Principles of Natural Resource Conservation in Agriculture

Curriculum details

Strand

Concepts of Agriculture in an Industrializing Society (Strand 3)

Sub-strand

Principles of Natural Resource Conservation in Agriculture (3.2)

Content standard

3.3.2.CS.1 - Demonstrate knowledge, understanding and skills of soil and water conservation. 3.3.2.LO.1 Use the knowledge acquired to conserve soil and water for Agricultural production

Indicator

3.3.2.LI.3 - Describe the types of soil erosion and their effects on Agricultural production.

Suggested placement

Semester 2, Week 3 (Week 23 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.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• strand name - p.194: the document heads this section "Strand 3 CONCEPTS OF AGRICULTURE IN AN INDUSTRIALIZING SOCIETY", which is strand 1's name printed on a strand 3 page. Every code in the section is 3.3.2.*, the sub-strand heading reads Principles of Natural Resource Conservation in Agriculture, and strand 3 is Food Production and Natural Resource Conservation everywhere else in the document. The name is transcribed exactly as printed

Curriculum reference

NaCCA curriculum document, p. 196

Exemplars (from the NaCCA curriculum)

Inquiry-based learning: Learners in mixed-ability groups surf the internet for the meaning, agents, types and effects of soil erosion in Agricultural production, and discuss their finding in class.
Experiential learning: Learners in mixed-gender groups observe their school compound or watch a documentary for the types and effects of soil erosion, discuss
the ways of reducing the impact of soil erosion in Agricultural production and write a short report on their observations.
Collaborative learning: Learners in mixed-ability groups discuss the economic importance of soil erosion in Agricultural production. Learners make a presentation to the class.
Project-based learning (Homework): Learners in mixed-gender groups undertake a project in controlling erosion on the school farm/compound/community and present a portfolio on the project.
Assessment (3.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Soil samples
- Water samples
- Textbooks and journals on soils and water conservation
- Computer
- Projector
- Notebook
- Pens
- Textbooks and journals on soils
- Realia: Vetiver grass, elephant grass