Introduction to Agriculture

Introduction

Human beings need food every day. What are the various activities through which people in your community obtain food? The growing of crops and keeping of animals has been going on for a very long time in Uganda, using simple methods and tools After Uganda got colonised by Britain in 1893. Ugandans started producing cotton for textile industries abroad. They continue to produce goods for industry and trade Different regions carry out different farming activities, depending on the climatic, soils and social factors in the area. Agriculture has many career opportunities one can take on to have a comfortable life

Historical Background of Agriculture

Early human beings needed food to survive before they were able to start agriculture. How were they obtaining food? In activity 1.1. you will explore the historical background of agriculture and how these early people obtained food

Activity 1.1 Understanding the historical background of Agriculture

You will need: A pen and a notebook.

1. In groups. study the pictures in figure 1.1:

2. Describe what you see from the pictures in figure 1.1

3. Discuss how people get food to eat in each of the pictures A F

4. Suggest how people got food in the past

5. Mention the benefits of the modern agricultural practises in your area.

6. In groups discuss what you know about agriculture and nomadism and in the table below

7. Suggest how nomadic pastoralism can be transformed into a good farming practise. & Present your findings to the rest of the class

Modern and earlier food production are different in methods and skills used. Modern agricultural production utilises scientific methods so that food is always available.

The Value of Agriculture in the Community

Agriculture contributes about a of the total earnings of the country. This is also called Gross Domestic Product (GDP) It is the total value of the goods and services produced within a given country. This means agriculture contributes a big proportion to the economy of Uganda.

Currently, many families in Uganda are involved in agriculture, although it is at different levels. Which agricultural activities have you seen people in your community get involved in? How do they benefit from them? In addition to providing food and raw materials, agriculture also provides employment opportunities to a very large percentage of the population.

Activity 1.2 Exploring the importance of agriculture to society

You will need: A notebook and a pen

1. In groups, study the pictures in figure 1.2:

2. Discuss what you see in each of the pictures A-F
3. Discuss how the activity in each picture is related to agriculture.
4. Which one of the activities have you seen being carried out in the community?
5. How will people in the community benefit from each of the activities shown in the pictures, A-F?

6. How does each of the pictures in figure 1.2 show the contribution of agriculture to the economy?

7. Brainstorm on ways through which members of your family earn a living. Is related to agriculture in any way?

8. Write a report of your findings and present it to the entire class living.

If agriculture is carried out well, it will lead to the improvement of our nation’s economy.

Activity 1.3 Identifying products obtained from crops and animals

You will need: magazines and newspapers, brochures, manilla papers, markers,glue

1. In groups, collect pictures or labels related to crop and animal products and make posters showing food and other products people get from crops and animals.

(a) Which of those products are obtained from animals, plants and agroforestry?

(b) Which of those products are imported to Uganda?

(c) Why are they not produced in Uganda?

(d) Suggest what can be done to have some of those imported products produced in Uganda.

(e) Which of those products are exported to other countries?

(f) What have you learnt from the group about the exported agricultural products?

(g) How can you increase on the quality of agricultural products for export?

2.Take the posters to class and discuss them with the rest of the class.

3. Hang them in class for further reference.

A Farm as a Production Unit

When some one tells you that he or she is going to the farm, what comes to your mind? Different farms produce different products. Some farms specialise in producing one product and others diversify, they produce several products

Activity 1.4 Exploring the farm as a production Unit

You will need; A notebook, a pen, gumboots, gloves.

1. As a class, brainstorm on what a farm is and what you would expect to find on a farm.

2. Put on your protective gear, gumboots and gloves

3. Visit the school farm or a farm near the school.
4. Observe the activities being carried out and note them down. What is the importance of carrying out those activities?

5. Ask the farm manager or worker any question about what you have observed
6. Sketch the layout of the farm, showing the different units. What is the contribution of each unit to the farm?:

(a) How do these units relate to each other?

(b) Suppose you are to start a farm, what will you need?

7. Present your findings to the rest of the class.

Understanding the Value of Various Farming Systems

Uganda has different climatic and soil conditions in the various regions. These conditions impact on the animals kept and crops grown in a particular area The various crops grown and animals kept form the farming enterprises. These enterprises are interrelated and they interact in a particular way to form farming systems

Activity 1.5 Finding out crops grown and animals reared in the different regions of Uganda

You will need: A notebook and a pen 1 In groups, study the maps in figures 13 and 1.4.

(a) Identify the regions in Uganda which practise animal keeping

(b) Which animals do they keep?

(c) Name areas that practise nomadic pastoralism, as shown on the map.

2. From the map in figure 1.4,

(a) Identify the main cash crops grown in the different regions

(b) Where are they grown?

(c) From your study of the map, identify the main food crops in

(1) Central region

(ii) Eastern region

(iii) Western region

(iv) Northern region

3.(a) What is apiculture?

(b) Identify the key areas on the map in figure 1.3-1.4, where apiculture is practised

(c) Discuss how apiculture can be extended to other areas in Uganda

4. How can crops and animals production can be increased in Uganda?

5. Present your findings to the class.

1.Identify the various farming systems shown on the map

2. Name the region(s) where each farming system is practised

3. Discuss why people are using different farming systems in the different regions of the country

4. Identify the various farming systems shown on the map

5. Name the region(s) where each farming system is practised

6. Discuss why people are using different farming systems in the different

regions of the country.

7. From the map, identify the farming system practised in your community

8. How do environmental conditions favour specific farming systems?

9. How have the different farming systems affected the social and economic well being of the people to Uganda?

10. Present your findings to the class

Importance of Record Keeping in Agriculture

How do you keep information you would like to use in future? What kind of information do you keep? Record keeping is all about storing information of things that have happened by noting them down or entering them in a computer programme. It is an important aspect in modern farming. To the farmer, it involves writing down all activities the farm is engaged in, so as not to lose any important information. The farmer should record the information as soon as he or she finishes the activity

Activity 1.7 Understanding the importance of record keeping

You will need: a notebook and a pen

Case study (Minane and his wife).

1. Read the case study about Minane and his wife

Minane and his wife developed interest in dairy farming. This was after learning that their neighbour Kakuru was reaping big from his dairy unit. They bought four heifers that were to give birth in about five months.

Minane and his wife employed a stock man to specifically look after the animals

He kept records for the dairy unit He maintained the suppliers’ book, where he recorded all the inputs, such as drugs and feeds and the costs of each. He credit in his head where he serves milk to the customers. It was very accessible to them.

maintained the cash sales book and kept record of what he sold and bought on He kept record of the total amount of milk produced by all the animals. The veterinary officer recorded the health status of the animals each time he visited the farm. Minane and his wife were very happy that the stock man was keeping records on a table.

One day, while the stockman was serving milk, it poured and wetted the books. He lost the records he was keeping When feeds got finished from the store, the stockman contacted the feeds supplier, who declined to deliver the feeds to the farm. He claimed that the farm owed him a lot of money. The stockman was not able to remember how much feeds he had taken on credit.

Minane and his wife did not have any record of what they bought and sold on credit. They kept on wondering how much to pay the feed supplier how much milk was sold on credit and how many customers paid in advance They sought advice from Kakuru Minans and his wife were surprised to hear that on Kakun’s farm detailed and property compiled records were kept in a safe form and place.

2. In groups, create a role play drama from the case study of the four characters Minane, Minane’s wife. Kakuru and the stockman

3. Discuss what the drama is about

4. Identify the records the stockman was keeping.

5. Why was the stockman keeping the records you have identified in step 47
6. What are the problems that resulted from the stockman not keeping other records?
7. How different would you have handed the situation?

8. What advice would you have given to the people in the drama?

Keeping records helps in the effective running of farm activities such as planning. budgeting, implementation and evaluation Records must be simple, clear neat and brief but accurate enough to provide the full information required on the farm. They can be kept in books or computer programmes. Loose papers can easily be misplaced.

Types of Records Kept on a Farm

From activity 1.7, you have discovered that there are various records kept on the farm. Each unit of the farm should have its own records. This will allow the farmer to easily recognise which unit is not doing well and try to improve it.

Activity 1.8 Identifying the types of records kept on a farm

You will need: a notebook and a pen, protective gear, gumboots and gloves.

1. Put on your protective gear
2. In groups, visit a nearby farm in your community
3. Find out the type of records kept on the farm.
4. Ask for empty record charts used for the different units and analyse the kind of information you can record.
5. Write down the information you have gathered in the table 1.3.

6. Mention any other records you may have found on the farm and their importance 7 Prepare a report of your findings to present in class.

Careers in Agriculture

We all want to be successful in life while doing something we enjoy. We would also

want to get enough income to live a comfortable life and support our families. In order to achieve this, we need to plan carefully and prepare well. Think about life after school. Agriculture has many opportunities you can take on to earn a living and live a successful life.

Activity 1.9 Investigating available career opportunities in agriculture

You will need: a notebook and a pen

1. In groups, study the pictures in figure 1.6.

2. Discuss what you see in each of the pictures A-F in figure 1.6.
3. Identify the agriculture related career in each picture.

4. How are the careers centified related to other subjects?

5. Individually recall in your family and identify one person persuing a career in agriculture Find out how he she been able to make it the opportunities and challenges faced in following that career

6.Discuss any other careers in agriculture that are not included in figure 1.6 identity one career of your interest and suggest how it would benefit your community.

A career may be a job that a person does to earn a living. There are several careers in agriculture. As you make yourself familiar with the several career opportunities in agriculture, you will realise where your interest lies. You can then identity a career you want to pursue for a better life.

Working Conditions of a Farm Worker

When a worker is not happy or motivated, the work he or she does will be of poor quality Farm workers are often isolated and living in rural areas, with no transportation. They often work long hours and are sometimes discriminated against and harassed. Farm workers need to be treated better and paid well to increase production on farm

Activity 1.10 Finding out the working conditions and requirements of farm workers

You will need: notebook and a pen, protective gear

As a class write a letter to a farm manager seeking permission to have an interview with his or her workers; What will you include in the letter?

1. Put on your protective gear
2. In groups, visit a nearby farm, interview at least two workers using the questionnaire provided. (Table 1.4).

Questionnaire format.

Period spent on work.

3. Use a tick to fill the following table.

5. From the questionnaire,

(a) Identify the challenges farm workers face on the farm.

(b) Suggest solutions to the challenges in (a) above.

6. Present and discuss your findings to the class.