Recognise PPests, diseases and weeds s oonn crops€¦ · · 2006-10-12Recognise PPests, diseases and weeds s ... preparing for and facilitating the learning experience and enough

FFaacciilliittaattoorr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

RReeccooggnniissee PPeessttss,, ddiisseeaasseess aanndd wweeeeddss

oonn ccrrooppss

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

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

NQF Level: 1 US No: 116204

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

Recognise pests, diseases and weeds on crops

Primary Agriculture NQF Level 1 Unit Standard No: 116204 22

Version: 01 Version Date: July 2006

BBeeffoorree yyoouu ggeett ssttaarrtteedd…… Dear Facilitator,

This Facilitator Guide (together with the relevant Learner Guide) is aimed at facilitators who will be assisting learners wishing to complete the following unit standard:

Title: Recognise pests, diseases and weeds on crops

US No: 116204 NQF Level: 1 Credits: 5

This guide contains all necessary facilitation instructions to ensure that learners will attain the expected competencies required by the above-mentioned unit standard. This guide is designed to be used during the presentation of a learning session based on this unit standard. The full unit standard is attached at the end of this guide as well as at the end of the relevant Learner Guide. Learners are advised to read the unit standard at their time. Please discuss the unit standard with the learners to ensure that they understand what is expected from them to achieve the outcomes of the unit standard.

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

Are you facilitating a: Y N

Learnership?

Skills Program?

Short Course?

Please explain the above concepts to the learner.

There are four guides, namely the Learner Guide, the Learner Workbook, the Assessor Guide and the Facilitator Guide. These guides have been developed to address specific aspects of the learning experience. You therefore need to use these guides additional each other.

MMaakkee tthhiiss aann eennjjooyyaabbllee lleeaarrnniinngg eexxppeerriieennccee!!

Note to Facilitator: If you are presenting this module as part of a full qualification or learnership, please ensure that you have familiarised yourself with the content of the qualification.




CCoonntteexxtt ooff AApppplliiccaattiioonn …… Primary Agriculture is a diverse sector and a wide range of commodities is being produced for both national and international market. Each commodity has its own production requirements and practices. You will be facilitating the learning process within a specific context where a specific agricultural commodity is being produced. The learning material has been written in a generic manner, as it is aimed to be available on national level and should be suitable to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crop in this field. Therefore, the examples that are being used in the materials may not always be applicable to your specific community, commodity, environment or region.

This presents you, the facilitator, with the challenge to contextualise the learning material. It is imperative that you, the Facilitator and Assessor interpret and present activities, case studies and projects related to the material in such a way that learners can easily identify and apply their knowledge within their own context. This will require from you to add examples of crop, which are applicable to the community or farm. Learners must be guided with examples from their own communities, commodities, environment or regions. This should be done supplementary to the learning material:

• Examples relevant to the commodity,

• Including commodity specific requirements,

• Including operating procedures of the farm,

• Including agricultural practice specific requirements,

• Agricultural markets,

• Guiding learners to write these specifics down in the learning guide,

• Etc.

The contextualisation of the learning material is a very important step in preparing for and facilitating the learning experience and enough time and effort should be put into this exercise.

According to the qualifications mentioned on page 2, this module could be contextualised to fit the following groups of commodities:

Animal Production

• Small stock production, • Large stock production, • Dairy production, • Pig production, • Poultry production, • Game, • Aqua.

• Commercial insects, • Animal fibres harvesting, • Bee keeping, • Eco/Agri Tourism, • Agro Chemicals, • etc.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout the guide information is given specifically aimed at you, the facilitator, to assist in the actual presentation of the learning material and/or facilitation of the learning process. Although this guide contains all the information required for attaining competency in this unit standard, references to additional resources, both printed and electronic, are provided for additional reference by the facilitator and further study by the learner.

Please note that the purpose of this information is merely to guide you, the facilitator, and is provided as a suggestion of possibilities. It remains the responsibility of every facilitator to re-assess the learner/s in each learning situation throughout the learning process in order to stay in touch with their specific learning needs. This should be the determining factor in the choice of the learning approach to follow.

Use the different boxes listed below for identification purposes:

MMyy NNootteess …… You can use this box for your own notes/comments.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Instructions regarding activities, whether group or individual activities will be described in this box.

Facilitators’ Tip …




WWhhaatt && HHooww wwiillll yyoouu bbee FFaacciilliittaattiinngg?? Learning Experience .................................................................................... 6

An Introduction ........................................................................................... 7

Learning Program Time Frames ...............................................................… 7

Tips for level of learning .............................................................................. 8

Facilitator’s Checklist and Training Aids ..................................................... 8

Contextualisation of Content! ..................................................................... 10

Session 1: Distinguish between insects and other classes of animals ... Learner Guide page 6

11

Session 2: Crop damaging appendages ................................................. Learner Guide page 10

12

Session 3: Different life cycles of an insect ….………………………………. Learner Guide page 14

13

Session 4: The damage insects cause ……………………………..………….. Learner Guide page 20

14

Session 5: Scout for insects, diseases symptoms and weeds..………….. Learner Guide page 23

15

Session 6: Insects and pests ………………………………………...………….. Learner Guide page 40

16

Session 7: Plant and microbial diseases …………………………..………….. Learner Guide page 45

18

Session 8: Weeds ……………………………………………………....………….. Learner Guide page 54

20

What will I do differently next time? .................................... 21




TThhee LLeeaarrnniinngg EExxppeerriieennccee…… When learners have achieved this unit standard, they will be able to:

Understand the basic anatomy of an insect, the different life cycles and how insects and diseases cause damage. Furthermore, the learner will be able to recognize and report on insects, disease symptoms and common weeds.

Gain an understanding of sustainable agricultural practices as applied in the animal-, plant and mixed farming sub fields.

Learners will specifically be able to:

Distinguish between insects and other classes of animals. Describe the general anatomy of an insect and where the crop damaging

appendages are found. Explain the different life cycles of an insect.

Identify and explain the damage insects cause. Scout for insects (pests and beneficial insects), disease symptoms and weeds. Recognize that not all insects are pests, and that not all pests are insects.

Name what causes diseases in plants and explain the basic life cycles of microbial diseases.

Explain the ways in which insects, diseases and weeds can spread.

Learners will also gain basic knowledge of:

Insect anatomy. Categories and types of pests.

Pest levels that cause economic loss. Common plant diseases. Common pests.

Common predators. Common beneficial insects. Common diseases.

Life cycle of an insect. Natural enemies. Ways of spreading.

Contamination. Implication of contamination on the quality and marketability of the product. Importance of hygiene.

Scouting procedure. Learning Assumed to be in Place: No learning is assumed to be in place.




AAnn IInnttrroodduuccttiioonn

Propagation is making more plants from one plant. In agriculture we have to have many of the same kind of plant to establish a marketable crop. There are many ways to propagate plants, but they fall under one of two categories, namely 1) asexual (vegetative) plant propagation and 2) sexual plant propagation. List plants that can be propagated according to these methods.

LLeeaarrnniinngg PPrrooggrraamm TTiimmee FFrraammeess

Total time allocated

(hours)

Theoretical

learning time

allocated (hours)

Practical learning

time allocated

(hours)

Activities to be

completed

Complete Program (including summative

assessment)

50 25.5 24.5 1-15

Learner Orientation and “Ice Breaker”

30 minutes 15 minutes 15 minutes N/a

Purpose, Introduction and Learner Directions

30 minutes 15 minutes 15 minutes 1

Session 1 3 hours 2 hours 1 hour 1 – 2

Session 2 6 hours 3 hours 3 hours 3 – 4

Session 3 4 hours 3 hours 1 hour 5

Session 4 5 hours 3 hours 2 hours 6




Session 8 4 hours 3 hours 1 hour 15

Preparation for Assessment & revision

10 hours 5 hours 5 hours




TTiippss ffoorr lleevveell ooff lleeaarrnniinngg

FFaacciilliittaattoorr’’ss CChheecckklliisstt && TTrraaiinniinngg AAiiddss Learner support strategies

Learners are supplied with all resources and aids as required by the programme – including: • Objects & devices such as equipment, protective clothing, and safety gear, etc. • Learner Guides and Learner Workbook • Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and training aids for a successful session.

Preparation Yes No

Qualification Knowledge – I have familiarised myself with the content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease

Application knowledge – I understand the programme matrix & have prepared for programme delivery accordingly

Remember the following before you get started: This unit standard is aimed at level 1 learners. • A typical level 1 learner might be exposed to the world of work through this learning

program for the first time. • Explain concepts and define words in a simple, clear and concise method throughout

the learning program. • Take special care to facilitate for ALL learners. Allow them opportunities to share

experiences, prior knowledge, translate into their mother tongue for each other and enjoy the learning process.

• The examples given in this resource guide might be for a different geographical area or commodity to what the learner is exposed to – please adapt your examples accordingly.

• There should always be good communication between facilitators and mentors to ensure effective learning experience.

• During practical activities facilitators should be present at all times. Should that not be possible, the mentor should be available for attendance.




Contextualisation – I have included information which is specific to the commodity and practices related to the commodity

Ability to respond to learners background & experience – I have studied the learner demographics, age group, experience & circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme delivery to create a motivating environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proxima projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




CCoonntteexxttuuaalliissaattiioonn ooff CCoonntteenntt!! Go through this module and indicate what specific information / activities / examples should be included in this module.

Contextualisation

What specific information / activities / examples should I include in this module?

• Commodity specific?

• Operating procedures of the farm?

• Agricultural practices?

• Agricultural markets?




SSeessssiioonn 11

DDiissttiinngguuiisshh bbeettwweeeenn iinnsseeccttss aanndd ootthheerr ccllaasssseess ooff aanniimmaallss

Concept (SO 1) Time frame Activities related to the concept

• The broad classification of animals is explained.

• The broad classification of insects is explained.

• The basic difference between the broad classifications of insects is described.

3 hours 1 – 2

TTiippss ffoorr tthhee FFaacciilliittaattoorr

Please allow learners to complete Activity 1 and 2 in their workbooks

Type of activity Resources Instructions to give to the

learners Conclusions

1.: Brainstorm Learner guide and Learner workbook.

List the differences between a grasshopper (an insect) and a dog? Explain it with examples.

Demonstrate abilities as indicated in the relevant assessment criteria.

2: Discuss with a partner

Learner guide and Learner workbook.

Explain why some insects have wings and others don’t?


Learner Guide:

Page 6

After completing this session, the learner should be able to: SO 1: Distinguish between insects and other classes of animals.

Activity 1: Allow learners to break away in groups to come up with ideas of differences between insects and other animals. Then allow learners to return and share their ideas with the rest of the class for comment.

Activity 2: Divide learners into pairs and allow then time to discuss this amongst them. Then have a general feedback session in class




SSeessssiioonn 22

CCrroopp ddaammaaggiinngg aappppeennddaaggeess


• The different broad anatomical parts of an insect are explained.

• The difference between an insect and other animal classes is broadly described.

• The location of the mouthparts is discussed. • The different types of mouthparts found are

described. • The different types of appendages found on

the abdomen are described.

6 hours 3 – 4





3. Individual exercise.


Indicate the different insect parts.


4: Individual exercise.


Answer the questions in your learner workbook.


Learner Guide:

Page 10

After completing this session, the learner should be able to: SO 2: Describe the general anatomy of an insect and where the crop damaging appendages are found.

Activity 3: It is important to first discuss the various parts of insects before giving learners the opportunity to complete this activity. Show posters and live examples of insects to identify the body parts.

Activity 4: Use this activity as an energizer. Spend time comparing different animals’ appendages with each other and then allow learners to complete the activity.




SSeessssiioonn 33

DDiiffffeerreenntt lliiffee ccyycclleess ooff aann iinnsseecctt


• The different life cycles in the life of an insect are described.

• The difference between the two is explained. • A complete metamorphosis is explained by

using an example. • An incomplete metamorphosis is explained by

using an example. • The affect of these lifecycles on the control

methods applied is discussed.

4 hours 5


Please allow learners to complete Activity 5 in their workbooks



5. Learner guide and Learner workbook.

Choose an insect and show its life cycle on a diagram.

Answer the questions in your learner workbook.


Learner Guide:

Page 14

After completing this session, the learner should be able to: SO 3: Explain the different life cycles of an insect. SO 8: Explain the ways in which insects, diseases and weeds can spread.

Activity 5: Learners will need access to literature and research material as well as an expert for the crop that they are studying. Emphasize that this activity is aimed at the crop they are studying and allow time for learners to complete the activity.




SSeessssiioonn 44 TThhee ddaammaaggee iinnsseeccttss ccaauussee


• The damage caused by the feeding habits of certain insects is described.

• The damage caused by certain insects by stinging or laying their eggs into the crop or animal it attacks is described.

• The damage caused by certain insects by being vectors for other pests and diseases is discussed.

• How this affects the methods of control of these insects is explained.

5 hours 6





6: Individual report.


Give an example for each of the following that damages the crop that you are growing, and explain how this insect is controlled.


Learner Guide:

Page 20

After completing this session, the learner should be able to: SO 4: Identify and explain the damage insects cause.

Activity 6: Learners have to apply this activity to the crop that they are studying. Ensure that learners have access to research material or subject matter experts.




SSeessssiioonn 55

SSccoouutt ffoorr iinnsseeccttss,, ddiisseeaasseess ssyymmppttoommss aanndd wweeeeddss


• Pests and beneficial insects on specific crops are recognized and reported.

• Observe and report on any Damage, or disease symptoms is reported and observed.

• Monitoring of pests after chemical application is supported.

• Hygiene measures (personal, equipment and plant) are applied.

5 hours 7 – 8





7.:Write a paragraph


Write answers as per learner workbook.


8.: Explain to co-worker


Explain to a co-worker as per learner workbook.


Learner Guide:

Page 23

After completing this session, the learner should be able to: SO 5: Scout for insects (pests and beneficial insects), disease symptoms and weeds.

Activity 7: Emphasize the need to consistently scout for pests & diseases in plants and the need report accordingly and that this is as much the job of the every-day farm worker as it is the job of the manager. Then allow time for learners to complete the activity according to the farm’s procedures where they are completing their practical duties.

Activity 8: Cover the basic need for Health & Safety in the workplace, especially around the use of agro-chemicals. Let learners share experiences in the workplace.




SSeessssiioonn 66

IInnsseeccttss aanndd PPeessttss


• The difference between problem insects and beneficial (predatory) insects is discussed.

• The fact that other animal classes can be pests to agricultural enterprises is explained.

• How the presence of beneficial insects affects the control methods of pests is briefly explained.

5 hours 9 – 11


Learner Guide:

Page 40

After completing this session, the learner should be able to: SO 6: Recognize that not all insects are pests, and that not all pests are insects.

Activity 9: It is vital that learners understand that there are beneficial insects. Explain how these insects impact the crop and how to attract them.

Activity 10: Emphasize that other organisms are involved in the spread and cause of disease and that all pests are not necessarily insects. Then allow learners to complete the activity.

Activity 11: Repeat the use of beneficial insects and then allow learners to complete the activity.

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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




Please allow learners to complete Activity 9, 10 and 11 in their workbooks



9.: Individual exercise.


Explain in your own words. Demonstrate abilities as indicated in the relevant assessment criteria.

10.:Brainstorm with a partner.


Brainstorm and write down. Demonstrate abilities as indicated in the relevant assessment criteria.

11.: Research. Learner guide and Learner workbook.

Find an example and explain as per learner workbook.


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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




SSeessssiioonn 77

PPllaanntt aanndd mmiiccrroobbiiaall ddiisseeaasseess


• The differences between symptoms of plant deficiencies and plant diseases are explained.

• The different microbes that result in plant diseases are discussed.

• The basic life cycles of fungal diseases are discussed.

• How a virus affects a plant is described. • The nature of a bacterial disease is described.

7 hours 12 – 14


Learner Guide:

Page 45

After completing this session, the learner should be able to: SO 7: Name what causes diseases in plants and explain the basic life cycles of microbial diseases. SO 8: Explain the ways in which insects, diseases and weeds can spread.

Activity 12: Distinguish between plant diseases and plant deficiencies. Then allow learners to complete the activity.

Activity 13: Explain to learners what the various microbes are that affect plants and cover the most common ones for their crop. Then allow learners to complete the activity.

Activity 14: Explain that understanding the lifecycle of organisms will assist in controlling them. Then allow learners to complete the activity.

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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




Please allow learners to complete Activity 12, 13 and 14 in their workbooks



12.:Group discussion


Have a group discussion and answers questions as per learner workbook.


13.: Research Learner guide and Learner workbook.

Speak to an expert and find out as per learner workbook.


14.:Individual exercise


Draw a picture of the life cycle of each of the following as per learner workbook: • A fungus that attacks a

plant. • A virus that attacks the

plant. • A bacterium that attacks the

plant.


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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




SSeessssiioonn 88 WWeeeeddss


• The factors playing a role in the spreading of insects, diseases and weeds are identified.

• The role of each of the factors is explained. 4 hours 15





15: Class discussion


Have a class discussion and write down notes for yourself.


Learner Guide:

Page 54

After completing this session, the learner should be able to: SO 8: Explain the ways in which insects, diseases and weeds can spread.

Activity 15: Explain what a vector is and how it assists in spreading pests & diseases. Then emphasize that controlling vectors assist in controlling the pests/diseases that they spread.




WWhhaatt wwiillll II ddoo ddiiffffeerreennttllyy nneexxtt ttiimmee?? Take some time to reflect on your own activities as facilitator of this Unit Standard. Then write down five of the most important lessons you have learnt and include a motivation:

What will I do differently next time? Motivate how or why

(Give examples, reasons, etc.)

1.

2.

3.

4.

5.

As facilitator, you have hands on experience in the application of the unit standard. And you might experience difficulties with the unit standard that the developers did not anticipate. Also, the unit standard will be revised at the end of the registration period. Your comments below can be an important contribution in the revision process and should be brought to the attention of either the AgriSETA ETQA manager or the SGB chairperson.

Please take some time to reflect on your experience and list a few of the difficulties you had to address.

Difficulties I had with the Unit Standard Recommended Changes to Address the Difficulty

6.

7.

8.

9.

10.

Documents

Recognise PPests, diseases and weeds s oonn crops€¦ · · 2006-10-12Recognise PPests, diseases and weeds s ... preparing for and facilitating the learning experience and enough