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Agricultural Management Practices
Facilitator’s guide
Grade 11
CAPS aligned
JC Zandberg
LESSON ELEMENTS
These icons facilitate your mastering of the knowledge in this module in preparation for the examination.
LEARNING OBJECTIVES:
What learners should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of this lesson.
DEFINE:
Definitions of concepts to understand the content.
IMPORTANT:
Explain misunderstandings; possible confusion regarding existing knowledge.
TIPS:
Any information other than the content, to guide learners through the learning process.
Sample
FOR THE CURIOUS:
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY:
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.
EXERCISE:
In conclusion of the specific Unit. Formative assessment.
CORE CONTENT:
STUDY / REVISION:
Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.
Time spent to study the content in conclusion of the Unit and in preparation for the test or examination.
Sample
PREFACE
INTRODUCTION
Agricultural Management Practices 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.
Agricultural Management Practices gets its knowledge and skills from disciplines such as crop sciences; animal sciences; economical and management sciences; and engineering, information and communication technology.
Agricultural Management Practices needs to be approached by keeping the following objectives in mind:
Knowledge and understanding of the interrelationships between Agricultural Management Practices, society and the environment
The focus is on understanding the developments in transformative legislation, poverty and the global environment. This learning objective shows learners how to use this understanding to improve the quality of life of individuals and communities
Management practice process
This learning objective helps learners to master the management processes and skills by underpinning Agricultural Management Practices.
Knowledge and understanding of management practices in agriculture
The focus of this learning objective is to assist learners to gain knowledge, to acquire a broader understanding of how Agricultural Management Practices relates to their everyday lives and to make informed decisions to incorporate all relevant practices, systems and technologies to manage a sustainable agricultural environment.
Sample
Application of knowledge and skills in agriculture
The focus of this learning objective is to highlight the various skills needed to access, process and use information to meet the challenges in Agricultural Management Practices. It also involves the knowledge and skills needed 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 learners with specific teaching needs can also be accommodated
LETTER TO THE FACILITATOR
Dear facilitator,
To facilitate Grade 11 learners, it is important to understand the uses of the different guides The facilitator’s guide and study guide go hand in hand – you must use both books to study the subject meaningfully.
The facilitator’s guide contains answers on all the questions of the different assignments. It is, however, not wise to only write down the answers – you will only be wasting your time. The facilitator’s guide will help you to check learners’ answers and to see which information they do not know yet
Use the study guide and facilitator’s guide correctly and it can become two very handy and meaningful documents in order to get the hang of Agricultural Management Practices. Agricultural Management Practices 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.
Agricultural Management Practices Grade 11 consists of a study guide, a facilitator’s guide, and a portfolio book. We suggest that you use all these books in planning the learners’ work. The study guide is used by learners for study, planning and doing assignments. The portfolio book describes all the portfolio assignments learners must submit at the end of the year for their SBA mark. This document is very important. Make sure that you understand the portfolio assignments. If not, please contact Impaq
Good luck with this huge task!
STUDY TIPS AND METHODS
Agricultural Management Practices is part theory and part practical. Learners taking this subject should know that practical components must be done.
TIPS:
Don’t let work accumulate – learners should study on a daily basis.
After completing a chapter, go to the trouble of learning all the facts.
Make use of diagrams, draw sketches, and underline important facts.
Make columns of important names – make sure learners know the meaning of each of them.
Use assignments as tests – when learners complete an assignment, they must first learn the work and then answer the assignment as if it were a test. By doing so you will be able to see which questions learners struggle with
WORK SCHEDULE
The time allocation for Agricultural Management Practices in Grade 12 is four hours per week. Make time to work at least one hour per day. Keep in mind that Agricultural Management Practices also has a Practical Assessment Assignment that has to be completed throughout the year. Learners must master the practical component of the subject. Put at least one hour a week aside for practical. This includes the PAT practical. Requirements for Agricultural Management Practices as subject:
Learners must have their study guides with them.
Remember the assignments and a PAT, for which planning is necessary.
Review the previous day’s work daily.
Make use of the assignments in the study guide for exam preparation.
Assignments in the study guide do not form part of the portfolio work.
The portfolio work must be submitted separately in the form of a portfolio book –only those six assignments form part of the portfolio.
1.3 Maize generates foreign currency due to exports. Maize is the staple food of a large part of the population Other industries develop around maize because farmers spend millions of rands on fuel, fertiliser, seed, implements and wages for labourers
Thousands of job opportunities are created
Other industries which depend directly on maize cultivation are: Millers
1.5 It is food that is eaten every day by a certain population of the country. (1)
1.6 samp mealie rice or grits popcorn (3)
TOTAL: 30
Lesson 1: Maize – The main production areas in the RSA
Lesson 2: Maize – Classification of crops
1.1
ACTIVITY 1.2: MEMORANDUM
Maize belongs to the grass family.
Maize is an annual crop, grown in summer
It grows upright.
Development: 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.
The cob or female flower is more or less in the middle of the plant
Maize is a monocotyledonous plant (10)
1.2 The plant has eight to 20 leaves
Leaves are arranged in a spiral on the stem.
A leaf consists of a leaf sheath and a leaf blade.
Each leaf has a prominent middle nervure, with nervure parallel to it (8)
1.3
66 days after sprouting
Appearance of beard and shedding of pollen
The plant stops growing.
Temperatures that are too high harm pollination. The pollen dries out
Too much moisture causes pollen grains to burst.
Hail damage can destroy the total harvest
Cool, moist weather is necessary (February / March)
Tabular roots appear at the end of the growing point. (10)
1.4 moisture nutrients in the ground head units (3)
1.5 GROWING STAGE 9:
Maize plants physiologically ripe. Cobs begin to hang.
Black layer on basis of kernels.
Sheath leaves around cobs fade to light brown.
Moisture contents of maize fall quickly to 35% (5)
1.6 This is the last stage and takes about 50 to 100 days
The plant is biologically ripe
The moisture contents of the kernel drop quickly.
Maize is harvested when the moisture content of kernels is 14% or less (4)
TOTAL: 40
Lesson 3: Maize – Important cultivars
ACTIVITY 1.3: MEMORANDUM
1.1 Ear space does not play such a big role in South Africa as most varieties are selected correctly by breeders.
Ear space of 1,5 m is ideal.
Higher place of the heads can cause the plants to collapse easily especially when it rains too much or due to root diseases
The ear height of cultivars in the rapid growing seasons tend to be lower than later growing season hybrids
Information about specific cultivars’ ear height can be obtained from the seed companies. (6)
1.2 Rust,
Northern leaf scorch,
Grey leaf spot,
Bacterial leaf spot,
Maize streak virus,
Diplodia and
Fusarium. (7)
1.3
The soil temperature should be above 15 °C before planting maize Maize seed germinate at temperatures below 10 °C
The ideal soil temperature is 18 °C At low temperatures seedlings tend to turn purple. Phosphate are usually inaccessible to the plant at low temperatures. (5)
1.4 An organism that arose through cultivation and survival, in other words maize seeds developed to a certain extent (3)
1.5 Yield potential, stability and
agronomic characteristics. (3)
1.6 Adaptability
Disease pressure
Expected date of harvest
Is silage cut by contractor
Yield or return
Desired quality (6)
TOTAL: 30
Lesson 4: Soil sampling and profile studies
ACTIVITY 1.4: MEMORANDUM
1.1 Geological , biological, and hydrological additions and removal (erosion)
1.2 It is a system continually subject to soil-forming, soil-leaching and soil erosion processes
1.5 A layer of soil more or less parallel to the ground surface (2) 1.6 O; A; B; C ; R
This is a sequence of horizons visible in a vertical section through the soil
1.3 gross density, porosity, aeration and specific area.
1.4 In acid and alkaline conditions most nutrients are not accessible to plants This is the main reason why most plants grow best at a neutral to slightly acid pH (6)
1.5 The clay’s structure causes it to have a negative charge. This is known as the soil’s cation exchange capacity (CEC)
The CEC gives the soil the ability to keep and exchange the most important positive charged nutrients (like Ca, Mg and K).
The CEC of different types of clay differ significantly The base saturation refers to the percentage of exchange complex filled with basic cations like Ca, Mg and K (10)
1.6 compacted layers residues on the surface roughness (3)
Lesson 6: Soil cultivation and tillage practices
ACTIVITY 1.6 MEMORANDUM
1.1 This way: root restrictive horizontal, as well as vertical compaction layers in the soil are counter acted, water run is limited, crusting on the surface is offset, and soil chemical conditions improve. (5)
1.2 to prepare the seedbed, to control weeds and to improve the structure of the soil
1.3 The elimination of crop residues
Primary tillage or ploughing Secondary tillage or harrow Weeding Fertilisers and deep ploughing
1.4 fertilisers, root development, water usage and disease
1.5 root growth, nutrient uptake and biological activity.
1.6 For conventional tillage you need to mix the soil and remains thoroughly before the primary operations start (3)
1.7 the handling of remains from the summer, primary tillage and preparation of the seedbed. (3)
1.8 chisel (1)
Lesson 7: Irrigation and water scheduling
ACTIVITY 1.7 MEMORANDUM
1.1 rivers
1.3 Let irrigation
1.4 precipitation
1.5 With irrigation water use efficiency of 19 kg per hectare per millimetre to 20 kg per acre per millimetre is realistic. That means for every millimetre of water, 19 kg to 20 kg grain per acre can be produced (5)
TOTAL: 20
Lesson 8: Soil and water management aspects
ACTIVITY 1.8 MEMORANDUM
1.1 the soil, the climate and the average rainfall (3)
1.2 Maize germinates at 10 °C and higher. Warm, wet soil hastens germination Maize should be protected from frost between November and March. The growth cycle may be shortened by the fact that maize is sensitive to frost (4)
1.3 Water is a very important ecological factor, because without it, life on earth is inconceivable
Apart from the fact that between 80% and 90% of organisms’ body mass is made up of water it is also crucial for physiological processes in plants and animals. Water is not only a necessity, but also a limiting factor. (5)
1.4 The movement of water from the atmosphere to earth is called precipitation Precipitation includes dew, mist, hail, snow, rain. Apart from the fact that it provides moisture to the earth and organisms, rain, snow, dew, hail, etc absorb heat. Soil, water masses and organisms are cooled. Water that reach soil is partially absorbed by the (capillary and hygroscopic water). (17)
1.5 The presence of enough moisture in the soil around the seed to let it germinate and let the seedling grow. (3)
1.6 Dry weather conditions extend the time between the shower of pollen and the forming of the beard It has a detrimental effect on the pollination and seed setting of the head, which causes the yield to decrease, particularly when it lasts longer than five or six days (7)
1.7 One to two weeks before flowering. (1)
TOTAL: 40 Sample
Lesson 9: Fertiliser management and application
ACTIVITY 1.9 MEMORANDUM
1.1 To supplement the organic matter (plant food) used by the seedlings, or to provide organic matter to infertile soil (4)
1.2 The roots of crops use large amounts of nitrogen, phosphor, potassium and calcium in the form of various compounds in the soil. These compounds need to be replenished periodically to ensure a good harvest. (7)
1.3 Harvest = rainfall (mm) x effective soil density x F
Where:
Rainfall = annual average from May to April
Soil depth = depth to restricting layer
F is read from tables, for example 0,007 818 for red sandy loam soils (8)
1.4 Excess aluminium released in soil Aluminium inhibits root growth Plant shows symptoms of drought, despite having enough moisture. (4)
1.5 Manual labour is saved, because bags do not need to be handled anymore. Liquid is immediately available to the plant (3)
1.6 The addition of the required plant nutrients like nitrogen (N), phosphate (P) potassium (P) and other elements (5)
1.7 To determine if there are any deficiencies or imbalances or excesses that might inhibit growth.
To determine the soil fertility with regard to recommendations for fertilising and adding lime which need to be done according to set guidelines.
In certain situations to help harvest potential For planning purposes. (8)
TOTAL: 40
Lesson 10: Fertilising methods and programmes
ACTIVITY 1.10 MEMORANDUM
1.1 Through faeces, dead plants and animal residue (3)
1.2 On or near the seed kernel:
Here the fertiliser is immediately available to the seedling, but not sufficient for sustained growth It can be followed by low fertiliser arrows. The fertiliser is applied at planting (6)
Belt positioning:
Fertiliser is available fairly quickly but usually not sufficient for high production. Single or dual-band application can be used. Effective at medium soil fertility and medium level of fertiliser application. It must be applied at planting time. (8)
Belt positioning plus broadcasting:
Fertiliser is available fairly quickly and is also sufficient (broadcasted part) for high production. It is effective with high levels of soil fertility and the application of artificial fertiliser. The broadcasting before planting time can save time by eradicating the need to stop and fill up planters. The overall broadcasting of P is done to increase the P level. Agricultural lime can also be spread by broadcasting.
1.3 Granular: This group of liquid fertiliser can be compared to a soft porridge.
This solution contains a lot of lumps.
Sample
Suspensions: Looks like soft porridge without big lumps
Liquids: Solid particles remain and dropout is almost impossible
Clear solution: Can be compared to a little salt in water. Dropout is impossible (11)
1.4 From four weeks: due to leaching, everything is not applied equally (2)
