nqf level: 1 us no: facilitator guide · national certificate in animal production 48970 1 120 ......

FFaacciilliittaattoorr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

UUnnddeerrssttaanndd hhooww ssuussttaaiinnaabbllee ffaarrmmiinngg ssyysstteemmss ccoonnsseerrvvee nnaattuurraall rreessoouurrcceess

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

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

NQF Level: 1 US No: 116169

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

Understand how sustainable farming systems conserve natural resources

Primary Agriculture NQF Level 1 Unit Standard No:116169 22

Version: 01 Version Date: July 2006

BBeeffoorree yyoouu ggeett ssttaarrtteedd…… Dear Facilitator,

This Facilitator Guide (together with the relevant Learner Guide) is aimed at facilitators who will be assisting learners wishing to complete the following unit standard:

Title: Understand how sustainable farming systems conserve natural resources

US No: 116169 NQF Level: 1 Credits: 4

This guide contains all necessary facilitation instructions to ensure that learners will attain the expected competencies required by the above-mentioned unit standard. This guide is designed to be used during the presentation of a learning session based on this unit standard. The full unit standard is attached at the end of this guide as well as at the end of the relevant Learner Guide. Learners are advised to read the unit standard at their time. Please discuss the unit standard with the learners to ensure that they understand what is expected from them to achieve the outcomes of the unit standard.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently facilitating, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48970 1 120

National Certificate in Mixed Farming Systems 48971 1 120

National Certificate in Plant Production 48972 1 120

Please mark the learning program the learners are enrolled in:

Are you facilitating a: Y N

Learner ship?

Skills Program?

Short Course?

Please explain the above concepts to the learner.

There are four guides, namely the Learner Guide, the Learner Workbook, the Assessor Guide and the Facilitator Guide. These guides have been developed to address specific aspects of the learning experience. You therefore need to use these guides additional each other.

MMaakkee tthhiiss aann eennjjooyyaabbllee lleeaarrnniinngg eexxppeerriieennccee!!

Note to Facilitator:If you are presenting this module as part of a full qualification or learner ship, please ensure that you have familiarized yourself with the content of the qualification.




CCoonntteexxtt ooff AApppplliiccaattiioonn …… Primary Agriculture is a diverse sector and a wide range of commodities is being produced for both national and international market. Each commodity has its own production requirements and practices. You will be facilitating the learning process within a specific context where a specific agricultural commodity is being produced. The learning material has been written in a generic manner, as it is aimed to be available on national level and should be suitable to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crop in this field. Therefore, the examples that are being used in the materials may not always be applicable to your specific community, commodity, environment or region.

This presents you, the facilitator, with the challenge to contextualize the learning material. It is imperative that you, the Facilitator and Assessor interpret and present activities, case studies and projects related to the material in such a way that learners can easily identify and apply their knowledge within their own context. This will require from you to add examples of crop, which are applicable to the community or farm. Learners must be guided with examples from their own communities, commodities, environment or regions. This should be done supplementary to the learning material:

• Examples relevant to the commodity,

• Including commodity specific requirements,

• Including operating procedures of the farm,

• Including agricultural practice specific requirements,

• Agricultural markets,

• Guiding learners to write these specifics down in the learning guide, etc.

The contextualization of the learning material is a very important step in preparing for and facilitating the learning experience and enough time and effort should be put into this exercise.

According to the qualifications mentioned on page 2, this module could be contextualized to fit the following groups of commodities:

Plant Production Animal Production

• Organic production, • Hydroponic production, • Perma-culture production, • Agronomy, • Horticulture, Natural resources

harvesting.

• Small stock production, • Large stock production, • Dairy production, • Pig production, • Poultry production, • Game, • Aqua / mari culture, • Commercial insects • Animal fibres harvesting, • Bee keeping.

• Natural resources harvesting

• Organic production, • Perma-culture

production, • Eco/Agri Tourism, • Agro Chemicals, • Horse Breeding, etc.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout the guide information is given specifically aimed at you, the facilitator, to assist in the actual presentation of the learning material and/or facilitation of the learning process. Although this guide contains all the information required for attaining competency in this unit standard, references to additional resources, both printed and electronic, are provided for additional reference by the facilitator and further study by the learner.

Please note that the purpose of this information is merely to guide you, the facilitator, and is provided as a suggestion of possibilities. It remains the responsibility of every facilitator to re-assess the learner/s in each learning situation throughout the learning process in order to stay in touch with their specific learning needs. This should be the determining factor in the choice of the learning approach to follow.

Use the different boxes listed below for identification purposes:

Instructions regarding activities, whether group or individual activities will be described in this box.

Facilitators’ Tip …




WWhhaatt && HHooww wwiillll yyoouu bbee FFaacciilliittaattiinngg?? The Learning Experience .........................................................................…............ 6

Learning Program Time Frames ....................................................................…...... 7

Tips for level of learning ................................................................................…..... 8

Facilitator’s Checklist & Training Aids.................................................….........…..... 8

Contextualization of Content..............................................................….......…........ 9

Introduction ....................…………………………………………........................................... 10

Session 1: The impact of farming operations and practices on the environment.................…………………………………………………..................

11

Session 2: Environmentally friendly methods to dispose of, or re-use, farm and domestically generated waste and pollutants........................

14

Session 3: Practices to maintain and increase biodiversity..................…......... 15

Session 4: Control invasive alien plant species and noxious weeds....…......... 16

Session 5: Prevent the spread of field fires using firebreaks and/or fireguards......................………………………………………………………............

18

Session 6: Basic control and preventative measures to enhance the soil’s capacity to hold water and prevent water run-off……………..…………

20

What will I be doing differently next time? .....…............................ 23




TThhee LLeeaarrnniinngg EExxppeerriieennccee…… On completion of this module, the learners will be able to:

Explain the purpose of maintaining and increasing biodiversity, Understand the role of natural resource management in sustainable

agricultural practices Apply general agricultural and conservation regulation to strengthen

sustainable agricultural practices Participate in, undertake and plan farming practices with a knowledge of the

environment

Learners will also gain basic knowledge of:

Basic principles of natural resources management. Components of the water cycle.

Components of ecosystems. Components of an energy cycle. Basic principles of sustainability.

Local veldt types and their carrying capacities. Classification of fauna and flora relevant to the direct environment. Alien species relevant to the direct environment.

Basic environmental patterns and processes. Local weather and climate, and seasonal conditions of the area. Basic local ecosystems.

Importance of biodiversity in local farming systems. Sources of water. Sources of energy (renewable and non renewable).

Types of pollution. Basic fire fighting rules. Occupational Health & Safety Act.

Learning Assumed to be in Place:

No learning is assumed to be in place




LLeeaarrnniinngg PPrrooggrraamm TTiimmee FFrraammeess

Total time allocated

(hours)

Theoretical learning time

allocated (hours)

Practical learning time allocated

(hours)

Activities to be completed

Complete Program (including summative

assessment) 40 hours 19 hours 2 hours 1 11

Learner Orientation and “Ice Breaker” 2 hours 1 hour 1.hour

Purpose, Introduction and Learner Directions

2 hours 1 hour 1.hour

Session 1 7 hours

3 hours

4 hours 1 - 4

Session 2 4 hours 2 hours 2 hour 5

Session 3 4 hours 3 hours 1 hour 6

Session 4 6 hours 3 hours 3 hours 7


9


11

Preparation for Assessment & revision 3 hours 2 hours 1 hour




TTiippss ffoorr lleevveell ooff lleeaarrnniinngg

FFaacciilliittaattoorr’’ss CChheecckklliisstt && TTrraaiinniinngg AAiiddss Learner support strategies:

Learners are supplied with all resources and aids as required by the programme –including:

Objects & devices such as equipment, protective clothing, and safety gear, etc.

Learner Guides and Learner Workbook Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease

Application knowledge – I understand the programme matrix & have prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to the commodity and practices related to the commodity

Ability to respond to learners background & experience – I have studied the learner demographics age group experience &

Remember the following before you get started: This unit standard is aimed at level 1 learners.

A typical level 1 learner might be exposed to the world of work through this learning program for the first time.

Explain concepts and define words in a simple, clear and concise method throughout the learning program.

Take special care to facilitate for ALL learners. Allow them opportunities to share experiences, prior knowledge, translate into their mother tongue for each other and enjoy the learning process.

The examples given in this resource guide might be for a different geographical area or commodity to what the learner is exposed to – please adapt your examples accordingly.

There should always be good communication between facilitators and mentors to ensure effective learning experience.

During practical activities facilitators should be present at all times. Should that not be possible, the mentor should be available for attendance.




circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme delivery to create a motivating environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proxima projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

CCoonntteexxttuuaalliissaattiioonn ooff CCoonntteenntt!! Go through this module and indicate what specific information / activities / examples should be included in this module?

Contextualisation

Commodity specific?

Operating procedures of the farm?

Agricultural practices?

Agricultural markets?




IInnttrroodduuccttiioonn Agriculture has been part of human activities for thousands of years and it continues to provide a major source of income and/or livelihood for rural communities.

Agriculture has changed dramatically, especially since the end of World War II. Food and fibre production has increased due to new technology, mechanisation, increased use of chemicals, specialisation and state policies which encourages maximum production. These changes have allowed fewer farmers with decreased labour requirements to produce the bigger proportion of food and fibre in South Africa.

Although there are economic benefits to these changes, the other ‘costs’ are very high. These include:

Loss of topsoil,

Water pollution, Soil pollution, Soil salivation,

Fewer family farms, Decrease in quality of life for farm workers, Increased production costs, and

Social dysfunction in rural communities.

A focus on sustainable farming practices considers not just environmental and social aspects, but also looks at economic issues and political structures within the whole food system.

Agriculture seen as a business – part of the country’s economy, including production, manufacturing and distribution of food and food products.

In recent years, “compound businesses” have entered the agricultural business by buying farms and farming them. Some of the food producing companies that own farms have started marketing fresh products under their brands.

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

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SSeessssiioonn 11

TThhee iimmppaacctt ooff ffaarrmmiinngg ooppeerraattiioonnss aanndd pprraaccttiicceess oonntthhee eennvviirroonnmmeenntt

Concept (SO 1) Time frame Activities related to the concept

The farmer’s responsibilities of soil-, water- and animal-care.

Elements of farming operations affecting the environment are identified and described. These effects include soil erosion, water pollution and wastage, invasive plants, fire, flood and population encroachment, endangered plants and endangered fauna.

Invasive and endangered fauna and flora species that occur on the farm or its direct environment listed and identified.

Environmentally friendly agricultural practices are explained in terms of soil and water conservation.

6 hours

Activities 1 - 4

Learner Guide:

Page 7

After completing this session, the learner should be able to: SO 1: Demonstrate an understanding of the impact of farming operations and practices on the environment

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

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TTiippss ffoorr tthhee ffaacciilliittaattoorr

Please allow learners to complete Activity 1 - 4 in their workbooks

Type of

activity Resources Instructions to give to the learners Conclusions

1. Group brainstorm

Flip chart paper Marker pens Presstick

In your groups, discuss the questions and record your answers on the flipchart paper, and remember to record your group’s answers in your Learner Workbook. Elect a representative to give feedback to the main group.

At the feedback session make sure the issues of farming and sustainability have been covered and allow for sufficient time for learners to grasp the concepts.

♦ The purpose of this module is to ensure that future generations can also benefit from having products from the soil.

♦ Bring the concepts into the learning environment so that the learners fully grasp how important farming is to our lives; bring a range of products and items to the training room; tins of food, cotton clothing, jam, bread, a wooden artifact. Place these on a table so that all the learners can see them. Ask the learners what these items have in common; of course it is that these are products from the soil that we use on a daily basis.

♦ Select a range of photographs to up around the room. Some should show severe donga erosion, some should show the beginnings of rills becoming eroded, polluted water; all are illustrations of the negative impact that inappropriate farming activities can have on the environment. Ask the learners to identify what these pictures have in common. Use the illustrations as you provide further explanations.

♦ Provide the learners with charts and lists showing endangered plant and animal species, as well as material on alien and invasive plants. Contact the nearest Department of Water Affairs and Forestry to access material for each learner to keep. They have a range of resources that can be used for this activity.

♦ Make sure you are familiar with the area where the learners are using for their excursion. If necessary, provide maps and a route for them to follow.

♦ During activity 3, walk from group to group and provide input and assistance. Help the groups to be creative and accurate. Guide groups to include appropriate issues without telling them what to do exactly.

♦ If activity 3 is taking place during hot weather, make sure the learners have hats, sunscreen and plenty of water to drink. Remember to give them advance notice so that they are wearing clothing appropriate for an extended walk.

♦ It is important that the groups have the space required to complete activity 4; make sure each group has sufficient stationery and a good working surface. If possible, provide a creative working environment – music, snacks… anything that promotes creative flow.




Type of activity Resources Instructions to give to the

learners Conclusions

2. Individual task

Learner workbooks

Read through the questions and provide answers in the space provided

This activity allows the learner to reflect on the impact that farming activities have on the environment. If the task is given as homework and assessed promptly it will allow the facilitator to identify concepts with which the learners are having some difficulty, and these can be explained further.



3. Excursion on the farm and recording findings

List of endangered plants in the local context List of endangered animals in the local context List of invasive and alien plants in the local context – with illustrations and control measures Flip chart paper Marker pens

In your group walk around the farm and find examples of the endangered and alien species, as per your work book. Record your findings on flip chart paper and select a member of the group to give feedback to the rest of the group.

During the feedback session make sure the learners have been able to identify the relevant species. When the discussion on invasive species takes place, help the learners to identify which category the identified species belong to. As far as possible, show how the species encroach, multiply and pose a threat to the local ecology.



4. Group poster design

Flip chart paper Marker pens Scissors Glue Colored pencils Old magazines Rulers Presstick

Create a poster that explains how we can conserve our natural resources on farms through environmentally-friendly agricultural practices. Imagine that your poster is part of an exhibition for emerging farmers. The poster must ‘stand alone’; in other words, it should not need to be explained verbally. All of the posters will be exhibited at the end of the activity and the group will decide which poster was the most effective and decide why. Start off by creating ‘mock up’ on a smaller piece of paper. Speak to your facilitator before starting with the final product on flipchart paper.

When the learners have completed their posters put them up on the wall for everyone to see. Ask the group to identify which of the posters they think is the most effective and accurate. Guide the process. If you want to, you can make this a competitive endeavour and have a small chocolate for any group that that creates an effective poster.




SSeessssiioonn 22

MMeetthhooddss ttoo ddiissppoossee ooff,, oorr rree--uussee,, ffaarrmm aanndd ddoommeessttiiccaallllyy ggeenneerraatteedd wwaassttee aanndd ppoolllluuttaannttss


Farm generated pollutants and their effects – including domestic and farm generated wastes.

The effects of pollution and measures to prevent these.

Correct disposal methods.

5 hours

Activity 5


Please allow learners to complete Activity 5 in their workbooks

Type of


5. Group waste investigation

Flip chart paper Marker pens Map of the farm

In your group walk around the farm and find the answers to the question in your work book. Record your answers both in your workbook and on flipchart paper so that you can provide feedback to the rest of the group. Elect a member of your team to provide feedback.

During the feedback session allow the learners to debate the severity of different pollution sources and the best or most effective/efficient ways to dispose of these wastes.

Learner Guide:

Page 28

After completing this session, the learner should be able to: SO 2: Identify farm and domestically generated waste and pollutants and apply environmentally friendly methods of disposal and/or re-use.

♦ One way to make activity 5 interesting is to have simple map of the farm environment with numbered location markers both on the map and placed visibly at particular points on the farm. The learners use the map to find waste sources to answer the activity questions.




SSeessssiioonn 33 PPrraaccttiicceess ttoo mmaaiinnttaaiinn aanndd

iinnccrreeaassee bbiiooddiivveerrssiittyy..


The importance of maintaining and increasing natural resources (energy, water, soil, flora, fauna and fire management practices)

The consequences of not maintaining natural resources

4 hours Activity 6


Type of


6. Individual activity

Learner workbook

Provide answers to the questions in your own words

This activity allows the learner to reflect on the role of natural resources in the farming environment. If the task is given as homework and assessed promptly it will allow the facilitator to identify concepts with which the learners are having some difficulty, and these can be explained further.

Learner Guide:

Page 34

After completing this session, the learner should be able to: SO 3: Apply practices to maintain and increase biodiversity.




SSeessssiioonn 44

CCoonnttrrooll iinnvvaassiivvee aalliieenn ppllaanntt ssppeecciieess aanndd nnooxxiioouuss wweeeeddss


Alien plant species are correctly identified.

Methods of clearing (first clear least invaded areas, follow up and maintain, then expand to intensively infested areas).

Cleared plant material is sorted and disposed of or re-used as mulch, compost, etc.

6 hours Activity 7


Learner Guide:

Page 38

After completing this session, the learner should be able to: SO 4: Control invasive alien plant species and noxious weeds.

♦ Once the theoretical section has been covered, plan a practical demonstration of how to clear and dispose of alien and invasive species. The first part of the demonstration should involve the learners in clearing two sections of land; one that is not badly infested and one that is intensively infested. The cleared material must be retained for the second part of the demonstration.

♦ The cleared material is used to make compost and to mulch.





Type of activity Resources Instructions to give to

the learners Conclusions

7. Group activity to show others how to identify and successfully deal with invasive species.

Flip chart paper Marker pens, Scissors, Glue Coloured pencils Extra copies of illustrations of invasive species (that can be cut up), Rulers, Presstick, Learner workbook

Use the materials provided to create a poster that can be used in your own environment to inform people firstly which plants are considered alien invaders and then how to deal with these plants. The poster should provide a step-by-step guide on what to do and how to do it. Make a copy of your poster in your workbook. He completed posters will be displayed and compared.

When the learners have completed their posters put them up on the wall for everyone to see. Ask the group to identify which of the posters they think is the most effective and accurate. Guide the process. If you want to, you can make this a competitive endeavour and have a small chocolate for any group that that creates an effective poster.

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

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SSeessssiioonn 55

PPrreevveenntt tthhee sspprreeaadd ooff vveellddtt ffiirreess uussiinngg ffiirreebbrreeaakkss aanndd//oorrffiirreegguuaarrddss


Available material or plants are used as and where appropriate.

Vegetation that might spread a fire is cleared.

Stones are packed to form a proper barrier.

6 hours Activity 8 - 9


Learner Guide:

Page 44

After completing this session, the learner should be able to: SO 5: Prevent the spread of field fires using on-farm firebreaks and/or fireguards using, among others, fire-resistant plants, water and stones.

♦ If the learners have never experienced bush fires before it might be useful to ask one or two people who have been part of a fire-fighting team to come and talk to the learners about their experience. It would be far more effective if the fire under discussion took place in the area where learning is taking place. Ask the speaker/s to talk about how the fire happened, what their response to the fire, and what they would have or could have done to prevent it from happening or to make it a less serious event (if applicable).

♦ It is important that the learners understand how fire behaves, such as how it burns rapidly up a hill. A speaker from the local fire department – especially one with good visual materials – would be able to provide an effective demonstration.

♦ IF possible, set up a demonstration (under very supervised and safe conditions) to show how various materials retard fire, such as concrete or plant barriers. This can be done in miniature. However, it is critical that safety be considered first.

♦ If there are existing firebreaks or barriers on the farm, take the learners on a tour to discuss the methods and reasoning behind the various structures.





Type of


8. Group activity to create an instruction manual

Flipchart paper Learner workbooks Marker pens Rulers Erasers

In your group, identify the elements that are a “fire risk” on the farm where you are completing your practical duties. Identify methods to prevent or limit any “fire risk” caused by these things. Use the information you have gathered to create an instruction manual for farm employees on how to deal with fire on the farm, including how to cut or build a firebreak. Record the contents of your manual on flipchart paper as well as in your Learner Workbook. Present your manual to the rest of the group.

It might be a useful conclusion to ask the Fire Department speaker to sit in on the final presentations so that s/he can give the learners feedback.


Type of


9. Team task to cut or build a firebreak

If to be conducted in the workplace, none. If to be conducted in the training environment, find a subject matter expert to facilitate the process.

As per subject matter expert. Make sure the required safety procedures are adhered to and that the learners are fully prepared for the activity.

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

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SSeessssiioonn 66

BBaassiicc ccoonnttrrooll aanndd pprreevveennttaattiivvee mmeeaassuurreess


Mulching to cover soil for water and soil conservation.

Preventing soil run-of and improving soil’s capacity to hold water.

Erecting gabions.

Re-establishing vegetation.

6 hours Activity 10 - 11


Type of


10. Group activity to identify mulch materials Individual activity recording answers.

Sellotape Learner workbooks Access to various mulch materials

Walk around and collect examples of materials that can be used as mulch. Identify and explain the reason why you chose these materials. Answer the questions in your Learner Workbook

Make sure the learners have not selected poisonous plants.

Learner Guide:

Page 49

After completing this session, the learner should be able to: SO 6: Apply basic control measures to enhance the soil’s capacity to hold water and prevent water run-off using gabions, mulch and plant materials





♦ It is useful to have a practical demonstration to demonstrate the efficiency of mulch and soil cover in soil conservation.

♦ Prepare three shallow boxes to fill with soil. The ideal boxes are those used to hold beer carry-packs.

♦ Make a small circular hole through which the top of a 2 litre coke bottle will fit snugly. It should be in the bottom centre of one of the short sides of the box. This will capture water that seeps into the soil.

♦ Cut a shallow circular shape on the top of the box above the small circle. This is to catch surface run-off.

♦ Line the boxes with plastic. Allow for a section of plastic to run over the shallow circular lip to allow surface drainage to be captured. Make sure the circular hole at the bottom of the box is not covered.

♦ Cut the tops off three coke bottles so that it looks like a funnel. Cut the top section of the funnel shape so that it will allow water to drain efficiently into a container below.

♦ Fill the top of each coke bottle with material that will prevent soil from draining through – sponge, stockings, squashed up bits of grass. It must be permeable.

♦ Attach each of the three draining funnels to the three boxes. Fill the boxes with soil.

♦ Leave one of the boxes as it is – the soil uncovered.

♦ Create miniature contour mounds on the second box. Leave the soil uncovered.

♦ Create miniature contour mounds on the third box and cover it with mulch, such as grass clippings

♦ Place stones under the boxes so that the soil slopes towards the water catchment devices.

♦ Use three watering cans with the same amount of water (one litre is sufficient) in each and ask three learners to pour water onto the soil samples at the same time.

♦ Ask two other learners per soil sample to catch the water run-off; one learner catches the water from the top overflow and the other catches the water that drains through the coke bottle funnel.

♦ Compare what happens to the three samples:

♦ How much water sinks into the ground? (Use a measuring jug to compare how much was poured with how much was harvested.)

♦ How long does it take for underground water to seep through the three samples? (Ask someone to time the three demonstrations independently of each other.)

♦ How much run-off is there?

♦ What is the water quality of the surface run-off? In other words, which as the most topsoil in it?

♦ What is the quality of the underground water? How clear is it?

♦ The volume of water of water sinking into the ground will demonstrate the most effective soil conservation method. Ask the learners which method they think is the most efficient.

♦ Allow the learners enough time to discuss the various methods and compare them.

♦ For learners who have never had exposure to soil conservation before will probably find this demonstration to be startling and it is likely that there will be some ‘a-ha’ moments. Use this opportunity to allow for the experience to generate as much learning as possible.





Type of


11. Group activity to build a gabion.

A source of small stones Chicken mesh for each group Wire for each group Pliers for each group

Build a gabion wall or barrier that is at least 30 cm x 15 cm. It must be secure enough to prevent stones from falling out.

If possible, place the gabions outside where there is a narrow water course, such as a drain, and allow water (e.g. from a hosepipe) to show how well the gabion works. If the gabion is intended as a retaining structure, place it against an embankment and spray water onto it from the hosepipe to show what happens.

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

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WWhhaatt wwiillll II ddoo ddiiffffeerreennttllyy nneexxtt ttiimmee?? Take some time to reflect on your own activities as facilitator of this Unit Standard 116169. Then write down five of the most important lessons you have learnt and include a motivation:

What will I do differently next time? Motivate how or why

(Give examples, reasons, etc.)

1.

2.

3.

4.

5.

As facilitator, you have hands on experience in the application of the unit standard. And you might experience difficulties with the unit standard that the developers did not anticipate. Also, the unit standard will be revised at the end of the registration period. Your comments below can be an important contribution in the revision process and should be brought to the attention of either the AgriSETA ETQA manager or the SGB chairperson.

Please take some time to reflect on your experience and list a few of the difficulties you had to address.

Difficulties I had with the Unit Standard Recommended Changes to Address the Difficulty

6.

7.

8.

9.

10.

nqf level: 1 us no: facilitator guide · national certificate in animal production 48970 1 120 ......

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