Gr 10-Agricultural Sciences-Facilitator's Guide

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AGRICULTURAL SCIENCES FACILITATOR’S GUIDE Grade 10

A member of the FUTURELEARN group

Agricultural Sciences Facilitator’s guide

1810-E-AGS-FG01

Í2*È-E-AGS-FG01=Î

Grade 10

CAPS aligned

JC Zandberg

Facilitator’s Guide G10 ~ Agricultural Sciences

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIME TABLE AND TIME MANAGEMENT .......................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 5 STUDY TIPS........................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 7 UNIT 1: AGRI-ECOLOGY ................................................................................................... 9 Lesson 1: Ecology and agri-ecology .............................................................................. 9 ACTIVITY 1: MEMORANDUM ................................................................................ 9 Lesson 2: Interactions in ecosystems and ecological farming ..................................... 10 ACTIVITY 2: MEMORANDUM .............................................................................. 10 Lesson 3: Grazing ecology .......................................................................................... 11 ACTIVITY 3: MEMORANDUM .............................................................................. 11 Lesson 4: Pasture or veld management ...................................................................... 12 ACTIVITY 4: MEMORANDUM .............................................................................. 12 Lesson 5: Biomes of South Africa ............................................................................... 13 ACTIVITY 5: MEMORANDUM .............................................................................. 13 Lesson 6: Agricultural economics ................................................................................ 14 ACTIVITY 6: MEMORANDUM .............................................................................. 14 Lesson 7: Population growth and economic value of plant and animal products......... 16 ACTIVITY 7: MEMORANDUM .............................................................................. 16 Lesson 8: Agricultural legislation ................................................................................. 17 ACTIVITY 8: MEMORANDUM .............................................................................. 17 Lesson 9: Indigenous knowledge ................................................................................ 18 ACTIVITY 9: MEMORANDUM .............................................................................. 18 Lesson 10: Agricultural organisations .......................................................................... 19 ACTIVITY 10: MEMORANDUM ............................................................................ 19 UNIT 2: SUSTAINABLE NATURAL RESOURCE UTILISATION ..................................... 20 Lesson 11: Agricultural resources ............................................................................... 20 ACTIVITY 11: MEMORANDUM ............................................................................ 20 Lesson 12: Soil conservation and management .......................................................... 21 ACTIVITY 12: MEMORANDUM ............................................................................ 21 Lesson 13: Water management .................................................................................. 22 ACTIVITY 13: MEMORANDUM ............................................................................ 22 Lesson 14: Agricultural pollution .................................................................................. 23 ACTIVITY 14: MEMORANDUM ............................................................................ 23 Lesson 15: Basic soil components .............................................................................. 24 ACTIVITY 15: MEMORANDUM ............................................................................ 24 Lesson 16: Primary and secondary minerals ............................................................... 25 ACTIVITY 16: MEMORANDUM ............................................................................ 25 Lesson 17: Rocks and their formation ......................................................................... 26 ACTIVITY 17: MEMORANDUM ............................................................................ 26

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Facilitator’s Guide G10 ~ Agricultural Sciences

UNIT 3: SOIL SCIENCE .................................................................................................... 28 Lesson 18: Weathering of rocks .................................................................................. 28 ACTIVITY 18: MEMORANDUM ............................................................................ 28 Lesson 19: Soil forming factors ................................................................................... 29 ACTIVITY 19: MEMORANDUM ............................................................................ 29 Lesson 20: Classification of farm animals ................................................................... 30 ACTIVITY 20: MEMORANDUM ............................................................................ 30 Lesson 21: Cattle breeds............................................................................................. 30 ACTIVITY 21: MEMORANDUM ............................................................................ 30 Lesson 22: Sheep breeds ............................................................................................ 31 ACTIVITY 22: MEMORANDUM ............................................................................ 31 Lesson 23: Goat breeds .............................................................................................. 32 ACTIVITY 23: MEMORANDUM ............................................................................ 32 Lesson 24: Pig breeds ................................................................................................. 33 ACTIVITY 24: MEMORANDUM ............................................................................ 33 Lesson 25: Poultry breeds ........................................................................................... 34 ACTIVITY 25: MEMORANDUM ............................................................................ 34 Lesson 26: Horse, donkey and mule breeds ............................................................... 35 ACTIVITY 26: MEMORANDUM ............................................................................ 35 Lesson 27: Game types............................................................................................... 36 ACTIVITY 27: MEMORANDUM ............................................................................ 36 UNIT 4: PLANT STUDIES ................................................................................................. 38 Lesson 28: Field crops ................................................................................................ 38 ACTIVITY 28: MEMORANDUM ............................................................................ 38 Lesson 29: Fruit and vegetables ................................................................................. 39 ACTIVITY 29: MEMORANDUM ............................................................................ 39 Lesson 30: Flowers and shrubs ................................................................................... 40 ACTIVITY 30: MEMORANDUM ............................................................................ 40 Lesson 31: Fodder crops ............................................................................................. 41 ACTIVITY 31: MEMORANDUM ............................................................................ 41 Lesson 32: Forests (wood production) ........................................................................ 42 ACTIVITY 32: MEMORANDUM ............................................................................ 42 Lesson 33: Plant and animal cells ............................................................................... 43 ACTIVITY 33: MEMORANDUM ............................................................................ 43 Lesson 34: Cell division ............................................................................................... 44 ACTIVITY 34: MEMORANDUM ............................................................................ 44

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Facilitator’s Guide G10 ~ Agricultural Sciences

YEAR PLAN LESSON 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

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DATE STARTED

LESSON NAME

UNIT 1: AGRI-ECOLOGY Ecology and agri-ecology Interactions in ecosystems and ecological farming Grazing ecology Pasture or veld management Biomes of South Africa Agricultural economics Population growth and economic value of plant and animal products Agricultural legislation Indigenous knowledge Agricultural organisations UNIT 2: SUSTAINABLE NATURAL RESOURCE UTILISATION Agricultural resources Soil conservation and management Water management Agricultural pollution Basic soil components Primary and secondary minerals Rocks and their formation UNIT 3: SOIL SCIENCE Weathering of rocks Soil forming factors Classification of farm animals Cattle breeds Sheep breeds Goat breeds Pig breeds Poultry breeds Horse, donkey and mule breeds Game types UNIT 4: PLANT STUDIES Fields crops Fruit and vegetables Flowers and shrubs Fodder crops Forests (wood production) Plant and animal cells Cell division

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DATE COMPLETED

Facilitator’s Guide G10 ~ Agricultural Sciences

Unit

1

UNIT 1: AGRI-ECOLOGY Lesson 1: Ecology and agri-ecology

ACTIVITY 1: MEMORANDUM 1.

Ecology is the study of the conditions needed for the survival  of living organisms,  as well as the relation  between different living organisms and their physical environment.  The environment is the holistic environment of the organism  and includes soil, water or air in contact with the organism.  (6)

2.

Droughts  Over-grazing  Soil erosion 

3.1

3.2

3.3

3.4

(3)

Symbiosis: the living together of two organisms of different kinds.  They may not have any effect on each other,  or they may affect each other positively or negatively.  (3) Mutualism: neither of the two species can survive, grow or procreate  in the absence of the other specie.  An example would be the nitrogen-fixing bacteria in the roots of legumes.  (3) Amensalism: the growth and procreation of one specie is suppressed.  A good example is Penicillium that secretes penicillin  that hinders the growth of bacteria.  (3) Parasitism: a parasite is exclusively dependent on its host for food.  Here we look at examples like the Striga (red flower) and Cuscuta (dodder)  that need other plants to feed.  (3)

4.

The loss of leaves reduces the vitality,  competitiveness  and reproductive ability  of plants. (Reproductive ability is reduced, since the formation of seed is delayed).  The trampling of pasture goes hand in hand with this.  When selective grazing occurs, palatable plants are over-grazed  and eventually destroyed,  which causes an increase of less palatable plants.  (8)

5.

Light,  temperature  and humidity conditions.  With an increase in height above sea-level it does not only become colder,  but northern slopes in the southern hemisphere are warmer and drier,  resulting in more light  that is more suited for xerophytic plants.  (7)

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Facilitator’s Guide G10 ~ Agricultural Sciences

6.

7.

Unit

Light affects photosynthesis.  Light affects the daily  and seasonal patterns in activity  of plants and animals.  Soil types: clay, sand and loam soil.   Soil texture: coarse soil that is influenced by particle size.   Soil depth: the depth to which roots can penetrate the soil.   Soil water: the availability of water in the soil.   Soil fertility: the availability of mineral nutrients in the soil.  

1

(4)

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Lesson 2: Interactions in ecosystems and ecological farming

ACTIVITY 2: MEMORANDUM 1.1 1.2 1.3

Food chain: Animals and plants, each serving as food for the next.   (2) Food web: Food chains that are entangled with one another.   (2) A food pyramid illustrates the degrees of dependency between producers and consumers.  The lowest level of the pyramid will be the biggest,  with every following level smaller than the previous.  Pyramids can be shown as numbers, energy or biomass pyramids.  (4)

2.

The sun is our primary source of energy.  Ecosystems need this energy to survive.  Producers absorb the energy from the sun and convert it to chemical energy.  The chemical energy is stored as food in different plant organs, such as the leaves and fruit.  The plant organs are eaten by consumers.  The energy flows from the sun to the producers, on to the consumers,  and back into the environment through the decomposers.  Agriculture and industry use much of the energy in green plants as biofuels.  The energy is released back into the environment as heat energy.  (9)

3.

A water cycle starts with water in dams, rivers and oceans.  The energy of the sun heats the water, which evaporates into the atmosphere.  There it cools down and condenses to form clouds and rain.  With more cooling, snow and ice crystals form.  The precipitates fall to the earth and return to the dams, rivers and oceans.  During the cycle, plant absorb water and releases excess water into the atmosphere through transpiration.  Agricultural activities require water and release runoff water back into the rivers.  (7)

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4.1

1

Unit

The leaves of green plant absorb the carbon dioxide and use it for food production through photosynthesis.   (2) Nitrogen is important for the production of proteins.   (2) Lightning fixes nitrogen into nitrites and nitrate salts in the soil, from where plants can absorb the salts.   (2)

4.2 4.3

5.

6.

Organic farming focuses on: • the health of soil.  • ecosystems.  • people. 

(3)

Biological organisms are used to produce nutritious crops of high quality.  Microbial organisms forms the basis of this agricultural production system.  A sustainable microbial community is needed:  • to maximise the soil pH. • for the availability of soil nutrients.

• to water plants.

(6)

Sustainable farming strives for optimal food production. 

7.

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Lesson 3: Grazing ecology

ACTIVITY 3: MEMORANDUM Cultivated pastures: Crops that are produced by tending it.   (2) Natural grazing: Soil that is primarily covered with grass that is suitable for grasseating cattle.   (2) Pastures are soil covered with vegetation that is used for animal grazing.   (2)

1.1 1.2 1.3

PLANT SUCCESSION

3.

Pioneer phase:  When the first plants invade overgrazed or bare soil;  it usually produces grazing of a low quality. 

Sub-climax phase: 

Climax phase: 

Plants that are more suitable for grazing are introduced.  It also occurs when the climax phase deteriorates towards the first phase. 

Optimal phase of the veld;  it represents the higher palatable species, and should be kept as stable as possible. 

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Facilitator’s Guide G10 ~ Agricultural Sciences

Unit

1

3.

SELECTIVE GRAZING Livestock prefer certain plants.  Livestock prefer certain plant parts.  Livestock prefer certain areas.  Animals consume plants in order of preference. 

NON-SELECTIVE GRAZING Animals are kept in smaller camps.  Animals must eat all plants.  Grazing habits of animals differ.  Keep the type of livestock that is best suited. 

4.

The photo clearly shows the difference between  the constant summer grazing  to the next camp kept for winter grazing.  (3)

5.

Occurs mainly in grasslands.  Grass grows slowly.  Matures more slowly.  Maintains its quality longer.  It grows more strongly than sweetveld.  Can be managed with a general rotational grazing system.  Stays in good condition up to 8 – 10 months. 

6.

The environment.  The growth stage of the plant. 

(7)

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Lesson 4: Pasture or veld management

ACTIVITY 4: MEMORANDUM 1.

2.1

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The type of veld,  The condition of the veld,  The livestock utilising the veld,  The level of management. 

(4)

Any three of the following advantages: • Pasture conditions improves because plants rest and store food in the roots.  • Grass can be kept for the dry season.  • Less selective grazing occurs.  • Trampling and path forming is reduced.  • Provision of feed reserves is possible.  (3) Any three of the following disadvantages: • Labour intensive when animals are moved.  • Water is required in each camp.  • Capital input is higher when camps are fenced.  (6)

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Facilitator’s Guide G10 ~ Agricultural Sciences

Unit

1

2.2

Each camp should be rotationally grazed for three years and rested in the fourth year.  Camp 1 is grazed until 50 – 60% of the vegetation is utilised.  Then the animals move to Camp 2.  They graze here and then move to Camp 3.  They then move back to Camp 1.  Camp 4 is rested for the whole year.  In times of drought, animals are fed in one of the rotating camps, but the camp that is in its resting cycle is not utilised until the year is finished.  (7)

3.

The best time is in early spring,  just after the good rains. 

(2)

4.

Veld fires can cause barrenness of the soil that can lead to erosion.  Veld in a bad condition can deteriorate further.  Plant succession can be slowed down. 

(3)

5.

Overgrazing  – Veld deteriorates and soil erosion follows.  Selective grazing  – Animals prefer certain types of plants and plant parts.  Continuous grazing  – Condition of the vegetation deteriorates due to selective grazing, resulting in sparse coverage.  (6)

6.1 6.2

Pasture condition: The state of health of a pasture.  Stocking rate: The number of animals in a certain area. 

(1) (1) [30]

Lesson 5: Biomes of South Africa ACTIVITY 5: MEMORANDUM

1.1 1.2 1.3 1.4 1.5 1.6 2.

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Protea  Aloe specie  Agulhas  Benguela  Dry land farming  Natural  Themeda 

(1) (1) (2) (1) (1) (1)

In general South Africa is a dry region with an average annual rainfall of 464 mm.  The world’s average is 857 mm.  A large part of the country (65%) receives less than 500 mm per year.  Southern Africa can basically be sub-divided in a summer– and winter rainfall region.  In both cases, more than 60% of the annual precipitation is received in that particular semester.  (5)

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Facilitator’s Guide G10 ~ Agricultural Sciences

4.

5.

6.

7.

Unit

1

Desert and semi-desert vegetation,  Mediterranean plants and shrubs,  Bush veld or savannah,  Moderate grasslands,  Forests. 

(5)

Only in areas where the winter temperatures are moderate.  Where the average annual precipitation is 800 mm or above. 

(2)

Acacia galpinii (apiesdoring),  Umbrella-thorn,  Fever tree,  Marula,  Mopani,  Baobab.  (any FOUR)

(4)

The grass is shorter, though from 0,4 to 0,6 m.  The landscape is practically treeless.  Cold winters are responsible for both phenomena.  (any TWO)

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Lesson 6: Agricultural economics ACTIVITY 6: MEMORANDUM

1.

2.

Primary agriculture:  Production  such as growing vegetables.  Secondary agriculture:  Value adding  meat products such as biltong.  Tertiary agriculture:  Businesses  that provide a service such as fertiliser companies. 2.1 2.2 2.3 2.4 2.5 2.6

3.

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Gross domestic product (GDP): Total value of goods produced in one year. Staple food: Food that is eaten every day.  Per capita: For each person.  Preserved: Treated food to prevent decaying for example biltong.  Processed: A process of treatment for use later on.  Gross farming income: Income from agricultural products. 

Agriculture provides food.  Agriculture provides jobs.  Agriculture provides raw materials.  Agriculture provides economic stability and growth. 

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Facilitator’s Guide G10 ~ Agricultural Sciences

4.

5.

Unit

High unemployment rates,  Poverty,  High birth rates,  Chronic illness  The lack of access to affordable food. 

1

(5)

General classification of food products Fresh food  • Food is not preserved.  • Contains natural nutritional value.  • Can be eaten without preparation.  • Is cheaper.  • Is perishable.  Staple food  • Forms the dominant part of the diet.  • Is usually cheaper.  • Provides the necessary nutrition.  • Can be stored for a long period of time.  • Maize, bread, potatoes.  Preserved food:  • Have been treated to prevent the growth of bacteria.  • Drying, freezing, heat treatment, vacuum packing, adding salt and sugar, pickling, canning and bottling.  • Keep much longer.  Processed food:  • Natural state have been changed.  • Sweets, breakfast cereals, processed meats.  • Contain large amounts of sodium and sugar. 

6.

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Social influences  Enviromental conditions  Geography  Cultural conditions  Human preferences  Food prices  Household income.  (ANY four)

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Facilitator’s Guide G10 ~ Agricultural Sciences

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Lesson 7: Population growth and economic value of plant and animal products ACTIVITY 7: MEMORANDUM

1.

Agriculture phase:  •Before the industrial Revolution, there was little medical technology.  This resulted in: •High birth rates •High death rates  •Population growth was low.  Developing phase:  •After the Industrial revolution technology brought: •Improved living standards  •Reduced death rates  •High population growth  Industrialised phase:  •Resources are accessible to everyone  •People choose smaller families  •Birth rate drops  •Decrease in population growth 

(14) 2.

3.

4.

Climate  Harvest season  Quality of a product  Cost of production  Farmers that are subsidised to produce a product 

(5)

Agricultural inputs  Financing and  Support. 

(3)

Stabilise the economy  Provide jobs  Contribute to better productivity and  Gives effectiveness in the agricultural industry.  (any THREE)

(3) [25]

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Facilitator’s Guide G10 ~ Agricultural Sciences

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Lesson 8: Agricultural legislation ACTIVITY 8: MEMORANDUM

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15

2.

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Landownership: Refers to the person to whom a specific piece of land belongs.  Tenure: Holding a position of employment, or of land and property.  Reform: Make changes in something in order to improve it.  Restitution: Restoring something to its original owner or compensation.  Title deed: Legal document providing evidence of a person’s right, especially to owning a property.  Land reform programmes: To restore land rights.  Land redistribution: To address the skewed ownership of land along racial lines. Tenure reform: Recognises the rights of people, such as farm workers and labour tenants, to own land.  The Constitution is a set of rules and principles that state how a country is to be governed.  Green papers are government reports of proposals that are being considered, but are not yet accepted.  White papers are reports issued by the government to give information on a subject.  A bill is a draft of a proposed law to be discussed by parliament.  Amendments are changes made to a written law, or a change made to a previously adopted law.  Regulations are part of specific legislation. They are applicable to the entire country.  By-laws are for legislation that is applicable only in a specific municipal area or organisation.  (15 x 1) = (15) Encourage policy integration between different levels of government.  Build stronger relationships and partnerships among locally-based groups that affect agriculture.  Creates an awareness of agriculture and its importance to the overall well-being of communities and provinces.  Provide ongoing monitoring to ensure a better understanding of land use relationships.  Develop agriculture area plans within several key farming areas and focused agricultural area plans at local level.  (5) [20]

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Facilitator’s Guide G10 ~ Agricultural Sciences

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Lesson 9: Indigenous knowledge ACTIVITY 9: MEMORANDUM 1.

Is practical knowledge of the environment  and how to survive in it.  It is unique to every culture or society. 

(3)

2.

Scientific knowledge is based on: Observations and facts and exclude the human perspective, spirituality and local traditional customs.   gathering data through observations and experimentation   Indigenous knowledge is: practical knowledge of traditional cultures and the environment  based on the experiences of each generation  passed on orally from generation to generation.  (7)

3.

IK is passed orally in the local language, therefore it is easy to grasp the concept.  IK products are prepared when needed,  the shelf life and the expiry date of the product are not relevant.  Farmers administer the IK products and there is no need for the veterinarians.  IK encourages an awareness of environmental conservation.  (5)

4.

It can be time-consuming to search for herbs in the veld.  Some indigenous technologies systems are seen as ineffective.  Natural growing herbs used for medical purposes can become depleted.  IKS is not effective in large scale production.  Some religious discourage the use of IKS owing to superstition.  Government laws prohibit some traditional practises, such as unauthorised tree cutting.  Most indigenous remedies have not been scientifically validated.  (5) (any FIVE) [20]

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Lesson 10: Agricultural organisations ACTIVITY 10: MEMORANDUM

1.

2.

National  Provincial  Local. 

(3)

to provide new economic opportunities,  to enhance the environment and natural resources,  to sustain a competitive agricultural economy,  to ensure food safety and producing food of high quality. 

(4)

3.

The NAMC plays an important role in the import and export of agricultural products,  They provide the Department of Agriculture on the strategic positioning of South African agriculture in global markets,  Provide the Department of Agriculture with accurate advice,  Support farmers with knowledge, training and mentorship,  Supporting them in attaining market access.  (5)

4.

Directed and multidisciplinary research  to improve quality of life  through industrial and scientific development. 

(3)

Build environment  Laser technologies  Natural resources and environment  Materials and manufacturing services  Food, biological and chemical technologies  Defence, peace, safety and security  (any FIVE)

(5)

5.

6.

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Research of agriculture is done,  Results is transferred to farmers to increase their production,  Farmers are updated with information regarding prices and general trends,  Agricultural organisations explore new international markets  Farmers are represented when policies are drawn up that directly influence their operation. 

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