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
Dream
Dig It
process.
Table of Contents
Introduction
1
Project Summary
2
Skill Builder 1: Animal
Records
11
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
Do it! Hands on learning - this is where
Portfolio Page
43
members are engaged in the activity planned /
Do
- Draft 2010 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.
What Skills Will The Member Learn?
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!
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 Animal Records
1
 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
Skill Builder Moulds
 Explain how moulds affect animals
2
 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



Safe DON levels
Symbiotic relationships
Endophytes in tall fescue
straw?
23
24
24


Meadow brome grass
Nitrate level
29
29
Skill
Builder
3
More Moulds
 Explain the effects of moulds
 Identify the different types of moulds
 Know how to prevent
Skill Builder Nitrates
 Explain how Nitrate accumulation can occur
4
 Identify the signs of Nitrate poisoning
 Know how to prevent and treat
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
When members successfully complete these builders, they will showcase what they have learned.
Showcase
&
Portfolio

Explain success in using the skills listed above
2


Showcase Challenge
My Portfolio Page
42
43
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-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.
3
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!
4
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 another 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 mentor 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 necessarily 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 empowering 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. Challenge yourself to learn and practice mentoring skills in your relationships—whether those relationships 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 provides 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.
5
Building Self Confidence in Others
Self-confidence is a powerful motivator and we should strive to build positive selfconfidence in others and ourselves. What can you do to increase another’s selfconfidence? 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
HEAD…
Learning to think
Making decisions
Understanding and gaining new knowledge
HEART…
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
HANDS…
Learning new skills
Improving old skills
Developing pride in work
Developing respect for work
HEALTH…
Practicing healthful living
Protecting the well-being of self and others
Making constructive use of leisure time
6
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 [email protected] for
support with:
 Project delivery questions
 4-H resources
 Support in skill development for members or leaders (e.g. communications,
meeting management, leadership)
7
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.

8
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
[email protected]
www.4-h-canada.ca
9
Leader’s Notes
10
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
[email protected].
11
12
In the Member Manual
13
In the Member Manual
14
In the Member Manual
Skill Builder 2: Moulds
Skills Checklist:
 Explain how moulds affect animals
 Identify characteristics of moulds
 Know how to prevent
Important Words:
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 organisms.
Bacteria
An organism that can grow on non-living surfaces.
Ergot
Is a parasitic fungus.
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 appear 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.
15
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.
16
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 carton fill it with the grain sample pour it out and if there are 10 ergot bodies 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.
17
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
18
19
In the Member Manual
20
In the Member Manual
Skill Builder 3: More Moulds
Skills Checklist
 Explain the effects of moulds
 Identify the different types of moulds
 Know how to prevent
Important Words
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.
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)
21
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.
22
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 intake 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.
23
 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 answering 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
24
25
In the Member Manual
26
In the Member Manual
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:
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.
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
27
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
Methods of nitrate analysis and reporting, on a dry matter basis
Reported As:
Nitrate (NO3), %
Nitrate Nitrogen (NO3N), %
Potassium Nitrate (KNO3), %
Generally
Safe
0.5
Caution
0.5 - 1.0
Feeding Management Required
1.0 +
>0.12
0.12 - 0.23
0.23+
0.81
0.81 – 1.63
1.63 +
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 feeding silage until 3 or 4 weeks of storage
The nitrate (NO3) form of nitrogen (N) doesn’t appear to cause the actual toxicity. During digestion, 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.
28
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?
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.
Leader’s Notes
29
30
In the Member Manual
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:
Prussic acid
Is also known as Hydrocyanic Acid (HCN)
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.
31
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
32
33
In the Member Manual
Skill Builder 6: Sweet Clover Poisoning
Skills Checklist:
 Identify the signs of sweet clover poisoning
 Understand how to prevent and treat
Important Words:
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.
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
34
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.
35
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
36
37
In the Member Manual
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:
Polioencephalomalacia (PEM)
PEM is an important neurological disease of ruminants denoted
by lesions or softening of brain tissue.
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.
38
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.
39
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
40
41
In the Member Manual
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. Information 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 Challenge 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
42
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
43
In the Member Manual
44
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!
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: [email protected]
Phone: 204-726-6613
Fax: 204-726-6260
This manual is for educational use only and is not intended as professional advice.
For more information about 4-H and the many
4-H opportunities available please visit
http://www.gov.mb.ca/agriculture/4-h/
45
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.
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.
Manitoba 4-H project material is developed by
Manitoba Agriculture, Food and Rural Initiatives (MAFRI)
46
47