evaluate external animal aannatommy and morphology€¦ · an exoskeleton gives form to the body on...

AAsssseessssmmeenntt GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

EEvvaalluuaattee EExxtteerrnnaall AAnniimmaall AAnnaattoommyy aanndd MMoorrpphhoollooggyy

NQF Level: 2 US No: 116117

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

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Evaluate external animal anatomy and morphology

Primary Agriculture NQF Level 2 Unit Standard No: 116117 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… his assessment guide contains all necessary activities and instructions that will enable the assessor and

learner to gather evidence of the learner’s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA.

Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding.

This guide provides step-by-step instructions for the assessment process of:

This unit standard is one of the building blocks in the qualification listed below. Please mark the qualification you are currently assessing, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Plant Production 48975 2 120

Please mark the learning program you are enrolled in:

TT

Title: Evaluate external animal anatomy and morphology

US No: 116117 NQF Level: 2 Credits: 5

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

PPlleeaassee NNoottee::

This Unit Standard 116117 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA.

NNoottee ttoo AAsssseessssoorr::

If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarized yourself with the content of the qualification.




Test the learner’s knowledge by asking him/her to answer the following questions:

1. Name the person who developed the classification system known as Taxonomy.

2. Name at least five of the “categories” within the classification system.

3. Name the 5 Kingdoms in the classification system.

4. What is the main differentiating feature of vertebrates?

5. What is the main differentiating feature of Mammals?

6. What is the main differentiating feature of arthropods?

7. What is the difference between an exo- and endo-skeleton?

8. Describe several characteristics of animals with backbones.

9. Explain why knowledge regarding the external anatomy of farm animals is important.

10. Differentiate between the body coverings of different animals.

11. Differentiate between the methods of locomotion of different animals.

12. Differentiate between the different methods of breathing of different animals.

13. Differentiate between the five different groups of Arthropods.

Model Answer(s): 1. The Swedish Naturalist Carolus Linnaeus in 1758. 2. Kingdom, Phylum, Class, Order, Family, Genus, Species. 3. Monera, Protista, Plantae, Fungi, Animalia. 4. Vertebrates have a noto chord or backbone. 5. Mammals can suckle their young because they have mammary glands. 6. An exoskeleton gives form to the body on the outside of the soft tissues. An

endoskeleton gives form to the body by being structured on the soft tissues.

Instructions to learner:

Individual work (A). 11 SSOO 22

Learner Guide: Page 28 Facilitator Guide: Page 13




Model Answer(s): 7. Animals with backbones:

• They have an internal skeleton of bone and cartilage. • They have a backbone or spinal column made up of vertebrae. • The heart is muscular and has 2, 3 or 4 chambers. • The blood contains red blood corpuscles. • All have a brain and a spinal cord protected by a skull and the vertebrae. • All except the fishes breathe by means of lungs in the adult stage.

8. Learners should be able to recognise different animals types based on their anatomical features, be able to determine what is normal and abnormal in anatomy and be able to learn those anatomical features that relate to good conformation and form.

9. Fishes and reptiles have scales, mammals have hair or wool, birds have feathers.

10. Fishes have fins, reptiles have legs and feet, mammals have legs and feet, or hooves or paws, moluscs have a muscular foot, crustaceans have legs.

11. Model answer: Fish breathe with gills, mammals and reptiles and birds breathe with lungs.

12.

Head, thorax and abdomen Three pairs of legs Insecta (insects)

Cephalothorax and abdomen Four pairs of legs

Arachnida (spiders, scorpions, ticks, mites)

Cephalothorax and abdomen Five pairs of legs

Crustacea (crab, shrimp, rock lobster)

Head and body Two pairs of legs per segment Diplopoda (multipedes)

Head and body One pair of legs per segment Chilopoda (centipedes)

MMyy NNootteess ……

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A. Activity 1: Group Discussion and Quiz

The learners must be grouped and then they must study the description of the different species of farm animals discussed in the text. They must then group the farm animals under the following headings:

Kingdom Phylum Class

Order Family Genus

Species

Let the learners discuss the groupings and note their findings.

Quiz

The learners should answer the following puzzle where terms are matched:

Write the letter corresponding to the word that best matches the word in the first column in the space provided.

Model Answer(s):

Item Answer

Kingdom Class Phylum Orde Family Species Genus Chordata Binomial Name Animalia

C A E B F H G J I D

Instructions to learner: Group Discussions (A) and Quiz (B), Group work (C), Individual work and written report (D) and Individual work and written report (E). 22

SSOO 22 Learner Guide: Page 29 Facilitator Guide: Page 14




Learners are required to make a list of possible abnormalities that can occur in farm animals. They should augment their written reports with photos and pictures where possible. Abnormalities can be due to genetics, injuries, deficiencies or diseases. The learner must in each case discuss how these abnormalities will negatively affect production of the farm animal.

Animal Abnormality Negative effect on

production

Instructions to learner: Written report, collect pictures of abonormalities 33





Learners will present the findings from Activity 3 above to the rest of the class.

Animal Abnormality Negative effect on

production

Instructions to learner: Written report, collect pictures of abonormalities 44





Learners must hand in a written report containing pictures of as many different animal species as possible. These pictures should contain anatomical labels. If photos showing abnormalities are included they should contain notes regarding the abnormality and the effects that these defects will have on the animal’s production.


Individual work and written report with pictures. 55 SSOO 33





Learners will take part in an anatomical dissection of a domesticated animal such as a sheep or goat. While the Vet is dissecting the carcass the learners should ask questions and make notes regarding the various organs that they see. The learners are required to draw simple sketches of the organs and their placement in the body. This report, with notes, will be handed in for assessment.

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

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Individual work and written report with pictures. 66 SSOO 33





Group work and group written report with pictures.

The class will be divided into groups of 3 to 5 people. Each group will be assigned a different animal to study. These animals can include: a fish, a frog, an grasshopper, a snail, a crab, a butterfly, a rat or mouse, a pig or a bird.

Each group must hand in an assignment wherein the life cycle of the animal is studied. The assignment should contain pictures or drawings, and notes on:

What method is used by the female to attract the male?

How long is the life cycle of the animal?

how many offspring are normally produced?

How long is the gestation or incubation period?

What happens to the offspring after they are born or hatch?

How long before the offspring can have offspring of their own?

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

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Group work and group written report with pictures (A). 77 SSOO 44





Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature:

Date:

Assessor’s Signature: Date:




SSuummmmaattiivvee TTeesstt aanndd AAttttiittuuddee && AAttttrriibbuuttee EEvvaalluuaattiioonn

efore the knowledge test is undertaken, the learner must be reminded of what is expected from him / her in terms of summative and reflexive competence. Read

and explain to the learner, the Preparation for Your Final Assessment section in the learner workbook. Learners and assessor should sign off this section to acknowledge that this step was completed.

Please set up a knowledge test from the questions given as a guideline to learners and supply each learner with a test sheet.

Supply each report with the following heading:

Questions Model Answers

1. Name the five Kingdoms. Correctly named

2. Compare the main features of fish and reptiles. Know the features and can compare

3. Compare the locomotion of molluscs and arthropods. Know the features and can compare

4. Classify dogs, cats, sheep, goats, and horses as far as you can.

Know the levels of classification up to species level

5. Describe several anatomical abnormalities and what cause them. Be able to discuss

6. Describe and draw the lifecycles of at least three different types of animals. Drawings and discussions are clear

7. Discuss the differences in body coverings of different animals. Differences are discussed

8. Be able to label the external anatomy of at least 2 farm animal species. Name external anatomy correctly

BB

Unit Standard: 116117 NQF Level: 2

Learner Name:




Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment and / or overall recommendations and action plan for competence:

Feedback from learner to assessor:

Assessment Judgement You have been found:

Competent

Not yet competent in this unit standard

Actions to follow:

Assessor report to ETQA

Learner results and attendance certification issued

Learner’s Signature:

Date:

Assessor’s Signature:

Date:

Moderator’s Signature:

Date:

evaluate external animal aannatommy and morphology€¦ · an exoskeleton gives form to the body on...

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