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GCSE Scheme of Work Agriculture and Land Use This is an exemplar scheme of work which supports the teaching and learning of the Agriculture and Land Use specification
GCSEScheme of WorkAgriculture and Land UseThis is an exemplar scheme of work whichsupports the teaching and learning of theAgriculture and Land Use specification
CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
GCSE Agriculture and Land Use
Contents Page
Introduction 1
Unit 1: Soils, Crops and Habitats 3
Unit 2: Animals on the Land 27
Resources 52
CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Introduction
CCEA has developed new GCSE specifications for first teaching from September 2013. This scheme of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. There are a number of web-based support materials to help you in the introduction of the new specification. These have been referred to throughout the scheme of work and are highlighted using the following symbol . When you see this symbol, the resource can be found on the CCEA GCSE Agriculture and Land Use microsite.
Best wishes
Patricia QuinnSubject OfficerAgriculture and Land Use
E-mail [email protected] 028 90 26 1200 (ext: 2267)
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
CCEA Exemplar Scheme of Work:
GCSE Agriculture and Land Use
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Unit 1: Soils, Crops and Habitats
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Specification: GCSE Agriculture and Land Use
Unit 1: Soils, Crops and Habitats
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Composition of Soils
Students should be able to: Identify the four main
components of any soil and state their relative proportions:- rock particles, water,
air, organic matter.
- Discuss pupil observations of different ground surfaces, e.g. gardens, sports pitches, boggy ground etc. and relate this to a difference in soil composition.
Textbook: A Handbook for Horticultural Students by Peter DawsonISBN 0-9525911-1-1.
http://apps.rhs.org.uk/advicesearch/profile.aspx?pid=179
www.soil-net.com/
Demonstrate knowledge and understanding of the physical characteristics, e.g. temperature, drainage, nutrient and water holding capacity of different types of soil:- clay, sand, peat and
loam.
- Examine samples of the 4 different types of soil.
- Class practical to compare drainage in each soil type.
www.bbc.co.uk/gardening/htbg/module1/soil_types1.shtml
Handbook for Horticultural Students Pg 84
www.gov.uk/managing-soil-types
Fact file on Soil Practicals
Give examples of those crops that are most
- Create a poster using pictures of crops suited to
http://apps.rhs.org.uk/advicesearch/profile.aspx?
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
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appropriate to each soil type.
each of the four soil types.- Examine gardening
textbooks to find the recommended vegetables for each soil type.
pid=179
www.landis.org.uk/soilscapes
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Composition of Soils (cont.)
Students should be able to:
Identify the factors contributing to soil type and location in Northern Ireland (limited to uplands versus lowlands).
- Carry out Internet searches related to the factors involved.
- Field trips to an upland area to sample e.g. peaty soil and to a lowland area to sample e.g. sandy soil.
- Use a map of Northern Ireland to identify soil types in different regions.
A Handbook for Horticultural Students Pg 80.
www.kidsgeo.com/geology-for-kids/0006-topographic-factors-in-soil-formation.php
Identify different soil profiles and highlight topsoil and subsoil in a soil profile.
- Observe sections through soil in school/college grounds.
- Interpret soil profiles from photographs.
A Handbook for Horticultural Students Pg 81,82.
Soil sieves
Outline how particle size contributes to soil type (sandy, clay, loam) and relate to drainage capacity.
- Use a microscope to examine dried samples of different soil types.
- Separating the different components in a soil sample by sieving.
A Handbook for Horticultural Students Pg 83-86, 88.
State that a soil type can be either acid or alkaline.
- Test the pH of soil samples.
- Students could test soil sampler from their garden
A Handbook for Horticultural Students Pg 97.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Learning Outcomes Teaching and Learning Activities
Resources
or field. Soil pH test kit.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Composition of Soils (cont.)
Students should be able to:
Identify crops appropriate to acid, alkaline and neutral soils.
- Internet research and pupil Power Point presentation.
- Complete a table of soil pH and suitable plants from an information leaflet.
www.bbc.co.uk/gardening/htbg/module1/soil_types1.shtml
Explain how essential elements, nitrogen, phosphorous and potassium, promote healthy growth in plants.
- Internet research.- Power Point
presentations, posters by pupils.
- Analysis of artificial fertiliser (NPK) data and promotions.
- Use pictures of different plants to discuss the most important nutrient required.
http://apps.rhs.org.uk/advicesearch/Profile.aspx?pid=304
A Handbook for Horticultural Students Pg 52–53.
State that the labelling on a fertiliser bag (including chemical symbols) provides information about their relative proportions of nitrogen, phosphorous and potassium.(NPK).
- Collect and examine a number of fertiliser bags.
- Discuss the issues with maintaining a nutrient-rich soil with intensive arable farming.
Farm supply firms.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Demonstrate knowledge and understanding of the nitrogen cycle, to include nitrogen fixation, nitrification and denitrification (chemical symbols not required).
- Discuss how nutrients are returned to the soil in nature.
- Complete a worksheet on the nitrogen cycle.
- Discuss the implications of crop harvesting on the nitrogen cycle.
CCEA GCSE Biology textbooks.
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/recyclingrev2.shtml
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Composition of Soils (cont.)
Students should be able to:
Use soil sieves to determine soil particle size
- See earlier sections. Fact file on Soil Practicals.
Use a pH meter/paper to determine soil pH
- See earlier sections. Fact file on Soil Practicals.
Measure the drainage capacity of clay, sandy and loam soils.
- Classroom practical. See Fact file
Fact file on Soil Practicals.
Oven dry a soil sample and calculate its moisture content.
- Classroom practical. See Fact file
Fact file on Soil Practicals.
Burn off organic matter and calculate the percentage present in a soil sample.
- Classroom practical. See Fact file
Fact file on Soil Practicals.
Horticulture Discuss the advantages and disadvantages of hydroponics, particularly in relation to global food production.
- Discuss the need to feed a growing world population.
- A worksheet on the advantages and disadvantages of large scale hydroponics.
Fact file on Hydroponics.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Horticulture (cont.)
Students should be able to:
Demonstrate knowledge and understanding of protected cultivation, e.g. glasshouses and polytunnels, its economic importance and how it is used to satisfy market demand.
- Discuss the problems of a short growing season for plants in Northern Ireland and how this may be addressed.
- Discuss the factors which may be controlled in a greenhouse.
- Visit the school glasshouse and/or a local plant nursery.
A Handbook for Horticultural Students Pg 391.
Fact file on Protected Cultivation.
Discuss the environmental and economic benefits of composting, including brown bin recycling.
- Analyse local council recycling data on the website.
- Invite a speaker from the local council waste disposal department.
Local council.
Recycling websiteshttp://video.nationalgeographic.co.uk/video/environment/going-green-environment/green-home-makeover/compost-gg
Plant Biology Demonstrate a knowledge and understanding of the conditions necessary for germination (water, oxygen, suitable temperature).
- Germinate bean seeds and observe development.
- Investigate the effect of water and temperature on the germination of
www.biology-resources.com/biology-experiments2.htmlexperimental method sheets.
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Learning Outcomes Teaching and Learning Activities
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bean seeds.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Plant Biology(cont.)
Students should be able to:
Describe the process of germination with reference to radicle, plumule, root hairs and cotyledons.
- Dissect a soaked been seed to show structures.
- Germinate a range of seeds to observe similarities and differences (e.g. different roles of cotyledons).
- Show animation of mung bean germination.
www.biology-resources.com/plants-seeds.htmlcontains seed structure and germination fact sheets andcontains link to video on mung seed germination.
Describe the functions of the root, stem and leaves and relate these to the structure of the plant.
- Interactive whiteboard activity for naming parts.
- Practical activity investigating properties of different plant parts.
http://lgfl.skoool.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_plant_nutrition/h-frame-ie.htmPage 2 contains an interactive activity for naming plant structures.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Plant Biology(cont.)
Students should be able to:
State the word equation for photosynthesis.
- BBC website gives photosynthesis notes and interactive test.
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/photosynthesis
CCEA GCSE Biology textbooks.
Investigate the effect of light and chlorophyll on photosynthesis.
- Carry out investigations including testing a leaf for starch, and the effect of light and chlorophyll on photosynthesis.
- Animations of photosynthesis investigations.
www.biology-resources.com/biology-experiments2.htmlExperimental method sheets.
CCEA GCSE Biology textbooks.
http://lgfl.skoool.co.uk/content/keystage3/biology/pc/learningsteps/CLSLC/launch.html
Comment on the significance of photosynthesis to maintaining life on Earth, referring to the importance of rain forests as oxygen
- Research activity to find out the importance of rainforests.
http://kids.mongabay.com/elementary/401.html
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Learning Outcomes Teaching and Learning Activities
Resources
producers and carbon dioxide absorbers.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Plant Biology(cont.)
Students should be able to:
Demonstrate an understanding of annual, biennial and perennial life cycles and recognise examples of each type.
- Show plant examples of each type.
- Explain the main characteristics of each type.
- Use plant catalogues and discuss the purpose of using different types
www.jardinguide.com/2009/06/what-are-annual-biennial-and-perennial-plantsGives definitions and examples
Label a diagram of a simple flower, stating the functions of each part.
- Dissect a flower and stick on to paper, labelling the parts.
- Complete a flower structure worksheet.
- Review diagrams / photographs of flower structure.
www.tes.co.uk/ResourceDetail.aspx?storyCode=6137585Fill in the gaps worksheet in TES resources.
www.biology-resources.com/plants-flowers.htmlInternet images of wind and insect pollinated flowers.
Describe the differences between wind-pollinated flowers and insect pollinated flowers.
- Look at pictures/diagrams of insect and wind pollinated flowers or show examples and discuss differences.
- Complete work sheets comparing wind and
www.tes.co.uk/ResourceDetail.aspx?storyCode=6029393TES worksheets comparing wind and insect pollinated flowers.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Learning Outcomes Teaching and Learning Activities
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insect pollinated flowers.- Analyse reasons for
differences.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Plant Biology(cont.)
Students should be able to:
Compare and contrast wind pollination and insect pollination.
- Construct a table of similarities and differences between wind pollination and insect pollination.
- Discuss advantages and disadvantages of each.
www.bbc.co.uk/bitesize/standard/biology/world_of_plants/growing_plants/revision/4compares wind and insect pollination.
Use labelled diagrams to describe the process of pollination and fertilisation.
- Show animation of pollination and fertilisation.
- PowerPoint explaining pollination and fertilisation.
www.primaryresources.co.uk/science/ powerpoint / flower_pol. ppt
Evaluate the role of bees and insects in facilitating pollination and discuss the impact of recent declines in bee populations.
- Research task leading to individual presentations.
www.bbc.co.uk/news/uk-england-beds-bucks-herts-12747560
www.guardian.co.uk/environment/2011/jan/03/bumblebees-study-us-decline
www.ekklesia.co.uk/node/16521
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Crop production(including grass)
Students should be able to:
Demonstrate knowledge of the most common crops grown in Northern Ireland.
- Classroom discussion on student observations of crops grown in the locality.
- Internet research of arable (crop) farming in N.I.
www.afbini.gov.uk/index.htmwww.ukagriculture.com/crops/crops.cfm
www.dardni.gov.uk/crop-prod-table.25.xls
Understand the need for continuous research into improving the quality of farm crops (Northern Ireland Recommended Varieties List).
- Internet research on published data of current research.
- Visit to Plant Testing Station.
- Visiting speaker.
www.afbini.gov.uk/index.htm
Identify a selection of grasses, (perennial ryegrass, timothy, scutch, cocksfoot, white clover), weeds (chickweed, docks, dandelion, creeping buttercup) and crops, (barley, wheat, potato, maize).
- Internet research to examine crops.
- Examine plant identification books to identify grasses.
- Collect samples of the weedsin the school grounds and construct a key.
www.ukagriculture.com/
Fact file on Grass Identification. Fact file on Weed Identification. Fact file on Crop Identification.
Consider how the time of year and stage of grass
- Analyse data from the Internet.
www.britishgrassland.com
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maturity affects its nutritional value.
www.teagasc.ie/publications/2011/63/63_SpringGrazing.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Crop production(including grass)(cont.)
Students should be able to:
Describe the process of silage-making practiced on Northern Ireland farms:- production- harvesting- preservation- storage.
- PowerPoint/poster presentation of silage making.
www.ukagriculture.com/crops/silage_making.cfm
www.countrysideinfo.co.uk/ag_grasslnd/flow_diag.htm
www.countrysideinfo.co.uk/ag_grasslnd/movies.htm
Assess silage quality using indicators such as colour, smell and moisture levels.
- Internet research.- Examination of silage
samples
Use oven drying techniques to compare the percentage of dry matter in a sample of fresh herbage or silage.
- Class practical Fact file on Soil Practicals.
Estimate grass yields measured in situ using a rising plate meter or by harvesting herbage samples.
- Calculations involving herbage samples.
www.dardni.gov.uk/ruralni/.../how_to_use_a_ rising _ plate _ meter .htm
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Crop production(including grass)(cont.)
Students should be able to:
Demonstrate knowledge and understanding of the key factors that impact on crop yield, for example weather, soils, crop rotation, pests and diseases.
- Class discussion on factors that are likely to affect crop yields.
- Internet investigation of the benefits of crop rotation.
www.agriinfo.in/default.aspx?page=topic&superid=1&topicid=311
http://apps.rhs.org.uk/schoolgardening/uploads/documents/Crop-rotation-V5_1151.pdf
Define what is meant by genetically
modified (GM) crops.
- Record a definition and examples of genetically modified crops.
A Handbook for Horticultural Students Pg 73.
CCEA GCSE Biology textbooks.
Discuss the potential advantages and disadvantages of the widespread use of GM crops.
- Recall the increasing demands on world food supplies.
- Class debate on advantages, disadvantages of GM crops.
A Handbook for Horticultural Students Pg 73.
CCEA GCSE Biology textbooks.
Demonstrate knowledge and understanding of the content and purpose of a management plan based on
- Examine seed catalogues/gardening books to complete a worksheet on maintaining
A Handbook for Horticultural Students Pg 382.
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spring, summer, autumn and winter.
a vegetable garden.- Build a calendar of key
agricultural events.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Crop production(including grass)(cont.)
Students should be able to:
Discuss the production of one common farm crop (choose from cereal, potato, fruit or vegetable) choosing the most appropriate:- site/location, soil type,
soil fertility, seed bed preparation, seed sowing, crop nutrition, pest, disease and weed control;
- storage, processing and distributing the crop from farm store to supermarket.
- Divide the class into groups and allocate a crop to each group.
- PowerPoint presentation of group’s findings.
- Class discussion on the common points in the production of any crop.
A Handbook for Horticultural Students.
www.grainchain.com/Resources/14-16/ip_storing-the-grain
http://gyop.potato.org.uk/pc70/Teacher-resources/Lesson-Content/Growing-potatoes
www.thetomatozone.co.uk/secondary/numbersgame.html
Identify the main costs associated with the different phases of production for the chosen crop.
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Learning Outcomes Teaching and Learning Activities
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Crop Production(including grass)(cont.)
Students should be able to: Identify the main types of
machinery used to support production.
- Use images of farm machinery in a classroom poster.
- Discuss particular adaptations of each type.
- Use images of farm machinery to explain the purpose of each machine.
Farm machinery catalogues, farm magazines.
www.ukagriculture.com/multimedia/farming_pictures.cfm?strSubCategory=Cultivations&strClient_Name_UKA=UKA&strCategory=Crops
Describe the differences that organic farming methods would make to the production of the chosen crop.
- Students compare organic production with conventional food production.
A Handbook for Horticultural Students
www.rhs.org.uk/Gardening/Sustainable-gardening/pdfs/c_and_e_organic
www.guardian.co.uk/environment/2011/jan/03/bumblebees-study-us-decline
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www.ekklesia.co.uk/node/16521
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
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Care and management of countryside (cont.)
Students should be able to:
Identify the roles of agencies such as Northern Ireland Environmental Agency and Department of Agriculture and Rural Development in protecting and maintaining the rural environment.
- Students should research NIEA and DARD websites and should investigate the roles and responsibilities of each. A presentation could be made to the class.
www.doeni.gov.uk/niea/index/about-niea.htm
www.dardni.gov.uk/index/rural-development.htm
Define the terms habitat, ecosystem, biodiversity, abiotic and biotic factors.
- Visit to school grounds to observe examples of and/or explain the terms habitat, ecosystem, biodiversity, abiotic and biotic factors.
- Use animation introducing biodiversity.
http://purchon.com/wordpress/ecology/?page_id=18
Develop and awareness of the following habitats:- improved grassland
(including sports turf);- unimproved grassland;- deciduous or coniferous
forest;or
- wetland or bog.
- Educational visit e.g. Peatlands Park, Castle Archdale, Crawfordsburn Country Park, Roe Valley, Bog Meadows, Colin Glen etc., or use school playing fields/grounds.
Sampling equipment e.g. light meters, thermometers, pH meter, quadrat, pitfall traps, sweep nets and pooters, line and belt transect equipment.
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Specification Content
Learning Outcomes Teaching and Learning Activities
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Care and management of countryside (cont.)
Students should be able to: Study one habitat in detail
and:- measure and record
abiotic factors such as soil pH, light levels, wind speed and temperature;
- explore the biodiversity of plants and animals, using appropriate sampling equipment.
- Use the data collected to explain the distribution of species within the habitat and evaluate the validity of this data.
- Comment on how species found in the habitat, for example bluebells, gorse or curlew, are adapted for living there.
- Highlight the difference between reliability and validity.
- Students should comment on how the biotic and abiotic environment influence the presence of species.
- Highlight any behavioural, morphological or physiological adaptations that the organism may have to survive in these conditions.
www.countrysideinfo.co.uk/wetland_survey/biosampl.htmGives explanations of sampling techniques.
www.holah.karoo.net/reliabilityandvalidity.htmDefines reliability and validity.
www.wildlifehc.org/new/wp-content/uploads/2010/10/Long-billed-Curlew.pdfDescribes adaptations of curlew
www.for.gov.bc.ca/hfp/publications/00177/gorse.htmDescribes adaptations of gorse.
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Specification Content
Learning Outcomes Teaching and Learning Activities
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Care and management of countryside (cont.)
Students should be able to: Evaluate the benefits to
farmers, the general public and future generations, of initiatives to enhance biodiversity, for example financial incentives, sustainable agriculture and public recreational areas.
- Analyse DARD agri-environmental schemes which provides incentives for farmers (financial or otherwise).
- Analyse NIEA biodiversity strategy for N. Ireland - outlines the need to conserve biodiversity to benefit future generations.
- Class discussion/open questioning followed by a group research activity to evaluate benefits. Each group could research different a different example and report back.
- Speakers from a conservation organisation to talk about biodiversity.
www.dardni.gov.uk/index/grants-and-funding/agri-environmental-schemes.htmlinks to agri-environment schemes
www.doeni.gov.uk/niea/biodiversity/northern_ireland_s_biodiversity/northern_ireland_biodiversity_strategy.htmlinks to N. Ireland Biodiversity strategy
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Care and management of countryside (cont.)
Students should be able to: Describe how farmers can
minimise the impact on ecosystems and improve biodiversity by:- preventing soil erosion- restoring and
establishing hedges- minimising soil
compaction- creating and managing
habitats- reducing reliance on
chemicals; and- protecting plant/animal
species.
- In groups, students could produce their own PowerPoint which describes how farmers could improve biodiversity.This could then be presented to the class.
www.faceonline.org.uk/resources/biodiversity/Factsheets.pdfFactsheet which links to lots of websites relating to farming and biodiversity in England.
http://awsassets.wwf.org.za/downloads/biodiv_on_the_farm.pdfBiodiversity and the farm.
www.newscientist.com/article/dn6496-organic-farming-boosts-biodiversity.htmlArticle on how organic farming boosts biodiversity.
www.cvni.org/biodiversity Information on hedgerows.
www.rspb.org.uk/ourwork/conservation/northernireland/index.aspxInformation on the
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Specification Content
Learning Outcomes Teaching and Learning Activities
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Care and management of countryside (cont.)
Students should be able to:conservation of biodiversity.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Care and management of countryside (cont.)
Students should be able to: List a variety of plant
species that could be used in hedging, for example hawthorn, hazel, dog rose, guelder rose, holly, rowan, oak, cherry.
- Observe/research images of the plants and discuss advantages of some types as hedgerow plants.
Define the term priority species as plants or animals that require conservation action because of their decline, rarity and importance in all-Ireland and UK contest.
- Students could research what is meant by priority species.
www.habitas.org.uk/priorityN. Ireland priority species websites.
Recognise the following examples of priority species and identify their respective habitats: yellowhammer, Irish hare, red squirrel, lapwing, curlew, barn owl and marsh fritillary butterfly.
- Create a summary table of the priority species, their habitats, and why they are in danger.
- Barn owl and corncrake case studies can be found in CCEA AS Biology Guidance and support.
www.habitas.org.uk/priority
www.cvni.org/biodiversity/priority-speciesN. Ireland priority species websites Interactive so that you can choose the species that you are interested in and it will give information about it.
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Specification Content
Learning Outcomes Teaching and Learning Activities
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Care and management of countryside (cont.)
Students should be able to:
Define the term conservation and understand how those working on the land can support conservation initiatives by practising sustainable agriculture, for example crop diversification, using animals to maintain soil and vegetation quality.
- Definition given to students.
- Research examples of crop diversification/sustainable agriculture, e.g. use of oil seed rape/willow.
www.sustainabletable.org/intro/whatisgives a simple definition of sustainable agriculture and its link to conservation.
Fact file on Conservation.
Identify an Area of Special Scientific Interest (ASSI) and an Area of Outstanding Natural Beauty (AONB) in Northern Ireland and explain their impact on land management such as, but not limited to:- Lough Neagh and
shoreline;- Foyle Basin;- Cranny Bogs;- Peatlands Park; or- Magilligan sand dunes.
- For further information, factsheets and speakers, contact the education officers at NIEA, RSPB or Ulster Wildlife Trust or visit websites.
- Students could outline an ASSI and an AONB, and link this to land management.
www.doeni.gov.uk/niea/protected_areas_homeoutlines each designation and where it occurs in Northern Ireland.
www.rspb.org.uk/ourwork/teaching/northernireland/index.aspx
www.doeni.gov.uk/niea/teachers_and_pupils.htm
www.ulsterwildlifetrust.org/discover-learn/learning-guides
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Care and management of countryside (cont.)
Students should be able to:
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Learning Outcomes Teaching and Learning Activities
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Renewable Energy and Climate Change
Students should be able to: Give examples of how
energy is used on a farm.- Class discussion.
Understand the term biomass and give examples of crops that can be grown for this purpose
- Research activity using the Internet to identify crops.
www.biomassenergycentre.org.uk
Investigate the suitability of producing energy from renewable sources, such as wind, water, sun and energy crops (biomass), considering location, cost, efficiency and environmental impact.
- In groups, research using the DARD website and produce a summary table of advantages and disadvantages of using renewable energy.
- Investigate willow as an energy crop.
www.dardni.gov.uk/ruralni/index/environment/renewables.htm
Describe some of the ways farmers can reduce their carbon footprint, for example increased woodland planting, careful management of specific habitats and energy conservation.
- Create a mind map/spider diagram showing the ways farmers can reduce their carbon footprint.
www.dardni.gov.uk/ruralni/index/environment/renewables.htm
Discuss the effect of climate change on weather
- Show the video clips from the BBC climate
www.bbc.co.uk/sn/climateexperiment/
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patterns. experiment and discuss.
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Renewable Energy and Climate Change(cont.)
Students should be able to: Evaluate the impact of
climate change on :
- crops grown in the UK- the incidence of pests
and diseases on crops; and
- the role of farmers in flood risk management.
- In groups of 2/3 create a news report on the impact of climate change on farming practices.
www.ecifm.reading.ac.uk/climate_change.htm
www.bbc.co.uk/climate/impact/agriculture.shtml
Careers Understand the importance of the agri-food industry to the economy of Northern Ireland.
- Introduce topic by showing a recent media item outlining the importance of the agri-food industry.
www.northernireland.gov.uk/index/media-centre/news-departments/news-deti/news-deti-may-2012/news-deti-180512-foster-congratulates-agri.htmStatement by Arlene Foster.
Identify careers in the agri-food and land use sectors where the knowledge gained in this unit could be applied, for example farmer, grower, food processor, conservation worker, agricultural contractor,
- Research task on the listed careers.
- Create a mind map outlining each career.
www.nicurriculum.org.uk/STEMWorks/resources/futures/agri_food/profiles/Lists of careers, employers, and places to study.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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feed merchant, agri-sales, agricultural engineer or agronomist.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Careers (cont.) Students should be able to: Research the skills and
qualifications for two chosen careers in the agri-food and land use sector.
- Research homework task to find the qualifications required for 2 chosen careers.
www.nidirect.gov.uk/careers
A-Z of careers
Understand the need for those working in agriculture and land sector to have ongoing training in skills such as people management, business innovation, applied technology and health and safety.
- Class discussion.
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Unit 2: Animals on the Land
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification: GCSE Agriculture and Land Use
Unit 2:Animals on the Land
Specification Content
Learning Outcomes Teaching and Learning Activities
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Livestock Farming Students should be able to: Name the five basic
freedoms of farm animals:
- freedom from hunger and thirst;
- freedom from discomfort; - freedom from pain, injury
or disease; - freedom to express
normal behaviour; and freedom from fear and distress.
- Group work / class discussion - students discuss what makes them content and secure; then relate this to what animals need to be content or secure, both physically and mentally.
- Discuss similarities between pets and farm animals. Students should be able to conclude that every living thing has the same needs.
www.fawc.org.uk/freedoms.htm
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Outline five characteristics that can be used to assess the general health of an animal (vital signs):
- level of interest in food; - level of alertness; - skin and coat condition; - colour of urine; and- colour of mucous
membrane.
- Group discussion - what common behavioural and physical signs are exhibited by good human health; relate each of these to animal signs.
- Identify signs of healthy and unhealthy animals from pictures.
- ICT skill - Prepare a table for the monitoring of the health of a pet or farm animal(s) with a simple scoring system that multiple users could read or use.
Example of scoring card
www.ngflcymru.org.uk/vtc/201011/vocational/vets/U2/EN/index.html
Fact file on Farm Health and Safety
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction
Students should be able to: Label a diagram of the male
and female reproductive systems(Cows, sheep and pigs)
- Students label the different parts of the male and female reproductive systems to show the position and explain the function of each organ.
- Research the processes of natural fertilisation and embryo development and where each of these takes place in the animal.
- Discuss the signs of heat in animals.
www.fao.org/docrep/t0690e/t0690e04.htm
www.fao.org/index_en.htm
State appropriate gestation periods(Cows, sheep and pigs)
- Students match up gestation periods with animals. Pupils should also be aware of the variation of the gestation time within different breeds.
www.factophile.com/show.content?action=view&pageid=6
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to: Describe how different
fertilisation methods take place (natural fertilisation, AI and embryo transfer).(Cows, sheep and pigs)
- Research the techniques used by farmers to identify when an animal is on heat e.g. pedometers, cameras, milk analysis, observation.
- Extend understanding of the processes of natural fertilisation and embryo development to include AI and embryo transfer.
www.ianrpubs.unl.edu/epublic/pages/publicationD.jsp?publicationId=717
www.vetmed.lsu.edu/eiltslotus/theriogenology-5361/artificial%20insemination_4.htm
www.biotopics.co.uk/edexcel/biotechnol/artins.html
Evaluate the advantages and disadvantages of each fertilisation method.(Cows, sheep and pigs)
- ICT - Pupils research the different methods and prepare and present PowerPoints listing what, how, advantages, disadvantages etc.
- Use a table to summarise the advantages and disadvantages of the various reproductive strategies.
- Students given different scenarios/casestudies/shareholder/business and in groups try to persuade the
www.cruachan.com.au/embryo_transfer.htm
www.biotopics.co.uk/edexcel/biotechnol/artins.html
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to:farmer that their method is best.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to: Describe the benefits of
colostrum compared to ordinary milk.(Cows, sheep and pigs)
- Carry out protein and fat tests on quantities of colostrum and ordinary milk.
- Class discussion on what a calf needs from milk as it grows.
- Analyse data on colostrum and milk composition.
Describe the main features of a lactation curve.(Cows)
- Discuss what is meant by a lactation curve.
- Identify the main features of a lactation curve.
- Analyse the implications for farmers of changes in a cow’s milk production.
Fact file on the Lactation Curve
Discuss the effects of artificial lighting on breeding and egg production in poultry.(Poultry)
- Plan an experiment to investigate the effects of varying the amount of light on egg production.
www.poultrykeeper.com
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to: Know how to incubate an egg
(with concern for health and welfare).
- Prepare a short leaflet on how to incubate an egg.
- Incubate several eggs. Develop a business plan estimating costs of raising and keeping hens etc.
- Prepare a fact sheet listing the hatching times of different breeds.
poultrykeeper.com/incubating-and-hatching-eggs
Label a diagram of the inside of an egg, to include albumen, egg cell, vitelline membrane, yolk, air pocket, shell and chalazae. (Poultry)
- Labelling exercise.- Dissection of a fresh egg to
identify component parts and discuss their functions.
www.enchantedlearning.com/subjects/birds/info/chicken/egg.shtml
State the typical range of annual production for dairy cow milk and layer egg yield.(Poultry and Cows)
- Use the Internet / agricultural leaflets to compare milk production rates in dairy cattle.
- Prepare a PowerPoint comparing the different breeds and their production rates.
- Analyse egg production rates in poultry as above.
http://ag.ansc.purdue.edu/poultry/publication/commegg/
www.ca.uky.edu/smallflocks/chicken_egg_production.html
www.dairyco.org.uk/market-information/farming-data/milk-yield/average-milk-yield/
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to: Discuss with examples, how
selectively breeding farm animals using traits such as growth rate, productivity, conformation, hardiness and longevity has led to the development of different breeds.(Poultry and Cows)
- Prepare a fact file on the production rates and quality of produce of different breeds of cattle and poultry so that a farmer can decide which breed best suits their farm.
- Explore different breeds of cattle and poultry and summarise the main qualities for each breed.
- Use A1 sales catalogue to relate class examples to the traits shown in catalogues.
- Students construct their own new ‘super’ breed and explain why they have chosen each trait. Could be done as group/homework/poster exercise using ICT for presentation.
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/genesrev2.shtml
www.pbs.org/wnet/nature/lessons/the-perfect-cow/lesson-activities/1535/www.ansi.okstate.edu/breeds/
www.thecattlesite.com/breeds/
Give one example of a commercial breed and one example of a traditional breed.(Poultry and Cows)
- Students research and present their favourite breeds of poultry and/or cattle.
www.thecattlesite.com/breeds
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Breeding and Reproduction (cont.)
Students should be able to: Discuss the importance of rare
breeds in preserving the gene pool.(Poultry and Cows)
- Explore different conservation projects which are currently operating.
- Analyse the main issues in the preservation of rare breeds.
- Students construct a table highlighting the advantages and the issues with preserving rare breeds.
- Students develop a case study on one rare breed.
www.rbst.org.uk/conservation
Health and Welfare Describe the cause, symptoms, prevention, and treatment of mastitis in cows, fluke in sheep, pneumonia in pigs and salmonella in poultry.
- Research the cause, prevention and treatment of each of the diseases and present in a table.
Fact file on Health and Welfare.
Describe the effect of tuberculosis and brucellosis in cows.
- Complete a summary using the information in the Fact file.
Fact file on Health and Welfare.
Explain the impact of tuberculosis and brucellosis on the agricultural economy.
- Review data in Fact file and research Internet.
Fact file on Health and Welfare.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Health and Welfare (cont.)
Students should be able to: Outline how the government
and other agencies try to limit the spread of tuberculosis and brucellosis.
- Brainstorming exercise discussing ways to limit spread of livestock diseases.
- Internet searches to review current measures to limit spread.
Fact file on Health and Welfare.
Understand the need for farm biosecurity and describe methods of good practice, for example disinfectant foot baths,
- Create a ‘Top Tips’ leaflet for farmers describing good practice in relation to biosecurity.
Fact file on Health and Welfare.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Nutrition Students should be able to: Identify and describe the
functions of the key parts of the ruminant, monogastric and avian digestive tracts.
- Brief recap on the human digestive system and how it works (KS3 and GCSE Biology); humans are monogastric.
- Discuss the key differences between the diets of common farm animals such as the cow and the pig.
- Research and label the main parts of each of the digestive systems.
- Labelling and/or matching exercise.
- Sequencing exercise to follow the digestion of food in each system.
Fact file on Animal Nutrition.
CCEA GCSE Biology textbooks.
Explain what dry matter intake (DMI) means and relate it to nutritional needs.
- Investigate practically how much dry matter there is in a variety of foods e.g. grass, silage, straw, hay, meal, turnips.
- Discuss which types of food wouldbe suitable for a variety of animals e.g. piglets, breeding ewes, dry cows,
http://learningstore.uwex.edu/pdf/A2387.PDF
www.agriculture.gov.sk.ca/agriview_april_09_9
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laying hen, meat , chicken, etc.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Nutrition (cont.) Students should be able to: Describe and explain how the
following food sources: - forage; - fibre (roughage); - concentrates; and - minerals;
are used to meet dietary requirements.
- Students research the role of each food source and explore how the needs of different animals vary depending on species, breed, age, sex etc.
- Students discuss the main benefits of different food types in terms of meeting particular dietary needs.
www.acsedu.co.uk/Info/Agriculture/Animal-Husbandry/Livestock-Feed.aspx
Fact file on Animal Nutrition.
Evaluate the differences between maintenance rations and production rations.
- Students discuss the dietary needs of people depending on age, sex, job etc. From this, pupils deduce the meanings of maintenance and production rations.
- Students relate the function or role of an animal to whether they need a maintenance or production ration.
- Discuss the issues that arise with the wrong ration being used at a particular time.
Fact file on Animal Nutrition.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Nutrition (cont.) Students should be able to:
Explain how the nutritional requirements of animals vary, depending on species, sex, breed, age and stage of pregnancy.
- Students compare and contrast how the nutritional requirements vary for a dairy and beef animal throughout their life cycles.
http://learningstore.uwex.edu/pdf/A2387.PDF
Fact file on Animal Nutrition
Identify different feed samples by colour, smell and texture.
- Students shown examples of different types of food stuffs and match each label with the food, examples could include; hay, straw, grass, wheat, barley, different varieties of meal, etc.
http://tna.europarchive.org/20120102091535/http://www.food.gov.uk/foodindustry/farmingfood/animalfeed/whatfarmanimalseat
Food Production and Processing
Discuss consumer food choices in relation to economic, ethical and cultural differences.
- Students encouraged to bring samples of their washed food packaging in and to discuss their choices and preferences.
- Students conduct a blind taste test to compare ‘value’ products with their more expensive counterparts.
- Students investigate how some meat products e.g. pork sausages, can vary so much in price and discuss reasons why.
- Students discuss how
www.streetdirectory.com/food_editorials/health_food/organic_food/why_choose_organic_foods.html
http://conversation.which.co.uk/money/budget-food-versus-premium-food/
www.defra.gov.uk/food-farm/animals/welfare/slaughter
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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religion / culture can influence how animals are slaughtered and meat choices.
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Food Production and Processing (cont)
Students should be able to:
Understand the influence of consumer demand on farm production.
- Students explore the changes in organic food demand with rising costs.
- Students research examples of how consumer opinion can bring about change in production.
http://ec.europa.eu/agriculture/organic/consumer-confidence/consumer-demand_en
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/farmingrev1.shtml
Fact file on Food Production and Processing
Explain the difference between intensive and extensive farming.
- Students discuss ways in which animals and plants are grown for food.
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/farmingrev1.shtml
Assess the advantages and disadvantages of intensive and extensive farming systems, including organic methods.
- Research the advantages and disadvantages of each farming strategy.
- Research and prepare PowerPoints/leaflets promoting the advantages of each farming strategy.
www.buzzle.com/articles/agriculture/
Fact file on Food Production and Processing.
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Food Production and Processing (cont)
Students should be able to:
Explain how the product is made ready to leave the farm and is subsequently transported and stored.
- Explore how different products such as milk get from the cow to the supermarket shelf, or the pathway from piglet to bacon.
www.forteachersforstudents.com.au/dairy/interactives/Milk-Cycle.php
www.ukagriculture.com/food/food_field_to_fridge.cfm
Describe what happens at each stage of food processing from farm to supermarket shelf;
- quality control, pasteurisation, homogenisation (for milk);
- quality control, slaughtering, butchering (for meat);
- quality control, cleaning, packaging (for eggs); and
- describe methods used to preserve the products for later use, for example drying, vacuumed packing,tinning or curing.
- In groups, students prepare and present a presentation of a particular food processing technique, a ‘Farm to Fork’.
- Matching exercise to show the key points of each preservation method.
- Students bring in a variety of foods and discuss and compare what steps have been taken to preserve the food.
www.forteachersforstudents.com.au/dairy/interactives/Milk-Cycle.php
www.buzzle.com/articles/food-preservation-methods-of-preserving-food.html
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Farm Economics Students should be able to:
Define the terms 'income', 'cost' and 'profit' and calculate cost and profit margins.
- Discuss student understanding of these financial terms and develop definitions.
- Students calculate a profit margin as a worksheet exercise using basic data provided.
www.tutor2u.net/blog/index.php/economics/C447Further finance-related referencematerial available at:
www.a-systems.net/accounting-terms.htm
Use secondary data to calculate the cost and profit margins of an animal production system.
- Using real costs and income data collected from a range of sources, calculate the profit for one animal production system e.g. milk production per year; suckled calf production per year.
Investigate the principal costs associated with keeping animals.
- In group work students research and analyse the costs involved in keeping particular animals.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Farm Economics (cont.)
Students should be able to:
Explain how farmers benefit from schemes such as the Northern Ireland Farm Quality Assurance Scheme and the Countryside Management Scheme, and identify the requirements of these schemes.
- Internet research on a selected scheme using the websites supplied.
- Students summarise the benefits of the selected scheme to farmers, and list the selected scheme’s requirements.
www.food4life.org.uk/teachers/ni-farm-quality-assured
www.lmcni.com/fqasgives a full account of the whole NIFQA scheme.
Assess the advantages and disadvantages of the European Union financial support to farm businesses.
- Group work - Assign each group a farm business type e.g. arable; dairy; beef and sheep; poultry. Assess the advantages and disadvantages of EU financial support for these particular farm types. The general advantages and disadvantages will be more or less relevant to certain farm types.(e.g. historically, poultry farm businesses did not receive direct farm subsidy payments from the EU, unlike livestock farm businesses).
www.civitas.org.uk/eufacts/FSPOL/AG3.htm
www.bbc.co.uk/news/world-europe-11216061
http://www.defra.gov.uk/food-farm/farm-manage/cap-reform/
Fact file Farm Economics.
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Farm Economics (cont.)
Students should be able to:
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Farm Economics (cont.)
Students should be able to:
Describe how the agricultural industry has adopted technology (such as electronic ID collars/tags, computer based record keeping programs, pedometers for heat detection and Animal and Public Health Information System (APHIS) have been adopted by the agricultural industry and explain the benefits to farm businesses;
- Discuss the recent technology that has been adopted on local farms such as the use of robotic milking. Draw out the key benefits to the farm business, through class discussion.
- In group work, each group is given a contrasting farm type. Students discuss the technologies used and give a presentation based on one technology adopted, and its key benefits.
Fact File on Technology and the Agricultural Industry
For technology examples relating to specific farm types, some examples are given below:
www.dardni.gov.uk/ruralni/index/ruralni_news-current/ruralni_news-current-2/aphis_online_training_.htm use of APHIS on line recording system to maintain farm animal records efficiently.
www.pepsico.co.uk/news-and-comment/mobile-technology-set-to-help-farmers-predict-harvests-whilst-growing-more-for-less
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Farm Economics (cont.)
Students should be able to:
w ww.fwi.co.uk/Articles/ 10/09/2012/135085/Beef-farmers-could-profit-from-use-of-technology.htmbeef farm using electronic weigh scales & EID
www.fwi.co.uk/Articles/04/10/2012/135504/2012-Dairy-Farmer-of-the-Year-Thomas-Steele.htm dairy example: during milking, conductivity of milk is assessed to allow early detection of E coli and mastitis cases in particular cows.
Describe farm diversification and why it can be beneficial to the farmer and the economy.
- Internet research/class discussion of diversification to explain process and list its main benefits and potential drawbacks.
- Invited speaker makes a presentation to the class
www.nibusinessinfo.co.uk/bdotg/action/detailsite describes diversification and 5 benefits.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Farm Economics (cont.)
Students should be able to:
(e.g. farmer with a successfully diversified business).
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Farm Economics (cont.)
Students should be able to:
Discuss ways that farms in Northern Ireland have diversified with particular reference to tourism, farm shops and niche premium food products such as ice cream, meat, cheese and yoghurt;
- Discussion of the benefits and risks of the farm shop.
www.glastryfarm.com/page/farm/ local farm diversification example(icecream)
www.forthillfarm.co.uk/-K & J Gracey forthill farm website
Farm Health and Safety
Describe how to approach and safely carry out routine health checks on farm animals.
- Students should think of how to approach and talk to someone they do not know, then relate this to approaching animals.
- Prepare a leaflet detailing how you should approach a farm animal or carry out a health check.
www.defra.gov.uk/food-farm/animals/movements/
Fact file on Farm Health and Safety.
Understand the importance of the safe storage, usage and withdrawal periods for agrichemicals and animal medicines.
- Discuss the major health and safety issues on a farm.
- Prepare a leaflet/Fact file detailing how to store, handle and work with chemicals and medicines.
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Farm Health and Safety (cont.)
Students should be able to:
Outline the main dangers associated with storing, mixing and applying slurry.
- Discuss the processes involved in storing and maintaining slurry.
- Discuss the reasons that make working with slurry so dangerous.
www.farmsafe.hseni.gov.uk/index.htm
Discuss the dangers of operating machinery and spraying slurry.
- Watch the farm safety videos on http://www.farmsafe.hseni.gov.uk/farm-safety-resources.htm
www.farmsafe.hseni.gov.uk/farm-safety-resources.htm
Identify how to reduce the risks associated with operating farm machinery.
- Discuss the dangers and how to prevent farm accidents involving machinery.
www.nfumutual.co.uk/farming/farm-safety/quizzes.htm
Explain the key features of a risk assessment by:
- identifying the hazard; - evaluating the risk; - identifying the mitigating
measures; - ongoing monitoring and
review of the risks.
- Prepare a risk assessment on a chosen farm hazard such as spraying crops or mixing slurry.
- Student presentations on a chosen hazard.
www.hse.gov.uk/risk/fivesteps.htm
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
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Pollution and Farm Waste
Students should be able to: Identify the main sources of
farm pollution;
- silage effluent;- excessive application of
fertilisers and animal waste;
- air pollution from spreading slurry;
- noise from farm machinery;
- dirty yard water.
- Discuss students understanding of the main sources of farm pollution.
www.dardni.gov.uk/ruralni/index/environment/countrysidemanagement/farm_waste_management.htm
Recognise that the European Union legislates the disposal of farm wastes through the Nitrates Directive and Nitrate Vulnerable Zones.
- Using the Internet sources provided, summarise the main points of the Nitrates Directive and the Nitrate Vulnerable Zones.
For a brief overview of the nitrates directive, see the following article:
www.dardni.gov.uk/ruralni/index/environment/countrysidemanagement/nap2011-2014.htm
www.agrisearch.org/dairy/completed-dairy/environmental-dairy-completed use the 'background and summary' section only for
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Pollution and Farm Waste
Students should be able to: information on NVZs.
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Pollution and Farm Waste (cont.)
Students should be able to:
Define eutrophication and, using Lough Neagh as an example, explain how it is caused by over application of fertilisers, potentially leading to algal growth, bacterial decomposition and fish death.
- Introduce the eutrophication topic using video clips to promote class discussion of the process.
- Create a flow chart to illustrate how Lough Neagh became polluted/eutrophication of other waterways.
- Discuss the potential conflict between intensive farming and water pollution.
- Summarise the main steps that are in place to reduce eutrophication.
Fact file on Pollution and Farm Waste
www.absorblearning.com/media/item.action?quick=v3Eutrophication animation - a very useful clip for introduction of topic to class.
www.yteach.co.uk/index.php/resources/cyanobacteria_enzymes_ultrasound_calorific_value_methane_biofiltration_eutrophication_Organic_matter_microorganisms_detergents_proteins_pesticides_bioreactor_biomass_denitrification_nitrification_t_page_7.html
For specific information on Lough Neagh eutrophication, see:www.loughneagh.com/waterquality.html(official website of the ‘Lough Neagh and Lower Bann Wetlands’)
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Pollution and Farm Waste (cont.)
Students should be able to:
Describe how farmers can reduce pollution from animal waste and effluent referring to slurry application using a dribble bar or shallow injection and dirty water irrigation.
- Summarise the ways in which legislation and good practices are reducing pollution from slurry.
- Possible discussion point with the host farmer during a field trip (can be combined with other learning outcomes from related SOWs).
- Pollution as possible topic by visiting speaker.
www.dardni.gov.uk/ruralni/nitrogen_cmb.pdfCovers aspects of N efficiency on farm and refer to part (iii) for slurry spreading methods.
Explain how reed beds can be used to clean dirty water and assess the viability of using this system on farms.
- Develop a table highlighting the advantages and disadvantages of reed bed systems.
www.soilassociation.org/LinkClick.aspx?fileticket=e%2FOUEgT%2FUsI%3D&tabid=151
Demonstrate knowledge and understanding of how technology, such as GPS on tractors, allows for more accurate application of fertilisers and pesticides.
- Internet research to investigate how technology can improve accuracy of field applications.
- Summarise the benefits and issues of using technology on the farm.
List of 5 key aspects covered in the article at:www.ehow.com/list_7612737_advantages-gps-precision-agriculture.html
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Pollution and Farm Waste (cont.)
Students should be able to:
Analyse how pollution affects water quality by using secondary sources of data, for example biological oxygen demand (BOD) values and invertebrate indicator species:
- worms;- leeches;- mayfly nymphs;- damselfly nymphs;- caddis fly larvae; and- dragonfly nymphs
- Explain the concept of BOD.
- List the main farm pollution sources and rank them for their respective BOD values, from lowest (least polluting) to highest (most polluting).
- Using the BOD Overview, discuss in class the consequences of increasing BOD levels from 1-2 through to 100+.
- Define an indicator species.
- Analyse the effects of increasing water pollution on indicator species such as mayfly nymphs.
- Use water samples from different areas to discuss how indicator species are affected by pollution.
Fact file on Pollution and Farm Waste
www.dardni.gov.uk/ruralni/index/environment/countrysidemanagement/farm_waste_management.htm
BOD Overview:www.polyseed.com/misc/BODforwebsite.pdf
www.spoonrevolution.com/reason.php?reason_type=ecologicalrefer to section on water pollution.
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Pollution and Farm Waste (cont.)
Students should be able to:
Discuss the potential to produce energy on farms through anaerobic digestion of animal waste.
- Internet research and class discussion.
Use the first two sections of the article at:-www.dardni.gov.uk/ruralni
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CCEA Exemplar Scheme of Work: GCSE Agriculture and Land Use
Other websites· www.poultrykeeper.com
· www.fao.org/biodiversity/components/plants/en
· www.fao.org/index_en.htm
· www.dardni.gov.uk/index/publications/pubs-dard-animal-health/ pubs-ahw-all-island-ahw-strategy.htm
· www.rspb.org.uk
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