Principles of Natural Resource… · SHS1 Agriculture

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Explain the meaning and nature of soil

By the end of the lesson, learners can:

Define soil in their own words, giving an Agricultural production perspective that goes beyond the everyday understanding of “dirt.”
Identify and describe the major layers (horizons) of the soil profile from a diagram or an actual pit dug on the school compound.
Explain at least four functions or importance of soil in Agricultural production, with reference to crop growth, water retention, and nutrient supply.
Discuss why the soil profile matters in Agricultural decision-making, such as choosing crops or planning irrigation.
Create and label a simple chart of the soil profile observed in a practical pit, correctly naming the O, A, B, and C horizons.

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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.1 - Explain the meaning and nature of soil
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)

Managing Talk for Learning: Brainstorm learners to come up with the meaning of soil. Assist learners with difficulty with leading questions to come up with the definition of soil in Agriculture production. Allow learners who are capable of coming up with detailed explanations of the meaning of soil in Agricultural production.
Collaborative learning: Learners in ability groups discuss the functions of soil in Agricultural production. Assist groups with challenges with other materials to come up with the importance of soil in Agricultural production. Capable learners should be encouraged to provide detailed explanations of their ideas.
Experiential learning: Learners in mixed-gender groups dig a pit of about 1m x 1m x 2m to discuss the various stratifications of the soil profile. All learners should be encouraged to take active parts in digging the pit and observing the soil profile. Assist learners with difficulties with guiding questions to identify the soil profile stratifications.
Managing Talk for Learning: Learners in the ability groups discuss the importance of soil profile in Agricultural production. Learners with difficulties should be assisted with guiding questions and other materials to help them come up with the importance of soil profile in Agricultural production. Capable learners should be encouraged to provide information on the importance of soil profile in Agricultural production.
Experiential learning: In mixed gender/ability groups (where appropriate) learners create a chart of the soil profile of their pit and label the layers. Encourage all learners to take part in the practical activity of creating the chart. Encourage learners to elect Group leaders to coordinate the activities.
Assessment (1.3.2.AS.1). 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