Core and Optional Modules for Sheep Production 20

Learning Objectives

Notes

15.1

To identify existing or potential hazards on the farm.

Have a farm safety specialist talk to the students about general farm safety.  Identify hazardous equipment or chemicals around the farm.  Use site visitations and have students identify potential hazards and precautions.  Explain why these areas need cautionary attention. 

Have students consider the existing or potential hazards that are unique to sheep operations.  Consider these hazards from the perspective of the sheep producers as well as of the sheep.

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

Learning Objectives

Notes

15.2

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

Demonstrate a safety walk-around check on all the devices used for safety and make sure everything is in proper working order.  Ask students with prior knowledge to point out the use of safety guards, shields and other safety devices on farm equipment.

Have students demonstrate their knowledge and ability to locate, read, and comprehend the warning messages on the farm equipment.

Student Reference Manual:  Have students develop a safety checklist and inspection to be used on a routine basis.

15.3

To describe the proper clothing and protective gear used on farms.

Engage students in a discussion about the proper clothing, footwear, gloves, glasses, and breathing and ear devices to use when working around and operating farm machinery, and when applying chemicals and other hazardous materials.

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

15.4

To distinguish between a safe practice and an unsafe practice when using specific manual and power tools as well as lifting equipment such as jacks and winches.

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

15.5

To identify fire hazards and precautions on farms.

Have students examine and list the fire hazards on farms.  Students should also know how and when to use various types of fire fighting equipment. 

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

15.6

To know when and how to use basic First Aid.

Have students prepare a list of basic First Aid procedures.  If possible, encourage students to take the First Aid Course through St. John’s Ambulance.

Learning Objectives

Notes

16.1

To encourage effective verbal and written communication skills.  (COM)

Ask students to list a number of examples of verbal and written communication that are used on a daily basis on a farm.  Review the characteristics of effective communication and ask students to prepare examples.

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

16.2

To develop skills in using and filling out a variety of forms used on a farm.

There are a variety of forms that are used on farms.  Some of these forms include:

·        employee time logs

·        tax forms

·        compensation reports

·        market forms

·        feed and consumption records

·        sheep inventories

Learning Objectives

Notes

·        production records

·        budget forms and other types of banking information.

Using a variety of forms such as weigh dockets, time sheets, tax forms, production records and inventory sheets, have students develop skills in completing forms.  Indicate when they should be used as well as those which are legally required. 

16.3

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

Sheep producers need current information in order to make profitable decisions about marketing and production.  This information can be found in manuals, weekly or monthly publications, trade magazines, or government and industry publications.

Have students find, analyze and describe the use of different types of information on sheep production.  Remind students of the importance of using the table of contents, index, order forms, toll-free numbers, or on-line assistance.

Saskatchewan Agriculture, Food and Rural Revitalization is a good source of information on sheep production.

Students may also want a chance to access the Internet for a variety of product and equipment information.  The Western Producer Farm Directory has a wide variety of web sites listed.

Student Reference Manual:  Have students list the most important publications and web sites for personal use.

Learning Objectives

Notes

17.1

To examine the importance of employability skills.  (CCT)

Have students examine the following list of employability skills and describe how they would apply to their careers in agriculture:

·        ability to communicate effectively

·        problem-solving skills

·        technological ability

·        positive attitude

·        punctuality

·        responsibility

·        adaptability

·        independence and self-reliance.

Have students interview sheep producers or farmers/trainers to determine the employability skills that are important to these producers.

17.2

To examine different career choices in the production of sheep.

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

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

Learning Objectives

Notes

17.3

To identify sources of counseling and organizations that can assist in planning a career.

A number of services can assist students in planning a career.  Assist students with the preparation of a list of these services including post-secondary institutions, employment agencies, and courses at regional colleges.

17.4

To develop a career plan and appropriate educational strategy.

Have students prepare a career plan including both short term (1-2 years) and long term (2-6 years) objectives.  Have students describe the objectives in writing and how they might be achieved.  Review the plans with students, making sure that the objectives are realistic.

Learning Objectives

Notes

18.1

To review and/or develop farm and land management plans specifically related to sheep production.

Core modules in Level 1 develop the basic elements of farm planning.  Review the strategies presented at that level.  Have students review and/or develop farm and land management plans specifically for sheep production.

Have students share their plans with students in other ATEC courses.  Have students discuss, share and critique plans.  If possible, have students present their plans to an extension agrologist or financial person for review.  

18.2

To review the process of effective time management (personal and farm).

Have students review or prepare a personal time management schedule as well as a farm time management schedule.  Make sure students develop their time management schedules to balance school, work and recreation.  In sheep production, managing personal time is often beyond the control of the individual producer.  Remind students that due to the seasonal pressures of lambing, finding balance in life will require both planning and flexibility.

Students should also be reminded that lack of sleep is a leading cause of farm injuries.

Student Reference Manual:  Have students prepare, review and update time management plans.

Learning Objectives

Notes

18.3

To develop a basic understanding of financial planning.

Financial planning and maintaining business records are some of the most important components of operating a farm or ranch.  Have students research the different ways that a financial plan can be prepared.  Contact various financial institutions for plans and/or resource people that can provide useful information or assistance to students.  Refer to Saskatchewan Learning’s Accounting 10, 20, 30 Farm Accounting Module, for more information and practice.

Student Reference Manual:  Have students prepare a financial plan for a particular farming operation.

18.4

To develop a farm recordkeeping system.

Preparing a financial plan for a farm is as easy as the quality and accessibility of the records that provide the information. 

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

Farmers need to know what they have in inventory.  Developing and using an inventory system is required for effective operation of a farm.  This inventory should include cost, ownership, current value and date, and replacement value.

Have students gather or prepare inventory records for agricultural commodities.

Learning Objectives

Notes

19.1

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

The first step in maintenance of farm machinery is having a preventive maintenance process (i.e., checking oil and fuel levels, cleaning radiators, preventing chaff build-up, and monitoring gauges).

Have students describe the regular maintenance of the farm equipment used on a regular basis. 

Students should be able to use the manuals of several different types of farm equipment to describe preventive maintenance practices of the particular machine.

Student Reference Manual:  Have students prepare or update checklists of preventive maintenance procedures for each piece of dairy production equipment. 

Learning Objectives

Notes

19.2

To identify and describe a variety of tools (power and manual).

On a farm operation, there are a number of screwdrivers, wrenches, and tools used in the daily maintenance and operation of farm machinery such as daily routine checkups of pulleys or adapting the machinery to different uses.

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.

19.3

To identify and describe the characteristics of the common farm mechanical, hydraulic, and hand jacks and winches. 

In order to maintain machinery, it is often necessary to hoist or elevate machinery, parts of machinery, or other objects while working around the farm.  There are a number of different ways to hoist an object depending on its structure.  It is important for students to be aware of the weight range, strength, and capacity of the jack and the weight of the item being lifted. 

Have students compare and contrast the uses and efficiencies of the direct vertical, automotive, floor type, and any other types 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.

19.4

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

19.5

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 regarding 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 requirements for width, height, length, lighting, slow moving signs, clear visibility and seasonal restrictions on all farm equipment. 

Livestock transportation regulations also specify the types of trailers that can be used as well as restrictions to the amount of time that livestock can be hauled. 

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

19.6

To understand the need for having emergency equipment.

Outline and give examples of the tools and emergency equipment which are required if the farm machinery has a crisis while in transport on a public road.

Learning Objectives

Notes

20.1

To describe how to market an agricultural commodity.

Marketing of any products incorporates a series of activities.  These activities include but are not limited to:

·        locating, sorting and analyzing market information for current and potential markets

·        identifying and considering the factors which influence marketing such as product supply and demand, imports and exports, consumer trends and economic conditions

·        assessing the potential of advertising and promotion in a variety of markets.

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

20.2

To develop skills in gathering and using market information for a particular agricultural commodity.

Have students locate current sources of market information for a particular agricultural commodity.  Review market terminology with students including terms such as futures market, bull or bear market, FOB pricing, and open market.  Have students practise reading commodity markets and discuss the events that might affect the price.

Have students graph the price of a particular commodity for the duration of the course.

Learning Objectives

Notes

Student Reference Manual:  Have students list sources of current market information.  Encourage students to include web sites, radio or television broadcasts and print information.

20.3

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

Commodity prices are based on supply and demand.  There are, however, other factors which influence decisions about when to sell a commodity.  These factors include:

·        financial constraints such as limited cash flow or credit requirements

·        limits on the amount of time for perishable products

·        distribution and transportation requirements

·        international and domestic trade policies and regulations.

Farmers need to consider these factors and more when making decisions about marketing an agricultural commodity.  Discuss with students these factors.  Encourage students to think of ways to mitigate the negative influences as well as how to take advantage of favourable influences.

20.4

To identify different market opportunities.

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

Engage students in a discussion on the best time to sell lambs, replace sheep with younger animals, buy feed, rent pasture, and lease or buy equipment. 

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

Have students describe their ideas for innovative marketing opportunities for sheep.  If possible, have students attend the Canadian Western Agribition or other sheep sales to get a first hand look at marketing.

Learning Objectives

Notes

21.1

To describe the basic anatomy and physiology of the sheep.

The operator of a sheep farm should have a thorough knowledge of the anatomy of the sheep.  Have students work with a farmer-trainer to locate and name the major external parts of the sheep.  Describe the function and how the anatomy of sheep affects the behaviour and temperament of the sheep. 

Have students investigate the respiratory system, digestive and circulatory system, and genito-urinary tract of rams and ewes.  Students should be able to describe and locate the major parts and describe the function of each.  Diagrams and reference books will assist students.

Student Reference Manual:  Have students gather and organize various diagrams about sheep anatomy and physiology.

Learning Objectives

Notes

22.1

To describe the process of trimming the sheep’s feet.

In this module, the students should identify the reasons for trimming feet and the appropriate times of the year for completing this process.  The operator should trim the sheep’s hooves during shearing time, during lambing, or when the sheep go out to or return from pasture.  If the sheep are confined to corrals, the feet may need to be trimmed more often.

Students should describe and demonstrate the method of trimming.  They should know the materials required for this process.  If the students are using a hoof trimmer or sharp knife, they should trim the toe straight across and then cut off each side wall of hoof leaving the sole flat to facilitate proper movement and wear of the hooves.  The students should describe the precautions that need to be taken to ensure that lameness, bleeding, or foot rot does not occur.

22.2

To describe and demonstrate how to tag and tattoo sheep.

Students should identify the reasons for having an identification system on a sheep operation.  The students should describe the different techniques and the procedures necessary for each technique.  The students should demonstrate the techniques on the sheep.  The students should identify the safety precautions that are required to ensure the welfare of the sheep both psychologically and physiologically. 

Learning Objectives

Notes

22.3

To describe and demonstrate how to use a dog on a sheep operation. 

The students should identify the reasons that it is necessary to have a dog on a sheep operation.  A good working dog is an advantage on a sheep operation because it is more effective use of the operator’s time and efficient in handling sheep.  The students should identify the qualities that are required in a sheep dog.  The students should demonstrate proper handling techniques using voice and hand commands.  The students should train the dog to work the sheep in several different settings.

22.4

To demonstrate and describe the process of herding a flock of sheep

Herding a flock of sheep requires a keen sense of sheep behaviour including the herd and flight instincts.  Sheep are prey animals and, therefore, are likely to flee any unknown or unfamiliar circumstances.  Operators need to keep these characteristics in mind when working with sheep.

As with all modules in Sheep Production, the skills and abilities associated with herding a flock of sheep are best acquired with the help of farmers-trainers.  Students should be reminded that humane treatment of animals is a requirement of this course.

Learning Objectives

Notes

23.1

To develop the ability to identify the signs and symptoms of diseases and disorders in sheep.

Indicate to students the signs of healthy sheep.  Students should check animals for indications that the sheep are in good condition.  With the help of farmers-trainers, show students signs and symptoms of diseases and disorders. 

Student Reference Manual:  Have students develop a checklist for signs to observe when checking sheep.

23.2

To become knowledgeable about the types of medications and veterinary supplies used to maintain healthy sheep.

Invite a veterinarian to discuss the most common types of medications and veterinary supplies used to maintain healthy sheep.  Discuss the concept of preventive herd health.

Student Reference Manual:  Have students develop a checklist of preventive health practices.

23.3

To interpret the labels of medications and drugs.

The students should be able to describe the procedures for administering drugs and medications from the labels.  The students should administer medication by injection (at least five different ways) and orally (at least four different ways). 

Learning Objectives

Notes

24.1

To develop an understanding of the grazing options available for sheep production.

Discuss with students the various types of grazing and the advantages of each type.  The students should identify and describe the advantages and disadvantages of open and closed grazing methods.  The students should be able to identify the methods and strategies of herding in a range setting mentioning all the considerations necessary to ensure the safety and well-being of the herd. 

Student Reference Manual:  Have students investigate and document the stocking rates for pasturing sheep.  Students should develop a grazing plan for a particular sheep operation.

24.2

To develop an understanding of a sheep breeding program for range conditions.

Describe a breeding program based on pasture or range conditions.  Discuss with a farmer-trainer the steps that need to be taken to ensure that the breeding period occurs over the shortest period of time possible.

Have students discuss why a shortened breeding season is important for sheep production.

24.3

To manage the range land.

Range management is the efficient use of rangeland.  The water, plant, and soil resources must be carefully managed to ensure the maximum production of animal products (e.g., meat, wool, and hide).  Work with a farmer-trainer or rangeland specialist to discuss the concepts of rangeland management. 

Learning Objectives

Notes

Consider proper ground cover.  Identify the methods used to keep the range covered with proper forage and maintain a range forage reserve as well.

Introduce the concept of water management and the techniques used to increase the water holding capacity of the range.  Discuss with students ways in which to control soil erosion.  Work with farmers-trainers to demonstrate to students the conditions necessary to achieve maximum levels of sheep production from the range. 

24.4

To develop the ability to protect sheep from predators.

Working with farmers-trainers, describe to students the steps in camp management by identifying the best bedding grounds for the night to ensure the safety and health of the sheep.  Discuss and describe ways of protecting the sheep from predators when out on the range.  Students should identify the different types of predators and how to best protect the sheep from each predator.