Understand hhow sustainable farming systems conserve natural … · 2006-12-05 · Understand how sustainable farming systems conserve natural resources Primary Agriculture NQF Level

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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.

Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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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 wwee ssttaarrtt…… his assessment guide contains all necessary activities and instructions that will enable the assessor and

learner to gather evidence of the learner’s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA.

Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding.

This guide provides step-by-step instructions for the assessment process of:

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

TT

Title: Understand how sustainable farming systems conserve natural resources

US No: 116169 NQF Level: 1 Credits: 4

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

PPlleeaassee NNoottee::

This Unit Standard 116169 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA.

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




Do you think farmers have a responsibility to the soil, water and indigenous plants and animals found in the environment around their farm?

Model Answer(s):

Yes

Explain what you think their responsibilities are.

Model Answer(s):

Prevent pollution to natural resources

Use natural resources with consideration for their limitations and limited availability

Sustain and promote biodiversity

Protect indigenous species

Remove invasive species

Brainstorm with your group and record your conclusions: 11 SSOO 11,, AACC 11 Learner Workbook: Page 3 Facilitator Guide: Page 12

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

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Explain in your own words how each of the following issues are a result of, caused by, or impacted upon by, farming operations

1. Soil Erosion

Model Answer(s):

Erosion is a serious problem for productive agricultural land and for water quality concerns. Controlling the sediment must be an integral part of any soil management system to improve water and soil quality. Eroded topsoil can be transported by wind or water into streams and other waterways. Sediment is a product of land erosion and derives largely from sheet and rill erosion from upland areas, and to a lesser degree, from cyclic erosion activity in gullies and drainage ways.

Many studies indicate that soil erosion results in large decreases in soil productivity

2. Water pollution & Wastage

Model Answer(s):

The rapid pace of urbanisation, industrialisation as well as agricultural activities has made environmental pollution a growing concern globally. Off all the receptor systems exposed to the contaminants, ground water has received little attention in the past because of the common belief that ground water was pristine.

Ground Water Pollution is usually traced back to four main origins industrial, domestic, agricultural and over exploitation. The last category mainly accounts for seawater intrusion. studies carried out in India reveal that one of the most important cause of ground water pollution is unplanned urban development without adequate attention to sewage and waste disposal. Industrialisation without provision of proper treatment and disposal wastes and affluent is another source of ground water pollution. Excessive application of fertilizers for agricultural development coupled with over-irrigation intrusion due to excessive pumping of fresh water in coastal aquifers is also responsible for ground water pollution.

Increased mineral salts in rivers may arise from several sources:

♦ pollution by mining waste waters

♦ pollution by certain industrial waste waters

♦ increased evaporation in the river basin (mainly in arid and semiarid regions)

Industrial and mining waste pollution results in increase in specifications. Evaporation.

Instruction to learner: Individual exercise. 22 SSOO 11,, AACC 22 Learner Workbook: Page 4 Facilitator Guide: Page 13




however, increases the concentration of all ions.

Cultivation with Agrochemicals

Agricultural land use and cultivation practices have been shown to exert major influences on groundwater quality. Under certain circumstances, serious groundwater pollution can be caused by agricultural activities the influence of that may be very important because of the large areas of aquifer affected.

Poor water quality will directly input the production capacity in terms of Agriculture – both for planted crops and for animal husbandry.

3. Invasive plants

Model Answer(s):

Invasive alien species are causing billions of Rands of damage to South Africa’s economy every year, and are the single biggest threat to the country’s biological biodiversity

Invasive alien species are plants, animals and microbes that are introduced into countries, and then out-compete the indigenous species.

Invasive alien plants (IAPs) pose a direct threat not only to South Africa’s biological diversity, but also to water security, the ecological functioning of natural systems and the productive use of land. They intensify the impact of fires and floods and increase soil erosion. IAPs can divert enormous amounts of water from more productive uses and invasive aquatic plants, such as the water hyacinth, effect agriculture, fisheries, transport, recreation and water supply.

4. Fires

Model Answer(s):

Most regions in South Africa are situated in naturally fire-prone ecosystems. The inherent fire hazard is exacerbated by the following:

The direct losses are in terms of:

♦ loss of life, and disability, due to vegetation fires;

♦ loss of housing and possessions when thatched or wooden dwellings ignite, and

♦ loss of grazing, crops, livestock and subsistence natural resources.

Of equal – if not greater – importance is the “knock-on” effect of wild fires on rural economies.




5. Floods

Model Answer(s):

The direct losses are in terms of:

♦ loss of life, and disability, due to drowning;

♦ loss of housing and possessions when houses and dwellings are destroyed or washed away, and

♦ loss of grazing, crops, livestock and subsistence natural resources.

Of equal – if not greater – importance is the “knock-on” effect of floods on agricultural production and its contribution to the national economy due to reduced crop size and /or capacity to recover from these floods.

6. Population encroachment

Model Answer(s):

As world population increases, a difficult scenario develops. There is higher demand for “living space” and more and more people stream to cities in order to try and find viable economic livelihoods. We call this “urbanisation”.

But as cities grow through urbanisation, the land that might have been utilised for either agricultural purposes, forestry or naturally occurring vegetation and eco-systems, shrinks.

Simultaneously the demand for water increases, whilst the output of potential emissions and pollution increases. However, as we already know, water is a limited resource.

Then there is also a higher demand for Food, which leads to an increase in Agriculture – especially for crop production. But whilst this might sound like a good thing for farmers, we have to remember, that for every Ha of additional Agricultural land that we have to use, we also need viable soil and enough water in order to do so sustainably. If we exhaust our soil and water resources and damage all the natural ecosystems, then we will cause a scenario whereby both our soil and water resources will become so damaged, that we simply run out of viable resources.

More agriculture also leads to higher demand for water, whilst immediately increasing the risks to water quality through pollution, run-off and salination due to irrigation and use of agro-chemicals.

7. Endangered species

Model Answer(s):

Biodiversity describes the variety of life in an area, including the number of different species, the genetic wealth within each species, the interrelationships between them, and the natural areas where they occur.

An immensely rich species diversity is found in South Africa Unfortunately this immense natural wealth is under extreme pressure resulting from human demands




placed on the environment through economic development, agriculture and urbanisation. Invasive alien vegetation and the trade in wildlife also contribute to the problem.

The conservation status of a plant or animal species is described by the following terms:

- EXTINCT: a species for which there is a historical record, but which no longer exists in the area under review.

- ENDANGERED a species in danger of extinction, and whose survival is unlikely if the factors causing its decline continue.

- VULNERABLE a species which it is believed will move into the endangered category if the factors causing its decline continue.

- RARE a species with small populations, which are not yet vulnerable or endangered, but which are at risk.

The term THREATENED is commonly used as a collective description for species which are endangered vulnerable or rare.

Some species are ENDEMIC, i.e. they are restricted to one region and occur nowhere else. A threatened endemic is a conservation priority.

The variety of life on earth forms a huge gene pool which is the material on which natural selection works in the ongoing process of evolution, which generates more biodiversity. This gene pool is also a resource of crucial importance to humanity for food, fuel, clothing, shelter, and to maintain our health. Biodiversity enhances our lives in countless ways, from the development of new and improved food crops and medicines, to the sight of a flight of geese against a sunset. While modern technology has given people greatly increased power over nature, it has done little to reduce our dependence on biodiversity.

Living things do not exist independently of each other, or the non-living environment. They depend on one another in a variety of ways: think, for example, of a food chain. Together with the non-living parts of our environment (e.g. soil, water, air), living things form essential life-support systems such as the water cycle, the carbon cycle and several other nutrient cycles. The pool of life is therefore much more than the sum of its parts.

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

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Walk around the farm where you are completing your practical work and find, identify and name at least

Model Answer(s): The assessor must draw up possible lists as per the local context

Model Answer(s): The assessor must draw up possible lists as per the local context

Model Answer(s):

The assessor must draw up possible lists as per the local context

Design a poster with your group in which you explain how we can conserve our natural resources on farms through environmentally friendly agricultural practices

Model Answer(s): There is no model answer for this activity. However, it is important that learners highlight key practices that are relevant to their context. These may include any of the following: ♦ Aeroponics ♦ Crop rotation ♦ Compost ♦ Integrated Pest Management ♦ Organic farming ♦ Permaculture ♦ Succession planting

Instruction to learner: Group work. 44 SSOO 11,, AACC 44

Learner Workbook: Page 7 Facilitator Guide: Page 13

Instruction to learner: Practical observation. 33 SSOO 11,, AACC 33

Learner Workbook: Page 6 Facilitator Guide: Page 13




1. Identify and describe at least three types of waste that is generated on the farm where you are completing your practical activities.

Model Answer(s): There is no model answer for this question because it will be determined by the context where the learners working. The assessor must identify the possible sources of waste in that context.

2. Describe how these wastes can cause pollution or endanger the environment.

Model Answer(s):

There is no model answer for this question because it will be determined by the context where the learners working. The assessor must identify the possible sources of waste in that context as well as the way these wastes can interact with the local environment.

3. Identify the ideal way that these wastes should be disposed of in order to prevent pollution.

Model Answer(s):

There is no model answer for this question because it will be determined by the context where the learners working. The assessor must identify the possible sources of waste in that context and the ideal ways for these to be disposed of appropriately.

Instruction to learner: Explain to a Co-Worker: 55 SSOO 22,, AACC 55 Learner Workbook: Page 8 Facilitator Guide: Page 14

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

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1. What is a “natural resource”?

Model Answer(s): Any resource required and used for farming activities, e.g. soil, water, climate, etc.

2. Name the natural resources found on the farm where you are completing your practical duties.

Model Answer(s):

Soil, water, topography, natural vegetation, climate

3. Suggest methods in which we can maintain and increase our natural resources.

Model Answer(s):

Prevent pollution, use sparingly, remove invaders, protect indigenous species, recycle, handle waste correctly.

Design an identifcation chart of invasive species found in your area and also suggest plans to successfully deal with these invasive species

Model Answer(s): As per learner context

Instruction to learner: Explain in your own words: 66 SSOO 33,, AACC 66 Learner Workbook: Page 9 Facilitator Guide: Page 15

Instruction to learner: Individual exercise.

77 SSOO 44,, AACC 77 Learner Workbook: Page 10 Facilitator Guide: Page 17




Design a poster with your group in which you: ♦ Identify the things 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. ♦ Explain how to cut a firebreak or build a firebreak.

Model Answer(s):

Flammable substances, weeds, dry vegetation, paper, plastic.

Prevent fire risk: Store correctly, remove weeds & dry vegetation, discard of paper and plastic waste correctly; cut firebreaks.

How to cut a firebreak:

Preparing Firebreaks

Purpose of firebreaks

♦ Anyone with experience of veldt fires knows that a firebreak cannot stop every veldt fire.

♦ There will inevitably be a time when conditions are so severe that a fire will cross a break, by spotting or otherwise.

♦ However, experience has shown consistently and repeatedly that firebreaks are useful:

• in stopping many fires

• in providing a line from which to combat veldt fires by counterfiring or other measures

• for protection of property generally.

The requirement to prepare firebreaks

♦ Landowners are required to prepare firebreaks on their side of the boundary where there is a reasonable risk of veldt fire (section 12(1)).

♦ How do we know what a reasonable risk is?

♦ The courts use the “reasonable person test”:

• if a reasonable person in the position of the landowner would foresee that by not preparing

a firebreak, a veldt fire could start or spread across his or her land, causing harm

to someone else,

Instruction to learner: Group work, design a poster. 88 SSOO 55,, AACC 88 Learner Workbook: Page 11 Facilitator Guide: Page 19




• and therefore would prepare one,

• then the landowner should also prepare one.

The “reasonable person”

♦ Who is the reasonable person? This fictional person is:

• the average man or woman

• not reckless nor overcautious

• aware of their surroundings and the dangers inherent in various activities.

♦ If the person concerned also has particular expertise, then his or her conduct is measured against that of the reasonable expert (e.g. electrician, mechanic, farmer).

Preparing firebreaks

♦ Firebreaks can be prepared in a number of ways, for example, by grading, ploughing, disking, hoeing or burning.

♦ S16 allows the owner to damage, destroy or remove any protected plants in making a firebreak, despite what the National Forest Act or any other law says. But the owner must transplant protected plants if possible or position the firebreak to avoid protected plants.

♦ The National Environment Management Act requires biodiversity to be protected, so remind landowners of this when advising them about firebreaks.

♦ The Act sets out a procedure for burning firebreaks.

♦ Neighbours can agree to reposition a firebreak on a common boundary.

Procedure for burning firebreaks when there is no problem with burning.

Discuss with neighbours and reach agreement.

♦ Determine mutually acceptable dates.

♦ Inform the FPA.

♦ Burn firebreaks on same day as each other OR be present or have agent present.

♦ Have enough people present to prevent it from spreading.

♦ If the neighbour is not present on the agreed day, you can burn in his/her absence.

Discuss with neighbours and do not reach agreement.

♦ Give 14 days’ written notice to neighbours and FPA of day/s on which you intend burning.

♦ Neighbour must burn firebreaks on same day/s as each other OR be present or have agent present.


♦ If the neighbour is not present on the notified day, you can burn in his/her absence.

Procedure for burning firebreaks: neighbours agree but on the day, burning can’t go ahead.




Discuss with neighbours and reach agreement.

♦ Determine mutually acceptable dates.

♦ Inform FPA.

But burning cannot go ahead.

♦ FPA objects.

♦ High fire danger rating.

♦ Conditions not conducive.

♦ Inform neighbours and FPA if there is one:

• that burning cannot be done

• of additional day/s you intend to burn.

♦ You do not have to give 14 days’ notice of these additional days.



♦ If the neighbour is not present on the agreed day, you can burn in his/her absence

Procedure for burning firebreaks: neighbours do not agree and on the day, burning cannot go ahead.

Discuss with neighbours and do not reach agreement.

♦ Give 14 days’ written notice to neighbours and FPA of day/s on which you intend burning.

♦ Neighbour must burn firebreaks on same day/s as each other OR be present or have agent present.

But burning cannot go ahead.

♦ FPA objects.

♦ High fire danger rating.

♦ Conditions not conducive.

♦ Inform neighbours & FPA if there is one

• that burning cannot be done

• of additional day/s you intend to burn

♦ You do not have to give 14 days’ notice of these additional days.



♦ If the neighbour is not present on the agreed day, you can burn in his/her absence.

Procedure for burning firebreaks.

♦ If an owner will be absent for longer than 14 days during the period in which firebreaks are usually burnt, s/he must give neighbours an address and phone number where s/he can be contacted.




♦ An FPA may make rules different to what is in the Act if the Minister approves them. The new rules will apply to members of the FPA.

♦ But the FPA can always object to the burning of firebreaks by anyone within its area, whether the person is a member or not. In that way, the FPA enforces its own rules on members and non-members.

Requirements for firebreaks.

♦ The Act doesn’t specify requirements for firebreaks.

♦ This is because requirements will vary from one situation to the next. For example, on the Cape Peninsula, firebreak requirements would be different to what is needed in the eastern Free State.

♦ Local practice and local issues must determine what the requirements are.

♦ The Act states that the owner must pay attention to weather, climate, terrain and vegetation in deciding on how to prepare the break.

♦ The break must:

• be wide enough and long enough to have a reasonable chance of stopping the fieldfire

• not cause soil erosion

• be reasonably free of inflammable material (s13).

When to Burn your Firebreak Strips.

By burning your firebreak strips under optimal burning and weather conditions, you will achieve the best results with maximum efficiency. Under optimal conditions, you can expect to burn 4 to 5 km of strip a day.

For best results, ensure that:

♦ The grass is dead and burns readily.

♦ The grass is dry.

♦ Note: Since dew on the grass inhibits burning, it is best not to begin burning before 09:30 or 10:00.

♦ • The grass is not too long. If the grass is longer than 1 m, we recommend that you cut it before burning. This will reduce the risks associated with wind and the height of the flames.

♦ Note: Do not cut the grass shorter than about 25 cm—sufficient fuel is required to burn an effective firebreak.

♦ • The wind is minimal. Wind increases the risk of embers flaring up in the burned strip and sparks being carried onto surrounding vegetation. Ember flare-up is most likely to occur up to 200 m. We do not recommend burning in wind with gusts of more than 3 to 5 km per hour.




Design of a Firebreak

There are no set requirements for the width or design of firebreaks but there are general guidelines,

these being:

♦ Contact the local Fire Department or Fire Protection Association to establish what measures should

be taken in your area

♦ Must be wide and long enough to have a reasonable chance of stopping a veldt fire

♦ Must not cause soil erosion

♦ Be reasonably free of inflammable material

♦ Grading, Ploughing, Disking and hoeing do not create smoke.




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

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Hand in a job card with a signature and a date from your supervisor proving that you participated in the building or cutting of a firebreak.

This activity can be completed in one of two ways: Learners can either participate in a group activity during the training course, or they can do this as part of their duties on the farm where they are working.

In the workplace: Learners must hand in a job card that is dated and signed by their supervisor to show that they have participated in the building or cutting of a firebreak. The job card must explain exactly what the learner did and prove that the learner successfully participated in this. If necessary, it can be a personal testimony from their supervisor.

During the training:

Learners must give a detailed description of what they did, how they did it and why they did it in the way you did.

The job card must explain exactly what you did and prove that you successfully participated in this

Model Answer(s):

Job card handed in with signatures & dates of completion

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

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Instruction to learner: Team Task.





With 4 partners, learners must paste examples of materials that can be used for mulching in their learner workbooks and provide an explanation.

1. Examples.

Model Answer(s):

Any plant residues, compost, cardboard, paper, sawdust, stones, bark chips.

2. What it would mean to mulch.

Model Answer(s):

Place layers of the material on top of the soil.

3. Why we would mulch?

Model Answer(s):

♦ Prohibits abundant weed growth.

♦ Prevents soils from drying out too quickly.

♦ Surface evaporation is prevented when soil is covered with a 5cm layer of mulch.

♦ At the same time the mulching material is rotting and being incorporated into the soil by worms and other soil inhabitants to improve soil fertility.

♦ A layer of mulch will prevent water losses through evaporation and surface runoff.

♦ The shading of the mulch will prevent the soil from becoming too hot in summer and too cold during winter months.

4. How we would mulch

Model Answer(s):

As per mulching material

5. When we would mulch.

Model Answer(s):

In rainy seasons, before weeds grow actively.

Instruction to learners: Team work – four participants





How to build a Gabion

Model Answer(s):

Let’s discuss how to build and erect a gabion

Soil erosion is an ever-present problem and gabions have proved to be a lasting civil engineering solution around the world. The earliest use of gabion type structures was for bank protection along the River Nile, approximately 7000 years ago. Since then gabion baskets have evolved from woven reed baskets, which were often used for military applications, to engineered containers made from a variety of wire mesh.

Gabions are rectangular cages made of hexagonal double-twist wire mesh filled with appropriately sized rock or quarry stone. The wire used is a mild tensile steel wire, class A galvanized to SABS 675 of 1993.

The gabions are sub-divided into cells by inserting diaphragms which are mesh panels with the same characteristics as the external sides, spaced 1m from each other to give the structure strength and facilitate it's speedy construction.

Instruction to learners: Demonstrate in class:

Build a “mini-gabion” and explain why you would build such a structure on a farm and where you would build or place it. 1111

SSOO 66,, AACC 1111 Learner Workbook: Page 15 Facilitator Guide: Page 22




The galvanized wire, before being woven, can be coated with a special PVC (polyvinyl chloride) coating 0.5mm thick. This additional coating gives full protection from corrosion in marine or heavily polluted environments.

THE ADVANTAGES

FLEXIBLE Superior to rigid type structures. The

DURABLE Gaps between the stones silt up naturally

PERMEABLE A Gabion structure allows water to pass

STRONG The flexibility of the Gabion structure

ECONOMICAL Filling materials are usually found on or

NATURAL Natural stone makes the structure

SIMPLE Unskilled labour can be used for quick

MAINTENANCE Gabion structures are easily maintained

FUNCTIONABLE Once the structure is built there is no




waiting period – it functions immediately.

EXTENDABLE Extensions are simple. Additional units are simply attached to the existing ones.

STANDARD GABION SIZES

(80 x 100 x 2.7mm)

1 x 1 x 1

1,5 x 1 x 1

2 x 1 x 1

3 x 1 x 1

4 x 1 x 1

2 x 0,5 x 0,5

2 x 1 x 0,5

3 x 1 x 0,5

4 x 1 x 0,5

6 x 2 x 0,5

To suit site conditions the manufacture of other custom made sizes is possible. Class A galvanized or with an additional PVC coating.

To achieve vertical, non-bulging gabion structures, Land Rehabilitation Systems has developed the Gabion and Tensioning Frames. These frames are also included in our Tool sets, which can be supplied directly to site or can be purchased through our Training course. A gabion Tensioner is also available.




Gabion Tensioning Frames

Donga Rehabilitation

Sausage gabions can be used for irrigation channels on fairly steep slopes where reduction of water velocity is required and rapid sedimentation and vegetation growth is essential.

Reinforced Soil Walls

For walls in fill situations above 4m in height, either wire mesh, grid or steel bars can be attached to the gabion baskets and extended into the fill behind this will assist in reinforcing the soil fill behind the gabion wall. In areas where rock is limited and rapid construction progress is required this application becomes very economical and well suited.




Terracing

To allow for adequate drainage and embankment support and at the same time allowing for neat slopes and vegetation.

Why we build gabions

Model Answer(s):

To prevent soil erosion, to stabilise soil structures, to catch run-off top soil

Where we will build gabions on the farm

Model Answer(s):

In areas prone to soil erosion, on steep hills, where there is a high risk of top-soil washing away




SSuummmmaattiivvee TTeesstt aanndd AAttttiittuuddee && AAttttrriibbuuttee EEvvaalluuaattiioonn

efore the knowledge test is undertaken, the learner must be reminded of what is expected from him / her in terms of summative and reflexive competence. Read

and explain to the learner, the Preparation for Your Final Assessment section in the learner workbook. Learners and assessor should sign off this section to acknowledge that this step was completed.

Please set up a knowledge test from the questions given as a guideline to learners and supply each learner with a test sheet.

Supply each report with the following heading:

Learners have to design a presentation for their co-workers in which they will explain the following concepts:

Concepts to be explained in the presentation

1. How can the farming activities influence the environment?

6. How can we effectively control invasive species in agriculture?

2. How can we limit the influence of agricultural activities on the natural resources and environment?

7. How can we prevent and control the outbreak of fires on farms?

3. What wastes are produced by agriculture?

8. How can we increase the soil’s water holding capacity and prevent run-off?

4. How should these wastes be handled to limit their impact on the natural resources and environment?

9. Why and where should we construct gabions?

5. How can we maintain and increase biodiversity in agriculture?

10. How can we re-establish natural vegetation?

BB

Unit Standard: 116169 NQF Level: 1

Learner Name:




Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment and / or overall recommendations and action plan for competence:

Feedback from learner to assessor:

Assessment Judgement You have been found:

Competent

Not yet competent in this unit standard

Actions to follow:

Assessor report to ETQA

Learner results and attendance certification issued

Learner’s Signature:

Date:

Assessor’s Signature:

Date:

Moderator’s Signature:

Date:

Understand hhow sustainable farming systems conserve natural … · 2006-12-05 · Understand how sustainable farming systems conserve natural resources Primary Agriculture NQF Level

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