my name ... · 2006. 10. 12. · national certificate in animal production 48970 1 120 ... you will...

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

EElleemmeennttaarryy ffaarrmm llaayyoouutt aanndd

iinnffrraassttrruuccttuurree

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

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

NQF Level: 1 US No: 116172

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

Apply elementary farm layout and infrastructure

Primary Agriculture NQF Level 1 Unit Standard No: 116172 22

Version: 01 Version Date: July 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:


US No: 116172 NQF Level: 1 Credits: 2

The full unit standard will be handed to you by your facilitator. Please read the unit standard at 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 48970 1 120

National Certificate in Mixed Farming Systems 48971 1 120

National Certificate in Plant Production 48972 1 120

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 (PoE). Your PoE 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!!

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

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 re-occurring “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:

MMyy NNootteess …… You can use this box to note 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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What does it mean? Each learning field is characterized 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 it 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 to help you understand them easier, will be shown in this box.

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




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

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

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

Session 1: Plant and other resources on a farm ............................................. 6

Session 2: Exploring conservation within the layout of a farm ...................... 8

Session 3: Planning the infrastructure for sustainability ............................... 23

Session 4: Constructing preventative measures .............................................. 26

Session 5: Maintain preventative structures and report major problems ...... 28

Bibliography .................................................................................... 31

Terms & Conditions .......................................................................... 31

Acknowledgements .......................................................................... 32

SAQA Unit Standard




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

Apply basic physical farm layout tasks, including the construction of infrastructure for the specific farm system, environment and enterprise.

Recognise veld, planted pasture and arable land, and understand the need to fence vegetation types separately.

The animal life, the impact of farm animals and humans are recognised and the need for the conservation of related natural resources in the layout of the farm is understood.

The need to plan the farm and infrastructure to limit the impact on natural resources and ensure sustainable resources use are recognized.

Construct prevention structures and elementary infrastructure as planned for farm layout.

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

Sustainable land-use practices and soil erosion prevention measures

Infrastructure applications and soil erosion prevention measures that are fully functional and those that have minor faults, and

Reporting procedures.

Minor repairs to infrastructure applications.

Soil erosion prevention measures.

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

Understand how sustainable farming systems conserve natural resources (NQF

Level 1) or equivalent.

Demonstrate an understanding of the basic concepts of sustainable farming systems (NQF Level 1)




SSeessssiioonn 11

PPllaanntt aanndd ootthheerr rreessoouurrcceess oonn aa ffaarrmm

After completing this session, you should be able to: SO 1: Recognise veld, planted pasture and arable land, and understand the need to fence vegetation types separately.

IInnttrroodduuccttiioonn It seldom happens that we start farming on a piece of land that has never been used for farming before. If it does, then when starting a new farm, some important decisions have to be made. Farming is an expensive and permanent endeavour! We have to carefully consider where we will farm, what we can farm with, what is needed on the farm to farm with a particular crop or animal and what economic impact will all of this have.

Whether we are developing a new farm from scratch or working on a farm that has already been laid out, it is important to remember that we are farming with nature, utilising natural resources, and we have to make sure that we farm sustainably and with consideration for conserving and protecting our natural resources and environment.

The things we have to consider before laying out a farm

Where will we farm?

What will we farm with?

How will the farming activities influence the environment?

How can we limit the impact of farming on the environment?

What do we need in order to farm on this farm?

Which of the things we need are available?

Where will we find what is not available?

How will we look after the things that we need for farming?

Before we try to find answers to these questions it might be helpful to consider what we already know about farming?

Please complete Activity 1 in your learner workbook

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




Exploring agricultural resources and needs

When we look at a piece of land there are questions that we can ask that help to us make some of the decisions that much be taken in to account.

What resources are required to farm (in this specific context) commercially?

What natural vegetation occurs on the farm?

The alien or invasive plants that could threaten our natural vegetation.

How farming activities can affect the natural vegetation and other natural resources?

What do we, or can we do, to prevent our natural resources from being damaged by farming activities?

What animals (domestic and wild) are found in the area where you farm?

How farming activities can affect the animals in the area?

How can the wild animals affect farming activities?

Let’s look at what there is on the farm and add this to our map or model, to build our understanding of the farm environment.


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

Concept (SO1, AC 1,2)

I understand this concept

Questions that I still would like to ask

Identify the natural resources on the farm

Identify structures that can be built to conserve natural resources




SSeessssiioonn 22

EExxpplloorriinngg ccoonnsseerrvvaattiioonn wwiitthhiinn tthhee llaayyoouutt ooff aa ffaarrmm After completing this session, you should be able to: SO 2: The animal life, the impact of farm animals, and humans are recognised and the need for the conservation of related natural resources in the layout of the farm is understood

Identifying farming activities for a new farm cannot be done without considering the natural resources that are available on that specific piece of land. Even so, once we have made the decision that we are going to farm in a particular way with a particular commodity, we must then consider ways to conserve our natural resources so that we both ensure sustainability and maximise our farming potential. In addition to our natural resources there are other elements that we must consider; all of these interact with each other and all of these must be considered as part of the whole commercial farming enterprise. These are:

Natural resources,

Infrastructure,

Human resources,

Capital,

Crops and structures.

We consider two of these elements in this learning material; human resources, capital, crops and structures are taken into account in other learning programmes. In this session we consider natural resources and in Session 3 we explore issues related to infrastructure.

NNaattuurraall RReessoouurrcceess The natural resources required for the selection of the relevant enterprise include climate, soil, water and, depending on the enterprise, could include specific plants (such as grasslands for pastures). The nature of the natural resource determines how we conserve it. We cannot, for example, conserve climate, but we can

Natural Resources: materials that occur in nature and are essential or useful to humans, such as water, air, soil, forests, fish, wildlife, veld and minerals..




harvest rain water to use our rainfall to the highest possible potential. It is impossible to consider soil conservation without taking rainfall and slope into account (see the section on soil). Soil and water cannot be considered without also taking into account the natural, cultivated and alien plants found on the farm.

22..11 SSooiill

The soil covering the surface of the earth has taken millions of years to form and we must conserve it. Soil is formed at a rate of only 1 cm every 100 to 400 years and it takes 3000 to 12000 years to build enough soil to form productive land. The most productive soil is the top layer, usually around 30 cm deep. Soil is a non-renewable resource and once eroded or destroyed it cannot be regained. If we disregard this, a time will come when there will not be enough soil left to sustain us.

Soil is the foundation of everything that we do, and need, in order to live. Soil is the growth medium for plants, a home for some insects, birds and animals, as well as a medium from which we get minerals, such as gold. Soil is used to grow our food, some of our fuels, fibres for clothing, timber for building and construction, and even the paper you are now holding in your hand. We use products grown in soil every day of our lives. It is important therefore to treat soil, especially topsoil, as a living entity and to conserve it for future generations.

The distribution of soils around the world is determined by climate and parent rock material, as well as the geomorphologic history of a given area. Generally speaking, lower-lying soils are more productive and fertile, whereas soils on steep slopes and at the top of hills are less fertile, but this also depends on climate and parent material. In some soils, especially tropical sandy soils, the productivity of the soil is inextricably linked with the plant community in it. For example, tropical rain forests. The soil, on its own is infertile, but the on-going cycle of nutrients through decaying plants and animals ensures fertility.

Soil remains one of the most important natural resources on a farm and it is important to understand the texture and characteristics of soil on the farm where you are working.




SSooiill TTyyppeess::

Soil is classified into three general groups; sandy, loam and clay, as shown in the table below.

Textural Group Textural Classes

Sandy Coarse Sand Loamy Sand

Moderately Coarse Sandy Loam

Medium Loam Silt Loam Silt

Loamy

Moderately Fine Clay Loam Sandy Clay Loam Silty Clay Loam

Clayey Fine Sandy Clay Silty Clay Clay

Below are descriptions of the texture of soil:

Loam When rubbed between the thumb and fingers, approximately equal influence of sand, silt, and clay is felt. Makes a weak ribbon (less than 2.5 cm long).

Sandy loam Varies from very fine loam to very coarse. Feels quite sandy or gritty, but contains some silt and a small amount of clay. The amount of silt and clay is sufficient to hold the soil together when moist. Makes a weak ribbon (less than 2.5 cm long).

Silt loam Silt is the dominant particle in silt loam, which feels quite smooth or floury when rubbed between the thumb and fingers. Makes a weak ribbon (less than 2.5 cm long).

Silty clay loam

Noticeable amounts of both silt and clay are present. Makes a medium ribbon (2.5 to 5 cm long).

Clay loam Clay dominates a clay loam, which is smooth when dry and slick/sticky when wet. Silt and sand are usually present in noticeable amounts in this texture of soil, but are overshadowed by clay. Makes a medium ribbon (2.5 to 5 cm long).




TThhee iimmppaacctt ooff ffaarrmmiinngg aaccttiivviittiieess oonn ssooiill

It is important to remember that our farming activities will influence the environment around us! To ensure that we farm sustainably and with consideration for the environment, we should do the following before laying out a new farm:

Identify what natural resources are available

Identify indigenous plants found in the area

Identify invasive plants found in the area

Protect and conserve indigenous plants as much as possible when designing a farm

Have a plan to remove any invasive plants from the farm

Identify what animals are either naturally occurring or farmed in the area

Consider what the farming activities will do to these animals

Consider how animals in the area will affect the farming activities

Plan to prevent animal damage to the farming activities and prevent harm to the animals through our actions

UUnnddeerrssttaannddiinngg ssooiill eerroossiioonn

When a raindrop hits soil that is not protected by a cover of vegetation and where there are no roots to bind the soil, it has the impact of a bullet. Soil particles are loosened, washed down the slope of the land and either end up in the valley or are washed away out to sea by streams and rivers. Erosion removes the topsoil first. Once this nutrient-rich layer is gone, few plants will grow in the soil again. Without soil and plants the land becomes desert like and unable to support life.

Causes of soil erosion

Erosion occurs when farming practices are not compatible with the fact that soil can be washed away or blown away. These practices are:

• Overstocking and overgrazing

• Inappropriate farming techniques such as deep ploughing land 2 or 3 times a year to produce annual crops

• Planting crops down the contour instead of along it.

Soil erosion Soil erosion occurs when soil is removed through the action of wind and water at a greater rate than it is formed.




Water erosion

Water erosion causes two sets of problems:

• On-site loss of agricultural potential

• An off-site effect of downstream movement of sediment, causing flooding and the silting up of reservoirs (dams, lakes, rivers).

Sheet erosion

• Soil erosion is characterised by the down slope removal of soil particles within a thin sheet of water.

• Sheet erosion occurs when the entire surface of a field is gradually eroded in a more or less uniform way.

• It is a gradual process and it is not immediately obvious that soil is being lost.

Rill erosion (channel erosion)

Channel erosion can occur on steep land or on land that slopes more gently. Because there are always irregularities in a field, water finds hollows in which to settle and low-lying channels through which to run. As the soil from these channels is washed away, channels or miniature dongas are formed in the field.

Gully erosion (dongas)

Dongas usually occur near the bottom of slopes and are caused by the removal of soil and soft rock as a result of concentrated runoff that forms a deep channel or gully. On steep land, there is often the danger of gullies forming. Water running downhill cuts a channel deep into the soil and where there is a sudden fall, a gully head forms at the lower end of the channel and gradually works its way back uphill. As it does so, it deepens and widens the scar that the gully makes in the hillside. Gully erosion is related to stream bank erosion, in which fast-flowing rivers and streams increasingly cut down their own banks.




Wind erosion

Wind erosion occurs when the land surface is left bare in regions that are arid enough, as a result of low rainfall, to allow the soil to dry out, and flat enough to allow the wind to carry the soil away over several consecutive days. Land may become susceptible to wind erosion through grazing animals, which remove the protective plant cover, and hooves break up the soil, especially round watering points. Arable land that has been left bare is also a major problem.

FFaaccttoorrss ddeetteerrmmiinniinngg ssooiill eerroossiioonn

There are various factors determining soil erodibility of which the following are the most important:

Slopes in relation to soil conservation

If the elevation of a slope is too steep (above 30 degrees), then our natural resources might be in danger…

• Any water run-off will cause erosion.

• Vehicles such as tractors will find it difficult to drive up the steep slopes and might cause deep ruts due to the strain to get up the hill.

• As one travels higher up a mountain slope the shallower the top soils will be – because the soils are newly formed and due to the slope the run-off will lead to higher erosion. It is therefore recommended that the slopes are not exposed to erosion and are kept covered to reduce the erosion. Important to encourage veld to cover the area permanently, trying to cultivate the slopes will cause erosion.




• If these slopes have to be cultivated and if you irrigate constantly on a steep slope, the nutrients might be washed down to the valley bottom causing problems with infertile soil on the top of the slope and poor water quality (brackish water) in the lower areas. Use conservation structures to reduce run-off.

• The steeper the slope, the greater the erosion, as a result of the increased velocity (swiftness) of water-flow. The length of the slope is very important, because the greater the size of the sloping area, the greater the concentration of the flooding water.

Soil texture

Soil texture is the size distribution of soil particles. The size of particles never changes. A sandy soil, therefore, remains sandy and a clayey soil remains clayey. (unless it is chemically altered)

Soil structure

The term soil structure means the grouping or arrangement of soil particles. Over cultivation and compaction cause the soil to lose its structure and cohesion (ability to stick together) and it erodes more easily.

Terrain unit

The crest (top of slope) is usually well drained as soil moisture moves downhill, leaving air in the pore spaces most of the time. Over time, the fine (clay) particles are carried down slope leaving the soil sandy. Plant roots can penetrate easily to deep levels and withdraw enough soil water from there. These soils have a lower erosion potential and are normally more stable.

In the mid-slope soil moisture moving from the crest starts to dam up as a result of the clay-rich soil just downhill. The soils are moderately well drained with a higher erosion potential.

In the foot-slope the soil has been waterlogged (saturated with water) as a result of the long-term accumulation of clay which does not allow water to infiltrate. Plants that grow on these soils are limited to those that can adapt their root systems to grow laterally above the hard clayey layer. These imperfectly drained soils have a high erosion potential.

Organic material

Organic material is the "glue" that binds the soil particles together and plays an important part in preventing soil erosion. Organic matter is the main source of energy for soil organisms, both plant and animal. It also influences the infiltration capacity of the soil, therefore reducing runoff.




Vegetation cover

The loss of protective vegetation through overgrazing, ploughing and fire makes soil vulnerable to being swept away by wind and water. Plants provide protective cover on the land and prevent soil erosion for the following reasons:

• Plants slow down water as it flows over the land and this allows much of the rain to soak into the ground.

• Plant roots hold the soil in position and prevent it from being blown or washed away.

• Vegetative cover breaks the impact of a raindrop before it hits the soil, reducing the soil's ability to erode.

• Plants in wetlands and on the banks of rivers are important as they slow down the flow of the water and their roots bind the soil, preventing erosion.

Land use

Grass is the best natural soil protector against soil erosion because of its relatively dense cover.

Small grains, such as wheat, offer considerable obstruction to surface wash.

Row crops such as maize and potatoes offer little cover during the early growth stages and thereby encourage erosion. Fallow areas, where no crop is grown and the entire residue has been incorporated into the soil, are most subject to erosion because land becomes exposed to the elements of wind and water..

PPrreevveennttiinngg ssooiill eerroossiioonn

Some of the following measures can be implemented to prevent soil erosion:

• The application of contour ploughing or swales: The contour or swale is at right angles to the flow of water down the slope and thus interrupts the flow, slowing down surface run-off and enabling water to sink into the soil.

• Planting windbreaks: Windbreaks, both primary and secondary, deflect the wind and prevent it from picking up soil particles of bare ground.

• Strip cropping: Leaving unploughed grass strips, or strips of other appropriate plants, between ploughed lands.

• Humus-rich soil: Humus-rich soils are less erodable than sandy soils. Ensure that there is a vegetative cover to protect the soil from erosion.

• Avoid overgrazing: Find out what the carrying capacity is for the land and making sure that stock levels remain within that level (see Fig. 2.1).

• Protect water courses: Ensure that indigenous plants are growing along riverbanks. (Alien plants absorb large amounts of the available soil water.)




• Conserve wetlands: Prevent livestock from grazing in the wetland during wet periods. Ensure that the ‘plug’ is not threatened by the building of, example, roads.

• Practice crop rotation: This practice ensures that the land is never left uncultivated and that soil nutrients are always being replenished.

• Minimum or no tillage: A practice where there is minimal disturbance to the soil for cultivation purposes. It is a practice of ridging only the area that is to be planted. This practice reduces the effects of soil erosion.

Utilising soil to grow crops

Different crops grow better in different types of soils It is very important to identify which soil type is most suitable for your crop type. Once you have identified you soil type it is important to find the ways best suited to maintain soil fertility and prevent erosion in the area where you are, given the prevailing conditions (climate, rainfall, etc.).

Fig. 2.1 Example of conservation in grazing areas




22..22 WWaatteerr

As mentioned in the section on soil, it is impossible to consider water and soil as two separate elements. Each of these has an impact on the other and should be seen as interdependent resources.

The water cycle on a farm involves rainfall, infiltration, run-off and evaporation. In order to maximise the available water on a farm it is important to understand the rainfall patterns and what happens to rainfall on the farm:

The annual rainfall figure.

The wet and dry months of the year, on average.

The intensity of rainfall – the larger and faster the water droplets, the greater the chance of soil erosion, especially on uncovered soils.

The water holding capacity of the soil.

The slope of the land (where surface run-off flows) to a) prevent erosion, and b) harvest water into small dams (with permission from the Dept of Water Affairs and Forestry).

22..33 PPllaannttss

There are three categories of plants that may occur on the farm; the indigenous vegetation, cultivated plants and alien and/or invasive plants.

IInnddiiggeennoouuss vveeggeettaattiioonn

These are plants that occur naturally in a given area, and may include grasses, shrubs and trees. Any of these may be used in farming activities. For example, grasses could be harvesting for thatching, or to provide grazing. Trees could be harvested for fuel wood, fruits or provide materials for domestic livestock to browse. Shrubs could provide browsing for livestock, fruits or could be harvested for teas (e.g. rooibos or honeybush), flowers (e.g. proteas) or medicines (e.g. cancer bush). In addition to this, the indigenous plants are an integral part of the local ecology.

CCuullttiivvaatteedd ppllaannttss

These will vary from enterprise to enterprise and could range from annual cereal and /or seed crops to vegetables or perennial plants such as Lucerne. As soon as crops are being grown there is an integral link between the plants and the soil in which they are grown, as well as rainfall.




AAlliieenn aanndd//oorr iinnvvaassiivvee ppllaannttss

Many plants that originate from other parts of the world have been declared as alien and / or invasive by the Dept. of Water Affairs and Forestry because of the threat these plants pose to the ecology of South Africa. The are three categories of alien and invasive plants:

Category 1: Invader plants that must be removed and destroyed immediately.

Category 2: Invader plants that may be grown under controlled conditions only.

Category 3: Invader plants that may no longer be planted.

South Africa has been divided into three sections, based on climate and growing conditions: 1. KwaZulu Natal, Mpumalanga, Limpopo, North-West Province, Gauteng 2. Western and Eastern Cape 3. Northern Cape, Eastern Cape, Free-State

Subtropical Region: KwaZulu Natal, Mpumalanga, Limpopo, North-West Province, Gauteng

Category Invader Plant Name Control Measures

1 Bug weed (Solanum mauritianum)

• Saw • Hand-pull • Bio control • Herbicide

1 Sweet Prickly Pear (Opuntia ficus indica)

• Bio control • Herbicide

1 Triffid Weed (Chromolaena odorata)

• Saw • Hand-pull • Herbicide

1 Water hyacinth (Eichornia crassipes)

• Hand-pull • Bio control • Herbicide

1 Lantana (Lantana camera)


1 Mauritius Thorn (Caesalpinia decapetala)


2

Black wattle (Acacia mearnsil)






2 Grey Poplar (Populas x canescens)


3

Syringa (Melia azedarach)


Fynbos Region: Western and Eastern Cape


1 Lantana (Lantana camera)


1 Silky Hakea (Hakea sericea)

• Saw • Bio control

1 Australian Myrtle (Leptospermum laevigatum)

• Saw • Bio control

2 Grey Poplar (Populas x canescens)


2 Black wattle (Acacia mearnsil)


2 Australian Blackwood (Acacia melanoxylon)


2 Rooikrans (Acacia Cyclops)


2 Cluster Pine (Pinus pinaster)

• Saw




Arid Region Northern Cape, Eastern Cape, Free State


1 Sweet Prickly Pear (Opuntia ficus indica)


1 Oleander (Nerium oleander0 • Saw

1 Stipa Trichotoma • Hand-pull • Herbicide

1 Queen of the Night (Cereus jamacaru)

• Hand-pull • Bio control • Herbicide

1 Rosea Cactus (Opuntia rosea) • Bio control • Herbicide

2 Sisal (Agave sisalana) • Herbicide 2 Wild Tobacco (Nicotiana glauca) • Saw

2 Honey Mesquite (Prosopis glandulosa)

• Saw • Herbicide

CClleeaarriinngg aanndd ccoonnttrroolllliinngg aalliieenn aanndd iinnvvaassiivvee ppllaannttss

Control measures that are used in clearing/removing alien plants include the following:

Saw – refers to a hand saw or chain saw

Hand-pull – refers to pulling the plant out by hand

Bio control – refers to using insects to control the growth of plant

Herbicide – refers to chemical applications that kill the plants




What to do in order to clear alien plants:

SStteeppss AAccttiioonn::

SStteepp:: 11 Identify area invader plants and weeds.

SStteepp:: 22 Mark out the area into smaller pieces of land that are manageable units

SStteepp:: 33

Remove invader plants from the first marked out area by using the appropriate control measure:

a. Saw

b. Loppers or Hand-pulling

c. Bio control (insects)

d. Herbicide

SStteepp:: 44 Ensure that the appropriate safety measures are followed to prevent poison or mechanical damage.

SStteepp:: 55 Make sure the indigenous plants are not removed as well (to prevent soil erosion).

SStteepp:: 66 Once the first section of land has been cleared, move on to the next area.

SStteepp:: 77 Remove secondary growth of the invader in the cleared area plants by the same methods as listed above.

SStteepp:: 88 Maintain area to ensure no re-growth occurs.

SStteepp:: 99 Continue with the process until no re-growth or new seedlings emerge.

SStteepp:: 1100 Removed plant material can be used as a compost or mulch.


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




Concept (SO1: AC 2; SO2: AC1,2,3)



The main animal and/or livestock species occurring on a farm

The need to care for or control the animals that occur

Structures that should be erected and maintained in order to conserve the natural resources of a farm

The reciprocal effect of the natural environment, animals and humans in the use of structures and that this should not lead to degradation

Identify the weeds and invasive plants on the farm

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

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SSeessssiioonn 33 PPllaannnniinngg tthhee iinnffrraassttrruuccttuurree

ffoorr ssuussttaaiinnaabbiilliittyy After completing this session, you should be able to: SO 3: The need to plan the farm and infrastructure to limit the impact on natural resources and ensure sustainable resource use is recognised.

In this session you will cover the following:

What are the infrastructure requirements to achieve your farming activities?

What infrastructure is already available on your farm?

What structures are required to achieve your farming activities?

What structures are already available on your farm?

How structures and infrastructures are going to impact on the natural resources of your farm.

How to prevent the structures and infrastructures from having a negative or damaging impact on the natural resources of your farm.

In order to look at the long-term sustainability of a farm it is important that we understand some basic concepts:

Without the necessary infrastructure, commercial farming will struggle or fail and making a profit

will be almost impossible.

Human Resources – the people or labour force that is used as an input to produce the crop or to make the profit for an agri-business. The people who do the work and have the skills to perform specific tasks.

Infrastructure – The services and facilities that support day-to-day economic activities. It includes resources such as roads, electricity, telephone and other communication services, public and private transportation, and access to running water.




The services and facilities required to support day-to-day economic activities are generally similar but may differ from one enterprise to another. For example, the infrastructure to grow fruit is different from the infrastructure required to grow maize.

RRooaaddss

Roads are critical for any endeavour; they provide the means for input to be delivered to the farm and for produce and products to be delivered to the market place. The quality of roads is important, especially when produce is fragile and easily damaged. Poor road have a damaging impact on vehicles and this increases costs over time.

EElleeccttrriicciittyy

Not all farming enterprises depend on electricity, but many do. The application of electricity may vary from operating pumps, refrigeration equipment and irrigation systems, to washing and processing produce.

TTeelleepphhoonnee aanndd ootthheerr ccoommmmuunniiccaattiioonn sseerrvviicceess

If nothing else, a farmer must be able to contact customers, service providers, support networks and suppliers. Very often, nowadays, many transactions are concluded electronically (banking, invoicing, ordering).

TTrraannssppoorrttaattiioonn

The farmer must be able to deliver his product to the market – whatever or wherever that market is. In the case of fresh produce the turnaround time from harvesting and initial storage to delivery has to be prompt and well managed.

WWaatteerr

Adequate water is essential to most farming practices. Water has to be stored, transported, harvested, and water use managed wisely.

Capital Requirements: the money or wealth that is needed to start and operate a business, such as growing a crop, keeping livestock or providing a service. Structures: Structures on a farm refer to all the physical buildings, roads, plant manipulation systems (such as trellising), irrigation, holding dams, housing structures and holding pens, conservation structures, such as contours, water ways, gabions. It is important that the structure of a farm refers to how well the above-mentioned structures are put together.





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

Concept (SO 3: AC 1,2)



The reciprocal effect of the natural environment, animals and humans, in terms of the impact on natural resources and sustainable resource use

The placement of structures so as not to lead to degradation of the environment over time

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

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SSeessssiioonn 44

CCoonnssttrruuccttiinngg pprreevveennttaattiivvee mmeeaassuurreess After completing this session, you should be able to: SO 4: Construct prevention structures and elementary infrastructure as planned for farm layout.

In this session we explore the following concepts:

The building of appropriate structures for sustainable resource use. Placing these structures in the right place to achieve conservation of the resource concerned. The purpose of stabilising these structures.

Your facilitator will divide you into groups to undertake the building of specific conservation structures appropriate to the specific problem. Your facilitator will demonstrate the correct building techniques. You will be assessed on your progress.

Problem Type of Problem Possible action

A gully is developing along a water course (soil erosion)

Natural Resource • Build contours or swales or other appropriate surface water harvesting applications

• Apply crop rotation • Plant windbreaks • Apply mulch

Plant indigenous plants along water courses

Veld Fire Natural Resource • Plant or create fire breaks

Invasive plants are growing

Natural Resource • Identify and remove invasive plants

Trellis systems collapse

Structural • Rebuild trellis so that it is stronger / better


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




Concept (SO 4, AC1, 2, 3)



Measure and construct elementary structures

Place elementary structures so that conservation of resources is achieved

The purpose for stabilising elementary structures to achieve conservation of resources




SSeessssiioonn 55

MMaaiinnttaaiinn pprreevveennttaattiivvee ssttrruuccttuurreess aanndd rreeppoorrtt mmaajjoorr pprroobblleemmss After completing this session, you should be able to: SO 5: Maintain prevention structures and report major problems to a supervisor.

There are two issues to consider with problems that arise. The first is to prevent the problem from occurring in the first place and the seconds is to respond appropriately to problems that do arise. In Session 4 we considered ways to prevent problems. Now we look at we should do when we do experience things that go wrong. There are four steps to take:

Identify the problem,

Identify to whom the problem should be reported

Report on the problem

Follow up on how the problem is being dealt with.

WWhhaatt ccaann ggoo wwrroonngg aanndd wwhhaatt ddoo wwee ddoo aabboouutt iitt??

Despite all the planning and careful thinking before laying out a farm, things sometimes still go wrong. Our best guard against major problems, is to recognise when small things go wrong and do something about it straight away!

If you know the symptoms of, for example, soil erosion, you can alert someone like the farm manager to this and further erosion can be prevented in the appropriate way.

Common problems that might occur:

Problem Type of Problem What to do about it

Access roads wash away

Infrastructure Report it to the local municipality or provincial transport department

Cracks in buildings Structural If the cracks are minor, report it to the building contractor and have it fixed. If the cracks are extensive, the building contractor will have to look at the building foundations

Dam is leaking Natural Resource Report it to the supervisor/farm manger




Problem Type of Problem What to do about it

Call in engineers

Electrical power failure

Infrastructure Report it to ESKOM Never touch electrical wiring yourself!

Employees are on legal strike

Human Resource Call in assistance from the CCMA or the Department of Labour

Employees are unhappy

Human Resource Report it to the supervisor/farm mangerCall in assistance from the CCMA or the Department of Labour

Erosion Natural Resource Build anti-erosion structures after reporting the erosion to the supervisor/farm manager

Fences are broken Structural Report it to the supervisor/farm mangerEstablish what is causing the breaks in the fences Fix or replace the fences

Invasive plants are growing

Natural Resource Remove invasive plants correctly

Irrigation isn’t working

Structural Report it to the supervisor/farm manger

Leaking roofs Structural Report it to the supervisor/farm mangerHave the roof sealed professionally

Sick livestock Natural Resource Report the symptoms to the supervisor/farm manager/vet Call in an expert

Something is killing off livestock or crops

Natural Resource Report the symptoms to the supervisor/farm manager/expert Call in an expert

Telephone is cut off

Infrastructure Report it to the supervisor/farm mangerReport it to Telkom Never touch telephone cables yourself!

Telephone lines are down

Infrastructure Report it to Telkom Never touch telephone cables yourself!

Trellis systems collapse

Structural Report it to the supervisor/farm mangerRevise the method in which the trellis systems were erected

Veld Fire Natural Resource Call the fire brigade Building / plant firebreaks If you are trained, assist in fighting the fire




Concept (SO5, AC 1, 2, 3)



Identify and deal with minor degradation and/or erosion problems

Identify the appropriate reporting procedure for minor degradation and/or erosion problems

Identify elementary maintenance tasks associated with structures




BBiibblliiooggrraapphhyy BBooookkss::

Encyclopaedia Brittanica – South African Version

People Farming Workbook – Environmental and Development Agency Trust

WWoorrlldd WWiiddee WWeebb::

wordnet.princeton.edu/perl/webwn

www.tiaa-crefbrokerage.com/invest_glosry_PrPt.htm

www.en.wikipedia.org/wiki

www.indiainfoline.com/bisc/accc.html

http://www.tshwane.gov.za/weeds.cfm

http://www.southafrica.info/ess_info/sa_glance/geography/biodiversity.htm

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 produce 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

DDeevveellooppeerr::

Cabeton Consulting

AAuutthheennttiiccaattoorr::

Ms D Naidoo

TTeecchhnniiccaall EEddiittiinngg::

Ms S Spies

OOBBEE FFoorrmmaattttiinngg::

Ms B Enslin

DDeessiiggnn::

Didacsa Design SA (Pty) Ltd

LLaayyoouutt::

Mr R du Toit

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:


SAQA US ID UNIT STANDARD TITLE

116172 Apply elementary farm layout and infrastructure

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 1 2

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

A learner achieving this unit standard should be able to apply basic physical farm layout tasks, including the construction of infrastructure for the specific farm system, environment and enterprise.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: • NQF 1: Understand how sustainable farming systems conserve natural resources. • NQF 1: Demonstrate an understanding of the basic concepts of sustainable farming systems.

UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. 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 veld, planted pasture and arable land, and understand the need to fence vegetation types separately.

OUTCOME RANGE

Assess vegetation type and slope, as well as current and past land use.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The main natural resources in the local area are identified, and alien plants or weeds that occur and need to be controlled are recognised.


Point out structures that should be erected and respected to conserve the natural resources, and not to contribute to degradation over time.

SPECIFIC OUTCOME 2

The animal life, the impact of farm animals and humans are recognised and the need for the conservation of related natural resources in the layout of the farm is understood.

ASSESSMENT CRITERIA


The main animal species and/or livestock in the local area are identified, and those that occur and need to be cared for or controlled are recognised.


Structures that should be erected and respected to conserve the natural resources are pointed out.


An understanding of the reciprocal effect of the natural environment, animals and humans in the use of structures not to contribute, over time, to degradation is demonstrated.

SPECIFIC OUTCOME 3

The need to plan the farm and infrastructure to limit the impact on natural resources and ensure sustainable resources use are recognised.

OUTCOME RANGE

Only the elementary physical characteristics of natural resources of importance in relation to infrastructure.

ASSESSMENT CRITERIA


An understanding of the reciprocal effect of the natural environment, animals and humans is demonstrated.


An understanding of the placement of structures and its use not to contribute to degradation of the environment over time is demonstrated.

SPECIFIC OUTCOME 4

Construct prevention structures and elementary infrastructure as planned for farm layout.

OUTCOME RANGE

Understand the need for elementary structures and proper placement to prevent damage to the structures and degradation to the environment.

ASSESSMENT CRITERIA


An elementary structure is measured and constructed.


Structures are placed in position and basic principles and reasoning for conservation are explained.


An understanding for stabilizing structures under extreme circumstances is demonstrated.

SPECIFIC OUTCOME 5

Maintain prevention structures and report major problems to a supervisor.

OUTCOME RANGE

Degradation and erosion of natural resources and sources for degradation in nature include, but are not restricted to, wind and water. Prevention measures by using structures.

ASSESSMENT CRITERIA


The ability to identify and deal with minor degradation or erosion problems is demonstrated.


An understanding of required reporting procedures to the supervisor is demonstrated.


Elementary maintenance tasks to structures are demonstrated.

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: • Follow instructions to carry out routine tasks relating to sustainable land-use practices and soil erosion prevention measures. • Distinguish between infrastructure applications and soil erosion prevention measures that are fully functional and those that have minor faults, and report these to a supervisor. • Carry out minor repairs to infrastructure applications and soil erosion prevention measures under supervision.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem Solving: relates to specific outcomes: • Recognise veld types, planted pasture and arable land, and understand the need for the conservation of the related natural resources in the layout of the farm. • Recognise the animal life, the impact of farm animals and humans and understand the need for the conservation of related natural resources in the layout of the farm. • Recognise the need to plan infrastructure to limit the impact on natural resources and ensure sustainable resource use. • Construct prevention structures and elementary infrastructure as planned for farm layout.

UNIT STANDARD CCFO ORGANIZING

Self-management: relates to specific outcomes: • Recognise veld types, planted pasture and arable land, and understand the need for the conservation of the related natural resources in the layout of the farm. • Recognise the animal life, the impact of farm animals and humans and understand the need for the conservation of related natural resources in the layout of the farm. • Recognise the need to plan infrastructure to limit the impact on natural resources and ensure sustainable

resource use. • Construct prevention structures and elementary infrastructure as planned for farm layout.

UNIT STANDARD CCFO COLLECTING

Interpreting Information: relates to specific outcomes: • Recognise veld types, planted pasture and arable land, and understand the need for the conservation of the related natural resources in the layout of the farm. • Recognise the animal life, the impact of farm animals and humans and understand the need for the conservation of related natural resources in the layout of the farm. • Recognise the need to plan infrastructure to limit the impact on natural resources and ensure sustainable resource use. • Construct prevention structures and elementary infrastructure as planned for farm layout.

UNIT STANDARD CCFO COMMUNICATING

Communication: relates to specific outcome: • Construct prevention structures and elementary infrastructure as planned for farm layout.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: relates to specific outcomes: • Recognise veld types, planted pasture and arable land, and understand the need for the conservation of the related natural resources in the layout of the farm. • Recognise the animal life, the impact of farm animals and humans and understand the need for the conservation of related natural resources in the layout of the farm. • Recognise the need to plan infrastructure to limit the impact on natural resources and ensure sustainable resource use. • Construct prevention structures and elementary infrastructure as planned for farm layout.

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.

my name ... · 2006. 10. 12. · national certificate in animal production 48970 1 120 ... you will...

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