sows must be in excellent shape for the breeding/

reproduction cycle, feeding of piglets, and maintaining a healthy herd.  Carcass and meat quality are directly affected by what a pig eats.  For example, imbalanced rations can cause a number of problems ranging from poor production to excess fat.  Other problems such as mineral deficiencies can cause changes to the growth rate or physical problems.

Have students consider the physiological state of the pig and indicate that the nutritional requirements change with age and the environment.

Invite a veterinarian to discuss the problems associated with inadequate nutrition or the effect that insufficient water intake has on pigs.

9.2

To identify the components of a feeding plan.

Have students research the basic components of a feeding plan including:

·        different rations, properties and quantities required for the age and sex of pork (e.g., piglets, weaners, bred sows, boars).

·        water quality and quantity

·        feeder design.

Feeders and waterers should be checked daily.  Feeders should be checked to see that the feed is flowing freely and that there is

Learning Objectives

Notes

no wastage.  Waterers should be checked so that the water is flowing freely and that there are no contaminants in the bowls.

Feed consumption should be recorded and monitored on a regular basis.  Monitoring consumption and productivity is a valuable source of information for operators and employees on a continual basis.  Feed records can help producers detect problems.

Review feed consumption methods used in the swine barn.  Ensure that students are able to understand and complete the feed consumption charts.

Student Reference Manual:  Have students prepare feed consumption charts for a variety of ages and types of pigs.

9.3

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