Core and Optional Modules for Sheep Production 30

Learning Objectives

Notes

25.1

To identify farm hazards.

Have a farm safety specialist speak to students about farm safety.  Students should be able to identify a number of hazardous situations which should be monitored on a farm.  Students should also be familiar with various farm safety groups, organizations and regulations such as Workers’ Compensation.

25.2

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

Students should demonstrate a safety walk-around check on all the devices used for safety and make sure everything is in proper order pointing out the use of safety guards, shields and other safety devices on farm equipment. 

Students should also be knowledgeable about the proper clothing, footwear, gloves, glasses, and breathing and ear devices necessary for personal safety when working around and operating farm machinery, or when applying chemicals and other hazardous materials.

Student Reference Manual:  Have students revise, and/or develop, and use safety checklists for specific equipment on the farm.  Students should also develop a personal safety audit of a farm.

Learning Objectives

Notes

25.3

To demonstrate safe practices when using lifting equipment.

Students should be able to demonstrate safe practices when using specific manual and power tools as well as lifting equipment such as jacks and winches.  Have students examine the safety hazards associated with the use of power or manual tools.  Identify the hazards associated with jacks and winches.

Have students describe the kinds and sizes of jacks and winches which should be used for various farm equipment repair and maintenance.

25.4

To identify potential fire hazards and recommend precautions and fire fighting techniques.

Students should be able to identify fire hazards and demonstrate all types of fire fighting techniques.  Have students examine and list the fire hazards on farms.  Students should know how and when to use various types of fire equipment. 

Student Reference Manual:  Have students prepare a checklist of potential fire hazards, types of fire extinguishers and fire safety precautions.

Learning Objectives

Notes

26.1

To develop skills in handling emergency situations.

A course in First Aid is highly recommended but not always possible.  With the help of an ambulance driver, RCMP or local police officer, St. John’s Ambulance, nurse or doctor, help prepare students to deal with emergency situations by identifying the steps involved in seeking assistance, caring for injured people, and using first aid supplies.

Student Reference Manual:  Have students prepare a checklist of the components of a well-equipped first aid kit.  Students should also make a chart of emergency phone numbers such as police and fire departments, and ambulance services.

Learning Objectives

Notes

27.1

To understand the need for reliable information in all production sectors.

Using flow charts or concept webs, identify where producers need reliable information.  Have students consider the types of information that producers require.  For example, producers need information on:

·        commodity prices, markets and growing conditions 

·        transportation and input costs

·        health problems and weed or insect infestations

·        financial requirements and banking.

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

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

27.2

To locate and sort useful information required on a farm.

Finding, sorting and using information are important skills on a farm.  

In groups, or as individuals, have students gather, sort and critique information about sheep production.

Learning Objectives

Notes

Have students prepare a resource listing of information including the source and availability of the information and where and how it might be used.  Encourage students to make the listings as comprehensive as possible including transportation, storage, related services and so on.  Reinforce the value of reliable information and effective communication.

Student Reference Manual:  Have students prepare a list of valuable resources.

27.3

To recognize the importance of effective communication.

All sectors in agriculture require effective communication skills in order to understand or be understood by employees, employers, suppliers, or customers.  Some examples follow:

Producers need effective communication skills to:

·        obtain and effectively use related goods and services

·        effectively market their products.

Employees need effective communication skills to:

·        analyze, organize and clarify information

·        establish good will for their organizations

·        communicate their ideas to both technical and non-technical colleagues

·        improve workplace and interpersonal relationships

·        make good first impressions.

Have students describe the communication needs for their particular farming operation.  Have students describe and demonstrate the skills that are required as well as when and how they would be used.  Some examples are:

Writing and publications packages such as:

·        word processing systems

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

Information management systems such as:

·        spreadsheets

·        database management

·        teleconferencing.

Office tools such as:

·        facsimile

·        electronic mail

·        voice mail.

Learning Objectives

Notes

28.1

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

Have students list and research careers or occupations relating to sheep production and cluster them according to:

·        primary production - professional science, management and operation

·        marketing, distribution and retail services

·        support services - production and processing, financial and governmental

·        resource management.

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

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

Learning Objectives

Notes

29.1

To prepare a projected budget.

Have students prepare a projected budget of income and expenses for a year in a farming operation.  Reinforce the usefulness of a recordkeeping system to verify and modify the budget.

Student Reference Manual:  Have students develop a budget. 

29.2

To select and use an accounting system.

Have students select and/or use an accounting system for farm business transactions.  Be sure to reinforce the keeping of records to support the system.

29.3

To prepare a net worth statement.

Describe to students the concept of a net worth statement or have a representative from a financial institution talk to students about the statement. 

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

29.4

To study the sources of credit and the credit rating system.

Invite a representative from a financial institution or Farm Credit Canada to talk to students about farm credit and the credit rating system. 

Learning Objectives

Notes

Refer to Levels 10 and 20 as well as to training plans (see appendices).

Learning Objectives

Notes

31.1

To describe the marketing system for sheep, lambs, and their products.

Begin by studying the basic products from sheep and lambs that can be marketed.  Students should develop an understanding of marketing terminology.  Work with a farmer-trainer to discuss the best markets available for marketing sheep and lambs.  Indicate the advantages and disadvantages of marketing seasons and the timing of breeding programs to take advantage of the best market opportunities.

Indicate the potential restrictions that may develop during marketing time. 

Explain the concept of check-off fees and state the requirements for payment on the sale of wool and sheep.

Learning Objectives

Notes

32.1

To develop an understanding of the basic nutritional requirements of sheep according to age, sex, time of year and physical condition.

Have a veterinarian or farmer-trainer thoroughly explain the nutritional requirements of sheep.  Explain terminology such as total digestible nutrients, protein, trace minerals, and moisture content.  Indicate to students some of the problems that inadequate or improper feed cause.

Student Reference Manual:  Have students list the nutritional requirements of sheep according to age, sex, type of feed, condition of sheep and time of the year.

32.2

To develop the ability to prepare feed rations according to the nutritional requirements of sheep.

Having gained knowledge about the nutritional requirements of sheep, students should be able to develop feed rations or interpret how to prepare and/or read a master recipe sheet for the different pens of sheep.

Students should be able to demonstrate the ability to distribute feed rations accordingly.

Learning Objectives

Notes

33.1

To describe and demonstrate how to dock tails and castrate sheep.

Discuss with students the reasons why docking tails is essential for maintaining the health of sheep.  Indicate the problems with flies as well as the spread of diseases that can result when tails are not docked.

Demonstrate to students the proper procedures for docking using:

·        rubber rings

·        emasculator

·        electric docker

·        hot iron.

Ensure that students are aware of post-docking care and treatment as well as the signs and symptoms of infection or infestation of flies.

With the help of a farmer-trainer, have students discuss the advantages and disadvantages of castration.  Demonstrate the proper procedures for castration using:

·        rubber ring

·        emasculator

·        knife

·        bloodless castrator.

Students should identify the precautions to be taken when docking or castrating for both animals and the producers. 

Learning Objectives

Notes

34.1

To develop the ability to shear a sheep.

Have students discuss how to determine the appropriate time to shear.  Shearing is a specialized skill that adds quality and appearance to the fleece.  The sheep should be comfortable with minimum effort on the part of the shearer.

Have a professional shearer or the farmer-trainer demonstrate how to catch, hold and turn sheep during shearing.  Nicks may occur and should be treated with an antiseptic ointment to prevent infection or fly infestation.

Student Reference Manual:  Have students illustrate or find photos that show the proper methods for holding and shearing sheep.   

34.2

To prepare a fleece for bagging and sale.

Sheep should be shorn on an annual basis.  Preparing fleece for bagging and sale is an important factor in obtaining the best return for wool.  Describe the terms relating to the different types of wool.  Demonstrate the proper technique for removing a fleece in the shearing area.

The students should be able to:

·        remove foreign materials from the wool

·        package belly wool

·        fold, roll, and tie clean fleece

·        pack, stack, and store the wool.

Learning Objectives

Notes

35.1

To become familiar with the various types of internal and external pests that affect sheep.

Sheep are susceptible to a number of internal and external pests that must be controlled in order to maintain the health of the animal.  Have a veterinarian discuss with students the most common types of internal and external pests, signs or symptoms of infestations and procedures needed to control the pests.  Include insecticides and de-worming drugs used for treatment of external parasites and internal parasites describing specific use, and any precautionary measures required

Student Reference Manual:  Have students develop a list of internal and external pests, signs of infestations and treatment.

35.2

To demonstrate the application of internal and external pest control chemical and powders.

Demonstrate or have students indicate signs or symptoms of internal and external parasites.  Describe and/or demonstrate the respective method of treatment.

Student Reference Manual:  Have students design a preventive program to control external and internal parasites. 

Learning Objectives

Notes

36.1

To develop the ability to graft lambs.

Lambs are orphaned for a number of reasons.  For example, lambs may be orphaned or one twin may not be accepted by the ewe.  “Grafting” lambs is a term used to describe the adoption of orphan lambs by another ewe.  Timing and perseverance are often the key elements to successful grafting.  Grafting is often the best way to raise healthy lambs.

Demonstrate to students how to graft a lamb to another ewe using the stanchion method of holding the ewe.

36.2

To develop a knowledge of the use of milk replacer to feed orphan lambs.

Grafting lambs is often the first choice for caring for orphan lambs.  It is, however, not always possible or successful.

Bottle feeding orphan lambs is time consuming and requires a sense of how much milk is required by a lamb.  In the case of orphan lambs, too much as well as too little milk can be very harmful.

Have students investigate the contents of milk replacer and calculate how much milk replacer lambs require. 

Talk to producers about the optimum time to start lambs on prepared rations.

Student Reference Manual:  Have students develop a list of milk replacers, mixing rates and quantities required for various ages and sizes of lambs.

Learning Objectives

Notes

36.3

To describe the proper facilities needed when caring for orphans.

Orphan lambs require special pens as well as feed including milk bottles and/or multiple lamb milk feeders and water containers.  Discuss these requirements with a producer.  Students should describe the process of caring for, and proper facilities when caring for, orphans. 

Learning Objectives

Notes

37.1

To become knowledgeable about testing ewes for pregnancy.

Ewes should be pregnancy tested early in the gestation period to maintain the highest rates of reproduction possible in a flock.  Barren or open ewes should be culled from the flock.  Invite a veterinarian to demonstrate how to pregnancy check ewes.  Have students debate the pros and cons of the costs of pregnancy checking in comparison to the return on investment.  (CCT)

37.2

To develop the ability to help lamb a ewe.

Demonstrate to students the necessary precautionary measures for preparing young or first time ewes for the birthing process.  Students should assist with preparing (or prepare) a lambing time basic needs kit including a supply of colostrum, iodine for dipping navels, syringes, electrolyte solutions, penicillin and medications to prevent the spread of coccidiosis. 

Discuss or have students demonstrate ways to minimize stress on the ewes and lambs.  Students should be able to identify the onset of parturition and give assistance when required. 

Student Reference Manual:  Have students list all the items and the reasons for each item required in a lambing kit.

Identify types of difficult births and describe the techniques used to assist in each difficult situation. 

Learning Objectives

Notes

37.3

To demonstrate effective post-natal care of ewes and lambs.

The students should demonstrate effective post-natal care of ewes and lambs.  Students should be able to diagnose and treat a retained placenta with use of bolus, penicillin, and veterinarian’s assistance.

37.4

To dispose of dead animals,

Discuss with students the proper procedures to dispose of dead animals.  Students should be made aware of the precautions required to protect the water supply and feed supply from contamination and/or spread of diseases.

Learning Objectives

Notes

38.1

To operate a feed roller and maintain service to the roller.

Demonstrate to students the components of a roller mill and its operation.  Identify the safety precautions and procedures to minimize accidents.  Have students demonstrate their ability to perform walk-around inspections of the machinery and perform any minor adjustments. 

Discuss the importance of proper lubrication to the roller mill.  Students should be able to demonstrate the operation of the roller mill to ensure quality and quantity of feed.