SHS1 Agriculture · Semester 2 Week 6: Principles of Natural Resource Conservation in Agriculture

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.2 - Describe the physical and chemical properties of soils and their importance.

By the end of the lesson, learners can:

Distinguish between physical and chemical properties of soil and list at least three examples of each.
Describe soil texture, soil structure, soil water, soil porosity, soil colour and soil temperature as physical properties of soil and explain their importance to crop production.
Describe soil pH, soil organic matter content, soil salinity and cation exchange capacity as chemical properties of soil and explain their importance to crop production.
Demonstrate how to determine soil texture by feel method and soil pH using litmus paper or a simple pH indicator.
Explain how knowledge of soil properties guides practical farm decisions such as crop selection, fertiliser application, liming and irrigation.

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Curriculum details

Strand: Food Production and Natural Resource Conservation (Strand 3)
Sub-strand: Principles of Natural Resource Conservation in Agriculture (3.2)
Content standard: 1.3.2.CS.2 - Demonstrate knowledge and understanding of the nature, importance, composition and properties of soil. 1.3.2.LO.2 Use the knowledge acquired to describe the nature, importance, composition and properties of soil.
Indicator: 1.3.2.LI.2 - Describe the physical and chemical properties of soils and their importance.
Suggested placement: Semester 2, Week 6 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 78

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners in pairs brainstorm to come up with the physical and chemical properties of soils and share their thoughts with the whole class. Examples: (soil texture, soil structure, soil water, soil pH, etc.). Assist learners with difficulties with leading questions to come up with the chemical and physical properties of soil. Learners who are capable of giving more examples should be encouraged.
Project-based learning: Learners in mixed-ability groups, determine some physical and chemical properties (soil texture, soil structure, pH, porosity etc.) of the soil at different locations of the school garden. Learners then present their reports in a plenary session in class. Encourage all learners to take part in the determination of the chemical and physical properties of the soil in the school garden and the preparation of the presentation. Encourage capable learners to assist their group members in undertaking the activity and also in report writing and presentation.
Assessment (1.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Tools for digging the pit
- Labelled picture/chart of a soil profile/structure
- Functional internet connectivity
- Soil textural triangle
- Litmus paper
- Videos/pictures on the determination of the various components of soil
- Measuring cylinder
- Source of heat
- Beakers
- Lime water
- Muslin bag
- Class tubes
- Silica dish