lLamaS & aLPaCaS - Purdue Extension - Purdue University

Purdue extension4-H-999-W

Lamas

Indiana 4-H — Helper’s Guide

Name

County

lLamaS & aLPaCaS

2

TABLE OF CONTENTS

Action demonstrations . . . . . . . . . . . . . . . . . . . . . . . . 2

note to Project Helper . . . . . . . . . . . . . . . . . . . . . . . . . 3

experiential Learning . . . . . . . . . . . . . . . . . . . . . . . . . 4

Youth Learning Characteristics . . . . . . . . . . . . . . . . . 6

developing Project and Life skills . . . . . . . . . . . . . . . 8

Curriculum scope and sequence . . . . . . . . . . . . . . . . 9

targeted Project/Activity and Life skills . . . . . . . . 10

Activity Answers and Additional resources

Book 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Book 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Book 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

An action demonstration is a fun way for a 4-H member to share with others what he or she has learned from the 4-H project. It is similar to “show and tell” at school, but the 4-H member focuses more attention on getting the audience involved in a hands-on activity rather than just showing them.

Action demonstrations can be given anywhere people gather, such as at a county or state fair, shopping mall, street fair, or 4-H event. The demonstrator must interest people in the topic being presented, so they will stop and try their hand at what is being done. The best way to attract attention is by having people around a table doing an activity. People love hands-on activities, so a few people at the table doing something will attract others. The audience may be involved by doing what the demonstrator is doing, judging the quality of various items, playing a game, or answering questions.

Action Demonstrations

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Congratulations! A young person has asked you to be his or her helper. Your role as a helper is very important to the total educational experience of the young person. Not only will you be providing encouragement and recognition, you will also be the key person with whom the young person shares each of the experiences outlined in their activity guide.

Your role• BecomefamiliarwiththematerialintheiractivityguideandtheHelper’sGuide.• Supportyour4-Hmemberinsettinggoalsandcompletingeachachievementprogram.• DateandinitialtheactivitiesontheLamaAchievementProgramastheyouthcompletesthem.• Helpyour4-Hmembergettoknowhim-orherself,includingstrengthsandweaknesses.• Encouragetheuseoftheexperientiallearningcycledescribedonthispage.

The Lama “skills for Life” seriesTheLamaseriesincludesthreeyouthguides:Lama 1 – 4-H-996, Lama 2 – 4-H-997, and Lama 3 – 4-H-998. Eachprojectguideanditsactivitiesisdesignedtobedevelopmentallyappropriateforgrades3-5,6-8,and9-12, respectively.

Eachguideincludes:• ObstacleCourse–“hands-on”activity• ChutesandLadders–responsetoactivity• CriaClue–helpfultips• PastureChatter–experientiallearning• LamaLowdown–informationandfacts• DrivingAhead–additionalchallenges• Hummin’abouttheHerd–glossary

Eachguideisorganizedintofivechapters:1. KnowYourLama—History,Background,andCharacteristics2. Anatomy—Structure/Conformation,Fiber,andParts3. Health,Maintenance,andFacilities4. TrainingandShowing5. Use,Marketing,andCareers

The experiential Learning ModelThisprojectguidefollowstheExperientialLearningModelanditsfivestepstohelpyouthgainthemostfrom the experiences.Thefivestepsyouthfolloware:1. engagingintheactivity(ObstacleCourse),2. describingandsharingtheexperiencewithothers(HummYourThoughts),3. discussingwhatwasimportantaboutwhattheydid(DesensitizingtheInformation),4. relatingthepracticedlifeskilltotheirownlifeexperiences(PracticingPublicRelations),and5. sharinghowtheywillusethelifeandprojectskillsinotherpartsoftheirlives(HittingtheTrail).

AcknowledgmentsSpecialthankstothedesignteamofRebeccaAdamson,ClintonCounty4-HLamaLeader;BeckyBaxter,CarrollCounty4-HLamaCommitteemember;ColleenBrady,State4-HExtensionSpecialist;ElaineBrovont,ClintonCounty4-HLamaLeaderand4-HLamaJudge;MelanieBrown,ClayCountyExtensionEducator(4-HYouthDevelopment);CharlesE.andLucredaHutton,4-HLamaJudges;JoanneLytton,CarrollCountyExtensionEducator(4-HYouthDevelopment,CFS);Jodi&EricMellinger,CarrollCounty4-HLamaLeaders;andDonnaWells,ClintonCounty4-HLamaLeader.Withouttheircreativeminds,talent,anddedication,thisLamaserieswouldnothavebeenpossible.

Layout:NicholasPeetzandJessicaSeiler;illustrations:JodiMellingerandRebeccaAdamson;editing:RebeccaJ.Goetz.

Note to the Project Helper

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“Learningbydoing”isoneofthemainreasons4-Hhasbeensowidelyrecognizedandrespectedinthefieldofinformaleducation.Itengagesthelearner,encouraginghim/hertothink more, work hard, and ultimately learn more thoroughly than with traditional teaching methods.The“Lama”curriculumfollowsamodelknownastheexperientiallearningprocess.Experientiallearningismorethanjustdoingactivities.Itinvolvesdiscussingtheactivity,drawingconclusions from the activity, and applying them to the real world.

Activities in the youth manuals are designed to help the 4-H member work through the entire experiential learning process as they do the activity and record their answers.

How it Works

Do — Obstacle Course & Chutes and Ladders1. Experience.Beginwithaconcreteexperience.Thiscanbeanindividualorgroupactivity

that involves “doing something.”

Reflect — Pasture Chatter

2. Share your thoughts (Humm Your Thoughts). Next, get the group or individual to talk about whattheyexperiencedwhentheyweredoingtheactivity.Sharereactionsandobservations.Talk freely.

Sharingquestions:

•Whatdidyoudo?

•Whathappened?

•Howdidyoufeelwhen...?

•Whatwasthemostdifficult?Easiest?

3. Process (Desensitizing the Information). Discusshowquestionsarecreatedbytheactivity.

Processingquestions(useinformationgeneratedfromsharingquestions)

•Whatproblemsorissuesseemedtooccuragainandagain?

•Whatsimilarexperience(s)haveyouhad?

Apply — Pasture Chatter

4. Generalize (Practicing Public Relations). Findgeneraltrendsorcommonlessonsintheexperience. Identify the important points that apply to the “real world.”

Experiential Learning

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Generalizingquestions

•Whatdidyoulearnaboutyourselfthroughthisactivity?

•Whatdidyoulearnaboutmakingdecisions(orotherlifeskills)?

•Howdothemajorthemesorideasrelatetoreallifeandnotjusttheactivity?

•Howdidyougoaboutmakingyourdecisions?

5. Apply (Hitting the Trail). Talk about how the new information can be applied to everyday life or at some time in the future.

Applying questions

•Howcanyouapplywhatyoulearnedtoanewsituation?

•Howwilltheissuesraisedbythisactivitybeusefulinthefuture?

•Howwillyouactdifferentlyinthefutureasaresultofthisactivity?

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Belowyouwillfindalistofcharacteristicsthatarecommontochildreninfouragelevels.Pleaseremember, however, that each child develops at his or her own pace, and all characteristics will notbeobservedinallchildrenatthesameage.Youshouldfindthisoutlinehelpfulasyouworkwith youth of different ages. (Adapted from Ages and Stages of Child and Youth Development [NCR-292]byJudithMyers-Walls,associateprofessor,ChildDevelopmentandFamilyStudies,PurdueUniversity.)

10-11 Years Old

•Areactive,fullofenergy,andanythingbutquiet.Activitiesshouldencouragephysicalinvolvement.

•Mayoftenchangeinterests,jumpingfromonethingtoanother.Activitiesdividedintosmallpieces or steps work best.

•Arefairlyconcretethinkersandtendtobemoreattentiveiftheyhaveanopportunityforhands-onlearning(seeinganddoing,ratherthanjustlistening).

•Arejustbeginningtothinklogicallyandsymbolicallyandarebeginningtounderstandabstract ideas. As they consider an idea, they think it is either right or wrong, fun or boring (thereisverylittlemiddleground).

•Lookforadultapprovalandhaveastrongneedtofeelacceptedandworthwhile.Adultsshouldprovidelotsofencouragementandrecognizeevensmallsuccesses.

•Preferindividualevaluationtogroupcompetition.Insteadofcomparingsuccesswithothers, youngsters prefer to know how much they have improved and what they should do to be better next time. They are easily embarrassed about doing either better or worse than their friends.

•Arebeginningtomoveoutofthestageinwhichthesatisfactionofcompletingaprojectoften comes from pleasing the leader or parent rather than from the value of the activity itself.

12-13 Years Old

•Maybegingrowthspurtsatthisage,withgirlsmaturingfasterthanboys.Theserapidchanges may make some teens uncomfortable with their changing body images.

•Approachofpubertysetsoffaroller-coasterrideofhormonesandemotions,presentingamajorchallengetoayoungperson’sself-concept

•Arefacedwithsomanychanges,theyhardlyknowwhotheyare.Theybegintotestvaluesand identities and seek adults who are accepting and willing to talk about values and morals.

•Desireasenseofindependencefromparents,andareconcernedaboutbeinglikedbyfriends.Opinionsofpeersbecomemoreimportantthanopinionsofparentsandotheradults in the areas of dress, music, and activities.

•Aremovingfromconcretetomoreabstractthinking.Ready-madesolutionsfromadultsareoftenrejectedinfavoroffindingtheirownsolutions.Smallgroupsprovideanopportunityto test ideas.

Youth Learning Characteristics

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•Areeasilyembarrassedbycomparisonstootheryoungpeople.Theywanttobepartofsomething that is important and that provides an opportunity to develop responsibility.

•Placeimportanceonjusticeandequality.Judgingofprojectsisviewedintermsofwhatisfair.Ribbonsareseenasreflectionsoftheindividual’sself-worthinsteadoffeedbackonaspecificproject.

14-16 Years Old

•Tendtobeveryconcernedwiththemselvesandtheirpeergroup.Relationshipskillsbecomeapriority.Manybegindating,andacceptancebymembersoftheoppositesexmaybecome important.

•Arebecomingawareoftheirownspecialabilitiesandtalents,sothisisagoodtimetointroduce them to leadership roles.

•Arebeginningtothinkaboutthefutureandmakerealisticplans,sotheirvocationalgoalsofteninfluencetheactivitiestheyselect.

•Aremasteringabstractthinking,sotheyimaginenewwaysofdoingthingsthatsometimeschallenge adults.

•Settheirgoalsbasedonfeelingsofpersonalneedandpriorities.Anygoalssetbyothersarelikely to be rejected.

•Caninitiateandcompletetaskswithoutsupervision.Leader’sroleshouldbethatofadviser/coach.

17-19 Years Old

•Placeimportanceonfutureplansastheybeginmakingthetransitiontoadultlife.Theirgoalsforthefutureinfluencewhichactivitiestheycontinue.

•Determinetheirownschedule,inmostcases,andonlygeneraldirectionsareneededwhenthey are assigned familiar tasks.

•Developcloserelationshipsastheybecomepreoccupiedwiththeirneedsforintimacy.

•Makeandcarryoutseriousdecisions,butstillneedadultsforsupportandguidance.Adultsnolongercontrolactivities,butshouldserveasresourcepeople,helpingtostimulateteens’thoughts.

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HEAD HEART HANDS HEALTH

•Processing information

•Understandingsystems

•Managingresources

•Practicingcreativity

•Makingdecisions

•Solvingproblems

•Reasoning

•Thinkingcritically

•Keepingrecords

•Planning&organizing

•Achievinggoals

•Communicating

•Interactingsocially

•Cooperating

•Managingyourself

•Sharing

•Masteringtechnology

•Exercisingleadership

•Completingaproject/task

•Motivatingyourself

•Beingresponsible

•Developingself esteem

The“Lama”curriculumisdesignedtohelpyouthdevelopbothprojectandlifeskills.Activity/projectskillsarespecifictothesubjectmatteroflamas,suchaslearninghowtocareforyourlama.Lifeskillsrelatetotheprocessamemberundergoeswhendoinganactivity.Lifeskills,suchas making decisions or mastering technology, are useful long after the member has completed the project.

Project skills

TheLamacurriculumisdesignedtohelpyouthdevelopprojectskillsinfivemajorareas:

•KnowYourLama—History,Background,andCharacteristics

•Anatomy—Structure/Conformation,Fiber,andParts

•Health,Maintenance,andFacilities

•TrainingandShowing

•Use,Marketing,andCareers

Life skills

TheyouthdevelopmentskillsusedinthiscurriculumarepartoftheFour-FoldYouthDevelopmentModel.Themodelencompasses47skillsthathelpyouthbuildcharacter;connecttotheworldaroundthem;anddevelopintoconfident,caring,andcontributingadults(Barkman,etal.1999).SkillsaregroupedintothefourH’sintheclover:Head,Heart,Hands,andHealth.Belowisalistingoftheskillstargetedinthethreelevelsofthe“Lama”curriculum.

Developing Activity/Project and Life Skills

©1999Barkman,etal.Four-FoldYouthDevelopmentModel,4-HYouthDevelopment,PurdueUniversity.Allrightsreserved.

NOTE:Alistoftargetedlifeskills and project skills for each activity by curriculum levelissummarizedonpages10-15

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Book 1 Book 2 Book 3Chapter 1 WhereDidWeCome

From?WhenDidIDoThat?AFamilyReunionCria Care

AllintheFamilyAreYouTalkin’toMe?Llamavs.AlpacaPronkingforJoy

MasteringtheHierarchyChooseWiselyHobnobbing with the HerdMySpace

Chapter 2 Croup,Poll,andWithersHowHeavyIsYourCoat?Chew That CudSeeNoEvil—HearNoEvil

Humerus AnatomyFabulousFiberGraspingImpressionsSharpTeaching

Proper RepresentationSwitchingPlacesDreadlocksandDowny CoatYouCanBeaLamaDentist!

Chapter 3 WhatDoINeed?WhereCanILive?Groovin’GroomingDoesMyLamaNeedaHaircut?

HEY,WhataboutHay?OUCH!DoesYourLamaNeedaManicure?

Eatin’Time!

IsMyLamaTooFatorTooSkinny?

AllStressedOut!Are You Too Chicken to GiveShots?

Cria-tionChapter 4 Head-to-ToeEssentialsfor

YourLamaTrustIsaMust!WhyKnot?MANNERofSpeakingCatchMeIfYouCan!

DesensitizingSafetyFirstLet’sPerformLet’sPlayDress-up!

SHOWmanshipKushing Camelids!DoINeedaDriver’sLicense?Take a Hike

Chapter 5 MeetthePublic!Hey!That’sMyCoat!WouldYouCarryThisforMe?

LetMeShowYouHow!That’sMyBaby!FleeceandSpinningCrafty Camelids

I’llTakeCareofThem!LamasontheLooseLamaCareersLamaLearning!

Curriculum Scope and Sequence

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Chapter Activity Life Skill Lama Project Skill Success IndicatorKnow Your Lama

WhereDidWeComeFrom?

Observingandrecognizing

Learninglamahistory Ability to look at a map and point out locations where lamas come from

WhenDidIDoThat? Planning,organizing,andrecord keeping

Keeping your lama healthy

Understandingtheimportance of record keeping

AFamilyReunion Recognizingdifferences Recognizingfourtypesof lamas

Ability to identify the four types of lamas

Cria Care Caring for a cria Learningtoraiseacria Abillity to develop a plan to care for a cria

Anatomy Croup,Poll,andWithers Communicating Masteringtheidentificationofexternal lama parts

Ability to identify external body parts of lamas

How Heavy Is Your Coat?

Observingandcomparing

Identifingthreeclassesoffiber

Abilitytorecognizethedifferences between light-, medium-, and heavy-fiberedllamas.

Chew That Cud Comparing and evaluating

Learningthedigestivesystem of a lama

Ability to know the difference between modifiedruminantsandtrue ruminants

SeeNoEvil—HearNoEvil

Diagnosingissues Identifying camelid anatomy

Ability to name the parts of the eye and ear

Health, Maintenance, and Facilities

WhatDoINeed? Decision-making Recognizingbasicrequirements for owninglama(s)

Ability to identify the type of equipment and supplies needed when caring for a lama

WhereCanILive? Planning Planning safe shelter and fencing

Ability to identify the type of shelter and fencing needed for your lama(s)

Groovin’Grooming Record-keeping and using the trial-and-error processes

Learninghowandwhyto groom

Ability to use grooming equipment effectively with a lama

DoesMyLamaNeedaHaircut?

Observinganddeducing Learningaboutlamahealth

Ability to determine when a lama should be sheared

Targeted Activity/Project and Life SkillsBook 1

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Training and Showing

Head-to-ToeEssentialsforYourLama

Decision-making Identifying basic lama equipment

Ability to use decision-making skills to identify equipment used in raising lamas

TrustIsaMust Recognizingandresolving problems

Gainingalama’strustor respect

Beingabletodistinguishthe behavior of a distrustful verses a disrespectful lama

WhyKnot? Drawingconclusions,reading diagrams

Learningtheimportance of the quick release knot

Ability to tie a working, quick release knot

MANNERofSpeaking Demonstratingmannersand respect

Recognizinggoodshow-ring etiquette

Abilitytorecognizeshow-ring etiquette techniques

CatchMeIfYouCan Masteringdeductionandteamwork

Learningaboutbasiclama equipment

Ability to identify parts of the halter, and to know halter safety

Use, Marketing, and Careers

MeetthePublic! Communicating Usinglamastoeducate Ability to teach other people about lamas

Hey!That’sMyCoat! Acquiring knowledge Identifyinglamafiberuse

Abilitytofinditemsmadefromlamafibers

WouldYouCarryThisforMe?

Planningandorganizing Planning a safe lama pack

Ability to determine a safe pack load for your lama

Targeted Activity/Project and Life SkillsBook 1

Chapter Activity Life Skill Lama Project Skill Success Indicator

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Chapter Activity Life Skill Lama Project Skill Success Indicator

Know Your Lama

AllintheFamily Record-keeping Understandingregistration papers

Ability to list reasons why registration papers are important

AreYouTalking’toMe? Communicating Recognizinglamabehavior and body language

Ability to interpret lama behavior and body language

Llamavs.Alpaca Recognizingdifferences Recognizingthedifference between llamas and alpacas

Ability to determine which type of lama you prefer to raise

PronkingforJoy Visualizinganddecision-making

Identifying lama gaits Abilitytorecognizethe5lamagaits

Anatomy Humerus Anatomy Learningtorecognize Learningtheskeletalstructure of lamas

Masteryoftheidentificationofthelamastructure

FabulousFiber Decision-making Evaluatinglamafiber Ability to determine if lamafiberishighorlowquality

GraspingImpressions Observingandcomparing

Learningabouttheadvantagesofthelama’sunique feet and lips

Ability to compare lama and other animal footprints

SharpTeaching Teachingandorganizing Understandingtheuseof and need for removal offightingteeth

Ability to teach about fightingteeth

Health, Maintenance, and Facilities

HEY,WhataboutHay? Observingandrecognizing

Learningtochoosequality hay and keep your pasture healthy

Abilitytorecognizequality hay and pastures

OUCH! Organizingforanemergency

Keeping your lama healthy

Ability to make a list of firstaidsupplies

DoesYourLamaNeedaManicure?

Observinganddeducing Learningnailcare Ability to differentiate between healthy nails and those that are too long

Eatin’Time! Decision-making Feedingyourlama Ability to decide the quantity and type of feed your lama needs

Book 2

Targeted Activity/Project and Life Skills

13

Training and Showing

Desensitizing Communicating and adapting

Learningtoteachandadjust your lama to new commands

Ability to explain the process of desensitizationandwhy it is important in training a lama

SafetyFirst Acquiring knowledge Learningaboutbasiclama safety

Ability to identify times to use a restraining chute

Let’sPerform Acquiring knowledge Learningaboutthreeperformance classes

Ability to design an obstacle for practicing with a lama

Let’sPlayDress-up! Creative thinking Learningtherequirements for participating in costume class

Ability to design a costume and write the narrative for a costume class

Use, Marketing, and Careers

LetMeShowYouHow! Communicating Learninghowtoshareinformation in a step-by-step process

Ability to prepare and give a demonstration

That’sMyBaby! Decision-making Learningwhattraitstolook for when selecting breeding lamas

Ability to evaluate a lama for breeding

FleeceandSpinning Acquiring knowledge Learningthestepstospin yarn

Ability to describe the stepsfromfleecetoyarn

Crafty Camelids Acquiring knowledge Learningaboutseverallama craft options

Ability to make a lama craft

Targeted Activity/Project and Life SkillsBook 2

Chapter Activity Life Skill Lama Project Skill Success Indicator

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Book 3

Chapter Activity Life Skill Lama Project Skill Success IndicatorKnow Your Lama

MasteringtheHierarchy Acquiring knowledge Learningaboutlamahierarchy

Ability to describe how lamas place in their hierarchy

ChooseWisely Decision-making Learningfactorstoconsider when selecting a lama

Ability to weigh your options before making a decision

Hobnobbing with the Herd

Acquiring knowledge Learningaboutalama’ssocial behavior

Ability to understand a lama’ssocialbehavior

MySpace Acquiring knowledge Learningaboutalama’stemperament

Ability to understand a lama’ssocialbehavior

Anatomy Proper Representation Decision-making Identifying proper lama structure

Abilitytorecognizeproper conformation

SwitchingPlaces Decision-makingandevaluation

Evaluatingperformances Ability to judge a lama show

DreadlocksandDownyCoat

Comparing and evaluating

Learningtorecognizedifferentfibertypes

Abilitytorecognizedifferent llama and alpacafibertypes

YouCanBeaLamaDentist!

Acquiring knowledge Identifying types of lama teeth

Abilitytorecognizethethree different types of teeth

Health, Maintenance, and Facilities

IsMyLamaTooFatorTooSkinny?

Decision-making Learninghowtobody-condition score your lama

Ability to evaluate your lama’sbodyandchoosea body condition score

AllStressedOut! Acquiring knowledge Learningaboutthreestresses that can affect yourlama’shealth

Ability to calculate the heat index and use techniques to reduce heat stress

Are You Too Chicken to GiveShots?

Comparing and communicating

Learningreasonstovaccinate

Ability to explain why a lama needs vaccinations

Cria-tion Acquiring knowledge Learningaboutlamareproduction

Ability to describe and calculate the gestation period

Targeted Activity/Project and Life Skills

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Training and Showing

SHOWmanship Acquiring knowledge andmakingagoodfirstimpression

Learningthedifferencebetween a showmanship class and a halter class

Ability to describe the difference between a showmanship and a halter class

Kushing Camelids! Adaptating, being flexible,andpatient

Learningtoteachnewtricks

Ability to explain why kushing on command is important

DoINeedaDriver’sLicense?

Acquiring knowledge Learningpartsofaharness

Ability to identify parts of a harness

Take a Hike Observingandplanning Learningfactorstoconsider for going on a hike

Ability to observe your lama’sreactiontonewexperiences

Use, Marketing, and Careers

I’llTakeCareofThem! Acquiring knowledge and recognition

Learningaboutguardianlamas

Abilitytorecognizeagood guardian lama

LamasontheLoose Researching and observing

Learningthatlamamanure is a marketable by-product

Abilitytoanalyzeanexperiment using four manure variables

LamaCareers Acquiring knowledge Exploringlamacareers Ability to describe three major categories of lama careers

LamaLearning! Acquiring knowledge Learningaboutanimaltherapy

Ability to determine if your lama is a good candidate for animal therapy

Book 3

Targeted Activity/Project and Life Skills

Chapter Activity Life Skill Lama Project Skill Success Indicator

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Activity Answers and Additional Resources

Vicuna (V)Guanaco (G)Alpaca (A)Llama (L)

Alti Plano, PeruTorres del PaineAlti Plano, PeruPeru, Chile, Bolivia

17,000 feet12,000 feet14,000 feet

Variety

Main Location Altitude Climate/Avg. Temp. (Ex. Dry/85°F)

Dry/60-70°FDamp/50°FDry/70-80°F

Dry/90-100°F

CHAPter 1 — KnoW Your LAMA

Page 6 - Where did we come from?

Page 8 - When did i do That?

L

LV, A

A

A

WORDBANK

Breeding

DateBred

Diet

Dosage

Facilities

Feed

Grooming

Medical

Movement

Pasture

Purchase

Sales

Supplier

Trimming

Vaccination

LAMAs BooK 1

Peru

Bolivia

Alti Plano, Peru

Chile

Andes Mountains

Torres del Paine National Park G

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#________Alpaca,

•wild/domestic_______

•height30”-39”atthewithers

•specialqualities:valuablefleece; straight, rounded ears.

#_______Llama

•wild/domestic_______

•height40”-45”atthewithers

•specialqualities:quicklearner,ableto be used as a beast of burden and has banana shaped ears.

#________Guanaco

•wild/domestic_______

•height42”-48”atthewithers

•specialqualities:woolreddish-brown above and white below.

#_______Vicuna

•wild/domestic_______

•height28”-36”atthewithers

•specialqualities:highlyvaluablefleece that is protected by law.

1 2

4 3

domestic domestic

wild wild

Page 10 - A Family reunion

Page 12 – Cria Care

Medications/surgicalsupplies Iodine,electrolytes,probiotics,EMTgel,Escherichia coli antibody, scalpel, surgical gloves, syringes, camelid resusitator, thermometer

Equipmentneeded Surgicalshears,stethoscope,criascale,bottlewithPritchardnipple/holder, cria coat, lead for dam, cria halter, towel

Specialmilk Colostrumsubstitute,Lamamilkreplacer

Emergencyphonenumbers Veterinarian, another breeder, cell phone numbers

Housing preparation Put dam in birthing pen, make sure pasture is predator-proof, camera in pen

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CHAPter 2 — AnAtoMY

Page 14 – Croup, Poll, and Withers

O AbdomenJ BackN Chest I CroupF EarsR ElbowT FetlockL HipQ HockA JawS KneeC MuzzleG NeckD NostrilW PalmarpadX PasternE PollB PrehensilelipU ScentglandsK ShoulderM TailP Thigh V Toenail H Withers

Page 16 – How Heavy is Your Coat?

Photo Fiber Class Circled Area Description

Left Heavy Head,Neck&Body C

Middle Medium Neck&Body B

Right Light Head&Legs A

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Page 18 – Chew That Cud

Whatissimilar?• Teeth• SalivaryGlands• Esophagus• LargeIntestine• Cecum• SmallIntestine• Rectum

Whatisdifferent?C1,C2,C3vs.Rumen,Reticulum,Omasum,andAbomasum.Lamashaveaspiralcolonandsheepdonot.

WORDBANK

Conchal eminence

Cornea

Cranial cavity

Externalorifice

Earcanal

Fundus

Inner ear

Iris

Lateralpinna

Lens

Middleear

Opticnerve

Retina

Tympanic bulla

Tympanic membrane

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CHAPter 3 — HeALtH, MAintenAnCe, And FACiLities

Page 28 – does My Lama need a Haircut?

Alpaca Allfiberoffofthebodyandneckbutleftonlegs,aroundthehead(showninsquares)andtail.

Vicuna Not sheared.

Guanaco Not sheared. A guanaco sheds naturally.

Lightlywooledllama Sheartheredzone.

Heavily wooled llama Sheartheredzone,offthehipandchest,anduptheneckuntilyoureachtheareamarkedbythesquare. Never shear the tail.

Pack llama Shearalloftheredzoneandoffofthehiphorizontally.Shearthetotalbodyevery2-3years.

DoanyoftheselamasNOTneedtobesheared?Vicuna and Guanaco

Why?They are wild and they naturally shed their fiber.

Forwhichlamaswoulditbeespeciallyimportanttoshearduringthesummer?Heavy-fibered llamas or alpacas

Why?Their coats will get too hot and heavy in the summer. Pack animals need to be able to cool themselves.

21

CHAPter 4 — trAininG And sHoWinG Page 30 – Head-to-toe essentials for Your Lama

You need a trimmer to trim their toenails.To catch your lama, it would be wise to have a halter and lead rope to put on it and to lead it.A pair of shearswouldbenicetocutthelama’sfleece.To feed and water your lama, you need two bowls.You will want to use a brush/combonyourlama’sfleecetogettanglesanddebrisout.To take your lama on a hike, you may need a pack to take equipment with you.

Page 32 – trust is a Must!

G R O O M I N G

T R U S TP A T I E N T

G R A I N

N A M E

S L O W

L E A DP E T

RE S P E C

F

I

N D

H P

I T E R A C I O N

H A T E R

E W R D

N O I S E M V E M E N T S

Activity develops trust Doaftertrustisestablished

Feedingyourlama √

Goingthroughatunnel √

Grooming √

Jumpingwithyourlama √

Leadingyourlama √

Petting your lama √

Picking up a foot √

Walkingoverabridge √

Walkingthroughpuddles √

22

Page 34 – Why Knot?

The following activities should be circled, since they require you to tie your lama.• Apackingpicnic• Anovernightcampingtrip• Groominginthechute• Puttingacostumeonyourlama• Runningbacktothecarforthecamera

Page 38 – Catch Me if You Can

Noseband

Chinstrap

Crownpiece

Buckle

Cheekpiece

Throatlatch

Lead Clip

Lead/ Catch Strap

23

L C I N G

Activity Answers and Additional Resources

LAMAs BooK 2

CHAPter 1 — KnoW Your LAMA

Page 6 & 7 - All in the FamilyAdditionalResources:www.lamaregistry.com or www.alpacaregistry.net

Page 8 - Are You talkin’ to Me?

Across1. SCREAM4. HUM6. KUSHING8. STOMP12.SUBMISSIVE13.SPIT14.HEAD

Down2. CLUCKING3. BARINGTEETH5. FIGHTINGTEETH7. STOIC9. WARNINGCALL10.PANTING11.EARS

Page 12 – Pronking for Joy

(lefttoright)Pace,Walk,Pronk,Gallop,andTrot

Describetwotimesthatyoumightseealamaproduceorusethatgait.

S C R E A M

H U M

K U S H I N G

S T O M P

S U B M I S S I V E

S P I TH E A D

T O I C

FI

H

I N G T E E

E A R

W A R N NG

C A L L

P A N T N G

B A R I N G T E T H

Gait Letter Gait When Lama Would Use This GaitGallop fleeingpredators,pullingacart,advancingatfullspeed

pullingacart,grazing,cautiouslymovingtoinvestigate,packing,slowly advancing

pulling a cart, when advancing with medium speed (used in play, used undersaddle)

Pronk wardingoffpredators,playing(usedbycrias)

packing (delightful movement, medium speed advancement, but an inefficientgait)

D

A

C

E

B

Pace

Trot

Walk

24

CHAPter 2 — AnAtoMY

Page 14 – Humerus Anatomy

25

CHAPter 3 — HeALtH, MAintenAnCe, And FACiLities

Page 24 – ouCH!

Procedures Items to Include

Cria Birth 7%iodinesolution,scissors,cleancloth,sterilegloves

Cuts Cleancloth,vetwrap,flyspray,antiseptic,sterilegauze

Broken Bones Longstripsofcloth,woodenstick,veterinarian’semergencynumbers

Heat Stress Thermometer, scissors, water hose, body-cooler vest

Eye Care Sterilesalinesolution,ophthalmicointment

Page 26 – does Your Lama need a Manicure?

Page 28 – eatin’ time!100 lb. lama

200 lb. 1ama

300 lb. lama (average size lama)

Total Quantity Needed (2% of their body weight)

2 lb 4 lb. 6lb.

Amount of Hay (75% of food) 1.5lb 3lb. 4.5lb.

Amount of Grain (25% of food)

.5lb 1 lb. 1.5lb.

CHAPter 4 —trAininG And sHoWinG

Page 30 – desensitizing

Picking up a foot of a lama with a leg injury

The lama will be very cautious about letting you pick up the leg. It may panic or guard the leg.

Touching the abdomen of a nursing mom

She’llbeprotectiveofhercria.Shewillkickandmayeventry to spit you off.

Touching the tail when its head is restrained

Thelamadoesn’tlikethetailpetted.Itmaykick.

Petting or grooming a recently vaccinated lama

Becarefuloftouchingthespotwherethelamareceivedthe shot, it will be sensitive.

Grooming on a sunburn Very carefully brush the lama.

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Page 32 – safety First

Websiteswithbuildingplansforchutes:•www.southeastllamarescue.org•www.goodnewsllamas.com/llama-chute.htm•www.llamalife.com.

CHAPter 5 — use, MArKetinG, And CAreers

Page 42 – Fleece and spinning

1. Whathappenedwithyourfleecebeforetwistingittogether? It will pull apart fairly easily.

2. Whathappenedtoyourfleeceonceitwastwistedtogether,thenyoutriedtopullitapart? After it is twisted together, it forms a thicker strand and is difficult to pull apart.

D–CleaningC–CardingE–DraftingA–RovingB–SpinningwithspinningwheelF–Spinningwithadropspindle

Page 44 - 45 – Crafty Camelids

ResourcesSimply FeltbyDocherty&EmersonFelted KnitsSpin ItbyLeeRaven

27

Activity Answers and Additional Resources

LAMAs BooK 3

CHAPter 1 — KnoW Your LAMAPage 6 – Mastering the Hierarchy

ChutesandLadders:__8____4-month-old female cria that is very independent__ 4____3-year-oldgeldingthatisstrong-willed__5____2-year-old female that is quiet__ 9____10-month-old male that is thin__ 2____6-year-oldfemalewithacriaonherside__ 1____5-year-oldintactmalestud__6____4-year-old female that has been sick__7____12-year-old slow moving gelding__3____8-year-oldfemalethathasbeenbred__10___ 2-week-old cria still beside her mom

Page 8 – Hobnobbing with the Herd

WORDBANK

aberrant

behavior

communal

defecate

dominance

fighting

flightresponse

grazers

herd

inherent

instinct

pecking order

ruminant

social

submission

28

Page 12 – My space

Personality trait How to recognize trait Effect on training

Aggressive Spits,pushesaround You must gain trust, be patient and alert.

Curious Looksaroundalot,interestedinnewthings

Try to keep the lama focused on commands. Teach the lama to enjoy new events.

Out-going Likestointeractwithpeople This is great for Public Relations events and the cart.

Protective Tries to hide cria, stands between person and herd

Separatemotherandcriaduringtraining. The lama may not allow you to approach the rest of the herd.

Shy Needs lots of coaxing to come with you

You must gain trust. Take things slow. The lama may not be willing to try new things.

Submissive Willingtoletanyonepetit,notveryconfidentaroundotherlamas

This is great for Public Relations events. Trytrainingalonefirst,thenaddotherlamas.

Tense Seemsnervousandonedge,constantly looks around for predators

Talkinasoothingmanner;gaintrust;don’tallowotherlamastobotherthem.

CHAPter 2 — AnAtoMY

Page 14 – Proper representation

Conformation TraitLlama

ALlama

B

Ears 3 1

Alignment of teeth and jaw 3 0

Frontlegs 2 2

Rear legs 3 2

Back-topline 3 0

Tail set 3 0

Pasterns 3 0

Feet 3 1

Total score 23 6

Whichllamahasthebetterconformation,AorB?Llama A

Why?It possesses more conformationally correct body structures.

Whichllamahasthemosteyeappeal?Why?Llama A. It looks more balanced.

Whichllamahasthebestbalance?Why?Llama A. It flows evenly from the head to the feet.

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Page 16 – switching Places

top line, front legs head, disposition eye appeal rear legs, spring of rib

Page 20 – You Can Be a Lama dentist!

AdditionalResources:•www.vivo.colostate.edu/hbooks/pathphys/digestion/pregastric/llamapage.html

Page 18 – dreadlocks and downy Coat

Left–Huacaya Right–Suri

Similarities–bothhavefiberthatissoft,freeofguardhair,andconsideredluxuryfiber;botharesmall micronfibersDifferences

• Huacayafiber–hasawavinesscalledcrimp,animalshaveafluffyorfuzzyappearance.Thefiberiseasy to form into yarn and has considerable loft.• Surifiber–hasnocrimporloft.Thesurifibershavealotoflusterandliedownagainstthebody;the dreadlocksmaybestraight,wavy,twistedorcurly—bettersuitedforweaving.

overall appearance 5 rear legs 5

head 4 eye appeal 4

top line 4

front legs 4 TOTAL SCORE 26

30

CHAPter 3 — HeALtH, MAintenAnCe, And FACiLities

Page 26 – Are You too Chicken to Give shots?

Vaccinations Local Fair / Show ALSA Guidelines

StateHealthCertificate x xWorming

ClostridiumC&D x xTetanus x xRabies

Animal Gestation Period (weeks) Animal Gestation Period (weeks)

Lama 50 Goat 21.5

Cat 9 Horse 48

Dog 7.5 Sheep 22

Duck 4

AnswersareaccordingtoStorey’sGuides.Websitesourcesare:•http://www.infoplease.com/pa/A0004723.html•http://encarta.msn.com/media_701500881_761572784_-1_1/Average_Animal_Gestation_Periods_and_ Incubation_Times.html

CHAPter 4 — trAininG And sHoWinG

Page 30 – sHoWmanship

Class Characteristics1.Lamaiswell-groomed.2.Goodconformationofthelama.3.Lamashowswell.4.4-Hmemberlookshis/herveryneatest.5.4-Hmemberknowslamafacts6.4-Hmembersmilesandisconfident.7.Ageandsexofanimal.8.Fleecetype9. 4-H member and lama use show ring-etiquette

1 2 3 4 5 6 7 8 9

Showmanship Class

√ √ √ √ √ √

Halter Class √ √ √ √ √ √ √ √

Page 28 – Cria-tion

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Page 34 – do i need a driver’s License?

CHAPter 5 — use, MArKetinG, And CAreers

Page 42 – Lama Careers

2 3

16

15

4

17

5

6

18 19

7 8

20

9

21

22

10

23

11

12

24

13

1 14

D E M O N S T R A T E

D Y ES H E A R

M A N U R EL L A M A

M A R K E T

T H E R A P YZ O O

P E T

W O O L L O V E K U S H

V E T E R I N A R I A N R S I N

M

L

JUM

L A M

E X I

B E D R

P C

L P C

G A

C R

E A C H

P

32

GLOSSARY• Aberrant –deviatingfromwhatisnormal(usedtodescribebehavior)

• Aggressive –readytoattackandthefirstontheoffensive

• Alfalfa – a southwestern Asian perennial herb (Medicago sativa)havingcompoundleaveswiththreeleafletsandclustersofusuallyblue-violetflowers(Itiswidelycultivatedasapastureandhaycrop.)

• Ataxia – the inability to coordinate movement, which produces an uncoordinated gait, staggering

• Balance – an aesthetically pleasing proportion in respect to another object

• Balking – a hesitation or refusal to do the requested task

• Barring teeth –agestureusedtodisplayangerinafight

• Batting –wide-bundledprocessedfleece

• Bedding –materialonthebarnorstallfloorthatpads,insulates,andabsorbsliquid

• Body condition –stateoftheanimal’sphysicalbeing;whetherornottheanimalisoverweight,underweight, or in prime form

• Body condition scoring – a way to assign a numerical value to how fat or thin your lama is

• Body language – an unconscious gesture of the body used to communicate or to enhance communication

• Breed – to produce offspring

• Breeder –apersonorcompanythatchoosestopropagate(breed)animals

• Camelid – the family of animals that includes vicuna, guanacos, alpacas, and llamas

• Carding –arefiningprocessthatalignsallfibersinthesamedirection

• Catch strap –ashortstrapusuallylessthan8”thatisattachedtothehalter(Itremainsattachedtothehalterduringhaltertraining.)

• Climate – the average weather conditions at a place over a period of years as exhibited by temperature, wind velocity, and precipitation

• Clucking – a verbal way a lama shows irritation

• Colostrum –firstmilk(fullofantibodies)

• Communal – owned and used by all members of a group

• Condition – state of body

• Confidentiality – thestateoftrustingorconfidinginformation

• Conformation –thewayananimal’sstructureissymmetricallyformed,arranged,andshaped(usedtodescribehowcloselytheanimalrepresentsitsspecies)

• Contact – a term used by a judge to describe that a showman has touched their animal or that the showman or animal touched a part of the obstacle

33

• Creep feeder – an area where a cria can go to get an unlimited supply of grain and roughage without having to compete with yearlings and adult lamas

• Cria – a term used for a baby lama until it is old enough to be weaned

• Crimp –organizedoruniformwavinessinanindividuallockoffiber

• Cud – partially broken-down food that is regurgitated from the main stomach of a ruminant animal

• Cull –togetridof(reject)

• Dam –themotheroftheanimal;femalelama

• Deciduous – shedding or falling off

• Defecate – to discharge feces

• Demonstration – a presentation that shows how to do something (It usually involves a step-by-step processthatcanbeeasilyunderstoodbytheaudience.)

• Density –whenreferringtolamafiber,thenumberofhairfolliclespersquareinchofskin

• Desensitization – a process of constant touching to accustom a lama to being handled on its legs, ears, or tail

• Desensitize – to train a lama to allow you to touch different parts of its body

• Digits – the phalanges that make up the two separate toes of a lama

• Discretion –thequalityofshowinggoodjudgement;showingcaution

• Domesticated – tamed, no longer wild

• Dominant –havingthemostpower,strength,influence,andcontrolinagroup

• Double-coat –fiberconsistingofafineundercoatandacoarseouterlayer

• Drafting –pullingordrawingoutthefibers

• Dystocia –badordifficultbirth

• Emaciated – extremely thin

• Equipment – the act of equipping a person or animal

• Etiquette – rules of using correct or polite behavior in a group of people

• Felting –processofmakingfabricfromfleece

• Fertile – able to reproduce

• Fiber – the hair coat on a llama or alpaca

• Field of vision – the full angle at which a being has vision without moving its head

• Fighting teeth – a set of six teeth that lamas use to protect themselves

34

• Fleece –unwashedandshornfiberfromallamaoralpaca

• Gait – a particular way of moving on foot

• Gelded –neutered;atermusedtodescribeneuteredmales

• Gestation period –lengthofpregnancy

• Gesture – the movement of any part of the body used to communicate a feeling or an idea

• Grass hay – grass, clover, etc., cut and dried for use as forage

• Graze – to feed upon growing grasses or herbage

• Grazing –feedingongrowinggrassandpasturage(asdocattle,lamas,etc.)

• Grooming –acleaningprocessthatremovesmatsanddebrisfromalama’sfiber

• Ground driving – driving your lama in a harness while you walk behind

• Guard hair –anouterlayerofcoarse,roughfiberthatprojectsfromthewoolyundercoat(Thislong,stiff,usuallycoarsefiberhelpsshedmoistureanddebris.)

• Hair follicle – anatomical cavity where a single hair grows

• Halter – a rope or strap with a noose or headstall for leading or restraining horses or lamas

• Hay – grass that is cut and dried for animal food

• Heat stress/stroke – a dangerous type of sickness caused by a lama being too hot

• Hierarchy – a ranking from the highest to the lowest in social class

• Hike – to walk or march a great distance, especially through rural areas, for pleasure, exercise, military training, or the like

• Hock (tarsus) – the joint between the tibia and the metatarsus

• Huacaya –acrimpyfiberthatgrowsperpendiculartothebodyandgivestheanimalsafluffyorfuzzyappearance

• Hum – the way a lama shows affection, love for her baby, and contentment

• Impression –1)aprintormarkthatismadebypressureintoasubstance;2)amarkedandoftenfavorable effect of an experience or perception upon the mind

• Inherent – an essential quality or attribute belonging to a particular species

• Intramuscular –administereddirectlyintomuscletissue(Example:tetanusvaccineisgivenasanintramuscularinjection)

• Iridic granules – the papillary ruff that shades the pupil of the eye from bright light

• Kush – lie down

• Kushing – lying down

35

• Lama –agenusofwildordomesticated,long-neckedSouthAmericanruminantsrelatedtothecamelsbut smaller and without a hump

• Lameness – inability to place pressure on or walk on a leg

• Lead rope – a strong, thick line or cord, commonly one composed of twisted or braided strands of hemp,flax,orthelike,orofwireorothermaterialusedtoleadanimals

• Lethargy – state of excessive drowsiness

• Lineage – the descendents of one individual

• Llama –adomesticatedmemberofthegenusLama,descendedfromtheguanacoandusedespeciallyintheAndesMountainsasapackanimalandasourceofwool

• Lock – a tress, curl, or ringlet of hair

• Lumbar – part of the back and sides between the last ribs and the pelvis

• Muzzle – the facial area that encompasses the nostrils, the upper and lower lips

• Nail ridge –theflatedgesonthebottomofalama’snail;thepartofthenailthatistrimmed

• Nutrition – the act or process of nourishing or of being nourished

• Obese – very fat

• Off course – a term used by a judge that refers to the fact that a showman has missed an obstacle ortakenanobstacleoutofsequence(Duringashow,whenajudgeissuesanoffcourseviolation,theshowman is automatically dropped to the bottom of the class and can no longer place above any showman thathasremainedoncourse.)

• Offspring – baby

• Orgling sound – an odd noise something like a loud, rhythmic, bubbly purr made by male lamas during breeding

• Origin – the point or place where something begins or from which it rises

• Ovulate – producing eggs from an ovary

• Pack – apieceofequipmentthatfitsonalama’sbacktocarryitemsontrails

• Palmar pad –thepadonthebottomsurfaceofacamelid’sfoot

• Pannier – the pack on the side of a lama saddle

• Panting – deep breathing that shows heat stress or agitation

• Pastern – thejointbetweenthefirstandsecondphalange

• Pasture –anareacoveredwithgrassorotherplantsusedorsuitableforthegrazingoflivestock;grassland

• Pecking order – an order of dominance which establishes who is the head of the group down to the lowest member of the herd

36

• Prehensile lip – the upper lip of a lama that is split and is adapted to hold, root, and grasp

• Premature cria –acriathatisbornearlyorislessthan8kilosinweightforllamasor5kilosforalpacas

• Prone –lyingflat

• Pronk – a stiff-legged, single-beat gait where all four legs are used to propel the lama into the air at the same time

• Protocol – rules of procedure

• Quick – the part of the nail bed that contains live nerve endings and blood vessels, and is located at the tipofalama’stoebetweenthenailridgeandthetoepad

• Quick release knot –astrongknotspecificallydesignedtobeuntiedeasilyincaseofemergencies

• Record keeping – condensing documentation into a common, usable, and permanent form

• Records – written documentation that accounts for the known information about an individual animal

• Registration – a legal document that shows that the animal has been registered with a particular organization

• Respect –apointinyourrelationshipwithyourlamawhereitrealizesthatyouareincontrolofthesituation

• Reward – to give praise, pet, or give a treat to encourage good behavior

• Roving –narrow,processedfleecemostlyusedforspinning

• Rumen – the largest compartment of the stomach in a ruminant

• Ruminant –ahoofedanimalthatdigestsitsfoodbyfirsteatingtherawmaterialandthenregurgitatingasemi-digested form known as cud

• Scream – a verbal alarm to alert others of anger or a threat

• Shaft – the side rail of a cart

• Shearing – removingfiberfromananimal

• Show blanket –alama“housecoat”;apieceofclothstrappedaroundthedensestareasoflamafibertokeep off dust and debris

• Simultaneous – at the same time

• Single-coat –fiberwithminimalornoguardhairs

• Sire –thefatheroftheanimal;amalelamausedforbreeding

• Soundness –ananimal’sconditionofhealth

• Species – a group of individuals that have common attributes and that are designated by a common name

• Spinning – creating thread

37

• Spit –greendigestivejuicesandmatterthatishurledwhenalamaisupset;agestureusedtocommunicate displeasure

• Stifle – the knee joint in the hind leg between the femur and the tibia

• Stoic – apparently unaffected by pleasure or pain

• Stomp – a sudden leg gesture used as a warning to stop

• Straw – the stalks of grain after drying or threshing (It is common to use wheat or oat stalks. It is used as beddingforlivestockandhasnonutritionalvalueforlamas.)

• Subcutaneous (SQ) – a vaccination administered under the skin

• Submissive – obedient, humble, and yielding to authority

• Surcingle – the saddle part of the harness

• Suri – asoftsilkyfiberwithoutcrimpthathangsindreadlocksandliesdownonthebody

• Tail set – where the tail lies in relation to the spinal line

• Temperament –thenatureordispositionofalama;personality

• Top line – the spinal line from the withers to the tail

• Trimmers – a device or machine, such as a hair trimmer, that is used for cutting

• Trust –apointinyourrelationshipwithyourlamawhereitrealizesyouwillnothurtit

• Undercoat –alowerlayeroffine,densefiber

• Vaccination –ashotthatgivesalamathenecessaryantibodiestofightoffaspecificdisease

• Warning call – a verbal alert that there is a predator near

• Wild – not tamed, not trained to live around and in conjunction with man

• Withers –areabetweentheshoulderbladesontheback;wherealama’sheightismeasured

• Wool –generictermforfleeceorfiber

38

Classes offered

TheAlpacaandLlamaShowAssociation(ALSA)sponsorsopenshowsthatofferawidevarietyof classes.Classesofferedinatypicalshowatacountyfair,statefair,orALSAsponsoredopenshowinclude:

Adult and youth classes

ALSAopenshowsarerequiredtooffertheclasseslistedbelowforbothadultandyouth.However,4-Hclasses are for youth only.

Halter

Theseclassesarejudgedonthelama’sconformation,movement,fiber,andoverallappearance.Theclassescaneitherbeforasinglelamaorgroupoflamas.Halterclassdivisionsarebasedon:

Sex: male, female, and non-breeder

Age of Lama: juvenile(notavailablefornon-breeders),yearling,twoyearold,andadult

Fiber: suri, light, medium, and heavy

Fleece Color:Halterclassdivisionsarebasedonthecolorofthefleecethatisinspectedatthe middle of the side, closest to the skin. Classes are divided into shades of solid colors, and mixed colors in patternssuchasPinto,Fancy,andAppaloosa.

Fleece Type: single coat and double coat

Fleece Length: Halterclassesareshownintwofleecelengths—fullfleeceandshorn.

Group of Lamas:GetofSire(Sireand3ofhisoffspring)andProduceofDam(Damand2ofher yearlingand/orolderoffspring).BredandOwned(Damownedbytheexhibitorwhenbred,whencria wasbornandstillownedbytheexhibitor),DamandCria(Damandcriaatside)

Showmanship

Thisclassdemonstratestheexhibitor’sabilitytoshowhis/heranimaltoitsbestadvantageathalter.

Performance Classes

In open shows, classes are divided into open, advanced, and novice. 4-H performance classes are divided by the gradeoftheexhibitor.Theclassesarejunior(grades3-5),intermediate(grades6-8),andsenior(grades9-12).

Pack: The exhibitor and lama are judged on their ability to negotiate obstacles and perform activities in thebackcountrywhilecarryingapack.Someshowswillofferashortstackclass(2lamas)orapack stringclass(3ormorelamas)underpack,strungtogetherforasinglehandler.Usingmultiplelamas increasesthedifficultylevelandmakescompletionoftheobstaclecoursemorecomplex.

Public Relations: The exhibitor and lama are judged on their ability to negotiate obstacles and perform activities in the community.

Obstacle: Demonstratethewell-trainedlama’sobedienceandwillingnesstocompletetherequested activities.

Appendix

39

Driving

Driveusingadrivinghalter,reins,andaharnessonalama(s)todrivefromthegroundortohooktoacart.

Ground Driving:Theclassshowsthelama’sabilitytorespondtocommandsgivenverballyand/or delivered through a driving halter and reins while executing obstacles. The exhibitor walks behind the lama;nocartisused.

Obstacle Driving: Thisclassshowsthelama’sabilitytorespondtoverbalandreincommandswhile pullingacartaroundobstacles.Someshowsrequireagroom(helperinfrontofthelamaholdingalead) for the safety of youth drivers.

Pleasure Driving: Thisclassoffersaparticipantachancetoshowcasealama’sabilitytoprovidea pleasurable ride while pulling a cart. This class can be performed as a single or team hitch.

Fiber Crafts

Theseareclassesthatincludespinning,craftsmadefromlamafiber,andlama-to-luxury(acompetitionthatspansfromshearingthelamatothefinishedwearableproduct).

Miniature Classes

TheseclassesareofferedforllamasthatareregisteredwiththeMiniatureLlamaAssociationandaremeasured38”orlessatthewithers.Miniaturellamas compete against other miniatures in all of the above classes.

Fun Classes

Costume: Theexhibitorandthelamaarejudgedonoriginality,difficultyin training the lama to accept and exhibit the costume, and suitability to theme(exhibitor’schoice).Theexhibitorsubmitsaone-minutenarrativethat will accompany the performance. Leaping Lama: This class allows the lama to show its athletic ability in a vertical jumping competition. Lama Limbo:Thiscompetitionshowcasesthelama’sadaptiveabilitybypassing under a lowered limbo pole.

Showmanship

Thisclassisademonstrationofthehandler'sabilitytoshowananimaltoitsbestadvantageathalter.Judgingisbasedontheexhibitor'sbasicskillsinfitting,grooming,followingdirectionsandstyleofpresentingtheanimaltoaJudgeforevaluation.Theanimal'sconformationisnottobeconsidered.Handler'sattireshouldbe neat, clean, and appropriate for the class.

40

Judging Criteria The judging criteria that will be used to place the exhibitors in showmanship are as follows.

The Handler Appearance and Demeanor

Dressindarkdresspants,darkshoes,andacleanrespectabledressshirt.Doyourbesttobe:

Alert Clean Confident Courteous

The Animal and Equipment

Thelamashouldbeshown:

Brushedout Clean In a black halter with a black lead

Interactions between Handler and Lama

Theseinclude:

Backing Changing pace clearly Controlling the lama on the lead Followingdirections

Individual Work

Eachshowmanshipclassmayincludeapatternchosenbythejudge.Eachexhibitorshouldcheckattheentranceforthepatternpostingbeforetheclassstarts.Apatterncanincludemanyrequirementssuchas: Answer questions about llamas and alpacas Backand/orleadforwardarequirednumberofsteps Change positions in the line Demonstrateapivotturnawayfromthehandler Demonstratechangeofpace Exchangelamaswithanotherexhibitor Followverbaldirectionsofjudge/ringsteward

Judgetoucheslamatocheckhandlerreaction&grooming

Neat Poised Prompt Properly dressed

Clean(lead&halter) Fittingproperly(halter) Freefromdebris Ingoodcondition/ingoodrepair/safe

Leading Posing&positioning Showingthelamatoitsbestadvantage Turning appropriate direction

Equipmentshouldbe:

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showing HintsEncourageyourlamatowalkoutbrisklyonaslackor“J”line.•Never give the appearance of having to “drag” the lama or jerk on the lead.•Exhibitorsshouldleaveasafedistancebetweenlamas(about6ft.).•Never crowd or come in contact with another lama.•Thelamashouldbeleadfromitsleftside.Theleadisintheexhibitor’srighthandandatleast8inches•from the halter.Theextraleadshouldbecoiledinafigure-eightandheldintheexhibitor’slefthand.Neverwraplead•around the hand.Whenliningup,thelamashouldbesetup•square on all four feet.The exhibitor should stand facing the lama at •a45-degreeangleoffitsshoulder,switchingsides when necessary.An exhibitor should always be able to see the •lama and the judge.Whenmakingaturn,theexhibitorshould•always turn to the right unless it is a ¼ turn or less.If asked to do a haunch or pivot turn, simply •doacollected,safeturnwherethelama’shind feet stay nearly in place. Always travel to and from the judge in straight •lines, so that the judge gets an accurate look at how the lama travels.If asked to change positions in the line, leave •your space by walking forward and clear of the line, then turn to the right, go back through your space in the line, and clear the line again. Turn the correct direction toward the new space you are to enter, and then enter the new place in line from the rear.If asked by the judge to back, the lama should •respondtothehandler’srequestwillingly,back at least three steps, or however many steps the judge requests, then move forward to its original position.Afterthejudgeinspectsthefiberortouches•the lama, the exhibitor should reposition thefiber.Iftheexhibitordoesn’trepositionthefiberafterthejudgehastouchedit,theexhibitor should be faulted and therefore lose points. In accordance with the tradition of the show ring, it is suggested that exhibitors wear long-sleeved shirts, •jackets,longpants,orskirts.Footwearmustcovertheentirefoot.Aconservative,neat,tailoredstylewillbe appreciated. The exhibitor is showing the animal at all times, not himself or herself.Benatural.Over-showing,maneuvering,andfussingareobjectionable.•Keepacloseeyeonthelama’spositionandfeet.Anyfaultsshouldberecognizedandcorrectedquickly.•

Smileandenjoy.Itwillshow!•

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Obstacles That You Might Encounter

Eachopenshow,countyfair,andstatefairwillhaveadifferentsetofobstacles.Usuallytheychangefromyeartoyear.Thiswayeachshowisdifferentanddifficultinitsownway.Bychangingtheobstaclesbeforeeveryshow, the lamas can compete in the same show every year and not be bored and resistant to completion of thecourse.Someoftheobstaclesthatyoumightencounterinatypicalshoworfairare: Animals Backing Balloons Barriers Bellonhalter Bridges Change of pace Deadfall

Minor faults Minorfaultsthatthejudgewilllookforinclude,butarenotlimitedto:

BaddispositionorunwillingnessDanglingstrapsbelowthekneeImproper cinching of packImproperplacementofpackorfillingofpanniersInattentiveness of the lamaLamaoutaheadofhandlerModeratesafetyhazard(reachunderlamatopickupfoot)Nervousness, agitation, fearfulnessPoor jumping formSlowresponsetohandler’srequestSpookingduringsaddlingandunsaddlingToo slow of a pace through courseToo wide or too tight in turnsTouching the obstacle

Major faults Majorfaultsthatthejudgewillwatchforincludebutarenotlimitedto:

Duringexitorentranceofobstacle,lamaoutaheadofhandlerExcessiveshiftingorbouncingofpackExtremeirritation,nervousness,spookedFailuretomakeacompletestopGoinginoroutofthewrongtrailer/vandoorImproper or unsafe knots

Load/unloadvanLowobstructionPetting by strangerQuick-release knotRampsRemoval of packTeeter-totterTrailer

Dress-upFanw/streamersFlagsFootinspectionGatesordoorsHaunch turnHula hoopJumps

Trash pick-upTunnelUp/downstairsWagonsWaterobstacleWeavingpolesWheelchairs

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Knocking down of obstacle partsMajorsafetyhazard(wrappingleadropearoundhand)Not accepting the packReleasing the pack straps out of orderSteppingoutofobstacle

Taking an obstacle backwards

IncompleteExitinganobstacleunfinishedafterstartingGoingoffsideofobstaclewithoutasecondsuccessfulattemptLosingpackoraddeditemsMissinganuprightpoleintheweavingpolesNot backing all the wayNot closing a gate Not completing one of the jumps in a series Not responding to request for change of pace

Off Course

A handler and lama must make at least one attempt at each obstacle or they will be considered off course. Any lama and handler that goes off course cannot place over a lama or handler who completes the course. Theywillbeconsideredoffcoursefor:

Forgettinganobstacle

Intentionally skipping an obstacle

Not completing the course

Taking an additional obstacle

Taking an obstacle out of sequence from the posted course

It is the policy of the Purdue University Cooperative Extension Service, David C. Petritz, Director, that all persons shall have equal opportunity and access to the programs and facilities without regard to race, color, sex, religion, national origin, age, marital status, parental status, sexual orientation, or disability. Purdue University is an Affirmative Action employer.

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