recognise and identify the basic functions of tthe n...recognise and identify the basic functions of...

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

RReeccooggnniissee aanndd iiddeennttiiffyy tthhee bbaassiicc ffuunnccttiioonnss ooff tthhee

EEccoollooggiiccaall EEnnvviirroonnmmeenntt

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

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

NQF Level: 2 US No: 116064

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

Recognise and identify the basic functions of the Ecological Environment

Primary Agriculture NQF Level 2 Unit Standard No: 116064 22

Version: 01 Version Date: August 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:

Title: Recognise and identify the basic functions of the ecological environment

US No: 116064 NQF Level: 2 Credits: 4

The full unit standard is attached at the end of this Learner Guide. Please read the unit standard in your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Pant Production 48975 2 120

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence that will be required during your final assessment.

You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!

Please mark the learning program you are enrolled in: Your facilitator should explain the above concepts to you.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout this guide, you will come across certain recurring “boxes”. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:

What does it mean? Each learning field is characterised by unique terms and definitions– it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess them and these will become part of your Portfolio of Evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain

concepts or principles will be shown in this box to provide a context in which they might occur.

The following box indicates a summary of concepts that have been covered, and offers you an opportunity to ask questions if you are still feeling unsure about the concepts listed.

MMyy NNootteess …… You can use this box to jot down questions you might have, words that you do not understand,

instructions given by the facilitator or explanations given by the facilitator or any other remarks that

will help you to understand the work better.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn?? What will I be able to do? ................................................................................................. 5

What do I need to know? .................................................................................................. 5

Learning Outcomes ........................................................................................................... 5

Session 1 Recognise and identify the basic functions of the ecological environment ............................................................................................

7

Session 2 Patterns and natural resources in the environment ...................…....... 14

Session 3 Sustainable farming practices ................................................…………….. 24

Session 4 Recognise environmental degradation indicators ................................ 32

Am I ready for my test? .......................................................................... 38

Checklist for Practical assessment ...............…...................................... 39

Paperwork to be done ............................................................................ 40

Glossary ...........................................…..................................................... 41

Bibliography ............................................................................................ 42

Terms and conditions ............................................................................. 42

Acknowledgements ...............................…............................................... 43

SAQA unit standard




WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will be able to:

Demonstrate an understanding of the basic functions of the environment by recognising patterns and processes,

Know local resources,

Know basic sustainable agricultural processes using environmental indicators, and

Understand the environmental context of sustainable agricultural production.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is expected of the learner attempting this unit standard to demonstrate competence against the following unit standard:

Demonstrate an understanding of the basic concepts of sustainable farming systems. - (NQF 1) or equivalent

LLeeaarrnniinngg OOuuttccoommeess At the end of this learning module, you must is able to demonstrate a basic knowledge and understanding of:

Patterns and processes of the environment.

Resource availability and limitations.

Basic sustainable agricultural principles.

Environmental indicators.

Basic soil types and their features i.e. clay, sand, loam and its distribution.

Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/ hydrological/ oxygen cycles.

Basic water cycle and water management.

Basic veld types i.e. savanna, fynbos, forest, Karoo and links to weather patterns.




Basic ecosystems, their distribution and links to the rest of the environment i.e. wetlands, grasslands, mountains.

Needs for wild life corridors, their functions and possible areas for corridors.

Basic natural resources (water, soil, veld, energy, heat) their limitations and sustainable uses.

Use of basic waste as a resource i.e. types for erosion control, trench gardening.

Basic alternative energies i.e. wind, sun, gravity and some of their uses.

Basic biological pest control methods, identification and protection of predator insects, and where to access biological control agents.

Basic preparation and application of natural fertilisers.

Basic soil conservation and crop rotation methods.

Basic environmental indicators such as soil erosion, basic signs of land degradation.

Invasive species.

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

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SSeessssiioonn 11

RReeccooggnniissee aanndd iiddeennttiiffyy tthhee bbaassiicc ffuunnccttiioonnss ooff tthhee eeccoollooggiiccaall eennvviirroonnmmeenntt After completing this session, you should be able to: SO 1: Recognise patterns and processes of the environment and how they relate to the sustainable utilisation of agricultural land.

In order to be a successful crop grower you must be able to recognise the patterns of the environment, such as rainfall, climate, dry cycles, original vegetation, seasons, the movement patterns of animals so that you can apply these in implementation of your agricultural enterprise. The processes of the biophysical environment include the interactions and relationships between food webs, human activities, soil, climate, water, plants, animals and solar energy.

We all live in an environment where certain basic requirements are provided. No matter how much technology or money we have if those basic resources are not provided we cannot live. The diagram below illustrates this.

We all need water, air, soil, sun, wind, plants and animals to survive on this earth.




In this session we explore the following concepts: Before going into the classroom you will go on an environmental education walk with the facilitator. This activity will be a day activity, taking place on a farm and/or nature reserve. In this time you will be encouraged not to take any books or materials with you but just to enjoy the interactions, which will form the foundation for the classroom learning. On this trip you will investigate the following:

• Patterns in the environment. • Patterns on farms. • Sustainable natural areas and view a farm system. • Explore natural resources. • Identify where different groups of plants are located. • Investigate adaptation in plants and animals.

Group Activity: Environmental educational walk. 11

SSOO 11 AACC 22,, 33

My Name:

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Facilitator comments: Assessment:




1. Each group will receive fifteen large containers; on each one is a picture, providing a clue as to where it belongs in a hierarchal pyramid. Make sure that humans end up on top

Some of the animals are meat eaters and belong just below man, below the meat eaters are the plant eaters and below these are the plants. Place requirements such as water, air, soil, sun and wind below these to form the base of the pyramid.

Once you have finished building the pyramid the group must discuss which of the base containers can be removed without collapsing the entire pyramid. Once you have made a decision you can remove this container. If the pyramid does not collapse you must then remove another container from the base of the pyramid.

2. Eventually the pyramid will collapse. When this has happened, as a group brainstorm the following:

a. Which container in the pyramid had the furthest to fall?

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b. Do you think it is possible for humans to survive if any of the base drums are removed?

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Group Activity: Exploring environmental interactions. Each working group reports back to the whole group. 22

SSOO 11 AACC 22,, 33

My Name:


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c. What human activities could destroy the base drums?

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d. Whose responsibility is it to ensure that none of the drums that support us are destroyed?

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e. Are the plants and animals essential for us to survive?

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1. Draw a diagram of a pond. Use your creative ability and illustrate what you believe might exist in this pond:

2. Draw in all possible relationships that could exist in and around the pond. These lines will form links between many organisms. These links will form a web of life. Allow the web that you create to go far beyond the borders of the pond.

Group Activity: Explore the interactions that occur in a contained environment (a pond).33

SSOO 11 AACC 22

My Name:


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Remember that different organisms interact with each other.

For example if you draw a fish then you need draw in something for the fish to eat; this could be plants, insects or animals. You must to provide a predator to feed on the fish, such as a bird, another fish, or human. Once the fish has eaten, it will at some stage excrete its waste material. There will be another organism that will utilise this excretion for energy.

Around the pond there will be soil and plants, it could be that ducks live in the reeds and a wild cat in the tree near the pond. It is possible that the wild cat might kill or eat the duck, if the cat leaves the skeleton of the duck there will be other creatures that will consume what is left of the duck’s dead body and again the excretion will go back into the soil and continue the cycle of life.

3. Brainstorm the following questions in your groups:

a. The fish is a carnivore; is this fish dependent on the plants in the pond?

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b. Does the cat need the sun to survive?

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c. Are humans reliant on insects to survive?

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Concept (SO1, AC 1-5)

I understand this concept

Questions that I still would like to ask

Rainfall patterns and distribution

Distribution of flora and fauna in South Africa

Ecosystems

The relationship between climate, soil and indigenous vegetation

Eco

Methods of generating alternative energy

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

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SSeessssiioonn 22

PPaatttteerrnnss aanndd nnaattuurraall rreessoouurrcceess iinn tthhee eennvviirroonnmmeenntt

After completing this session, you should be able to: SO 1: Recognise patterns and processes of the environment and how they relate to the sustainable utilisation of agricultural land. SO 2: Demonstrate an understanding of natural resources and recognise their limitations within the agricultural environment.

Climate: Refers to the average temperature and rainfall patterns in an area.

Rainfall pattern: Refers to the volume and incidence of rainfall over a year and it’s distribution across the country.

Indigenous vegetation: Refers to the plants that occur naturally in a specific area.

Fauna: Refers to the animals that occur in an area, they need not be indigenous.

Flora: Refers to the plants that occur in an area, they need not be indigenous.

Natural resources: Refers to the living (e.g. plants, animals, and insects) and non-living (soil, climate and water) resources that occur in an area.

Ecosystem: Refers to the interaction and relationships between the living and non-living components of a specific environment.

2.1 The natural environment of South Africa and the processes that affect agriculture




In South Africa the two elements that have a significant effect on fauna and flora is rainfall and temperature.

Growing Regions

In South Africa we have varied patterns and distribution of rainfall and soil types. This results in 16 growing regions in the country. Understanding the characteristics of the region in which you are farming will help you to be a successful farmer. We will use the regions of the Western Cape as an example. The Western Cape can be divided in these different areas:

The South Western Cape including the Cape Peninsular: forms the Cape winter rainfall area and has a Mediterranean type climate. This area consists of two major zones; sandy areas along the coast and fertile mountain slopes and river valleys found inland. Rain occurs predominantly in the winter months and therefore crops grown during the summer months need to be either drought resistant or grown under irrigation. The soils are generally poor and require large amounts of mulch and feeding. The area also experiences severe winds and these must also be taken into account.

The Western Cape Coast: This area is arid and receives rain in winter. It is semi-desert and the natural vegetation is predominantly hardy succulent plants.

Karoo and Northern Cape: This is a desert region with sparse vegetation dominated by succulents and thorn trees.

Coastline

The South African coastline runs from the Namibian border in the west to the Mozambique border in the east.

The two oceans occurring on the South African coastline, the Indian and Atlantic oceans, are different in characteristics. The warm east coast water of the Indian Ocean allows for more evaporation than the cold west coast water of the Atlantic Ocean. Winds blowing across the sea towards land accumulate water vapour, which condenses into clouds, and this is transported to where a natural barrier, such as a mountain, pushes the condensed water into the sky. r and carrying it to where it meets the natural barrier. When it reaches a natural barrier (such as mountain) the air is pushed up into the sky. Once the water vapour reaches a low enough temperature water droplets are formed and fall to the ground as rain (or hail/snow).

Rainfall occurs predominantly on the coastal side of mountain ranges. This leads to the vegetation on the coastal side of the mountain being more lush and able to support a greater diversity of organisms. The soil tends to be low in nutrients and slightly acidic, as a result of the excess water-leaching nutrients from the soil.

On the other side of the mountain where rainfall is lower, plant life will be hardier and unable to support large numbers of plant eating animals. The South African west coast is characterised by lower rainfall than the east coast.




Soil Types

South Africa soils are highly diverse and many different soil types are found. The soil type is affected by the interrelationship of the environment and the soil parent material. The Cape is characterised by the presence of sandstone. Sandstone as parent material forms easily eroded sandy soils. Sandy soils found in areas of high rainfall can support large plant populations. If rainfall is low a greater variety of plants will develop, but in lower numbers.

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1. Choose a particular area and brainstorm the circumstances as described below:

a. Estimate the amount of rain you think that particular area receives. This may be as simple as observing the plant species and seeing if these are drought resistant, which would indicate that the area is not likely to receive much rain.

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b. The soil type. You can describe the colour, depth and texture of the soil by looking at it and rubbing it between your fingers. It can also be mixed in a bottle of water and allowed to settle into particle layers.

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c. The average temperature of the area. Determine if it becomes very hot in summer or very cold in the winter. The facilitator will be able to guide you on this question.

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Group Activity: Rainfall, soil and plant investigation: Discuss and write down: At the end of the activity the group is expected to make a presentation on their finding to the class as a whole.

44 SSOO11 AACC 11,,22,,33 SSOO22 AACC11,, 33

My Name:


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2. Discuss the plants that you expect the area will be able to support. Also consider the types of plants and animals that occur on the farm where you work:

a. Are the cultivated crops and livestock adapted to the local conditions?

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b. Name the natural resources available on the farm?

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c. Describe how people in the area could use the resources?

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d. Which of the resources available are limiting in terms of running the farm?

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2.2 Sustainable energy resources

A number of activities occur on a farm that consumes energy, such as vehicles, pumps, heating equipment and machinery. Most of these activities are driven by energy derived from fossil fuels, such as coal, petrol / diesel and electricity (mainly generated using coal-burning boilers). The issues related to a dependence on fossil fuels include:

o There is a limited supply – no new coal reserves have been discovered in the past 30 years,

o They are costly, o The burning of fossil fuels contributes to global warming and the depletion of the

ozone layer.

Alternative energy sources are becoming increasingly popular as they are cheaper to run and less polluting. Some examples of alternative energy sources are:

Wind energy - windmill.

Wind-powered generators provide low-cost electrical power to farms and small communities. The use of wind generators is growing steadily. Wind driven electricity generators are efficient, and once installed maintenance costs are low. South Africa has an abundance of wind that can be used in this way and the vast tracts of land available means that South Africa has the potential to become a "wind powerhouse".

It is estimated that in one province alone the wind availability has the potential to generate 10 times the official national energy estimates. There are currently two pilot projects in South Africa to support the theory; Klipheuwel and Darling in the Western Cape Province.

The wind experienced in the Western Cape are considered perfect for wind energy generation due to the prevailing winds being from two directions. In addition, wind tends to blow sufficiently during peak electricity consumption periods.

Hydro energy - using water and gravity.

The energy from waves, tides or flow of water is converted to electricity through electric generators. Hydroelectricity comes from falling water such as in waterfalls. In most cases the water is stored in dams behind dam walls. Water is allowed through specialised sluices creating a waterfall. As soon as the sluices are open, water rushes past turbines, which in turn spin generators. The greater the water pressure the faster the turbines spin and the more electricity is produced.

In South Africa we have two hydroelectricity stations and two pumped water storage schemes. In pumped water storage schemes water is pumped up to a dam during off peak times using electric pumps. During peak electricity periods, the water is released through a sluice that in turn spins a turbine driving an electricity generator.




Solar energy - energy from the sun.

The sun can be described as the earth’s powerhouse. Solar radiation provides the energy for all the processes the sustain life, such as photosynthesis and the water cycle.

Fuel for cooking may be scarce and expensive, negatively affecting the family budget as well as being labour- and time-intensive to collect, adding to the workload of women and children in particular. As a result of environmental problems such as deforestation, the increasing scarcity of fuel wood, and the environmental pollution associated with burning wood, there is an increasing need to move towards the utilisation of solar energy.

A popular application of solar energy is the use of a solar cooker. There are two basic designs for solar cookers; an oven and using panels. A solar oven is a box with slanted, shiny sides and a glass or Perspex lid to allow solar rays in and trap the heat inside. Solar cookers reflect solar radiation onto a pot – it is concave in shape.

Other solar devices are solar panels that trap sunlight energy, which is converted to electricity. Solar electricity is usually not directly used, but rather stored in batteries for later use.

Geothermal energy - heat energy from deep in the earth.

Energy extracted for heating and electricity generation from natural steam, hot water, or hot dry rocks in the Earth's crust.

Water is pumped down through an injection well where it passes through joints in the heated rocks. The water rises to the surface through a recovery well and may be converted to steam or run through a heat exchanger. Dry steam may be directed through turbines to produce electricity. It is an important source of energy in volcanically active areas such as Iceland and New Zealand.

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

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After you have finished going through the articles on the subject supplied by the facilitator on alternative energy, you can apply it to the following points.

• Solar energy - energy from the sun.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Hydro energy - using water and gravity.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Wind energy - windmill.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Geothermal energy - heat energy from deep in the earth.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

Group Activity: Exploring Renewable Energy Discuss ways that you could use the following types of renewable energy on the farm. Present to the group.

55 SSOO11 AACC 44

My Name:


. . . . . . . . . . . . . . . . . . . .




• Any other sort of renewable energy.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Drawing water from a canal, a farmer arranges siphons to draw water from an irrigation canal and sends it down furrows in his field. The furrows are narrow, relatively shallow trenches designed to carry water as far down a crop row as possible. One disadvantage of the furrow method of irrigation is that plants nearer the water source may receive much more water than those further away.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

Once you have been through the questions you will be required to present to the bigger group. This feed back session will be a part of the formative assessment. Assessment will be conducted through peers.





2.3 Waste resources on the farm

Every activity on the farm requires resources of some kind and with most activities there is a by-product that is generated. For example, if maize is going to be planted, seeds are needed, together with water and fertile soil. The by-product is maize stalks and husks. Another useful example is chickens; they need water, shelter, food, grit and other chickens. Their waste products include manure and feathers. If the waste resources generated by a particular activity are not used they could lead to pollution, such as chicken manure on a pile.

Much of the waste materials generated on a farm can be turned into something useful, especially organic waste.

Recycling: Refers to when an item is returned to its raw material state to be remade into a new item. For example, aluminium cans are melted down to make new cans, or glass is crushed and heated up to make new glass. Another example is the recycling of organic waste to make compost or to fill trench beds.

Re-using: Refers to a particular item or material being used again for a different purpose. For example, a 2-litre cool drink bottle becomes a container in which to grow plants, or wastewater is channelled to water plants rather than discharged into the environment.

Reducing; Refers to the using less of a particular substance or material.

Concept (SO2, AC 1-3)



Natural resources and their uses

Waste resources sources and uses

Energy resources

Alternative energy sources




SSeessssiioonn

33

SSuussttaaiinnaabbllee ffaarrmmiinngg pprraaccttiicceess

After completing this session, you should be able to: SO 3: Demonstrate an understanding of sustainable agricultural principles.

3.1 Preparation and application of natural fertilisers

Natural fertilisers: in a natural environment the only soil enrichment that occurs is through decomposition of organic material. The nutrients derived from this process are slowly released back into the soil system. Limited nutrient loss occurs as the system is constantly cycling the nutrients.

If this area were to be farmed, significant loss would occur because the crop is harvested and removed. Sustainable farming requires the farmer to replace the nutrients that are lost by crop production.

There are two key components in the making and use of natural fertilisers; manure and decomposing plants. Manure is available from domestic livestock and poultry. Decomposing plants are available from plant off-cuts and the discarded parts of plants.

The section below is an illustration of the process of compost and other natural fertilisers can be produced from constituents that would normally be treated as waste.

It is important to use these materials properly so as to avoid the transfer of diseases and to ensure that the strength of the materials produced does not harming plants during application.




How to make compost from your organic waste material:

Waste from the garden and table does not have to be disposed of. This can be condensed and reused as a fertiliser through a process called composting. To make a good compost heap you will need about five wheelbarrow loads of ‘wet’ materials and ‘dry’ materials, as well as about two wheelbarrow loads of either compost or well-rotted manure. You will also need access to water.

INSTRUCTIONS:

Step 1: If there is a species of grass that sends out runners, cover the

compost heap area with a thick layer of cardboard to prevent the grass from growing into the heap. Otherwise the heap can be made in any sheltered position.

Step 2: Cover the area with a 20 – 30cm layer of branches and coarse materials to allow for aeration and drainage. It should be like a thick mattress. Ask someone to hold a long straight pole upright in the middle of the heap so that the rest of the heap can be built around




this; the pole will be removed later to allow for air circulation.

Step 3: Put a 30 cm layer of wet organic (green leafy) composting material on top of the coarse materials. Green leafy materials such as comfrey, tansy, clover are good compost activators. This layer can include weeds, vegetable and kitchen scraps. Exclude diseased plants, weeds with seeds and grass such as kikuyu that grows with runners. Keep the sides as straight as possible, as if it was a bed.

Step 4: Next, add another 30cm layer of dry material on top. This layer can include leaves, mulch, maize stalks and dry grass.

Step 5: Put a 5 cm layer of activating material, e.g. old compost or manure, on top of this.

Step 6: Water the two layers that have been placed so far so that it is as wet as a squeezed sponge.

Step 7: Repeat the process from Step 3 to Step 5 until the heap is about 1.5 m high. It is important that the heap should be high enough to place enough pressure on the rest of the heap because this helps the heap to heat up, which in turn helps the activation process.

Step 8: Cover the top of the heap with some material that will keep out rain and retain heat. Black plastic sheeting, soil or dry grass all work, remembering to remove the chimney pole first, and to keep the chimney open to allow air to circulate.

The heap should heat up within about two days. Hold your hand over the ventilation hole and feel whether or not it is hot. If it not heating up, remake the heap, adding more activating materials. When the compost heap has cooled down – six to ten weeks later – the compost heap can either be turned inside out so that the materials that were in the middle are now on the outside and top, or a spade full of compost earthworms (the red ones) can be added to the heap. The earthworms will take about six to eight weeks to turn the heap into good compost. If the heap is turned, it should heat up again, and once it has cooled down it is ready to use. When the composting process is complete the heap should be dark brown in colour and the organic materials that were used to make the compost no longer recognisable.




3.2 Basic methods of natural pest control

The most effective way to protect a plant is to strengthen it; this can be done by adopting special cultivation methods and with management of the environment.

Companion plants. These are plants that are planted together, with the aim of one plant protecting the other against specific pest and diseases. Some plants contain and exude chemicals that are toxic to pest and diseases or repel pests. An example is planting garlic plants around the edges of a vegetable patch. The garlic will repel pests such as cutworm and thereby you prevent damage to the vegetable.

Plants that have components that are toxic to insects. An example of this would be the pyrethrum daisy (chrysanthemum sp), which contain Pyrethrum. The pyrethrum can be extracted from the plant and used as a spray as well.

Traps. Traps are effective if they are used early enough, these could be as basic as a light trap for nocturnal insects or more complex such as pheromone traps.

Basic soil conservation. Soil erosion destroys the most fertile part of the soil. There are several ways you can reduce soil erosion. • Work on reducing the impact of wind

and water on the soil. • A large amount of soil at all times. • Improve rain infiltration. • Reduce the flow rate of water across the

soil. • Plant a cover crop to protect the soil.

Crop rotation. • Each plant type has different

requirements that it sources from the soil, and will therefore occupy different areas in the soil.

• Rotating plants allows the soil to be built up as different plants add different characteristics to soil. Crops Rotation of also ensures that pathogens do not build up in soil.

• Crop rotation also means there is diversity of crops, which builds in protection for the farmer.

Natural enemies. It’s important to understand that every insect has its place in the ecosystem, but it is only when man manipulates the environment and produce a crop that a certain insect becomes a pest. Natural enemies of insect must be utilised to their optimum ability. Different categories of natural enemies are found such as: Predators. Spiders, lady bird beetles, ground beetles and syprid flies. Parasites. Wasps and flies. Pathogens. Fungi, bacteria or viruses. Nematodes. Small microscopic worms found soil.




3.3 Norfolk Four-Course Rotation

This section illustrates the Norfolk four-course rotation system, which allows sustainability that increases in productivity from these farmlands.

Year 1 Fields are sown to wheat, which is harvested and sold.

Year 2 Root crops are grown on the fields, which are fed to animals. The animals are then sold and the animal manure is used to fertilise the fields.

Year 3 Barley is sown as green manure.

Year 4 Ryegrass is sown, fixing valuable nitrogen into the soil and providing direct grazing for the animals.




• What waste organic materials are produced that will decompose:

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Can you find any materials that can be used again to fulfil a different purpose:

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• What biological and/or organic pest control methods can you find?

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

Group Activity: Investigating sustainable practices in a farming environment. Walk around the farm and find answers to the following questions:

66 SSOO22 AACC 22,,33

SSOO33 AACC

My Name:


. . . . . . . . . . . . . . . . . . . .




• Find as many examples of the use and application of natural fertilisers can you find?

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Find as many examples of soil conservation methods as you can.

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

• Can you find any materials that can be used again to fulfil a different purpose:

……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………





Concept (SO 3, AC 1-5)



Sustainable farming practices

The preparation and use of natural fertilisers

Natural pest control methods

Soil conservation methods

Crop rotation methods




SSeessssiioonn

44

RReeccooggnniizzee eennvviirroonnmmeennttaall ddeeggrraaddaattiioonn iinnddiiccaattoorrss

After completing this session, you should be able to: SO 4: Recognize environmental degradation indicators.

4.1 Soil erosion

Soil erosion is caused by the action of flowing water, wind movement, and mechanical action of ice, as well as through improper methods of agriculture.

Erosion: Refers to the wearing away and redistribution of the Earth's soil layer.

Water and wind are the two main natural agents for soil erosion. If unnoticed, soil erosion results in the formation of deserts (desertification). It has been estimated that 20% of the world's cultivated topsoil was lost between 1950 and 1990.

If the rate of erosion exceeds the rate of soil formation (from rock and decomposing organic matter), then the land will become infertile. The removal of forests (deforestation) or other vegetation often leads to serious soil erosion, because plant roots bind soil, and without them the soil is free to wash or blow away.

Improved agricultural practices such as contour ploughing are needed to combat soil erosion. Windbreaks, such as hedges or strips planted with coarse grass, are valuable, and organic farming can reduce soil erosion by as much as 75%.

Indicators of soil erosion include dongas, gullies, siltation of dams and rivers and discolouration of dam and rivers,

4.2 Basic signs of land degradation

Many aspects contribute to the destruction of the land by desertification, but overall the problem is caused by humans forcing too much pressure on soils and ecosystems in ‘dryland’ areas. Land degradation of this sort occurs in areas which are dry with low rainfall. In such areas soil tends to be fragile.




In Africa, one of the main causes of land degradation is overgrazing – too many livestock, such as goats or cows, on the land, which strip the soil of its vegetation and expose it to erosion by wind and water.

Another causes:

Deforestation

Trees hold the soil together and help water the land by channelling rainwater into the soil. When trees are chopped down, the soil is again eroded by the elements, and is unable to sustain water.

Intensive arable farming

Drains the soil of its nutrients, leaving it unable to produce crops, and poor irrigation practices, which can lead to the water logging and salination of the soil.

4.3 Invasive Species

Invasive plants are those that developed in parts of the world with a similar climate to the area in which they become a problem. In the place of origin they form part of an ecosystem where they are kept in balance through natural enemies or controlled systems. Most of the invasive plants found in South Africa originate from areas such as Australia and South America.

Invasive species spread more rapidly and more effectively than other vegetation. They have the ability to grow easily and take over large areas of productive agricultural land.

A large number of invasive trees, shrubs and other perennials were originally imported as ornamental plants or agricultural crops.

By the year 2000, alien plants had invaded ten million hectare of land in South Africa.

Alien plants have numerous impacts such as:-

Increasing flood damage.

Competing with agricultural crops.

Displacing indigenous plants and animals.

Increasing loss of water from catchments.

Increasing the severity of fires.

Expanding the range of disease-causing organisms.




The Conservation of Agricultural Resources Act sets legislations to control the invasive plant species. The act contains approximately 200 plant groups grouped into three categories:

Category 1 Weeds, which may not be grown and must be controlled.

Category 2 Invader plants which commercial or utility value, which may not only be grown with a permit under controlled circumstances

Category 3

Invader plants, which have amenity value and which may be grown, but not planted, propagated, imported or traded. You may not grow Category 3 plants within 30 metres of watercourses and the Department may instruct you to control Category 3 plants in other areas

4.4 Basic pollution symptoms

Pollution is the addition to the ecosystem of something, which has a detrimental effect on it. One of the most important causes of pollution is the high rate of energy usage by the modern, growing populations.

The different kinds of pollution include:-

AAiirr PPoolllluuttiioonn

Air pollution is the accumulation in the atmosphere of substances that, in sufficient concentrations, endanger human health or produce other measured effects on living matter and other materials.

Examples of Air Pollution:

Tobacco Smoke Tobacco smoke is one of the major forms of pollution in buildings. It is not only the smoker who is infected, but everyone who inhales the polluted air.

Exhaust Gases of Vehicles Pollution from exhaust gases of vehicles is responsible for 60% of all air pollution and in cities up to 80%.

Fumes from man-made products Many manufactured products release fumes that, when inhaled, are toxic to humans and animals. Examples include: cleaning agents containing ammonia and chlorine, and moulded wood products, such as chipboard,




WWaatteerr PPoolllluuttiioonn

Water pollution is the introduction of pollutions into fresh or ocean waters of chemical, physical, or biological material that degrades the quality of the water and affects the organisms living in it.

Examples of Water Pollution:

Industrial effluent Water is discharged from after having been used in production processes. This wastewater may contain acids, alkalis, salts, poisons, oils and in some cases harmful bacteria.

Mining and Agricultural Wastes Mines, especially gold and coalmines, are responsible for large quantities of acid water. Agricultural pesticides, fertilizers and herbicides may wash into rivers and stagnant water bodies.

Sewage Disposal and Domestic Wastes Sewage as well as domestic and farm wastes were often allowed to pollute rivers and dams.

Acid rain Sulphur dioxide emissions combine with water vapour and fall to the ground as acid rain. This acidifies water sources, damages buildings, cars and plants.

LLaanndd PPoolllluuttiioonn

Land pollution is the degradation of the Earth's land surface through misuse of the soil by poor agricultural practices, mineral exploitation, industrial waste dumping, and indiscriminate disposal of urban wastes. It includes visible waste and litter as well as pollution of the soil itself.

Examples of Land Pollution:

Soil Pollution Soil pollution is mainly due to chemicals in herbicides (weed killers) and pesticides (chemicals which kill insects and other invertebrate pests). Litter is waste material dumped in public places such as streets, parks, picnic areas, at bus stops and near shops.




Use the table below and walk around the farm to the areas pointed out by your facilitator to investigate the issues listed. Complete the table. Once you have finished this exercise you will be asked to report back to the whole group.

Environmental degradation analysis

NO Site Indicator Required action

1 River Brown foam

2 River Dead fish

3 River Algal growth

4 Field 6 Compaction

5 Field 6 Gullies forming

6 Field 6 Groves at edge of field

7 Field 6 Road contains fine soil material

8 Field 6 Surrounding trees roots starting to stick out

9 Riverine areas Accumulation of invasive species

10 Ponds on farm No insect life present

11 Field 7 Lots of dead birds

12 Area surrounding staff quarters

Heavy dark fog in morning that smells like burnt plastics

Group Activity: Complete the checklist provided with regards the success of organic farming methods. 77

SSOO44,, AACC 11--44

My Name:


. . . . . . . . . . . . . . . . . . .




Concept (SO 4, AC 1-4)



Environmental degradation indicators

Invasive plant species

What is soil erosion

Land degradation

Pollution causes and consequences




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

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

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

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

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

Questions I am sure

I am unsure

1. What effect does the rainfall patterns and distributions have on the plants and animals in South Africa. I.e. how this determines basic veld types like fynbos, forest and Karoo vegetation.

2. How is the vegetation that occurs in an area an indicator of the climate and soil types found in the area?

3. Identify the natural resources required on a farm and explain what they would be used for?

4. On a farm different waste products are produced explain how some of these can be reused or recycled?

5. There are different types of alternative energy sources available explain what they are and give a working example of one of them?

6. Describe the process to produce compost and how it is applied in the field?

7. Describe basic methods of natural pest control?

8. Describe basic soil conservation and how crop rotation is used to improve the soils?

9. On a farm, soil erosion, invasive species and signs of pollution are indicators that good environmental practices are not in place; describe what would be indicators of the above?




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

Observations Answer Yes or No

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

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

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

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

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

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

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

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

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

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

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

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

in which you still need further development.




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

Learner Information Form

Unit Standard 116064

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

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

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:




GGlloossssaarryy Biological pest

control The process of using plants or animals to control pest populations

Carnivore An organisms that eats other living organisms, eg a lion eats buck

Companion plants Plants that grow together a assist each other either through masking smells,

preventing pests from attacking the plant, or through other beneficial interactions

Compost Decomposed material that has been created through the deliberate laying of

organic materials in a pile that gets very hot within a few hours.

Dongas Gullies that are eroded

Drought resistant Plants that are adapted to low rainfall, usually through thick, waxy leaves.

Ecosystems A community of living organisms and non-living components that interact with

each other in a specific environment

Erosion Soil that is removed from an area either through the action of water or soil and

deposited elsewhere

Excretion Waste material that is given off by a living organism after the digestion process is

complete

Fauna The animals occurring in an area, either historically or currently

Flora The plant species occurring in an area, either historically or currently

Indigenous Species that historically occur naturally in an area

Invasive species

Species that originate from another part of the world (usually) and are multiplying

in high numbers, thus posing a threat to the indigenous or other species that

occur there

Natural resources Parts of the living and non-living environment that are found in an area and can

be used productively for the benefit of residents (soil, water, air, etc.)

Predator A living organism that preys on (eats) another living organism




Salination The build up of salt in soil

Siltation The deposition of fine soil particles in a stream or river, thus reducing the volume

of water that it can hold

Succulent A plant that has a thick cuticle that prevents evaporation. Usually found in dry,

arid areas.

Sustainable Can continue indefinitely without compromising the future production potential

Wetlands Areas of land that are wet; either temporarily, seasonally or permanently, such as

along side rivers, at the top of catchment areas and estuaries.

Wild life corridors A strip of land that allows the wild life of an area to move from one part of the

area to another.

BBiibblliiooggrraapphhyy BBooookkss::

Stream and Pond Life, ShareNet, Wildlife & Environment Society of SA

TTeerrmmss && CCoonnddiittiioonnss This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za).

Users are free to reproduce and adapt this material to the maximum benefit of the learner.

No user is allowed to sell this material whatsoever.




AAcckknnoowwlleeddggeemmeennttss PPrroojjeecctt MMaannaaggeemmeenntt::

M H Chalken Consulting

IMPETUS Consulting and Skills Development

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Weskus College

AAuutthheennttiiccaattoorrss::

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TTeecchhnniiccaall EEddiittiinngg

Mr R H Meinhardt

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OOBBEE FFoorrmmaattttiinngg

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Didactical Design SA (Pty) Ltd

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Recognise and identify the basic functions of the ecological environment

SAQA US ID UNIT STANDARD TITLE

116064 Recognise and identify the basic functions of the ecological environment

SGB NAME NSB PROVIDER NAME

SGB Primary Agriculture

NSB 01-Agriculture and Nature Conservation

FIELD SUBFIELD

Agriculture and Nature Conservation Primary Agriculture

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular Level 2 4

REGISTRATION STATUS

REGISTRATION START DATE REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2004-10-13 2007-10-13 SAQA 0156/04

PURPOSE OF THE UNIT STANDARD

The learner will be able to demonstrate an understanding of the basic functions of the environment by recognising patterns and processes, knowing local resources and basic sustainable agricultural processes using environmental indicators. Competent learners will understand the environmental context of sustainable agricultural production.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard: • Demonstrate an understanding of the basic concepts of sustainable farming systems. - (NQF 1) or equivalent.

UNIT STANDARD RANGE

Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1


Recognise patterns and processes of the environment and how they relate to the sustainable utilisation of agricultural land.

OUTCOME RANGE

Patterns of the environment include rainfall, climate, dry cycles, original vegetation, seasons, movement patterns of animals, etc. Processes of the biophysical environment include the interaction and the relationship between food webs, human activities, soil, climate, water, plants, animals and solar energy.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Rainfall patterns and distribution are explained.


The broad distribution of the fauna and flora in South Africa in both the past and the present is explained, and the concept of ecosystems is described.


The relationship between climate, soil and indigenous vegetation is explained.


Methods of generating alternative energy are understood.

SPECIFIC OUTCOME 2

Demonstrate an understanding of natural resources and recognise their limitations within the agricultural environment.

OUTCOME RANGE

Natural resources include renewable and non-renewable, living and non-living resources.

ASSESSMENT CRITERIA


Natural resources and their uses are identified and explained.


Different waste resources are identified and explained.

ASSESSMENT CRITERION RANGE

Waste resources include but are not limited to materials and by-products that can be reduced, reused or recycled.


Different energy resources and alternative energy resources (renewable) are identified and different uses and applications are explained.

SPECIFIC OUTCOME 3

Demonstrate an understanding of sustainable agricultural principles.

OUTCOME RANGE

Basic sustainable agricultural principles relate to farming systems (with social, economic and environmental


aspects), soil, climate, water and flora and fauna and the preservation thereof.

ASSESSMENT CRITERIA


Basic preparation and application of natural fertilizers are described.


Basic methods of natural pest control are described.


Basic soil conservation methods are described.


Basic crop rotation methods are described.

SPECIFIC OUTCOME 4

Recognise environmental degradation indicators.

OUTCOME RANGE

Soil, vegetation, plants and noxious weeds.

ASSESSMENT CRITERIA


Soil erosion is recognised.


Basic signs of land degradation are recognised.


Invasive species are identified.


Basic pollution symptoms are recognised.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual


performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of: • Patterns and processes of the environment. • Resource availability and limitations. • Basic sustainable agricultural principles. • Environmental indicators. • Basic soil types and their features i.e. clay, sand, loam and its distribution. • Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/ hydrological/ oxygen cycles. • Basic water cycle and water management. • Basic veld types i.e. savanna, fynbos, forest, Karoo and links to weather patterns. • Basic ecosystems, their distribution and links to the rest of the environment i.e. wetlands, grasslands, mountains. • Needs for wild life corridors, their functions and possible areas for corridors. • Basic natural resources (water, soil, veld, energy, heat) their limitations and sustainable uses. • Use of basic waste as a resource i.e. types for erosion control, trench gardening. • Basic alternative energies i.e. wind, sun, gravity and some of their uses. • Basic biological pest control methods, identification and protection of predator insects, and where to access biological control agents. • Basic preparation and application of natural fertilisers. • Basic soil conservation and crop rotation methods. • Basic environmental indicators such as soil erosion, basic signs of land degradation. • Invasive species. • Pollution and pollution systems i.e. industry pollutants (ozone), farm pollutants i.e. dairies, etc.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A


Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving: Relates to all specific outcomes.

UNIT STANDARD CCFO ORGANIZING

Self-organisation and management: Relates to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Information evaluation: Relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication: Relates to specific outcome: • Recognise environmental degradation indicators.

UNIT STANDARD CCFO DEMONSTRATING

The world as a set of related systems: Relates to all specific outcomes.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

N/A

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

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