What happens in VOAG doesn't stay in VOAG

In today's society there are many people that think life skills are not taught in school. Life skills are skills that prepare our youth to live independent and be a productive member of society. The type of life skills need to function effectively in society depend on the cultural norms or standards of the area you live. For example, being a successful hunter may be a very important life skill in one society, but useless in another.

Life skills can be divided into a number of areas that include job related skills, everyday living skills, self development skills and work integrity.

Every day living skills are skills like practicing good health habits, cooking and cleaning. Self development skills include self reflection and understanding,taking responsibility for decisions, stress management, adapting and overcoming challenges, critical thinking and problem solving. Other skills involve teamwork, communication, listening, empathizing, compromising and resolving conflicts. These last six skills are included in the category of social skills. The benefits of learning and practicing life skills are obvious.

Vocational Agriculture is taught by Lane Moreland who teaches eighth grade through twelfth grade.

AG 1 is the student's introduction to VOAG. This class gives them an overview and introduces them to possibilities in agriculture. Moreland has designed his class to relate to the local environment.

Students begin by learning breed species of livestock, animal production, crop production and it's importance. The class is split 50/50 between classroom and shop time.

Eighth graders design a project using Computer Aided Design (CAD) and then weld it together. Moreland calls it his " Tonka toy project". He said students have build models of swathers, cars, trucks, airplanes and one young lady is building a fishing pole rack. Moreland describes this introduction to VOAG as exploratory, helping the student figure out if this is something they want to pursue.

The Freshman class is also 50/50 classroom and shop. They spend a semester creating a ranch management plan–beef production oriented to keep it relevant to the area.

Freshmen also take a map out in the field and measure rangeland forage production, hay production and forage production in riparian areas. Then they take a geographic information system (GIS) map and create a map of their ranch. The students also figure out the estimated production of hay, grazing forage available and how many cattle or sheep they can raise on the ranch.

Some kids asked to raise elk.

Animal digesting is also included in the class; mainly how they are fed. Students develop feed rations for livestock depending on the animal's needs. By the end of the semester, they have all the pieces to put together of a ranch.

Animal husbandry, livestock reproduction and how that applies to management is also studied.

Moreland introduces his students to futures trading, cattle markets and playing the market to optimize profit. Moreland feels he provides a sound foundation for success.

The final project is to create a ranch management plan.

The second freshman semester is spent in the shop. An emphasis on safety, basic shop skills and beginning welding. Repetition as the main teaching tool. Moreland says students should develop muscle memory for a good deal of the techniques they are learning in shop.

Sophomores have a choice of either studying Agriculture or Agriculture Mechanics.

Currently, sophomores are working on a paper for Integrated Pest Management. They have to develop a plan for the greenhouse and fish tank. There is a lot of research involved. They will visit the fish hatchery to help with fish spawning.

The class also hopes to raise flowers to sell in the spring.

The greenhouse has been producing enough tomatoes and sweet peppers to supply the school's kitchen.

Sophomores taking Ag Mechanics begin working on small engines, such as lawn mowers. Engines are completely torn down. Students have to find specifications, measurements to put them back together correctly. When they start the engines, they have to start and run.

Sophomores also work on "walls" that Moreland has built. Students learn basic wiring skills to install outlets and switches.

Plumbing basics are also taught during the shop sessions.

Near the end of the second semester students are allowed to build a project of their choosing.

Juniors coming into Ag Mechanics begin working on Diesel engines. They have to rebuild a completely dismantled 2 cylindar engine. Once it is complete it must start and run well.

They are taught to blueprint engines. The engines are on a smaller scale than a truck engine, but Moreland feels that it is an easy transition to a larger engine. The basics are the same.

Once they finish with engines, project fabrication in next. There are several current projects in the shop. Some students are rebuilding well bearings on a horse trailer, others are building pickup flatbeds, a headache rack and a welding bench.

There is also a 1949 John Deer MC in the shop. It was the first the first "crawler" that John Deere produced. The class isn't restoring it, but they are trying to get the engine running. It hasn't run in 30 years. The carburetor has been rebuilt and then the distributor will be rebuilt along with the clutch.

Moreland said they are also hoping to build a new swine barn, approximately 18 x 24 feet. Moreland has received some grants to begin construction. They've also been offered a farrowing crate when the barn is ready.