13355 LearnerWorkbook web 15Sept - Home Page- … · Think about the different types, ... Find...

LLeeaarrnneerr WWoorrkkbbooookk PPrriimmaarryy AAggrriiccuullttuurree

TThhee eennvviirroonnmmeenntt aanndd iittss rreellaattiioonnsshhiipp ttoo

ssuussttaaiinnaabbllee ccrroopp pprroodduuccttiioonn

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My Workplace: . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . .

NQF Level: 1 US No: 13355

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production

Primary Agriculture NQF Level 1 Unit Standard No: ???? 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - on completion of the Learner Guide, you should have acquired all the knowledge and skills to be assessed against the following unit standard:

Title: Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production

US No: 13355 NQF Level: 1 Credits: 4

Please read the unit standard at your own time (see Learning Guide).

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

HHooww ttoo uussee tthhiiss wwoorrkkbbooookk …… Your activity workbook will be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities and worksheets, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities and worksheets, hand this workbook in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.




1. Why is soil important for our crop?

Group Activity: Brainstorm as a group and note your findings

11 SSOO 11,,

My Name:

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Facilitator comments: Assessment:




Do you think that all types of soil are the same? Think about the different types, colours and textures of soils.

Group Activity: Discuss in your group and record key ideas

22 SSOO 11

My Name:


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1. Find three different samples of soils that “feel” different.

2. Use 3 different pieces of sticky tape and stick the samples in your workbook.

3. Describe next to each sample how they “feel”.

Individual and Group work: Go outside, collect samples and write down your observations: What you describe here is called the “texture” of soil.

33 SSOO 11&&22

My Name:


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1. As a group – go to the area where you will be doing your soil preparation and planting activities.

2. Dig a hole at least ½ m deep.

3. Now collect ½ a cup of soil at the surface, and another ½ cup of soil at 30cm deep, and then another ½ a cup of soil at ½ m depth.

4. Using the simple soil classification tests discussed in your Learner Guide, classify the soil types, and discuss what you have observed and how you went about the procedures.

Record your answers in your learner workbook. As a group – go to the area where you will be doing your soil preparation and planting activities.

44 SSOO 11 && 22

My Name:


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1. As a group discuss the questions below. Take notes in preparation for your presentation.

2. Give a 2-minute group presentation on how you think the soil cycle works, and how the soil cycle is related to the organic content of the soil.

3. Record key-concepts of the different group presentations in you learner workbook.

4. Describe how the soil cycle works, and how the soil cycle is related to the organic content of the soil.

Group Activity: As a group – look at the picture below and discuss the questions below. Record your answers.

55 SSOO 11 && 22

My Name:


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1. As a group – go to the site where you will be performing your soil preparation tasks and planting.

2. Using what you have learnt above, decide what consistency your soil has, and make observations as to whether there are roots and rocks present.

3. Write down all your observations and what you as group think needs to be done to prepare the soil in terms of consistency to ensure that it is ready to allow your crop to grow.

Group Activity: Apply and observe

66 SSOO 11 && 22

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1. Think about “the climate” in your area.

2. Describe it to the rest of the class.

3. Make keynotes to as a reminder to yourself.

Record your answers in your learner workbook. Research and discover.

77 SSOO 33

My Name:


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1. What kinds of crops are grown in your area as animal feed?

2. Does this kind of animal feed need a “specific” climate in order to grow?

3. Read about a crop like “apples” or “grapes” – Does this kind of crop need a “specific” kind of climate to grow.

4. Explain what kinds of climatic conditions are needed by the different kinds of crops..

In Pairs: Research and Discover: Record your answers in your learner workbook.

88 SSOO 33

My Name:


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In your group – walk around and make a list of all the possible water sources in your area and say whether each one would be sufficient to grow crops for commercial farming purposes.

Group Activity: Research and discover. Record your answers.

99 SSOO 44

My Name:


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In your group – walk around and make a list of all the possible methods in which you see people applying water (irrigate) to their crops.

Group activity: Research and discover. Record your answers in your learner workbook.

1100 SSOO 44

My Name:


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1. In your group – walk around along a flat piece of land and rate it out of a scale of 1 – 10 (10 being the best), for how easy it would be to plant crops here.

2. Now walk up a steep hill and rate the area in the same way out of 10.

3. Make a list of possible problems that you might find in trying to cultivate a land with a steep slope.

Group Activity: Record your answers in your learner workbook.

1111 SSOO 55

My Name:


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Brain storm possible ideas and solutions for overcoming unfavourable topographical conditions to plant grazing.


Group Activity: Brainstorm and record your answers in your learner workbook.

1122 SSOO 55

My Name:


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In your group – draw a poster of the possible micro-organisms and insects that might harm your crop. Present what kinds of harm each might cause and what one can do to combat it.

Group Activity: Brainstorm and record your answers in your learner workbook.

1133 SSOO 66

My Name:


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Go to a library and find out about “beneficial” insects in farming. Summarise your findings.


In pairs: Research and discover. Record your answers in your learner workbook.

1144 SSOO 66

My Name:


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Draw a mind map – What would happen if we did not care for the environment and we did not farm sustainably?


Group Activity: Discuss in the group and record your answers in the form of a mind map.

1155 SSOO 77

My Name:


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AAsssseessssmmeenntt FFeeeeddbbaacckk FFoorrmm Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:




AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared

competent. Inform the assessor if you have any special needs or requirements before the

agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. What kind of soil/s do you have on your farm?

2. What does the landscape look like? I.e. Topography & Slope

3. In what direction does the slope run?

4. What kinds of water resources are there on your farm?

5. What kinds of indigenous plant life do you have on your farm?

6. Are there any invasive species of plants on your farm? Name them?

7. What is the climate like in the area where you live?

8. What types of crops are suitable for this type of climate?

9. What is the prevailing wind direction on your farm?

10. What influence do you think this will have on your types of crops and how you plant?

11. Are there fences on your farm? Why do you think it is important to have these?




12. Are there any other structures that can specifically help you to farm effectively? Hint… think of things like dams, barns and irrigation systems, pumphouses etc

13. Say how these structures help in the day-to-day operations of farming

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organised and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part

of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are

areas in which you still need further development.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 13355

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:

13355 LearnerWorkbook web 15Sept - Home Page- … · Think about the different types, ... Find...

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