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Agricultural Management Practices
Facilitator’s guide
Grade 10
CAPS aligned
JC Zandberg
LESSON ELEMENTS
LEARNING AIMS
What the learner should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of the lesson.
DEFINE
Definitions of concepts to help the learner understand the content.
IMPORTANT
A summary or explanation of key concepts explained in the lesson.
TIPS
Information in addition to the content to guide the learner through the learning process
FOR THE CURIOUS
Encouragement for the learner to do in-depth research about the content on his/her own.
ACTIVITY
Formative assessment to test the learner’s progress and knowledge of the lesson completed.
EXERCISE
Formative assessment to test the learner’s progress and knowledge of the unit completed.
CORE CONTENT
Reinforcement of core of content; in-depth explanation of a specific section of the lesson.
STUDY/REVISION
Demarcation or summary of work to be revised in preparation for tests and examinations.
* All lesson elements are not necessarily used in this guide.
PREFACE
GENERAL OBJECTIVES OF THE SUBJECT
Agricultural Management Practices (AMP) is the study and application of economic and management principles that are used in the production, transformation and marketing of food and other agricultural products. These principles are used to produce and add value to high quality agricultural products so that these products have economic, aesthetic, social and cultural value.
AMP obtains its knowledge and skills from disciplines such as crop sciences, animal sciences, economical and management sciences, engineering, informational and communicational technology.
AMP should be approached by keeping the following learning outcomes in mind:
Knowledge and understanding of the interrelationships between AMP, society and the environment
The focus is on understanding the developments in transformative legislation, poverty and the global environment. This learning outcome shows learners how to use this understanding to improve the quality of life of individuals and communities.
Management practice process
This learning outcome helps learners to master the management processes and skills by underpinning AMP.
Knowledge and understanding of management practices in agriculture
The focus of this learning outcome is to assist learners to gain knowledge, to acquire a broader understanding of how AMP relates to their everyday lives and to make informed decisions to incorporate all relevant practices, systems and technologies to manage a sustainable agricultural environment.
SampleApplication of knowledge and skills in agriculture
The focus of this learning outcome addresses the various skills needed to access, process and use information to meet the challenges in AMP. It also involves the knowledge and skills to handle basic and relevant agricultural machinery and equipment so as to solve agriculture-related problems.
SPECIFIC OBJECTIVES
Agricultural Management Practices are developed to provide learners of a good practical-orientated basis which integrates both theoretical and practical skills in such a way that it also takes learners with specific teaching needs into account.
Dear facilitator
LETTER TO THE FACILITATOR
To facilitate Grade 10 learners it is important to understand the uses of the different guides very well. The facilitator’s guide and the study guide go hand in hand – the facilitator must use both books to study the subject meaningfully.
The facilitator’s guide also contains the answers on all the questions of the different activities and assignments. The facilitator’s guide is there for you to mark the learners’ answers and to see which questions they do not know yet. It is easy for learners to write down the answers, but then they still don’t know the work.
If the study guide and facilitator’s guide are used correctly, it can become two very convenient and meaningful documents for both the learners and the facilitator in order to get the hang of AMP.
AMP integrates knowledge, values and attitudes with the skills that learners develop. Learning is based on real-life situations and this contributes to turning learners into competent, technology-literate farmers.
AMP Grade 10 consist of a study guide, facilitator’s guide and portfolio book. We suggest that you use all the books together in planning the learners’ work. The study guide is used by die learners for studying, planning and doing assignments. The portfolio book describes all the portfolio tasks the learners must submit for their SBA mark. This document is very important. Ensure that the learners understand the portfolio tasks very well.
HOW TO ASSESS THE LEARNERS
Assessment involves an ongoing, planned process of identifying, gathering and criteria. This includes four steps:
• Collecting evidence of achievement;
• Evaluating the achievement;
• Recording of findings;
• By using the information to assist the learners in their development and thereby promoting the process of learning and teaching.
Assessment must be informal (Assessment for learning) and formal (Assessment for teaching). In both cases good feedback must be given. Refer to the portfolio book for a complete list of the required assessments.
PRACTICAL ASSESSMENT TASK (PAT)
1. The purpose of the Practical Assessment Task for Agricultural Management Practices is to assess the managerial, entrepreneurial, research, marketing, operational and technical skills of the learners in the production ramifications they are exposed to. The context in which the subject is presented includes a wide range of production systems, ramifications, management approaches and ecological differences between the different regions of South Africa
2. The PAT must make provision for a wide range of approaches and applications. PATguidelines must be provided.
GRADE 10 ASSESSMENT
Sample
You can mark the Grade 10 learners’ work OR you have the option of submitting it to Impaq to be marked. Make sure that clear evidence of portfolio work of Grade 10 exists – it may be that Umalusi requests the learners’ Grade 10 work. The PAT task is very important. Each leg of the PAT task must be completed and the necessary marks must be submitted for a Grade 10 report card at the end of the year. Without a Grade 10 report card the learners cannot apply to write the Matric examination. It is therefore very important that the learners complete all facets of the practical work and that they have the necessary evidence that they actually completed the work.
WORK SCHEDULE/TIME
The time allocation for Agricultural Management Practices in Grade 10 is four hours per week. Therefore, make time to work at least one hour per day – choose four specific days of the week that you can spend on AMP. Keep in mind that AMP also has a Practical Assessment Task which has to be completed throughout the year. Put one hour a week aside for practicals. This also includes the PAT practical.
Sample
1 CROP PRODUCTION
2 ANIMAL PRODUCTION
3 ANIMAL MANAGEMENT ASPECTS
4 MANAGEMENT PRINCIPLES
1.1 Introduction
YEAR PLANNING
1.2 Farming systems
1.3 Different enterprises
1.4 Soil and water management in crop production: Basic requirements
1.5 Soil and water management in crop production: Soil cultivation methods
1.6 Soil and water management in animal production
1.7 Water sources
1.8 Crop management aspects
1.9 Crop management aspects: Monoculture and crop rotation
1.10 Crop management aspects: Recordkeeping
2.1 Animal production practices in South Africa
2.2 Main production areas in South Africa
2.3 General classification of farm animals
2.4 Cattle breeds
2.5 Sheep breeds
2.6 Pig breeds
2.7 Poultry breeds
3.1 Handling of farm animals
3.2 Caring for farm animals
3.3 Housing of farm animals
3.4 After-care of farm animals
3.5 Identification methods
3.6 Basic concepts of animal feeding
3.7 Diseases and parasites
3.8 Recordkeeping
3.9 Basic principles of management programmes
4.1 Definition of management
4.2 Management principles
4.3 Different types of natural resource management
4.4 Soil potential and management: Soil improvement
4.5 Soil potential and management: Conservation practices
4.6 Waste management: Different types of waste
Lesson 1.1: Introduction
1.1
1.2
ACTIVITY 1.1
Consider the climate of the area.
Choose crops that are suitable for those specific climatic and soil conditions.
Plant the crops at the right time of the year.
Select and plant good quality seed that is free from diseases.
Choose the correct fertiliser to provide the specific nutrients needed by the crop to grow.
Consider the water needs of the plant.
Practise integrated pest management. (7)
Type of crop Climatic requirements Soil requirements
• Grows well in temperatures ranging between 13 and 38 °C.
UNIT 1: Crop production Sample
Tropical fruits
Subtropical fruits
• Has a relative humidity of 75 –85%.
• High temperatures cause sun scorching.
• Strong winds damage crops.
Any two =
• Needs a climate without frost and with little wind.
• The optimum growth temperature is between 20 and 24 °C.
• Annual rainfall should exceed 1 000 mm.
• Requires hot, dry conditions.
Any two =
• Grows in moderate climate areas.
• Prefers deep, rich, loamy soils, with a pH between 6 to 7,5.
• Soil should be well drained with adequate moisture.
• Must be rich in nitrogen with adequate phosphorus and plenty of potash.
Any two =
• Needs well-aerated, well-drained soil that is deeper than 1 m.
• Requires a clay content of 20 –40%; if less, the soil will have a limited water-retention capacity.
Any two =
• Requires well-aerated soils with good organic matter.
Deciduous fruits
• Cool, wet winters with little frost.
• Warm, dry summers.
• Requires well-drained soil with depth of 1 m.
• The ideal clay-content should be between 10 to 35%. (14)
1.3
Commercial production of fruit for both canning and fresh fruit consumption. About 48,7% of deciduous fruit was exported, making it a major earner of foreign exchange for South Africa.
Commercial production of vegetables also contribute richly to the economy of South Africa.
Proteas and roses are sought-after exports and provide major revenue to our economy. (3)
1.4 Fynbos is unique vegetation that is found and produced mainly in South-western Cape in an area referred to as the Cape Floral Region (2)
1.5 Ideal soil must have good aeration and be easily drained, slightly acidic, high in organic matter and with high water-holding capacity.
Soils must be well sterilised to protect them against soil-borne diseases, pathogens and pests. (4)
1.6 Land includes all natural resources. Labour includes all human resources.
Capital includes all human-made resources, including money. Management includes the structures that bring the previous three together efficiently to produce outputs. (4)
1.7.1 Something that is used by humans to survive, to make a living or to create wealth.
1.7.2 Something that has value, and that can be exchanged, bartered or sold for a price, usually on a willing seller, willing buyer basis.
1.7.3 Risk is the chance or threat of damage or any other negative occurrence for a person.
1.7.4 Management is the general term used for various methods that are put in place to make a farm productive and profitable. (8)
Sample
1.8 Working capital is money that is available to run the farm. The farmer needs working capital to pay wages, buy livestock, seed and fertiliser, and to pay any debts the farm incurs.
Fixed capital includes equipment, buildings and any form of technology designed to increase the productive potential of the farm.
Moveable capital is capital of a less permanent nature such as livestock, farm implements, equipment and machinery.
Natural capital is part of the natural world and its ecological systems. The river from which the farmer pumps water, the soil of the land and the rain that falls are all part of natural capital. (8)
TOTAL: 50
Lesson 1.2: Farming systems
ACTIVITY 1.2
1.1.1 Subsistence farming is when crops and animals are produced by a farmer to feed his family, rather than taking it to the market.
1.1.2 Commercial farming is when crops and animals are produced to sell a market for a profit. (4)
1.2
Make sure that feed and clean, fresh water are available at all times.
Enough feeders and drinkers should be available.
Vaccinate against Newcastle disease and Coccidiosis.
Temperature in the broiler house should be reduced during warm days. (4)
1.3 Gathering information on the sub-field
Analysis of that information.
Making decisions based on the analysed information. Implementation of these decisions. (4)
1.4 The farm tools used are cheap
All family members usually help with the farm work
The maximum contact between the farmer, land and crops leads to a finer observation.
The farmer can give attention to individual plants, remove diseased plants and gather seed from the best plants for the next season. (6)
1.5 Advantages:
It is time-saving.
It requires a few farm workers
Disadvantages:
The implements are very expensive.
It may happen that a farmer spends too much on his implements that he can end up in a debt position. (4)
1.6.1 A plot of ground/building where livestock are fattened for the market.
1.6.2 Used to match to production capabilities of the farm with the animals’ requirements in order to obtain the greatest margin over feed costs, within safe limits of natural resource utilisation.
1.6.3 A program for the management of the feed throughout the production cycle, where the correct nutrients are provided to the herd on an ongoing basis. (3)
TOTAL: 25
Lesson 1.3: Different enterprises
1.1
ACTIVITY 1.3
Sunflowers Wheat Grain sorghum Soybeans
• Sunflower can tolerate high temperatures and drought conditions more effectively
• Sunflower is a very efficient user of soil moisture as a result of its deep and branched tap root system.
• A warm, somewhat dry climate is considered optimal for sunflower production.
• Cool, moist weather conditions, especially during the ripening period, are unsuitable
• Sunflower can tolerate cold nights and light frost much better than maize
• Slow sunflower cultivars require an annual rainfall of 650 –850 mm.
Any 5 = (5)
• Wheat is a coolweather crop. It requires cool temperatures and sufficient moisture for growth, followed by warm, dry weather for harvesting.
• Wheat performs best with rainfall of 450 – 650 mm. Wheat is sensitive to frost and very cold conditions.
• Planted from last week in April to end of May in winter rainfall areas, depending on timing of first rainfall.
• Planted from August to September in summer rainfall areas, depending on soil moisture.
Any four = (4)
• Grain sorghum is well adapted in areas with a summer rainfall of 400 – 800 mm. However, high humidity may sometimes affect seed set.
• This crop is very sensitive to frost and most cultivars require approximately 30 – 140 frost free days during the growing season. The length of the growing season of cultivars will be critical in this respect.
• Germination is slow at soil temperatures below 18 °C. It is more sensitive to low soil temperatures than maize, which still germinates well even at 12 °C – 15 °C.
• The ideal growing temperature is 25 – 30 °C with a minimum of 15 °C.
Sample
• Warm, moist conditions, with a rainfall of 550 – 850 mm, evenly distributed over the growing season, are ideal.
• Soybeans also do well in warm, dry areas under irrigation.
• Yields are affected as temperature rises above 30 °C.
• Day length influences the development of soybeans (photoperiod sensitivity).
• Soybeans are most susceptible to drought during the flowering and pod formation stages.
Any five = (5)
• Grain sorghum can withstand high temperatures better than most other crops, but extremely high temperatures during flowering may be detrimental.
Any five = (5)
1.2 The ratio, distribution and intensity of rainfall. (3)
1.3 Evaporation is the process whereby liquid water is lost from the soil surface in the form of vapour. The degree of shading of the crop canopy and the amount of water available at the soil surface are factors that affect the evaporation process.
Evaporation from the soil surface is a direct loss and waste of water. (5)
1.4 Wind is the horizontal movement of air. This is caused by differences in air pressure.
Air always moves from areas of higher pressure to areas of lower pressure. (4)
1.5
Absolute humidity is the water content of air. (2)
Relative humidity, expressed as a percent, measures the current absolute humidity relative to the maximum for that temperature. (3)
Specific humidity is a ratio of the water vapour content of the mixture to the total air content on a mass basis. (4)
TOTAL: 40
Lesson 1.4: Soil and water management in crop production: Basic requirements
1.1
ACTIVITY 1.4
Commodity is something that has value, and that can be exchanged, bartered or sold for a price, usually on a willing seller, willing buyer basis. (3)
1.2 The soil map can be used to plan the control, utilisation and distribution of water. Where the water table is high, low-lying soils must be well drained. The physical planning of farm camps. Grazing camps must be planned in such a way that they will match the boundaries of the different soil types.
A grazing camp should contain of one type of soil, because the soil type determines the plants. (6)
1.3 For farming purposes, it is important to determine the depth of soil before deciding on planting a certain crop. The deeper the soil, the better root development in plants. Deeper soil causes plants to develop and produce better. (4)
1.4 Adding organic matter to the soil
Sample
Digging the soil will reduce soil compaction, improves aeration and soil drainage and makes it easier for plant roots to penetrate into the soil.
Avoid rapid wetting or drying of soil
Be careful with deep ripping techniques to fracture the subsoil.
Avoid flood and farrow irrigation. (6)
1.5 Soil texture will determine the type of crops that can be planted.
The type of irrigation system that must be installed
The type of drainage that must be used. (3)
1.6 Water capacity is the ability of a soil to retain a given quantity of water after soil had been completely saturated with water. This happens after rain or irrigation and after drainage. (3)
1.7 Respiration
1.8
Organic matter in soil comes from dead plants and animals.
Organic matter is an important component of soil.
It occurs mainly in the topsoil and can vary from 0% to approximately 20% organic matter per unit mass.
Organic matter decays and plant nutrients are released through the action of soil microbes. (5)
1.9
It is slowly decomposed by the action of soil microbes.
1.10
The quantity of humus in soil depends on the type of plant material that goes into the soil.
The more fibrous and woody material, the more humus will be formed in the soil. (3)
Regularly cultivated soils that are well aerated
Warmer regions have a much lower quantity than colder regions.
The denser the plant cover in a region, the higher the humus content of that soil.
The inclusion of perennial rest crops will lead to the accumulation of humus in the soil. (any three) (3)
1.1 The aim of soil cultivation is done to improve the condition of the soil before a crop is planted. Some soil needs more cultivation than others.
Soil first needs to be examined.
If necessary, send soil examples for soil analysis.
Sample
Decide then which cultivation practices must follow. (5)
1.2
Mulching is the covering of cultivated soil with different substances, such as tree bark or hay to prevent water loss or wind erosion.
Bare Cultivation is when all remains of the previous crop are either removed or ploughed into the soil. (4)
1.3
Flood irrigation Sprinkle irrigation
• 50% of water is wasted and not used by crops.
• Lower production if water stays on the crop too long.
• Great water losses can occur if the system is not well designed and maintained.
• This system is also quite labour intensive.
• Permanent systems are much more expensive than movable systems.
• The moving of pipes of movable systems damages crops.
• Need more labour.
• Moving hoses with sprinklers is heavy.
• Complete an irrigation cycle for the whole area can take a long time.
1.4 Soil drainage systems are ways in which a farmer gets rid of excess water and salts. Excess water causes soil to become waterlogged or brackish and this may result in reduced production of crops or complete crop failure. (4)
1.5 The amount of water to be removed in the soil profile
Topography of the ground
The characteristics of the soil.
The requirements of the crop. (4)
1.6 No cultivation of soil is called minimum or no tillage farming.
The soil in which the new crop is planted remains covered with the leaves and stems of the previous crop.
The planter opens a furrow between the plant remains into which the seeds are dropped.
Weeds are killed by slashing and left on the soil to decay.
This method results in less movement of heavy vehicles over the soil which reduces soil compaction and prevent plough pans. (6)
1.7 Obtain and examine aerial photos of the area. Look for possible causes of the problem.
A soil survey will describe the soil characteristics that are important for drainage such as: the depth of the soil, permeability of the soil layers depth of the water table.
The origin and direction of the source and movement of underground water has been determined. (8)
TOTAL: 40 Sample
Lesson 1.6: Water sources
1.1
ACTIVITY 1.6
Food chains show the different levels of dependency between producers and consumers in an ecosystem.
For example, mice eat green plants. The mice in turn are eaten by owls, which are hunted by hawks.
Food webs refer to more complex relationships when a number of food chains overlap. The owl can also hunt mice, and the hawk can also eat the mouse and snake.
Food pyramids illustrate the degree of dependence between the different levels in an ecosystem. The lowest level of the pyramid will be the biggest, with every level on top smaller. (6)
1.2 Manure and bedding should be collected and stored in waterproof containers or under covers to reduce runoff into water bodies.
Apply manure only to crops that can benefit from the nutrients.
If too much manure is applied, the nutrients can seep into the groundwater.
Do not apply manure to fields when heavy rain is expected and the chance of runoff is high.
Do not spread manure near waterways.
Do not allow livestock into sensitive areas near riverbanks and wetlands.
Where possible, divert runoff from land above livestock areas and away from nearby surface, waters and dams.
Limit access of livestock to streams of rivers for drinking by putting up fences, or provide another water supply for the livestock. (8)
1.3 Rotational grazing encourages an even distribution of grazing throughout a paddock, allowing resting periods in between rotations that help maintain the health of forage.
1.4
Sample
This discourages competition from weeds and undesirable plant species that often invade when forage is overgrazed and weakened. (4)
Limited soil compaction which encourages root growth and reduces leaching of fertilisers;
Reduced soil erosion due to the presence of continuous ground cover throughout the year;
Reduced weeds from ample resting periods;
Longer grazing season because of shorter forage recovery periods when rotating paddocks;
Improved animal productivity;
More efficient use of forage compared to continuous grazing;
Improved nutrient distribution (manure) since livestock have fixed schedules,
Each rotation covering a limited area in each paddock. (8)
1.5 The type of veld,
The condition of the veld,
The livestock utilising of the veld,
The level of management. (4)
1.6
Overgrazing:
Plants are continuously grazed and the plant die.
Palatable plants are overgrazed first, followed by less-palatable plants.
Condition of the veld deteriorates.
Soil erosion follows.
Selective grazing:
Livestock prefer certain types of plants or plat parts.
Detrimental to vegetation.
Overgrazing of palatable plants decreases their competitiveness.
It results to the increase of less-palatable plants.
Continuous grazing:
Animals are placed in a camp when the pasture is ready for grazing and stay there for a period of the year.
The number of animals can vary, but there are always animals in the camp.
Cheap option, management is simple and little labour is required to move animals.
Condition of the vegetation deteriorates resulting in sparse coverage. (15)
TOTAL: 45 Sample
Lesson 1.7: Water sources
ACTIVITY 1.7
1.1 An area drained by a river system, Olifantsriver.
The quality of water running into the river is monitored. (3)
1.2 Sheep farming
Wine growing
1.3 Sheep manure can pollute the water.
Soil washes into water.
The increase of soil erosion.
Increasing turbidity.
1.4 Sheep cause erosion on the river bank allowing soil to wash into the water, making it muddy.
1.5 It is not fit for humans to drink The water is polluted.
1.6 Yes, if the nitrate and phosphate and pH-levels is suitable for wine-growing.
1.7 Turbid water blocks out light,
Water plants and algae cannot photosynthesise
This leads to a drop in oxygen levels in the water. (3)
1.8 Turbidity Pollution by organic matter, such as manure. (2)
1.9 Reduce of income in the area (winery) Fewer jobs (2)
Lesson 1.8: Crop management aspects
1.1
ACTIVITY 1.8
Maize belongs to the grass family and is an annual summer growth.
It grows upright.
The plant has mainly single stems, although some cultivars may form sprouts to a greater or lesser degree.
A plume or male flower is at the top of the plant.
