Core and Optional Modules for Sheep 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. 

Involve students in a discussion on farm safety around sheep.

Learning Objectives

Notes

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 fighting 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 of cuts, burns, sprains, and breaks.  Students should be familiarized with emergency procedures for contacting the police station, ambulance and fire hall.

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

Learning Objectives

Notes

2.1

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

2.4

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

Sheep production makes use of many sources of information.  Finding and sorting information is an important skill, particularly for technical information including farm equipment maintenance, calving 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 related to sheep 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 raising sheep.  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 sheep production.

Have students research career clusters and the range of occupational opportunities related to sheep 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 raising sheep. 

3.2

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.  Have students role play situations demonstrating where these skills would come into play. 

3.3

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 include a personal time management system.

Learning Objectives

Notes

4.1

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

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

·        land management plans

·        financial plans

·        lambing plans

·        cash projections

·        equipment usage.

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 farm.  They are developed to review past performance, identify future goals, suggest strategies to help achieve the goals, and monitor how well the plan works.

Describe the basic elements of planning.  Ask students to apply these basics and provide a brief description using these elements in a land management plan, a financial plan, equipment usage, etc.  Have students list the type of information they would need to complete each of these plans.

Learning Objectives

Notes

4.2

To develop a land management or farm plan.

At this basic level, students are introduced to planning through a land management (or farm) plan.  Inform students of the purpose of a land management or farm plan.  Have them discuss why it is important.

In preparing a land management or farm plan, it is important to identify all the resources that are available or required to operate the farm.  To prepare a land management plan, students need to study and describe:

·        land features including soil types and water sources/availability

·        cultivated/non-cultivated land

·        uses of various land types

·        most suitable types of farming/ranching

·        other environmental considerations.

To prepare a farm management plan students need to study and describe:

·        natural, human and equipment resources

·        financial resources

·        geographical area

·        natural resources - soil type, land formations and cultivated acres

·        most suitable type of farm/ranching for the area.

Have students select a location and develop a farm and /or land management plan.  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, sheep 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 types of farm equipment to describe preventive maintenance practices for the particular machine.

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

5.2

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 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.

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.

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.

Learning Objectives

Notes

5.5

To identify the regulations for transporting livestock as well as farm equipment.

Transporting livestock, such as sheep, or moving 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 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 width, height, length requirements, the lighting requirements, slow moving signs, clear visibility rules 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 sheep 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 sheep marketing.

6.2

To describe the basic steps involved in sheep marketing.

At this level, students should develop only a basic understanding of sheep marketing.  Marketing involves gathering and making decisions about when to buy or sell ewes, lambs, whethers or rams.  Have students locate and sort current market current information.

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

Learning Objectives

Notes

7.1

To describe the concept and characteristics associated with sheep behaviour.

Students should become familiar with behaviours that sheep display.  Some of these behaviours are:

·        quietness in contrast to aggression

·        follow the leader

·        flocking instinct

·        habit formation

·        browsing and foraging for feed

·        herding habits.

All of these habits or instincts can be researched or observed on site.

Student Reference Manual:  Have students prepare a checklist of the behaviours of sheep and a description of the sheep’s reaction.

7.2

To identify the sheep’s reaction to different types of environments.

Have students study the sheep’s reaction to the various environments around the farm keeping in mind the sheep’s characteristics.  Have students describe how the sheep responds to various stimuli in the environment and indicate how a handler should reaction to each situation.  Some examples of stimuli include:  moving to different surroundings, loud noises, quick forceful action, wind, heat, rain, and dogs.  Have students make anecdotal records of situations where sheep exhibit particular behaviours in response to various stimuli.  Quietly observing sheep in a variety of situations will help students understand sheep and their particular patterns of behaviour.

Learning Objectives

Notes

7.3

To interpret and assess the situation and react appropriately to the sheep’s behaviour.

Sheep producers need to be able to interpret and assess the situation and react appropriately to sheep behaviour.  Have students speculate on the type of situation that sheep would be involved in on a daily basis.  It is important to be able to assess the situation and make precautionary measures to avoid any stress on the animals.

Student Reference Manual:  Have students make a list of appropriate types of precautionary measures to ensure safe handling of sheep. 

Have students design an environment that is conducive to the sheep’s psychological behaviours. 

Learning Objectives

Notes

8.1

To move sheep individually or in groups.

There are various methods of moving sheep and each way varies greatly depending on the person in charge, equipment, number of sheep being moved, physical environment and temperament of the animal.  The main objective is to keep the sheep calm, move the sheep safely to avoid injury to the sheep, and use minimum excessive or wasted movement.

To move the sheep short distances (up to 4 metres), handlers should pick up one hind leg and walk the sheep backwards on three legs.  For distances greater than 4 metres, the handler should place one hand around the neck and the other hand on the docked tail.  Push the sheep forward with the hand on the docked tail and direct the sheep with the other hand.

Each individual will have a unique way of moving sheep and practice will make the student develop a method that fits all the mentioned criteria. 

8.2

To be able to catch and hold sheep.

The handler should identify the necessary precautions when catching and holding sheep.  There should be no injury to the animal, no damage to the equipment or operator and minimum stress to the sheep. 

Learning Objectives

Notes

One procedure is for the operator to move into the sheep and let them move past the operator.  Using a neck crook, hook the sheep around the neck.  Move up to the sheep and hold it in the appropriate manner.  The handler must be gentle and quiet, and not pull on the wool.

The techniques required to use a leg hook are similar.  Handlers, however, should approach the sheep quietly from behind and hook the leg as straight as possible.  The handler then pulls back as quickly as possible so that there is no slack.

With the assistance and guidance of an experienced sheep herdsperson, have students observe, assist with, or demonstrate proper handling of sheep.

8.3

To develop the ability to throw a sheep correctly.

There are many situations where it is necessary to throw a sheep.  These situations include veterinary services and shearing.  Precautionary measures in throwing a sheep are crucial.  The handler must not pull on the fleece, display minimum stress to the sheep without restricting the animal’s breathing, and throw the sheep quickly and efficiently.  Ewes should not be thrown in the later stages of pregnancy.

Using the appropriate methods of holding sheep (i.e., placing one hand on the neck and the other hand on the docked tail) the handler moves the hand holding the docked tail onto the sheep’s flank and pulls slightly towards him or herself.  The handler then places the other hand on the sheep’s muzzle, turns the head away from him or herself and back towards the sheep’s body.  Next, the handler steps back and allows the sheep to fall towards him or herself while lifting the sheep onto its rump.  The handler should then move into position behind the sheep.

Handlers should use their knowledge of sheep behaviour to keep the animal calm.  Never sit the sheep on its docked tail as it is extremely uncomfortable.  Sheep should also not lay on their backs or they will have difficulty breathing. 

With the assistance of an experience sheep operator have students observe, assist with, and demonstrate the proper ways to throw a sheep.

Learning Objectives

Notes

9.1

To identify common sheep diseases and physical disorders.

Working with a veterinarian or experienced sheep producer, identify the common diseases that occur with a sheep operation and the precautionary measures that should be taken to prevent the diseases.

Discuss with students various factors including:

·        the age of the sheep when certain diseases can occur

·        the cause of the disease

·        the symptoms

·        the treatment.

Include in the discussion signs and symptoms of:

·        plant poisoning

·        nutritional diseases

·        foot diseases

·        bloat

·        chemical poisoning

·        respiratory diseases

·        infections.

Learning Objectives

Notes

9.2

To perform basic animal first aid.

Invite a veterinarian or sheep producer to demonstrate to students the contents, equipment, and supplies that should be included in a first aid kit for sheep.  Explain what each item is used for and how to use it.

The temperature of a sheep is an important way of diagnosing diseases and infections.  Demonstrate to students the correct method of taking an animal’s temperature using a rectal thermometer.  The students should also be able to take an animal’s heart rate and respiratory rate. 

Have students observe, assist with, or demonstrate how to perform basic first aid and treat minor injuries to the animals. 

Student Reference Manual:  Have students prepare a list of common sheep diseases, symptoms and treatments.

Learning Objectives

Notes

10.1

To understand the importance of a clean and abundant water supply.

Sheep, like other livestock, require clean and abundant supplies of water to ensure health and adequate weight gain.  Discuss with students what is meant by adequate water quality and supply.  Discuss the characteristics of good water quality.  Inform students of trace minerals contained in water (e.g., phosphates).  Investigate where to send water samples for testing.  If possible, have water samples tested. 

Have students consider how seasonal conditions, environmental conditions, and feed quality and quantity affect water quality and quantity.

On the farm, have students check the water supply for sheep.

10.2

To develop proper methods of handling sheep manure.

Discuss the importance of housing for sheep and how it contributes to the general health of sheep.  Sheep need to be bedded adequately to maintain health.

Straw is the most common type of bedding used for sheep.  Demonstrate to students how to clean pens.  It is important to consider the quality or type of bedding, storage time, and spreading techniques.  Inform students that pens should be cleaned on a regular basis to reduce fecal contamination of feed, reduce odour, and control flies. 

Learning Objectives

Notes

Have students observe, assist with, or demonstrate the proper way to spread manure either by hand or using a manure spreader.  Explain the need to control the amount and density of manure in a designated area to prevent contaminating the soil or water supply. 

Learning Objectives

Notes

11.1

To become knowledgeable about weaning lambs.

Separating the lambs from the ewes varies in methods and timing.  The younger the lambs, the more prepared the operator must be in order to meet the nutritional and housing requirements of the lambs.  For example, if the operator chooses to creep feed lambs, he/she must make sure that the feeders are situated in appropriate areas, kept full and free from manure.

An effective creep feeding system must include an appropriate ration, access to a water source and a suitable environment.  If weaning takes place when the lambs weigh about 12-25 kgs, the ewes are removed from the lambs and the lambs remain in the familiar environment.  If the lambs are out on pasture with creep feeders, then the lambs are removed to fresh green pasture with creep feeders.  If the ewes and lambs are on the range until fall, the ewes and lambs are separated and the lambs are put into feedlots for finishing. 

Learning Objectives

Notes

12.1

To develop the ability to crutch a ewe.

Ewes should be crutched about 1-2 months before lambing season and prior to the breeding season.  Crutching is the removing of the sheep’s wool from the udder, tail and flank areas.  Ewes are crutched before lambing so that the lambs can find and suck easily on the teat.  Crutching also prevents infection while giving birth.  Ewes are crutched before breeding season to make it easier for rams to find and service ewes in heat. 

To crutch a ewe, the handler uses the appropriate techniques to catch, hold and throw a ewe.  The handler sets the ewe on its rump and uses electric or hand shears to cut the wool.  Hand shears should be used to remove heavy dung tags.  These tags should be placed in a separate bag from other wool.

Learning Objectives

Notes

13.1

To create an awareness of the expectations of each of the partners in the work study component.

In order to establish a successful working relationship with all of the partners involved at the work site, it is important to define the expectations of each partner.

Refer to Guidelines for Work Study, a section of the Practical and Applied Arts Handbook (2003), for expectations of work site, student, teacher monitor, and school.

13.2

To determine factors that would affect the student contribution in the work site.  (CCT)

The students may formulate a list of the what they can bring to the workplace and how each may impact on their jobs.  Their lists may include topics such as:

·        school subjects

·        past experiences

·        self-concept and personality

·        needs, values and interests

·        other knowledge, skills and attributes

·        career goals and plans.

Ask students to do a self-assessment of knowledge, skills and attitudes using the items in the above list as a guide.  Have students explain how such knowledge and skills are valuable to the sheep industry.  Try to incorporate the value of communication and teamwork in the discussion.

Learning Objectives

Notes

13.3

To foster an awareness of building good communication in the workplace.

Discuss verbal and non-verbal communication.  List some ways in which negative non-verbal communication may be addressed.  Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and when resolving conflict.  With the use of case studies, divide the students into groups and have them role play to show how effective use of communication can be used to resolve conflict on the job.

13.4

To develop a résumé and cover letter that can be forwarded to a potential employer.

The student will develop a résumé and cover letter using the correct format.  ATEC teachers can work with other staff members to ensure résumé and cover letter preparation is taught.  Résumé and cover letter preparation is currently addressed in English Language Arts, Information Processing, and Career and Work Exploration.

Students should develop the résumé on a computer disk and update the résumé during the progression of the course as references are accumulated.

If students have already completed the résumé and cover letter in another course, the teacher may do a review and encourage students to update their résumés.  Students shall submit résumés for teacher approval prior to going to the work site.

The résumé and cover letter may be used as an introduction for the employer of a work site prior to an interview with the student.

13.5

To determine student guidelines in preparation for an interview.

Through a classroom discussion or in groups, have students generate a list of guidelines for an interview.  After the students formulate their list, the instructor may add missing items to the list.

Outline and describe the three stages of an interview.  Point out to the students in what stage each of their previously discussed guidelines will be used.  A brief description of the three stages of an interview follows.

The greeting involves an introduction between the student and employer.  Discuss or demonstrate how this should be done.

The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the résumé and other matters relating to the job placement.

Learning Objectives

Notes

The parting brings the interview to a close.  It can be just as important as the greeting.  Explain how this can be done.

Provide students with a list of questions frequently asked by employers, or ask students to formulate a list in a group, and have students role play the stages of the interview.

13.6

To discuss the interview.

After the student has completed the interview with the employer, do a follow-up activity.  Review the interview with the student using the three stages as points for discussion.

13.7

To develop procedural guidelines for the work site.

Discuss work site guidelines, related to the following factors, with students:

·        transportation

·        hours of work

·        absence and tardiness

·        procedures for conflict resolution

·        role of the student, teacher and work site supervisor

·        dress code

·        job description

·        school and employer expectations.

Ensure that students understand these guidelines by asking students to describe each of these guidelines.

13.8

To relate feedback from the work placement.

Students should be encouraged to provide feedback about work sites including:  where they were placed, type of business, duties, most rewarding experience, most difficult situation and how they handled it and unexpected learnings.

It is recommended that each student send a thank-you note or card to the employer upon the completion of each work placement.  If more than one placement has been made in the course, follow-up activities must be completed after each placement.