MANUAL

PLANTING OF SEED UNIT

A Unit Standard for the Seed Industry

Unit Standard New Draft

NQF Level 3

Credits: 8

Compiled by:

Michael Zingel, Peter Froneman & Rina Blomerus

Learner Name:

Learner Number:

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Manual 2

Table of Contents

UNIT 1: PLANT SEED UNITS ......................................................................................5

1.1 Introduction......................................................................................................5

1.2 Soil preparation ...............................................................................................5

1.3 Soil Fertility......................................................................................................5

1.4 Soil texture ......................................................................................................6

1.5 Soil Structure...................................................................................................6

1.6 Soil Horizons ...................................................................................................7

1.7 Seedbed Preparation.......................................................................................8

1.7.1 Tillage..............................................................................................................8

1.8 Planting Methods...........................................................................................12

1.9 Diseases, Pest and Weed Control .................................................................12

ANNEXURE 1 : UNIT STANDARD ................................................................................13

This manual was developed by

Sparrow Research and Industrial Consultants CC

e-mail: sparrow3@mweb.co.za

Tel/fax: 012 – 460 9755

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Table of Figures

Figure 1: Soil characteristics ............................................................................................ 7

Figure 2: Mouldboard plough ........................................................................................... 9

Figure 3: Chisel plough .................................................................................................... 9

Figure 4: Disk plough....................................................................................................... 9

Figure 5: Rotary tiller.......................................................................................................10

Figure 6: Spring tooth harrow..........................................................................................11

Figure 7: Field cultivator..................................................................................................11

Figure 8: Cultipacker.......................................................................................................11

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US: Plant seed units

Unit Standard Specific Outcomes

SO1 Plan for establishment of seed units

SO2 Arrange seed bed preparation for planting

SO3 Monitor planting equipment and seed sources

SO4 Complete planting of seed unit

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UNIT 1: PLANT SEED UNITS

1.1 Introduction

There are a few important factors that one needs to consider when planting seeds.

� Location will play an important role, as well as whether a dry land option or irrigation

system is going to be used.

� The composition of the soil and the mineral components in the soil are crucial for plant

growth.

� The planning and layout of the site need to be established.

� A disease and pest control program must be in place.

1.2 Soil preparation

Few seeds will perform well if the soil is heavy and wet or very compacted. Very light

soils can also give poor results as they tend to dry out too quickly. Few soils are naturally

perfect for germination and subsequent growth and for all of these reasons good soil

preparation is important if you want your seeds to germinate well and the resulting plants

to give of their best.

Land preparation well in advance is advisable. Organic matter improves the structure of

heavy soils, and the water-holding ability of lighter ones and in both cases enables them

to hold more plant foods. Most seeds germinate and develop best in soil that is neither

strongly acid nor strongly alkaline and, if your soil is very acid, lime should be applied to

bring its acidity to within acceptable limits.

1.3 Soil Fertility

To ensure maximum productivity from a field, fertilizers are often required. Different crops

have different adaptations to soil pH levels and concentrations of soil nitrogen,

phosphorus, and potassium. Provided in each "Crop Description" are estimates of

fertilizer requirements; however, a soil test is strongly recommended. Soil tests are

relatively inexpensive if you consider the cost associated with crop failure or fertilizer

wastage. Plan soil tests several months (2-3) prior to planting to allow time for results to

be returned. Additionally, if pH levels need to be adjusted, lime should be tilled into the

soil at least 1 month prior to seeding date.

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Some site specific factors that need to be considered when determining the rate of

fertilizer to apply with the seed include row spacing, seed furrow opener type, seedbed

utilized (width of seed spread), soil texture, soil pH, soil water, precipitation, fertilizer

placement, fertilizer form, fertilizer material and crop.

1.4 Soil texture

Soil texture refers to the percentage of sand silt or clay in the soil. Coarse texture soils,

loamy sand or sandy loam, contain a high proportion of sand. Fine texture soils, clay

loam or clay, contain a high proportion of clay.

Soil texture influences the amount of fertilizer that can be applied with the seed at planting

in two ways. Texture determines (1) the amount of water retained by the soil and (2) the

cation exchange capacity (CEC) or the ability of the soil to adsorb the damaging ammonia

ions (NH3) released by nitrogen fertilizers.

The amount of germination damage associated with applications of fertilizer with the seed

at planting will vary with seasonal or yearly climatic conditions and among or between

locations. Growers should consider all factors that influence germination damage when

determining the amount and type of fertilizer to apply with the seed at planting.

1.5 Soil Structure

Structure is very important since (along with soil texture) it affects the porosity of the soil.

A dense structure will greatly reduce the amount of air and water than can move freely

through the soil. Also, it will affect the plant's ability to propagate roots through the soil.

There are five major classes of structure seen in soils: platy, prismatic, columnar,

granular, and blocky. There are also structureless conditions. Some soils have simple

structure, each unit being an entity without component smaller units. Others have

compound structure, in which large units are composed of smaller units separated by

persistent planes of weakness.

Some soils lack structure and are referred to as structureless. In structureless layers or

horizons, no units are observable in place after the soil has been gently disturbed, such as

by tapping a spade containing a slice of soil against a hard surface or dropping a large

fragment on the ground. When structureless soils are ruptured, soil fragments and single

grains can form. Structureless soil material may be either single grain or massive. Soil

material of single grains lacks structure. In addition, it is loose. Structureless soil is

generally not suitable for planting.

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1.6 Soil Horizons

Soil horizons are formed by combined biological, chemical and physical interactions.

Soils tend to develop an individualistic pattern of horizontal stratification under the

influence of site specific soil-forming factors. The composition of these individual soil

horizons and their relationship with the soil profile is an important key to understanding

behaviour. Soil colour, soil structure, and soil texture are especially important

components of soil morphology.

Figure 1: Soil characteristics

Soil colour is the first impression one has when viewing soil. Soil colour is primarily

influenced by soil mineralogy. The extensive and various iron minerals in soil are

responsible for an array of soil pigmentation. Colour development and distribution of

colour within a soil profile result from chemical weathering.

Surface soil structure is the primary component of tilth. Where soil mineral particles are

both separated and bridged by organic-matter-breakdown products and soil-biota

exudates, it makes the soil easy to work. Cultivation, earthworms, frost action and rodents

mix the soil. This activity decreases the size of the peds to form a granular (or crumb)

structure. This structure allows for good porosity and easy movement of air and water.

Soil texture refers to sand, silt and clay composition in combination with gravel and larger-

material content. Sand and silt is the product of physical weathering while clay is the

product of chemical weathering. Clay content is particularly influential on soil behaviour

due to a high retention capacity for nutrients and water. Due to superior aggregation, clay

soils resist wind and water erosion better than silt and sandy soils. In medium-textured

soils, clay can tend to move downward through the soil profile to accumulate as illuvium in

the subsoil. The lighter-textured surface soils are more responsive to management

inputs, but also more vulnerable to erosion.

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Texture influences many physical aspects of soil behaviour. Available water capacity

increases with silt and, more importantly, clay content. Nutrient-retention capacity tends

to follow the same relationship. Plant growth, and many uses which rely on soil, tends to

favour medium-textured soils, such as loam and sandy loam. A balance in air and water-

handling characteristics within medium-textured soils are largely responsible for this.

1.7 Seedbed Preparation

The three components necessary to start a seedbed are soil, machinery and seed. The

following are some basic guidelines to follow in order to make an ideal seedbed.

� Supply a fine area for seeds to germinate and for the roots of the seedlings to

grow.

� Weeds need to be controlled according to the work site procedures.

� The seedbed must fit the tools you have available for planting and cultivating.

� Maintain or improve the tilth.

� Set up a seedbed which has the ability to allow as much water as possible to enter

the soil.

1.7.1 Tillage

Tillage is a broad term which covers all the operations in working soil such as ploughing,

harrowing, planting and cultivating. When referring to seedbed preparation, tillage is

grouped into primary tillage and secondary tillage.

Primary tillage

Primary tillage as the word indicates would be the first break-up of the soil or field. The

main purpose is to break sod, to turn under trash and residues, to kill weeds, and to

loosen the plough layer. There are a variety of ploughs and machinery that can be used

during primary tillage. Some will be discussed as examples; however you should be

aware and well informed on the equipment used at the workplace for planting.

� Mouldboard plough: They are mostly used in area with medium to high rainfall

and are superior to any other plough breaking up tough sod and for turning under

green manure crops, heavy straws, cornstalks and other trash.

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Figure 2: Mouldboard plough

� Chisel plough: Works best when the soil is not to wet. It loosens and shatters the

plough layer, is fast and requires less draft, does not turn up sticky and hard to

work layer in gumbo soils.

Figure 3: Chisel plough

� Disk plough: these ploughs are best in dry areas. It works well on bare ground

and small grain stubble.

Figure 4: Disk plough

� Lister: It is also called a middle-breaker because it throws soil both ways and

leaves a trench in the middle. The lister is used in the semi-dry regions.

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� Subsurface tiller: These tiller tools are particularly made to leave all the trash and

residues in the surface soil to protect it from water run off and wind erosion.

� Rotary tiller: They are high speed rotors which break up many of the aggregates

in loams, silt loams and clays and are best suited for light texture soils with no tilth

problems.

Figure 5: Rotary tiller

Secondary Tillage

This refers to the stage between ploughing or other primary tillage and planting. With

secondary tillage the following should be accomplished:

� Packing the seedbed

� Loosening the seedbed

� Breaking of clods

� Cutting of trash or sod

� Killing of weeds

� Smoothing of the seedbed.

There are a number of tools available for secondary tillage:

� Disk: It is suitable for hard ground, ploughing ground with loose trash and does

not tear up sod or pull trash to the surface. It cuts, throws and loosens the

surface, but packs the lower furrow slice.

� Spring tooth harrow: It is suitable for stony fields and excellent for loosening the

surface without compacting the lower part of the plough layer and for pulling up

grass roots and exposing them to die.

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Figure 6: Spring tooth harrow

� Field cultivator: It is suitable for hard ground and excellent for fallowing to control

weeds. This tool is used to dig, lift and to loosen soil. It is also used to cut roots

and therefore it leaves the trash on the surface.

Figure 7: Field cultivator

� Spike tooth harrow: It is also called the peg-tooth and is used to break the clods

and smooth the seedbeds. It specialises in killing small weed seedlings which

start to grow after the seedbed has been prepared.

� Cultipacker: A cultipacker specialises in making the seedbed finer and firmer.

Another benefit of this tool is the fact that it compact and level freshly ploughed

soil.

Figure 8: Cultipacker

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1.8 Planting Methods

Planting methods, plant populations or density may vary dependent on the crop type

planted; therefore different methods will not be discussed and the specific method used

must be obtained from the available worksite procedures and documentation.

1.9 Diseases, Pest and Weed Control

Pests that attack crops can generally be divided into four groups: chewing pests, sucking

pests, stinging pests and soil pests. Some pesticides which control insects also

detrimentally affect insect pollinators essential for pollination or hybrid seed production

and cannot be used in a seed production field. Insects and the timing of their infestations

affect seed production. Seed crops are susceptible to the same diseases as commercial

crops. However, the need to complete their entire life cycle for seed production means

that other diseases may also be encountered and require control. Many significant

diseases of seed crops can be controlled by growing the crop in appropriate geographic

locations.

Diseases in seed fields can also be minimized by separating the seed crop from disease

pests either physically or over time. Physical separation occurs by producing the seed

crop in an isolated region from commercial crops or from the disease causing organism.

Some disease causing organisms have relatively short life spans. In these cases,

separation of the seed crop from the organism over time reduces disease problems.

Complete Exercise 1, 2, 3 and 4 in your workbook

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ANNEXURE 1: UNIT STANDARD

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source

COMPILED BY STANDARD GENERATING BODY FOR SECONDARY AGRICULTURAL PROCESSING

FIELD: AGRICULTURE AND NATURE CONSERVATION

SUB-FIELD: SECONDARY

AGRICULTURE

EDIT NO.:2 DATE:25-02-2002

FINAL VERSION DATE:

SKILLS AREA SEED CLASSIFICATION: CORE

TITLE: PLANTING OF SEED UNIT

UNIT STD NUMBER (SGB)

SEED020 UNIT STD NUMBER

(SAQA)

CREDITS:

8 ISSUE DATE:

(SAQA)

NQF LEVEL 3 REVIEW DATE

(SAQA)

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PURPOSE STATEMENT

A learner who has achieved this unit standard will be competent in:

� The effective establishment of a seed unit to ensure successful production of seed.

LEARNING ASSUMED TO BE IN PLACE

To enter a learning programme for this unit standard or to be assessed against this unit standard, the learner is assumed to have:

� Understanding of the basic agronomic principles.

� Basic knowledge of breeding- and seed production principles at NQF level 2.

� Understanding of relevant statutory safety requirements in the work place at NQF level 4.

� Literacy, numeracy and communication at NQF level 3.

� Introduction to seed industry and relevant workplace.

SPECIFIC OUTCOMES

A learner assessed as competent against this standard will be able to:

OUTCOME A: PLAN FOR ESTABLISHMENT OF SEED UNITS BY

� Acquiring the production plan according to work site procedures.

� Acquiring the relevant parent seed according to work site procedures and statutory requirements

� Planning, with growers, the appropriate planting programme, considering constraints.

� Issuing planting instructions and plan according to work site and quality procedures.

OUTCOME B: ARRANGE SEED BED PREPARATION FOR PLANTING BY

� Issuing appropriate guidelines for the preparation of the planting area according to work site procedures and statutory requirements.

� Advising on appropriate equipment and other inputs to be used for successful establishment.

� Selecting appropriate personal protective equipment (PPE) according to work site procedures and statutory requirements.

OUTCOME C: MONITOR PLANTING EQUIPMENT AND SEED SOURCES BY

� Monitoring that appropriate equipment for establishing plants is used according to work site and quality procedures.

� Monitoring that the seed used is according to planting instructions.

� Monitoring that planting instructions and plans are followed according to work site procedures.

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� Informing relevant parties of deviations according to work site procedures.

OUTCOME D: COMPLETE PLANTING OF SEED UNIT BY

� Collecting, labelling and disposing of excess seed according to work site procedures and statutory requirements.

� Informing relevant parties of deviations according to work site procedures.

� Completing and distributing documentation according to work site procedures and statutory requirements.

ASSESSMENT CRITERIA

Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used:

� Consequences of not using the appropriate guidelines as in the production plan according to work site procedures are explained.

� Consequences of not using an appropriate planting plan are explained.

� Consequences of inappropriate preparation of the planting area are understood.

� Consequences of not using appropriate equipment for the establishment of plants are explained.

� Consequences of using the incorrect parent seed are explained.

� Implications of not identifying and informing relevant parties of deviations according to work site procedures are explained.

� Consequences of not adhering to planting instructions according to work site procedures are explained.

� Consequences of not labelling the excess parent seed correctly according to work site procedures are explained.

� Consequences of not completing documentation according to work site procedures and statutory requirements are explained.

ACCREDITATION AND MODERATION PROCESS AND CRITERIA

An individual wishing to be assessed against this unit standard may apply to an assessor accredited by SETASA.

Any training provider offering learning that will enable achievement of this unit standard must be registered and accredited by SETASA.

Moderation of assessment will be done by SETASA in its ETQA capacity at its discretion.

RANGE STATEMENT

The learner is expected to perform the specific outcomes as reflected in this unit standard without direct supervision, but with access to work-site procedures, operating instructions and statutory requirements.

Production plan includes but is not limited to timing, parent ratios and plant populations.

Constraints include but are not limited to holidays, week-ends, expected weather conditions.

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Variations include but are not limited to incorrect plant population, parent ratios and incorrect seed

Other inputs include but are not limited to fertilisers, herbicides, insecticides and irririgation.

Occupational Health and Safety (OHS), Act 36 of 1947 as amended and other relevant statutory health and safety requirements and work site procedures.

CRITICAL CROSS FIELD OUTCOMES:

� Identify and solve establishing problems by applying basic agronomic principles.

� Work effectively with others with whom the relevant function interfaces.

� Organise and manage one self when preparing for planting seed units.

� Communicate with others in the process of reporting variations to relevant parties.

� Collect, analyse and organise information when recording data on establishment of seed units.

� Use science and technology when establishing seed units.

� Understand the world as a set of related systems, when working with chemicals and a wide range of genetic material.

ESSENTIAL EMBEDDED KNOWLEDGE

Knowledge and theory of operation of cultivation equipment.

VALUES

An application of company ethics, values as well as general safety and customer care principles.

An awareness of expectations and obligations of basic worker/management and indusunit relationships.