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Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
Module 1 gives students an overview of Saskatchewan’s pork industry. This module builds upon that knowledge to include the marketing of finished hogs in Saskatchewan. Students are also made aware of some of the considerations necessary for transporting hogs.
Foundational Objectives
· To develop an understanding of the marketing of finished hogs.
· To develop an awareness of the market information available to producers.
· To observe, assist, or demonstrate knowledge about pork marketing.
Common Essential Learnings Foundational Objectives
· To read and interpret quantitative information found in newspapers, magazines and government, political and business publications and evaluate the validity of arguments based on such information. (NUM)
· To propose generalizations that explain relationships. (CCT)
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Learning Objectives |
Notes |
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17.1 |
To develop an understanding of the marketing of hogs in Saskatchewan.
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In the past, all finished hogs produced in Saskatchewan were marketed through the SPI Marketing Group. This system has changed and producers now have other options available. Invite a representative from SPI to discuss marketing options with the students.
Have students prepare a report on the options available to pork producers for selling finished hogs.
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17.2 |
To describe the factors on which producers are paid for their hogs. |
The packing industry pays producers for their finished hogs based on the carcass weight and the estimated yield of the lean meat on the carcass. The ideal carcass weight desired by packers is between 75 and 89.99 kg.
Discuss with students why packers have selected these as desirable factors for finished hogs.
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Learning Objectives |
Notes |
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17.3
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To develop the ability to select finished pigs for market.
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Developing an “eye” for selecting finished pigs takes time. The following process can assist in selecting finished pigs: · check records for pigs · weigh and examine pigs. Look for pigs that fall within a weight range of 97 and 112 kgs.
Work with the farmer-trainer to select finished hogs for market.
Student Reference Manual: Have students prepare diagrams and descriptions for finished hogs.
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17.4 |
To become knowledgeable about transporting hogs to market. |
Inform students of the factors which should be considered when transporting hogs to market. Some of these include: · allow free access to water but do not feed heavily before shipping · handle hogs quietly · use a well-designed loading chute · sort hogs the night before loading and keep them in the same pen · do not ship hogs in extreme temperatures · check the animals shortly after loading to see if there is adequate ventilation · deliver hogs promptly.
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Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
This module is used to establish the critical importance of farm safety. Students are alerted to become aware of a variety of potential farm hazards. Students are also introduced to safety precautions and procedures associated with operating and maintaining farm vehicles.
Teachers, students and farmers/on-site trainers should be well familiar with farm safety including taking a farm safety audit and requiring continuing compliance with farm safety precautions. Further information can be obtained from the Farm Safety Division, Occupational Health and Safety, Saskatchewan Labour.
The significance of farm safety should be reinforced by stipulating to students that failure to demonstrate farm safety procedures would result in non-completion of the program.
Foundational Objectives
· To understand and use farm safety procedures at all times.
· To be able to recognize potential hazards on farms.
· To observe, assist, or demonstrate the use of farm safety procedures.
Common Essential Learnings Foundational Objectives
· To understand how technology influences occupational roles within pork production and affects the work site (e.g., occupational health, safety, etc.). (TL)
· To explore the consequences which individual actions have for others in concrete situations. (PSVS)
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Learning Objectives |
Notes |
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18.1 |
To identify potential farm hazards.
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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.
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18.2 |
To describe the use of safety guards, shields, and other safety devices used on farm equipment.
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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.
Involve students in a discussion on farm safety around pigs and specialized equipment. |
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Learning Objectives |
Notes |
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Student Reference Manual: Have students prepare a safety checklist and inspection to be used on a routine basis in a swine barn.
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18.3 |
To describe the kind of proper clothing and protective gear necessary to observe farm safety.
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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.
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18.4 |
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.
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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.
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18.5 |
To identify potential fire hazards and prevention procedures on farms.
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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.
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18.6 |
To know when and how to use basic First Aid.
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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 police, ambulance and firehall.
Student Reference Manual: Have students prepare a list of basic First Aid procedures.
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Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
Effective oral and written communication skills are important skills in all areas of pork production. Throughout the course, students should be encouraged to develop and use effective verbal and written communication skills. An important component of effective communication is the use of appropriate industry language including accurate technical terms. Teachers may wish to have students establish vocabulary lists.
Foundational Objectives
· To develop effective oral and written communication skills.
· To observe, assist, or demonstrate effective communication skills.
Common Essential Learnings Foundational Objectives
· To gradually incorporate the vocabulary related to pork production into their talk and writing. (COM)
· To develop skills in using manuals to find and use information. (COM, IL)
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Learning Objectives |
Notes |
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19.1 |
To understand the need for reliable information throughout all activities associated with pork production.
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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.
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19.2 |
To identify the characteristics of effective verbal and written communication.
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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 also to follow safety procedures. Have students identify the information and communication needs used in a swine barn. |
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Learning Objectives |
Notes |
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19.3 |
To develop skills in receiving and passing on messages and important information.
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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. Many times 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.
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19.4 |
To locate and use specific information contained in a variety of publications.
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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 other technical information. Practice 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.
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Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
Students should explore the career options available to them throughout the course on pork production. This module can be used to guide future career and educational plans. It also introduces students to the concept of employability skills.
Foundational Objectives
· To create an awareness of the post-secondary programs, careers, and employment opportunities in pork production.
· To develop a career plan.
· To understand the concept of employability skills.
· To observe, assist, or demonstrate skills in making career decisions and in using employability skills.
Common Essential Learnings Foundational Objectives
· To seek information through a steadily expanding network of options including other libraries, databases, individuals and agencies. (IL)
· To recognize that learning is continuous from birth to death (e.g., life experiences). (IL)
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Learning Objectives |
Notes |
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20.1 |
To develop individual career profiles.
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This learning objective is used to help students identify their areas of interest and abilities in pork production. This will enable students to maintain their enthusiasm over the long term 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. Have students 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 · length of education and training |
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Learning Objectives |
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· school locations · cost of education and upgrading · 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 pork production.
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20.2 |
To identify basic personal and employability skills.
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This learning objective is used to reinforce the notion of employability skills in students including: · teamwork · punctuality · personal responsibility · positive attitude · co-operation.
Have students provide a description of each of these employability skills. Have students role play situations demonstrating where these skills would come into play.
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20.3 |
To understand and practise time management.
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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.
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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.
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Suggested Time: 3-4 hours Level: Intermediate
Prerequisite: None
Module Overview
This module is used to outline the more advanced types of planning required for pork production.
Foundational Objectives
· To understand more advanced types of planning used in the production of pork.
· To collect and use information related to farm planning.
· To observe, assist, or demonstrate planning skills.
Common Essential Learnings Foundational Objectives
· To distinguish between primary and secondary sources of information. (COM)
· To apply conclusions and generalizations to new situations. (CCT)
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Learning Objectives |
Notes |
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21.1 |
To describe the kinds of plans that are used in pork production.
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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, suggesting strategies to help achieve the goals, and, including monitoring strategies to see how well the plans work.
Describe the more advanced elements of planning. Ask students to apply the basics and 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 each of the plans.
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Learning Objectives |
Notes |
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21.2 |
To develop a plan for the production of pork from farrow to finish.
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This activity is used to draw students’ attention to some of the factors that producers must consider when making decisions about pork production. At this intermediate level, students should be able to prepare production plans of pork from farrow to finish.
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 all the 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.
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Suggested Time: 10-15 hours Level: Intermediate
Prerequisite: None
Module Overview
Regardless of the type of operation, farm equipment maintenance and repair are routine operations. This module is used to give students an introduction into general maintenance and repair of farm machinery. Farm safety is stressed throughout the module.
Note: In dealing with all modules on farm equipment, teachers should inform students of the dangers and legalities of under-aged drivers operating farm machinery.
Foundational Objectives
· To develop intermediate level skills and abilities in the repair and maintenance of farm machinery and swine barn equipment.
· To develop skills and abilities in the use of hand and power tools which are used to service farm machinery.
· To observe, assist, or demonstrate skills associated with farm equipment maintenance and repair.
Common Essential Learnings Foundational Objective
· To develop an understanding of the precautionary and preventive processes and procedures that students should use in everyday situations. (TL, CCT)
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Learning Objectives |
Notes |
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22.1 |
To develop skills in the processes associated with regular machinery maintenance.
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The first step in maintenance of farm machinery is preventive maintenance processes (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 of the particular machine.
Student Reference Manual: Develop a checklist of preventive maintenance procedures for each piece of pork production equipment.
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22.2 |
To identify and describe a variety of different types of tools (power and manual).
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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.
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Learning Objectives |
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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 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.
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22.3 |
To identify and describe the characteristics of the common farm mechanical, hydraulic, and hand jacks and winches.
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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 and size 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 mechanical, hydraulic and hand jacks and winches.
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22.4 |
To identify the dangers and hazards associated with common lifting equipment.
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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.
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Suggested Time: 5-8 hours Level: Intermediate
Prerequisite: None
Module Overview
This module provides students with information on the reproduction of pigs including sow and boar management.
Foundational Objectives
· To develop an awareness of pig reproduction.
· To understand the physical differences of pigs according to gender and age.
· To observe, assist, or demonstrate knowledge of pork reproduction.
Common Essential Learnings Foundational Objectives
· To make notes and organize with a system such as index cards or a database. (COM)
· To generate, classify and explore reasons or rules underlying categories. (CCT)
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Learning Objectives |
Notes |
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23.1 |
To describe the reproductive systems of boars, sows and gilts.
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Locate diagrams of the reproductive system of boars and gilts. Use diagrams to indicate the major parts of the reproduction system of male and female pigs.
Investigate the age at which male and female pigs are mature enough for breeding.
Student Reference Manual: Have students find or produce diagrams indicating the major reproductive systems of male and female pigs.
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Suggested Time: 5-8 hours Level: Intermediate
Prerequisite: None
Module Overview
This module enhances students’ knowledge of the feeding and feeding systems used for the production of pork. The module begins with a review of the nutritional requirements of pigs. Students should refer to the information gathered in their Student Reference Manual from Level 10 to assist with the review.
Foundational Objectives
· To develop an understanding of the feeds and feeding systems used for the production of pork.
· To observe, assist, or demonstrate an understanding of feeds and feeding systems used for pork production.
Common Essential Learnings Foundational Objectives
· To distinguish between quantitative situations where precision is required and those where approximations are acceptable. (NUM)
· To distinguish between primary and secondary sources of information. (COM)
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Learning Objectives |
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24.1
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To review the nutritional requirements of pigs. |
Have students review or investigate the particular nutritional requirements of the various ages, gender and type of pigs.
Review or prepare charts of feed requirements for the following classes of pigs: · suckling pigs (sow’s milk) · young piglets · weaned pigs · growing-finishing pigs · pre-breeding finishing of gilts · pregnant sows · farrowing sows · lactating sows · boars.
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