4-H Beef Series

Mastering Beef – Feed Issues – Nutritional Disorders

Welcome 4-H Leaders!

Introduction Many feed and feeding issues can arise in beef cattle operations resulting in losses in production and profitability. The best way to avoid these issues is to have a good understanding of them. In the 4-H Mastering Beef Project members will examine by learning, to do by doing a variety of nutritional disorders. The leader guide is written with the expectation in that the project leader will have a working knowledge about feeding issues. Other resources, internet, MAFRI staff or industry may be accessed to enhance the project experience. Members are not handicapped with they do not have a project animal. They may complete this project with or without a project animal. The 3D’s of Learning - Each Skill Builder has three sections of learning called “Dream it!”, “Do it!” and “Dig it!”. Below is a description of each. Dream it! Plan for Success - this gives members a chance to help plan their activities. A skills checklist, background information, important words, and activating questions are included in the Member Manual so they will be able to think about the topic and activity and decide how they will approach it. The Leader Guide contains in depth background information on the topics, material lists, suggestions, time requirements for activities, and activating, acquiring, and applying questions to engage member’s thinking through each step of the learning process. Do it! Hands on learning - this is where members are engaged in the activity planned / discussed in the Dream it! Section. Here members are doing the activities and leaders are observing, recording, and providing feedback on how well they are doing. Allow as much individual practice as required; you are assessing the progress and understanding of individual members. Dig it! What did you learn? - this simply means that members and leaders need to ‘dig into their learning’. For the learning cycle to be completed, both need to reflect on how things went and how well they did. For members, this involves self-assessment, giving feedback, creating meaning from their experiences, and thinking about what they would do differently next time. Once this is done they will be in a good position to apply what they have learned to the next experience.

The sequence of project meetings and specific skill building outcomes for members in this project are on the chart on the following page.

Do

Dig It

Dream

Table of Contents

Introduction 1

Project Summary 2

Skill Builder 2: Moulds

15

Skill Builder 3: More Moulds

21

Skill Builder 4: Nitrates and Nitrites

27

Skill Builder 5: Prussic Acid Poisoning

21

Skill Builder 6: Sweet Clover Poisoning

34

Skill Builder 7: Polioencephalomalacia (PEM)

38

Showcase challenge: 42

Portfolio Page 43

- Draft 2010 -

Skill Builder 1: Animal Records

11

2

Each section, Skill Builder (or Builder) in this project has activities that will help your project group learn to do by doing while learning new skills and having fun!

What Skills Will The Member Learn?

To complete this project, members must: Complete the activities in each Builder OR a similar activity that focuses on

the same skills as you and your members may plan other activities Plan and complete the Showcase Challenge Complete the Portfolio Page Participate in your club’s Achievement (See the inside back cover for more

information about 4-H Achievements).

Members will be able to... Activities Page

Skill Builder 2

Moulds Explain how moulds affect animals Identify characteristics of moulds Know how to prevent

Virus and Bacteria Easier to treat Moisture level for hay Ergot percentage

calculation

17 17 17 17

Skill Builder

3

More Moulds Explain the effects of moulds Identify the different types of moulds Know how to prevent

Safe DON levels Symbiotic relationships Endophytes in tall fescue

straw?

23 24 24

Skill Builder 4

Nitrates Explain how Nitrate accumulation can occur Identify the signs of Nitrate poisoning Know how to prevent and treat

Meadow brome grass Nitrate level

29 29

Skill Builder

5

Prussic Acid Poisoning Understand the negative effects of Prussic Acid

poisoning Identify signs and symptoms of Prussic Acid

poisoning Know how to prevent and treat

Plants suspect for prussic acid poisoning.

32

Skill Builder

6

Sweet Clover Poisoning Identify the signs of sweet clover poisoning Understand how to prevent and treat

Mouldy sweet clover hay 35

Skill Builder

7

Polioencephalomalacia (PEM) Identify signs of PEM Explain the dietary risks of PEM Understand how to prevent and treat

Acute and subacute Plants high in sulphur Dietary components

tested

39 39 40

Showcase &

Portfolio

Explain success in using the skills listed above Showcase Challenge My Portfolio Page

42 43

When members successfully complete these builders, they will showcase what they have learned.

Skill Builder 1

Animal Records Fill in records Understand importance of neat and organized

records

Beef Animal Record Feed Record Achievement Record Health record Picture this!

11 11 11 11 11

3

4-H Project Series Skill Development Levels Each project topic series contains three levels of skill development: explore, discover, and master. Explore - each project series has is one project outlining the fundamentals. All members will be expected to complete the Explore level project before moving into the Discover level of projects. It introduces the basic skills and terms needed by members for subsequent projects in that series. Discover - each project series has several project options and members are encouraged to take as many as they would like. At this level, members practice topic specific techniques and gain theme related skills through specialized builders. Master - multiple project options encourage members to specialize in a topic. They may branch out and take advantage of community options such as cooking for a canteen or participating in a food drive. The Leader’s role is look for opportunities for their members to have more authentic experiences by: working with other mentors, partnering with outside agencies, participating in exchanges, entering competitions, etc. Projects at this level may include the “Partner-a-Project” whereby pre-approved courses will allow members to advance their skills, while applying their learning to the 4-H program.

Showcase Challenge and My Portfolio Page At the end of the members’ section are the “Showcase Challenge” and “My Portfolio Page”. The Showcase Challenge page gets members to think about their accomplishments and explain or demonstrate how they were successful. There are a number of suggestions along with planning information to help them decide how they will best “showcase” their learning to friends, family, community members and/or fellow 4-H members. Record keeping is an important part of every 4-H project. “My Portfolio Page” is a graphic organizer used to keep track of members’ 4-H experiences. As each member learns skills, the evidence of learning (through participation and completion of the various activities) is recorded on the page. When the Portfolio Page has been completed and confirmed by the leader, then it becomes a record of the member’s completion of the project and participation in other 4-H activities beyond the project. 4-H leader assessment of members will happen throughout the project as you assess the progress and understanding of individual members. You need to observe the members doing the skill and record what you see and hear. Your feedback should be positive and descriptive (not just “well done”). Share that feedback with members frequently so they can put your suggestions into action. How you choose to observe and record is up to you. Some methods are to create checklists, videos and notes while encouraging discussions, peer observations and questions. Recognize that members may improve over the course of a builder and that records should be updated to reflect when they demonstrated their best learning. You are discussing how well members are meeting the skills checklists that are at the beginning of each of the project books, in each Builder and on the Portfolio Page. Projects promote technical, communication, meeting management, and leadership skills, as well as community involvement and real-world experiences. In addition to the specific skills members are to learn in each builder, the following general learning goals for members are important: Following instructions - Working with others - Using supplies safely - Using the key words - Improving with practice - Respecting timelines.

4

4-H LEADER TIPS FOR SUCCESS!

To complete, members must complete all the activities referred to on the “Project Completion Requirements” page OR alternate idea for an activity that would teach the same skill or an age appropriate variation. If activity substitutions are used, be sure to have the member make note in their manuals.

Dependent on time available at each meeting, group size and abilities of group members, you may wish to break the Builders into more than one project meeting.

The internet has lots of interesting websites and educational activities. You may choose to use a search engine to explore the options available. We do not endorse any website or the safety or functionality of any products they may sell. Information/products will be used at your own discretion.

Safety is a number one priority. Care has been taken to create safe, age appropriate activities throughout this manual. As leaders, it is important for you to emphasize safety rules and manage or adapt activities in a manner that will safely match your members abilities. Ensure members have a good understanding of safe working and handling practices when using tools, that they use the appropriate safety equipment when necessary, and that appropriate supervision is provided. A quality experience needs to be a safe experience.

The multiple intelligences theory teaches us that people learn in at least 8 different ways. All individuals will be stronger in some ways of “intelligences” and weaker in others. It follows that the more ways we teach, the more members we will reach. Throughout this project, you will find a mix of writing, reading, hands-on work, artwork, self-evaluation, group discussion and math calculations. Teaching projects using a broad blend will help increase the learning potential of all members.

Projects are designed to teach many skills. However, the 4-H member is always more important than the subject matter. Stress cooperation in the activities where possible to develop teamwork and cooperation skills. These are valuable skills that will assist them in a number of settings. Ensure the work is completed in a manner that members feel good about themselves and their efforts. This can be done by assigning appropriate tasks or roles based on member’s individual abilities. Modelling and expecting supportive behaviour (i.e. no “put-downs”) amongst members, or by other adults, also contributes to a positive experience.

There will be opportunity for experimentation and applying skills that members have learned throughout this project. Experimenting can be frustrating, but learning through trial and error is an important life skill. Explain to members that it is alright to either go onto the next builder or do the builder again if they need the practice. Help the members work through their challenges until they are satisfied with the quality of their designs. Creating inventive 4-H members will be very rewarding.

Celebrating success is an important but sometimes overlooked part of our lives. We encourage you to use the final section to empower the members by celebrating all they have learned in a fun manner. Anything that you do to add to the spirit of fun and the sense of accomplishment of each member will likely be remembered as the highlight of their 4-H year.

Have fun and thanks for your belief in young people!

5

Being a 4-H Mastery Level Project Leader Mentors are valuable people in our lives that support and encourage us and point us in the right direction. A mentor is a person that invests time, energy and knowledge into contributing to an-other person’s growth. The majority of mentor relationships are informal and often go undetected. Think for a moment. Can you identify someone who has contributed to your personal growth? Have you been a men-tor by being a coach or role model to yours peers, younger acquaintances or the adults in your life? You can likely identify mentor relationships that you have already been in but have not nec-essarily viewed from that perspective. Being a 4-H leader, especially to older 4-H youth, provides a formal opportunity to have a mentor relationship. Mentors can serve a variety of roles in the lives of their mentees (the person they are mentoring). Some of these roles may include: Listening—not talking but really listening to what the mentee has to say Role modeling—setting an example by how you behave and what you accomplish as opposed

to just talking about it. Leading by example is a powerful teacher. Building self-confidence—offering encouragement and appropriate praise can be very empow-

ering to those receiving it. Providing challenges—planting the seed of inspiration to strive for and expand your personal

beset through a variety of growth experiences. This is often referred to as coaching. Offering perspective—helping the mentee to see the big picture. This is often done through

helping the mentee identify their feelings and providing feedback that gives them both accurate information and encouraging them to explore the options available to them.

Mentoring can be such a positive growth experience for both the mentor and the mentee. Chal-lenge yourself to learn and practice mentoring skills in your relationships—whether those rela-tionships are formal or informal. You can make a real difference in someone’s life. Let’s take a closer look at some of the roles of a mentor: Listening Skills Active listening is such a valuable life skill but we are rarely taught how to do it well. Here are some basic tips to improving your listening skills: Stop talking. The fewer words that you say the more words the other person can say. Show that you are listening. Sit/stand where you can make eye contact with the speaker.

Lean forward, not your head, remain alert, and smile—anything to show that you are hearing and thus reacting to the information.

Listen for ideas rather than facts. Tune into the person’s feelings as well as the content of the message. Body language and tone of voice can often reveal more than the actual words do.

Provide feedback. To ensure what you heard is what the speaker meant, summarize back to the speaker (in your own words) what you feel were the key points that they made. This pro-vides the speaker the opportunity to correct you if you have not clearly understood what they meant.

Remove distractions. Find a quiet place to talk. Don’t be mentally jumping ahead rehearsing what you should say next.

Don’t judge. You may not agree with what the speaker is saying but accept it at face value. If you accept the speaker’s thoughts and feelings without judgment, they will be more open to hearing other points of view after they have had their case heard without judgments.

6

Building Self Confidence in Others Self-confidence is a powerful motivator and we should strive to build positive self-confidence in others and ourselves. What can you do to increase another’s self-confidence? Some tips include: Believe in the person. Say and show that you think they can accomplish their goals. Introducing them to key people and being enthusiastic about their abilities can be very encouraging to the mentee. Empower them to make choices. Advice is very easy to give but suggesting choices the mentee can consider gives the person a sense of control and power over his/her life. Identify skills and growth opportunities. A mentor can help mentees identify their current skills and skills or knowledge they may need to acquire to accomplish their goals. Encouraging a person to try new skills is an important role of a mentor.

Providing Challenges & Effective Coaching Five basic steps to effective coaching are: 1. Tell—explain how to do the task 2. Show—demonstrate how the task is done 3. Do—provide an opportunity for the learner to do the task 4. Observe—watch how the task is being done 5. Praise and/or redirect—compliment on the correctly done performances and suggest areas of

improvement Some further tips to ensuring a successful coaching experience are to: Break the learning in to small tasks or steps Take time to ensure each step is learned correctly before moving on to the next step. Bad habits are difficult to correct Match abilities and tasks

H E A D … Learning to think Making decisions Understanding and gaining new knowledge H E A R T … Being concerned with the welfare of others Accepting responsibilities as community members Determining values and attitudes by which to live Learning how to work with others H A N D S … Learning new skills Improving old skills Developing pride in work Developing respect for work H E A L T H … Practicing healthful living Protecting the well-being of self and others Making constructive use of leisure time

7

Resources For a Mastery Level Leader

Since a significant component of the mastery level projects is to assist members to locate resources to enhance or their project experience. The following are some sources of additional information and resources: The Catalogue of Supplies

This resource gives more information on the different projects and specific details on leader or member manuals, record books and related resource material The resources listed in the catalogue include books, pamphlets, promotional supplies and audiovisual materials for project, leadership and general topic areas. People to Help

1. Head Leader Your 4-H club’s head leader is one of the first people to contact for information and

help. If you are a head leader, contacting another 4-H head leader can create a great buddy system for support, questions and ideas.

2. Leader Training Opportunities Take advantage of any leader training opportunities.

3. 4-H Leaders/Members Other 4-H project leaders and/or senior 4-H members can be excellent sources of

experience and/or ideas about: resources to access, project leadership techniques, working with specific age groups etc.

4. Community Check out staff at local schools, RCMP headquarters, hospitals and other local services

to assist with your 4-H program. There are often many people in your community who have expertise in a specific area that could speak at your project meeting. You could also take a tour of some local business like a local veterinary clinic, bakery, craft store, farm, grocery store etc.

5. Manitoba 4-H Council Office Manitoba 4-H Council coordinates, develops and administers provincial 4-H policy and

delivers provincial 4-H events, programs and activities. www.4h.mb.ca

6. Manitoba Agriculture, Food and Rural Initiatives (MAFRI) MAFRI is responsible for the development and continuation of the 4-H program in

Manitoba. Some specific examples include: Creating and providing 4-H project materials Collecting 4-H enrolment data Delivery of 4-H member and/or leader skill development workshops, fact

sheets, and mentoring Liaison/mentor to area, provincial and national 4-H councils

At the GO Centre/Office, Rural Leadership Specialist, Farm Production Advisor, Business Development Specialist & Extension Coordinator support the 4-H program in a variety of manners. Contact your GO Office/Centre or email 4-H@gov.mb.ca for support with:

Project delivery questions 4-H resources Support in skill development for members or leaders (e.g. communications,

meeting management, leadership)

8

Youth Learning Characteristics - Background for a Mastery Level Leader

Below you will find a list of characteristics that are common to children in five different grade levels. Please remember, however, that children develop at their own pace, and all characteristics will not be observed in all children at the same age or in the same grade. But you should find this outline helpful as you work with youth of different ages.

Grades 7 – 10 (12-15 years old) Tend to be very concerned with themselves and their peer group. Relationship skills become a

priority. Many begin dating, and acceptance by members of the opposite sex may become important.

Since many are becoming aware of their own special abilities and talents, this is a good time for introducing them to leadership roles.

As they begin to think about the future and make realistic plans, their vocational goals are often influenced by the activities they select.

Mastering abstract thinking, they imagine new ways of doing things that sometimes challenge adults.

Set their goals based on feeling of personal need and priorities. Any goals set by others are likely to be rejected.

Can initiate and complete tasks without supervision. Leader’s role should be that of advisor/coach.

Grades 10 – 12 (15-17 years old) Finishing up high school and moving on towards independent living from their family of origin. Future plans are important as they begin making the transition to adult life. Their goals for the

future influence which activities they continue. In most cases, they determine their own schedule and only general directions are needed

when they are assigned familiar tasks. Close relationships develop as they become preoccupied with their need for intimacy. Make and carry out serious decisions, but still need adults for support and guidance. Adults no longer control activities, but should serve as resource people, helping to stimulate

teens’ thoughts.

Four Basic Needs Common To Everyone

There are some very distinct differences between the interests and needs of an eight year old and those of a 21 year old. However, there are certain basic needs that are common to everyone, regardless of age, that you should keep in mind when working with your members. The need for recognition, causing a person to seek experiences and understanding in

which there is social approval, commendation and prestige; and to avoid experiences that result in ridicule and disapproval.

The need for power, causing the person to seek experiences that hold promise of achievement, success, self determination and mastery; and to avoid situations that involve frustration and a sense of failure.

The need for new experiences, causing a person to seek experiences that provide adventure, excitement and change; and to avoid situations that are monotonous and boring.

The need for security, causing a person to seek experiences that give assurance of protection, confidence and belonging; and to avoid situations involving danger, insecurity and fear.

9

Learn To Do By Doing

4-H Experiential Learning

“Learn to do by doing” is one of the main reasons 4-H has been so widely recognized and respected in the field of informal education. It engages the learner, encouraging them to think more, work hard, and ultimately learn more thoroughly than with traditional teaching methods. Experiential learning is more than just doing activities. It involves discussing the activity, drawing conclusions from the activity, and applying them to the real world.

Dream it! Do it! Dig it! is based on Experiential learning.

Learn To Do By Doing

One of the principles behind all 4-H training is “Learn To Do By Doing.” The 4-H motto is based on sound principles – people learn by doing and achieving. People generally remember about 10% of what they read. While some material can be simply read and understood by members, providing reading material ahead of time is best. People generally remember about 20% of what they hear. Lectures should be kept very short. Always keep it under 30 minutes with younger children. People generally remember about 30% of what they see. Try to make a demonstration part of every lesson. “The eye is the window to the brain.” People generally remember about 50% of what they hear and see. Explain and demonstrate the principle. People generally remember about 70% of what they say and write. Explain and demonstrate the principle and have the member write it down and repeat it back. Record books and journals will also reinforce the project concepts. People generally remember about 90% of what they say and do. Whenever possible the member should have the opportunity to practice. The ideal lesson is five minutes of explanation, ten minutes of demonstration and fifteen minutes of practice.

4-H Online Resources

www.4h.mb.ca

Www.manitoba.ca/agriculture/4h

4h@gov.mb.ca

www.4-h-canada.ca

10

Leader’s Notes

11

Skill Builder 1: Animal Records Skills Checklist: Fill in records Understand importance of neat and organized records

Dream it! Background for Leaders The feeding of beef cattle constitutes the greatest single cost in beef production. Therefore, it is very important to have a good understanding of the nutritional requirements of cattle, the types of feeds to meet the requirements and how to feed the different classes of beef cattle. Feed costs make up about 65 to 75% of the total cost of keeping a cow in the herd and proper nutrition directly affects the cow’s fertility and calf weaning weight; the two biggest success factors in the cattle business. Feed costs account for 70 to 80% of the expense of feedlot finishing. Nutritional deficiencies may be the result of too little feed or rations that are too low in one or more nutrients. Deficiencies can also be worsened by toxins that may be present in the feed. For example mould growth, nitrate poisoning, prussic acid poisoning and sweet clover poisoning just to name a few Keeping records for your herd and feedlot provides valuable information to farmers and to buyers. By keeping animal records, this allows and enhances knowledge on inbreeding, any health problems that may be inherited, costs of feed and other supplements, as well as herd performance, cow fertility, etcetera.

Do it! Review with members the Code of Conduct. Discuss the benefits of responsible animal care. This could be a topic or activity the senior members facilitate to with the 4-H club to raise awareness among the younger members. Members will have to keep and fill out the following records: Beef Animal Record Feed Record Achievement Record (Final weight and weight gained) Health record Picture this!

The province of Manitoba has developed a Premises Identification Program to be used as a tool for the planning and management of animal health and food safety emergencies A premises is a parcel of land where livestock or poultry are grown, kept, assembled or disposed of and includes farms, stables, pastures, feedlots, assembly yards etcetera. The Animal Premised Identification Regulation requires the owner or operator of a premises to provide specific land and contact information. For more information contact your local MAFRI GO Office or e-mail traceability@gov.mb.ca.

12

In t

he

Mem

ber

Man

ual

13

In t

he

Mem

ber

Man

ual

14

In t

he

Mem

ber

Man

ual

15

Skill Builder 2: Moulds

Skills Checklist: Explain how moulds affect animals Identify characteristics of moulds Know how to prevent Important Words:

Dream it! Moulds Mycotoxins What is a mycotoxin? Mycotoxins are toxins that have been produced by moulds. Some examples of moulds are: Aspergillus flavus, Penicillium cyclopium, Penicillium islandicum and Penicillium palitans. The most well studied of all the mycotoxins is aflatoxin which has been found on peanuts, brazil nuts, silage, corn, most cereal, hay and grasses. Moulds can produce toxic compounds on virtually any food or feed that will support growth. Turkeys, ducklings, pheasants, trout, cattle, swine, horses and people are can all be affected by mycotoxins. In all species the young are far more susceptible than mature animals. Generally, ruminants ap-pear to tolerate higher levels of mycotoxins and longer periods of intake than monogastrics. How do moulds and mycotoxins affect animals? Moulds affect animals in a variety of ways from decreased productivity to sudden death. Usually the first sign is a loss of appetite or feed refusal followed by weight loss. A few animals will abort (reproductive failure) and an occasional animal will die. With high intakes of mycotoxin or several types of moulds being consumed any one or a combination of the following symptoms may occur or develop: -liver damage, atypical interstitial pneumonia, bloody-slimy diarrhea or scours, arched back, dry gangrene at the end of the tail or top of hoof, kidney damage, lameness and/or swollen legs. Increased infections may occur since mycotoxins can cause increased a decrease in immunity.

Mycotoxin Toxins that have been produced by moulds.

Aflatoxin The most well studied mycotoxin.

Virus A very small organism that can only duplicate itself inside living cells of organ-isms.

Bacteria An organism that can grow on non-living surfaces.

Ergot Is a parasitic fungus.

16

In addition to the effect of mycotoxins on the animal’s health, milk and eggs are contaminated by the residues or mycotoxins or their metabolic products. Principles that characterize mycotic diseases: 1.The cause may not be immediately identified 2. The disease is not transmissible from one animal to another. 3. Treatment with drugs or antibiotics has little effect on the course of the disease. 4. Outbreaks are usually seasonal, climate or weather related that favours fungal growth and toxin production. Investigation indicates a specific association with a particular feed, although large numbers of fungi found on a feed does not necessarily indicate toxin production

A positive diagnosis of mycotic disease requires a combination of information: detection of fungal spores or even mould growth may be present without the production of mycotoxins. The documented presence of a disease is required for it to be caused by a mycotoxin combined with the detection of the mycotoxin in either feeds or animal tissues. Sometimes more than one mycotoxin can be present and their different toxicological properties may cause clinical signs and lesions that are not consistent when animals are exposed experimentally with one pure mycotoxin. Several mycotoxins may attack the immune system which may allow viruses, bacteria or parasites to create a secondary disease that is more obvious than the first There are NO specific antidotes for mycotoxins, removal of the source of toxin will eliminate further exposure, blending feeds can help and assessing the level of moulds in feeds may guide feed mixing. Prevention The primary cause of aflatoxin or mycotoxin production is moisture; hence the proper harvesting, drying and storage are important factors in lessening the contamination and toxin production. Propionic acid, acetic acid and sodium propionate will inhibit mould growth, when producing high moisture grain using mould inhibitors may be beneficial. How do moulds and mycotoxins affect animals? Moulds affect animals in a variety of ways from decreased productivity to sudden death. Usually the first sign is a loss of appetite or feed refusal followed by weight loss. A few animals will abort (reproductive failure) and an occasional animal will die. Acute ergot poisoning is caused by eating large quantities at one time and can produce paralysis of the limbs and tongue; it can also cause a disturbance of the gastrointestinal tract and cause abortion. Cumulative poisoning may develop with lower quantities of ergot being consumed over a longer period of time. Chronic poisoning produces gangrene of the extremities with subsequent sloughing off of hooves, ears and tails. Delirium, spasms and paralysis may occur before death. If the poisoning is noticed in time affected animals may recover if put on good feed.

17

Poultry are more tolerant of ergot than other animals. Grain containing 0.06% ergot will reduce average daily gains and feed efficiency of finishing cattle. Six different alkaloids (poisonous compounds) are involved in ergot poisoning.

Do it!

Members will now research and record or discuss the following questions with you or other members. What are two differences between a virus and a bacteria? Answer: Viruses are much smaller than bacteria. Viruses must have a living host to multiply and bacteria can grow on non-living surfaces. Viruses invade their host’s cells and turn the cell’s genetic material from its normal function to producing the virus itself. Bacteria contain all the systems they need for their growth and multiplication, while viruses carry mainly information in the form of DNA or RNA packaged in a protein or membranous coat that float around until they encounter a suitable living host to use. Viruses are not truly living. Which is easier to treat? Answer: Bacterial infections are easier to treat. What is the proper moisture level for hay to be baled at to prevent mould growth? Answer: The proper moisture level for hay to keep for an extended period of time is 15% moisture or 85% dry matter. This will limit the amount of mould growth. How could you find out how much ergot is in a grain sample? Answer: You can send a grain sample to a certified feed test lab or perhaps your local grain elevator to have the ergot bodies counted. Or you can do a count at home. One ergot body in 1000 is 0.1%, the limit for what we should feed to cattle. Or you can take a clean one litre milk car-ton fill it with the grain sample pour it out and if there are 10 ergot bod-ies that would equal 0.1%. The grain could be mixed with ‘clean’ grain to be fed to non-pregnant animals.

Dig it! Now that members have a basic knowledge of moulds, it is time for them to reflect on their learning and apply what they now know by answering the following question. Where can you go to find information you may need to know about moulds? In a group, discuss what types of questions you may ask to find out the answers you are looking for. As a group, try to get members to come up with a question each that they would ask somebody of this type of knowledge. Possibly plan a field-trip to a local feed company where members can learn from somebody who has hands on knowledge.

18

What’s next? In the next builder, members will continue to learn about other types of moulds. They will examine treatments and symptoms of ingesting an excessive amount of particular moulds.

Leader’s Notes

19

In t

he

Mem

ber

Man

ual

20

In t

he

Mem

ber

Man

ual

21

Skill Builder 3: More Moulds Skills Checklist Explain the effects of moulds Identify the different types of moulds Know how to prevent Important Words

Time Required: 15 minutes

Age Considerations Designed for ages 18-21

Dream it! Fusarium Head Blight Most often fusarium head blight (FHB) is found in wheat, but can also infect barley, rye, oats and some forage grasses. FHB may also be called scab and can produce the toxin deoxynivalenol or DON and is sometimes called vomitoxin. DON can cause reduced feed intake and result in lower weight gains or productivity. DON levels are highest in the vegetative parts of the seed head therefore the chaff often has the highest toxin levels. Screenings could also contain a very high level of DON especially in a region that had a high incidence of FHB. Infected screenings can contain five times more toxin than infected grain and there is also an additive affect when feeding other mouldy feeds. In ruminants DON is poorly absorbed, extensively metabolized and cleared from the animals. Prevention Test any light test weight grain with visible mould or musty odour DON is not destroyed by heat treatment so pelleting will not reduce the amount of toxin present. Agriculture Canada’s DON feeding guidelines for growing beef cattle is 5 ppm and for lactating cows 1 ppm. However, research conducted in the United States suggests feed levels of 10 ppm for cattle if the ration contains less than 40% grain. Example 1 -Feeding DON infected grain to calves, if you know the level of DON in your wheat sample is 40 ppm: Step 1. 500 lb calves, dry matter intake (DMI) is approximately 2.5% of their body weight 0.025 x 500 = 12.5 lb dry matter (DM) or 15 lb ‘as fed’ (containing moisture)

Fusarium Head Blight

Deoxynivalenol (DON) A toxin produced by Fusarium Head Blight

Endophyte A fungus that lives symbiotically inside the grass plant.

Ergovaline A major toxin produced by a fungus that infects tall fescue.

Lolitrem B A toxin produced by the fungus that infects perennial ryegrass.

22

Step 2. Wheat contains 40 ppm DON, the safe level based on US data is 10 ppm 10 ÷ 40 = 0.25 x 100 = 25% inclusion rate of the total ration Step 3. 15 lb of feed to be fed x 0.25 = 3.75 lb of DON infected grain can be fed If we use the 5 ppm recommended by Agriculture Canada 5 ÷ 40 = 12.5% inclusion level or you could feed 1.88 lb of infected grain on an ‘as fed’ basis.

Example 2 –If you do not know what level of DON is in the grain: Step 1. 500 lb calves, 15 lb of feed ‘as fed’ Want to feed 5 lb of infected barley grain, how much DON can it contain before you have to mix it with non-infected grain? 5 lb ÷ 15 lb total feed = 0.33 or 33% of the ration Step 2. 0.33y = 10 ppm, maximum DON feeding level Solve for y Y= 10 ÷ 0.33 Y= 30.3 ppm DON can be in the barley sample if feeding 5 lbs of grain in the ration Endophytes: Ergovaline and Lolitrem B Feeding cattle straw from seed producing perennial ryegrass and tall fescue may result in endophyte toxicity or poisoning also known as ryegrass staggers and fescue foot. These diseases are attributed to endophytes; an endophyte is a fungus that lives symbiotically inside the grass plant. The endophytes produce toxins that can provide disease and insect resistance to prevent plant tissue damage. These traits are beneficial for turf-type grasses when grown in areas with high insect and disease pressures that can reduce the life span of the stand. Endophyte fungi are only transmitted by the seed and its entire life cycle takes place inside the plant tissues. An individual plant will not become infected by neighbouring plants. Different species of endophytes infect tall fescue and perennial ryegrass and produce different toxins. The fungus that infects tall fescue produces ergovaline as the major toxin. Ergovaline is concentrated in the reproductive parts of the grass plant especially in the seed screenings. Toxicity will NOT be reduced by pelleting the screenings. The fungus that infects perennial ryegrass mainly produces the toxin Lolitrem B. Ergovaline is typically only a problem in tall fescue and Lolitrem B is typically only a problem in perennial ryegrass. Each toxin produces different clinical signs. Ergovaline poisonings in livestock includes hyperthermia, elevated body temperature, lower feed intake, weight loss, lower pregnancy rates and decreased milk production. Fescue foot is associated with ergovaline and is most apparent in the winter months, animals develop swelling in the legs and restricted blood flow causes tissues to die and hooves can detach from the feet in severe cases. Tails and ears my also be affected and start dying off. Ryegrass staggers is caused by the toxin Lolitrem B and causes tremors, severe incoordination and falling down. This condition requires a seven to fourteen day exposure period and clinical signs usually disappear in two to three days if the animals no longer consume the toxin containing feed.

23

Threshold levels of ergovaline and Lolitrem B in the diet that can result in the clinical disease

Ergovaline, ppb Lolitrem B, ppb

Horses 300 - 500 Not determined

Cattle 400 - 750 1800 – 2000

Sheep 800 - 1200 1800 - 2000

Recommendation developed by Oregon State University, College of Veterinarian Medicine (Aldrich-Markham and Pirelli, 1995) Prevention of Endophyte Poisoning 1. Seed forage type tall fescue and perennial ryegrass with low or no endophytes. 2. Since the toxin is concentrated in the seeds, screenings from tall fescue and perennial ryegrass

should never be fed to livestock 3. Test the turf types for ergovaline and Lolitrem B to determine the risk potential 4. Do not fed infected plants to pregnant animals 5. Mix non-endophyte containing forage with infected feed to reduce the overall toxin intake.

Tub grinding and limit feeding of infected forage is also recommended. 6. Animals that are in poor condition are more susceptible to toxicity. Ensure that rations are

properly balanced for energy, protein, minerals and vitamins. 7. Threshold levels can be affected by stress and environment. All animals fed endophyte 8. containing forages should be watched closely and the contaminated feed removed immediately

if toxic symptoms are observed. 9. Ammoniating the straw has been shown to decrease the toxicity. 10. Use a chaff spreader while harvesting the forage seed to reduce the amount of chaff baled

since the endophytes are concentrated in the seed head.

Do it! Questions Time Required: 30 minutes Equipment/Supplies: Pen or Pencil Instructions: Have members read and discuss pages 12 to 14 in the members manual. Have members answer the skill builder questions following example given in the text. If a wheat sample has 25 ppm DON would it be safe to feed 10 lb of wheat to 500 lb calves? Answer: No, it would likely cause the calves to go off feed and reduce their weight gain if you fed 10 lb of 25ppm DON infected wheat. 10 lb grain ÷ 15 lb dry matter in-take per day, 66% of the calves intake would be grain multiplied by 25 ppm DON = 16.6 ppm DON in the ration. That’s over the maximum of 10 to 15 ppm for growing/finishing cattle. As well that would also be too much wheat to feed to a 500 lb calf; they would have major digestive upset.

24

What other symbiotic relationships occur in nature? Answer: There are many symbiotic relationships that occur in nature, here are a few of them -People rely on bacteria to produce vitamin K for blood clotting and we feed the bacteria; flowering plants need insects like bees for pollination and eventual seed production; bacteria in the root nodules of leguminous plants such as alfalfa fix nitrogen to help the plant grow.

What should you do if you suspect endophytes are present in your tall fescue straw? Answer: Have the tall fescue straw tested by a certified lab to see how much erogovaline is in the sample. Feed accordingly or if the sample contains more than 750 ppm ergovaline toxin do not feed it to beef cattle. Have the tall fescue straw tested for feed quality including the energy, protein, calcium and phosphorus at minimum.

Dig it! Members should now understand how to treat their animals should they consume an excess amount of mould. They will also be able to calculate the amount of DON infected grain that is allowed to be fed , as well as how much DON occurs in the grain. Have members work on the following questions independently. Once everyone is done answer-ing the questions, have the members share with one another to see what everyone came up with. What can you to ensure lower percentages of mould present in your feed? What type of monetary affects would be associated with excessive amounts of moulds?

What’s next?

Leader’s Notes

25

In t

he

Mem

ber

Man

ual

26

In t

he

Mem

ber

Man

ual

27

Skill Builder 4: Nitrates

Skills Checklist: Explain how Nitrate accumulation can occur Identify the signs of Nitrate poisoning Know how to prevent and treat Important Words:

Time Required: 15 minutes Age Consideration: Designed for ages 18 to 21.

Dream it! Nitrates and Nitrites Nitrate is taken up by plant roots from the soil and stored in the plant tissue as amino acids and proteins. The main site for this process is in the growing green leaves. Nitrate accumulation can occur in susceptible plants when They are under stress from drought, insufficient sunlight or after spraying with herbicide. Following heavy nitrate fertilization of soils with commercial fertilizer, green manure crop or with barnyard manure There have also been occasions when animals get into inorganic nitrate or nitrite salts or fertilizer mistaking it for salt. It’s best to store inorganic fertilizers where no animals have access, away from the barnyard or pasture. Nitrate poisoning is seldom encountered in native plants under rangeland conditions, since they are very rarely fertilized. Major problems occur with cultivated forages such as cereals used as greenfeed, beet tops, canola, sorghums, soybeans, corn for grazing.

Weeds can also have high levels of nitrates, for example kochia, pigweed, lamb’s quarters, fireweed, and Canada thistle. Ruminants are more susceptible to nitrate poisoning than non-ruminants (monogastrics) because nitrate can convert to nitrite in the rumen. Nitrate (NO3) → Nitrite (NO2) Nitrites are more toxic than nitrates about 10 times more toxic.

Signs of nitrate poisoning include: -Heavy breathing and accelerated pulse rate -Diarrhea -Frequent urination -Loss of appetite -General weakness

Nitrate (NO3) A form of nitrogen (N) that does not appear to cause toxicity.

Nitrite Nitrate that has been reduced to NO2 that is a more toxic form.

28

Methods of nitrate analysis and reporting, on a dry matter basis

Reported As:

Generally Safe

Caution

Feeding Management Required

Nitrate (NO3), % 0.5 0.5 - 1.0 1.0 +

Nitrate Nitrogen (NO3N), % >0.12

0.12 - 0.23

0.23+

Potassium Nitrate (KNO3), % 0.81

0.81 – 1.63

1.63 +

Signs of nitrate poisoning include: -Trembling and staggering gait -Frothing at the mouth -Lowered milk production -Abortion -Blue colour of mucus membranes, muzzle and udder due to lack of oxygen in the blood -Death within 4.5 to 9 hours after consuming nitrates, the animal essentially suffocates from the lack of oxygen in its tissues

Prevention More than 0.9 % nitrate on a dry matter basis may be toxic, therefore it’s a good idea to analyze your suspect feed. The chance of poisoning may be reduced by: Feeding high levels of grains and other high energy feeds (molasses) and vitamin A Limiting the amount of high nitrate feeds in the ration Ensiling forages which are high in nitrates, fermentation reduces some nitrates to gas, avoid feed-ing silage until 3 or 4 weeks of storage The nitrate (NO3) form of nitrogen (N) doesn’t appear to cause the actual toxicity. During diges-tion, the nitrate is reduced to nitrite a far more toxic form, its anywhere from 10 to 15 times more toxic. Nitrites formed from nitrates in the rumen are methemoglobin formers which are not efficient oxygen carriers or transporters and tissues and the animal becomes starved for oxygen. The lethal dose varies with the nutritional status of the animal, its size and the type of animal. The amount of nitrate containing feed consumed and if it was mixed with low nitrate feed.

Do it! Questions Time Required: 30 minutes Equipment/Supplies: Pen or Pencil Instructions: Read pages 15 and 16 in the Members Manual.

29

You have a field of mature meadow brome grass would you have to worry about the nitrate level? Answer: You would not have to worry about the nitrate level in a field of mature meadow bromegrass. It is a perennial forage that does not use nitrate the same way an annual crop does and nitrate accumulation is not an issue. If you wanted to know the level of nitrate in the feed what would you do? Answer: Send a representative sample to a feed testing laboratory, if it is below 0.5% nitrate no problems should be encountered. Or you could put non-pregnant animals on the feed and watch for symptoms, but a feed test for nitrates is much safer.

Dig it! Have members reflect on their learning by asking the following question: What other factors might affect the nitrate levels in plants? Where might you find out this information?

Leader’s Notes

What’s next? Prussic Acid Poisoning is the topic of Builder 4. Members will learn the effects of being poisoned by prussic acid and will be able to identify which plants prussic acid is formed.

30

In t

he

Mem

ber

Man

ual

31

Skill Builder 5: Prussic Acid Poisoning

Skills Checklist: Understand the negative effects of Prussic Acid poisoning Identify signs and symptoms of Prussic Acid poisoning Know how to prevent and treat Important Word:

Time Required: 15 minutes Age Consideration: Designed for ages 18 to 21.

Dream it! Prussic Acid Poisoning (Hydrocyanic Acid –HCN) Prussic acid is found in the vegetative parts of specific cultivated and native forages. All prussic acid containing plants are quite palatable in contrast to many other poisonous plants. The main cultivated forage species of concern are: bird’s foot trefoil, corn, flax, sorghum and vetches. These generally contain cyanogenetic glycosides which can be hydrolyzed to prussic acid under a number of conditions during their growing season or as they are being digested by animals. Corn, flax and sorghums may develop toxic levels in new growth following a frost, a period of drought, a period of heavy trampling or physical damage. Heavy nitrate fertilization followed by an abundance of rainfall or irrigation may increase prussic acid poisoning potential of these crops.

Do it! Questions Time Required: 10 minutes Equipment/Supplies: Pen or Pencil Instructions: Read page 17 in the Members Manual. Native plants such as arrowgrass and chokecherry leaves may contain toxic levels of prussic acid. However, arrowgrass may not be very toxic if growing conditions are favourable and the plants are not abused in any way. When growth is inhibited it takes only 551 grams to 1360 g of the plant containing 0.6 g of prussic acid to kill a 273 kg animal. Chokecherry leaves are toxic whether green or dry and less than 30 grams are needed to kill an adult sheep.

Prussic acid Is also known as Hydrocyanic Acid (HCN)

32

The signs and symptoms of prussic acid poisoning include nervousness, abnormal breathing, trembling or jerking muscles, blue colouration of the lining of the mouth, spasms or convulsions, respiratory failure which can lead to death. This type of poisoning is very rapid and often the first sign of a problem is that some animals are found dying or dead. What plants in your area would be suspect for prussic acid poisoning? Answer: The main ones would likely be green flax, bird’s foot trefoil and corn.

Dig it! Have members do some brainstorming amongst each other to answer the following question: Where might you test the feed for your livestock to see if it contains prussic acid?

What’s next? The next skill builder is about Sweet Clover Poisoning. Members will learn about the clinical signs of sweet clover poisoning. They will also learn prevention tips and how to treat sweet clover poisoning.

Leader’s Notes

33

In t

he

Mem

ber

Man

ual

34

Skill Builder 6: Sweet Clover Poisoning

Skills Checklist: Identify the signs of sweet clover poisoning Understand how to prevent and treat Important Words:

Time Required: 15 minutes Age Consideration: Designed for ages 18 and 19.

Dream it! Sweet Clover Poisoning Sweet clover poisoning is a hemorrhagic disease that gradually develops when animals consume toxic quantities of mouldy sweet clover hay or silage. As the forage spoils, the harmless coumarin compound in sweet clover is converted to the toxin dicumarol. Any method of feed storage that allows mould to grow promotes the likelihood of dicumarol forming. Weathered large round bales, particularly the outer portion can contain the highest levels of dicumarol. When toxic hay is consumed hypoprothrombinemia results, it interferes with the blood’s coagulation factors. Dicumarol levels of 20 to 30 mg/kg of hay are usually required to cause poisoning in cattle. The toxic agent can cross the placenta of pregnant cows and the new born calf can be affected from birth, the blood is unable to coagulate.

Do it! Questions Time Required: 20 minutes Equipment/Supplies: Pen or Pencil

Sweet Clover Poisoning A hemorrhagic disease the gradually develops when animals consume toxic quantities of mouldy sweet clover hay or silage.

Dicumoral A toxin that is formed when the harmless coumarin compound in sweet clover is converted.

35

Clinical Signs Dicumorol interferes with the blood coagulation mechanism and internal hemorrhaging occurs. The time between consumption of toxic sweet clover to the appearance of clinical signs varies greatly and depends on the dicumarol content of the particular sweet clover variety being fed. Age of animals and the amount of feed consumed. If dicumarol content of the ration is low or variable, animals may consume it for months before signs of the disease appear. The first indication of dicumarol poisoning may be the death of one or more animals, the first signs may be stiffness and lameness due to bleeding into the muscles and joints. Bleeding in the intestinal tract and stomach may also occur. Death may occur suddenly with little preliminary evidence of disease and is caused by massive hemorrhage or bleeding after injury surgery or parturition. Neonatal deaths rarely occur without first seeing signs in the mother. In post mortem examinations blood will be gathered in the subcutaneous and connective tissues. Sweet clover poisoning is normally a herd problem, if only one animal is showing signs of slow blood clotting and hemorrhaging it is not from the sweet clover. Most diseases with hemorrhagic signs such as blackleg, pasteurellosis, bracken fern poisoning and aplastic anemia can readily be differentiated based on clinical, pathologic and hematologic findings. Treatment Remove all the mouldy sweet clover feed. All the severely affected animals should receive a subcutaneous or intramuscular injection of synthetic vitamin K. Since the reversal of dicumarol by vitamin K requires the synthesis of coagulation proteins, significant improvement will only occur after several hours; usually more than 24 hours is required to completely restore normal blood coagulation. Prevention To reduce the risk of poisoning use low coumarin sweet clover varieties. Although well cured sweet clover hay is not dangerous, the absence of visible spoilage is insufficient evidence of safety; there is no quick test for dicumarol. Feeding alfalfa grass hay or other forage other than sweet clover hay for 7 to 10 days and then feeding sweet clover forage for 7 to 10 days will limit their exposure. This may not prevent poisoning completely but can reduce the risk of bleeding out. There is a greater risk of hemorrhaging at parturition; pregnant animals should not receive sweet clover hay for a minimum of two to three weeks and preferably four weeks prior to birth. If you are going to dehorn or castrate animals avoid feeding sweet clover forage for at least four weeks prior to the event. If you have mouldy sweet clover hay what else should you feed to your cows? Answer: You should feed your cows good hay and grain if more energy is required. Feed the mouldy sweet clover to non-pregnant animals at a reduced level in the ration. Have the hay tested for quality and have a balanced ration completed.

36

Dig it! Ask members what steps they may take to prevent sweet clover poisoning. Members may contact a neighboring farmer or local feed company to answer the following question: What are some costly effects that can occur with the presence of sweet clover poisoning?

What’s next? Builder 6 is all about Polioencephalomalacia (PEM). It includes learning about the signs of PEM, along with how to treat PEM.

Leader’s Notes

37

In t

he

Mem

ber

Man

ual

38

Skill Builder 7: Polioencephalomalacia (PEM)

Skills Checklist: Identify signs of PEM Explain the dietary risks of PEM Understand how to prevent and treat Important Words:

Time Required: 15 minutes Age Consideration: Designed for ages 18 to 21.

Dream it! Polioencephalomalacia (PEM) PEM is an important neurological disease of ruminants denoted by lesions or softening of brain tissue. Historically PEM has been associated with altered thiamine status and more recently linked to feeding high levels of sulphur (S). Other toxic or metabolic diseases for example acute lead poisoning, sodium toxicosis or water deprivation can result in PEM. Younger animals are generally more affected by PEM than older animals. Animals on high concentrate diets are at higher risk, but pastured animals also can develop PEM. Cattle fed rations with added sulphate to limit intake or with byproducts of corn biofuels or malting plants are at a higher risk. PEM has been associated with two types of dietary risks:

Altered thiamine status –a thiamine deficiency High sulphur intake

Do it! Questions Time Required: 30 minutes Equipment/Supplies: Pen or Pencil Instructions: Read pages 20 and 21 in the Members Manual.

Polioencephalomalacia (PEM) PEM is an important neurological disease of ruminants denoted by lesions or softening of brain tissue.

39

A beneficial response to thiamine therapy by PEM affected animals is sometimes considered evidence of thiamine inadequacy, if given early on in the disease. Large doses of thiamine beyond maintenance may have a nonspecific beneficial effect in the energy impaired brain. PEM associated with high sulphur intake is more common. The central nervous system is dependent on high and uninterrupted level of energy production, which can significantly be affected by energy deprivation. Dietary sulphur sources include -drinking water that contains high levels of sulphates, feed ingredients such as barley malt pellets, molasses by products and cruciferous plants: turnips, canola, mustard and oil seed meals normally produce S rich products. Canada thistle, kochia and lamb’s quarters can also accumulate S and if mixed with other S containing feeds and water can elevate the dietary S level. Signs of PEM The acute signs of PEM are blindness, unable to get up, seizures and coma. The longer the animal has acute symptoms the poorer its response to therapy and results in a higher mortality rate. Subacute PEM symptoms include an initial separation from the group, animals will stop eating and display twitches of the ear and face. The head is held in an elevated position and there is staggering and sometimes the animal will walk with an over-reaching step or gait. As the disease progresses the animal may start to heat press and become blind; grinding of teeth may be heard. The maximum tolerated concentration of S in the diet is considered to be 0.4% S on a dry matter basis. This should not be considered the absolute maximum. Many cattle adapt adequately to sulphur intake levels greater than 0.4%, although negative effects, possibly subclinical decrease in performance may occur. Treatment of PEM To treat PEM a thiamine injection of 10 to 20 mg/kg intra-muscular or subcutaneous can be given. The initial treatment may be administered intravenously; the beneficial effects are usually observed within 24 hours an sometimes sooner, however if there is no initial improvement, treatment should be continued for three days (Merck Vet. Manual). A dietary supplement of thiamin at 3 to 10 mg/kg feed has been recommended for prevention but the efficacy of this approach has not been carefully evaluated. Dietary ingredients or water with high S concentration should be avoided; if this is not possible then a gradual introduction to the higher S levels may improve the chances of successful adaptation. What does acute and subacute mean? Answer: Acute is used to indicate a very sudden or rapid change in the development of a disease; an abrupt, sharp and quick development of a condition. Subacute is designated as the mid-ground between acute and chronic. Subacute indicates longer duration or less rapid change. A chronic condition is one lasting three or more months or indefinite duration with virtually no change. What plants or feed components in your area would have high levels of sulphur? Answer: Canola plants, grazing turnips, distillers dry grains, high sulphate containing water and molasses to name a few.

40

What two dietary components should you test to see what the sulphur level is? Answer: Test your water and test your forages and distillers dry grains.

Dig it! Have members reflect on their learning by asking the following question: What kind of steps might one take to reduce levels of sulphur in feed components?

What’s next? Congratulations! You have managed to complete all of the skill builders in the Mastering Beef book. The members could not have done it without you. Members need to make sure their feed records and health records are all up to date and then begin to work on the Showcase Challenge. Have a great achievement!

Leader’s Notes

41

In t

he

Mem

ber

Man

ual

42

Showcase Challenge Have members use their Member Manual to help them in organizing what they have learned. The for of presentation can vary according to the wishes of the leaders and member’s ability. Informa-tion could be presented in many forms, some of which are: posters, pamphlets, written reports, speeches, computer presentations, displays, etc. Suggestions are listed on the Showcase Chal-lenge page at the back of the members workbook. The best results are almost always obtained when members are allowed to present their information in the style of their choice.

In the Member Manual

43

Portfolio Page

Once members have completed all the builders they will have a lot of information recorded in their manuals. These are products of their learning. As a final project activity, members and leaders will pull together all this learning in completing the My 4-H Portfolio Page in the Member Manual. There is a skills chart that lists the skills members are expected to complete by the end of the project. Leaders must indicate how they know the member was successful at a particular skill. Leaders will find evidence if they think about what they have observed members doing, what discussions they have had with members, and what members have produced. If leaders think that members need to go back and improve on any skill, this chart helps them clarify what needs to be done.

In the Member Manual

44

In the Member Manual

45

4-H Achievement

4-H Achievement is… a 4-H club celebration when members have completed their projects. Achievements are planned by the club to give recognition to members and leaders for their accomplishments in their 4-H projects and club activities. A 4-H Achievement can take many different formats: from choosing a theme, to member project displays, to members using their new skills for the event (entertainment, food, decorating, photographer,

etc.), to members presenting their project to the whole group, the options are endless and open to the creativity of the members and leaders in each club! Clubs may also plan their Achievement to promote 4-H to the community or to recognize sponsors and others who have helped the club. Members and leaders - be sure to check your project books for the project completion requirements, so you will be ready for your club’s Achievement celebration!

For more information about 4-H and the many 4-H opportunities available please visit

http://www.gov.mb.ca/agriculture/4-h/

If you have any questions, comments or suggestions for this or other 4-H projects contact:

Manitoba 4-H Projects

Manitoba Agriculture Food and Rural Initiatives 1129 Queens Avenue

Brandon, MB R7A 1L9

Email: 4h@gov.mb.ca

Phone: 204-726-6613 Fax: 204-726-6260

This manual is for educational use only and is not intended as professional advice.

46

What is 4-H?

4-H is an international youth organization involving more than 7 million members in 80 countries around the world. In Canada, 4-H began in 1913 in Roland, Manitoba as a community-based organization dedicated to growth and development of rural youth. Today’s 4-H program reaches both farm and non-farm youth across Canada. The motto of “Learn to Do by Doing” is embodied in the program, as 4-H focuses on skill development as well as personal development of life skills such as communications, leadership and citizenship.

4-H Motto

“Learn To Do by Doing” 4-H Pledge

I pledge, My HEAD to clearer thinking, My HEART to greater loyalty, My HANDS to greater service, My HEALTH to better living, For my club, my community, and my country.

Manitoba 4-H project material is developed by

Manitoba Agriculture, Food and Rural Initiatives (MAFRI)

4-H Quality Equation Principles

Quality People Promote responsibility, respect, trust, honesty, fairness,

sportsmanship, citizenship, teamwork and caring. Quality Experiences

Provide members with personal development and skill development experiences.

Quality Projects Promote and value quality effort. Promote high quality, safe food production within industry standards.

47